Instruments of lesson-drawing: comparing the knowledge brokerage of the OECD and the World Bank

This study examines the Organization for Economic Cooperation and Development (OECD) World Bank, two largest global actors in education sector, their capacity as knowledge brokers. For these actors, positioning themselves between research policy circulating versions of evidence has become a popular governance instrument to amplify impact at national level. To compare strategies targets OECD we analyze three publication series: OECD’s Education Policy Outlook Reviews National Policies Bank’s Systems Approach Better reports. The results reveal significant differences approaches producing brokering knowledge. We interpret against backdrop idiosyncrasies organizations: Bank sees itself transnational actor, its production brokerage are highly decontextualized transcending experiences. By contrast, is an intergovernmental organization that views facilitator cross-national peer exchange. Situating findings within broader framework global–national nexus, argue approach promotes vertical learning, while pursues horizontal learning.