Pisa Education In Eastern Europe And Central Asia Findings From Pisa

Countries in Eastern Europe and Central Asia have clear aspirations to strengthen civic participation and increase prosperity for all. A highly skilled and knowledgeable population is critical to achieving these goals, which makes creating and maintaining high quality and equitable education systems a vital part of regional development efforts. Results from the Programme for International Student Assessment (PISA) show that learning outcomes in the region have generally improved, but that the improvement has not been equitable. While countries in the region are producing some of the top performing students in the world, many other students are being left behind.

Countries in Eastern Europe and Central Asia have clear aspirations to strengthen civic participation and increase prosperity for all. A highly skilled and knowledgeable population is critical to achieving these goals, which makes creating and maintaining high quality and equitable education systems a vital part of regional development efforts. Results from the Programme for International Student Assessment (PISA) show that learning outcomes in the region have generally improved, but that the improvement has not been equitable. While countries in the region are producing some of the top performing students in the world, many other students are being left behind. This report, jointly developed by OECD and UNICEF, analyses PISA data in detail to identify the strengths, challenges and unique features of education systems in Eastern Europe and Central Asia. Drawing upon a rich knowledge base of education policy and practice in the region, it makes recommendations about how systems in the region can provide an excellent education for all students. This report will be of interest to regional policy-makers as well as individuals who wish to learn more about education in Eastern Europe and Central Asia.

For a region with high educational attainment, a shortage of skills in Europe and Central Asia has emerged as one of the most important constraints to growth. This title recommends greater focus on the quality of education and measuring what students actually learn, as well as bigger emphasis on incentives to produce better learning results.

Over the past three decades, Bulgaria has carried out important structural reforms which have helped the country reach higher levels of socio-economic development. However, long-standing social disparities and income inequalities remain and Bulgaria’s overall productivity gains have not fully translated into sustainable and inclusive growth.

This is an open access book.The Erasmus+ Morocco National Office organizes in partnership with the Ministry of Higher Education, Scientific Research and Innovation, the EU Delegation to Morocco, the Conference of Universities Presidents (CPU), the first edition of the "Erasmus Scientific Days”, dedicated to high-level scientific exchange around the promotion of Higher Education and innovation. These days will take place on October 17 and 18, 2022 in Marrakech. Erasmus Scientific Days are honorary chaired by their Excellencies: the Minister of Higher Education, Scientific Research and Innovation, The Ambassador of EU in Morocco and the Chancellor of Hassan II Academy of Science and Technology.

Redefining Educational Leadership in Central Asia brings together the voices, views, experiences, and reflections of educational leaders from both secondary schools and higher education institutions in Kazakhstan and Kyrgyzstan.

Although global economic activity is recovering and output in Europe and Central Asia (ECA) is expected to grow in 2021, containing COVID-19 remains a challenge in the region. Enterprise survey data for the emerging and developing countries in the region show that COVID-19 had a profound and heterogeneous impact on firms. Smaller, younger, and female-run businesses were hit harder and had greater difficulty recovering. But the crisis also played a cleansing role and economic activity in ECA appears to have been reallocated toward more productive firms during the crisis, particularly in countries with more competitive markets. Firms with high pre-crisis labor productivity experienced significantly smaller drops in sales and employment than firms with low pre-crisis labor productivity and were also more likely to adapt to the crisis by increasing online activity and remote work. Many governments in ECA implemented broad policy support schemes to address the initial economic fallout from the crisis. Overall, this government support was more likely to go to less productive and larger firms, regardless of the level of their pre-crisis innovation. As economies enter the economic recovery phase, it will be important for policy makers in all countries to phase out broad policy support measures as soon as appropriate and focus on fostering a competitive business environment, which is key to a strong recovery, resilience to future crises, and sustainable, long-term economic growth.

This fourth volume of PISA 2012 results examines how student performance is associated with various characteristics of individual schools and school systems.