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.

scholarly journals Evidence and Promises of AI Predictions to Understand Student Approaches to Math Learning in Abu Dhabi K12 Public Schools

2021 ◽  
Author(s):  
Xin Miao ◽  
Pawan Kumar Mishra ◽  
Ali Nadaf
Keyword(s):  
Public Schools ◽  
Test Performance ◽  
Student Behavior ◽  
International Student ◽  
Student Assessment ◽  
Abu Dhabi ◽  
Metacognitive Skills ◽  
Math Learning ◽  
National Education ◽  
International Student Assessment

Transforming the education system and building highly skilled human capital for a sustainable and competitive knowledge economy have been on the UAE’s top policy agendas for the last decade. However, in the UAE, students’ math performance on the Program for International Student Assessment (PISA) has not been promising. To improve the quality of schooling, a series of malleable predictive factors including the contributions of self-system, metacognitive skills, and instructional language skills are selected and categorized under student approaches to math learning. These factors are hypothesized as both predictors and outcomes of K12 schooling. Through the analysis using machine learning technique, XGBoost, a latent relationship between student approaches to math learning and math diagnostic test performance is uncovered and discussed for students from Grade 5 to Grade 9 in Abu Dhabi public schools. This article details how the analysis results are applied for student behavior and performance prediction, precise diagnosis, and targeted intervention design possibilities. The main purpose of this study is to diagnose challenges that hinder student math learning in Abu Dhabi public schools, uncover R&D initiatives in AI-driven prediction and EdTech interventions to bridge learning gaps, and to counsel on national education policy refinement.

Never Waste a Crisis: Understanding the Welsh Policy Response to PISA in the Context of the Globally Structured Reform Agenda

2017 ◽  
Vol 19 (1) ◽  
pp. 182-191
Author(s):  
Lizzie Swaffield
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Education Systems ◽  
National Education ◽  
Reform Agenda ◽  
International Student Assessment ◽  
National Education Systems ◽  
Modes Of Governance ◽  
The Impact

This article considers the nature of the globally structured reform agenda including the role of international organisations and the development of new supra-national modes of governance. It discusses the impact of this agenda on education policy within national education systems with a particular focus on the Organisation for Economic Cooperation and Development's (OECD) Programme for International Student Assessment (PISA) as an example of the globally structured reform agenda. It explores the role PISA has in global educational governance and in influencing the transfer of policy between education systems. Policy responses to PISA are critically discussed with a particular focus on the response in Wales. It is argued that new supra-national modes of governance shape education systems and the transfer of policy between them, but that they are also used as a tool to further domestic political agendas in order to bring about reforms.

The political decision on Portugal’s entry into PISA: A research note

2020 ◽  
pp. 147821032097153
Author(s):  
Teresa Teixeira Lopo
Keyword(s):  
Education Policy ◽  
International Student ◽  
Student Assessment ◽  
The Political ◽  
Political Decision ◽  
Political Actors ◽  
National Education ◽  
International Student Assessment ◽  
First Results ◽  
The Government

In this article we carry out a preliminary reconstitution of the genealogy of the political decision to integrate Portugal in PISA (Programme for International Student Assessment), promoted by the Organisation for Economic Co-operation and Development, made in 1999 and implemented in 2000. For this we used a comprehensive analysis of newspaper articles, legal texts and documents on education policy as well as of interviews with relevant political actors. The first results of this analysis suggest that the decision, which was not unanimous among the government members with responsibilities in the education field, was taken by normative emulation, and aimed to consolidate a particular direction of the national education policy.

Strategies to raise interest for science in tomorrow´s students

2020 ◽  
Author(s):  
Gustavo Aguirre Murúa
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
Computer Games ◽  
International Student ◽  
Economic Status ◽  
Science And Technology ◽  
Student Assessment ◽  
Experimental Science ◽  
International Student Assessment ◽  
Academic Results

<p>The interest of secondary level students for science and technology has been decreasing in the recent years. According to PISA 2018 (Programme for International Student Assessment) Spain is scored in the level 2 (483 points) in science, slightly below of other countries of the EU like France (493), Ireland (496), Germany (503) or United Kingdom (505) and far from the top of the list: China (590), Singapore (551) or Estonia (530).<br>There is a wide gap between top-performing and low-achieving students in our secondary school. Many reasons could be responsible of this fact, such as socio-economic status, gender or immigrant background. Science teachers cannot ignore this tendency; we need to act in order to awake the interest for science and technology of our students. <br>The aim of this paper is to present ideas and strategies followed in the last years by science teachers of Gustavo Adolfo Bécquer secondary school to increase the motivation of students for experimental science and the improvement of their academic results. The strategies are divided in three groups according to their temporal length: long, medium and short.<br>Long term strategies include working with small groups of students with similar capacities and cooperative learning. Medium term strategies entail the annual participation in the Fair of Science and in a multimedia Science competition based on the Trivial Pursuit. Short term activities involve Lab practices, Computer games and guided tours to permanent and temporary exhibitions.  <br>Although we do not have statistical analyses of the academic results over a long period of time following the teaching practices described above, we can appreciate a qualitative improvement if we replace some theorical framework of science for experiences that consider student´s interest and capabilities, helping them with individualized learning and assessment in ways that foster their engagement and talents. In this path, we have used teaching-learning´s index to quantify the academic evolution of students over the last 3 years in Gustavo Adolfo Bécquer secondary school and the results show really good evolution in “percentage of students with all the subjects passed” and the “successful completion of the grade level previous to the last, in the high school”.</p>

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.

scholarly journals A área de ciências nas avaliações internacionais de larga escala

2017 ◽  
Vol 28 (68) ◽  
pp. 512
Author(s):  
Lenice Medeiros ◽  
Alexandre Jaloto ◽  
André Vitor Fernades dos Santos
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Science Field ◽  
National Education ◽  
Large Scale Assessment ◽  
International Student Assessment ◽  
Palabras Clave ◽  
Brazilian Students ◽  
Conceptual Foundations

<p>O artigo procura abordar os aspectos pedagógicos das avaliações internacionais que contam com a área de Ciências, focalizando especialmente a última edição do Programa Internacional de Avaliação de Estudantes (PISA) e o Terceiro Estudo Regional Comparativo e Explicativo (TERCE). São apresentados e discutidos os alicerces conceituais e procedimentais desses estudos e alguns resultados relativos ao desempenho dos estudantes brasileiros. Nesse sentido, problematizam-se os limites e as possibilidades de uso desses dados para a formulação de políticas educacionais que impactam o ensino de Ciências, tais como a Base Nacional Curricular Comum (BNCC) e as avaliações previstas no Plano Nacional da Educação (PNE).</p><p><strong>Palavras-chave:</strong> Avaliação em Larga Escala; Ensino de Ciências; Pisa; Terce.</p><p>  </p><p><strong>El área de ciencias en las evaluaciones internacionales de gran escala</strong></p><p>El artículo pretende abordar los aspectos pedagógicos de las evaluaciones internacionales que cuentan con el área de Ciencias, enfocando especialmente la última edición del Programa Internacional de Evaluación de Estudiantes (PISA) y el Tercer Estudio Regional Comparativo y Explicativo (TERCE). Se presentan y discuten las bases conceptuales y procedimentales de estos estudios y algunos resultados relativos al desempeño de los estudiantes brasileños. En este sentido se problematizan los límites y las posibilidades de uso de estos datos para la formulación de políticas educacionales que impactan la enseñanza de Ciencias, como la Base Nacional Curricular Común (BNCC) y las evaluaciones previstas en el Plan Nacional de la Educación (PNE).</p><p><strong>Palabras-clave:</strong> Evaluación en Gran Escala; Enseñanza de Ciencias; Pisa; Terce.</p><p> </p><p><strong>The science field in international large-scale assessments</strong></p><p>This article aims to address the pedagogical aspects of international assessments that include the Science field, focusing especially on the last edition of the Program for International Student Assessment (PISA) and the Third Regional Comparative and Explanatory Study (TERCE). The procedural and conceptual foundations of these studies and some results concerning the performance of Brazilian students are presented and discussed here. Therefore, the limits and the possibilities of using these data for the formulation of educational policies that impact the teaching of sciences, such as the Common National Curricular Base (BNCC) and the assessments provided for in the National Education Plan (PNE) are discussed.</p><p><strong>keywords:</strong> Large-Scale Assessment; Science Education; Pisa; Terce</p>

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.

A game of thrones: Organising and legitimising knowledge through PISA research

2017 ◽  
Vol 16 (6) ◽  
pp. 869-884
Author(s):  
Christina E Mølstad ◽  
Daniel Pettersson ◽  
Eva Forsberg
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
National Education ◽  
Large Scale Assessment ◽  
International Student Assessment ◽  
The Usa ◽  
Pisa Data ◽  
Research Accountability ◽  
Game Of Thrones

This study investigates knowledge structures and scientific communication using bibliometric methods to explore scientific knowledge production and dissemination. The aim is to develop knowledge about this growing field by investigating studies using international large-scale assessment (ILSA) data, with a specific focus on those using Programme for International Student Assessment (PISA) data. As international organisations use ILSA to measure, assess and compare the success of national education systems, it is important to study this specific knowledge to understand how it is organised and legitimised within research. The findings show an interchange of legitimisation, where major actors from the USA and other English-speaking and westernised countries determine the academic discourse. Important epistemic cultures for PISA research are identified: the most important of which are situated within psychology and education. These two research environments are epicentres created by patterns of the referrals to and referencing of articles framing the formulation of PISA knowledge. Finally, it is argued that this particular PISA research is self-referential and self-authorising, which raises questions about whether research accountability leads to ‘a game of thrones’, where rivalry going on within the scientific field concerning how and on what grounds ‘facts’ and ‘truths’ are constructed, as a continuing process with no obvious winner.

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 THE DYNAMIC OF GROWTH OF ACHIEVEMENT IN MATHEMATICS OF LATVIAN SCHOOL LEARNERS: ANALYSIS OF INTERNATIONAL RESEARCH

2012 ◽  
Vol 5 (2) ◽  
pp. 28-37
Author(s):  
Aļesja Šapkova
Keyword(s):  
Mathematics Education ◽  
Cognitive Skills ◽  
International Student ◽  
Student Assessment ◽  
National Education ◽  
International Student Assessment ◽  
International Comparative Research ◽  
The Status ◽  
International Comparative ◽  
Research In Mathematics Education

ABSTRACT Mathematics takes a specific place in the education of any country because the opportunities and success of youth in contemporary society are often dependent on their knowledge and skills exactly in the sphere of mathematics. Information about the status quo of mathematics education in the country is gained in international comparative research on education. The goal of the present research is to reflect the outcomes of the international project “Non-cognitive skills and Singapore learners - international comparison” organized by Singapore National Education Institute about the achievement of 2828 Latvian school learners of grade 9 in doing 12 mathematical sums. These outcomes were compared with Programme for International Student Assessment (PISA) 2003 research outcomes that, in turn, made it possible to predict the outcomes of PISA 2012 research in mathematics education as well as evaluate the efficiency of the new standard of education in Latvia in the first six years. The article will also regard the causes of the low achievement of Latvian learners in doing sums in mathematics.

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