This article describes the networks of experts involved in the fabrication of indicators and benchmarks supporting the Open Method of Coordination led by the European Commission. In studying international expertise, it explores the policy borrowing process and the transfer of knowledge between several agents and institutions at global level. Our hypothesis is that science and policy are not in a discontinuing relationship but represent, through the building of instruments and methodologies of measurement, a corpus of scientific knowledge and normative principles held by representatives of supra-national organizations and States.
References
1.
BallS.J. (1995) Intellectuals or Technicians? The Urgent Role of Theory in Educational Studies, British Journal of Educational Studies, 43(3), 255–271.
2.
BottaniN. & TuijnmanA. (1994) Making Education Count: Developing and using international indicators. Paris: Organisation for Economic Co-operation and Development.
3.
CallonM. (2001) Actor Network Theory, in SmelserN. & BaltesP. (Eds) International Encyclopedia of the Social and Behavioral Sciences, 62–66. Oxford: Pergamon Press.
4.
CraneD. (1967) The Gate-keepers of Science: Some factors affecting the selection of articles for scientific journals, American Sociologist, (2)1, 195–201.
5.
DesrosièresA. (1993) The Politics of Large Numbers: A history of statistical reasoning. Cambridge, MA: Harvard University Press.
European Commission (2001) The Concrete Future Objectives of Education and Training Systems. Brussels: European Commission.
8.
European Commission (2002) European Report on Quality Indicators of Lifelong Learning: Fifteen quality indicators. Brussels: European Commission Directorate-General for Education and Culture.
9.
European Commission (2007) A Coherent Framework of Indicators and Benchmarks for Monitoring Progress towards the Lisbon Objectives in Education and Training. Brussels: European Commission.
10.
Eurostat (2001) Report on the Eurostat Task Force on Measuring Lifelong Learning. Luxembourg: Office for Official Publications of the European Communities.
11.
GippsC. & MurphyP. (1994) A Fair Test? Assessment, Achievement and Equity. London: Open University Press.
HanushekE. & WößmannL. (2007) The Role of Education Quality in Economic Growth. World Bank Policy Research Working Paper 4122, February. Washington, DC: World Bank.
14.
HenryM.LingardB.RizviF. & TaylorS. (2001) The OECD, Globalization, and Education Policy. Oxford: Pergamon-Elsevier.
HingelA. (2001) Education Policies and European Governance. Brussels: European Commission Directorate-General for Education and Culture.
17.
HutmacherW.CochraneD. & BottaniN. (2001) In Pursuit of Equity in Education: Using international indicators to compare equity policies. London: Kluwer.
18.
LatourB. (2005) Reassembling the Social: An introduction to actor-network-theory. Oxford: Oxford University Press.
19.
LawnM. & LingardB. (2002) Constructing a European Policy Space in Educational Governance: The role of transnational policy actors, European Educational Research Journal, 1(2), 290–307. https://dx-doi-org.web.bisu.edu.cn/10.2304/eerj.2002.1.2.6
MorleyL. & RassolN. (1999) School Effectiveness: Fracturing the discourse. London: Falmer Press.
22.
National Commission on Excellence in Education (1983) A Nation at Risk: The imperatives for educational reform. Washington, DC: US Government Printing Office.
NormandR. (2010) Expert Measurement in the Government of Lifelong Learning, in MangenotE. & RowellJ. (Eds) A Political Sociology of the European Union: Reassessing constructivism. Manchester: Manchester University Press.
25.
NóvoaA. & LawnM. (2002) Fabricating Europe: The formation of an education space. Dordrecht: Kluwer.
26.
OECD (1994) Making Education Count: Developing and using international indicators. Paris: CERI-OCDE.
