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The results of the PISA 2022 survey were presented today at a press conference at the Ministry of Education, Sports and Youth.The PISA (Programme for International Student Assessment) is organised by the Organisation for Economic Co-operation and Development and aims to assess the quality and effectiveness of the educational systems of the participating countries. It is one of the most important surveys in the field of education and has been carried out in three-year cycles since 2000. It focuses on assessing the literacy of 15-year-old pupils in three different subject areas: mathematics, science and reading comprehension, as well as in an innovative subject. In the PISA 2022 survey, in which a total of 81 countries participated, the focus was on Mathematics and the innovative subject was creative thinking.
The implementation of the PISA 2022 survey in Cyprus was undertaken, on behalf of the Ministry of Education, Sports and Youth (MESY), by the Centre for Educational Research and Evaluation (ERER) of the Cyprus Pedagogical Institute. PISA 2022 is the 4th participation of our country and took place during the pandemic of COVID-19, with schools remaining closed for long periods of time and students trying to adapt and cope with distance education. The main implementation phase of the survey took place during March-May 2022, with the participation of 6515 15-year-old students from 101 public and private schools. Data was collected through an online assessment essay and two questionnaires that collected information about the students, their family environment and the specific characteristics of their schools.
According to the results of the survey, the average performance of Cypriot students is 418 in Mathematics, 411 in Science and 381 in reading comprehension, statistically lower than the corresponding averages of the European Union countries (472 in Mathematics, 480 in Science and 468 in reading comprehension). Compared to our country's previous participation in the Programme (2012, 2015, 2018), significant differences in performance averages can be identified. Over time, starting from the first participation of Cyprus in 2012, a downward trend in the performance of students in all three subjects is evident. A statistically significant downward trend for Mathematics and Reading comprehension is also observed in all European Union (EU) countries.
In terms of gender, according to the 2022 results, girls in Cyprus perform statistically better than boys in all three subject areas. The picture is similar in the EU countries, with the exception of Mathematics, where boys outperform girls. In terms of socio-economic background, the results show that in Cyprus (but also in Europe) there is a large difference between the performance of students with a high socio-economic background index and the performance of students with a low index. At European level this difference is even greater. As regards pupils with a migrant biography, the research shows that they tend to perform similarly in all subject areas to native pupils.
The research also addressed factors related to school resilience, i.e. the ability of the education system to grow through adversity in relation to achievement, equity in education and child well-being. The parameters are extensively analysed in the national results report, which will be immediately uploaded by the CEDAW together with the database to make them accessible to the educational and research community, with the aim of triggering a public debate in relation to the education provided in our country.
As the Minister of Education, Sports and Youth has repeatedly stated, the Ministry of Education, Sports and Youth focuses on the use of research data to improve our education system, which is clearly in need of upgrading and restructuring.
In the above direction, new short, medium and long-term policies are being promoted and have already been enacted in the last nine months, which are expected to place more emphasis on critical thinking, creativity and skills development of our students, as well as on our transition to an integrated/inclusive school. These policies are implemented through actions concerning, among many others, the improvement of the evaluation system for both students and teachers, the upgrading of the all-day school, the expansion of pre-primary education, the prevention and treatment of school violence, the enrichment of the content of curricula, the integration of modern technologies, the link with the labour market, the re-evaluation of the institution of Special Education, the more rational allocation of children with migrant backgrounds, the improvement of the quality of the education system, the improvement of the quality of education, the improvement of the quality of education for children with disabilities, and the improvement of the quality of education for children with disabilities. For the results of new policies to be visible, time, perseverance and continuous monitoring are needed[/B]
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