Education policy outlook 2020: what has happened in the last decade?
January 2, 2020 by Paul W. Bennett
“Not everything that glitters is gold” is a famous saying from William ShakespearePlay The merchant of Venice This could well be the case with the latest international assessments of K-12 training in Canada. Such rosy assessments shine an essentially solid and “fairly good” school system that has lost ground to rival nations over the past decade.
Five years ago Organization for Economic Cooperation and Development (OECD) produced a pretty rosy one Educational policy outlook for Canada as part of a series of reports that provide a comparative analysis of education policies and reforms in developed countries around the world. The overall performance of Canada, which was composed of the most varied data from the provinces, looked good compared to the USA, Great Britain and Australia. Most importantly, the OECD reviewers put aside concerns about plateaued student achievement on the Internet International Student Assessment Program (PISA) Tests and the decline in the proportion of the best performing students.
The emerging concerns were most clearly expressed in Dr. Paul Cappons 2010 final report for the Canadian Learning Council. The students’ results in the 2009 PISA test showed that the Canadian 15-year-olds had relatively good knowledge of reading, math and science, but had already declined in absolute numbers compared to high-performance Asian countries and in some cases. “What I hope,” said Cappon at the start of his last Cross Canada tour, “is that if people realize that Canada is slipping down the international learning curve, we won’t be able to compete in the future, unless.” We get together. “
The ratings and country reports of the OECD Education Policy Outlook are based on templates that tend to prefer different and well-funded school systems like that of Canada. The six policy levers identified in 2015 were: 1) equity and quality of education; 2) prepare students for the future; 3) school improvement; 4) evaluation and evaluation; 5) governance; and 6) funding. Such predictions of public order, which are based on conventional criteria and historical trends, are also easy to prove “Path dependence” which limits the ability to grasp radical shifts in context or dynamic changes in the direction of education.
15-year-old students in Canada, based on three-year PISA tests from 2000 to 2018, cstill above the OECD average in reading, math and science. Overall, our economically and socially most disadvantaged students do relatively better than those in competing countries and are more equitable than in most other countries. A significantly higher proportion of Canadian K-12 students complete post-secondary education at universities and colleges. That has not changed over time.
Three major changes can be identified from the data collected from the OECD student assessment and survey, and deserve a far more critical test:
Downward trend in student performance: The performance trends for Canadian fifteen year olds are consistently downwards from 2000 to 2018 in READFrom 2003 to 2018 in MATHEMATICS, and from 2006 to 2018 in SCIENCE. While OECD averages are also falling as more countries are included in PISA, the decline is more pronounced among Canadian students. Students in Canada’s most powerful provinces Alberta, Ontario, British Columbia and Quebec (Mathematics) tend to encourage students’ sluggish results New Brunswick, Newfoundland / Labrador, Saskatchewan, and Manitoba.
Deterioration of the disciplinary climate in the classroom:
The 2015 educational outlook for Canada indicated a measure based on the responses from the student survey, where Canada simply met the OECD standard – the index of classrooms that encourage learning (Figure 5, OECD Canada, 2015). This largely undetected problem has worsened in the past three years. Canada ranked 60th of 77 participating nations and educational districts in the OECD 2018 index of the disciplinary climate, published on December 4, 2019. According to a global student survey carried out in spring 2018, every fifth student, At the age of 15 it is reported that learning time is so severely affected by noise, distractions and disturbances that learning in class is impaired. A relatively high proportion of Canadian students report that the teacher is not heard and that it takes a long time for the class to calm down. In addition, students regularly skip school and report late in class.
High incidence of fear of failure:
Canadian students’ personal fears may also increase if they are faced with writing standardized tests and fear they will fail the test. In Canada it is OECD 2019 Education GPS report Conditions, “15-year-old students are very afraid of failure”6th place among 77 national student groups participating in the survey. The fear of failure is greatest among the students Chinese Taipei, Singapore, Macau, Japan, and Germany, but is less pronounced in high-performing countries Korea. Estonia, and Finland. Such fears exist to the same extent among students in the Federal Republic of Germany United Kingdom, but less in the United States. No analysis is offered to explain why teenagers’ fears are so high in Canada.
The First message on the Canadian results from the OECD PISA 2018 study, published by the Council of Ministers of Education (CMEC) Early December 2019 are of little help in assessing these rather striking trends. As in previous reports in the CMEC series, the report has a positive impact on overall results by placing it in a broad, global context and bringing together countries with radically different educational commitments in terms of spending and resources. It is possible to trace anomalies and make comparisons from province to province, but only with time, effort and attention to detail. This is enough to either keep it buried or only make it accessible to specialists for educational assessments.
Canada’s 2015 Education Policy Outlook be rigorously analyzed? five years later? What has been missing from the OECD and CMEC assessment reports for Canada in the past decade? Should the Canadian public be concerned about the downward trend in demonstrating core competencies in reading, math and science? Is the disciplinary climate in Canadian classrooms a real problem now? And why are Canadian students so afraid of failing at our schools when promotion and graduation rates are at record levels?
Note: We are not the author of this content. For the Authentic and complete version,
Check its Original Source