PISA 2018 Results - Part II

               This post is a summary of two books, the first with the title of,"PISA Results 2018 III at https://www.oecd-ilibrary.org/docserver/2592c974-en.pdf?expires=1577623582&id=id&accname=guest&checksum=B1382958325D85A6177C52AB9DBD38and the second with the title of, "Balancing School Choice and  Equity: An International Perspective Based on PISA," both published in November 2019 at  https://www.oecd-ilibrary.org/docserver/2592c974-en.pdf?expires=1577623582&id=id&accname=guest&checksum=B1382958325D85A6177C52AB9DBD38E5

              PISA is a triennial survey of 15-year-old students around the world that assesses the extent to which they have acquired key knowledge and skills essential for full participation in social and

economic life. PISA  is used as a assessment tool in many regions around the world. It was implemented in 32 regions in the first assessment in 2000 and in 2018, 79 countries and municipalities participated in PISA. The PISA 2018 results are released in six volumes: Volume 1: What Students Know and can do. Volume II: Where All Students Can Succeed. Volume III: What School Life Means for Students' Lives. Volume IV: Are Students Smart about Money? Volume V: Effective Policies, Successful Schools. On average across OECD countries, the most common disciplinary problems in lessons were that students do not listen to what the teacher says and that there is noise and disorder. There are wide variations across regions in the disciplinary climate. Albania, China, Belarus, Japan, Korea and Vietnam show the most positive disciplinary climate, while Argentina, Brazil, France, Greece, and Spain show the least positive climate. For instance, in Japan only 3% of students reported that there is noise in every lesson, compared to 23% in France. Difference across schools are also large. According to studemts' reports, in a majority of countries the disciplinary climate was more positive in socio-economically advantaged than in disadvantaged schools, while in only 5 countries: China, Moldova, Morocco, Panama and Peru, the disciplinary climate was better in disadvantaged schools. On average across countries, the disciplinary climate was better in private schools than in public schools, while the opposite is true only in Japan  and Taiwan. Moreover, the disciplinary climate was similar in rural and urban schools across countries. However, the disciplinary climate in rural schools was more positive than in city schools in Belarus, Jordan, Mexico, Russia and Ukraine. Girls reported a better disciplinary climate in lessons than boys did, on average across countries. Only in Denmark and Finland did boys reported a better disciplinary climate than girls. PISA 2009 and PISA 2018 asked students the same question about the disciplinary climate. A comparison of both cycles reveals that the disciplinary climate generally improved during this period. This improvement in disciplinary climate was remarkable in Albania, the Czech Republic, Denmark, Korea, Moldova, Norway, Serbia and UAE.

                    Over the past decades, school-choice programmes have expanded in scope and size in most of the countries with available data. These opportunities take diverse forms and vary widely in scope across countries. Schools-assignment mechanisms, through which students are allocated to schools based on their expressed preferences and not only on geographic considerations, have been introduced in different places. In addition, private schools are a common alternative to public schools. Usually, parents must pay fees or schools charges for enrolling their children in private schools, but several schools-choice programmes try to reduce the cost of private schooling for families. The most popular of these are educational voucher programmes, whereby parents are given a tuition certificate by their government that can be used to pay tuition at any 'approved" schools. The tuition may be distributed to families or directly to schools. In many countries, private schools are primarily funded by the government, sometimes to the same extent as public schools. This is the case in several European countries, including Belgium, France and the Netherlands. In the 1990s, several countries, namely Colombia, New Zealand, Sweden and the U.S. promoted school choice either through school-voucher systems or by establishing charter schools (publicly funded schools that operate independently of the state-run system) similar reforms were adopted recently in the U.K. Families are left with a wide range of options. Schools choice is based on various ideas. The introduction of "market based" policies is based on the idea, that competition between schools will foster innovation and improve school efficiency. The fact that parents may select their child's school puts pressure on schools to improve the education they provide in order to attract and retain students.

PISA 2018 Results

    This post is a summary of the book with the title above published in 2019  https://www.oecd-ilibrary.org/docserver/5f07c754-en.pdf?expires=1576970589&id=id&accname=guest&checksum=35845E011A63E8FC16D5A49F66FAED1

               Among its many findings, our PISA 2018 assessment shows that 15-year-old students in the four municipalities of China that participated in the study - Beijing, Shanghai, Jiangsu and Zhejiang, outperformed by a large margin their peers from all of the other 78 participating education systems. True, these four municipalities in eastern China are far from representing China as a whole, but the size of each of them compares to that of a typical OECD country, and their combined population amount to over 180 million. What makes their achievement even more remarkable is that the level of income of these four Chinese region is well below the OECD average. In this context, and given the fact that expenditure per primary and secondary student rose by more 15% across OECD countries over the past decades, it is disappointing that most OECD countries saw virtually no improvements in the performance of their students since PISA in 2000. In fact, only seven of the 79 education systems analysed saw significant improvements in the performance of their students, and only one of these, Portugal, is a member of the OECD. All countries have excellent students, but too few countries have enabled all of their students to excel and fulfill their potential to do so. Achieving greater equity in education is not only a social justice imperative, it is also a way to use resources more effectively, increase the supply of skills that fuel economic growth, and promote social cohesion. For those with the right knowledge and skills, digitalisation and globalisation have been liberating and exciting; for those who are insufficiently prepared, these trends can mean vulnerable and insecure work. Seven countries saw improvements of their students throughout their participation in PISA: Albania, Colombia, Macao, Moldova, Peru, Portugal and Qatar. Twenty countries performed above the OECD average in all three domains (reading, math, science): China and singapore were the highest-performing education systems in all three subjects. In reading, Estonia, Canada, Finland and Ireland were the highest-performing countries. In science, the highest-performing countries were Japan and Estonia. In math, were Japan, Korea and Estonia. China, Singapore, Estonia, Canada, Finland, Ireland, Japan and Korea scored above the average in all three subjects. While differences in average performance across countries are large, the gap that separates the highest-performing and lowest-performing students within any country is even larger. The largest differences between top-performing and low-achieving students were found in Israel, Lebanon, Malta, UAE, meaning that learning outcomes in these countries are highly unequal. The smallest differences between high- and low-achieving students were, typically found amongst countries with the lowest scores. In Morocco and the Philippines, even the highest-performing students scored only around the average. The goal of PISA is to provide useful information to educators and policy makers concerning the strengths and weaknesses of their country's education systems, the progress over time, and opportunities for improvement. changes in technology and society will continue to influence the demand for skills and the context in which adults and youth people will use their competence in literacy and numeracy. In Brazil, mean performance in math improved over the 2003-2018 period, but most of that improvement was in the early cycles.  After 2009, in math, as in reading and science, mean performance appeared to fluctuate around a flat trend. Mean performance in reading, math and science in the U.S. remained about the same in every PISA assessment, with no significant improvement or decline. However, the gap between the lowest- and highest-achieving students narrowed. Mean performance in reading and science in the U.K. remained stable since 2006, Mean performance in math was mostly flat but with a significant 9 score point improvement between 2015 and 2018, and for the first time, the U.K. performed above the OECD average in math. After a decline until 2012, mean reading, math and science performance in Sweden recovered in 2018, returning to a level similar to that observed in the early PISA. Spain's data met PISA 2018 technical standards. However, mean math performance remained stable throughout the country's participation in PISA. Mean performance in science declined between 2015 and 2018.

Human Rights Day - 2019

                Last Tuesday, 10th of December, all over the world the importance of human rights was remembered. This post is a summary of three articles, the first was published at  https://www.un.org/en/observances/human-rights-day. The second was published at   https://www.state.gov/international-human-rights-day-2/. The third was published at   https://en.unesco.org/events/human-rights-day-0. The fourth was punlished at   https://www.eset.com/blog/consumer/human-rights-day-2019-the-power-of-the-internet-3/

             Human Rights Day is observed every year on 10 December, the day the U.N. General Assembly adopted, in 1948, the Universal Declaration of Human Rights (UDHR); a milestone document proclaiming the inalienable rights which everyone is inherently entitled to as a human being regardless of race, religion, sex, language, political or other opinion, nation or social origin, property, birth or other status. Available in more than 500 languages, it is the most translated document in the world. 2019 Theme is: Youth Standing Up for Human Rights. After a year marked by the 30th anniversary celebrations of the Convention on the Rights of the Child, which culminated on 20th November, 2019, our plan is to capitalise on the current momentum and spotlight the leadership role of youth in collective movements as a source of inspiration for a better future. Under our universal call to action "Stand Up for Human Rights," we aim to celebrate the potential of youth as constructive agents of change, amplify their voice, and engage a broad range of global audiences in the promotion and protection of rights. The campaign, led by the Office of the High Commissioner foe Human Rights, is designed to encourage, galvanise, and showcase how youth all over the world stand up for rights and against racism, hate speech, bullying, discrimination, and climate change, to name a few. Youth participation is essential to achieve sustainable development for all. Participation in public life is a fundamental principle of human rights. Young people are seeking to participate in all decisions that have an impact upon their wellbeing. Youth can play a crucial role in positive change. Young people have been at the forefront of grassroots mobilizations for positive change and bring fresh ideas and solutions for a better world.  Young people often encounter difficulties in accessing and emjoying their rights because of their age. Upholding their rights and empowering them to better know and claim them will generate benefits globally. 

                   In 1948, the U.N. General Assembly adopted the Universal Declaration of Human Rights to identify common rights and freedoms for all people in all nations. Eleanor Roosevelt, chaired the U.N. human rights commission that drafted this document. She needed only to look at our own American traditions as inspirations for naming these inalienable rights. Thanks to the UDHR, more persons around the world enjoy these rights and freedoms than was the case before the Declaration's adoption. Indeed, it is widely recognized that a government's moral authority is derived in large measure by its willingness to protect the rights and freedoms enumerated in the UDHR. The chinese government continues to repress members of religious and ethnic minority groups. The regimes in Iran, Syria, and Venezuela commit gross human rights violations every day that shock the conscience. In order for countries such as China, Iran, Syria, and Venezuela to regain moral authority in the eyes of freedom-loving nations, they must rededicate themselves to protecting human rights and fundamental freedoms. Today, we celebrate the rights outlined in the UDHR, and recommit ourselves to protecting and promoting these essential freedoms. The U.S. will always remain a staunch supporter of those who strive for their unalienable rights and human dignity.

                  Every year, human rights day provides an opportunity for all to renew with the spirit of humanity's long struggle for rights and dignity and to mobilise against old and new challenges, in the shape of poverty and inequality, violence, exclusion and discrimination. 

                 This Tuesday, 10 December, is Human Rights Day, marking the day on which the UDHR was adopted by the U.N. in 1948. This year, the Theme is 'Youth Standing Up for Human Rights' which celebrates the potential of youth as constructive agents of change and aims to showcase how youth across the globe are standing up for human rights. While the fight for human rights is still as important as ever, the world around us has changed a lot since 1948, due in large part to technology. The advancement of technology has fundamentally changed the way we live: From health to education and leisure to work, digital technology and the internet are at the core of our lives. The internet also plays a vital role in standing up for human rights, and is perhaps most pertinent to youth, many of whom have been interacting with internet their entire lives. From Greta Thunberg's Fridays for Future movement, to the #MeToo movement, on to exposing many instances of states sponsored violence, the internet has been vital to empowering those whose rights have been infringed upon. In fact, not only is the internet a central tool in standing up for human rights, many consider access to the internet to be a human rights in itself. Although not formally declared by the U.N. yet, several countries across the world have implemented laws or policies that require internet access to be available to all. As our lives becomes increasingly digitized, it is not simply access to the internet that could be deemed a human right. While the internet can be used as a tool for upholding human rights, it is unfortunately not always used as a tool for good. From threats to national infrastructure to violations of privacy, ensuring that individuals are safe online is just as vital as being able to access the internet. This Human Rights Day, not only should we celebrate the power of youth in standing up for human rights, but we should also encourage them to pave the way for a safe and more just internet for all.

Handbook on Civil Society Documentation of Human Rights Violations - Part II

                  This post is the summary of the same book from last week. Book with the title above published https://www.vu.nl/nl/Images/PILPG_Handbook_on_Civil_Society_Documentation_of_Serious_Human_Rights_Violations_Sept_2016_tcm289-785328.pdf

                  This chapter presents important guidelines on how collect information on human rights violations and importantly, what not to do. Perpetrators of human rights violations do not always leave paper trails evidencing their actions but when they do, this can be used to seek redress for their crimes through a variety of means. For example, they can support the claims made in reports or other publications to raise public awareness. The information can also be used to assess whether national authorities are fulfilling their obligations to respect human rights and to prevent and investigate alleged abuses.  And they could be presented to criminal investigators as potential evidence to be used in court. Whatever the purpose of the documentation effort, the primary goal is to create an: accurate, reliable, and precise record of events. If not properly collected, the gathered documentation is unlikely to be used in pursuit of legal redress. Judicial mechanisms determine the weight of documents presented in court based on their probative value. In order for a document to be of probative value and to prove something about a case, it must not have been manipulated or tampered with in any way. There are two ways in which unofficial investigators can become the custodian of documentary information: by collecting the document themselves, becoming its first custodian; or by receiving the document from another person. Documents will be of little value to official criminal investigators if a court can not determine the source and context of the document. Prior to collecting any documents from their original location, unofficial investigators are advised to take pictures of the document in its original location. To prevent loss of information, unofficial investigators are encouraged to make copies of documentary information as soon as possible. Preparations must be made prior to engaging in make copies to ensure the safety of the evidences. Cloud services can be hacked into. Digital information on human rights violations can take many forms. such as : photography, video, email, audio and/or video testimony, sms communication, posts on social media, etc. Harm done to an individual may well be mental rather than or in addition to physical injuries. Psychological evaluations can provide important information/evidence of the harm done and the violations that have occurred. Certain symptoms may help direct professionals to uncover what has happened and what psychological injury the individual involved may be suffering from. Moreover, information on psychological injury is important to refer the appropriate support to victims. It is crucial to be aware of the vulnerability of the individual involved. Observations may include a discussion of symptoms, including sleep disturbances, behavior changes and mood. Through interacting with the victim it is also possible to establish a degree of objectivity by taking notice of how the victim's demeanor changes when discussing particular topics. In the interaction with a victim, as an interviewee, it is important to adopt a sensitive and empathetic attitude as this may offer the individual some relief and helps build rapport. Ideally, this attitude will communicate to the victim that his/her complaints and suffering are recognized. The collection and management of information on human rights violations may present security risks to unofficial investigators and their contacts. International personal deployed as official investigators should in principle fall under the protection of multilateral agreements with the host state. However, specific circumstances can prevent such agreements to be in use. It is these types of situations in which members of local civil society organizations actors engage in documentation as unofficial investigators. The principle of sources is essential in respecting the do no harm principle. As a basic rule, witnesses and victims should not find themselves in danger because of documentation activities. An informant should fully understand these risks and indicate their acceptance of them. Confidentiality is the main way to ensure the security of informants and an essential precaution to prevent risk to those that engage with unofficial investigators. It also renders victims and witnesses and other relevant sources more willing to cooperate. A breach of confidentiality can put everyone involved at risk and undermines the trust between informants, witnesses and victims. When a court, tribunal or commission requests information for their proceedings, this may require a reconsideration of confidentiality. Such institutions are supposed to operate with the best interest of the victim and witness in mind and they should implement measures to protect them. Unofficial investigators generally have the possibility to negotiate and implement confidentiality measures, such as anonymity. Despite these measures to minimize security risks, it is important to be aware that there are still many risks involved. Victims, witnesses and other informants may experience verbal threats, intimidation, harassment, assault, or property damage, if not worse. It is important to provide support and security to these individuals. The police can implement a security program. However, when the police are implicated in the violations, other security protection should be put in place. Unofficial investigators may contribute to this by considering undertaking the following security measures: Arrange a temporary change of residence. Provide emergency contacts. Change the victims's telephone number. Install security devices in the individual's home (such as alarms and fencing). Provide electronic warning devices and mobiles phones with emergency numbers. Use discrete and safe premises to interview and brief witnesses. The level and extent to which such measures can be put in place depends on the resources and expertise available. Reach out to bigger and more resourced organizations and their networks before interacting with an informant in order to discuss the safest option or the most practicable confidentiality procedure that is available. In addition to the safety of those involved, security in handling information is important because of the potential evidentiary value of the information itself. The information security measures discussed so far are important for heeping the information secure, but also protect everyone involved. Security risks can originate from many different persons or organizations. Security risks may include (attempted) murder, beatings, police harassment, arbitrary detention, bombings, intimidation, etc. However, consider also that statistically speaking road traffic accidents and unexploded mines remain the greatest security risks for most field missions. Most civil society organizations operating in dangerous areas have security procedures in place that are developed by security professionals. Make yourself familiar with these procedures. When possible, also study any contingency plan in detail. Know that vulnerability increases when traveling in zones with poor communication networks or where conflict and violence is ongoing. Always be alert and regularly conduct risk assessment. Do not put yourself in compromising situations.

Handbook on Civil Society Documentation of Human Rights Violations

               This post is a summary of the book with the title above, published in 2016 at   https://www.vu.nl/nl/Images/PILPG_Handbook_on_Civil_Society_Documentation_of_Serious_Human_Rights_Violations_Sept_2016_tcm289-785328.pdf

               Increasingly, civil society engage in documentation and investigation processes, seeking to collect evidence against those responsible for serious human rights violations. The purpose of this handbook is to provide guidelines and best practices for the collection and management of information on serious huamn rights violations for those that are not trained in such documentation. These enable unofficial investigators to do no harm, identify security risks, preserve crime scenes, prevent the loss of evidence, and manage the information in manner that preserves confidentiality, security and probative value, with an eye to possible use in later redress processes. Realizing the importance of evidence to buttress claims of human rights violations, and that in many situations such information is lost by the lack of investigations, a growing number of actors from civil society have started to engage with or conduct documentation and investigation processes of serious human rights violations. It was in the late 1980 and early 1990s that reports and materials collected by human rights groups began making tangible contributions to the project of international justice. The rapid increase and spread of mobile technology, and the consequent era of citizen journalism that followed, has increased the number individuals engaging with the documentation of human rights violations. The difusion of mobile technology has flooded the media with an exponentially growing amount of footage, allowing for a quasi-live coverage of real events. For example, there are groups organizing themselves to collect information in order to show leaders' connection to human rights violations and the increasing number of victims who come forward to share the stories of the harms they suffered. This handbook is meant to guide those who encounter information (or themselves witness) serious human rights violations when no official and investigative authority is available. Talking of "investigation by civil society actors" can both be misleading and controversial. While only professionally trained experts acting in their official capacity can carry out "formal investigations" for the purpose of criminal accountability. The way in which the term civil society "investigations" is used in this Handbook equates with the term "documentation." This includes documenting crimes scenes, victims' stories and other relevant materials. The choice of the word "unofficial investigators" is also deliberate. The major challenge was to find a term that was both comprehensive and also specific. This handbook should be seen as neither encouraging nor advocating for humanitarian actors' involvement with mechanisms of redress. However, should they want to engage with documenting the occurrences, they are advised to follow the ethical principles and practical guidelines in this Handbook. The Handbook often uses the word "information" about serious human rights violations rather than "evidence" in the spirit of managing expectations. This distinction between information and evidence, however, does not imply that lesser standards apply with regard to its relevance, credibility, reliability, and accuracy. The most important principle when collecting information or evidence is to do no harm to any of the information encoutered, whether it be physical, testimonial, or forensic, and keeping in mind the imperative to always perform a balancing act between the need to preserve information/evidence and the risks of tampering with or deteriorating that same evidence through improper actions. Collecting and documenting information on human rights violations should always be done to serve the best interests of those affected by the violations. This means engaging individuals for the purpose of documenting information of human rights violations in a way that maximizes access to justice for victims, and minimizes as much as possible any negative impact the documentation process may have on them. Unofficial investigators should endeavor to identify options for referring victims and witnesses for assistance and support, and put in place procedures for this referral process. This process includes assessing what services may be needed, including health, phychological, legal and economic assistance. If formal services are not available or accessible, unofficial investigators should always consider what informal systems are in place that can be of support to the victims or witness. A victim or witness may need immediate assistance, or may find the process of disclosing information difficult, traumatic and/or dangerous. It is important to recognize the risks to and prevent re-traumatization.  The effects of trauma can influence a victims's behavior during an interview. Signs of trauma are: Depression, Linear memory loss, concentration problems, emotional reactivity, symptoms of acute stress.  To avoid unintended disclosure, interviewers and subsequent handlers of victims and witness accounts should securely store any information separate from the witness account itself. Risks for victims and witnesses associated with the documentation of human rights violation include: Retaliation, intimidation or threats by alleged perpetrators, and their supporters against victims or witnesses and their families. Coercive pressure to force victims or witnesses to reconcile with perpetrators. Re-traumatization. Loss of livelihood. Arrest, for example where certain acts are criminalized. Unofficial investigators should ask themselves: Will the documentation occur in an area of ongoing fighting, where offenders may still be in the area? May victims and witnesses be at risk of intimidation, further attacks or displacement? If so, what strategies can be put in place to overcome these obstacles? Has the information originated from a victim or witness that is at risk of exposure if that information is traced back to them? If so, what mechanisms can be employed to protect the victim, witness or source from risk? Will going to particular location/crime scenes place the individuals that provided information on those locations in danger? If so, are there ways (such as via an intermediary) to gather information about these locations? Assessing risks to unofficial investigators. Are armed groups, terrorists or criminal networks operating in the area or at the location itself?  Governmental authorities may be the perpetrators of human rights violations. Moreover, they may facilitate or foster an environment in which such abuses occur. Therefore, there may be times when governmental authorities will be subject of investigation. Unofficial investigators should be aware that authorities might pose a danger for those engaged in investigating human rights violations and any people they interact or come into contact with. Are you or your supporters at risk of being targeted specifically? Is there a risk that you or your supporters may be subjected to threats from perpetrators? Consider what procedures can be put in place to prevent or lessen the risks identified: Have you researched the context (politics, history, conflict, and government)? Do you have a security and evacuation plan? Do you have a communication plan? Can you speak the language or do you have an interpreter? Have you the numbers of an emergency contact if you find yourself in danger? Be mindful that keeping emergency contact with you might expose both you and your contact to danger in the case of a search. Will you be adequately equipped to deal with any eventualities? For example, will you have sufficient money, supplies, and communication devices? Do you have a plan, policy and referral options in place regarding emergency assistance or transportation of any victims, witnesses, or other individuals you find in locations that are in need of such? Unofficial investigators exposed to traumatic situations or dealing with traumatized persons should be encouraged to take extended leave to recover, to talk about the stress they are under, and to seek psychological counseling when necessary. Assessing risks to the security of the information: Data protection is important for the safety of victims, witnesses and any individuals involved in the investigation. Do you have a plan to safely collect and store information? How will you keep information safe and confidential? Do not destroy documents unless a tangible risk of real danger exists, as these might become useful in subsequent criminal proceedings as appropiate. Storing documents in an environment where the document will be safe may help to prevent the information from deteriorating further. The information collector should take pictures or make copies of the document by other means. Appropriate measures include storing data in a secure location; using secure computers and defining and recording who has access to what type of data. Personal security measures are important not only for the collection of information but also the holding of important information on human rights violations may pose serious threats to you. It is important to realize that perpretrators of human rights violations have an interest in destroying evidences, and may well consider violent means to do so. Several preventive measures can be taken in order to reduce or mitigate security risks: Regularly conduct risk assessments. Build and use all channels that can alert you to security threats, including those of other organizations. If you are a foreigner, identify where your country's embassy is located, get in touch with them to know of your presence in the country. Establish and maintain, when possible, a good relationship with local, state, and/or federal law enforcement as well as political officials. Work with people that can be trusted. Be fit, alert, and stay sober. When possible, travel with at least one companion, and avoid secluded places. If in danger, seek refuge at a police station, embassy or other safe location. Do not share any information if the trustworthiness of local authorities and police can not be determined. Protect yourself and your information. And always make sure to inform someone on your whereabouts.