<p>The object of study is the international knowledge assessments and attention is given to the International Association for the Evaluation of Educational Achievement (IEA) and the Organisation for Economic Co-Operation and Development (OECD). As a way to explain the content in the international knowledge assessments an historical exposition about the IEA and OECD is written. International knowledge assessment is studied in relation to the national and international perspective, but also in relation to educational governing. By doing this concepts of globalisation and internationalisation are discussed as communication patterns. It is then possible to understand organisations like the IEA and OECD as institutionalised communication channels. If this is done it is possible to discuss globalisation and internationalisation as something else than an inevitable endpoint. </p><p>Through institutionalised communication channels international knowledge assessments appear in national contexts and some observations can be made. The first one is that international knowledge assessments reformulate relationships. In this the educational actors on national levels are observed. These actors are involved in a struggle for power over definition in what should be seen as educational problems and solutions. In this the actors and the educational system they represent tries to strive and communicate modernity, strong international competitiveness and development. Secondly the actors when reformulating the international ideologies into national contexts transform extern priorities to internal priorities. Thirdly an international ideology might be understood as isomorphic ideology. When the isomorphic ideology impacts national contexts it has to be mediated. The mediation is driven by the fact that it is constituted by the national context, but also by the different roles the actors take or are given. The notion about isomorphic ideology is investigated more properly in Appendix I, in relation to UNESCO, and it is declared that international cooperations are part of nations urge to make their educational institutions more effective. In relation to the conclusion from Appendix I international knowledge assessments are interpreted as a technological/instrumental method for making the production process more effective.</p><p>When the international knowledge assessments come down in national contexts some empirical reactions can be discussed. This is analysed from examples taken from the Swedish context, but these results are also in relation to the contexts in Denmark, Norway and the Netherlands. In the study examples are given on how international knowledge assessments are given meaning by political, administrative and media actors. It is primarily three results that can be uplifted. International knowledge assessments are used as an arena for communication in which arguments can be fetched and discussions can be made. International knowledge assessments are also used as present point descriptions, and point of departure for descriptions of educational vision of the future. And finally they are used for legitimising or repudiating politics of education.</p>

The object of study is the international knowledge assessments and attention is given to the International Association for the Evaluation of Educational Achievement (IEA) and the Organisation for Economic Co-Operation and Development (OECD). As a way to explain the content in the international knowledge assessments an historical exposition about the IEA and OECD is written. International knowledge assessment is studied in relation to the national and international perspective, but also in relation to educational governing. By doing this concepts of globalisation and internationalisation are discussed as communication patterns. It is then possible to understand organisations like the IEA and OECD as institutionalised communication channels. If this is done it is possible to discuss globalisation and internationalisation as something else than an inevitable endpoint. Through institutionalised communication channels international knowledge assessments appear in national contexts and some observations can be made. The first one is that international knowledge assessments reformulate relationships. In this the educational actors on national levels are observed. These actors are involved in a struggle for power over definition in what should be seen as educational problems and solutions. In this the actors and the educational system they represent tries to strive and communicate modernity, strong international competitiveness and development. Secondly the actors when reformulating the international ideologies into national contexts transform extern priorities to internal priorities. Thirdly an international ideology might be understood as isomorphic ideology. When the isomorphic ideology impacts national contexts it has to be mediated. The mediation is driven by the fact that it is constituted by the national context, but also by the different roles the actors take or are given. The notion about isomorphic ideology is investigated more properly in Appendix I, in relation to UNESCO, and it is declared that international cooperations are part of nations urge to make their educational institutions more effective. In relation to the conclusion from Appendix I international knowledge assessments are interpreted as a technological/instrumental method for making the production process more effective. When the international knowledge assessments come down in national contexts some empirical reactions can be discussed. This is analysed from examples taken from the Swedish context, but these results are also in relation to the contexts in Denmark, Norway and the Netherlands. In the study examples are given on how international knowledge assessments are given meaning by political, administrative and media actors. It is primarily three results that can be uplifted. International knowledge assessments are used as an arena for communication in which arguments can be fetched and discussions can be made. International knowledge assessments are also used as present point descriptions, and point of departure for descriptions of educational vision of the future. And finally they are used for legitimising or repudiating politics of education.