Latest news with #ProgrammeforInternationalStudentAssessment
Malaysian Reserve
3 days ago
- Politics
- Malaysian Reserve
New housing projects must include schools, says Anwar
by HIDAYATH HISHAM THE government will make school construction a condition for planning approval of new large-scale housing developments under the 13th Malaysia Plan (13MP). Prime Minister (PM) Datuk Seri Anwar Ibrahim said the initiative aims to address overcrowding and the lack of suitable land for education facilities, particularly in urban areas. 'The construction of schools will also be made a condition for planning approval for new large-scale housing projects. 'Meanwhile, the development of vertical schools will be expanded to address student overcrowding and the unavailability of suitable school sites,' he said when tabling 13MP in the Dewan Rakyat today. Additionally, he said the government is committed to increasing preschool and secondary school enrolment rates to 98%, which would surpass global averages. 'The Sijil Pelajaran Malaysia (SPM), which serves as the main benchmark at the national level, will continue to be used to assess the effectiveness of policies, curriculum and pedagogical approaches in the education system,' he said. Anwar also said the country aims to raise its education quality to match international standards based on the Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) benchmarks.
New Straits Times
3 days ago
- Politics
- New Straits Times
Preschool to be made compulsory for five-year-olds under 13MP
KUALA LUMPUR: The government will make preschool education compulsory from the age of five to enhance educational outcomes, said Prime Minister Datuk Seri Anwar Ibrahim. He said the government would also review optimal school hours, assess the effectiveness of specialised schools, and improve education models for gifted and talented students. "The national education system will be streamlined to become more integrated, effective, and responsive to future challenges. "To this end, the plan is for preschool to secondary education to be placed fully under the responsibility of the Ministry of Education," he said when tabling the 13th Malaysia Plan (13MP) in the Dewan Rakyat today. Anwar said the quality of Malaysia's education would be raised to meet international benchmarks, based on assessments such as Pisa (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study), to ensure the system remains competitive and relevant. "Emphasis will also be placed on making English a core medium of learning and communication, while additional language learning will be expanded. "Strengthening STEM education and digital literacy, including introducing the basics of Artificial Intelligence (AI), will be prioritised to prepare a generation ready to meet the demands of a high-value future job market." Anwar said the Higher Education Ministry would coordinate pre-university and higher education to clarify jurisdictions and enhance policy and implementation efficiency. "A National Education Council has been established to coordinate, monitor, and formulate appropriate interventions to ensure Malaysia's education system remains progressive and world-class. "The government will also implement a pilot project to grant selected public universities greater autonomy, strengthening the governance of higher learning institutions." He said efforts to internationalise public higher education institutions would also be intensified to improve their global competitiveness. "Continuous training and upskilling programmes will be implemented to boost the competence and professionalism of teachers, who are the backbone of our education system. "The teacher recruitment mechanism will be improved to allow for open selection from various sources, ensuring opportunities are given to candidates who are truly qualified, capable, and committed to the education field." Anwar said Malaysia must not be content with being a local champion that excels only on home ground but fails to make a mark on the global stage.
Otago Daily Times
5 days ago
- General
- Otago Daily Times
Inspired by trip to Finland
A Cromwell principal has looked to the top-performing Finnish education system for inspiration as New Zealand schools brace for major reforms. Goldfields School principal Anna Harrison joined a group of 20 educators from New Zealand and Australia on a professional tour of Finland last October, taking part in lectures, classroom visits and preschool observations. The trip was sparked after Finnish education expert Pasi Sahlberg spoke at the New Zealand Principals Federation Conference. "They've obviously done very well in [the] Programme for International Student Assessment (Pisa) and Pisa studies and other international measures of quality of education," Mrs Harrison said. "So we thought that would be an interesting place to go and look at, seeing as there was a lot of reform and change just about to happen in the New Zealand education system." Mrs Harrison found touring schools in Finland to be an eye-opening experience. "Playgrounds were quite different to our playgrounds, classrooms were more formal probably than our classroom settings," she said. By formal, she meant teachers typically stood at the front of the room and used a camera to model activities, while students followed along and received support as needed. One key takeaway was the emphasis on play — something she wanted to apply at her own school. "I think the things that I've reflected on the most have been about ensuring those times for play and making sure that children get those break times, and trying to make sure that we put in the supports early when we recognise that children need some support," she said. She also noted smaller class sizes and dedicated teacher aides in every classroom as standout features of the Finnish model. "A move to reduce class sizes would be a really significant thing that would make a big difference to teachers and children," she said. Better funding and improved facilities were other areas she hoped New Zealand could prioritise. In Finland, she saw primary schools with fully equipped music and technology rooms, and commercial kitchens serving meals to students. Outside the classroom, the trip included some cultural highlights. "We all really enjoyed the sauna — it was a really fun, outside-of-your-comfort-zone type activity," she said. The group also visited Helsinki and attended a local derby ice hockey game, choosing to support the home team, Tampere Tappara (battle axe), "and they won, so that was really exciting". Looking ahead, Mrs Harrison hoped to visit other countries to explore more educational approaches. "The group that I went with — we've been talking about Japan as another place that might be really interesting," she said.
Time of India
14-07-2025
- General
- Time of India
UP Board students outperform peers in private schools at foundation level
Noida: Students of UP board schools have outperformed those in private institutions at the foundational level, exceeding the national average by 4% points in both literacy and numeracy, according to the 2024 PARAKH survey by NCERT. However, performance dipped in higher classes, with the state scoring below average in Classes 6 and 9 across core subjects. The Performance, Assessment, Review, and Analysis of Knowledge for Holistic Development or PARAKH survey is conducted annually under the ministry of education to evaluate the effectiveness of the school education system by assessing competencies at various educational stages. It replaced NCERT's National Achievement Survey (NAS) last year and seeks to test students at Classes 3 (foundation stage), 6 (preparatory) and 9 (middle stage) on a new framework aligned with global surveys such as the OECD's Programme for International Student Assessment (PISA). A total of 8,865 schools were surveyed, which included 30,817 teachers and 2.53 lakh students. You Can Also Check: Noida AQI | Weather in Noida | Bank Holidays in Noida | Public Holidays in Noida The latest data show students of state govt-run schools in UP (74%) performed better than the private-run schools (64%) at the foundational stage. The report showed students of state-run schools, particularly in Lucknow, Kanpur, Agra and Varanasi, did better in Class 3 reading and arithmetic skills, mirroring a wider state trend. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Is it legal? How to get Internet without paying a subscription? Techno Mag Learn More Undo In Noida, govt schools remained well behind private ones in early learning. Govt schools in the city were categorised as 'emerging' in both foundational and preparatory stages, while Ghaziabad ranked a tier higher in early grades and excelled at the secondary level. In language, where students are assessed on their ability to read and analyse short stories, UP's overall score was 68% at the foundational stage against the national average of 64%. In mathematics—focusing on counting—UP's score was 64%, while India's average was 60%. At the class 6 level, which included three subjects for assessments, the state scored 55% in language and 53% in mathematics—1% point lower than the country's average in each—and 41% in world around us subject, which was 3% points lower than the India average. In class 9, the performance gap in language was 6% points, in mathematics and social science 3% points each, and the gap was 2% points in science. The report also highlighted that the overall performance of girls in language skills in the state remained higher than that of boys in all three classes. Based on the survey and performance of the state, the report suggested strengthening community engagement for a collaborative school environment, as 55% of teachers reported that they did not get any support from self-help groups, and 67% said they did not get any support under corporate social responsibility (CSR). Across the state, 52% of schools did not offer or organise career guidance for students in higher grades, while 69% of students did not have access to laptops, tablets or computers for learning at home.
Time of India
09-07-2025
- Business
- Time of India
What comes after school? A global study reveals why 39% of teens are unsure about their career paths
A growing number of teenagers across the globe are heading toward the end of secondary school without a clear sense of direction. According to The State of Global Teenage Career Preparation (2025) , a comprehensive study released by the Organisation for Economic Co-operation and Development (OECD), 39 percent of 15-year-olds are unclear about their career expectations. Tired of too many ads? go ad free now Drawing on data from the 2022 Programme for International Student Assessment (PISA), which surveyed nearly 700,000 students in 81 countries, the report presents a sobering view of how unprepared many teenagers are for life beyond the classroom. Career uncertainty is not just a temporary phase: it is closely linked with poor outcomes in adulthood, including reduced employment opportunities, lower earnings, and higher risk of becoming NEET (Not in Education, Employment, or Training). A snapshot of teenage career readiness While the level of preparation varies widely across countries, the OECD report makes it clear that on average, too many students are poorly equipped for their next steps. By age 15: 39 percent of students are unclear about their career expectations 21 percent are 'misaligned' in their career thinking—they expect to enter jobs that typically require a university degree, yet do not plan to pursue tertiary education 33 percent of students do not agree that school has taught them things that could be useful in a job These findings point to a widespread disconnect between education systems and labour market realities. The report warns that without early, structured guidance, many students risk making decisions based on incomplete or misleading information. Why teens are not clear about their careers One of the key reasons for rising career uncertainty among teenagers is their limited exposure to the world of work. According to the OECD report, most students have not participated in the kinds of real-world activities that help build career clarity and direction. By the age of 15: Only 35 percent of students had attended a job fair Just 45 percent had experienced a workplace visit or job shadowing Such activities, whether it's a job fair, an internship, a career talk, or mentorship, can help students explore a range of professions, understand what different jobs actually involve, and begin to form realistic career goals. Tired of too many ads? go ad free now These experiences are especially valuable for helping students connect their academic learning to practical outcomes. However, the report shows that access to these opportunities is far from universal. Participation is particularly low among students from disadvantaged backgrounds, who often lack the networks, guidance, or institutional support needed to engage with employers or industry professionals. As a result, many teenagers are left to make important life decisions without the insight or experience that could help them make informed choices. Ambition shaped more by background than ability The OECD study also highlights the role of social inequality in shaping students' career paths. Across the participating countries, a student's socio-economic background is a stronger predictor of educational ambition than academic performance. High-achieving students from low-income families are significantly less likely to expect to complete tertiary education than lower-performing peers from more affluent homes. This creates what the report describes as a "misalignment" between career goals and the educational plans needed to achieve them. It also means that many bright students from disadvantaged backgrounds are underestimating their potential simply because they lack guidance and role models. Too much information, not enough guidance Despite having access to vast amounts of online career information, students are not necessarily making more informed decisions. In fact, the report suggests that information overload without context can leave students more confused. Many end up choosing familiar, high-status careers like medicine, law, or engineering, regardless of actual labour market trends or their own qualifications. Over 50 percent of students, according to the OECD, concentrate their career aspirations in just ten professions, even in countries where those fields are already saturated. Meanwhile, growing sectors such as vocational trades, digital technology, healthcare support, and logistics remain largely overlooked. What needs to change The findings of the OECD report offer a clear call to action. Schools, policymakers, and employers all have a role to play in helping students prepare for their futures in a more informed and equitable way. Key recommendations include: Starting career guidance early, ideally in middle school, before students have locked in major academic decisions Providing regular, meaningful exposure to the world of work, through job shadowing, workplace visits, internships, and industry-led talks Strengthening the role of teachers and school counselors, with more training and tools to support students in making career-related decisions Creating stronger links between schools and employers, to bridge the gap between education and real-world opportunities Improving access to structured, easy-to-navigate digital resources, supported by personalised conversations and mentorship A wake-up call for education systems Teenagers today are more ambitious than ever, but without the right tools, those ambitions can remain out of reach. The OECD's State of Global Teenage Career Preparation report highlights that while educational systems are expanding, they are not necessarily equipping students with the insight and exposure they need to plan their futures effectively. As countries around the world grapple with economic uncertainty, rising youth unemployment, and shifting job markets, helping teenagers make informed career decisions is more than just a policy issue—it is a social and economic imperative.
