Pisa 2018 : Ce ne spun noile rezultate Pisa despre inegalitățile educaționale din România?

Abstract

PISA 2018: WHAT DO THE NEW PISA RESULTS TELL US ABOUT EDUCATIONAL INEQUALITIES IN ROMANIA? Introduction - Every three years, the PISA results trigger a broad discussion in the public space about the quality of education systems around the world. In Romania, the discussion most often focuses on the percentage of students who do not master basic notions in mathematics and Romanian language and on Romania's place in the world rankings.In December 2019, the Institute for Social Solidarity organized two events on the results of the PISA 2018 assessment, released earlier this month. During the two events, seven researchers spoke on the inequalities in the Romanian education system and what the PISA results tell us about these inequalities. The Institute for Social Solidarity proposed an alternative discussion, summarized and continued in this paper.What are the differences in scores between rural and urban students? What about those between girls and boys? How relevant is the socio-economic status of the family in determining student performance in this type of examination? What are the benefits and risks of using PISA-type tests to inform public policy? These were some of the questions that underpinned the discussions in December and guided the writing of this policy brief.This policy brief therefore broadly follows the structure of the two December 2019 events. Thus, the paper is divided into two chapters, fi each with two sections, plus an additional section for conclusions. The first chapter describes the general situation of educational inequality from a residential (urban/rural) and ethnic perspective. The second chapter focuses on PISA, more specifically what the recent results tell us and how we can use them in the construction of public policies. In brief, the sections included are the following:- In the first section, Mihai Vasile sets the general framework, presenting a series of indicators that reveal one of the most significant inequalities in the Romanian education system: that caused by the residence environment, urban or rural. - The second section starts from Mădălinei Muscă's anthropological experience in a school serving a community with a semnificative number of Roma pupils and presents the degree to which Roma pupils are disadvantaged in the Romanian education system. - The third section, written by Daniela Angi and Gabriel Bădescu, sets the general framework for PISA tests and how they can influence or underpin public policies.-The fourth section, by Bogdan Florian and Sebastian Țoc, analyzes the results of PISA 2018 from the perspective of inequalities according to gender, socio-economic status of the candidates' families and the size of the locality where the assessment center is located.- The fifth and final section includes conclusions and a series of recommendations from the authors and the authors' side.