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Thema
PISA
– ergänzende Perspektiven |
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Erich
Ramseier, Christian Brühwiler
Origin,
achievement and equal opportunity education in a multi type
school system. A detailed examination of the PISA report taking
into consideration basic cognitive competence. |
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A consequence of last year’s
disappointing Swiss PISA results has been the revival of the
discussion of equity in our education system. This article seeks
to examine in detail aspects of equal opportunities whilst making
allowance for basic cognitive competence. It is evident that
pupils’ academic achievement is influenced both by their
socio-economic background and the features of their school.
This analysis is based on data compiled from 2054 students in
the Cantons of Berne and St. Gallen who, in addition to the
PISA tests, were tested in their basic cognitive competence.
The results demonstrate that academic achievement is strongly
influenced by socio-economic background even when taking into
consideration the influence of basic cognitive competencies.
The most influential factor is the type of school or track a
pupil attends. Attendance at a particular type of schools is
not only linked to academic achievement but also, to a very
large extent, to a pupil’s socio-economic background.
Furthermore, the opportunities for learning in an individual
school are also influenced by the socio-cultural backgrounds
of the pupils attending that school. However, when the analysis
takes into consideration pupils’ individual characteristics
and the type of school, the differences between schools are
much weaker than suggested in the international PISA report
(OECD, 2001) which was based on gross-effects only. |
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