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Comprehensive Analysis on Global Education Systems: Performance and Challenges Based on PISA Data and Recent Reforms

GOOVER DAILY REPORT August 10, 2024
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TABLE OF CONTENTS

  1. Summary
  2. Challenges and Reforms in the U.S. Education System
  3. Philippine Education System: Current State and Efforts to Improve PISA Performance
  4. Insights from PISA: Case Studies of Resilient Education Systems
  5. Integrating AI and Technology in Education
  6. European Education Systems: Spain's Approach to Enhancing Scientific Competence
  7. Comparative Analysis of Gender Inequality and Academic Achievement
  8. Promoting Creativity in Education: Lessons from PISA
  9. Addressing Bullying and Its Impact on Student Performance
  10. Climate Change Education: Integrating Socio-Ecological Competencies
  11. Reforming Developmental Education in Community Colleges
  12. Educational Policy and Community Response: The Case of Houston ISD
  13. Conclusion

1. Summary

  • The report titled 'Comprehensive Analysis on Global Education Systems: Performance and Challenges Based on PISA Data and Recent Reforms' examines various global education systems using data from the Programme for International Student Assessment (PISA) and evaluates recent reforms. Focusing on countries like the U.S., the Philippines, Japan, Lithuania, and Spain, the report analyzes standardized test scores, the impact of the COVID-19 pandemic, teacher shortages, and initiatives aimed at improving educational outcomes. The report identifies key challenges specific to each country, such as the U.S.'s decentralized educational system, the Philippines' low PISA performance, Japan and Lithuania’s resilient education systems, Spain’s efforts to enhance scientific competence, and the potential and challenges of integrating AI in education. By assessing both successful strategies and persistent issues, the report provides a nuanced understanding of the global state of education.

2. Challenges and Reforms in the U.S. Education System

  • 2-1. Historic and Current Performance in Standardized Testing

  • The U.S. education system has experienced relatively unchanged standardized reading and math exam scores since the 1970s, with a slight decline observed between 2020 and 2022. On the most recent Programme for International Student Assessment (PISA) test in 2022, the U.S. ranked 20th out of 81 countries and territories. This ranking was based on average scores across mathematics, science, and reading proficiency. Comparing to other nations, there's an expectation for higher rankings given America's wealth. However, factors such as population size, educational decentralization, and student diversity contribute to the overall performance.

  • 2-2. Impact of COVID-19 on Education

  • The COVID-19 pandemic had a significant impact on the U.S. education system, with lasting effects seen even after the end of lockdowns. High student disengagement rates and chronic absenteeism became apparent. In 2023, the average state-level rate of students missing at least 10% of classes was 26%, a significant increase from 16% in 2019. This extensive absenteeism has contributed to the challenges in maintaining steady academic progress.

  • 2-3. Complexities in Assessing Educational Effectiveness

  • Assessing the effectiveness of the U.S. education system is complex due to various contributing factors. The U.S. has a decentralized education system, with significant variations in curricula across states and counties. The diverse cultural and socioeconomic backgrounds of students further complicate educational assessments. Additionally, a higher percentage of disadvantaged students compared to other OECD countries affects overall test performance. These factors make it challenging to draw broad conclusions about the effectiveness of the American education system.

3. Philippine Education System: Current State and Efforts to Improve PISA Performance

  • 3-1. Consistent Low Performance in PISA

  • The Philippines has consistently shown low performance in the Programme for International Student Assessment (PISA). In the 2022 PISA results, Filipino students ranked sixth to the last in reading and mathematics and third to last in science among 81 countries. This performance remained almost the same as in 2018, which was the first year the Philippines participated in PISA assessments. According to OECD’s analysis, there was a slight narrowing of the gap between high and low achievers in mathematics when comparing the 2018 and 2022 results, but no significant improvement in reading and science.

  • 3-2. Government Initiatives and Stakeholder Involvement

  • Various initiatives by the government and active involvement of stakeholders aim to improve the education system in the Philippines. Education Secretary Sonny Angara has sought help from various stakeholders to improve PISA results, emphasizing collaboration and the need to address issues faced by students, such as the lack of computers and basic necessities like breakfast. The Department of Education (DepEd) has kept its doors open to assistance from anyone willing to help. Notably, several memorandums and organizations have expressed a desire to aid in solving the education crisis. Additionally, the creation of the 'Adopt-A-School' program under Senate Bill No. 2731 aims to foster collaboration between private sectors and public schools.

  • 3-3. Legislative Efforts to Enhance Education Quality

  • Legislative measures have been taken to address the challenges in the education sector. The Second Congressional Commission on Education (EDCOM II) highlighted the fragmented state of the education system, emphasizing the need for a more integrated approach. Senate Bill No. 2731, co-authored by Senator Sherwin Gatchalian, aims to enhance private sector participation in public education through expanded assistance and fiscal incentives. This initiative includes provisions for training, upgrades, and financial assistance for schools, directly addressing the long-standing issues of underinvestment and resource shortages.

4. Insights from PISA: Case Studies of Resilient Education Systems

  • 4-1. Japan and Lithuania: Maintaining performance amid challenges

  • Japan and Lithuania’s education systems were recognized in the OECD’s PISA 2022 report for their resilience during challenging times. Both countries performed at or above the OECD average in mathematics performance, equity in mathematics performance, and student wellbeing, despite facing significant challenges such as rising teacher shortages and the sudden shift to online learning during the COVID-19 pandemic. In Lithuania, a strong focus on digital literacy and preparation for online learning helped students adapt more easily to remote education. Japan’s extensive out-of-school learning culture and significant parental involvement played key roles in maintaining stability and improvement in student performance.

  • 4-2. Factors contributing to educational resilience

  • Several factors contributed to the resilience of educational systems in Japan and Lithuania. In Lithuania, the existing focus on digital literacy and consistent digital training for teachers were crucial. Approximately 84% of Lithuanian students felt confident using video communication programs for learning. Additionally, schools in Lithuania were incentivizing teachers to integrate digital technology into their lessons, with over 90% of students attending such schools. Japan’s resilience, on the other hand, was bolstered by a culture of independent learning through after-school programs and robust parental engagement. Parents in Japan were actively involved in their children's education, often required to participate in school activities. Both countries also emphasized the importance of ensuring that all students had access to necessary digital resources during remote learning periods, with Lithuania distributing more than 35,000 tablets and laptops to students from socially vulnerable families in 2020. Furthermore, initiatives to improve student wellbeing and create a sense of community in schools, such as Japan’s strong anti-bullying policies and compulsory club activities, helped maintain a supportive learning environment.

5. Integrating AI and Technology in Education

  • 5-1. Potential and Challenges of Using AI in Education

  • Artificial Intelligence (AI) presents both immense opportunities and significant challenges for the global education sector. According to the document 'Educating for the (present and) future: using Artificial Intelligence (AI) to address the learning crisis,' AI can significantly enhance the educational experience by offering tailored content through adaptive learning platforms like ALEKS. AI tools such as MagicSchool and Ummia assist in creating engaging and curriculum-aligned lesson plans, while platforms like TeachFX improve teachers' instructional practices. AI also helps in early warning systems to identify students at risk of dropping out. However, the deployment of AI is fraught with issues such as 'hallucinations,' biases from training data, and the potential increase in education inequality. For AI to truly transform education, it must be coupled with affordable connectivity, robust hardware, comprehensive investments in teacher training, and curriculum that includes AI literacy.

  • 5-2. Balancing Technology with Human Elements in Teaching

  • The integration of AI in education must be balanced with the human elements that are crucial to teaching. The document stresses that teachers are at the core of any successful technological intervention. High-performing education systems like those in Singapore and Japan benefit from social recognition of teaching as a prestigious career, which correlates with high education quality. Technology, when wisely used, can free up teachers to focus on enriching the academic experience and developing students' socioemotional skills. However, achieving the right balance between technology and human elements depends on each country's level of development. While advanced nations can deploy AI to enhance digitally proficient teachers, middle-income countries may use AI for personalized teaching in some classrooms, and poorer countries need to address the basic digital training for educators. Ultimately, technology should augment but not replace the crucial role of well-trained teachers with AI-amplified capabilities.

6. European Education Systems: Spain's Approach to Enhancing Scientific Competence

  • 6-1. Spain's Underperformance in Scientific Literacy

  • Every three years, the Organisation for European Cooperation and Development evaluates the scientific competence of European students through the Programme for International Student Assessment (PISA). Recent results have indicated that Spain ranks in the third quartile, showing underperformance compared to other European countries. The scientific competence scores of Spanish students are among the lowest, which raises concerns regarding the potential long-term implications for the country's economic development. Experts attribute this poor performance to the lack of emphasis on scientific competence in Spain's educational methods. Traditional teaching techniques, rather than those centered on developing scientific inquiry and literacy, dominate classrooms. Additionally, the absence of specialized assessment tools for scientific competence further complicates the issue.

  • 6-2. Role of the Baccalaureate Diploma of Research in Improving Competencies

  • Two years ago, Spain introduced the Baccalaureate Diploma of Research (BdR) to address the deficiencies in scientific education. The BdR is designed to foster the development of scientific competence through an intensive 18-month research project. Students, aged 16 to 18, collaborate with both secondary education teachers and university researchers to tackle real-world scientific problems. The programme intends to bridge the gap by providing continuous, hands-on research experience, which allows students to explore scientific issues deeply, design and evaluate scientific research, and interpret data and evidence. The initial results from implementing the BdR indicate significant improvement in the three sub-competences of scientific competence: explaining phenomena scientifically, evaluating and designing scientific research, and interpreting scientific data and evidence. These outcomes suggest that the experimentation and inquiry-based learning fostered by the BdR effectively enhance students' scientific literacy and competence.

7. Comparative Analysis of Gender Inequality and Academic Achievement

  • 7-1. Impact of gender inequality on education

  • An analysis of gender inequality on education highlights that it negatively impacts academic achievement for both boys and girls. Detailed findings indicate that gender inequality, measured by the Gender Inequality Index (GII), is more strongly associated with poorer academic performance than economic inequality (Gini coefficient). This association points to the need for comprehensive policies aimed at reducing gender disparities to improve educational outcomes. Additionally, gender inequality in reproductive health is a substantial contributing factor to this negative association.

  • 7-2. PISA data analysis from 2012 to 2018

  • The analysis utilized PISA data from 2012, 2015, and 2018 to examine the relationship between gender inequality and academic achievement. Findings consistently showed that gender inequality, as measured by the GII, was significantly correlated with lower academic achievement across these periods for both boys and girls. When comparing the association strength, the GII had a greater negative impact on PISA scores than the Gini coefficient. This trend was evident in various subjects assessed by PISA, highlighting the pervasive influence of gender inequality on education systems worldwide.

8. Promoting Creativity in Education: Lessons from PISA

  • 8-1. Performance in creative thinking assessments

  • Students in Singapore and Australia have shown notable performance in the PISA creative thinking assessments. Singapore’s 15-year-olds topped the PISA for creative thinking, sparking discussions about the stereotype of Singaporeans lacking creativity. Despite their high performance in mathematical, scientific, and reading assessments, only 64% of Singapore students felt confident in their creative abilities, compared to the OECD average of 73%. In contrast, Australia also performed strongly, with 88% of students reaching Level 3 proficiency in creative thinking. Interestingly, a significant gender difference was observed, with girls outperforming boys across all participating countries.

  • 8-2. Teaching strategies for fostering creativity

  • Different teaching strategies have been emphasized to foster creativity among students. In Singapore, recognizing both ‘Little C’ and ‘Big C’ creativity has helped redefine perceptions of creativity. ‘Little C’ creativity involves everyday tasks, while ‘Big C’ refers to significant breakthroughs. Embracing creativity as a process, not just an outcome, is suggested to encourage experimentation and innovation. In Australia, structured brainstorming activities have been suggested as a way to enhance creative thinking. Teachers are encouraged to use frameworks to break down skills, set students ill-defined problems, and foster collaboration and peer feedback. Additionally, it is recommended that pedagogical resources be provided to help teachers integrate creative thinking into various subjects.

9. Addressing Bullying and Its Impact on Student Performance

  • 9-1. Prevalence of Bullying Among Filipino Students

  • The recent Programme for International Student Assessment (PISA) findings found widespread bullying in the Philippines, with one in three Filipino students being bullied at least once a week. Bullying is more common among boys and public school students. This prevalence has remained alarmingly high for years, significantly impacting students' academic performance and well-being. Bullied students in public schools score 11 to 44 points lower in math, reflecting the psychological and academic difficulties associated with bullying.

  • 9-2. Government and Community Initiatives to Combat Bullying

  • The Department of Education (DepEd) in the Philippines has implemented several initiatives to combat bullying, including prevention and intervention led by the Learner Rights Protection Office (LRPO) and the Bureau of Learners Support Services (BLSS). These initiatives include hotlines, counseling, and mental health programs to support affected students. DepEd's commitment to student well-being is evident through its ongoing efforts to hire mental health coordinators for each region, though a shortage of qualified professionals has made this challenging. To address this shortage and improve the support system, the proposed Education Mental Health and Well-Being Promotion Act (Senate Bill 2200) aims to raise guidance counselor salaries and create new positions like mental health associates. This legislation is crucial for equipping schools to combat bullying effectively. Even with these initiatives, the Anti-Bullying Act of 2013 still requires consistent enforcement to prevent bullying and violence against students effectively. Regular training for teachers and staff, as well as fostering a supportive environment where students feel safe to report incidents, are essential components of this effort. Cyberbullying is another significant concern, with nearly half of Filipino 13 to 17-year-olds experiencing online abuse. Preventing cyberbullying requires digital literacy and online safety education, alongside harsher penalties for perpetrators. Despite challenges, some schools have successfully implemented comprehensive anti-bullying programs, including peer support groups and promoting a culture of respect and inclusion. Parental involvement is also crucial, with schools providing workshops and home resources to help parents recognize and support their children in dealing with bullying. Community involvement and legislative support, such as Senate Bill 2200, are vital for funding and sustaining these anti-bullying efforts. By addressing the causes of bullying and promoting respect and inclusion, educators, parents, legislators, and students can work together to reduce bullying and support affected students.

10. Climate Change Education: Integrating Socio-Ecological Competencies

  • 10-1. Deakin University's Research and Initiatives

  • Deakin University-led research is focused on how climate change education can be integrated into Australian science classrooms within traditional subjects such as biology, chemistry, physics, and earth and space science. The research aligns with the Organisation for Economic Co-operation and Development (OECD)'s shift to prioritise socio-ecological competencies in school science programs. Associate Professor Peta White from Deakin's Centre for Research for Educational Impact at the School of Education has emphasized that while changes to the national curriculum in 2022 highlighted climate change, it is still seldom mentioned in the science curriculum and infrequently taught in schools.

  • 10-2. Aligning Education with Socio-Ecological Challenges

  • The OECD-contracted report by Associate Professor White, conducted in partnership with colleagues from the Universities of Waikato, Florida, and Stanford University, aims to influence the next Programme for International Student Assessment (PISA) science test by including more climate change relevant competencies. This reform of the PISA Science Framework 2025 intends to encourage OECD nations like Australia to undertake significant curriculum policy reforms to prioritize learning programs that enhance students' problem-solving skills and preparedness to tackle socio-ecological challenges. School activities suggested by the research include engaging in local socio-ecological challenges, political activism through lobbying and community advocacy, and creating environmental sustainability programs. Students’ activities could include giving presentations, writing newsletter articles, and creating posters regarding their community's role in clean energy transitions. This approach promises to foster traditional learning outcomes like teamwork, creative and critical thinking, reading, and writing while solving socio-ecological challenges.

11. Reforming Developmental Education in Community Colleges

  • 11-1. Historical context and reform strategies

  • During the 2010s, several initiatives emerged to reform traditional developmental education. This reform was driven by the dismal success rates of remedial students in community colleges, as highlighted in a 2012 Complete College America report which revealed that nearly 40% of students never completed their remedial courses, and fewer than 10% graduated within three years. As a result, federal and philanthropic investments spurred research and innovation. The reform efforts focused primarily on three strategies: reducing the emphasis on standardized placement tests, accelerating students into college-level courses often through corequisite classes, and eliminating mandatory algebra requirements for non-STEM students. Despite these efforts, the 'developmental education reform movement' has stalled as of a recent report from FutureEd.

  • 11-2. Current status and remaining challenges

  • Currently, the reform of developmental education faces significant hurdles. A 2020 national survey by Tyton Partners found about 40% of postsecondary institutions had not implemented any developmental education reforms. Even among institutions that had initiated reforms, 24% were still offering traditional, multi-semester remedial sequences. A major barrier is local autonomy, making consistent reform adoption difficult. States like Oregon, with independently governed community colleges, experienced uneven reform implementation, with only 10 out of 17 colleges adopting changes. Additionally, faculty resistance has also slowed reform in states like California and Connecticut. Moreover, COVID-19 exacerbated these challenges, increasing student needs for additional support. Small colleges often lacked the resources to schedule corequisite courses, further complicating widespread reform. Successful case studies exist, such as the Community College of Baltimore County’s Accelerated Learning Program (ALP) and Long Beach City College’s use of multiple measures for student assessment, but comprehensive, nationwide reform remains elusive.

12. Educational Policy and Community Response: The Case of Houston ISD

  • 12-1. Community concerns on bond proposals

  • On July 16, the Houston Independent School District (HISD) Board of Managers held a workshop to discuss a bond proposal valued at $4.4 billion. The proposal faced significant resistance from the community, with many stakeholders expressing their opposition due to distrust in the district's leadership. The past year has been tumultuous for HISD, with numerous concerns about the management of funds under Superintendent Mike Miles. Allegations have emerged that Miles mismanaged charter school funds, with a 2023 audit revealing $10 million to be spent on unspecified administrative costs. Issues were also raised about the lack of a physical office for the Texas branch of Third Future Schools, complicating the transparency and accountability of operations. The overarching sentiment from the community was a lack of trust, often summarized in the phrase, 'No trust, no bond.'

  • 12-2. Impact of administrative decisions on educational quality

  • The administrative actions by Superintendent Mike Miles have had significant implications for educational quality within HISD. Under his leadership, the district has seen its reserves plummet from $1.1 billion to a $500 million deficit. Community members and former teachers have reported a mass exodus of qualified educators, with over 1,242 teaching vacancies just a month before the new school year. HISD's strategic decision to close libraries and replace qualified teachers with less-qualified individuals has also led to concerns about the deterioration of educational standards. The 'co-location' strategy, which involves merging multiple schools to avoid closures, is another contentious decision that has impacted the community’s faith in the administration. Various stakeholders, including state senators, parents, and students, have openly criticized these decisions for failing to support effective learning environments, further straining the already fragile trust between the community and the district's management.

13. Conclusion

  • This report underscores the complexity and diversity of educational systems worldwide. It highlights persistent challenges such as standardized test performance, inequities, and the need for continuous educational reforms. Success stories from Japan and Lithuania underscore that resilience and innovative approaches can lead to sustained improvements even during challenging times like the COVID-19 pandemic. Similarly, the introduction of the Spanish Baccalaureate Diploma of Research (BdR) shows promise in enhancing scientific literacy. The potential integration of Artificial Intelligence (AI) into education could offer transformative benefits but requires thoughtful implementation to avoid exacerbating existing inequalities. While progress has been made, the report emphasizes that a one-size-fits-all approach is not feasible, making it essential to customize reforms to local contexts. Future prospects point toward the need for sustained monitoring, data-driven insights, and adaptive policies to address the evolving educational landscape, ensuring that advancements in quality education can be applied effectively and equitably across different regions.

14. Glossary

  • 14-1. Programme for International Student Assessment (PISA) [Assessment]

  • PISA is an international assessment measuring 15-year-old students' reading, mathematics, and science literacy. It provides comparative data on educational systems' performance and highlights areas needing improvement.

  • 14-2. COVID-19 Pandemic [Event]

  • The COVID-19 pandemic significantly disrupted education systems worldwide, exacerbating existing challenges and highlighting the need for resilient educational practices.

  • 14-3. Artificial Intelligence (AI) [Technology]

  • AI has the potential to transform education through adaptive learning platforms and automated feedback, but requires careful implementation to be effective.

  • 14-4. Japan and Lithuania [Country]

  • These countries are noted for their resilient educational systems in the face of challenges like teacher shortages and the pandemic, as per the 2022 PISA report.

  • 14-5. Spanish Baccalaureate Diploma of Research (BdR) [Educational Program]

  • A program aimed at enhancing scientific competencies among Spanish students, contributing to their improved performance in scientific literacy.

15. Source Documents