【OCED】东部伙伴关系中的教育：来自PISA的调查结果_138页_4mb

Summary of "Education in the Eastern Partnership: Findings from PISA"

Context and Overview

• The report analyzes education in Eastern Partnership (EaP) countries (Azerbaijan, Georgia, Moldova) and 18 Ukrainian regions using data from the OECD Programme for International Student Assessment (PISA).
• Key challenges: Low average performance in mathematics, reading, and science compared to OECD countries; a large proportion of students (e.g., over 60% in Moldova) lack basic skills; and declining performance in some systems since 2018.
• The 2022 PISA cycle (COVID-19 disruptions) showed that EaP students trail international benchmarks, but some progress was made in earlier cycles.

Educational Outcomes

• In PISA 2022:
  • Mathematics: Ukrainian regions score highest (441 points), Baku and Georgia lowest (397-414 points).
  • Reading and science: Declined or remained stagnant in EaP countries, with exaggerated gaps in reading.
• Trends: While PISA 2018-2022 showed stability in mathematics for some, Georgia, Moldova, and Ukrainian regions saw declines in reading and science.
• Basic skills deficit: Over half the students in each system fail basic proficiency levels in one or more subjects.
• Well-being: Sense of belonging is generally lower in EaP countries than OECD averages, though parental and family support is high.

Equity Issues

• Socio-economic gaps: Disadvantaged students score 50-85 points lower than advantaged peers in mathematics, even exceeding OECD gaps in some areas.
• Gender: Girls outperform boys in reading in all EaP countries, but boys excel in mathematics in Moldova and Ukrainian regions. Educational aspirations are higher among girls, but labor market opportunities for women lag.
• Geographic and language disparities: Rural students perform worse than urban peers in Moldova and Georgia, and language minority students in Georgia and Moldova lag behind.
• Coverage: Baku and Georgia have low pre-primary and secondary school coverage; Moldova has high pre-primary enrollment but equity gaps.

Learning Environment

• Teacher support: Perceived as supportive and similar to OECD averages across EaP systems.
• Digital resources: Shortages are more pronounced than human resources, with post-pandemic deterioration in Ukraine.
• Attendance and truancy: Decreased in EaP countries, but truancy reduces student performance. Parental involvement declined but remains high, especially digitally.

Policy Recommendations

• Ensure basic skills: Increase public investments, develop teacher competencies, and improve school environments.
• Support top performers: Accelerate acceleration/enrichment strategies, integrate STEAM, and align tertiary education with labor market needs.
• Address equity: Fund disadvantaged schools, invest in early childhood education, and foster positive attitudes among low-aspirations students.
• Tackle rural-urban gaps: Design targeted rural policies, use digital technologies, and optimize school networks.
• Support language minorities: Enhance teacher training and employ bilingual assistants in Georgia and Moldova.
• Expand secondary access: Extend compulsory schooling, strengthen vocational training, and implement conditional cash transfers in Baku and Georgia.
• Foster student well-being: Promote teacher-student relationships, friendships, and socio-emotional skills for disadvantaged and female students.