houd ncooate meanngu and eatc eanng objectve. We have ao
eant that n ode o educaton to uot oca, economc and deveoment
outcome n the 21t centuy, hghe eve o eanng w be needed – the
knd o cometence and hghe ode thnkng k that ae acheved ony
though quaty econday educaton.
The OECD’s contribution on education to the
post-2015 framework: PISA for development
OECD AND pOsT-2015 rEFlECTiONs
Element 2, Paper 1
UNEsCO/ Joé Gabe ruz lembo
• snce 2000, condeabe oge ha been made towad the two educaton-eated Mennum
Deveoment Goa (unvea may educaton and the emnaton o gende daty n may
and econday choong).
• The OECD uot the emegng conenu that ot-2015 educaton goa houd etan a ocu
on acce and equty whe emhazng the quaty o eanng om eay chdhood though
may and econday educaton.
• A ot-2015 eanng goa w eent the ntenatona communty wth the chaenge to deveo
an ageed method o meaung oge.
• The OECD we aced to contbute to the defnton o eanng goa and taget, baed on the
exeence o the pogamme o intenatona student Aement (pisA).
• pisA ovde the mot comehenve and goou ntenatona aement o eanng
outcome (may n mathematc, eadng and cence) n educaton.
• pisA aee cumulative learning om eay chdhood though may and econday choong
and t addee both cognitive and non-cognitive learning outcomes.
• Moe than 70 counte atcate n pisA and a new ntatve w eek to make t moe eevant
o deveong counte.
• pisA coud ovde a mean o a counte to meaue oge towad natona and ntenatona
ot-2015 educaton goa.
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OECD we aced to contbute to thnkngabout utue goba educaton goa. in
atcua, the exeence o the pogamme
o intenatona student Aement (pisA)
that the OECD ha memented nce 2000
n atneh wth atcatng counte
atcuay eevant to a ocu on eanng
n the ot 2015 amewok (Box 1). shaed
by the haed, ocy-dven nteet o
atcatng counte, pisA ovde the mot
comehenve and goou ntenatona
aement o eanng outcome (mathematc,
eadng and cence) n educaton. in keeng
wth thee common nteet, the coe and
natue o the pisA ntument ae deveoed
by eadng exet n the atcatng counte.Moeove, at o the vaue o atcatng
counte n pisA ha been hown to e n
the ocy nght geaned om comaatve
anay.
OECD w contbute eon om pisA n
eect o how to et and meaue eatc
eanng goa and taget and the key ace
o oge towad achevng thee. OECD
w ao contbute to thnkng n eevant oa
about utue educaton goa (MDG and the
boade Educaton o A amewok) budng
on counte’ exeence atcatng n pisA
and t ocu on ovdng comaatve data and
anay on ocy-makng to he bud efcent,
eectve and equtabe educatona ytem
and move eanng outcome o a tudent.
pannng o the 2015 cyce o pisA cuenty
undeway. Many deveong counte that
have not atcated n evou pisA cyce
Tbe 1. The goba taget o educaton n ace today
EducaTion-rElaTEd MdGs EducaTion For all Goals
G 2: Enue that by 2015
chden eveywhee, boy
and g ake, w be abe
to comete a u coue omay choong.
G 3: Emnate gende
daty n may and
econday educaton,
eeaby by 2005, and
n a eve o educaton
no ate than 2015.
1. Exandng and movng comehenve eay chdhood cae and educaton, eecay o the
mot vuneabe and dadvantaged chden.
2. Enung that by 2015 a chden, atcuay g, chden n dfcut ccumtance and thoebeongng to ethnc mnote, have acce to, and comete, ee and comuoy may educaton
o good quaty (ao MDG2).
3. Enung that the eanng need o a young eoe and adut ae met though equtabe acce to
aoate eanng and e-k ogamme.
4. Achevng a 50 e cent movement n eve o adut teacy by 2015, eecay o women, and
equtabe acce to bac and contnung educaton o a adut.
5. Emnatng gende date n may and econday educaton by 2005, and achevng gende
equaty n educaton by 2015, wth a ocu on enung g’ u acce to and achevement n bac
educaton o good quaty (ao MDG3).
6. imovng a aect o the quaty o educaton and enung exceence o a o that ecogned
and meauabe eanng outcome ae acheved by a, eecay n teacy, numeacy and eenta
e k.
Bx 1. Wht Pisa?
Ft conducted n 2000, pisA ovde the
mot comehenve and goou ntenatona
aement o eanng outcome (mathematc,
eadng and cence) n educaton. Th nvove
tetng, evey thee yea, about ha a mon
tudent aged 15 om aound 70 counte, ncudng
many mdde ncome and ow ncome counte.
Aongde the tet te, pisA coect tudent,
choo and ytem eve contextua nomaton,
uch a aenta occuaton and educaton, whch
aow the acto to be dentfed that ae aocated
wth quaty and equty n choong outcome.
Fo moe, vt www.oecd.org/pisa
7/29/2019 PISA for development - The OECD’s contribution on education to the post-2015 framework
pisA o deveong counte. it hoed thato utue cyce, pisA w be abe to oe
deveong counte enhanced ocy anay
and nght that ae atcuay eevant
to them and that moe counte w be abe
to atcate.
Gb et pge t teTwo MDG eate ecfcay to educaton
(Tabe 1). Thee two educaton-eated MDG
wee dawn om x Educaton o A (EFA)goa ageed at the International Conference
on Education for All hed n Daka, senega
n 2000. it motant to note that neay a
o the Educaton o A goa ncude ome
condeaton o eanng and educatona
quaty.
Unvea may educaton (UpE) eman
the mot motant o the x EFA goa, and
the ft o the two educaton-eated goa
ncuded among the MDG. UpE ha a much
onge htoy than the othe MDG. snce1960, the ntenatona communty, actated
many by UNEsCO, ha et thee ucceve
taget date o achevng UpE. The ft taget
date o 1980 wa ageed n the 1960 at ou
egona coneence. When that taget wa
not eached, the new date o 2000 wa ageed
by the ntenatona communty n Jomten,
Thaand n 1990. A uthe otonement to
2015 wa ageed n 2000, n Daka, when UpE
wa boadened to Educaton o A (EFA).
Tbe 2. Educaton-eated MDG: 2012 tatu chat
AFRICA ASIA OCEANIASOUTH
AMERICA
nthsb-
shEt sth-Et sth Wet
The
c &
cet a
lt
ame &
cbbe
uve
pmy
hg
High
enrolment
Moderate
enrolment
High
enrolment
High
enrolment
High
enrolment
High
enrolment
High
enrolment—
High
enrolment
Eq g’
emet
pmy
h
Close to
parity
Close to
parityParity Parity Parity Parity Parity
Close to
parityParity
Source: Unted Naton stattc, June 2012
Key:
Taget aeady met o exected to be
met by 2015
No oge o
deteoaton
poge nufcent to each the taget
evang tend et
Mng o
nufcent data
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Condeabe oge ha been made towad
the two educaton-eated MDG nce 2000
and the tatu o thee encouagng (Tabe 2).
in act, moe oge ha been made towad
thee two goa than the othe MDG.
Meaung oge towad the educaton-
eated MDG ha ocued on county-eve
eotng wth no ub-natona beakdown –
counte have been aeed a “on-tack” o
“o-tack” o achevng the goa. Howeve,
th aoach ha not catued the oge
that counte have made wth nceang
enoment and cometon ate, wth evea
deveong counte tatng om a vey
ow bae. Becaue t ocued on natonaaveage, county eve eotng ha ao
maked nequate and egona date
wthn counte, atcuay n the age
mdde ncome counte whee mot o the
wod’ oo ve. Whe the UpE goa dd ncude
a quaty ndcato (teacy eve o young
eoe aged 15-24), the man ouce o data
a 10-yeay ouaton cenu caed out
by natona govenment. in mot cae, thee
ae not eabe aement o teacy amongyoung eoe – a common tet o teacy
n thee uvey my confmaton by
houehod membe that they can wte the
own name. Meaung educatona oge
beyond 2015 w need to adde thee ue
– atcuay o deveong counte that may
ace ecfc chaenge n data coecton and
have egona date and dadvantaged
gou.
Wht w the pt-2015et g k ke?A focus on the quality of learning
Dete the gan n enoment and
atcaton, many young eoe aound the
wod — eecay the dadvantaged — ae
t eavng choo wthout the knowedge and
k they need to thve n ocety and fnd
decent job.1 UNEsCO anay, baed on data
om pisA and othe ntenatona aement,
how the condeabe economc gan to be
made by movng tudent eanng. it how
a cea nk between eanng and the gowth o
an economy (UNEsCO, 2012). A bette educated
wokoce mean oductvty gan and geatennovaton, and thee have a tong mact on
the utue we-beng o ocety. in addton,
eue on ad budget n dono counte
ceatng a demand o eut n deveoment;
n educaton th mean a ocu on movng
tudent eanng outcome.
A shift of focus towards secondary education
The EFA movement, ed by UNEsCO, ha made
the achevement o unvea may educaton
a ong-tandng goa and a touchtone o
the eoune o natona govenment n
deveong counte. Th me yet dauntng
goa ha oven to be a oweu ayng ont
o dono, natona govenment, NGO and
actvt. in act, o oweu ha UpE become
that t ha dven the fnancng o educaton n
deveong counte o the at decade, wth
ht o dono and natona eouce om
hghe eve o educaton towad the ftyea o choong.
Wth UpE now wthn the ga o mot
counte (Tabe 2), attenton htng towad
econday educaton and enung that a
Bx 2. Pisa’ eeve f evepmet
The 2009 pisA uveyed 74 counte and
econome: a the OECD counte u 40 othe
counte and econome.
The uvey aeed the eomance o 15-yea-
od, and n addton coected data on aentaoccuaton and educaton and on eected home
chaactetc, uch a the avaabty o book.
Wth th nomaton, an ndex o economc, oca
and cutua tatu wa contucted. it can be
ued to denty the eatonh between tudent’
eomance n choo and the dadvantage they
ace becaue o the home backgound.
1. Accodng to UNEsCO’ atet EFA Goba Montongreot (UNEsCO, 2012).
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that o utue cyce, a a eut o the pisA o
deveoment oject, pisA w be abe to oe
deveong counte enhanced ocy anay
and nght that ae atcuay eevant to
them. Th houd nceae the atcaton odeveong counte n pisA.
etabh themeve on an movementtajectoy to acheve taget eeenced to
common ntenatona goa.
• Cedbe and comaabe eut: pisA
eque atcatng counte to
oow common technca, nttutona
and admntatve tandad o the
aement.
• An ootunty to he bud nttutona
caacty. Counte ae eonbe
o oveeeng pisA mementaton;
theeoe, atcaton n pisA can ao
dve movement n nttuton. Thcaacty budng coud be memented
decty wth deveoment atne n a
way that ceate -ove beneft to
othe at o the educatona ecto.
Beyond pisA the OECD ovde othe
comaatve data and ocy anay to he
Bx 4. Bg eg metUNEsCO ha etabhed a leanng Metc
Tak Foce wth the uot o the Bookng
inttute to bng togethe exet to deveo
ecommendaton o the goba educaton and
deveoment communte about ntenatonay
comaabe eanng tandad, metc and
mementaton actce. The tak oce
engage eevant acto at the otca and
technca eve n a conutatve oce. The
tak oce w wok though t ate 2013,
eedng nto the goba ocy dcoue and
ocee, atcuay eated to the ot-2015Educaton o A and Mennum Deveoment
Goa agenda, a we a the Unted Naton
secetay Genea’ Educaton Ft intatve.
The OECD w contbute exeence, evdence,
anay and eevant ocy knowedge to the
leanng Metc Tak Foce, the UN’ thematc
conutaton and othe eevant oa that ae
eonbe o deveong and ageeng ot-
2015 educaton goa.
Bx 3. Pisa f evepmet
OECD ha deveoed a oject o nceang the atcaton n pisA by deveong counte. in ummay, the
oject am to nceae the ocy eevance o pisA o deveong counte though enhanced pisA uvey
ntument that ae moe eevant o the context ound n deveong counte but whch oduce coe that
ae on the ame cae a the man pisA aement. The oject w ao deveo an aoach and methodoogyo ncudng out o choo chden n the uvey. The oject’ objectve w be acheved ove a 36 month
eod though a thee-way atneh nvovng the OECD, concened deveoment atne (DAC membe u
the Wod Bank, UNEsCO and othe UN bode and othe egona oganaton) and atne counte om the
deveong wod.
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ro, K.N. and i. Jugen Genevo (Ed., 2006), Cross-national studies of the quality of education:
Planning their design and managing their impact , UNEsCO/iiEp, pa.
UNEsCO (2012), Youth and skills: Putting education to work , EFA Goba Montong reot,
UNEsCO.
bud efcent, eectve and moe equtabe
educatona ytem and move eanng
outcome. The OECD’ tattc and ndcato
ovde a tong evdence-bae o ntenatona
comaon o mot aect o educatonytem. OECD’ ocy anaye actate ee
eanng aco counte a new ocy oton
ae exoed and exeence comaed. it
utue-oented educatona eeach he
hae ocy agenda by dentyng ucomng
ue whe dawng uon the ovea beadth
o the OECD’ ocy wok. The Oganaton ao
ovde a oum whee govenment, bune,
cv ocety and academa can hae bet
actce and ean om one anothe.
in addton, the OECD–hoted secetaat o
the patneh n stattc o Deveoment n
the 21t Centuy (pAris21) uot deveong
counte’ eot to deveo the tattca
caacty neceay, inter alia , to monto oge
towad natona and ntenatona goa. By
uotng the degn and mementaton o
Natona statege o the Deveoment o
stattc (NsDs), pAris21 ay a key oe
n heng deveong counte manteam
educaton tattc nto the natona tattca
ytem, theeby movng the tackng ooge towad a ot–2015 goba educaton
goa.
To concude, the OECD w uot educaton-
eated ot-2015 goa that etan a ocu on
acce and equty at may and econday
educaton eve, wht ncooatng a
meanngu ocu on eanng. in atcua, OECD
w engage n the eevant ot-2015 oum
convened unde the UN (Box 4) and contbuteto thee on the ba o t extenve exeence
n ung evdence emegng om the anay o
pisA data, comemented by nght deveoed
by t exet n ocy anay, mementaton
and eeach and nnovaton, to nom the
deveoment o a new geneaton o goba goa
and taget n educaton.
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The Unted Naton (UN) Mennum Deveoment Goa (MDG) wee etabhed n 2000/1 and
cont o eght deveoment objectve to be acheved by 2015. it wdey ageed that the MDG
have been eectve n mobng wodwde awaene, eveagng eouce, gudng goba
deveoment eot and nceang accountabty. it ao meve how coe the wod w get to
mot o the MDG by 2015. Thee need, howeve, o a ucceo amewok once the MDG exen 2015 to kee the momentum but to date. The OECD ayed a vota oe n defnng the MDG.
Wth two yea to go, the OECD nceang t eot to uot the achevement o the MDG, and
at the ame tme thnkng about how t can he the UN n deveong a new agenda and amewok
ot-2015. The OECD ha a numbe o aea o exete whch coud ay an motant oe n hang
th ot-2015 agenda and amewok. in the ovevew bochue o th ee, the OECD ooe
eeven aea whch woud be o atcua eevance (Beyond the MDG: Towad an OECD contbuton
to the ot-2015 agenda). One o thee to deveo a unvea meaue o educatona ucce – the
