Knowledge globalization through international studies and assessments

Abstract

In our current society knowledge is the central element of effectiveness of human lives and today we are focused on a process of knowledge globalization. Worldwide participation in international educational studies and assessments (e.g. PISA, TIMSS, PIRLS, CIVED/ICCS) will be examined with trends. Countries will be grouped regarding to the specific parameters (e.g. economical, political indicators). Real importance in taking part in international educational studies, neglecting the least important fact of being placed on the international league tables, should be replaced with practical consequences, like researching knowledge content domains. The next step of our work will be analysing curricular and knowledge structure changes over periods in different countries regarding to cognitive and content domain knowledge which will provide specific international league tables in connection with more specific local knowledge. In addition international comparative educational studies play a great part in collecting and composing of educational indicators and contribute to the processes of making local knowledge global or making global knowledge local in a sense of regeneration of knowledge. How globalisation and especially international studies and assessments affect local knowledge in particular? Are participating countries conceptualizing new, global knowledge through making local knowledge global? Therefore, what is relevant knowledge today?