The OECD’s Higher Education Discourse : A qualitative analysis of the Chilean Case

Abstract: After the Jomtien conference and the World Declaration, Education for all in 1990, by UNESCO, education began to be a topic of greater relevance for global politics, and not only for domestic politics. The thesis aims to examine the construction of the OECD’s discourse about higher education using Chile as a Case of study, through the analysis of the OECD’s document Reviews of National Policies for Education, Education in Chile, published in 2017, and on the Law 21091 of Higher Education in Chile promulgated in 2018. For this, from poststructuralist theory, and using the concepts of legitimacy and norm as a theoretical framework, discourse analysis is carried out using the What is the Problem Represented to be approached. Thus, the thesis reveals that the OECD discourse is built on OECD preconceived standards, and not on particular standards for Chile, however, this also leads Chile to recognize itself as a country part of a world elite.