Education policy in Poland: The impact of PISA (and other international studies)

Białecki, Ireneusz; Jakubowski, Maciej; Wiśniewski, Jerzy Witold

doi:10.1111/ejed.12216

Cited by 26 publications

(20 citation statements)

References 8 publications

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“…In this way, the purpose of the competences has not been to redesign the teaching and learning processes, but to meet the European guidelines. As a consequence of this superficial fit, the subject areas and the assessment standards continue focused on the contents of school subjects and not on the competences [28][29][30][31][32][33]. The last Spanish educational law in 2013 [2] reduced the role of key competences even more, compared to the legislation of 2006 [1], conceiving them more as capacities than as features applicable to all disciplines [34].…”

Section: C2 Wordsmentioning

confidence: 99%

Understanding Assessment Processes for Communicative Competence through an Analysis of Teachers’ Reported Practice

2020

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This research addresses the types of assessment tasks, the assessment criteria, instruments and procedures of communicative competence used by primary school teachers in Andalusia. This multiple-case study drew on the experiences of teachers from four schools in the south of Spain. The data source has been the focus groups in which the teachers took part. The transcripts were analysed thematically by three researchers who devised a system of categories designed through an iterative process. The findings reveal the paucity of tasks used to assess reading, listening and oral expression. The study also shows the diverse problems faced by teachers when it comes to evaluating communicative competence. This paper highlights the need to rethink the curricular contents and the methods applied to assess communicative competence in primary schools.

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Section: C2 Wordsmentioning

confidence: 99%

Understanding Assessment Processes for Communicative Competence through an Analysis of Teachers’ Reported Practice

2020

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“…A. Tiana Ferrer, whilst mentioning the reception of PISA by the media in Spain, insists more on its impact in the political discourse and analyses to what extent some major education reforms can be related to some PISA results and OECD recommendations (Tiana Ferrer, 2017). It is also the case of the German researchers who analyse the PISA shock in Germany and the diversity of policy reactions, depending on each Land in this federal context (Martens & Niemann, 2013;Martens, Niemann & Teltemann, 2017), and the article about the major changes in Poland which were largely enhanced by the poor results of the first PISA surveys (Bialecki, Jakubowski & Wisniewski, 2017).…”

Section: Pisa As a G Rowing Factor Of Evidence-based Educ At Ion Pomentioning

confidence: 99%

“…According to some authors, the OECD, through its policy recommendations and examples of 'good practice', has established a new type of 'soft governance' of education systems (Bieber & Martens, 2011;Lingard & Sellar, 2013) or a global educational governance (Meyer & Benavot, 2013). Several authors have observed a direct influence of PISA on educational reforms (Bialecki, Jakubowski, & Wisniewski, 2017;Breakspear, 2012;Grek, 2009Grek, , 2010Martens, Nagel, Windzio, & Weymann, 2010;Niemann, Martens, & Teltemann, 2017). Within Europe, it has been generally recognised that, in some countries, some important reforms have been presented and justified in relationship with PISA results: it is particularly the case of Germany, Denmark, Poland, Portugal and Switzerland for example, and to less extent of Spain, The Netherlands or England and Wales.…”

Section: The I Nfluence Of Pisa On Education P Olicies: the Di F F mentioning

confidence: 99%

The contribution of PISA to the convergence of education policies in Europe

Michel

2017

Euro J of Education

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The international comparative studies on students’ outcomes have initiated analyses that have had a growing influence on national and sub‐national education policies in industrialised and developing countries. It is particularly the case of the OECD's Programme for International Student Assessment (PISA) which started in 2000 and has organised surveys every 3 years, so that the 2015 survey was the 6th. Its influence has been particularly important for several reasons: 1) it assesses the basic competences in reading literacy, maths and science of 15 year‐olds students, i.e. around the end of compulsory education in many countries; 2) the assessment is based on a reliable methodology and the tests are completed by qualitative surveys and studies; 3) and the results lead to recommendations and are amplified by the media in most countries. However, it is not easy to evaluate the real impact of PISA because of the existence of other international studies such as IEA's TIMSS and, particularly in Europe, the influence of the recommendations and benchmarks of the EU that has been growing steadily in the last 25 years. Our analysis of the impact of PISA and EU policy focuses on the evolution of the education policy in France, but also studies its evolution in a few other European countries. Finally, we underline the limits of the influence of PISA and international standards in education towards a convergence of education systems because of the importance of their specific historic and cultural contexts.

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“…Centralization may be an answer on problems brought by crises like in the case of Greece (Tsekos T. N. and Triantafyllopoulou A., 2016) and Hungary, or on effects of political turn like in Poland (Białecki, I., Jakubowski, M., Wiśniewski, J., 2017) in 2010s. Our hypothesis is that both of the two directions originate in economic reasons.…”

Section: Introductionmentioning

confidence: 99%

EU-Compatible State Measures and Member States Interests in Public Services: Lessons from the Case of Hungary

Horváth¹,

Bartha²

2018

CEPAR

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National interest, also as a critisism against the pradigm of New Public Management (NPM), is very much emphasised nowadays in public policies, even in sector ones. This article is about a removal from the classical meaning of general (public) interest to that new approach represented by certain EU Member States and the reasons behind. Our analysis focuses on contextual motives and impacts of these changes illustrated by the Hungarian case. The result shows that the market of public utility services has already been influenced by direct political considerations. Our findings indicate that these understandings for legitimate influence on EU market rules can also be derived from the legal framework itself. Measures examined in the paper run completely counter to the spirit of the original intention of the founders of the integration, and recent changes in EU law do not seem to raise unavoidable obstacles to such cases. Lessons of this case may be relevant for other EU Member States as well, at least for those from the Central-European region.

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Education policy in Poland: The impact of PISA (and other international studies)

Cited by 26 publications

References 8 publications

Understanding Assessment Processes for Communicative Competence through an Analysis of Teachers’ Reported Practice

Understanding Assessment Processes for Communicative Competence through an Analysis of Teachers’ Reported Practice

The contribution of PISA to the convergence of education policies in Europe

EU-Compatible State Measures and Member States Interests in Public Services: Lessons from the Case of Hungary

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