Abstract
The role of international organisations (IOs) in educational policy making at all levels of governance has increased in recent history due in part to the creation and dissemination of educational indicators. It is the purpose of this article to introduce the concept of indicators, briefly explain indicators’ history and how IOs are involved with indicator collection, and propose one theory toward explaining the increased use of indicators within IOs. In order to facilitate this understanding, the article first attempts to define indicators. It then moves to a brief history of the social and educational indicator movement. This will allow for a better understanding of where education indicators are placed in time and their connection to economic policy knowledge and utility. Finally, the article explores possible motivations for IOs to collect indicators and promote them as valid sources of understanding. While not an exhaustive account, the basis to collect and disseminate indicators includes a desire for comparative information, an aspiration to establish benchmarks, and an ambition to become the sole collectors of information. This list collectively suggests a culture of performativity as described by Lyotard.