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Policy proposals in these areas are largely derived from major OECD international surveys, including PISA, TALIS, and PIAAC. The paper analyzes the origins, key developments, and ongoing policy debates surrounding OECD survey evidence in compulsory and higher education settings in Canada and abroad, focusing on how OECD influences educational governance and why international policy evidence remains contested.",{"@graph":69,"@context":115},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-oecd-and-educational-policy-reform-international-surveys-governance-and-policy-evidence/596756/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-oecd-and-educational-policy-reform-international-surveys-governance-and-policy-evidence/596756.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109],{"name":110,"@type":111,"acceptedAnswer":112},"Why is OECD international policy evidence described as contested?","Question",{"text":113,"@type":114},"The paper notes criticism of narrow curricular focus and challenges to the empirical foundations tied to Human Capital Theory, despite the transparency of statistical techniques.","Answer","https://schema.org",{"og:url":83,"og:type":117,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":119,"canonical":83},"index,follow",{"doc_id":121,"site_id":62},596756,1792116508,{"code":4,"msg":5,"data":124},{"doc_id":121,"user_id":125,"nickname":92,"user_avatar":126,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":127,"file_id":128,"file_url":129,"file_type":130,"file_size":131,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":132,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":137,"read_time":138,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","The OECD and Educational Policy Reform: International Surveys, Governance, and Policy Evidence  \nLouis Volante and Xavier Fazio, Brock Univeristy , Jo Ritzen, Maastricht University, UNU-Merit/Graduate School of Governance  \nAbstract  \nOver the past 50 years, the Organisation for Economic Cooperation and Development (OECD) has increasingly influenced the nature and scope of education policies in primary, secondary, and tertiary sectors around the world. Policy suggestions in these sectors primarily stem from the results oftheir various international surveys such as the Programme for International Student Assessment (PISA), the Teaching and Learning International Survey (TALIS), and the Programme for the International Assessment of Adult Competencies (PIAAC) . This paper discusses the etiology, key developments, and policy discussions associated with OECD’s international surveysin compulsory and higher education settings within Canada and abroad. The authors examine the influence of the OECD on educational governance and the contested nature of international policy evidence in the educational policy sphere.  \nIntroduction  \nOver the past 50 years, the Organisation for Economic Cooperation and Development (OECD) has increasingly influenced the nature and scope of education policies in primary, secondary, and tertiary sectors around the world. Policy suggestions in these sectors primarily stem from the results of their various international surveys such as the Programme for International Student Assessment (PISA), the Teaching and Learning International Survey (TALIS), and the Programme for the International Assessment of Adult Competencies (PIAAC) . The utilization of these surveys is supported by extensive databases that include reports, policy briefs, as well as monograph series such as PISA in Focus, Teaching in Focus, and Education Indicators in Focus, which directly link national and cross-national survey results with features of the “best” performing education systems around the world. These briefs complement other web resources such as their free OECD Data Factbook app and Education GPS website1 that provides comparable data and analysis on education policies and practices, opportunities and outcomes. An interesting feature of Education GPS is that it provides the latest information, in real time, on how countries are working to develop high-quality and equitable education systems. Collectively, the various international surveys have allowed the OECD to establish an empirical basis to support policy recommendations across various sectors for education systems around the world.  \nThis paper discusses the etiology, key developments, and policy discussions associated with  \n1 Found at [http://www.oecd.org/publications/oecd-factbook-18147365.htm](http://www.oecd.org/publications/oecd-factbook-18147365.htm)  \nthe OECD’s international surveys in compulsory and higher education settings within Canada and abroad. The authors examine policy discourses and the contested nature of the OECD’s influence on global educational governance. An analysis of the Canadian context, which possesses a unique governance structure in relation to the international community, is warranted. The present analysis also complements existing studies which have focused exclusively on PISA (see Klinger, DeLuca, & Merchant, 2016; Volante, 2013) .  \nThe OECD’s International Education Surveys: Rationale and Substance  \nThe OECD’s interest in education dates back to 1964, when this transnational organization provided the impetus for an area of study that is now commonly referred to as the Economics of Education (Svennilson et al., 1962) . The OECD’s various meetings on the Economics of Education in the 1960s ushered in the notion that economic growth may depend as much on increases inhuman capital (at that time measured by the number of years of education) as on the discernible changes in physical capital (e.g., machines, buildings, infrastructure). Over time, t","cbCaia6pFPhs8rHd","https://ap.wps.com/l/cbCaia6pFPhs8rHd","pdf",314928,15,"English","# Abstract\n# Introduction\n# The OECD’s International Education Surveys: Rationale and Substance","[{\"question\":\"Why is OECD international policy evidence described as contested?\",\"answer\":\"The paper notes criticism of narrow curricular focus and challenges to the empirical foundations tied to Human Capital Theory, despite the transparency of statistical techniques.\"}]","The OECD and Educational Policy Reform - International Surveys, Governance, and Policy Evidence | PDF",1792083658,38]