After winning PISA, what changed? A case study of IO’s influence in China

• In Event: Rethinking Educational Policy Diffusion, Borrowing and Transfer

Proposal

International organizations (IOs) are active actors of global governance. Still, much of the literature asks ‘do international organizations matter?’, especially in a state with strong capacity and tight political control. Nevertheless, most of the existing studies focus on IO’s interactions with the Western liberal states, and very few studies focus on China and its relations with IOs. This paper aims to study the influence of IOs in China and answer the research question: to what extent do IOs have an influence in China? This research carries out an in-depth single-case study on PISA (Programme for International Student Assessment) by OECD to unfold its influence in China since the year 2010 when China participated in PISA for the first time and topped the program. PISA is one of the most influential IOs’ educational programs, which assesses the educational achievement of more than 60 countries and regions, The program causes ‘PISA shock’ in several countries, leading to educational reforms, policy changes, and national debates. China instead, was leading the PISA rankings, however to what extent did the IO’s program have influence in China?

For the paper more than twenty-five experts are interviewed, including Chinese government officials, leading Chinese school principals, scholars, journalists, publishing houses in the field, and staff at international organizations. Based on qualitative data from these in-depth semi-structured interviews, IO documentaries, and Chinese media coverage, preliminary findings indicate that PISA studies are used as an opportunity to grow and learn. Chinese education professionals use IO’s international credibility to leverage resources domestically and engage in conversation globally. They promote PISA within China, making PISA increasingly well-known in the professional circle. The name of the IO and PISA is mentioned during professional training, in professional publications, and on many other occasions to demonstrate professionalism, advancement and to express China’s own educational achievement. Thus, PISA is known by many professionals, and more professionals are further promoting PISA. Furthermore, considering many influential Chinese education professionals also served as bureaucrats in the Chinese government and have the power in decision-making, they learn from PISA and adopt some concepts and ideas of PISA in reforming the Chinese education system.

Through in-depth conversations with experts, this research reveals the agency of a group of Chinese leading education professionals who take IO’s program as an opportunity to exert influence. Regionally, they encourage the provincial government to work closely with IOs. Nationally, they devote themselves to national education reform’s agenda-setting and promote international education concepts to more regions of China. Globally, they participate in the international conversation and are willing to join the international community.

In an environment where protest is restricted, it is important to find ways to get the voice heard and to leverage all the resources and knowledge to gain influence, that’s what the Chinese education professionals have been doing post-PISA.

Author

• Fangyue Bao, University of Bremen