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PISA Examination Based on Bhutanese Educational Context

   

Added on  2021-06-14

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Running head: PISA EXAMINATIONS IN BHUTAN1PISA examination based on Bhutanese educational contextStudent’s nameDate
PISA Examination Based on Bhutanese Educational Context_1

PISA EXAMINATIONS IN BHUTAN 2TABLE OF CONTENTS TABLE OF CONTENTS..............................................................................................................2ABSTRACT....................................................................................................................................4CHAPTER ONE............................................................................................................................51.1 Background information.....................................................................................................51.2 Statement of the problem....................................................................................................61.3 Objective of the study..........................................................................................................71.4 Research questions...............................................................................................................71.5 Justification of the study.....................................................................................................7CHAPTER TWO...........................................................................................................................9LITERATURE REVIEW.............................................................................................................92.1 PISA-D..................................................................................................................................92.2 Benefits of PISA-D.............................................................................................................102.3 Trends in global education system...................................................................................112.4 Positive education for youths............................................................................................122.5 PISA in relation to international education policy.........................................................132.6 Criticism of PISA...............................................................................................................14CHAPTER THREE.....................................................................................................................16METHODOLOGY......................................................................................................................16
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PISA EXAMINATIONS IN BHUTAN 33.1 Research design..................................................................................................................163.2 Study area...........................................................................................................................163.3 Population of the study..................................................................................................163.4 Sampling procedure...........................................................................................................173.5 Research instrument..........................................................................................................173.6 Pilot test..............................................................................................................................183.7 Data collection....................................................................................................................183.8 Data analysis.......................................................................................................................183.9 Ethical consideration.........................................................................................................184.0 TIMELINE.............................................................................................................................195.0 BUDGET................................................................................................................................20References.....................................................................................................................................22
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PISA EXAMINATIONS IN BHUTAN 4ABSTRACTThe Bhutanese have realized the need to incorporate international education system intoits curriculum. As a result, it started participating in Programme for International StudentAssessment (PISA) in 2017. PISA is attributed to huge potential benefits includingstandardization of education system apart from motivating teachers to enhance performance oftheir students and school. However, little information is available regarding the rationale forBhutanese participating in such internationals assessment thus necessitating current study thataim at accessing the opportunities and challenges for PISA in Bhutanese context. This proposalpresent literature reviews relating the research topic in order to identify various research gaps.This study will employ descriptive survey resign study whereby the questionnaires will be usedfor collecting primary. The population will be recruited through stratified random samplingtechniques followed by selecting eventual participants through simple random technique givingrise to a total of 300 participants made of students, subject teachers and principals. Initial pilotstudy will be conducted followed by actual data collection whereby the questionnaires will bedropped and collected with the help of research assistants. The data will be analyzed usingcomputer software known as Statistical Package for Social Sciences. The inferential anddescriptive statistics will then be used to explain the findings.Keyword: PISA, Bhutan, educational policy, opportunities, challenges
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PISA EXAMINATIONS IN BHUTAN 5CHAPTER ONE 1.1 Background information There is increased focus towards international education system to help solve problemsfacing the current century and future generations. The global convergence of education has beenwidely as reported by Wiseman (2010) as a way of increasing efficiency in measuring students’competencies as well as saving cost. Barro & Lee (2013) describes various changes in educationsystem of developed and developing countries necessitating teachers and schools to offerlearning that meets national and global testing system. PISA is increasingly becoming one thebest international testing system in education (Jerrim, 2011). This study focusing on PISA onBhutanese context will help inform various possible school reforms to help meet internationaleducation standards to enhance its competitiveness. Since year 2000 over 70 countries have participated in PISA-D examination. The studywas conducted by OECD (Organization for Economic Co-operation and Development). Bhutanconducted its first preliminary examination for PISA-D on 30 March, 2017.In this paper, Ipresent a preliminary literature review on PISA- D and its benefits on students’ academicperformance and national policy. Following the review, I present the research questions I intendto include in the study. This preliminary literature review explores the concept of PISA-D and itsbenefits by drawing on international literature. Since, it has not been long after Bhutanparticipated in PISA, no literature could be traced, which indicates the existence of knowledgegap. Many researches have reported significant impact of decentralization of testing andassessments on education system globally (Kamens & McNeely, 2009). Wiseman (2010) argued
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PISA EXAMINATIONS IN BHUTAN 6that convergence in education system worldwide can be achieved through consensus of variouscountries on goals steering, managerialism, choice, privatization, decentralization,accountability, evaluation and competition. The PISA meet the such characteristics and istherefore used as baseline for attaining global education standards. OECD reports significantincrease in acceptance of international students in higher institution of learning from countriesparticipating in PISA (Grek, 2009). The Bhutan can therefore carry out reforms to enhanceparticipation in PISA and improve its education system to address socioeconomic challenges andcontribute to economic development.The increase in proficiency of reading, mathematics and other sciences in Europeancountries is attributed to reforms attributed to PISA (Kuenzi, 2008). The arguments in favor ofPISA in Bhutan is attributed to improved educational quality and increased efficiency in schoolresulting in positive student outcomes as reported by Alacacı and Erbaş, 2010). Publishing thePISA test results will put pressure on Bhutanese schools to improve measured outcomes. Swedenand Croatia reported improvement in schools’ results, efficiency and education quality as a resultof participating in PISA (Adams et al., 2010). Furthermore, the parents will be able to makeinformed decision based on PISA relating to choice of schools for their children based oncompetitive results. 1.2 Statement of the problem Since PISA started in 2017 in Bhutan, there is shortage of information regardingchallenges and opportunities of such international test on Bhutanese context. Study by Wintherand Achtenhagen (2009) reported huge flows on international literacy assessments. Contrarily,Breakspear (2012) reported beneficial effects of PISA on educational policy. This conflictingideas offers interesting area to observe in this study. The globalizing connects between local and
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