pisa in finland: an education miracle or an obstacle to change?

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() sahlberg, pasi pisa in finland: an education miracle or an obstacle to change? ceps journal 1 (2011) 3, s. 119-140 urn:nbn:de:0111-opus-65705 in kooperation mit / in cooperation with: www.pef.uni-lj.si nutzungsbedingungen / conditions of use gewährt wird ein nicht exklusives, nicht übertragbares, persönliches und beschränktes recht auf nutzung dieses dokuments. dieses dokument ist ausschließlich für den persönlichen, nicht-kommerziellen gebrauch bestimmt. die nutzung stellt keine übertragung des eigentumsrechts an diesem dokument dar und gilt vorbehaltlich der folgenden einschränkungen: auf sämtlichen kopien dieses dokuments müssen alle urheberrechtshinweise und sonstigen hinweise auf gesetzlichen schutz beibehalten werden. sie dürfen dieses dokument nicht in irgendeiner weise abändern, noch dürfen sie dieses dokument für öffentliche oder kommerzielle zwecke vervielfältigen, öffentlich ausstellen, aufführen, vertreiben oder anderweitig nutzen. we grant a non-exclusive, non-transferable, individual and limited right to using this document. this document is solely intended for your personal, non-commercial use. use of this document does not include …

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| vol.1 | no3| year 2011 119 pisa in finland: an education miracle or an obstacle to change? pasi sahlberg1 • he present article discusses the role and impact of the programme for international student assessment (pisa) in finland. pisa has created a new geography of education policies and reforms by shiting global interest away from anglo-saxon education systems to asian countries, as well as to finland and canada in the west. he article describes how pisa has become evidence of the successful education reforms in fin- land carried out since the 1970s, but at the same time has created a situ- ation where the continuous renewal of the finnish education system has become more diicult than before. he conclusion is that pisa is an important global benchmarking instrument, but that policy makers and the media need to make better use of the rich data that have been col- lected …

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oals. here are diferent ways to compare educational performance in dif- ferent countries. he organisation for economic cooperation and develop- ment (oecd) has developed a system of education indicators that provide its 34 member countries and its candidate countries with systematic checkpoints of educational performance. he oecd’s annual statistical reference publica- tion, entitled education at a glance, is a commonly used policy guide in oecd countries and beyond. he european commission provides similar education data for national policy making and benchmarking in european union member and candidate countries. he united nations maintains and shares education indicators that provide developing countries in particular with a global picture of how education systems around the world are performing. although these global education data have become more systematic and reliable over the years, there are still inconsistencies and signiicant gaps that sometimes make interna- tional comparisons diicult. aspects such as teaching, leadership and student …

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urnal issue discusses these international studies in more de- tail, the present article will not explain them in further depth. however, it is im- portant to know that timss and pisa, which both assess pupils’ achievements in mathematics and science, are diferent in several important ways (schleicher, 2009). firstly, timss measures how well students have learned diferent ar- eas of the school curriculum, in other words, knowledge and skills included in mathematics and science teaching. pisa, in addition, focuses on how well students at the beginning of upper secondary school are able to use the knowl- edge and skills they have learned in new situations. secondly, the iea stud- ies include a varying number of countries in four-year cycles, whereas pisa is primarily designed for developed oecd member countries, all of which have c e p s journal | vol.1 | no3| year 2011 121 participated in every three-year cycle …

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n the shadow of traditional education superpowers, such as sweden, england, the united states, and germany. what is noteworthy is that finland has been able to upgrade human capital by transforming its education system from medi- ocrity to one of the best international performers in a relatively short period of time. his success has been achieved by education policies that difer from those in many other nations. indeed, some of the education reform policies appear to be paradoxical because they depart so clearly from global education reform thinking. prior to the irst cycle of pisa in 2000, many countries thought that their education systems were world class and that students in their schools were better learners than elsewhere. hese countries include germany, france, nor- way, sweden, england and the united states. many former eastern european socialist countries – bulgaria, romania, hungary and yugoslavia – and the so- viet union believed …

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() sahlberg, pasi pisa in finland: an education miracle or an obstacle to change? ceps journal 1 (2011) 3, s. 119-140 urn:nbn:de:0111-opus-65705 in kooperation mit / in cooperation with: www.pef.uni-lj.si nutzungsbedingungen / conditions of use gewährt wird ein nicht exklusives, nicht übertragbares, persönliches und beschränktes recht auf nutzung dieses dokuments. dieses dokument ist ausschließlich für den persönlichen, nicht-kommerziellen gebrauch bestimmt. die nutzung stellt keine übertragung des eigentumsrechts an diesem dokument dar und gilt vorbehaltlich der folgenden einschränkungen: auf sämtlichen kopien dieses dokuments müssen alle urheberrechtshinweise und sonstigen hinweise auf gesetzlichen schutz beibehalten werden. sie dürfen dieses dokument nicht in irgendeiner weise abändern,...

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