Relevant bibliographies by topics / OECD-PISA

Academic literature on the topic 'OECD-PISA'

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Published: 14 March 2023

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Journal articles on the topic "OECD-PISA"

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Hamidy, Anwaril, and Jailani Jailani. "Kemampuan proses matematis siswa Kalimantan Timur dalam menyelesaikan soal matematika model PISA." Jurnal Riset Pendidikan Matematika 6, no. 2 (November 28, 2019): 133–49. http://dx.doi.org/10.21831/jrpm.v6i2.26679.

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Penelitian ini bertujuan untuk mendeskripsikan kemampuan proses matematis siswa Kalimantan Timur dalam menyelesaikan soal matematika model PISA (Programme for International Students Assessment). Penelitian ini dilakukan terhadap 300 siswa kelas IX SMP Kalimantan Timur yang belum pernah mewakili Indonesia sebagai sampel PISA bidang Matematika. Siswa tersebut tersebar dari tiga level sekolah (rendah, sedang, tinggi) yang ditentukan berdasarkan hasil Ujian Nasional 2016 pada mata pelajaran matematika. Pengumpulan data menggunakan 16 butir soal matematika model PISA (α = 0,835) yang mencakup tiga proses matematis: formulate, employ dan interpret. Kemampuan siswa dianalisis berdasarkan mean measure logit dan selanjutnya ditransformasi ke skala dan level kemampuan matematika PISA, sehingga dapat dibandingkan dengan rata-rata kemampuan siswa Indonesia dan negara OECD dalam studi PISA. Hasil analisis data menunjukkan bahwa kemampuan siswa Kalimantan Timur berada di bawah rata-rata negara OECD. Namun hasil tersebut lebih baik dibandingkan capaian skor siswa Indonesia yang menjadi sampel pada PISA 2015. Berdasarkan kemampuan dalam proses matematis, kemampuan siswa dari level tinggi ke rendah berturut-turut adalah formulate, employ dan interpret. Selain itu, kemampuan proses formulate siswa Kalimantan Timur dari sekolah kategori tinggi di atas rata-rata negara OECD. East kalimantan students’ mathematical process proficiency in solving PISA-like mathematicsAbstractThis study was aimed to describes East Kalimantan students’ mathematical processes proficiency in solving a PISA-like mathematics test. The study was carried out with 300 East Kalimantan ninth-grade students who haven’t represented Indonesia as Mathematics PISA samples. The students were spread across three school levels (low, medium, high) determined based on the results of the 2016 National Examination in mathematics. Data collection uses 16 items of PISA-like mathematics test (α = 0.835) which includes three mathematical processes: formulate, employ, and interpret. Student proficiency was analyzed based on mean measure logit and subsequently transformed to the scale and level of PISA mathematics proficiency so that it can be compared with the average proficiency of Indonesian students and OECD countries in the PISA study. The results of the data analysis show that the average proficiency of East Kalimantan students is below the average of OECD countries. However, these results are better than the average score of Indonesian students who were sampled at PISA 2015. Based on proficiency in the mathematical process, the proficiency of students from high to low levels consecutively namely: formulate, employ, and interpret. In addition, proficiency in the formulating of East Kalimantan students from high-level schools is above the average of OECD countries.
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Lingard, Bob, and Sam Sellar. "Representing Your Country: Scotland, PISA and New Spatialities of Educational Governance." Scottish Educational Review 46, no. 1 (March 13, 2014): 5–18. http://dx.doi.org/10.1163/27730840-04601002.

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This paper focuses on the rescaling and re-spatialization of policy and governance in education, including the constitution of a global education policy field. It deals with the changing education policy work of the OECD, particularly the influential Programme for International Student Assessment (PISA). We argue that PISA has become the most successful OECD ‘product’ and as such has become the prototype for other OECD developments, including PISA-Based tests for schools, PISA for development, PIACC and AHELO. These developments help constitute a global education policy field and contribute to the production of a global data infrastructure in education. At the same time, they also have impacts on other spatial relations, including sub-national and local effects in schooling. For example, the PISA-based test for schools programme can be used directly by schools and sub-national systems as part of the new policy spaces in education. In this paper, we document the role of the OECD’s education work in respect of these matters. We focus specifically on a video, PISA 2012 - Representing Your Country, produced by the Scottish Department of Education and anchored by the Scottish National Party Minister for Education. The aim of the video is to inspire the participation and strong performance of Scottish students in the 2012 PISA sample. As we will show, using a ‘videological analysis’, this video demonstrates how Scottish independence and nationalism involve reaching out to draw on the expertise of supranational organisations such as the OECD, while at the same time the OECD is reaching in to nations to shape policy agendas in sub-national spaces.
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Pratiwi, Pratiwi. "Mengungkap Kebijakan Negara Berkinerja Tinggi Dalam Pendidikan." Jurnal Wacana Kinerja: Kajian Praktis-Akademis Kinerja dan Administrasi Pelayanan Publik 23, no. 1 (June 25, 2020): 119. http://dx.doi.org/10.31845/jwk.v23i1.679.

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Dalam kurun beberapa waktu, The Organisation for Economic Co-operation and Development (OECD) melakukan studi asesmen terhadap kinerja murid berusia 15 tahun dalam matematika, ilmu pengetahuan, dan pemahaman membaca. Studi yang dimulai pada tahun 2000 tersebut dinamai The Programme for International Student Assessment (PISA). Hasil PISA berwujud dalam pemeringkatan performa negara anggota OECD dan non-anggota OECD. Negara yang berada pada peringkat tertinggi merepresentasikan performa dan pemahaman murid yang cukup komprehensif pada bidang mata pelajaran yang diukur. Pada 2018, Indonesia berada pada peringkat 74 dari 79 negara yang diukur. Artinya, siswa Indonesia yang menjadi sampel dalam studi tersebut kurang dapat memahami matematika, sains dan materi bacaan yang diujikan. Ini menjadi sebuah pekerjaan rumah besar bagi pemerintah untuk segera memperbaiki kondisi tersebut. Namun, apakah PISA merupakan ukuran yang cukup komprehensif untuk mengukur kinerja pemerintah sebenarnya? Pembuat kebijakan sering mengutip hasil pemeringkatan PISA tersebut sebagai alat politis dan bahan penyusunan kebijakan. Melalui buku ini, Lucy Crehan penulisnya meninjau PISA secara kritis melalui studi etnografi di lima negara yang berada pada peringkat teratas PISA yakni Finlandia, Jepang, Singapura, Tiongkok, dan Kanada
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Kangro, Ilze, Andris Kangro, and Rita Kiseļova. "READING COMPETENCE AND ENGAGEMENT OF LATVIAN STUDENTS IN THE VIEW OF OECD PISA 2018 RESULTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 274. http://dx.doi.org/10.17770/sie2020vol3.4883.

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Students' reading competence determines the achievements of learners in all areas of school education as well as in their further education, professional activity and life. The results of the OECD Program for International Student Assessment - OECD PISA 2018 confirm the need to improve reading competence in Latvia (OECD, 2019).The aim of the study is to analyze the achievement of Latvia's fifteen-year-old students in OECD PISA 2018 and the previous international program cycles in relation to students' reading engagement and its changes. Reading engagement significantly influences not only students' reading competence but are in themselves one of the goals of modern education (Guthrie & Wigfield, 2000; Guthrie, Klauda & Ho, 2013). The study will use the OECD PISA international databases for statistical analysis the data of Latvia and other countries for comparisons with OECD averages, and especially with the attitudes and achievements of Estonian and Finnish students. The analysis of the first results shows that the promotion of reading engagement among Latvian students, especially boys, is one of the factors for increasing reading competence.
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Imre, Anna, and László Ostorics. "Kiemelt OECD-programok magyarországi tapasztalatai." Educatio 30, no. 4 (January 31, 2022): 654–70. http://dx.doi.org/10.1556/2063.30.2021.4.7.

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Összefoglaló. Az OECD hatást gyakorol tagországai oktatásügyére, amit elsősorban puha eszközökkel ér el. Ezek között az eszközök között előkelő helyen áll az oktatási indikátorok gyűjtése és szolgáltatása, valamint az ezt kiegészítő és kiszolgáló folyamat: a nemzetközi méréseken keresztüli adatgyűjtés, elemzés és disszemináció. A felsorolt tevékenységek gazdája és eredője is az INES (Indicators for Education Systems) program: az OECD által jelenleg működtetett három nagy mérési vállalkozás, a 15 évesek teljesítményét mérő PISA (Programme for International Student Assessment), a tanítási-tanulási folyamat körülményeit vizsgáló TALIS (Teaching and Learning Internationaly Survey), valamint a felnőttek kompetenciamérése, a PIAAC (Programme for International Assessment of Adult Competencies) egyaránt ennek is köszönheti létrejöttét. A tanulmány bemutatja a TALIS és a PISA fejlődését, mint két példát az OECD-n belül megfigyelhető fejlődési modellekre. Magyarország különböző gyakorisággal és lelkesedéssel vett részt ezekben a programokban. A PISA-ciklusokban való részvételünk 2000 óta állandó, a TALIS eddigi három alkalmából csak kettőben vettünk részt, a PIAAC-ot pedig eddig egyszer bonyolította le teljes egészében az OECD – természetesen magyar részvétellel. Így arra, hogy maradandó hatást gyakorolhasson a magyar oktatásügyre, eddig csak a PISA-nak volt valódi lehetősége. Ez a hatás pedig abban érhető tetten, hogy a mérésben való részvételünkkel párhuzamosan és részben az így létrejövő tudástranszfernek köszönhetően Magyarország kialakított egy olyan mérési rendszert, amely évente történő adatszolgáltatással segíti elő a tényeken alapuló döntéshozatalt a szülőitől az iskolain és a fenntartóin keresztül egészen az oktatáspolitikai szintig. Summary. The OECD does have an impact on the education of its member countries, which it achieves primarily through soft means. Among these tools, the collection and publication of educational indicators and data collection, analysis and dissemination through international measurements are prominent. The INES (Indicators for Education Systems) program is responsible for and is also a source of these activities. The inception of all three large-scale assessments currently operated by the OECD: PISA (the Program for International Student Assessment), TALIS (Taching and Learning International Survey) and PIAAC (Program for International Assessment of Adult Competencies) can be attributed to this. The paper shows the emergence of both TALIS and PISA as examples of two different ways of assessment development within the OECD. Hungary participated in these programs with different frequency and enthusiasm. Our participation in PISA cycles has been constant since 2000, on the other hand we have only participated in two of the three TALIS events, and PIAAC has so far been conducted entirely by the OECD only once - with Hungarian participation, of course. Thus, only PISA has had a real opportunity to have a lasting impact on the Hungarian education system. This effect can be seen in the fact that, in parallel with our participation in the assessment program and partly due to the ensuing knowledge transfer, Hungary has developed a national assessment system that promotes evidence-based decision-making from parents andschools through maintainers to the education policy level.
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Mazurek, Jiri, Carlos Fernández García, and Cristina Pérez Rico. "Inequality and Students’ PISA 2018 Performance: a Cross-Country Study." Comparative Economic Research. Central and Eastern Europe 24, no. 3 (September 21, 2021): 163–83. http://dx.doi.org/10.18778/1508-2008.24.27.

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The aim of this paper was to investigate the relationship between countries’ PISA study results from 2018 and a set of indices related to socio-economic inequality, such as the Gini index, human development index, or gender inequality index, along with purely economic variables, such as GDP per capita and government expenditure on education. The study covered 70 countries, consisting of 37 OECD countries and 33 non-OECD countries. Research methods included multivariate linear regression models, k-means clustering, and hierarchical clustering. Our findings revealed that the Gini index was statistically insignificant, indicating income inequality had little effect on students’ PISA performance. On the other hand, the gender inequality index was the single most statistically significant explanatory variable for both OECD and non-OECD countries. Therefore, our recommendation for policymakers is simple: increase students’ PISA performance, thus enhancing countries’ human capital and competitiveness, and focus on decreasing gender disparity and the associated loss of achievement due to gender inequality.
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Giberti, Chiara, and Andrea Maffia. "Mathematics educators are speaking about PISA, aren’t they?" Teaching Mathematics and its Applications: An International Journal of the IMA 39, no. 4 (February 2, 2020): 266–80. http://dx.doi.org/10.1093/teamat/hrz018.

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Abstract This paper sets out to explore the different uses made of Organisation for Economic Co-operation and Development Program for International Student Assessment (OECD-PISA) tests and data in mathematics education research. Through a comprehensive literature review of journals and conference papers, we show that although a large variety of topics is addressed, they do not cover all the topics considered in mathematics education research. Analysing the temporal and geographical distribution of papers, we find that there is increasing interest in the use of PISA in our field of research and that different countries are involved in different ways in mathematics education research about PISA. As a conclusion, we suggest that critical research into the effect of PISA can be developed further, especially in those countries that have joined the OECD survey in recent years. Other future research paths using data from PISA are detected.
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Robertson, Susan L. "Provincializing the OECD-PISA global competences project." Globalisation, Societies and Education 19, no. 2 (February 11, 2021): 167–82. http://dx.doi.org/10.1080/14767724.2021.1887725.

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Meyer, Heinz-Dieter. "The OECD as Pivot of the Emerging Global Educational Accountability Regime: How Accountable are the Accountants?" Teachers College Record: The Voice of Scholarship in Education 116, no. 9 (September 2014): 1–20. http://dx.doi.org/10.1177/016146811411600907.

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Background/Context PISA has catapulted the OECD—an organization whose mission is the global growth of market economies—to a central role in international education policy making, rivaling and sometimes outdoing the various national governments in influence. While claiming scientific evidence as the basis for the accountability regime it promotes, the policy frameworks and principles it has adopted over the past two decades are rooted in ideas about the superiority of market mechanisms that are contested in many member nations. Yet, while exerting strong influence on national educational practices in pursuit of a narrow and contested policy agenda, it is not easily influenced through established democratic processes. Purpose In this paper, I discuss key OECD ideological and policy shifts that form the background for PISA. Secondly, I focus on the OECD's governance mechanisms and the obstacles it presents to public scrutiny. Research Design Drawing on recent scholarship on the power of transnational policy networks to influence national policy through the soft power of epistemic communities, this paper analyzes policy documents and relevant research from OECD and PISA to identify ideological commitments and configurations of power that form the backdrop for PISA. Conclusion I propose that in a world of global policy making, the influence of organizations like the OECD highlights deficits in the constitution of the global democratic public sphere that would foster the accountability of these organizations.
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Widjaja, Wanty. "Towards Mathematical Literacy in the 21st Century: Perspectives from Indonesia." Southeast Asian Mathematics Education Journal 1, no. 1 (November 28, 2011): 75–84. http://dx.doi.org/10.46517/seamej.v1i1.12.

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The notion of mathematical literacy advocated by PISA (OECD, 2006) offers a broader conception for assessing mathematical competences and processes with the main focus on the relevant use of mathematics in life. This notion of mathematical literacy is closely connected to the notion of mathematical modelling whereby mathematics is put to solving real world problems. Indonesia has participated as a partner country in PISA since 2000. The PISA trends in mathematics from 2003 to 2009 revealed unsatisfactory mathematical literacy among 15-year-old students from Indonesia who lagged behind the average of OECD countries. In this paper, exemplary cases will be discussed to examine and to promote mathematical literacy at teacher education level. Lesson ideas and instruments were adapted from PISA released items 2006. The potential of such tasks will be discussed based on case studies of implementing these instruments with samples of pre-service teachers in Yogyakarta.
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Dissertations / Theses on the topic "OECD-PISA"

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Bloem, Simone. "Die OECD als epistemologische Autorität : Erkenntnisproduktion mit PISA im OECD-Bildungsdirektorat." Thesis, Paris 5, 2014. http://www.theses.fr/2014PA05H023.

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Ce travail est une étude du processus de production de connaissances réalisée avec le Programme international pour le suivi des acquis des élèves (PISA) tel que l'effectue la Direction de l'Éducation de l'OCDE. On trouve, au centre de ce travail, les mécanismes et stratégies de l'objectivation de l'enquête PISA et de la légitimation de l'OCDE dans le rôle de coordinateur et producteur de connaissances mais aussi, les pratiques et stratégies de traitement, analyse, interprétation et communication des données de la Direction de l'Éducation. Acteur autonome, la Direction de l'Éducation de l'OCDE qui dirige, interprète et diffuse les résultats PISA de manière spécifique n'a guerre fait l'objet de recherches scientifiques. Cependant, de par sa portée globale, le taux élevé de produits PISA et leur usage répandu dans les sciences, la politique et les médias, l'OCDE est un acteur important qui influence l'interprétation et l'usage des données et des résultats PISA. Par l'examen de l'action et de l'argumentation de la Direction de l'Éducation avec PISA, ce travail veut contribuer à expliquer l'influence globale de l'OCDE sur les politiques en éducation internationales. Ce travail se fonde sur une approche ethnographique. Il se base sur les connaissances et expériences que la chercheuse a obtenu par une participation observante dans la Direction de l'Éducation de l'OCDE ainsi que sur les connaissances obtenues avec des entretiens d'experts du personnel de la Direction de l'Éducation. En outre, avec l'analyse de documents des publications PISA, les spécificités du processus de production de connaissances de l'OCDE sont étudiées. Les résultats de ce travail montrent une production de connaissances croissante, à partir des données PISA, au Secrétariat de l'OCDE entre 2001 et 2014, qui s'accompagne d'un nombre croissant de publications et de matériaux, des nouvelles formes d'analyse de données ainsi qu'une communication des résultats en direction d'un public croissant, afin d'augmenter l'influence politique, pratique et sociale de l'enquête et de ses résultats. L'exigence de la Direction de l'Éducation d'augmenter son attractivité auprès des politiques, des pratiques éducatives et de la société au sens large, est en partie en contradiction avec l'exigence d'une rigueur scientifique des résultats et conclusions de l'enquête PISA. En resumé, les résultats de ce travail plaident pour une politisation croissante de la production des connaissances avec PISA dans la Direction de l'Éducation depuis la première publication des résultats en 2001
This study examines the process of knowledge production through the OECD Directorate for Education's Programme of International Student Assessment. The focus is on the mechanisms and strategies of objectivisation of the study and legitimatisation of the OECD as co-ordinator and knowledge producer with PISA, as well as the practices and strategies of data treatment, analysis, interpretation and communication in the OECD Directorate for Education. The OECD Directorate for Education, as an independent actor with a specific thematic orientation, interpretation and diffusion of PISA results has hardly been the focus of scholarly research. Yet, due to its global outreach, its high output rate of PISA products and the widespread use of its products in science, politics and media, the OECD is an important actor in shaping the interpretation and use of PISA data and results. By studying the acting and reasoning of the OECD Directorate for Education with PISA, this study intends to make a contribution to the understanding of the global influence of the OECD in international education policies. This study uses an ethnographic approach. It draws on knowledge and experiences which the researcher has gained through “observing participation” (Soulé, 2007) in the OECD Directorate for Education as well as on knowledge obtained from expert interviews with OECD staff members. Features of the knowledge production of the OECD were also studied by doing document analysis of PISA publications. The findings of this study show an increasing knowledge production with PISA data in the OECD Secretariat between 2001 and 2014, visible in the growing number of publications and materials, but also in new forms of data analysis as well as in public oriented data communication with the aim of raising the relevance of the study and its results in politics, educational practice and society. The pretension of the OECD Directorate for Education to achieve the highest possible attention from society, media and politics is partly in contradiction with the claim for scientific rigour of the results and inferences. Overall, the findings of this thesis suggest a growing politicisation of the knowledge production with PISA in the OECD's Directorate for Education since the publication of first PISA results in 2001
Die Forschungsarbeit untersucht den Prozess der Erkenntnisproduktion mit dem Programme of International Student Assessment (PISA), der sich innerhalb des OECD-Bildungsdirektorat vollzieht. Im Zentrum stehen Mechanismen und Strategien zur Objektivierung der Studie und zur Legitimierung der OECD als Koordinator von und Wissensproduzent mit PISA, sowie Praktiken und Strategien der Datenaufbereitung, -analyse, -interpretation und -kommunikation im OECD-Bildungsdirektorat. Das OECD-Bildungsdirektorat als eigenständig handelnder Akteur mit einer spezifischen inhaltlichen Ausrichtung, Interpretation und Verbreitung von PISA-Ergebnissen stand bisher kaum im Fokus der Forschung. Dabei ist die OECD aufgrund ihrer globalen Reichweite, ihrer hohen Output Rate an PISA Produkten und der weit verbreiteten Nutzung ihrer Produkte in Wissenschaft, Politik und Medien ein bedeutender Akteur, der die Öffentlichkeit hinsichtlich der Deutung und Nutzung von PISA-Daten und Erkenntnissen prägt. Durch die Untersuchung des Handelns und Räsonierens des OECD-Bildungsdirektorat mit PISA möchte diese Arbeit einen Beitrag dazu leisten, den weltweiten Einfluss der OECD auf die internationale Bildungspolitik zu erklären. Der Arbeit liegt ein ethnographischer Ansatz zu Grunde. Sie stützt sich auf Kenntnisse und Erfahrungen, die von der Forscherin im Rahmen einer beobachtenden Teilnahme im OECD-Bildungsdirektorat erworben wurden sowie auf Wissen, das mittels Experteninterviews mit Angestellten des OECD-Bildungsdirektorats gewonnen wurde. Zudem wurden mittels Dokumentenanalyse anhand von PISA-Publikationen Besonderheiten in der Erkenntnisproduktion der OECD untersucht. Ergebnisse dieser Arbeit zeigen eine wachsende Erkenntnisproduktion mit PISA-Daten im OECD Sekretariat im Zeitraum von 2001 bis 2014, sichtbar in einer zunehmenden Anzahl an Publikationen und Materialien, neuer Arten von Datenanalyse sowie einer zunehmend öffentlichkeitswirksamen Datenkommunikation um den politischen, bildungspraktischen und gesellschaftlichen Einfluss der Studie und ihrer Ergebnisse auszubauen. Der Anspruch des OECD-Bildungsdirektorats mit PISA möglichst hohe gesellschaftliche, mediale und politische Aufmerksamkeit auf sich zu ziehen steht zum Teil im Widerspruch mit dem Anspruch an die wissenschaftliche Güte der Ergebnisse und ihren Schlussfolgerungen. Insgesamt sprechen die Ergebnisse für eine zunehmende Politisierung der Erkenntnisproduktion mit PISA im OECD-Bildungsdirektorat seit Veröffentlichung der ersten Ergebnisse im Jahr 2001
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Susic, Anisa. "Kan man lita på PISA? : En litteraturöversikt av kritik mot PISA-undersökningarna med fokus på matematik." Thesis, Linköpings universitet, Matematiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-134291.

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Sveriges resultat i matematik i PISA-undersökningarna har sjunkit i varje undersökning. Sverige har gått från att ha legat över OECDs medelvärde för matematik, till att ligga under det. Sedan dess uppstart i slutet på 90-talet har resultaten från PISA-undersökningarna fått mer och mer uppmärksamhet i media. Varje gång resultaten från den senaste PISA-undersökningen publiceras skrivs det otaliga artiklar med dramatiska rubriker, så som "Sverige sämst i klassen" och "PISA chock". Vad alla dessa artiklar har gemensamt är att de använder sig av resultaten av PISA-undersökningarna utan att ifrågasätta dem. Sällan ser man en artikel som kritiskt granskar PISA-undersökningarna. Därför är syftet med denna konsumtionsuppsats att undersöka och lyfta fram kritik riktad mot PISA-undersökningarna och dess huvudman OECD, specifikt kritik som avser innehåll och kvalitet av PISA-undersökningarna och dess tolkning och användning med särskilt fokus på matematik. Detta har gjorts genom en kvalitativ litteraturstudie. Resultatet visar att det finns goda skäl till att ifrågasätta PISA-undersökningarna. Syftet med PISA-undersökningarna är att undersöka effektiviteten av ett skolsystem. Metoden för att undersöka detta är ett standardiserat test som ej utgår ifrån deltagarländernas läroplaner. Litteraturen visar att syftet med PISA-undersökningarna inte går ihop med dess metod. Liknande motsägelser finns beskrivna i litteraturen om uppgifterna i PISA-undersökningarna. Uppgifter ska vara autentiska, tidsenliga och baserade i elevers vardag, men samtidigt får de inte favorisera någon kultur eller land så de bearbetas om till att vara kulturellt neutrala. Resultaten från PISA-undersökningarna ger ingen tydlig orsak-verkan effekt vilket gör att de inte är användbara inom utbildningspolitiken
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Harrison, Joseph. "Exploring educational attainment by immigrant background : An analysis of PISA data in six OECD countries." Thesis, Stockholms universitet, Sociologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-173207.

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Engqvist, Jonathan, and Linn Vernersson. "Bäst i test eller undervisningens dödsattest? : OECD och den globala utbildningsvisionen: en litteraturstudie." Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-173547.

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Syftet med studien var att utforska genom vilka handlingar OECD sprider New Public Management och vilket inflytande det får på den nationella politiken. Dessutom har studien undersökt varifrån OECD får sin legitimitet och hur det tar sig uttryck. Till sist granskades även PISA-testet och huruvida det kan anses legitimt som en grund till reform eller inte. För att undersöka studieområdet gjordes en litteraturstudie där analysmaterialet jämfördes mot en idealtyp utifrån en idé- och ideologianalytisk metod. Slutsatserna studien kommer fram till är att NPM sprids genom handlingar såsom reformförslag, analyser och press utifrån PISA-ranking. Inflytandet OECD har leder till ett skolsystem med New Public Management som styrmodell. Studien fann också att OECD:s legitimitet härstammar från status snarare än demokrati vilket utgör organisationens största legitmitetsbrist. PISA-testet kan enligt studien inte ses som en legitim grund för reform då det saknar validitet, rättvisa och även till viss del reliabilitet.

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Derin, Alan. "En undersökning av 2003 och 2015 års PISA-studier : En jämförande studie av ord och begrepp ur ett begreppshistoriskt perspektiv som förekommer i PISA-studiernas två olika tider." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-40634.

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Every third year a PISA study is conducted, through international measurements for member states of the OECD-organization. This aims to measure each country´s pupils by the ages of 15 years old. Its purpose is to examine how each member´s pupils perform in mathematics, reading comprehensions, sciences and problem solving. In this essay we intend to examine how the PISA studies were received as a creation of opinion and self-image.  This research follows up on selected actors in the media debate surrounding PISA as a tool of argument and means of discussion. The natural demarcation is made by actors; mostly from professional teachers, but also journalists, lectures, writers and school experts in the fields. Its purpose is to give a well-balanced and comprehensive picture of the PISA-debates. From a political standpoint the actors represent different positions of the spectrum. The study consists of a total of 10 actors. Between the years of 2004-2005 and 2016-2017 of the PISA 2003 and 2015. This paper will focus on the PISA studies that were done by the years of 2003 and 2015. By working with different PISA studies with a long span of time between them. This is done as a conscious strategy in favor of the comparative study. In this essay the conceptual changes between these two PISA studies will be examined and studied with a conceptual analysis.
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Leknes, Stefan. "Hvordan påvirkes kvaliteten i utdanningssektoren av konkurranse fra privatskoler? : En empirisk undersøkelse med PISA 2009 data fra OECD-land." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for samfunnsøkonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-14159.

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Karmetun, Christoffer. "Internationell kunskapsmätning för nationell bedömning : Kan PISA-testerna användas för att bedöma svensk skola?" Thesis, Umeå universitet, Statsvetenskapliga institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-175283.

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The purpose of this essay in the social sciences is to investigate whether the international PISAtests can be used to assess the Swedish education system. This is done with the help of a literature study. A survey and compilation have been made of a selection of articles in the subject. An analysis has been made with the help of an ontological approach based on knowledge construction as well as a theoretical framework around evaluation as control, the results are discussed to nuance the answer to the question. With a critical view, the discussion wants to nuance the use of the test as a basis for assessing the Swedish education system. The conclusion is that PISA is a powerful tool for assessing education systems, but as with all tools, it needs to be used properly. If PISA is to be used to assess Swedish school, it is valuable to be aware of strengths and weaknesses and with a unified picture from several evaluation and assessment tools.
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Pettersson, Daniel. "Internationell Kunskapsbedömning som inslag i nationell styrning av skolan." Doctoral thesis, Uppsala University, Department of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9268.

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The object of study is the international knowledge assessments and attention is given to the International Association for the Evaluation of Educational Achievement (IEA) and the Organisation for Economic Co-Operation and Development (OECD). As a way to explain the content in the international knowledge assessments an historical exposition about the IEA and OECD is written. International knowledge assessment is studied in relation to the national and international perspective, but also in relation to educational governing. By doing this concepts of globalisation and internationalisation are discussed as communication patterns. It is then possible to understand organisations like the IEA and OECD as institutionalised communication channels. If this is done it is possible to discuss globalisation and internationalisation as something else than an inevitable endpoint.

Through institutionalised communication channels international knowledge assessments appear in national contexts and some observations can be made. The first one is that international knowledge assessments reformulate relationships. In this the educational actors on national levels are observed. These actors are involved in a struggle for power over definition in what should be seen as educational problems and solutions. In this the actors and the educational system they represent tries to strive and communicate modernity, strong international competitiveness and development. Secondly the actors when reformulating the international ideologies into national contexts transform extern priorities to internal priorities. Thirdly an international ideology might be understood as isomorphic ideology. When the isomorphic ideology impacts national contexts it has to be mediated. The mediation is driven by the fact that it is constituted by the national context, but also by the different roles the actors take or are given. The notion about isomorphic ideology is investigated more properly in Appendix I, in relation to UNESCO, and it is declared that international cooperations are part of nations urge to make their educational institutions more effective. In relation to the conclusion from Appendix I international knowledge assessments are interpreted as a technological/instrumental method for making the production process more effective.

When the international knowledge assessments come down in national contexts some empirical reactions can be discussed. This is analysed from examples taken from the Swedish context, but these results are also in relation to the contexts in Denmark, Norway and the Netherlands. In the study examples are given on how international knowledge assessments are given meaning by political, administrative and media actors. It is primarily three results that can be uplifted. International knowledge assessments are used as an arena for communication in which arguments can be fetched and discussions can be made. International knowledge assessments are also used as present point descriptions, and point of departure for descriptions of educational vision of the future. And finally they are used for legitimising or repudiating politics of education.

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Andersson, Caroline. "Åland - en kontext mitt emellan Sverige och Finland : en jämförande diskussion om hur man organiserar verksamheten för sexåringar i relation till styrdokument och resultaten i PISA." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-10815.

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Undersökningen i arbetet syftar på att jämföra de gällande styrdokument som skall efterföljas i förundervisningen i Finland och på Åland och motsvarande i Sveriges förskoleklass. Vidare vill jag genom e-intervjuer till personer med yrkeskompetens undersöka olikheter som finns gällande hur länderna arbetar inom verksamheterna där sexåringarna befinner sig i, faktorer som skiljer länderna åt inom daghemmets och förskolekassens värld samt få ta del av deras synpunkter och funderingar kring ländernas vision om vad just deras sexåringar skall befinna sig i för miljö året innan de börjar årskurs ett.   Jag har studerat styrdokumenten för länderna i fråga och jämfört de ämnen som jag anser vara relevanta i en jämförelse, värdegrund, uppdrag och mål, pedagogens roll och specialundervisning. Styrdokumenten har klara och tydliga mål, men hur mycket skiljer det sig mellan länderna för vad som exempelvis skall uppnås när barnet är sex år. Jag skulle önska att detta ämne var lite mer kontroversiellt, men tiden kanske hinner ikapp och vi får läsa mer om detta i framtiden. Vidare har PISAs undersökningar granskats, syftet med projektet PISA är att undersöka i vilken grad respektive lands utbildningssystem bidrar till att elever som snart skall avsluta den obligatoriska skolan är mogna och har de kunskaper som behövs för att möta framtiden.   Elektronisk intervju per e-post och en diskussion av styrdokumenten användes som datainsamlingsmetod för denna undersökning och frågorna utformades så att respondenten fritt kunde resonera i ämnet så ingående som hon eller han ville. Jag fick svar av 10 barnträdgårdslärare/daghemsföreståndare och tre svar av personer med en högre position som besitter kunskap i de frågor som jag bestämde mig för att fråga.   Resultaten visade på att respondenterna upplever att de har det väldigt bra som det är och att de anser att barnen har det bäst om de får gå kvar på daghemmet till det att de skall in i skolvärlden.
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Libanori, Guilherme Andolfatto. "Melhores políticas para melhores vidas: um estudo crítico das concepções que embasam o Programme For International Student Assessment (PISA) no período 1997-2012." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/2360.

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Universidade Federal de Minas Gerais
This work has as its object of study the Programme For International Student Assessment (PISA), an international assessment system, created in 1997 by the Organization for Economic Co-operation and Development (OECD) and reaches fifteen students who are in final phase of compulsory schooling. The objective of this study is to analyze the PISA through its justification of creation, objectives and concepts that underlie the official documents of the OECD. In particular, through the analysis of conceptions of quality, equity and accountability in official documents of PISA, we seek to understand to what extent these conceptions are articulated with the economic development goals of OECD, as well as understand the participation of the Organization in educational policies, identify practices that the discourse of OECD seeks to engender in education management and how these conceptions allow to legitimate new forms of assessment which gradually reorganize and impose a new form to the educational process schooled. The theoretical-methodological approach is based on bibliographic and documentary research. The analysis will take place by means of the categories of discursive and social practices, by Paul Veyne, modernization and rationalization, by Max Weber, and the conceptions of social justice and equity, by John Rawls. Our analyzes showed that PISA is a producer and promoter of discursive practices, which aims to spread the instrumental rationality in education, standardize knowledge and skills required by the economic sphere, as well as homogenize and optimize the educational policies worldwide. Thus, PISA is more than an evaluation system, it is a global governance agent that, which through indications and discursive persuasion, kind of soft power actions made by the OECD and legitimized by the participating countries, seeks to disseminate best economic practices in order to homogenize the international productive sphere. Therefore, PISA is projected as an education regulation tool for economic and political purposes.
Este trabalho tem como objeto de estudo o Programme For International Student Assessment (PISA), sistema de avaliação internacional, criado em 1997 pela Organization for Economic Co-operation and Development (OECD) e que atinge estudantes de quinze anos, que estão em fase final de formação escolar obrigatória. O objetivo deste estudo é analisar o PISA por meio de sua justificativa de criação, objetivos e de concepções que o embasam em documentos oficiais da OECD. Em particular, por meio da análise das concepções de qualidade (quality), equidade (equity) e responsabilidade (accountability) nos documentos oficiais sobre o PISA, busca-se compreender em que medida essas concepções se articulam com os objetivos de desenvolvimento econômico da OECD, bem como compreender a participação desta Organização nas políticas educacionais, identificar práticas que o discurso da OECD busca engendrar na gestão educacional e de que forma estas concepções permitem legitimar as novas formas de avaliação que gradualmente vêm reorganizando e impondo uma nova forma ao processo educativo escolarizado. O procedimento teóricometodológico é baseado em pesquisa bibliográfica e documental e sua análise dar-se-á por meio das categorias de práticas discursivas e sociais, de Paul Veyne, modernização e racionalização, de Max Weber, e das concepções de justiça social e equidade, de John Rawls. Nossas análises apontaram que o PISA constitui-se em um produtor e indutor de práticas discursivas, cujo objetivo é propagar a racionalidade instrumental na educação, padronizar conhecimentos e habilidades ensejados pela esfera econômica, bem como homogeneizar e otimizar as políticas educacionais em âmbito mundial. Assim, o PISA é mais do que um sistema de avaliação, sendo um agente de governança global que, por meio de indicações e persuasão discursivas, ações do tipo soft power feitas pela OECD e legitimadas pelos países participantes, busca difundir boas práticas econômicas a fim de homogeneizar a esfera produtiva internacional. Portanto, o PISA projeta-se como instrumento de regulação da educação com fins econômicos e políticos.
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Books on the topic "OECD-PISA"

1

Lewis, Steven. PISA, Policy and the OECD. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8285-1.

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Dolata, Roman. Polska oświata w międzynarodowych badaniach umiejętności uczniów PISA OECD: Wyniki, trendy, kontekst i porównywalność. Warszawa: Wydawnictwa Uniwersytetu Warszawskiego, 2013.

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Programme for International Student Assessment. and Organisation for Economic Co-operation and Development., eds. Knowledge and skills for life: First results from the OECD Programme for International Student Assessment (PISA) 2000. Paris: Organisation for Economic Co-operation and Development, 2001.

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Gill, Baljit. Student achievement in Northern Ireland: Results in reading, mathematical and scientific literacy among 15-year-olds from OECD PISA 2000 study. London: Stationary Office, 2002.

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Patrick, Bussière, Council of Ministers of Education (Canada), Statistics Canada, and Canada. Human Resources Development Canada., eds. Measuring up: The performance of Canada's youth in reading, mathematics and science : OECD PISA study : first result for Canadians aged 15. Ottawa: Statistics Canada, 2001.

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Gill, Baljit. Student achievement in England: Results in reading, mathematical and scientific literacy among 15-year-olds from the OECD PISA 2000 study. London: Stationery Office, 2002.

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Gill, Baljit. Student achievement in Northern Ireland: Results in reading, mathematical and scientific literacy among 15-year-olds from the OECD PISA 2000 study. London: Stationery Office, 2002.

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Tamara, Knighton, Pennock Dianne, Council of Ministers of Education (Canada), Statistics Canada, and Canada. Human Resources and Social Development Canada., eds. Measuring up: Canadian results of the OECD PISA study : the performance of Canada's youth in science, reading and mathematics : 2006 first results for Canadians aged 15. Ottawa: Statistics Canada, 2007.

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Tamara, Knighton, Cartwright Fernando, Council of Ministers of Education (Canada), Statistics Canada, and Canada. Human Resources and Skills Development Canada., eds. Measuring up: Canadian results of the OECD PISA study : the performance of Canada's youth in mathematics, reading, science and problem solving : 2003 first findings for Canadians aged 15. Ottawa: Statistics Canada, 2004.

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Lewis, Steven. PISA, Policy and the OECD: Respatialising Global Educational Governance Through PISA for Schools. Springer Singapore Pte. Limited, 2021.

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Book chapters on the topic "OECD-PISA"

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Sjøberg, Svein. "OECD, PISA, and Globalization." In The Risky Business of Education Policy, 88–112. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003108511-6.

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Tire, Gunda. "Estonia: A Positive PISA Experience." In Improving a Country’s Education, 101–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_5.

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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.
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Marôco, João. "Portugal: The PISA Effects on Education." In Improving a Country’s Education, 159–74. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_8.

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AbstractFrom the bottom of the league table for PISA 2000 Portugal has raised to the OCDE average being the only OECD member that showed, up to PISA 2018, consistent growth in reading, mathematics, and science. This chapter gives a brief description of the Portuguese Education system and how PISA outcomes have shaped Portuguese education policies. It identifies the policies that probably explain the improvement in PISA and pinpoints weakness of the Portuguese education system through the lenses of PISA.
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Urbach, Daniel. "An Investigation of Australian OECD PISA Trend Results." In Research on PISA, 165–79. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4458-5_10.

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Lewis, Steven. "The Evolving State of the OECD and PISA." In PISA, Policy and the OECD, 13–28. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8285-1_2.

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Lewis, Steven. "(Re)Considering the ‘Practical Value’ of Comparison." In PISA, Policy and the OECD, 1–11. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8285-1_1.

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Lewis, Steven. "Topological Relations of Governance." In PISA, Policy and the OECD, 29–63. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8285-1_3.

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Lewis, Steven. "New Networks: Policy, Philanthropy and Profit." In PISA, Policy and the OECD, 65–95. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8285-1_4.

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Lewis, Steven. "New Cartographies: Relocating Schools in Topological Policy Spaces." In PISA, Policy and the OECD, 97–131. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8285-1_5.

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Lewis, Steven. "New Evidence: Governing Schooling Through ‘What Works’." In PISA, Policy and the OECD, 133–70. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8285-1_6.

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Conference papers on the topic "OECD-PISA"

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Nolka, Eleni, and Chryssa Sofianopoulou. "GREEK AND PORTUGUESE MATHEMATICS EDUCATION AND PERFORMANCE, THROUGH THE PRISM OF PISA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end025.

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Greece and Portugal are two Southern European countries, with nearly the same population as well as a centralized educational system that follows the same vertical structure. Both countries were deeply affected by the economic crisis during the last decade. Despite being severely hit by the economic crisis, Portugal has advanced to the OECD average level in students’ mathematical performance in the Programme for International Student Assessment (PISA 2018), while Greece has performed below the OECD average. PISA, as one of the most influential international educational surveys, aims to evaluate educational systems and provides a valuable platform for comparisons. Portuguese students outperformed their Greek counterparts by 7 points in the first PISA 2000 and went on to widen the difference by 41 points in PISA 2018. In addition to having increased the average performance in Mathematics, Portugal has managed to reduce the percentage of low-achieving students and at the same time increase the percentage of high-achieving students. According to PISA 2018 reports, Portugal is the only member of OECD that has experienced significant improvement in mathematics performance of their students through its participation in PISA. In contrast, the performance of Greek 15-year-old students in mathematics has not improved and has remained below the OECD average since it participated in PISA. What national strategies have been set up and implemented in Portugal so as to foster student’s mathematical literacy competencies? A clear curriculum, students’ regular assessment, teachers’ training and the Action Plan for Mathematics. But despite that fact, the Mathematics performance of Greek 15-year-olds students in PISA in all cycles of PISA remains below the respective OECD average, in contrast with Portugal, that has registered a quantum leap (Crato, 2020). The main aim of this research is, through a recording of the Greek and Portuguese students’ mathematics achievements in PISA and at the same time of the Mathematics Education in both countries, through available policy documents and research reports, to comment on the current outcomes of the two educational systems and their students’ performance in Mathematics.
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Zamir, Sara, and Yael Cohen-Azaria. "THE PERCEPTIONS OF ISRAELI TEACHERS TOWARDS PISA- INTERNATIONAL TEST." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/13.

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PISA test is a comparative international large-scale test which was founded and edited by OECD (Organization for Economic Co-operation and Development). This test measures the achievements of pupils aged 15 in approximately 80 countries worldwide. This study examined the perceptions of teachers in Israel towards PISA. The study have found that many teachers are ignorant of the nature and objectives of PISA. It is evident that the teachers are outside the circle of action associated with PISA. Hence, the main conclusion of the study is that all interested parties, academics, teachers and administrators alike, must operate in reciprocity in order to shape the future character of the education system's graduate. This will not only change the Israeli education system's achievements but also may improve the face of future society.
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Kangro, Andris, and Rita Kiselova. "Latvian Students’ Understanding of Global Problems and Readiness to Get Involved in Solving Them in OECD PISA 2018 Comparison." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.15.

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Students’ life in the modern globalized world gives them many new possibilities and at the same time also creates new serious challenges putting forward also new requirements. Students’ understanding of the global problems (climate changes and global warming, global health (including pandemics), migration, international conflicts, famine or insufficient food, the causes of poverty, etc.) become more and more important. The aim of the study is to analyze the results of Latvia’s fifteen years old students in the OECD PISA 2018 in the aspect of the global competence paying a more detailed attention to the students’ understanding of the global problems and their readiness to take action for collective well-being. The research questions are follows: 1) What is Latvian students’ global competence in the international comparison and what is its relation to the characteristics of students, their families and school; 2) What is Latvian students’ understanding of the global problems and readiness to get involved in their solution? The descriptive statistical analysis employs the data from surveys/questionnaires (66 countries) and tests (27 countries) included in PISA 2018 international data basis. Latvian students’ performance in the cognitive test of the global competence is considerably higher than the average of the participating countries, and as regards the OECD countries we are on the average level. In Latvia, students of capital Riga schools have the highest level of global understanding, it is lower in other cities and even lower in rural schools. Latvian students have a slightly lower readiness to get involved in solving the global phenomena and participation in concrete activities than the average in OECD countries.
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Mālere, Agnese, and Linda Mihno. "Different Aspects of Education and Teaching Systems to Ensure High Achievement for 4th Grade Students and 15-Year-Olds." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.42.

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Student high achievement in different countries are the main topic in every Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment’s (PISA), International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS), IEA Trends in International Mathematics and Science Study (TIMSS) testing cycles. Increasingly relevant for many countries becomes the high achievement for their students in order to be able to provide high quality education and to be able to prepare students for their future studies in high-level competence. The aim of the research is to analyse national education and learning systems, standards and curriculums, teachers’ recruitment, teachers’ induction and the autonomy over classroom activities, including teaching methods teachers use in the classroom, how they plan and prepare lessons, in order to identify possible factors that could affect Latvian learners achievement by comparing countries who have higher student achievement than Latvian students or have the same achievement level or situation in OECD PISA, IEA TIMSS and IEA PIRLS surveys. In the analysis it is taken into account that in Latvia the approach of the competencies in the content of studies is only gradually introduced since 2021, it will be possible to fully compare results of Latvia with high-achieving countries only at the next research cycles.
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Ozola, Antra. "The Relation of the ICT Use Patterns with Students’ Reading Literacy Achievement in IEA PIRLS and OECD PISA." In 76th Annual International Conference of the University of Latvia. University of Latvia, 2019. http://dx.doi.org/10.22364/htqe.2018.17.

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Çağlayan Akay, Ebru, and Zamira Oskonbaeva. "Evaluation of Factors Affecting Quality Education Using PISA-Based Test Scores: A Case of Asian Countries." In International Conference on Eurasian Economies. Eurasian Economists Association, 2019. http://dx.doi.org/10.36880/c11.02218.

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Education is very important research subject in the field of economy. It is a major determinant of economic development and a central factor to human capital capacity-building. It is very common that the studies which focus on the examine the relationship between educational inputs and outputs generally analyze this relationship by Educational Production Function which connects a variety of input types to a given output. Following to this function, the aim of this study is to give a better understanding of the PISA-participating Asian countries’ success analysing the importance of the economic/socio-economic and educational factors on the quality of education, using Panel Data methods. These economic and non-economic variables give us a good mix of data to regress upon and make our determinations about the relationship between educational output and inputs. Since the quality of education is measured by student’s average performance on standardized international test, we focus on the PISA-based test scores in the study. PISA was developed by OECD in order to determine how efficiently the students at the 15 year-old age group are educated and trained. It was first performed in 2000 and then repeated every three years. Its aim is to provide comparable data with a view to enabling countries to improve their education policies and outcomes. In general, the implication of these findings can serve as a guideline for teachers, politicians, governments and give a light to educational policies and methodologies which help countries improve their quality on education.
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Coscarelli, Eugenio, Alessandro Del Nevo, and Francesco D’Auria. "Post Test Analysis of LB LOCA Transient in PSB-VVER by CATHARE2 Code." In 18th International Conference on Nuclear Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/icone18-30332.

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The OECD/NEA PSB-VVER project provided unique and useful experimental data from the large-scale PSB-VVER test facility for code validation. This facility represents the scaled down layout of the Russian designed PWR reactors, namely VVER-1000. The fifth experiment is a LB LOCA in cold leg. The objectives of the test are the investigation of the thermal-hydraulic response of the VVER-1000 following a LB LOCA accident as well as the investigation of the phenomena involved in the transient by the availability of experimental data which are useful for the validation of thermal-hydraulic system codes. The paper discusses the achievements of the assessment of CATHARE2 code from the qualitative and the quantitative evaluations of the results. The results are compared with the analysis carried out by RELAP5-3D code. The quantification of the accuracy is based on the Fast Fourier Transform Base Method, developed at University of Pisa, which provides an integral representation of the accuracy quantification in the frequency domain.
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Mihno, Linda. "Influence of Factors Promoting Financial Literacy on the Achievements of Financial Literacy of Students in Latvia." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.26.

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The literature suggests that financial literacy depends on factors such as socioeconomic status/sociodemographic status, psychosocial and psychological factors, experience, and access to financial education, language skills, mathematical literacy and other factors. The aim of this study was to identify the factors that influence the financial literacy achievements of students from Latvia, focusing on the possibility to improve these achievements. The data analysis was performed with PISA 2018 Latvian data, which there were selected 25% of the participating students whose financial literacy performance was lower than the mean performance in mathematical and reading literacy and 25% of students whose financial literacy performance was considerably higher than the mean performance in mathematical literacy and reading literacy. Differences between these two groups showed factors that impact financial literacy achievements, excluding the possibility that the financial literacy performance of these students was high due to the mathematical and reading literacy. It was concluded that the financial achievements of students in Latvia are positively influenced by such factors as the socioeconomic status/sociodemographic status, psychosocial factors, and psychological factors (students with higher financial literacy achievements have a more negative attitude towards school but a more positive attitude towards life, less fear of failure and more a positive attitude towards competition, and clear plans for the future), accessibility of the financial education, time devoted to financial education, an accessible wide range of financial topics in education, experience in the financial environment, parents’ involvement, feedback from teachers in reading lessons. Keywords: Achievements of financial literacy, Financial Literacy, Mathematic literacy, OECD PISA 2018, Reading literacy.
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Mattarelli, Eleonora, and Cristiana De Santis. "Educational System Assessment: Italy And Finland, Comparative Case Study." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11076.

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Educational system assessment allows the evaluation of some learningoutcomes and permits the continuous monitoring of educational processes.The aim of this study is to explore the ways used to assess and evaluateschool systems and universities and students’ learning outcomes in Italy andFinland, two important educational realities as shown in PISA (Programmefor International Student Assessment) results (OECD, 2019). The attention isfocused on common and uncommon practices employed in each country andon perceptions that the educational system assessment creates in those whoevaluate and in those evaluated. Ten stakeholders from Italy and Finlandparticipated in focus groups or interviews one to one audio-taped,transcribed and analysed using qualitative methods. The results underlinethat the evaluation of school systems and universities helps build a largedatabase and that the evaluation process have to be made with trust betweenstakeholders involved, with innovation and awareness. The generalacceptance is increasing: stakeholders from two contexts consideredhighlight that, in order to improve efficiency and effectiveness, schoolsystems and universities need a formative assessment and evaluation inwhich everyone is involved from central educational institutions to teachersand students.
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Kovtonyuk, Andriy, Alessandro Petruzzi, Carlo Parisi, and Francesco D’Auria. "RELAP5-3D Analysis of OECD-NEA/NRC BFBT Benchmark." In 16th International Conference on Nuclear Engineering. ASMEDC, 2008. http://dx.doi.org/10.1115/icone16-48797.

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OECD-NEA and the NRC organized and sponsored the BWR Fuel Bundle Test (BFBT) Benchmark with the main purpose of assessing sub-channel and Computational Fluid Dynamic codes capabilities in estimating relevant thermal-hydraulics parameters like void fraction and critical power for a BWR boiling channel. The assessment activity is performed comparing the code calculation results with the experimental data at steady state and transient conditions available through the Japanese Nuclear Power Engineering Corporation (NUPEC). In this framework, the San Piero a Grado Nuclear Research Group (GRNSPG) of the University of Pisa (UNIPI) developed a RELAP5-3D© thermal-hydraulic nodalization of the experimental bundle. The main purpose of this activity was the assessment of the capability of the well-known three-dimensional system thermal-hydraulic code RELAP5-3D© for the prediction of relevant parameters at the fuel assembly scale. In order to exploit the large amount of experimental data available, a three dimensional thermal-hydraulic nodalization was developed, simulating all sub-channels with MULTI-D component. The overall activities resulted in challenges for the code and the code users because of the necessary large number of nodes and heat structures used and because of the different solutions that had to be found for performing a typical sub-channel analysis with a system thermal-hydraulic code. Several calculations simulating steady state conditions were performed for different fuel assembly configurations. For each of them the void fraction distributions in all fuel assembly sub-channels and pressure drops along different part of an assembly were compared with the available experimental data. In the next exercises, BWR transients were executed (turbine trip and recirculation pump trip, respectively), calculating again the void distributions and critical power conditions. The results of the activity demonstrated the capability of the RELAP5-3D© code to perform calculations using a sub-channel approach. The code was able to calculate several thermal-hydraulics parameters with high accuracy at “fuel bundle” level of resolution; the results of “sub-channel” level are instead affected by a higher error (e.g. deviation of around 20% in the prediction of void distribution). Sub-channel results showed a better agreement when considering high quality tests compared to the lower quality ones.
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Reports on the topic "OECD-PISA"

1

Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Spindelman, Deborah. Investing in Foundational Skills First: A Case from South Korea. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/052.

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In the aftermath of Japanese occupation and the Korean war, South Korea built a schooling system that today is consistently ranked among the top five countries worldwide for reading and mathematics, and in the top ten for science in the Programme for International Student Assessment (PISA) (OECD, 2014). Its consistent high ranking against wealthier countries, as well as the role of education in transforming Korea’s economy while retaining a relatively low (4.3 percent) level of spending as a portion of GDP (World Bank, 2022), has cemented its reputation among low- and middle-income countries as a model to emulate. As a result, South Korea has transformed itself in a few decades from one of the world’s poorest countries at independence, to the world’s fifteenth largest economy (Ministry of Education, 2015) with much of this attributed to an educational system which first prioritised a consistent, quality foundation of reading and basic maths for students regardless of gender, wealth, or region.
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