ABSTRACT
The effects of globalization on education policies and on the building of policy tools are largely known (Henry et al. 2001; Rivzi and Lingard 2010). Their contribution to the framing of a European space of education, along with discourses and expertise developed by transnational policy actors, has also been underlined (Lawn and Lingard 2002; Lawn and Novoà 2002; Lawn and Grek 2012). Some recent works have demonstrated how European indicators and international surveys like the Programme for International Student Assessment (PISA) support a method of soft governance (through the Open Method of Coordination) and serve to build a compromise between member states (Grek 2009, 2012). The process of policy-borrowing and knowledge transfer at their origins has been largely described and analysed (Steiner-Khamsi 2004; Grek and Ozga 2010a, 2010b). Communities of experts working on their methodological and epistemological foundations have been identifi ed (Normand 2009, 2013).
