PISA and Education Reform in Europe: Cases of Policy Inertia, Avoidance, and Refraction

L. Volante; D.A. Klinger

doi:10.1080/10564934.2021.1987839

PISA and Education Reform in Europe: Cases of Policy Inertia, Avoidance, and Refraction

L. Volante^*, D.A. Klinger

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

The present analysis examined the relationship between PISA results and their influence on policy development within a select group of European nations which included Estonia, Italy, France, and Finland. These countries reflect four distinct outcomes in relation to PISA results: (1) high achievement and high equity (Estonia); (2) stagnant performance (Italy); (3) low achievement and low equity (France); and (4) a negative equity trend (Finland). The discussion argues these outcomes can be associated with cases of policy inertia, avoidance, and refraction.

Original language	English
Pages (from-to)	45-56
Number of pages	12
Journal	European Education
Volume	53
Issue number	1
Early online date	1 Nov 2021
DOIs	https://doi.org/10.1080/10564934.2021.1987839
Publication status	Published - Dec 2021
Externally published	Yes

JEL classifications

i28 - Education: Government Policy

Keywords

ACHIEVEMENT
TIMSS
MOTIVATION
SYSTEMS
ISSUES
GOALS

Access to Document

10.1080/10564934.2021.1987839Licence: CC BY-NC-ND

Cite this

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KW - GOALS

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