The impact of globalization on knowledge and education through international surveys and assessments
Centre for applied epistemology The Educational Research Institute Ljubljana, Slovenia
Slovenia is a country which is included in a number of different international educational surveys and assessments, e.g. PISA, TIMSS, SITES, PIRLS, CIVED/ICCS. Frequently raised questions about real importance in taking part in this studies, neglecting the least important fact of being placed on the international scales (what could exculpate researching in itself), should be replaced with practical consequences. What could these studies tell us about our educational system and even more, what could they tell us in comparison to others systems, beginning with the question- why do we need the comparison at all? With regards to this- could these surveys indicate equal knowledge benchmarking in all of surveyed countries? Could analysis which gives consideration to acknowledging historical, economical, political, cultural and social context in global knowledge benchmarking identify special knowledge conceptualization or even more, how could these studies and assessments influence on the national educational system in a meaning of emphasizing reliable educational (especially knowledge) indicators? In this paper, one methodological instrument applied for secondary analysis with regards to other country specific parameters and which could be used in Ragin?s mixed methodology for international comparisons will be presented regarding to identification of context and achievements.
To what extent are countries prepared to exchange their educational and knowledge paradigm? Is local knowledge meaningless in processes of globalization on knowledge and education? How globalisation and especially international surveys and assessments affect on local knowledge? Are participating countries in these studies conceptualizing new, global knowledge through making local knowledge global?