Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - A comparative analysis of national media responses to the OECD Survey of Adult Skills
T2 - International seminar: The Politics of Reception of International Assessments
AU - Yasukawa, Keiko
AU - Hamilton, Mary Elizabeth
AU - Evans, Jeff
N1 - Conference code: ESRC 5
PY - 2016/3/23
Y1 - 2016/3/23
N2 - OECD’s Programme of International Assessment of Adult Competencies (PIAAC) is put forward as a landmark development in the lifelong monitoring and international comparison of education. PIAAC’s first round of the Survey of Adult Skills compared performance in Literacy, Numeracy and Problem Solving in Technology-Rich Environments across 24 countries. However, the translation of any OECD agenda into national policies is mediated by many actors including the media. This paper examines and compares how national media of Japan, England and France reported on the PIAAC results of their countries, and the extent to which these reports mirror key messages from the OECD’s Country Notes. It begins to trace how the OECD PIAAC agendas materialise into national policies. Although their role in this initial period was limited, we argue the roles of the media together with other policy actors must be monitored as they interact to shape possibilities for sustainable adult education policies. Keywords: lifelong learning; education policy; adult literacy; adult numeracy; comparative media analysis; OECD; Survey of Adult Skills; PIAAC
AB - OECD’s Programme of International Assessment of Adult Competencies (PIAAC) is put forward as a landmark development in the lifelong monitoring and international comparison of education. PIAAC’s first round of the Survey of Adult Skills compared performance in Literacy, Numeracy and Problem Solving in Technology-Rich Environments across 24 countries. However, the translation of any OECD agenda into national policies is mediated by many actors including the media. This paper examines and compares how national media of Japan, England and France reported on the PIAAC results of their countries, and the extent to which these reports mirror key messages from the OECD’s Country Notes. It begins to trace how the OECD PIAAC agendas materialise into national policies. Although their role in this initial period was limited, we argue the roles of the media together with other policy actors must be monitored as they interact to shape possibilities for sustainable adult education policies. Keywords: lifelong learning; education policy; adult literacy; adult numeracy; comparative media analysis; OECD; Survey of Adult Skills; PIAAC
KW - lifelong learning; education policy; adult literacy; adult numeracy; comparative media analysis; OECD; Survey of Adult Skills; PIAAC
U2 - 10.1080/03057925.2016.1158644
DO - 10.1080/03057925.2016.1158644
M3 - Journal article
JO - Compare: A Journal of Comparative and International Education
JF - Compare: A Journal of Comparative and International Education
SN - 0305-7925
Y2 - 20 April 2016 through 21 April 2016
ER -