How have PISA results informed education policy discussions and affected policy in middle-income countries?

Abstract

These terms were grouped into six broad categories; the first four drawn directly from the OECD and the last two reflecting concerns of educators: i) selecting and grouping of students; ii) resources invested in education (other than teachers); iii) resources invested in instructional staff; iv) school governance, assessments and accountability; v) curriculum and instruction; and vi) student learning outcomes.Each publication was searched for the occurrence of all specified terms using the Google search engine. The frequency of mention of the individual education policy terms in each of the publications was computed for the years 2000 to 2014 (for Kyrgyzstan, only publications 2008-14 were available). Each term's frequency of occurrence was standardised by dividing the frequency of the term by the most frequently occurring term in the particular language for that year and publication (typically words such as "the" or "and"), to produce a "relative frequency" for each term for each year and publication. The last column of Table 5.1 reports the number of education policy terms with relative frequencies sufficient for analysis.