In hundreds of pages discussing equity, PISA publications have never even mentioned hukou. The integrity of PISA is at risk. It has also created an inherent conflict of interest. They are not disinterested in the results. Shanghai is a prime example of the conflict.
Here is Marc Tucker describing Dr. That sure sounds like a conflict of interest. Zhang served in a leadership capacity on that body. No wonder PISA documents are silent on the negative effects of hukou. The larger lesson concerning governance and policy recommendations applies to every PISA participant.
Governments demand policy guidance from an assessment that looks at how well the policies that they themselves have enacted are functioning. It is difficult to be an impartial referee while also playing in the game. Checks and balances need to be built into the PISA governance structure. It is unreasonable to expect national governments, who pay for international assessments, not to play a role in their governance. The consumers of test data extend beyond government.
In the U. In , when Vice President Al Gore, who happened to be a prospective candidate for President at the time, appeared at a press conference to release NAEP data, the inappropriateness of the event stirred howls of outrage.
The author of this report served as the U. Before him, the U. Wolf or worked in organizations representing state and local authorities e. The PGB needs a similarly diverse membership.
Analysis is primarily conducted by independent consumers of the data. It is strange that the U. Canada does not even really have a national education system, it is based on autonomous provinces and it is hard to think of a bigger contrast between a city state such as Singapore and a sprawling land mass such as Canada.
The OECD, trying to understand Canada's success in education, described the role of the federal government as "limited and sometimes non-existent". Also not widely recognised is that Canada has a high level of migrants in its school population. More than a third of young adults in Canada are from families where both parents are from another country.
But the children of newly-arrived, migrant families seem to integrate rapidly enough to perform at the same high level as their classmates. When the most recent Pisa rankings are looked at more closely, at regional rather than national level, the results for Canada are even more remarkable. If Canadian provinces entered Pisa tests as separate countries, three of them, Alberta, British Columbia and Quebec, would be in the top five places for science in the world, alongside Singapore and Japan and above the likes of Finland and Hong Kong.
So how has Canada overtaken so many other countries in education? Despite the different policies in individual provinces, there is a common commitment to an equal chance in school. He says there is a strong sense of fairness and equal access - and this is seen in the high academic performance of migrant children. Global education.
Ideas for the Global education series? But in a global economy, the yardstick for success is no longer improvement by national standards alone, but how education systems perform internationally.
The Organisation for Economic Cooperation and Development OECD has taken up that challenge by developing PISA, the Programme for International Student Assessment, which evaluates the quality, equity and efficiency of school systems in some 70 countries that, together, make up nine-tenths of the world economy.
PISA represents a commitment by governments to monitor the outcomes of education systems regularly within an internationally agreed framework and it provides a basis for international collaboration in defining and implementing educational policies. The results from the PISA assessment reveal wide differences in educational outcomes, both within and across countries.
Resource allocation is also discussed as it relates to school location, the socio-economic profile of schools, programme orientation, education level, and whether a school is public or private. The chapter also analyses changes since in the level of resources devoted to education and how those resources are allocated.
This chapter explores the inter-relationships among school autonomy, school competition, public and private management of schools, school leadership, parental involvement, and assessment and accountability arrangements. The chapter also discusses trends since in school governance, assessments and accountability. This chapter discusses student- and teacher-related aspects of the learning environment, including student truancy, teacher-student relations, the disciplinary climate and teacher morale.
It also examines trends in school climate and student truancy since
0コメント