This post by
Charlotte Demuijnck, provides an overview of the OECD’s input on education in
the post-2015 development framework and agenda. The OECD post-2015 paper on education
is the first thematic paper in a series which outlines the Organisation’s position on the global debate in the lead up to the UN General Assembly in
September 2013. This blog is part of the Wikiprogress series on education.*
The OECD’s contribution on education to the post-2015 framework: PISA for development is the second in a series of
contributions to the post-2015 agenda. This paper provides a brief overview of progress to date with the
education-related MDGs and looks forward to what global education goals could look
like beyond 2015.
Building on the
success of the universal access in primary schooling since the establishment
of the MDGs, the emerging consensus of the international community on the
post-2015 agenda is that education-related goals and targets should remain
included in the post-2015 framework. As a matter of fact, the UN High Level Panel report released in May 2013 advises that one of the next
universal goals be “Provide Quality Education and Lifelong Learning”. In this
regard, the paper on education reflects the Organisation’s converging
views towards this consensus. In fact, the OECD’s true contribution to the
debate lies in its innovative and efficient approach to forming future
education goals, which are both qualitative and measurable.
As emphasised in the
Education paper, “experience since 2000 has underlined that schooling doesn’t necessarily
produce learning” (p. 1). Although important progress has been made towards the
education-related MDGs, challenges remain strong. The paper gives two
directions for the post-2015 agenda: the new development agenda should focus on
the quality of learning and should shift
focus from primary to secondary
education. However, such perspective requires dealing with issues of
regional inequalities and statistical capacities at the national level, problems
which were not sufficiently tackled in the pre-2015 framework. To that effect,
the OECD expertise and policy instruments constitute a substantial input.
Particularly relevant
is the Programme for International Student Assessment
(PISA), which started in 2000 and is based on a qualitative and causal approach
to education outcomes. As intelligibly detailed in the paper, PISA addresses
both “cognitive and non-cognitive learning outcomes”. As such, it provides “the
most comprehensive and rigorous international assessment of learning outcomes
in education” through the testing of 500 million 15 year-old students from both
developed and developing countries. As a matter of fact, more and more
developing countries like China or India “have expressed an interest [in PISA],
following the successful participation of a large number of middle-income
countries in previous PISA cycles” (p. 3).
As explained in the
paper, “PISA for development” translates the ways in which PISA could become a performing
tool in defining realistic and achievable goals in the post-2015 agenda. Based
on lessons from PISA, “PISA for development” will help define “how to measure
learning, the likely pace of progress towards achieving a learning goal,” as well as how to avoid setting
over-ambitious learning goals and
targets.
More importantly, PISA
for development has concrete benefits for the post-2015 education-related goals
and targets: as a single world reference, this OECD policy instrument is a
comparable, credible and robust measure of progress for educational quality and
equity at the global level. Precisely, PISA for development can help identify
the world’s top performing and most equitable education systems. It offers
developing countries insights for personalised reforms and is a driver for
improved instutions and capacity building.
All in all, this paper
reflects the OECD’s pioneered position in the education field and the ways in
which the Organisation can bring cutting edge ideas and efficient policy
instruments to support more equitable and higher levels of learning in the
world. Throughout the paper, the reader can see the OECD’s firm commitment to
contribute to the global debate on future education and the ways it intends to
do so.
Charlotte Demuijnck
*Education and Skills will be the Wikiprogress focus in September 2013. If you would like to contribute a blog or an article on education, please contact info@wikiprogress.org.
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