Abstract

RODRIGUEZ-MARTINEZ, Carmen. THE GLOBAL EDUCATION AGENDA AND ITS IMPACT ON EQUITY: THE SPANISH CASE STUDY. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2018, vol.27, n.53, pp.83-103.  Epub July 04, 2019. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2018.v27.n53.p83-103.

The Global Education Agenda (GEA) acts with instrumental educational reforms that are leading to the convergence of education policies worldwide. Without questioning the shared hegemony between the global agenda and nation-states, our interest is focused on analysing official and government documents that have a significant influence in Europe and Latin America (CUE, UN, OEI, WB, ECLAC and OECD), contrasted with its influence on educational policies in Spain. Our analysis concentrates on three main areas: the objectives set out by the GEA to achieve education quality and equity, the translation of these objectives into education policies that address a common denominator, and the consequences of these education policies for equity. Some of the conclusions suggest that there is disproportionate trust in the role of education in reversing economic and social inequality, while offering quantifiable instruments that provide managers and politicians with supposed control over education. However, with data from reports on and assessments of education systems, the consequences of these education policies are an increase in school inequality and a worsening of teachers’ working conditions.

Keywords : Global education agenda; Equity; Education quality; Mercantilist policies; Teaching.

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