The Comparison of Pisa Educational Results With Gross Domestic Product in Member States of European Union

Abstract

The Programme for International Student Assessment (PISA)an OECD international survey project, has become the base for an international comparison of students' results. This publication is oriented on the wide evaluation of basic statistical data in scientific, mathematical and reading literacy of students. We compare the main results of students in scientific, mathematical and reading literacy and the tendencies of GDP and expenditure to education from the GDP of the Member states of the European Union. PISA helps identify key problems and create effective school policy for all stakeholders. It seems evident that the above-average education expenditure percentage of the gross domestic product affects also the above-average values of the index of the sum of the scores obtained in the pupils´ scientific, mathematical as well as reading literacy for the sum of the years 2006, 2009, 2012 and 2015 in the period under review. It seems Member States which spend a higher above-average education expenditure percentage of their gross domestic product have, on a long-term basis, aboveaverage and relatively stable results in the summary index but also individually -in the pupils´ scientific, mathematical and reading literacy. Political and professional decisions to increase education expenditure evidently positively affect the quality of education at schools in general, regardless of how the "economy is doing". Our results of the analysis support the assumption that even in the case of a state´s restrictive budget, expenditure on education and creative activity in general should not be restricted.

Some Economic Characteristics of Internet Platforms

“…Political and professional decisions to increase education expenditure evidently positively affect the quality of education at schools in general, regardless of how the "economy is doing". The results of the analysis support the assumption that even in the case of a state's restrictive budget, expenditure on education and creative activity in general should not be restricted (Plavčan, 2019).…”

Legal Regulation of Support Tools in Social Economy and Its Innovations in the Period of Covid-19 in Slovak Republic

“…The social economy currently gains the form of an institution providing paid state intervention or unpaid service for the society, but mainly for physical or legal persons, who are disadvantaged in the socio-economic environment of the society. The social economy also covers upbringing and education activities, neglecting of the upbringing and education in the early child´s age can later at older age be corrected only with a big effort, and we register a significant relationship between the costs of the state used for education with the results of education in selected categories of children and of the youth in the international measurements (Plavčan, 2019). University education of people has a positive economic, social and cultural impact supporting the development of the personality (Plavčan, Gálisová, 2020).…”

Educational priorities in a post pandemic world

“…We all know what a good school should look like, and it is up to national governments to recognise that international comparisons of schoolchildren's knowledge confirm that higher national expenditure contributes to better educational results. (Plavčan, 2019).…”