Kyrgyz Republic 2010. Lessons from PISA.

Institution	OECD; Weltbank
Titel	Kyrgyz Republic 2010. Lessons from PISA.
Quelle	Paris: OECD (2010), 365 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Reviews of national policies for education
Beigaben	grafische Darstellungen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISSN	1563-4914; 1990-0198
ISBN	92-64-08874-1; 92-64-08875-X; 978-92-64-08874-0; 978-92-64-08875-7
DOI	10.1787/9789264088757-en
Schlagwörter	Bildungsforschung; Bildungsmonitoring; Evaluation; Bildungssystem; Bildungsmanagement; Bildungspolitik; Vorschule; Vorschulerziehung; Schule; Schulsystem; Lehrer; Lehrerausbildung; Lehrerfortbildung; Abschlusszeugnis; Prüfung; Curriculumentwicklung; Lernmittel; Schulbuch; Indikator; Internationalisierung; Finanzierung; Berufsausbildung; Arbeitsmarkt; Beruf; Berufsfeld; Hochschulbildung; Statistik; Studienförderung; Erwachsenenbildung; Sonderpädagogik; Internationaler Vergleich; Leistungsmessung; Maßnahme; Praxis; Qualitätssicherung; Zulassungsverfahren; Gewerkschaft; Benachteiligtes Kind; Erzieher; PISA (Programme for International Student Assessment); Asien
Abstract	The Programme for International Student Assessment (PISA) is a highly influential instrument for monitoring the quality of education systems and provides a strong evidence base for informed policy making and education research. PISA also has a proven potential to trigger reforms and stimulate stakeholder involvement in the process. Notwithstanding the importance of its ranking, the full strength of PISA unfolds when data it delivers is utilised in the national policy domain. Linking PISA outcomes and policy choices, and monitoring the impact on education quality is thereby a demanding task, which requires sound analytical capacity, and also knowledge of the strengths and weaknesses of the respective education system. The OECD Directorate for Education addresses the demand of non-member economies for policy support in understanding and analysing PISA data in the broader context of education system management and policy formulation. This report explains the reasons for the dramatically low performance of Kyrgyz students in the 2006 PISA survey, despite significant resources and efforts invested in education by schools, parents and government. The report reveals that a number of policy areas are in need of urgent attention and recommends ways to close the currently existing gap between aspirations and education reform achievement. (DIPF/Verlag).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/2