Abstract
The Programme for International Student Assessment (PISA) – an OECD international survey project, has become the base for an international comparison of students’ results. This publication is oriented on the wide evaluation of basic statistical data in scientific, mathematical and reading literacy of students. We compare the main results of students in scientific, mathematical and reading literacy and the tendencies of GDP and expenditure to education from the GDP of the Member states of the European Union. PISA helps identify key problems and create effective school policy for all stakeholders.
 It seems evident that the above-average education expenditure percentage of the gross domestic product affects also the above-average values of the index of the sum of the scores obtained in the pupils´ scientific, mathematical as well as reading literacy for the sum of the years 2006, 2009, 2012 and 2015 in the period under review. It seems Member States which spend a higher above-average education expenditure percentage of their gross domestic product have, on a long-term basis, above-average and relatively stable results in the summary index but also individually – in the pupils´ scientific, mathematical and reading literacy.
 Political and professional decisions to increase education expenditure evidently positively affect the quality of education at schools in general, regardless of how the “economy is doing”. Our results of the analysis support the assumption that even in the case of a state´s restrictive budget, expenditure on education and creative activity in general should not be restricted.
Highlights
The Programme for International Student Assessment (PISA) is an OECD international survey project aimed at finding out how 15-year-old pupils can creatively combine their knowledge from various subjects and areas to solve problems
The following Member States are below the average of the summary index – sum of the scores achieved by the pupils in the scientific, mathematical and reading literacy for the summed together with for the years 2006, 2009, 2012 and 2015 in the reference period: Latvia, Hungary (5847), Portugal (5836), Spain (5824), Luxemburg (5819), Italy (5789), Lithuania (5757), Croatia (5732), Slovakia (5715), Greece (5584), Malta (5564), Cyprus (5276), Bulgaria (5185) and Romania (5143)
From among the EU Member States, the following Member States are below the average of the summary index expressed by the horizontal line: Latvia, Hungary (5847), Portugal (5836), Spain (5824), Luxembourg (5819), Italy (5789), Lithuania (5757), Croatia (5732), Slovakia (5715), Greece (5584), Malta (5564), Cyprus (5276), Bulgaria (5185) and Romania (5143)
Summary
The Programme for International Student Assessment (PISA) is an OECD international survey project aimed at finding out how 15-year-old pupils can creatively combine their knowledge from various subjects and areas to solve problems. The following Member States are below the average of the summary index (score: 5859) – sum of the scores achieved by the pupils in the scientific, mathematical and reading literacy for the summed together with for the years 2006, 2009, 2012 and 2015 in the reference period: Latvia (score: 5857), Hungary (5847), Portugal (5836), Spain (5824), Luxemburg (5819), Italy (5789), Lithuania (5757), Croatia (5732), Slovakia (5715), Greece (5584), Malta (5564), Cyprus (5276), Bulgaria (5185) and Romania (5143) This group of the Member States with the below-average value of the summary index includes the Member States with a favourable growing tendency of scores obtained. The Member States with the most significant growth from among all Member States of the European Union include Romania and Bulgaria, which are at the same time in the last two places in the ranking from among all Member States of the European Union
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.