scholarly journals Estonia: A Positive PISA Experience

2020 ◽  
pp. 101-120
Author(s):  
Gunda Tire
Keyword(s):  
Education System ◽  
International Student ◽  
Student Assessment ◽  
Oecd Countries ◽  
Economic Cooperation ◽  
Historical Background ◽  
High Performing ◽  
International Student Assessment ◽  
League Tables ◽  
The World

AbstractAccording to Programme for International Student Assessment (PISA) run by Organization of Economic Cooperation and Development (OECD), Estonian education system stands out as a high performing system where students from different socio-economic backgrounds achieve high results. In PISA 2018 Estonian students ranked first in reading and science and third in mathematics among the OECD countries. What has Estonia done to be at the top of the PISA league tables? There are many aspects that have contributed to the success of Estonian education. The following chapter will look at the historical background, describe the factors, policies and conditions that have contributed to the current educational landscape that has attracted considerable attention from all over the world.

The Impact of Schooling Intensity on Student Learning: Evidence from a Quasi-Experiment

2019 ◽  
Vol 14 (4) ◽  
pp. 679-701
Author(s):  
Vincenzo Andrietti ◽  
Xuejuan Su
Keyword(s):  
Student Learning ◽  
Test Scores ◽  
International Student ◽  
Unobserved Heterogeneity ◽  
Student Assessment ◽  
Immigrant Parents ◽  
High Performing ◽  
International Student Assessment ◽  
Time Required ◽  
The Impact

This paper uses a quasi-natural policy experiment in Germany, the G8 reform, to examine the impact of schooling intensity on student learning. The G8 reform compresses secondary school for academic-track students from nine to eight years, while holding fixed the overall academic content and total instruction time required for graduation, resulting in a higher schooling intensity per grade. Using German extension of the Programme for International Student Assessment data, we find that this reform improves test scores on average, but the effect differs across subgroups of students. The reform effect is larger for girls than for boys, for students with German-born parents than for those with immigrant parents, and for students having more books at home. The heterogeneous reform effects cannot be explained by changes in observed channels. Instead, quantile regression results suggest that unobserved heterogeneity plays an important role: Whereas high-performing students significantly improve their test scores, the lowest-performing students hardly improve at all after the reform. We interpret the unobserved heterogeneity as reflecting students’ capability to cope with the increase in schooling intensity.

scholarly journals Taiwan: Performance in the Programme for International Student Assessment

2020 ◽  
pp. 203-226
Author(s):  
Su-Wei Lin ◽  
Huey-Ing Tzou ◽  
I-Chung Lu ◽  
Pi-Hsia Hung
Keyword(s):  
Gender Gap ◽  
Education System ◽  
International Student ◽  
Cultural Beliefs ◽  
Student Assessment ◽  
Government Investment ◽  
International Student Assessment ◽  
Rural And Urban ◽  
Top Performers ◽  
Math And Science

AbstractTaiwan has, from 2006, participated in five Programme for International Student Assessment (PISA) surveys. This chapter discusses Taiwan’s performance in PISA and its implications. At first, the education system and the process of educational reform in Taiwan were described. Then Taiwan’s performances for reading, math, and science in PISA were delineated. Taiwanese students have had consistently excellent performance for math and science; its reading performance, although not as outstanding as those for math and science, has improved significantly from 2009 to 2018. The gender gap in reading, in favour of female students, has narrowed, and the gender gap in math and science has been small. Educational equity, especially between rural and urban students, has also improved from 2006 to 2018. The proportion of high performers in reading and the proportion of low performers in reading, math, and science has increased from 2006 to 2018, while the proportions of top performers in math and science have decreased. These findings are interpreted from the perspectives of cultural beliefs, changes in the education system and national assessment, government investment in the related domains, and the nature of the PISA assessment.

The impact of professional capital on educational excellence and equality in Estonia

2016 ◽  
Vol 1 (3) ◽  
pp. 237-252 ◽  
Author(s):  
Maie Kitsing ◽  
Alan Boyle ◽  
Hasso Kukemelk ◽  
Jaan Mikk
Keyword(s):  
Education System ◽  
International Student ◽  
Student Assessment ◽  
General Level ◽  
Content Type ◽  
Professional Capital ◽  
International Student Assessment ◽  
Wide Range ◽  
High Level ◽  
The Impact

Purpose – Estonia’s results in programme for international student assessment (PISA) studies between 2006 and 2012 showed both high-level attainment and social equity. The combination of excellence and equity makes Estonia stand out from other countries. The purpose of this paper is to explore the wide range of factors that influence Estonian students’ performance in these tests and note how professional capital fits into the overall picture. Design/methodology/approach – First the authors present a brief analysis of the outcomes in terms of the PISA results. Then the authors describe a wide range of contextual factors in Estonia such as: the country’s general level of human development; historical and cultural factors; demographics and social factors. These are the inputs to the education system. Finally the authors explore the interplay between features of the education system itself – the schooling processes – and note the impact of professional capital. Findings – The authors judge that the interplay between professional capital with other factors that work in harmony explains why the system is highly effective. This coherence is not accidental; it is the outcome of a series of deliberate reforms and investment over a single generation. Originality/value – Between 2009 and 2012 Estonia increased its share of top performers in PISA tests while, at the same time, reduced the proportion of low performers. This is commonly referred to as “raising the bar and closing the gap”. Individual schools struggle to close attainment gaps between different groups of students. Estonia is one of a very small number of countries to achieve both excellence and equality across the whole national system.

Educational Attainment and Integration of Foreign Students in Spain

2020 ◽  
Author(s):  
Sergio Andres Cabello ◽  
Joaquín Giró Miranda
Keyword(s):  
Education System ◽  
School Environment ◽  
Foreign Students ◽  
International Student ◽  
Student Assessment ◽  
Academic Failure ◽  
Immigrant Parents ◽  
International Student Assessment ◽  
Attention To Diversity ◽  
Spanish Education

Education is one of the pillars of the welfare state in Spain, and one of the main ways of reducing inequalities and, potentially, integrating members of the immigrant population. Schools serve to promote social and cultural integration of foreign students and their families. Spain, although its history as a country of immigration has been short, has been quite efficient in integrating the emigrant population, especially at school. It is important to bear in mind that schools and the school environment are the main point of encounter between families of different cultures. There were significant difficulties incorporating foreign students in schools in the first decade of this century. The importance of integration in the process of normalizing relations between immigrant families and schools has been indisputable. However, one of the main difficulties with this integration has been the poorer performance and academic achievement of foreign students in the Spanish education system. Foreign students’ performance is significantly different. For example, they achieve significantly lower grades in the different standardized tests (Programme for International Student Assessment (PISA)), e.g., and higher rates of dropout, academic failure, and grade repetition. However, it is also true that these differences are significantly smaller for second-generation students born in Spain of immigrant parents. Faced with these facts, there have been numerous theoretical analyses and research projects that have tried to determine which variables affect this situation and which of them can be attributed to immigration, excluding any other socioeconomic factors. The results and the academic attainment of foreign- and immigrant-origin students in the Spanish education system are associated with some factors attributed to immigration. One of the most important is school segregation processes and their consequences for the educational and social integration of this group. Likewise, the financial crisis that has affected public policy and the Spanish welfare system, with the resulting budget cuts in education, has conditioned compensatory measures and attention to diversity.

scholarly journals Education, Science and Technology in Mexico: Challenges for Innovation

2017 ◽  
Vol 10 (5) ◽  
pp. 115 ◽  
Author(s):  
Fernando Carlos Gómez-Merino ◽  
Libia Iris Trejo-Téllez ◽  
Maria Esther Méndez-Cadena ◽  
Aleida Selene Hernández-Cázares
Keyword(s):  
Education System ◽  
International Student ◽  
Science And Technology ◽  
Student Assessment ◽  
Innovation Process ◽  
Doctoral Degree ◽  
Current Status ◽  
National Education ◽  
International Student Assessment ◽  
Education Science

The innovation process is founded on a high-quality education system at all levels, which trains scientists and technologists capable of generating innovations. Education is the most decisive factor in human development, yet in Mexico current statistics reveal a critical situation at every educational level, as only 1 out of every 10 children entering elementary school obtains a university degree, and less than 0.01% of the population holds a doctoral degree. In addition, international tests such as the Programme for International Student Assessment (PISA) reflect the low educational performance of Mexican students in several subject areas. The deficiencies found in the national education system negatively impact innovation indicators. Although there have been major initiatives to reverse underperformance in education, science, technology and innovation (STI), the country has actually seen its global competitiveness ranking fall from 55th in 2013 to 57th in 2015, and structural reforms in education, science and technology proposed since 2012 have still not been successfully implemented. This paper analyses the current status of the education and STI systems in Mexico and sets out some strategies to improve public policies to profit from the great competitive advantages that Mexico has as an emerging economy, with about 52 million economically active people and great untapped potential if innovations policies are implemented successfully.

Research on Globalization and Education

2008 ◽  
Vol 78 (2) ◽  
pp. 330-363 ◽  
Author(s):  
Joel Spring
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Educational Practices ◽  
Global Trends ◽  
Global Migration ◽  
International Student Assessment ◽  
Theoretical Perspectives ◽  
The World ◽  
The Rich ◽  
International Testing

Research on globalization and education involves the study of intertwined worldwide discourses, processes, and institutions affecting local educational practices and policies. The four major theoretical perspectives concerning globalization and education are world culture, world systems, postcolonial, and culturalist. The major global educational discourses are about the knowledge economy and technology, lifelong learning, global migration or brain circulation, and neoliberalism. The major institutions contributing to global educational discourses and actions are the World Bank, the Organization for Economic Cooperation and Development, the World Trade Organization, the United Nations, and UNESCO. International testing, in particular the Trends in Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA), and instruction in English as the language of commerce are contributing to global uniformity of national curricula. Critics of current global trends support educational alternatives that will preserve local languages and cultures, ensure progressive educational practices that will protect the poor against the rich, and protect the environment and human rights.

scholarly journals Literasi Matematika dalam Menyambut PISA 2021 Berdasarkan Kecakapan Abad 21

2020 ◽  
Vol 6 (1) ◽  
pp. 57
Author(s):  
Habibi Habibi ◽  
Suparman Suparman
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Economic Cooperation ◽  
International Student Assessment

<p>Salah satu kecakapan yang diperlukan di era global adalah literasi matematika. Literasi matematika merujuk pada kemampuan individu untuk memformulasikan, menggunakan, dan menginterpretasikan matematika dalam berbagai konteks dengan penguasaan teknologi informasi. Penilaian literasi matematika siswa usia 15 tahun secara internasional diukur melalui PISA (<em>Programme for International Student Assessment</em>)<em> </em>yang diselenggarakan oleh OECD (<em>Organization for Economic Cooperation and Development</em>). Dalam menyambut PISA 2021 mengasah kemampuan bernalar siswa dapat dilakukan dengan pembiasaan menemukan solusi dari soal-soal   tes yang mengukur kemampuan berpikir tingkat tinggi.</p>

scholarly journals Finnish Education System and its Triumph in Pisa: Lessons to Learn for Pakistan

2020 ◽  
Vol V (I) ◽  
pp. 479-487
Author(s):  
Sobia Altaf ◽  
Abid Shehzad ◽  
Aneela Sana Akhtar
Keyword(s):  
Education System ◽  
International Student ◽  
Educational Achievement ◽  
Student Assessment ◽  
The Other ◽  
Educational Policies ◽  
Educational Structure ◽  
International Student Assessment ◽  
Long Run ◽  
System 2

Finland has emerged as world leader in terms of educational achievement and become a symbol for school development and reforms since the first exam of Programme for International Student Assessment (PISA), a test structured for the fifteen-year-old students, in science and language literacy, on which it ranked highest among Organization for Economic Cooperation and Development (OECD) nations. The major aim of the study was 1) to review the factors behind the phenomenal success of Finnish education system, 2) what lessons possibly Pakistan could learn while considering the differences. The findings were that there were no isolated factors that have a contribution in the success of Finnish Education system rather there were numerous interrelated factors that had added strength to Finland�s successful educational structure. Moreover, the educational policies in the long run, the culture of trust and the passion of Finnish citizens for reading are the other reasons for this triumph.

scholarly journals Pemikiran Ibnu Qoyyim tentang Proteksi Minat dan Motivasi Belajar dalam Kitab Ad-daa’ wa Ad-dawaa’

2020 ◽  
Vol 1 (1) ◽  
pp. 55-71
Author(s):  
Hilman Rizky Hasibuan ◽  
Ratna Wati Panjaitan
Keyword(s):  
International Student ◽  
Preventive Measures ◽  
Student Assessment ◽  
Great Influence ◽  
Motivation To Learn ◽  
Analysis Techniques ◽  
International Student Assessment ◽  
Library Research ◽  
The World ◽  
Interest And Motivation

Interest and motivation have a great influence on the learning process. In Indonesia, interest and motivation to learn is still low, as seen from the results of research on the Program for International Student Assessment (PISA) which shows that the level of literacy in Indonesia is very low compared to countries in the world. Since the population of Indonesia is 85% Muslim, it can be said that those who have low interest and motivation to learn are the majority of Muslims. To answer this problem, in order to find out the methods of safeguarding and preventive measures regarding interest and motivation to learn that are suitable for the Islamic Ummah in Indonesia, we study a book entitled Ad-Daa 'Wa Ad-Dawaa' written by Ibnu Qoyyim. This study uses the type of library research with descriptive and analytical content analysis techniques on the book Ad-Daa 'Wa Ad-Dawaa'. This study concludes that the most important thing for a knowledge seeker is to maintain the condition of the heart that is accompanied by faith and piety. Hearts that are sick and far from faith and piety are the main causes of the lack of interest and motivation to do something good, including learning.

scholarly journals MENYAMBUT PISA 2018: PENGEMBANGAN LITERASI MATEMATIKA UNTUK MENDUKUNG KECAKAPAN ABAD 21

2018 ◽  
Vol 1 (1) ◽  
pp. 31-38
Author(s):  
Enika Wulandari ◽  
Raekha Azka
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Economic Cooperation ◽  
International Student Assessment

Era global menuntut kecakapan tertentu dari sumber daya manusia. Salah satu kecakapan yang diperlukan di era global adalah literasi matematika. Literasi matematika merujuk pada kemampuan individu untuk memformulasikan, menggunakan, dan menginterpretasikan matematika dalam berbagai konteks. Penilaian literasi matematika siswa usia 15 tahun secara inernasional diukur melalui PISA (Programme for International Student Assessment) yang diselenggarakan oleh OESD (Organization for Economic Cooperation and Development). Indonesia menunjukkan kecenderungan peningkatan literasi matematis mulai tahun 2015. Hal ini ditunjukkan dari rata � rata skor literasi matematika yang meningkat dari 375 pada tahun 2012 menjadi 386 pada tahun 2015. Indonesia perlu mempertahankan kecenderungan tersebut pada penilaian PISA tahun 2018. Penelitian ini bertujuan untuk mendeskripsikan karakteristik PISA 2018, faktor � faktor yang mempengaruhi literasi maematika dan pengembangan literasi matematika sebagai kecakapan abad 21. Penelitian ini menggunakan pendekatan kajian teori dengan menelaah dan menganalisis referensi serta hasil penelitian yang relevan. Hasil kajian dapat ditindaklanjuti dengan penelitian selanjutnya untuk mengembangkan literasi matematika siswa.

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