Most economically advanced nations face serious equity-related challenges to education. Schooling is therefore for PISA and OECD the key of economic success and well-being of nations. It is for crucial for OECD to learn how to measure quality and equity of education systems. PISA seeks to assess not merely whether students can reproduce what they have learned in science, mathematics, and reading— which is easy to teach and test—but also how well they can extrapolate from what they have learned and apply their knowledge in novel situations.

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Lessons from PISA

Results from PISA show that strong educational performance, and indeed significant improvement over short periods of time, is possible. Whether in Asia (e.g., Japan and Korea), in Europe (e.g., Finland) or in North America (Canada), many countries display strong overall learning outcomes; equally important, they show that poor performance in school does not automatically follow from a disadvantaged socio-economic background. Furthermore, some countries show that educational success can become consistent and predictable, with very little variation in performance across schools. These countries set the goals to which others can aspire. This article sets out some of the key policy levers that are associated with high levels of quality in students’ learning outcomes as well as an equitable distribution of learning opportunities as measured by PISA.

Securing quality and equity in education:
Lessons from PISA, Prospects (2009) 39:251–263

Andreas Schleicher

 

Author Biography


Andreas Schleicher (Germany) is Head of the Indicators and Analysis Division of the OECD Directorate for Education. In this role, he is responsible for the development and analysis of benchmarks on the performance of education systems, which includes the management of the OECD Programme for International Student Assessment (PISA), the OECD Education Indicators Programme (INES), and the OECD Programme for the Assessment of Adult Competencies (PIAAC). Before joining the OECD in 1994, he was Director for analysis at the International Association for Educational Achievement (IEA). He holds
an honorary professorship at the University of Heidelberg, Germany. He studied physics in Germany and received a degree in mathematics and statistics in Australia.

e-mail: Andreas.schleicher@oecd.org

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Norberto Bottani’s presentation:

Andreas Schleicher (Germany) is Head of the Indicators and Analysis Division of the OECD Directorate for Education. In this article he defended the main success point of PISA orthodoxy :

  • strong educational performance, and indeed significant improvement over short periods of time, is possible;
  • many countries display strong overall learning outcomes;
  • poor performance in school does not automatically follow from a disadvantaged socio-economic background;
  • educational success can become consistent and predictable, with very little variation in performance across schools.

 

Quality and equity in education are very critical points that should be deeply analyed and discussed not only on the basis of PISA survey results, despite the quality of this international assessment. Schleicher underlines the links between quality and equity. This is indeed one of the most relevant PISA issue showing that educational quality is not incompatible with educational quality.

 

Nevertheless we have to say that schooling is not the unique and exclusive aim of education and that PISA is not centred over schooling and curricula assessment but on competences or skills necessaries to live at the end of compulsory education a successful life. PISA tests have been developed taking in account this perspective. Therefore it is not possible to use PISA results for saying anything about education schooling ( for example that it is possible to change and improve quickly any education system) and moreover for developing complex political analysis of education in the societies despite the quality, the originality and the amount of data produced by PISA. For OECD and other International Organisation like UNESCO, the World Bank, the European Union, it is a priority to expand education systems as they are in the most performing countries from economic and schooling perspectives. We have an educational model to reproduce. The international education policy in education is selling everywhere a unique model of education believing that this is a way to reach economic success , to reduce poverty in a rapidly changing world characterised  by globalization and modernization.

 


 

Scleicher’s article is attached.

Les documents de l'article

pdf_Schleicher_quality_and_equity.pdf