The OECD and the Field of Knowledge Brokers in Danish, Finnish, and Icelandic Education Policy

Abstract In this chapter, the authors look at the extent to which the OECD and national institutions function as data-driven knowledge brokers in the shaping of education in the Nordic region. The chapter offers an in-depth analysis of Denmark, Finland, and Iceland as empirical cases to understand the field of knowledge brokers in general and the role of the OECD in particular. The chapter presents a typology of the central policy instruments connecting the OECD with each national context and identifies the central institutions associated with these policy instruments. In conclusion, the chapter looks comparatively across the three cases. The chapter contributes to our understanding of policy flows via its illumination of the configuration and workings of the OECD-centered epistemic community, forming the modes of knowledge and governance woven into the Nordic education fabric.