PISA and equity change : a scoping review
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Data
2022
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University of Lusophone Humanities and Technology
Resumo
A promoção da equidade tem sido e continua a ser um desafio fundamental para os sistemas educativos em todo o mundo. Embora o PISA tenha o objetivo declarado de partilha de informação e aconselhamento das políticas nacionais para alcançar uma maior equidade socioeconómica, o seu real papel e os resultados do programa continuam sujeitos a muito debate. Este trabalho apresenta uma scoping review da literatura disponível centrada na relação entre a implementação do PISA e a mudança da equidade (socioeconómica educativa). Esta revisão tem duas vertentes, incluindo (i) investigação quantitativa que tem visado medir as mudanças nos indicadores de equidade utilizando conjuntos de dados PISA, bem como (ii) investigação qualitativa que tem vindo a discutir o impacto do PISA na equidade educativa. As principais bases de dados foram sistematicamente pesquisadas, produzindo um total de 1180 resultados. Após avaliação independente por diferentes juízes, um total de 51 artigos cumpriram os critérios de inclusão, dos quais 27 qualitativos e 34 quantitativos. A análise da literatura qualitativa e quantitativa é apresentada separadamente, tanto em forma tabular como narrativa, permitindo a avaliação da quantidade, natureza e âmbito da literatura disponível, bem como a identificação de lacunas nessa literatura.
Promoting equity has been and still is a fundamental challenge for educational systems around the world. While PISA has a stated goal of sharing information and guidance to shape national policies for achieving greater socio-economic equity, its actual role and the outcomes of the program are subject to much debate. This paper presents a scoping review of the available literature that focuses on the relationship between PISA implementation and (socio-economic educational) equity change. This review is twofold, including both (i) quantitative research aimed at gauging changes in equity indicators using PISA datasets, as well as (ii) qualitative research that discusses PISA’s impact on educational equity. Major databases were systematically searched, yielding 1180 hits. After independent assessment by different judges, a total of 51 articles met the criteria for inclusion, 27 of which qualitative and 34 quantitative. Analysis of the qualitative and quantitative literature is presented separately, both in tabular and narrative form, allowing the assessment of the amount, nature and scope of the available literature and related gaps.
Promoting equity has been and still is a fundamental challenge for educational systems around the world. While PISA has a stated goal of sharing information and guidance to shape national policies for achieving greater socio-economic equity, its actual role and the outcomes of the program are subject to much debate. This paper presents a scoping review of the available literature that focuses on the relationship between PISA implementation and (socio-economic educational) equity change. This review is twofold, including both (i) quantitative research aimed at gauging changes in equity indicators using PISA datasets, as well as (ii) qualitative research that discusses PISA’s impact on educational equity. Major databases were systematically searched, yielding 1180 hits. After independent assessment by different judges, a total of 51 articles met the criteria for inclusion, 27 of which qualitative and 34 quantitative. Analysis of the qualitative and quantitative literature is presented separately, both in tabular and narrative form, allowing the assessment of the amount, nature and scope of the available literature and related gaps.
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Palavras-chave
EDUCAÇÃO, REVISÃO BIBLIOGRÁFICA, PISA (PROGRAMA INTERNACIONAL DE AVALIAÇÃO DE ALUNOS), EQUIDADE, EDUCATION, PISA (PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT), EQUITY, BIBLIOGRAPHIC REVIEW, PISA, SDG 10 - Reduced Inequalities
Citação
Nata, G, Enchikova, E, Toledo, C & Neves, T 2022, 'PISA and equity change : a scoping review', Revista Lusófona de Educação, vol. 56, no. 56, pp. 65-80. https://doi.org/10.24140/issn.1645-7250.rle56.05