Strong Performers and Successful Reformers in Education

ISSN :
2220-363X (online)
ISSN :
2220-3621 (print)
DOI :
10.1787/2220363x
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Guidance from PISA for the Canary Islands, Spain

Guidance from PISA for the Canary Islands, Spain You do not have access to this content

Authors:
OECD
Publication Date :
12 July 2012
Pages :
96
ISBN :
9789264174184 (PDF) ; 9789264174177 (print)
DOI :
10.1787/9789264174184-en

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This book describes the Canary Islands, Spain school system and sheds light on PISA results for the Canary Islands. It includes analyses of the policy implications in the domains of system management and resource distribution, students and learning, teachers and teaching, and school leadership and inspections. The report also provides recommendations for raising quality and equity in learning outcomes.
Also available in: Spanish
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  • Foreword
    The OECD’s Programme for International Student Assessment (PISA) is a triennial survey of the knowledge and skills of 15-year-olds. It has been designed to allow valid comparisons across countries and cultures.
  • The Canary Islands and their School System
    This chapter describes the regional context of the Canary Islands, provides an overview of the education system, and lists aspects of education policy which the review team was requested to look at more closely.
  • How Canary Islands Students Performed in PISA
    This chapter analyses the performance of Canary Islands students in PISA and draws national and international comparisons, including scores and rankings; distribution of students at proficiency levels; differences in performance between boys and girls, public and private schools, and between immigrant and native students, as well as the impact of socio-economic background on performance. The chapter concludes by listing the main findings of PISA for the Canary Islands.
  • Education System Management and Resources
    This chapter reviews governance and financing of the education system of the Canary Islands. It analyses levels of investment and distribution of resources, trends in spending and teacher wages. It concludes with recommendations for improvement regarding system management, the allocation of resources and the creation of performance incentives for stakeholders in the system.
  • Students and Learning
    This chapter reviews some of the factors which have an influence on unsatisfactory learning outcomes in the Canary Islands. It discusses student motivation, family support and the effectiveness of learning in regular and out-of-school lessons, and important issues such as grade repetition, curriculum, assessment, gender differences and early childhood education. The chapter concludes by listing the review team’s recommendations on students and learning.
  • Teachers and Teaching
    This chapter will present the main points arising from the OECD team’s discussions with key personnel in the education sector on teacher recruitment, preparation and working conditions; a detailed analysis of teacher education and training programmes, both initial and in-service; and the team’s findings and recommendations.
  • Schools, Principals and Inspectors
    This chapter will consider Canary Islands schools from three perspectives in which PISA findings are relevant: schools and their communities, school accountability and school autonomy. It will consider school governance and the role, responsibilities, skills, training, recruitment, accountability and autonomy of school principals and School Councils. It will also consider the similarities and differences between public and private schools in the Canary Islands.
  • Findings, Recommendations and the Way Forward
    This chapter provides a summary of main findings and recommendations made in each chapter of this report and suggests next steps. It concludes with a summary table of the review team’s recommendations, indicating for each recommendation its importance, timeframe of implementation, whether responsibility lies at regional or national level and links to other recommendations.
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