Lessons from the iea studies |
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| Institution: | 1. School of Engineering, Nazarbayev University, 53, Kabanbay batyr, Astana 010000, Kazakhstan;2. Chemical and Aerosol Research Team, Chemical Engineering Department, School of Engineering, Nazarbayev University, Astana 010000, Kazakhstan;3. Center for Air Resources Energy and Science, Clarkson University, Box 5708, Potsdam, NY 13699, USA;4. Department of Public Health Sciences, University of Rochester School of Medicine and Dentistry, 265 Crittenden Boulevard, CU 420644, Rochester, NY 14618, USA;5. Energy Policy and Modelling Group, MaREI Centre, Environmental Research Institute, University College Cork, Lee Road, Cork, Ireland;6. School of Engineering, University College Cork, College Road, Cork, Ireland |
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| Abstract: | The launching in the early 1960s of cross-national surveys of student achievements was in many respects a pioneering venture. It required setting up an international coordinating “machinery”, raising funds, and assembling a body of researchers who could develop an adequate methodology and make the necessary scientific and administrative decisions. In 1961 the International Association for the Evaluation of Educational Achievement (IEA) was established for coordinating purposes and as a forum for scientific exchange. It was incorporated in 1967. This chapter presents the lessons learned with regard to the general research paradigm, administration, funding, and methods employed. Finally, the competence building in some countries that IEA undertook is described. The author, who chaired IEA during its first two decades of existence, has concentrated on the experience gained up to 1980. |
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