Global trends in the education system of high-ranking countries according to PISA-2018

Abstract

Problem and aim. The modern education system is a complex of developed social institutions that form a system of connections and social norms that correspond to promising tasks focused on personal development and socialization. The PISA program evaluates the educational achievements of students and thereby identifies and interprets new global trends in the field of education. The aim of the article is to study the global trends in the education system of the high-ranking countries according to the PISA-2018. Materials and research methods. Empirical research has three stages. The first stage is the actualization of materials generated according to the Report PISA-2018 from three groups of ratings: TOP-10 OECD countries, TOP-10 OECD partner countries and an integral TOP-10 of all participating countries. The second stage is the study of the TOP-10 of all participating countries, where the focus is shifted to a specific group of indicators that identify global trends: globalization, practice-oriented learning, digitalization, individual educational track, sustainable development, social climate and emotional intelligence. At the third stage, a comparative analysis of global trend indicators was carried out. The empirical study included descriptive statistics (range of variation, standard deviation and coefficient of variation) to assess the homogeneity of the group of countries identified by the authors and the degree of difference between them. Research results. TOP-10 countries of the world with the best education systems according to PISA-2018 were selected, and those that maximally reveal the global trends in education systems in the high-ranking countries were identified. The highest indicators were found: practical orientation of education in Estonia – 100%; having digital devices at home in Finland – 82.6%; individual educational track (teacher's agreement with the student's opinion) in Chinese Taipei – 82.4%; emotional intelligence and a sense of belonging to school in Korea – 78.7%; social climate and parental participation in school activities in China (Beijing – Shanghai – Jiangsu – Guangdong) – 52.3%. Discussion and conclusion. The infiltration of global trends in the educational activities of a modern school makes it competitive in the context of global digitalization and strengthens the position of the entire country in the PISA ratings. All countries of the world recognizing the high role of education in the development of their country are introducing new digital technologies and improving existing ones. As a result, a picture emerges in which the leading countries of the world set global trends for digitalization and globalization of education, and other countries are implementing them.