Explorations In Oeec History

This book examines the major moments punctuating OEEC history from the original offer of Marshall Aid in 1947 to the decision to create the OECD in 1960.

Fifty years after it was launched, the Marshall Plan remains a major event of post World War II history. But what did it actually do for European reconstruction? To commemorate the opening of its historical archives to the public and their deposit at the European University Institute (EUI), the OECD invited a group of EUI historians to analyse the role played by the Marshall Plan and the Organisation for European Economic Co-operation (OEEC) in the economic recovery of Europe. This book examines the major moments punctuating OEEC history from the original offer of Marshall Aid in 1947 to the decision to create the OECD in 1960. It offers a history of the European economic reconstruction and contributes to discussions on models of co-operation favouring economic development, trade liberalisation and world economic integration.

In this timely, cogent analysis of trends and powerful forces shaping global educational policy today, Joel Spring focuses on how economization is making economic growth and increased productivity the main goals of schools, and the ways these goals are achieved—including measuring educational policies by their costs and economic benefits, shaping family life to ensure productive workers and high-achieving students, introducing entrepreneurship education into curricula from preschool through higher education, and increasing the involvement of economists in educational policy analysis. Close attention is given to the Organization for Economic Cooperation and Development (OECD), the World Bank, the World Economic Forum, and multinational corporations, which, as advocates of economization, want schools to focus on teaching hard and soft skills needed by the global labor market. Economization raises questions about the effects of economically driven agendas for schools: Will education policies advocated by global organizations and multinational businesses corporatize and standardize human personalities and families? What type of global worker is being sought by global organizations and multinational corporations? What education programs are supported to educate the ideal global worker? What is the ideal family life for economic growth and development? Detailing and analyzing the politics and motivations driving economization, the book concludes with an assessment of the impacts of the confluence of business interests, economic theories, governments, and educators.

The first comprehensive historical overview of the OECD's role in the concept of economic growth becoming an international norm.

This book explores the history of the Organization for Economic Co-operation and Development (OECD) and its place within capitalist development. Since 1948, the OECD and its forerunner, the Organization for European Economic Cooperation (OEEC) worked on almost every subject of interest to national governments ranging from economic growth to education (PISA rankings), statistics, to the environment. With varying success the OEEC/OECD thus played a key role as a warden of the West and of capitalist development. However, it has remained one of the least understood international organizations. Bringing together a number of case studies by scholars from around the world, this first source-based volume on the history of the OEEC/OECD in global governance offers not only a new understanding of the Organization’s key areas of activities, but also its multiple relations to member states, other international organizations, and private networks. The volume thus critically re-examines postwar international history, most importantly decolonization and the Cold War, through the prism of one international organization in its various contexts.

Documents and analyzes the role and functions of educational policy in the context of today's global economic system, and the consequences of educational policies designed to align educational systems with the needs of international corporations.

This edited volume focuses on the historical role of the OECD (The Organisation for Economic Co-operation and Development) in shaping global education policy. In this book, contributors shed light on the present-day perspective of Comparative Education as a logical addition to current scholarship on the history of international organizations in the field of education. Doing so, the book provides a deeper understanding of contemporary developments in education that will enable us to reflect critically on the trajectories and future developments of education worldwide.

What made me write this book was a feeling that students of international economics needed to fill out their knowledge of the theory with work on the practice of the major international economic organizations, many of which are having a growing influence on the national economies of their members. There was no single volume given over to a concise treatment of these organizations. The annual reports of the international organizations themselves can be consulted, of course, but as a rule these are not noted for being brief and to the point (the items of importance have to be fished out of a sea of useless detail), nor do they go in for criticism of their own activities. In selecting the organizations to be dealt with in the book I was guided by the influence they exert. I have left out those whose activities consist mainly in the drafting of recommendations to which, however meritorious they may be, little or no attention is paid. Some of them are included in the Introduction, which provides a summary of a number of institutions not discussed separately in the body of the work. There are, however, two exceptions: the Organization for Economic Cooperation and Development (OECD) as the organization replac ing the Organization for European Economic Cooperation (OEEC), and the United Nations Conference on Trade and Development (UNCTAD) whose meet ings have succeeded in drawing much attention of the press.