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PISA

Closing the Gap in Turkey: Evidence of Improved Quality and Reduced Inequality in an Expanding Education System

Naveed Hassan Naqvi's picture
Also available in: Türkçe



 

 

Turkey’s remarkable economic growth over the last decade has been a much quoted success story. One often hears that the country trebled its per capita income, and has become the 16th largest economy in the world. One hears less often that this economic growth has been inclusive, accompanied by reduced poverty and expanded access to social services in health and education. And yet even these debates on expanded social services rarely move beyond quoting the headline numbers to look at the dynamics of change in the sector(s). This omission is unfortunate because the dynamics of change in the social sectors can be a harbinger for future progress. I want to draw the reader’s attention to the unheralded progress in the education sector.
 

Working Together, Governments and Unions of Top-Performing Countries Show that it is Possible to Improve the Teaching Profession

Emiliana Vegas's picture

Last week, I traveled to New York City to attend the first International Summit on the Teaching Profession hosted by the US Department of Education, the OECD, and Education International, a global teachers union.  Of the 16 countries represented, all were top-performers in the international PISA tests, or rapid improvers, such as Poland and Brazil.  U.S. Secretary of Education Arne Duncan called the meeting to learn from what other countries are doing to improve teaching and learning, a sign that not only is this task complex and challenging, but that it is critical to countries at all levels of development.

So how do these top-performers and rapid-improvers manage their teaching forces to achieve high learning outcomes? The goal of the Summit was to have frank and open discussions about what works. Each country’s delegation included both government and teacher representatives, thus recognizing from the start the need for collaboration in the design and implementation of teacher policy reforms.

Quality Education is Unfinished Homework for Latin America, says World Bank's VP for the Region

Christine Horansky's picture

In conjunction with the Ibero-American Summit this month, Pamela Cox, Vice President for Latin American and Caribbean, emphasizes the urgent need to focus on education quality in a recent op-ed that appeared in major news outlets across the region:

If education were simply a matter of attending classes, Latin America and the Caribbean would have already done its homework. Most regional countries have made enormous progress towards achieving universal access to basic education. There is also clear progress at the secondary and tertiary levels.

But more than access, the key goal of education is learning. Making sure that children and youngsters perform according to the requirements of the day is a necessary condition for the advancement of society. In that respect, the region still has some unfinished business. 

 

Education Results Present a Wake-up Call to Countries

Harry A. Patrinos's picture

The Programme for International Student Assessment (PISA) 2009 survey results were released today by the Organisation for Economic Co-operation and Development (OECD).  PISA tests 15 year olds in reading, math and science.

Pisa 2009 results focus on reading, as they did in 2000 when the tests were first applied. In reading, as the OECD reports, Korea and Finland are the highest performing OECD countries, with mean scores of 539 and 536 points.  However, as noted in today's New York Times, Shanghai-China outperforms them by a significant margin, with a mean score of 556.  Top-performing economies in reading include Hong Kong-China (533), Singapore (526), Canada (524), New Zealand (521), Japan (520), Australia (515) and the Netherlands (508).

At the US release of the PISA results in Washington DC, which I was fortunate to attend today, Department of Education Secretary Arne Duncan and OECD Secretary General Angel Gurría, discussed the importance of the results in terms of competitiveness and growth. 

Stepping It Up For Vocational Education

Nicole Goldstein's picture

Students themselves stepping it up. Last weekend, I was fortunate to be at the same dinner party as Jeff Puryear, co-director of PREAL and a luminary in the education field. We got talking about his PhD thesis from 1977, which I later found out, was perhaps the first serious study of the impact of job training in Colombia's SENA industrial training programs in Bogotá.

His study had three goals:
 

First, to analyze the socioeconomic characteristics of people who enrolled with SENA relative to those who did not, with a view to identifying the kind of candidates that the programs attracted; second, to estimate the impact of SENA training on the wages of a randomly-chosen individual who had undergone no training before taking part in a SENA program; and third, to calculate the private and social benefits of the SENA program.