Among 81 countries and economies, New Zealand recently faced a distressing outcome in the OECD’s Programme for International Student Assessment (PISA) tests. 4700 students from 169 schools aged 15 years old were tested in reading, math, and science, where the results plummeted to the nation’s lowest recorded levels, echoing a concerning global decline in academic proficiency.
The PISA, conducted every three years since 2000, involved approximately 690,000 students worldwide from 81 countries in the recent assessments. Students underwent tests in two out of three subjects, consisting of a mix of multiple-choice and open-ended questions along with a background questionnaire.
The test results unveiled a noteworthy downfall in New Zealand’s average scores. mathematics suffered a devastating 15-point decrease, plummeting to 479 points, while science and reading witnessed concerning drops of four to five points, reaching 504 and 501 points, respectively. Moreover, the disparity between students from affluent and underprivileged backgrounds widened, highlighting a growing educational gap.
Despite New Zealand scoring below the OECD average in maths, the country’s rankings were noteworthy, securing the 10th position in reading, 11th in science, and 23rd in mathematics among the 81 countries participating. However, the Ministry of Education raised concerns about potential biases in New Zealand’s results, which might alter its ranking, similar to countries like the United Kingdom, Scotland, and Ireland.
This decline wasn’t isolated to New Zealand alone. Across the 81 participating nations, a substantial drop in average scores occurred, notably in mathematics (17 points) and reading (11 points), with a slight decrease in science (four points) since
the previous assessments in 2018. Among the 37 OECD nations, this decline equated to significant setbacks in mathematics and reading, reflecting a challenging trend in educational standards globally.
The PISA report attributed the poor results partly to the disruptive impact of the Covid-19 pandemic on educational systems worldwide. According to an article posted by RNZ, the PISA report said,
“No change in the OECD average over consecutive PISA assessments up to 2018 has ever exceeded four points in mathematics and five points in reading: in PISA 2022, however, the OECD average dropped by almost 15 points in mathematics and about 10 score points in reading compared to PISA 2018. Mean performance in science, however, remained stable. The unprecedented drops in mathematics and reading point to the shock effect of Covid-19 on most countries.”
However, the report also emphasised that several countries, such as Finland, the Netherlands, and Sweden, had been experiencing declining academic trends long before the pandemic, indicating persistent educational system issues.
“In reading, for example, many countries such as Finland, Iceland, the Netherlands, the Slovak Republic and Sweden have seen students scoring lower marks for some time – in some cases for a decade or more. Educational trajectories were negative well before the pandemic hit. This indicates that long-term issues in education systems are also to blame for the drop in performance. It is not just about Covid,” the report said.
The recent PISA test results have sent a concerning message, not just within New Zealand but across the globe, signalling a pivotal moment for education. While partly attributed to the disruptive influence of the Covid-19 pandemic, the decline in academic performance sheds light on deeper systemic issues persisting within educational frameworks. The alarming drop in scores, alongside the widening gap between student demographics, underscores the critical need for immediate action and introspection within education systems worldwide. Addressing these challenges demands innovative solutions, collaborative efforts, and a comprehensive understanding of the multifaceted factors contributing to this decline. By harnessing this knowledge and employing strategic measures, we pave the way for transformative change, ensuring a more robust and equitable educational landscape for future generations in New Zealand and beyond.
