Las políticas de la comparación internacional. Un esbozo histórico de los cambios a lo largo del tiempo
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El auge de los bancos de datos internacionales en la economía digital exige una investigación sobre cómo contextos enormemente diferentes se hacen comparables. El método de formular las mismas preguntas o, según la terminología del siglo XXI, de utilizar el mismo conjunto de indicadores combinados con la información sobre variables del sistema, es clave para entender el despliegue de la comparación. El artículo examina la investigación sobre indicadores durante tres periodos de tiempo centrándose en sus actores influyentes: el Esquisse d’un ouvrage sur l’Éducation Comparée de Jullien de Paris (1817); las “encuestas” de Paul Monroe en Filipinas (1912-1914) y el trabajo de Isaac Kandel en torno a la comparabilidad y la Teoría de la Civilización; la colaboración del Instituto de Estadística de la UNESCO con otras partes interesadas en el desarrollo de indicadores educativos para los Objetivos de Desarrollo Sostenible 2030 (2015-2016). Estos tres periodos reflejan los cambios en el uso de los indicadores educativos: modernización / construcción nacional, colonización / desarrollo y estandarización / globalización. Jullien de Paris propuso preguntas estandarizadas para comparar características claves de los sistemas educativos, dio forma al método comparativo de investigación transnacional y contribuyó a justificar la necesidad de la comparación para extraer lecciones, tomar prestadas políticas o aprender de las “buenas prácticas” y las normas internacionales. Este enfoque mantiene su pertinencia en el contexto actual, marcado por el auge de los regímenes de cuantificación que promueven el uso de evidencia derivada de la investigación para la política y la planificación.
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