Abstract
This paper aims to explore the relationships between educational attainment as expressed in PISA scores and several socio-economic and political variables some of which are sub-indices of Human Development Index. The correlation analysis reveals that there are highly significant associations between educational attainment and civil liberties, political participation, GDP per capita, average years of schooling, expected years of schooling and happiness. However, of these, regression analysis indicates that only expected years of schooling and average years of schooling appear as predictors of educational attainment. The lack of explanatory power of political participation, happiness and civil liberties variables may possibly be due to the inclusion of hard to measure subjective factors in the definition of these, which may not reflect the true state of affairs.
Highlights
1.1 Introduce the ProblemInternational student assessments provide important findings as regards the educational systems of nations but they fail to present a clear understanding of the national realities that affect these outcomes
The present study aims to explore the relations between democracy, human development, happiness and student performance using indices and to identify the predictive power of basic social contexts as expressed in sub-indices of political participation, civil liberties and happiness in determining academic success
In as much as different indices included common or similar sub-domains, a selection was made among sub-domains and only seven were included: political participation, civil liberties, expected years all schooling, average years of schooling, capital gross domestic product (GDP) per capita, total value for happiness, and reading skills
Summary
1.1 Introduce the ProblemInternational student assessments provide important findings as regards the educational systems of nations but they fail to present a clear understanding of the national realities that affect these outcomes. Some of which are sub-indices of human development index, this paper aims to explore the relationship between some of these national realities such as political participation, civil liberties, level of happiness, per capita income and educational achievement. Reflections in modern times on the relation between democracy and education started with Alexis de Tocqueville (1848) and continued with John Dewey (1916), and others who generally thought that education was a prerequisite for democracy. This view was supported by the modernisation theory of Seymour Martin Lipset (1959), which posited that economic development and education are prerequisites of democracy. Acemoğlu, Johnson, Robinson, & Yared (2005) observed that investigations on the democracy-education relations would not always render similar results and that in order for democracy-education relation to be satisfactorily measured, conditions that might jel.ccsenet.org
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