OBESSU Reaction to PISA 2018 Results
In reaction to the release of PISA 2018 results, OBESSU wishes to highlight the issues with using PISA-data solely, when developing educational systems. School-systems have a broader task than just preparing the young generation to access the global labour market, their main goal should be to prepare students for an active role in their society. Assessing the positive performances of a reduced number of privileged people, as a good result, is a clear misuse of the PISA results, that risks to make the gap bigger instead of acting concretely for better results for all. Therefore, the methods for measuring wellbeing, the impact of socio-economic background and overall equality should be considered the main outcomes of the PISA-report and the main grounds on which to focus any education system related changes and developments.
For years, PISA-results have been used as a tool to rank high- and low-performing countries, regions, schools, instead of providing concrete tools for each individual system to be developed. Taking into account the background and well-being of students and comparing it to academic success should be the main aim of using the PISA data, in order to create better school systems. Schools system should be developed with learners based approach, and with a broader vision of providing each young person with all opportunities needed for a good life. It is highly important that these developments are supported by data, and that PISA is seen and used as research, not a way of measuring and comparing students.
OBESSU has highlighted the importance of shifting PISA’s focus towards researching the conditions for learning rather than the academic success of individual students. OBESSU strongly encourages all decision-makers to use the data to support further research on low-performing schools and areas. Resources, new approaches and a stronger support to discriminated areas and schools are fundamental to tackle gender and social equality issues and decreasing the negative impact of socio-economic background in education. These should be the first priorities when creating education-related policies, in order to stop the discriminatory effects of social reproduction and with the clear goal of equal opportunities for all learners. Increasing well-being among students through services, new methods and technologies supports everyone, trying to raise academic PISA-results doesn’t.
We also welcome PISA for working on equity of opportunities. PISA concluded by saying “children from poor families often have just chance in life – and that is a good teacher and a good school, those who miss the boat, rarely catch up” (PISA, 2018). OBESSU has been a long advocate of appropriate education funding (our aim is 5% of GDP per state), that would ensure adequate provision of school materials, digital technologies and, resultatively, a fairer shot in completing secondary education and getting on to working life or further education.
