L for publication Data from the PISA report has re-generated an interesting debate about the quality of our education system, as in previous assessments, not standing out too well fall below the average for OECD countries. And as often happens after the publication of results, much of the analysis focuses on the comparison between countries, to infer from some of the characteristics of educational models of countries that are at the top of the ranking recipes to improve ours.
Many of these countries well placed, as South Korea and Finland, have educational systems that show some features that would not hurt to import, and that in no way suggest that what we need is a return to more traditional school. For example, increased psycho-pedagogical training of teachers, a lower requirement for the students repeat courses, lower segregation levels according to their performance, learning more practical and socio-constructivist, a lot of support to pupils with difficulties , even from their more advanced. That is, characteristics that have been frequently criticized by those with little expertise in a subject as complex as education show no qualms about a recurring issue opinions that have significant media coverage (see here ).
But PISA report data related to the comparison between countries, which are those that tend to have greater impact, they must be viewed with caution, because they come from very different cultures in which lifestyles or ethics related to work are at the antipodes. Or have something in common with a traditional Asian Buddhist or Taoist, with other northern or southern Europe, Protestant or Calvinist, the first and second-Catholic? And the recipes are valid in one context may be ineffective in others, they can achieve the same results with other measures. Thus, while some of the countries that occupy positions high ranking, such as Finland, are basically public school, in others such as South Korea's private education majority.
More interest offers the fine print of the PISA results, which often go unnoticed to the general public. Like, what are the characteristics of schools that do better? What are the variables that explain the differences between students from the same school are greater than the differences between centers, or even between countries? But above all, what is the relationship between scores on tests of language, mathematics and science with other indicators of personal adjustment, as life satisfaction or emotional problems.
latter aspect is particularly relevant when we consider that South Korea shows a high rate of suicides among primary and secondary students, which increased by almost 50% from 2008 to 2009, with the lower grades a of the main justifications. This is not surprising when you consider that students of this Asian country shows a high rate of competitiveness and stress, and great unhappiness, with many hours spent on homework, and little sleep or play. Something similar could be said of Finland, which in recent years has led European statistics on teenage suicides.
improve the academic performance of our students is a laudable objective to ensure social and technological progress, but this should not undermine the cost of their health and psychological balance. And is that a good school that meets their educational role should ensure comprehensive training of new generations, not only to achieve scale ranking positions in the PISA.
Many of these countries well placed, as South Korea and Finland, have educational systems that show some features that would not hurt to import, and that in no way suggest that what we need is a return to more traditional school. For example, increased psycho-pedagogical training of teachers, a lower requirement for the students repeat courses, lower segregation levels according to their performance, learning more practical and socio-constructivist, a lot of support to pupils with difficulties , even from their more advanced. That is, characteristics that have been frequently criticized by those with little expertise in a subject as complex as education show no qualms about a recurring issue opinions that have significant media coverage (see here ).
But PISA report data related to the comparison between countries, which are those that tend to have greater impact, they must be viewed with caution, because they come from very different cultures in which lifestyles or ethics related to work are at the antipodes. Or have something in common with a traditional Asian Buddhist or Taoist, with other northern or southern Europe, Protestant or Calvinist, the first and second-Catholic? And the recipes are valid in one context may be ineffective in others, they can achieve the same results with other measures. Thus, while some of the countries that occupy positions high ranking, such as Finland, are basically public school, in others such as South Korea's private education majority.
More interest offers the fine print of the PISA results, which often go unnoticed to the general public. Like, what are the characteristics of schools that do better? What are the variables that explain the differences between students from the same school are greater than the differences between centers, or even between countries? But above all, what is the relationship between scores on tests of language, mathematics and science with other indicators of personal adjustment, as life satisfaction or emotional problems.
latter aspect is particularly relevant when we consider that South Korea shows a high rate of suicides among primary and secondary students, which increased by almost 50% from 2008 to 2009, with the lower grades a of the main justifications. This is not surprising when you consider that students of this Asian country shows a high rate of competitiveness and stress, and great unhappiness, with many hours spent on homework, and little sleep or play. Something similar could be said of Finland, which in recent years has led European statistics on teenage suicides.
improve the academic performance of our students is a laudable objective to ensure social and technological progress, but this should not undermine the cost of their health and psychological balance. And is that a good school that meets their educational role should ensure comprehensive training of new generations, not only to achieve scale ranking positions in the PISA.
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