Finland’s success in PISA ― a worldwide study by the Organization for Economic Co-operation and Development (OECD) of 15-year-old students’ aptitudes in mathematics, science, and reading ― was a surprise to Finns. In 2006, it was the best performing country. Even though the results have declined, Finland still ranks among the top countries.
It is estimated that more than 250 million school children throughout the world cannot read. This is unfortunate because literacy has enormous benefits – both for the individual and society. Higher literacy rates are associated with healthier populations, less crime, greater economic growth, and higher employment rates. For a person, literacy is a foundational skill required to acquire advanced skills. These, in turn, confer higher wages and more employment across labor markets .
Recently, the OECD released the results for PISA 2015, an international assessment that measures the skills of 15-year-old students in applying their knowledge of science, reading, and mathematics to real-life problems. There is a sense of urgency to ensure that students have solid skills amidst modest economic growth and long-term demographic decline in Europe and Central Asia (ECA).
Over the past few decades, cheap and low-skilled labor has provided many countries — including much of East Asia — with a competitive advantage. However, with economies increasingly turning to automation, cheap labor and low skills will no longer guarantee economic growth or even jobs.
Every sector is reforming to meet the changing demands of the global economy. Except one. Education remains a predominantly public service. This is fine except that it means that this is also mainly publicly-provided, publicly-financed, and regulated. No public service agency is expected to do as much as we expect of education. How are education systems around the world faring?
"If you want one year of prosperity, grow grain. If you want a decade of prosperity, plant trees. If you want 100 years of prosperity, invest in people."
Every person needs and deserves quality education. But what does quality education mean? Even for countries which have affirmed their status as “quality education service providers,” there are arguments supporting or refuting education service quality. For developing countries, the challenge is even greater ¾ limited resources, major needs, and lack of experience are common problems faced by decision-makers in education. Various methods are used globally to compare the quality of education system—one of which is the OECD’s Programme for International Student Assessment (PISA).
Daca vrei un an de prosperitate, cultivă grâu. Daca vrei 10 ani de prosperitate, plantează copaci. Daca vrei 100 de ani de prosperitate, investește în oameni.
Fiecare persoană are nevoie și merită o educație de calitate. Dar ce înseamnă o educație de calitate? Chiar și pentru țările care și-au afirmat statutul de ”prestatori de servicii educaționale de calitate” vor fi argumente ce vor susține sau infirma calitatea serviciilor educaționale.
Если вы хотите одного года процветания, вырастите пшеницу. Если вы хотите десятилетия процветания, посадите деревья. Если вы хотите 100 лет процветания, инвестируйте в людей.
Каждый человек нуждается в качественном образовании и заслуживает его. Но что означает «качественное образование»? Даже в случае стран, подтвердивших свой статус «поставщиков качественных услуг образования», имеются доводы, подтверждающие и опровергающие то, что услуги образования являются качественными.
A few weeks ago, education policy makers and data analysts around the world were glued to their laptops when the Organization for Economic Cooperation and Development (OECD) published the results of PISA 2015. More than half a million students – from 72 countries and economies representing 28 million 15 year-olds – had taken the test. PISA, an international assessment administered every three years, measures the skills of students in applying their knowledge of science, reading, and mathematics to real life problems. PISA is one of the most influential international student assessments, which provides a rich set of information on the systems strengths and weaknesses, supports development of effective policies – and at the same time, benchmarks country's achievements vis a vis other participating countries.
This blog originally appeared in the Brookings Institute blog on December 7, 2016.
As 2016 draws to a close, few questions are asked with greater urgency in Europe than this: How can countries tackle inequality? Education usually tops the list of most promising solutions to inequality between rich and poor or between advanced and lagging regions. Education equips children and youth, regardless of their social background, with the skills to get a good job. As such, it is an engine of social mobility. So goes the theory. But what about the practice?