Titlebook: New Perspectives on Curriculum, Learning and Assessment; David Scott Book 2016 Springer International Publishing Switzerland 2016 Critical

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Book 2016ctices are deficient for two reasons. The first is the adoption by governments, policy-makers and practitioners of a set of knowledge practices that can be broadly characterised as empiricist and technicist, and which has come to dominate how curricula are constructed and certainly how education sys

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Globalisation Mechanisms,er will show how a common currency of comparison is created through the development of an international comparative student assessment system, such as the Programme for International Student Assessment (PISA) by the Organisation for Economic Cooperation and Development (OECD).

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2570-0251 ve to the flawed models of curriculum currently in use in th.This book offers a detailed analysis and assessment of the state of education round the world. The argument is made that education and curriculum practices are deficient for two reasons. The first is the adoption by governments, policy-mak

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International Comparisons,tems seek to align their programmes to improve their rankings on international comparative assessments such as the OECD’s PISA programme. National concerns reflecting local economic and cultural priorities may also be influential.

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