Globalisation has become increasingly important in education, and national systems are no longer defined only by the nation-state. The role of intergovernmental organisations such as the OECD has also become increasingly important, particularly through the development of the PISA tests and the publication of international comparison tables. With a growing recognition of educating for an international and globalised future, the OECD assessed global competence for the first time in 2018, with results released in October 2020. The power that the OECD exerts over its member states, and indeed further, in the field of education through the global competence assessment demonstrates social reproduction. This article examines the OECD’s 2018 Global Competence Framework from a Bourdieusian perspective. An analysis is undertaken of the framework using Bourdieu’s thinking tools of habitus, field and capital, and the mechanisms of pedagogic authority, pedagogic action and pedagogic work, demonstrating an unconsciously agreed power differential between social groups. The OECD, as well as policy-makers at a national level, must consider such implications in anticipating future policy developments in order to enable systemic injustices to be overcome and educational equality to be achieved.

全球化在教育中变得越来越重要，国家体系不再仅由民族国家来定义。经合组织等政府间组织的作用也变得越来越重要，特别是通过 PISA 测试的发展和国际比较表的发布。随着对面向国际化和全球化未来的教育的日益认可，经合组织于 2018 年首次评估了全球能力，结果于 2020 年 10 月发布。 经合组织对其成员国施加的权力，甚至在该领域进一步发挥作用教育通过全球能力评估证明社会再生产。本文从布迪厄斯的角度审视了 OECD 的 2018 年全球能力框架。运用布迪厄的惯习、场域和资本的思维工具，以及教育权威、教育行动和教育工作的机制，对该框架进行了分析，展示了社会群体之间无意识地同意的权力差异。经合组织以及国家层面的政策制定者在预测未来政策发展时必须考虑这些影响，以便能够克服系统性不公正并实现教育平等。