Key education policy decisions in the early 2000s have not produced the desired results. But broad bipartisan agreement is now needed to give children and teachers the greatest chance of success.
Academic rigor, journalistic flair
Articles on PISA scores
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Pisa measures 15-year-olds in reading, maths and science every three years - but is that the best way to test an education system?
Australia has a wide gap in educational outcomes between children in poverty and their better-off peers. A new study indicates why reducing child poverty is the best way to lift our educational game.
Motivation plays a large part in educational success. Of students who sat the PISA test in 2018, 73% indicated they would have put in more effort had the scores counted towards their school marks.
Lockdowns and learning from home have further embedded digital technology in young people’s lives. Educational theory and practice need to catch up fast.
Improving initial teacher education is a long-term strategy. It won’t achieve the education minister’s goal of getting Australia to the top-performing nations in maths and literacy by 2030.
Parents in Shanghai are aiming for their children to adopt Western style values – like self-discovery.
The skills children learn at school have dramatic implications for their own future and the nation’s productivity, living standards and income inequality.
Australian education is still going backwards from where we started in 2000 – new PISA results show.
The main problem plaguing Alberta students’ math performance isn’t the current math curriculum or teacher accountability, but inequality and ballooning class sizes.
There are many reasons to be skeptical about PISA rankings, and their use to compare student achievement or to identify best practices or solutions for educational problems.
Research shows that the provinces vary widely in their ability to produce academic results for money they spend, and PEI shows the most efficient results.
The stakes could be highest for students around the world as education systems decide how to respond to the changing shape of global standardized testing.
The Shanghai maths method is considered to be one the best in the world for teaching students mathematics, but it doesn’t necessarily translate well into English schools.
News of Canada’s successful immigrant students glosses over important stories of racism, for example the ‘streaming’ of Black males. But without more data beyond Toronto, the story is hard to share.
Australian students, on average, reported a poorer sense of belonging at school than the OECD average. But issues with sense of belonging aren’t distributed evenly across the population.
Indonesia has allocated a huge percentage of education funding to improve the quality of teachers through various reforms. Yet their performance has not improved. What was missing?
Canada’s educational performance internationally has remained stagnant over the past decade. Students’ science and math proficiency is especially worrying.
How can we improve the PISA standardised tests?
The direct line between world education policy and Donald Trump looks like this.
Top contributors
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Deputy CEO (Research), Australian Council for Educational Research
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Senior Researcher, SMERU Research Institute
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Professor of Religious and Philosophical Education and Vice Principal, Internationalisation, University of Glasgow
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Open Evidence Research, Universitat Oberta de Catalunya, UOC - Universitat Oberta de Catalunya
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Assistant Professor of Education, University of Calgary
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Senior researcher, Joint Research Centre (JRC)
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Professor of Education, Sheffield Hallam University
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Associate Professor, OISE, University of Toronto
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Associate Professor of e-Learning, University of Canterbury
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Professor of Economics, UNSW Sydney
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Laureate Professor of Education, Director Teachers and Teaching Research Centre, University of Newcastle
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Lecturer, Johnson Shoyama Graduate School of Public Policy, University of Regina
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Senior Lecturer and Socio-cultural researcher, UniSA Education Futures, University of South Australia
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PhD Candidate, University of Cambridge
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Associate Professor, St. Mary’s University (Calgary)
