The Moderating Effect of Gender Equality and Other Factors on PISA and Education Policy

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Author(s): Campbell, Janine Anne (ORCID Campbell, Janine Anne (ORCID 0000-0001-7532-3523)
Source:
Education Sciences. 2021 11.
Publication Date:
2021
Document Type:
Journal Articles
Reports - Research

Additional Information
- Availability:
  MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
- Peer Reviewed:
  Y
- Source:
  22
- Education Level:
  Secondary Education
- Subject Terms:
  Sex Fairness; Educational Policy; Foreign Countries; Comparative Education; Achievement Tests; Secondary School Students; International Assessment; Income; Socioeconomic Status; Individualism; Test Results; Academic Achievement; Scores; Mathematics; Reading; Sciences
- Subject Terms:
  Albania; Australia; Austria; Belgium; Brazil; Bulgaria; Canada; Chile; Colombia; Croatia; Czech Republic; Denmark; Dominican Republic; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Indonesia; Ireland; Italy; Japan; Latvia; Lithuania; Luxembourg; Mexico; Netherlands; New Zealand; Norway; Peru; Poland; Portugal; Romania; Russia; Singapore; Slovakia; Slovenia; South Korea; Spain; Sweden; Switzerland; Thailand; Turkey; United Kingdom; United States; Uruguay; Vietnam
- Subject Terms:
  Program for International Student Assessment
- ISSN:
  2227-7102
- Abstract:
  Globalisation and policy transfer in education make it incumbent upon decision makers to prioritise among competing policy options, select policy initiatives that are appropriate for their national contexts, and understand how system-specific factors moderate the relationship between those policies and student outcomes. This study used qualitative comparative analysis and correlational analyses to explore these relationships with publicly available data on socio-economic, cultural, and education conditions, and their association with PISA 2015 results in 49 countries. Findings show that gender and income equality, human development, and individualism were outcome-enabling conditions for PISA 2015 results, and gender equality was the most consistent of these conditions. These factors significantly moderated the relationships between education policy and PISA results. Implications for the identification of meaningful peer countries for comparative educational research, policy transfer, and the future expansion of PISA are discussed.
- Abstract:
  As Provided
- Publication Date:
  2021
- Accession Number:
  EJ1283062

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