As everyone knows I supported the high school reform since the project and its approval into law in 2017. But we have to remember that the original project was only the traditional subjects chosen by students according to which area they want to study after the high school. But for better students in the high school we need also better students in the fundamental two, it is from 5º to 9º grades. And for this we need everyone involved in this goal: parents, brothers and sisters, teachers, politicians, and mainly students aware about the importance of the education for their lives. This post is a summary of the book with the title above published in 2023 at https://read.oecd-ilibrary.org/view/?ref=1235_1235421-gumq51fbgo&title=PISA-2022-Results-Volume-I . Brazil results in all PISA tests since 2000 are on page 403. Performance in Math fell by 7 points in the last decade, meanwhile the performance in science is 2 points higher and in reading is 5 points higher than ten years ago.
In 2022, as countries were still dealing with the lingering impacts of the COVID-19 pandemic, nearly 700000 students from 81 economies, representing 29 million across the world, took the Programme for International Student Assessment (PISA) test. The report finds that in spite of the challenging circumstances, 31 countries and economies managed to at least maintain their performance in math since 2018. Among these, Australia, Japan, Korea and Switzerland maintained or further raised already high levels of student performance, with scores ranging from 487 to 575 points (OECD average 472). Many countries also made significant progress towards universal secondary education, among them, Colombia, Costa Rica, Indonesia, Morocco, Paraguay and Romania have rapidly expanded education to previously marginalised populations over the past decade. At the same time, on average, the PISA 2022 assessment saw an unprecedented drop in performance across the OECD. Compared to 2018, performance fell by ten points in reading and by almost 15 points in math, which is equivalent to three-quarters of a year's worth of learning. Yet the decline can only partially be attributed to the COVID-19 pandemic. Scores in reading and science had already been falling prior to the pandemic. Across the OECD, around half of the students experienced closures for more than three months. However, PISA results show no clear difference in performance trends between education systems with limited schoolm closures such as Sweden and Taiwan and systems that experienced longer shcool closures, such as Brazil and Ireland. School closures also drove a global conversation to digitally enabled remote learning, adding to long-term challenges that had already emerged, such as the use of tech in classroom. How education systems grapple with technological change and whether policymakers find the right balance between risks and opportunities will be a defining feature of effective education systems. PISA data shows that teachers' support is important by providing extra pedagogical and motivational support to student. The availability of teachers to help students in need had the strongest relationship to math performance across OECD. Overall, education systems with positive trends in parental engagement in student learning showed greater stability or improvement in math performance. This was particularly true for disadvantage students. These figures show that the level of active support that parents offer their children might have a decisive effect. To strengthen the role of education in empowering young people to succeed and ensuring merit-based equality of opportunity, the resilience of our education systems will be critical not only to improve learning outcomes measured through PISA, but to their long-term effectiveness. Education systems in Canada, Denmark, Finland, Hong Kong, Ireland, Japan, Korea, Latvia, and the U.K. are highly equitable according to PISA's definition. They have achieved high levels of socio-economic fairness together with a large share of all 15 year-olds with basic proficiency in math, reading and science. Boys outperformance girls in math by nine score points and girls outperformance boys in reading by 24 points on average. In science, the performance difference between boys and girls is not significant. Equity is a fundamental value and goal of education policy. Equity in education is an ethical principle associated to the concept of justice. International differences in the extent and types of educational inequity today can be traced back to the historical legacies of different nations. For example, in Latin America primary school enrolments did not substantially increase until the second half of the 20th century, this has made the universalisation of secondary schooling a contemporary challenge. Only education systems that combine high levels of fairness and inclusion are considered highly equitable. Between 2018 and 2022 only four countries improved their performance in all three subjects: Brunei, Cambodia, Dominican Republic and Taiwan.
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