Abstract
In this article, the authors provide an update on what has happened over recent months with the OECD’s proposal for an International Early Learning Study (IELS); and review responses to the proposed IELS, including the concerns that have been raised about this new venture in international testing. The authors call on OECD and its member state governments to enter into open discussion with the wider early childhood community about the future direction of comparative work on early childhood education and care.
© 2017, The Author(s). This is an author produced version of a paper published in Contemporary Issues in Early Childhood, uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at: http://journals.sagepub.com/doi/pdf/10.1177/1463949117714086. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.
© 2017, The Author(s). This is an author produced version of a paper published in Contemporary Issues in Early Childhood, uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at: http://journals.sagepub.com/doi/pdf/10.1177/1463949117714086. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.
| Original language | English |
|---|---|
| Pages (from-to) | 250-258 |
| Journal | Contemporary Issues in Early Childhood |
| Volume | 18 |
| Issue number | 2 |
| Publication status | Published - 4 Jul 2017 |