Promising lines of scholarship have emerged on how International Organisations (IO's) deploy anticipatory techniques aimed at colonising the future as a means of governing in the absence of sovereignty. It follows that securing hegemony over a vision of the future is important strategic work for IOs, and a source of legitimacy derived from…

We argue that the legitimacy of international organisations (IOs) as self-proclaimed representatives of humankind, which was unfounded from the outset, is waning. To substantiate that claim, we undertake a critical inquiry into the legitimacy of the promissory visions pursued by IOs in the field of education across three historical periods. The…

Although international student assessments and the role of international organisations (IOs) in governing education via an evidence-based educational policy discourse are of growing interest to educational researchers, few have explored the complex ways in which an IO, such as the OECD, gains considerable influence in governing education during…

From a British perspective, the author describes and comments on Norway's recent curricular and educational reforms: the development of the grunnskole for students ages 7-16, with emphasis on the lower secondary (ungdomsskole) 14-16 phase, and reforms in the upper secondary (videregaende skole) for ages 17-19. (Author/SJL)

Author attempts to find basic relationships between five major components, which end up by shaping some basic organizational patterns for educational planning. (Author/RK)

Argues that recent theories of development are flawed because (1) they assert that social justice and economic development are compatible educational aims and (2) they give insufficient attention to the political contexts of policy-making. Part of a theme issue on the World Bank Paper and Third World educational development. (SJL)