The background of the improvement of PISA results in
Hungary
Trends in Performance Since 2000International Launch of PISA 2009 Report
February 10th, 2011
Gábor Halász ELTE University Budapest
Preliminary remarks
• Significant improvement observed in the area of reading literacy
• Simultaneous impact of several factors (no single factor can explain the results)
• Some factors have been under conscious policy control while others not
• The result is the equilibrium of positive and negative effects (the positive effects could have produced more positive impact without the negative effects)
Policy interventions that might have had a positive impact
• Increasing awareness of the importance of literacy developmentin higher grades >>>
• Improving the education of the most disadvantaged groups (integration programs) >>>
• Curriculum innovation: developing classroom level activities >>>
• Creating effective feedback mechanisms >>>
A common element in all interventions
• Massive capacity building among teachers…
• typically embedded into school level curriculum innovation and
• supported by major national development programs
Important further remarks
• The way of organising learning has been changed in hundreds of classrooms (the observed improvement is the result of accumulated micro level changes)
• But the outcomes are still modest compared to the size of investments
• And the positive impacts have been counterbalanced by negative ones (e.g. increasing poverty in some social groups).
Recommended resources
• Biannual national reports for the European Commission. Monitoring the „Education and Training 2010” program(http://ec.europa.eu/education/lifelong-learning-policy/doc1532_en.htm)
• Background documents for the comparative analysis „Key Competences in Europe: Opening Doors for Lifelong Learner”(http://ec.europa.eu/education/more-information/doc/keyreport_en.pdf )
• Hungary. Country Background Report. OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes. 2010
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