Education Of Pisa Members Vs. Economy The Essay

EDUCATION OF PISA MEMBERS vs. ECONOMY The relationship between economic growth and quality of education of PISA member countries 2003 and 2009

Economic Growth vs. The Quality of Education of Pisa Member Countries

One of the most valuable assets for both the present and future generations is "quality education." Its achievement requires a robust commitment from everyone including teachers, governments, parents, as well as the students themselves. Therefore, this urge motivated a number of countries to form and/or participate in PISA (Program for International Student Assessment) through the OECD (Organization for Economic Co-operation and Development). According to Stephen, Eric and Ludger (2011), the OECD contributes to educational goals via PISA, which monitors the educational results within an approved framework, allowing for legal international comparisons. PISA is an international study assessment of knowledge and skills for 15-year-old students. Additionally, PISA provides information on an assortment of factors, which contribute to the success of students, education systems and schools (Norton & Marvin, 2004). Through showing that various nations succeed in the provision of both equitable and high quality learning outcomes, PISA sets both educational and economic oriented goals for its members, as well as the non-member countries. According toOECD (2010), PISA measures general skills, commonly recognized as basic outcomes from the educational process. Besides testing on facts, its assessments focus the young generation close to the end of compulsory education (Stephen, Eric & Ludger, 2011), and their abilities in utilizing their knowledge and skills in order to encounter the real-life...


One of the ultimate aims for educational policy makers is to empower their countries to grab the advantage over the globalized world economy. Consequently, this strategy leads them to emphasize the possible improvements on education policies, thereby ensuring a high quality service provision, equitable distribution of educational opportunities alongside sturdy incentives for great schooling efficiencies (Norton & Marvin, 2004). As a result, a consensus in the literature of PISA reveals that its returns to education were quite substantial. According to Claudia and Larry (2008), a wide array of research on educational returns focused on both micro and macro-economic returns to years of education. The micro-economic literature on income returns to a year of education finds that the returns vary between 6 and 12%. On the other hand, the macro-economic literature reveals its GDP returns to range between 8.5 and 14.5% (Claudia & Larry, 2008).
Results from the 2009 PISA assessment elicited a wide-ranging difference in educational outcomes, both within the member countries and across the non-member countries (OECD, 2010). Education systems which have been capable of securing strong and equitable educational outcomes, as well as mobilizing rapid advancements prove to others that what they would term to be impossible could definitely be possible to achieve (OECD, 2011). Logically, GDP per capita has been having a high impact on educational success; however, this explains only about 7% of the possible disparities in students' average performance (OECD, 2010). The remaining 93% replicates the potentiality of public policies in contributing to such differences (Stephen, Eric & Ludger, 2011). For instance, the striking achievements of Shanghai- China, which leads in every league table of these assessments by a vibrant margin, reveals what could be possible to achieve with the modest economic resources within the diverse social context. Evidently, in mathematics, over a third of the Shanghai's 15-year-old students were capable of conceptualizing, generalizing (OECD, 2010), and creatively using the available information…

Cite this Document:

"Education Of Pisa Members Vs Economy The" (2014, February 23) Retrieved April 14, 2024, from

"Education Of Pisa Members Vs Economy The" 23 February 2014. Web.14 April. 2024. <>

"Education Of Pisa Members Vs Economy The", 23 February 2014, Accessed.14 April. 2024,

Related Documents

" (Hurtado et al., p. 1) This idea of a structural change is further girded in the article by Hiebert & Morris (2012), which agues in favor of altering the fundamental strategy of instruction. To the authors, the focus on improving the characteristics of educators rather than the educational resources and parameters given to these educators if wrongheaded and problematic. Hiebert & Morris "expose the assumptions on which this logic is

What Fromm was implying is that the form of education described is seen as a way of having rather than being. Fromm wrote those words back in 1957, but it is still utterly true in that education, now more than ever, is viewed as a commodity; we are told from the time we are very small children that education is an investment. In the society we live in, there is

Parent's Selection for Supplementary Tutoring Centre in Hong Kong - Primary School Level With reference to the above discussion, it can be apparently observed that the education industry in Hong Kong is quite expanded. However, the performance of students and educational growth in the country can be observed to be weakening which indicates that the education sector in Hong Kong requires to be facilitated significantly within a short-run period. This

Americans receive two to three weeks of paid vacation per year, while Europeans receive between 5 and 7 weeks. In addition, the U.S. has generally 8 paid holidays per year; the comparable figure for Europe is 12 to 18 days (holidays such as Easter and Christmas, plus national days and even the Queen's Birthday in the Netherlands). As a result, Americans average only 10.2 vacation days per year (Zuckerman).

Statement of the Problem In the business world, when a small company manages to bring a superior product to market in a more cost-effective fashion than their larger counterparts, analysts sit up and take notice. Likewise, according to Wilensky (2002), "With the decline of K- 12 quality in most public schools in the United States since 1970, the average quality of parochial and public schools has converged" (p. 76). Because resources

S. were "proficient in reading and math," Pytel explains. These statistics "loudly states that students entering high school" are simply not prepared, Pytel goes on. Moreover, U.S. students do not fare well on the international educational stage. At a time when globalization has brought much closer linkage between cultures, economies, and countries, American school children are lagging behind. The justification for focusing on strategies to keep children interested in school