Presentations from the 3rd PISA for Development International Advisory Group Meeting held in Asuncion Paraguay from 30 March to 1 April 2016 - Day 2

KOSOVO IN PISA 2015
Republika e Kosovës
Republika Kosova - Republic of Kosovo
Qeveria – Vlada - Government
Ministria e Arsimit, Shkencës dhe Teknologjisë - Ministarstva za Obrazovanje Nauku
i Tehnologiju - Ministry of Education, Science and Technology
Anila Statovci-Demaj
Deputy Minister
Fatmir Elezi
Division for Standards, Evaluation and Monitoring

Independent as
of 17 Feb 2008
Country size -
10.908km2
Population -
1.8mill (estimate
2014)
3
Republic of Kosovo
Major ethnic
Albanians (92%)
Minor ethnic
Serbs (4%)
and others (4%)

• Became part of Yugoslavia with the end of the WWII
• Political turbulences started in the 80-ies; Followed by
decades of systematic oppression in all life areas,
including economic negligence and also exclusion in
the education system
• Separated the last from ex-Yugoslavia in June 1999
after the NATO intervention against Serbia in response
to the culminating genocide against the Albanian
population, over 90% majority in Kosovo
• The Kosovo population had been completely displaced
from their homes
Before 1999
Republic of Kosovo

Republic of Kosovo
What Kosovo ended up with after 1999?
A devastated economy:
• The industrial production chain had come to a halt; Only the
energy production continued - Kosovo has one of the largest
lignite reserves in the world. It produces its energy through a
power plant based on lignite
An exhausted education system:
• Since 1989, the complete education system for the Albanian
majority in Kosovo had been thrown outside its premises. The
system, from grade 1 and up the scale had been operating in
improvised premises, in its own structure and system, with
private funding from the people of Kosovo.

• UN Security Council Resolution 1244
(1999) placed Kosova under a transitional
administration, the UN Interim Administration
Mission in Kosova (UNMIK), pending a
determination of Kosova's future status. A UN-
led process began in late 2005 to determine
Kosova's final status. On 17 February 2008, the
Kosova Assembly declared Kosova independent.
• The youngest state was founded – the Republic
of Kosovo. Young, also demographically.
Old turned Young
Republic of Kosovo

7
Young Kosovo Demographics
50% under 25
70% under 35
of total population
Students in Grades
1 – 12:
• 374.407 =
• 180.211 ♀
• 194.196 ♂
15 Year old
students : 31.546
Sampled for PISA
: 5161 students
Tested: 5019
students

• To create an inclusive education system and to
provide all citizens in the Republic of Kosovo with
equal access to quality education at all levels; a
system which provides people of Kosovo with life-
long skills for an advanced knowledge integrated
into European society and to contribute to the long
term sustainable development of the country
through job creation and enhanced social cohesion.
Kosovo Vision/Objective for
Education

Kosovo Education Structure
MINISTRY OF
EDUCATION,
SCIENCE AND
TECHNOLOGY
(MEST)
•Develops policies, drafts and implements legislation, organizes
external assessment, collects data through EMIS, certifies
teachers, inspects education quality and administration,
develops national education sector plans and strategies, ensures
comprehensive policies for inclusive education, develops
national curriculum and textbooks
MUNICIPAL
EDUCATION
DIRECTORATES
(MEDS)
•Constructs education facilities, registers students in pre-
university education, hires school directors and teachers
Schools
•Appoint the Governing Board, develop annual school plans, design
school rules, implement national curriculum and national legislation as
adopted by MEST, report school data about students and staff

• Level 0: pre-school, age-group 5-6 years old
• Level 1: primary, duration 5 years, age group 6 – 11 years old
• Level 2: middle low, duration 4 years, age group 12 – 15 years old
• Level 3: middle high, duration 3 years, age group 15 – 17 years old,
includes gymnasiums, professional schools, artistic professional
schools
• Level 4: post secondary, duration 1-2 years, age group 18 and
above, includes professional education.
• CENTRAL MATURA EXAM: a benchmark for entry to higher education
Pre-university Education Structure:
Kosovo Education Structure
MEST develops Kosovo Education Strategic plans (KESP) on 5-year basis. Now KESP 2017-
2021 is under development. KESP supports, guides, coordinates, regulates and promotes
quality education to all citizens
EMIS system has been developed by and is maintained within MEST. Presently is being
advanced to include complete information at student level from pre-primary until labor
market entry.

The DSEM
Founded within MEST in year 2002 with the mandate for
evaluation and standards
Every third year, it organizes grade 5 tests
Since 2003 organizes the tests for 9th grade students. The test
supports professional orientation for students.
Since 2006 it is responsible for the State Matura test. This test is
for grade 12 and it is a benchmark for higher education studies.
Is responsible for PISA. It has managed PISA 2015 and is now
preparing the National Report and also for PISA 2018.
MEST already had in place the Division for Standards, Evaluation
and Monitoring (DSEM) in charge of external national assessments
in Kosovo prior to PISA participation.

Why PISA?
PISA is an internationally renown point of reference for the
assessment of educational systems
International benchmark for assessment of 15-year olds
preparation for life, career and work
There were no objective indicators for system assessment.
Most of assessment was based on perception (bad or good)
and trends derived from observing individual cases.
Positioning Kosovo in comparison with other PISA
participating countries
Revise existing and develop new policies in response to
students’ PISA performance
Integrate findings and recommendations from PISA into
Kosovo national education reform efforts towards
improved quality education

• Are we ready for participation?
• How will our students perform?
• How will stakeholders – students, teachers,
schools, policy-makers, private sector – react?
• How will PISA assessment affect national
educational policies?
• How, where, and when should we apply ?
• Do we meet application requirements?
13
QUESTIONS PONDERED BEFORE
PISA 2015 PARTICIPATION

1
• MEST’s DSEM implemented am imitation of PISA
assessment in 2012
2
• Subsequently, it was proposed to the Minister that we
should apply for PISA 2015
3
• MEST received financial support from the World Bank
and DSEM then submitted application to OECD for PISA
participation
4
• Kosovo’s participation in PISA 2015 was approved
14
APPLICATION PROCESS

Kosovo PISA Participation
Process
 Initial challenges
 Distributions of tasks and
responsibilities
 Rigor for meeting implementation
deadlines
 Delay of activities

• Gathering student data of 15-year olds from
the field/schools
– Directors of lower secondary schools sent the list of
all students of 9th grade, not only of 15-year olds
– Directors of upper secondary schools sent the list
of all students of 10th grade, not only of 15-year
olds
–Solution: After intervention for corrections in
each sampled school, DSEM received correct data
16
CHALLENGES

• Appointing school coordinators
– School directors of in Kosovo PISA school sample were
asked to appoint school coordinators. Some school
directors proposed inadequate coordinators.
• Solution: In the first meeting with coordinators, it was
observed that some of them don't meet requirements
• limited knowledge on using the computer
• limited organization skills
• non-responsive and non-cooperative
• A decision was made to replace them with qualified
coordinators.
17
CHALLENGES (cont.)

• PISA test materials
- In cooperation with PISA, we agreed that we
should use translated and adapted materials from
the Republic of Albania. The documents arrived
late, so we had even a bigger delays.
- Solution: Most of the documents from Republic
of Albania were used, but we also started
translating them by ourselves in order to perform
the task as soon as possible.
18
CHALLENGES (cont.)

• Meetings with Municipal Education Directors
and school directors
• Media briefings
• Leaflets for students and teachers
• Organizing a PISA conference
• Preparation of a brochure with sample PISA
test items
19
RAISING AWARENESS FOR
PISA PARTICIPATION

• National capacity development
– OECD/PISA conference participation
– Development of test items
– Test coding
– Data management and analysis
• Student performance and comparison with
neighboring and participating states
• Improved education policies based on PISA 2015
findings and preparation for PISA 2018
• Influence on curricula, teacher training, and national
assessments. 20
BENEFITS FROM PISA PROCESS

• Awareness raising campaign
– Kick-off opening conference, ministerial level
– Include stakeholders through public debate
– TV appearances explaining the process
• Improving the tests for students, not only for
PISA exams
– Evaluation 2015 exams
• Preparation of National Report PISA 2015
• Interventions in Curricula and Text Books based
on results
21
OUTLOOK PISA 2018

World Bank
• An
international
consultant
• Paid first
installment
• Conference
participation
Germany
BMZ/GIZ
• Conference
participation
• PISA consultant from
Germany
• International PISA
conference
• Assists DSEM in
Development of
Kosovo national PISA
report
• Capacity building for
DSEM for PISA 2018 in
electronic form
• Initiation of
cooperation between
DSEM and PISA
Assessment Center in
Germany
USAID
• Conference
participation
• Development
of PISA
brochure
UNICEF
• Conference
participation
• Organization
of workshops
with Republic
of Albania
Republic of
Albania
• Translated
documents
into Albanian
language
22
INTERNATIONAL SUPPORT

• Paying attention to rigorous PISA requirements
and guidelines
• Caution with regard to implementation of all
activities
• PISA staff willingness to provide support and
assistance
• Participation in PISA conferences
• Cooperation with previous PISA participating
countries
• Increased focus on student performance within
MEST
23
CONCLUSIONS

PISA in Kosovo 201520.04.2016
Kosovo in PISA 2015
Support of Germany Development Cooperation to the
PISA process in Kosovo
„Capacity Development in Basic Education“, Kosovo
and the
Ministry of Education, Science and Technology
of the Republic of Kosovo
Asuncion, March 31 2016

Präsentationstitel hier eintragen20.04.2016
Content of this presentation
I. „Capacity Development in Basic
Education/CDBE“ in Kosovo;
II. GIZ approach to Capacity
Development „Capacity works“;
III. Comprehensive support to
student assessment and PISA in
Kosovo

Capacity Developmnent in Basic
Education/CDBE
CDBE
Transparency,
Accountability
Teaching
Quality
Inclusion
Education
Management

Capacity Development of:
INDIVIDUALS INSTITUTIONS
ORGANISATIONS
is CENTRAL!
WE BELIEVE
IN PEOPLE

Our Approach – Capacity
Development
What does it mean?
  Processes driven by the actors themselves.
 Capacity = ability of people, organisations and societies to manage
their own sustainable development processes and adapt to changing
circumstances and frameworks.
  Developing it through strengthening of the proactive management
capacity of the actors within a cooperation system.
 Change processes are operationalized in order to sustainably
mainstream innovations through new routines.
 Work in a multi-level approach using the success factors identified by
worldwide evaluation.

Which options do we
have to achieve our
objectives and
results?
How can we shape
the negotiation and
agreement
processes?
How can we link together people
and organisations enable change
? How do we support linkages
between various actors?
What structure enables decisions
to take place about resources,
strategy, planning, coordination,
conflict resolution, monitoring and
impact monitoring?
What are the key processes in
the sector in which we want
our results to be? What are
our internal management
processes in the project?
Who must learn what on
which level in order to
achieve the desired results?
How can we be sure that the
future capacities for
sustainable development
continue to be available in the
sector/country/regions in
which we work after we have
left?
The five success factors of Capacity WORKS
Cooperation
Steering Structure
Processes
Learning and Innovation
Strategy

Strategy
CAPACITY DEVELOPMENT
• Systemic Approach:
• Close cooperation with
divers partners;
• Focus on central areas;
search and establish
synergies;
• be aware of
interdependencies and
react on those in time for
bigger impact.
Cooperation
• political partner: MEST;
six pilot municipalities;
• Support divers actors for
common goals; facilitate
multi-stakeholder dialogue.
Steering Structure
• CDBE-Advisory Boar with
semi-annual meetings;
• requent and close
coordination meetings.
Key processes
• Qualification of Teachers:
performance based Teacher
Professional Development
Framework!
• Further Development of strategic
and operative planning, steering and
monitoring on all levels for
• more transparency and
accountability in the sector;
• Informed decision making;
• Inclusion and public participation.
• Needs Analysis;
Joint workshops throughout the
project cycle;
• Piloting and Accreditation;
• Ownership - Scaling-up;
• Focus on sustainability.
CDBE

Strategy
• CAPACITY DEVELOPMENT:
on organisational and
individual level;
• Exposure and Trainings
(OECD),
• Continuous support in
“translation” and process
management;
AGENDA SETTING:
FOCUS ON RESULTS.
Cooperation
• Establish cooperation with
National PISA Center in
Germany and international
experts;
• Mulit-Stakeholder Dialogue:
Involve Teachers, School
directors, decentral
government.
Steering Structure
• MEST-Steering Committee for
PISA;
• Frequent and close
coordination with Division in
charge;
Processes
• FOCUS ON RESULTS: raising
the relevance of national and
international, internal and
external student assessment;
• Support availability and use
of reliable data and
monitoring results for
informed decision making!
PISA NATIONAL REPORT
• Raise awareness of the
relevance of student
assessment
• INVOLVEMENTOF DIVERSE
STAKEHOLDERS
• MEST- Awareness and
Dissemination Strategy as
modell
PISA

Our Multi-level Approach for success
Joint goal:
Improving
Education
Quality
by
Focus on
Results
1. Societal and policy
frameworks
2. Organisations
3. Individuals

Our Multi-level Approach for success
1.Societal and policy frameworks
2.Organisations
3. Individuals
Embedding PISA in the context of
student assessment
Agenda Setting
Disseminsation Strategy
Further development of
competencies

Capacity development regarding:
1. Societal and policy framework
National
Stakeholder
dialogue on
relevance of
student assessment
as benchmark for
education quality
e.g. debates,
International
Conference 2013
on PISA 2015
Improving
visibility of
education and
assessment by
strengthening
involvement of
Media,
e.g. Journalist
Price Award for
Education
(KAJ)
Support in
Revision of
relevant
Legislation,
e.g.
MATURA Law
Dissemination
Strategy –
• Awareness
• Understanding
• Involvement
• Commitment to act
Put PISA on the
national agenda

2. Organisations
Strengthen MEST,
Division for
Assessment, Standards
and Monitoring on
student assessment at
the end of primary
cycle: Embedding of
PISA into the national
student assessment
framework
Strengthen the
NPM in Kosovo by
establishing a
Partnership
with the German
National PISA
Center :
Exchange of
knowledge and
experience
Strengthen MEST,
Division for
Teacher Training:
Development and
Piloting
of a
Training Manual
on Summative
Assessment
Strengthen
MEST, EMIS-
Division in the
analysis and
interpretation of
data: improved
access to
education data by
new MEST
Statistical Annual
report

3. Individuals
Staff members of
MEST, Division for
Standards and
Assessment;
Participation in
OECD –
conferences;
On-the Job-
coaching;
Teachers;
Training of
teachers in
summative
assessment and
item development;
Journalists and
spokespersons
Training and
coaching on
research-based
journalism
about
education and
assessment;
Schooldirectors and
Municipal Education
Directors;
Considering results
as basis e.g. for the
School
Development
Plan;

Find out more about Education and Youth at GIZ!
https://www.giz.de/expertise/html/1974.html
Capacity Development in Basic Education - website
www.cdbe.info

Thank You – Faleminderit! – Gracias –
Merci- Danke!

SUMMATIVE
ASSESSMENT INTERNAL EXTERNAL
NATIONAL
INTER-
NATIONAL
• During the lessons (tests, exams)
• Teachers - implemented curriculum;
FEEDBACK to students,
parents and teachers ABOUT INDIVUAL
LEARNING PROGRESS.
• Participation of students in external
assessments;
• Competitions of students of diﬀerent
schools;
Can open opportunities for the individual and
raise the reputation of the school;
• Comparison between schools based
on internal assessment results;
Can raise the reputation of the school
and influence parents´ decisions
• national experts: development and
evaluation
• intended curriculum;
FEEDBACK to the MoE about the status of
learning and the
FUNCTIONING OF THE EDUCATION SYSTEM.
• Developed and evaluated by
international agencies according to
internationally deﬁned stage learning
outcomes / competencies;
FEEDBACK to the Government about the
status and prospects of Human Resource
development;
INDIVIDUAL
Grade 5:
PISA
Matura
Semi-
Matura

3rd meeting of the International Advisory Group
Granados Park Hotel – Asunción, Paraguay
30 March – 1 April 2016
PISA-D Engagement and Communications
Strategy update

Updates to the strategy
The March 2016 version of the strategy includes:
• Mention that the PISA-D Engagement & Communications
Strategy will inform the 2016 renewal of the global relations
strategies for both the EDPC and the PGB
• Emphasis on the UN-led Education SDG/2030 agenda, as PISA
has been included in the indicators framework
• Addition of Honduras and Panama in participating countries list
• Addition of Dubai Cares, JICA, Sunny Varkey Foundation, Open
Society Foundation and Microsoft to development partners
• GPE added to technical partners

Updates to the strategy (continued)
• A list of the peer-to-peer country partnerships
– Canada with Senegal, Chile with Paraguay, Brazil with Honduras, Hong
Kong-China with Zambia, Korea with Cambodia, Mexico with Panama,
Peru with Guatemala, Poland with Ukraine, and Uruguay with Ecuador
• Addition of a table explaining the key communication messages
and channels for PISA-D participating countries
• Addition of an annex containing the Peer-to-Peer Learning
Guidelines, which explains the goals, principles, roles and
responsibilities of peer-to-peer partnerships
• Cross-referencing with the Analysis and Reporting Plan

Implementation of the strategy
• OECD and participating countries have worked to align
their engagement/communication strategies
• 2016 focus on informing stakeholders about the
assessment and the upcoming field trial
– Why their country is participating
– What the results are likely to be
– How the results will be used
• Tailored written materials; interviews with press, TV and
radio; PISA-D project websites
www.oecd.org/pisa/aboutpisa/pisafordevelopment.htm

Other communications news
OECD PISA-D website
• Guatemala asked whether the OECD PISA-D website
could be made available in Spanish, as they want to
share the website with their stakeholders
• The OECD is working on translating the home page into
Spanish as well as French, and this should be
completed by mid-2016
• The OECD will share the links to the Spanish and
French versions of the home page as soon as they are
available

• The IAG is invited to confirm its
approval of the revised PISA-D
engagement and communication
strategy
IAG Decision

Communication plan
Institutionnal communication
Médiatique communication
Social communication

1.Cérémonie official launch of PISA -D Senegal ,
January 16, 2015
Number of participants: 100
• formal chairmanship of the Minister of
Education;
• Presence of technical and financial
partners; HLB participation of Senegal;
• Participation of national directors
• Presence of social partners;
• Participation of the press (TV, radio, print,
web) Transition to Kenkeliba issue of RTS

Cérémonie de lancement officiel du PISA-D Sénégal, le 16 janvier
2015

Meeting of the Technical Committee of the PISA -D
August 5, 2015 at 9 am at the INEADE
• 25 participants
• INEADE 11 membres
• DEA (1) DEPS (1), DEE (1), DEMSG(1), DEXCO (1), DFC (1),
DRTS (1), DPRE (1), Représentant IA (1), FASTEF (1), IGEN (1),
MFPTA (1), Ministère justice (1), ANSD (1), COSYDEP (1)
• PIP Presentation (Project implementation project)
Plan capacity building
• Presentation of the implementation schedule and
strand A, strand B and C. Strand
• Presentation of the communication plan

Rencontre du comité technique du PISA-D
05 Août 2015 à 9 heures à l’INEADE

Holding the steering committee of the PISA -D Wednesday,
November 25, 2015
o Workshop sharing implementation of Plan –
PISA-D Senegal
o Participation of the Ministry of Education and
National Directors
o Presence of technical and financial partners ;
Presence of social partners
o Participation of the press
o Presentation of the Project Implementation
Plan (PIP) and capacity building plan (PRC)
o Presentation of the implementation schedule
and strand A, B and C

Communications Médiatiques
 Radio
o SOXNA Fm dans l’émission ’ Radio scolaire »
o Convergence Fm , dans, « l’émission du dimanche » du 12 avril 2015.
o Télévision
o 2 émissions : Quinquéliba
 Média en ligne
o Openlearn.sn , spécialisé en éducation
o http://fr.allafrica.com/stories/201511261729.html : Sénégal: Plan
stratégique de l'INEADE en rapport au PISA/D - De la necessite
d'améliorer les pratiques évaluatives 26 NOVEMBRE 2015
o https://www.facebook.com/ineade.education M. Mame Ibra BA,
Directeur de l'INEADE, était l'invité de l'émission Kenkelibaa du 13
janvier dernier, en prélude à la cérémonie de lancement du PISA.
Radio Soxna Fm in issuing school Radio " Fm convergence in , " the issue of Sunday " of April 12, 2015 . Television 2 emissions : quinqu

Communications Médiatiques
Radio Soxna Fm in issuing school Radio " Fm
convergence in , " the issue of Sunday " of April
12, 2015 .
Télévision
2 emissions : quinqueliba Online Media
Openlearn.sn specializing in education
http://fr.allafrica.com/stories/201511261729.html
: Senegal : Strategic Plan INEADE related PISA
/ D - From the need to improve evaluation
practices November 26, 2015
https://www.facebook.com/ineade.education Mr.
Mame Ibra BA, Director of INEADE , was the
guest of the broadcast Kenkelibaa 13 January,
ahead of the PISA launch

Social media
o Several articles , photos and videos posted
to the attention of the 656 members of the
Pisa- D Senegal Group.
o Creating a Facebook page dedicated to the
PISA -D ;
https://www.facebook.com/ineade.education
o Setting up an exchange group " PISA -D " in
the Facebook account INEADE Institute;
o Creation by the OECD of a web page " PISA
-D SENEGAL ";
http://www.oecd.org/pisa/aboutpisa/pisaforde
velopment-senegal.htm
o Creating a website page in progress test

Prospect
 Development of a communication plan based on the agenda and
the action plan for the implementation of the PISA -D ;
 communication charge of training for the dissemination of PISA
 Development of media ( 10,000 flyers in 3 languages , a reference
document , booklet on procedures, distribution of materials to
the media,
 radio communication and distribution media
 Presentation of the results with all stakeholders
 Preparation of Main PISA
 Documenting local and national communication campaigns for
well capitalized .

MERCI
de votre aimable attention

Engagement &
Communication
Strategies
PISA-D Paraguay
Marzo, 2016

Objectives
To inform and sensitize the general
population about Paraguay
participation in PISA-D.
Facilitate the participation of selected
sample in the FT and MS.
a.
b.

Keep stakeholders, policy makers &
society informed of the partial and
final results.
To inform and sensitize members of
the educational community,
especially those schools selected for
the FT and MS.
Objectives
c.
d.

Web page
Flyers &other
printed materiales
• Conferences
• Workshop to present
PISA D process &
challenge
• Workshop to present
results
Directors
Authorities
Activities and Stakeholders
Internal Stakeholders - MEC
Central
offices
Mass media
Social media
Public
Campaign

• Conferences
• Workshops
• Training activities
Consultants
Technical
staff
Central
Offices
Multimedios
Web page
Flyers & other printed
materials
Mass Media
Social media
Public
Campaign

• Presentation seminars
• Conferences
• Training workshops
• Workshops to present
resultsSupervision
Regional
Coordinations
Decentralized
level
Web page
Flyers & other
printed materials
Mass media
Social media
Public
Campaign

Web page
Flyers & other
printed materials
Mass media
Social media
Public
Campaign
• Training workshops
• Workshops to present
results
• Personalized/Door to
door communicationTeachers
Principals
Internal Stakholders - MEC
Descentralized
level

Web page
Flyers & other
printed materials
Mass media
Social media
Public
Campaign
• Conferences
• Seminars
• Workshops > use of information
External Actors – MEC
National
Government

Web page
Flyers & other
printed materials
Mass media
Social media
Public
Campaign
• Conferences
• Seminars
• Workshops > use of
information
• Universities
• Researchers
• NGOs
• Civil Society
External Stakeholders- MEC
Social
Stakeholders

Web page
Flyers & other
printed materials
Mass media
Social media
Public
Campaign
• Conferences &
Seminars
• Workshops > Use of
Information
• Public Campaign
presentation
• Mass Media
External Stakeholders - MEC
Social
Stakeholders

Timeline
20172016
•Preparation of Operations
•Communication w/School
•Communication strategy
•Field Work
2015
Launch
FASE
1a
FASE
2a
FASE
3a •Results disemmination
•Use of Information

http://www.abc.com.py/edicion-impresa/locales/nuevo-programa-pisa-d-
se-implementara-en-el-pais-1358895.html
http://www.mec.gov.py/cms_v2/entradas/295646-la-insercion-de-paraguay-
en-pisa-para-el-desarrollo-fue-compartido-con-la-cap
http://desarrollo.edu.py/calidad-de-
educacion-en-paraguay/

http://www.ppn.com.py/html/noticias/noticia-
ver.asp?id=121810&desc=Lanzan-participacion-de-
Paraguay-en-PISA-para-el-Desarrollo
http://www.ip.gov.py/ip/?p=16211
http://www.launion.com.py/paraguay-
sera-anfitrion-del-programa-pisa-para-el-
desarrollo-17894.html

3th PISA-D International Advisory Group
Meeting
PISA-D Engagement and Communication
Strategy
Granados Park Hotel, Asuncion, Paraguay

PISA-D Launching
• Date: 30 May 2016
• Chaired by the Minister of Education
• Honorable Guests: Senior Official from OECD and
the President of KICE
• Participants: Secretary of States, Under Secretary of
States, Director Generals, Deputy Director Generals,
Department Directors, Provincial Education Office
Directors and Development Partners (around 100
people)
• 5 TV Channels will be invited
• The event contents will be posted into the ministry
webpage and Facebook

PISA-D Launching
• The purposes of the launching to:
– inform all stakeholders to be aware of this new
initiative, especially the benefits from the
participation
– ask for actively participating in the activities from
related stakeholders
– ask for support from Development Partners and
ERC/RUPP
• Next step: to receive more capacity building
from KICE especially on the field trial
administration, sampling, data analysis (IRT), …

PISA-D
HONDURAS
ENGAGEMENT AND
COMMUNICATIONS
STRATEGY
IAG MEETING, ASUNCIÓN MARCH, 2016

OUTLINES OF THE ENGAGEMENT AND
COMMUNICATIONS STRATEGY.
Departments of the Ministry
of Education
Ministries of Finance and
Planning
District Education Authorities
Universities
Civil Society
Media
School Principals
Teachers
Students
Parents
• Meetings
• Interviews
• Conferences
• Workshops
• Social Networks
• Buletins
• PISA Webpage
• Private Mass Media
Programs/News/Pub
lications
• Government
Educational TV
Network
• MERECE
• SE Public Relations
Department
• Strategic Alliances

WHERE WE ARE NOW IN
TERMS OF IMPLEMENTING THE
STRATEGY .
• Engaging and Communicating Stakeholders
about PISA-D/HND
• E&C Needs/Capacities Analysis
• Organizing our resources to E&C
• Preparation for Planning

NEXT STEPS IN IMPLEMENTING THE
STRATEGY.
•E&C Component Unit creation
•E&C Training
•E&C Plan Implementation
•E&C Control and Monitoring

Communication strategy
PISA-D
Harvey Spencer Sánchez Restrepo
Executive director

Objectives
1. To socialize Ecuador’s participation in the
international PISA-D program.
2. To establish and maintain a positive and
participative environment.
3. To engage and sensitize principals, teachers and
students about the importance of the project.
4. To keep results of assessment connected with
public policies.
5. To build a society with a deep evaluation culture.

Cycle of communication strategy
PISA-
D
Authorities Stakeholders
Society
Educativ
e
commun
ity
High valuable knowledge
International standards
Comparative global framework
Long time overview
Everybody can take the test
High quality questions
Available data for all
It is a natural step for Ecuador
New basis for policy dialogu
Focused on relevant
skills for adult life
Participation in the knowledge society

Communication strategy for P1
Society
Objectives:
1. To socialize Ecuador’s participation in the international PISA program.
2. To establish and maintain a positive and participative environment.
Core ideas:
“Ecuador is going forward in the implementation of the international PISA program”.
“For the first time, Ecuador is involved in an worldwide educational assessment
program”.
“PISA has started in Ecuador, and will provide results in 2018”.
“To improve our educational system, it is necessary to assess with international
standards”.
Mechanisms: Social networks, press releases, field trial opening event and
microsite for PISA with special emphasis on released items trough APPrende.

Stakeholders
Objectives:
1. To keep results of assessment connected with public policies.
2. To establish and maintain a positive and participative environment.
Core ideas:
“Ecuador is going forward in the implementation of the international assessment PISA”.
“For the first time, Ecuador is part of a worldwide educational assessment program”.
“A worldwide educational data will be comparable with Ecuador”.
“This international assessment takes Ecuador to the next level of dialogue”.
Mechanisms: Press releases, focused communications sharing the Plan of
assessment 2015-2018, and main questions to be answered.

Educative community
Objectives:
1. To engage and sensitize principals, teachers and students about PISA participation
value.
Core ideas:
“PISA program is close to us”.
“It will help us to know the level of the skills developed by Ecuadorians, that are
relevant for adult life”.
“Everybody can take the test”.
“PISA is a high quality program with high quality questions that helps to build high
quality educational systems”.
Mechanisms: To socialize the type of item present in PISA, training workshops for
principals and teachers, promotion of APPrende and socialization events in main
cities.

Authorities
Objectives:
1. To keep results of assessment connected with public policies.
Core ideas:
“Ecuador is participating in an international assessment that compares its educational
system with those from other 70 countries”.
“PISA program is for long time public policies”.
“PISA results will provide us with high valuable information and knowledge”.
“A comparative global assessment is only useful if we take responsibilities and do
actions”.
“Participation in the knowledge society implies accepting the challenge of linking public
policies with evidence”.

Actions
Ecuador shares his
communication plan in
international PISA
meeting.
March – April
Ecuador has
internationally trained
specialists.
Psychometric analysis
workshop
Items elaboration
workshop.
Ineval released PISA
items with APPrende.
April
Ineval carries out
workshops about PISA
with educative
community.
September
Ineval starts PISA Field
Trial application.
October
Ineval presents PISA
2016 planning to
stakeholders and
authorities.
April
Ineval presents
communication plan to
the National Secretary
of Communication.
April
Ineval goes forward
with the
implementation of the
international project
PISA.
November
International
National
Policy

PISA-D Engagement and Communications
Analysis and Reporting Plan

PISA-D Analysis and Reporting Plan
Today’s plan
Why is analysis and reporting a key strategic goal in
PISA-D?
How will this plan achieve its objectives and produce all
these elements?
What are the key elements of this proposed analysis
and reporting plan?
When will each element be produced and rolled out?

Why is analysis/reporting important?
Ownership
ImpactLearning

Why is analysis/reporting important?
1. Ownership: PISA-D aims to build in-house capacity for
generating evidence-based policy advice in
participating countries.
2. Impact: PISA-D aims to help improve quality and
equity in education, providing tools and advice to
improve policy design and implementation
3. Learning: PISA-D promotes learning on how to make
use of large scale assessments for stakeholder
engagement and policy dialogue

How will analysis/reporting work?
Team
work
Wide-
ranging
Flexible Timely

How will analysis/reporting work?
The key strategies in the proposed approach are…
1. Collaborative partnership between participating
countries, the OECD Secretariat and its partners, and
international contractors
2. Comprehensive approach to systematically and
transparently document all steps in the process
3. Flexible design targeting different audiences with
differentiated products
4. Timely delivery of products through careful planning
and monitoring of tasks and deliverables

What analysis/reporting products?
Targeted
Products
Technical Reports
Independent
Review
Project
completion
Report
Capacity
Reports
National Reports
Assessment and
Analytic
Frameworks Expert
Papers
In Focus
Series

National Reports
• Why? Key output of the project to galvanize debate on policies
for improvement based on evidence collected in PISA-D
• What? A comprehensive report, written for a wide audience,
with all the key results from the project, that speaks to country
specific policy priorities
• How? Produced in collaboration between the countries, the
OECD Secretariat, and the international contractors
• When? Launched in December 2018, preparation already
underway, with a discussion today on the draft outline of the
report and the schedule for production

National Reports – Draft Outline
Proposal for discussion
1: Zedland in PISA for Development
2: Pillars of educational prosperity in Zedland
3: Nurturing educational prosperity in Zedland
4: Foundations of educational prosperity in Zedland
5: Policy options in Zedland
Chapter

Ch.1 Zedland in PISA for Development
1: About the report
2: Methodology
3: Framework for analysis
4: What is PISA for development and what can countries
learn from it?
o Similarities/differences with PISA
o Using PISA-D for improvement
5: Why is Zedland in PISA-D?
o Policy priorities and Zedland’s education in context
Section

Ch.2 Pillars of educational prosperity Proposal
for discussion
1: What Zedland students know and can do
o Performance in international perspective
o Strengths and challenges in reading, math and science
2: Success beyond academic outcomes in Zedland
o Educational attainment at age 15
o Health and well-being
o Student engagement
Section

Ch.3 Educational prosperity for all Proposal for
discussion
1: Schooling and learning among all students
o Lowering barriers to schooling for 15-year-olds
o Providing all students with baseline knowledge and
skills
o Academic all-rounders in reading, math, and science
o Gender equality
o Inclusive education for language/ethnic minorities
2: Inclusion beyond academic outcomes
o Disparities in attainments, health, well-being and
engagement, across gender, language and ESCS
Section

Ch.4 Foundations of prosperity
1: Family and community support
2: Inclusive environments
3: Quality instruction
4: Learning time
5: Material resources
Section
All of these will review: levels, disparities and, where
appropriate, relationships with student and school
characteristics including performance, ESCS, gender, etc.

Ch.5 Policy options in Zedland
1: Learning from other education systems
2: Education policies that make a difference
3: Improving performance and promoting equity
4: Nurturing outcomes beyond academic performance
5: Identifying and supporting vulnerable students,
schools and teachers
6. Zedland’s agenda for reform
Section

National Reports – Timeline (2016-17)
Milestone: National Reports Dates
Review of proposed outline by countries, contractors,
partners and experts, 2016 IAG in Asunción
21 March - 11 April 2016
Review of table shells by countries, contractors, partners
and experts
27 June - 18 July 2016
Review of initial chapters based on frameworks and country
specific information (data shared with countries and OECD
by 1st March 2017)
13-27 March 2017
Presentation of preliminary field trial results (outcomes)
and initial chapters during the 2017 IAG in Cambodia
17-19 May 2017
International/NPM meeting in Cambodia: analysis and
interpretation of FT results and preparation for main study
22-26 May 2017
Review of preliminary results (table shells) from field trial 15-29 May 2017
International/NPM meeting in Princeton: student sampling
and main study survey operations
4-8 July 2017
Review of table shells by countries (based on results from
field trial)
10-24 July 2017
Review of annotated outline by countries (including results
from field trial) 4-18 December 2017

National Reports – Timeline (2018 1/2)
Collaborative writing: OECD, international contractors and
country teams (data shared with countries and OECD by 1st
March 2018).
1 January – 8 October
2018
Presentation of main study results (outcomes) and initial
chapters to the 2018 IAG in Senegal
14-16 March 2018
International/NPM meeting in Senegal: data processing
steps and methodology for analyses
19-23 March 2018
Review of first drafts by country teams with preliminary and
incomplete results
14 May - 28 May 2018
International/NPM meeting in Guatemala: analysis and
interpretation of main study results, reporting and
dissemination
2-13 July 2018
Review of second drafts by country teams 30 July - 13 August 2018
Review of final drafts by country teams 10-24 September 2018
Drafting ends and production of reports for publication (e.g.
layout, etc.) begins
8 October 2018

National Reports – Timeline (2018 1/2)
Production of country specific dissemination materials
(PowerPoints, country notes, PISA-D in Focus, tweets,
videos, webpages, etc.)
15 October – 30
November 2018
Publication and dissemination of National Reports in each
country with final results from Strands A/B and FT results
from Strand C where applicable
1- 31 December 2018
Publication and dissemination of National Reports including
out-of-school results (Strand C) where applicable
1st September 2019

PISA In Focus Series
In collaboration with the countries, and building on the
communication and engagement strategy, PISA-D products:

PISA In Focus Series
PISA-D to make these contributions to the PISA in Focus series:
Title Date
PISA-D – What have we learned so far?
August
2016
PISA-D’s Assessment and Analytical Framework
August
2017
PISA-D – Capacity building achievements
August
2018
PISA-D – What are the results?
March
2019
PISA-D – Incorporating out-of-school 15-year-olds
in the assessment
August
2019

PISA-D In Focus Series
• Why? Wide dissemination of key findings and contributions
• What? A reader friendly document with a very specific focus,
easy to translate, easy to print, easy to load on the web, or
email, good tool for informing stakeholders (from the Minister to
participating students, schools and teachers)
• How? Prepared by the OECD Secretariat in consultation with
countries and contractors
• When? Starting in May 2016, monthly publication of the PISA-D
in focus series.

Examples of upcoming PISA-D in Focus
# Proposed title/theme
2nd Tuesday
of the
month
1 What is PISA for Development? May 2016
2
PISA for Development countries: Shared
characteristics, interests, priorities and needs
June 2016
3
What is common between PISA and PISA for
Development?
July 2016
4 What is new in PISA for Development?
August
2016
Basic questions/presentation of PISA-D

2nd Tuesday
of the
month
5
How does PISA for Development measure reading
literacy?
September
2016
6
How does PISA for Development measure
mathematics literacy?
November
2016
7
How does PISA for Development measure
scientific literacy?
December
2016
8
What basic components underlie foundational
skills assessed in PISA?
January
2017
Cognitive Assessment Framework

Background Assessment Framework
2nd Tuesday
of the
month
9
Why does PISA for Development use an
educational prosperity approach?
February
2017
10
How does PISA for Development measure socio-
economic status and poverty?
March
2017
11
Does PISA for Development measure other
dimensions of educational prosperity?
April 2017

Targeted Products
• Why? Different audiences need targeted products with specific
language, areas of interest and perspectives
• What? Series of documents for students, parents, teachers,
decision makers and educational authorities
• How? In cooperation with the engagement and communication
team of the OECD Secretariat and countries
• When? We need country’s involvement on this task, so we are
asking for volunteers who want to share their experience

Examples of Targeted Products
from Guatemala

•The IAG is invited to discuss the
proposed analysis and reporting plan
and provide guidance for its
finalisation and implementation
IAG Decision

PISA
for Development
PISA for Development
Analysis and reporting plan for
Educational Prosperity
J. Douglas Willms
University of New Brunswick
and
The Learning Bar

An analysis plan that builds on the key
findings of PISA
The first six cycles of PISA have contributed to our knowledge about
several aspects of schooling from a cross-national comparative
perspective.
1. We have a better understanding of why students with similar
levels of socioeconomic status achieve higher levels of
performance in some schools and school systems compared
with others.
2. PISA has helped to identify subject-matter values and attitudes
related to performance that may lead students to follow a
particular career path; and
3. PISA has stressed the importance of ‘global competencies,’ such
as student engagement, that are related to success in the

Analytic strategies used in PISA
The core analyses of PISA include three main types:
1. Summary descriptive statistics (e.g., mean score, SD, skewness,
percent below Level 2). Results are typically compared to the
OECD mean and show the variation among countries. In some
cases the analyses report trends over time.
2. Bi-variate cross-tabular graphs showing the relationships
between performance and a policy or process variable. These
analyses are usually followed with bar graphs that show
variation among countries on the policy or process variable.
3. Hierarchical analyses that depict socioeconomic gradients, the
variance within- and between schools, and multivariate
estimates of the effects of various classroom and school factors,
net of the effect of socioeconomic status.

1. Summary descriptive
statistics

Why we need a new approach for PISA for
Development
The quest for “what works’ pursued by the main PISA study has
attempted to understand the relationships between student inputs
(e.g., gender, ethnicity, SES), schooling processes (e.g., teaching
practices, classroom learning climate) and outcomes (e.g., reading
achievement). It has also tried to show how system-level factors, such
as tracking, parental choice, devolution of funding, are related to
student performance.
However, there are several challenges in using an input-process-output
approach for low- and middle-income countries. These include:
1. PISA results are the cumulative result of children’s environments
and experiences since birth. The potential achievement of many
students is determined before they begin school or during the
critical ‘learning-to-read’ period.
2. One cannot separate the role school mean SES from the effects of

Analytic and reporting goals for PISA for
Development
PISA for Development will include many of the same kinds of analyses;
however, the goals differ. The analytic and reporting goals for PISA for
Development are to:
1. Provide a profile of results describing Prosperity Outcomes and
the Foundations for Success. Align these results with explicit goals
at all levels of the school system, from the Minister and his or her
staff to front-line educators, students, and parents.
2. Describe how these results are relevant to policies that are
associated with the allocation of resources. This includes results
pertaining to equality and equity.
3. Set out an infrastructure for conducting experiments that will yield
evidence for the country on the effects of various policies and
interventions. Making progress in reaching the UN’s post-2015
goals will require confronting some of the long-standing structural

1. A country profile for Educational Prosperity
The aim of national
and local
educational policy
is to improve levels
of performance for
all students while
reducing the
prevalence of
vulnerability and
inequalities
associated with
socioeconomic

We require detailed descriptive analyses of the Prosperity Outcomes
and the Foundations for Success. Some of the analyses used to create
a country profile will include:
• Descriptive statistics including mean, standard deviation, skewness,
and percent vulnerable
• Graphs depicting the distribution of vulnerable students among
schools and Lorenz curves
• Outcome and resource maps
• Indices of inclusion
• Relative risk for marginalized sub-populations
• Socioeconomic gradients
• School profiles

Mean grade 4 reading scores
versus skewness of the
distribution. Source: Provo Brazil
Analyses that show the distribution of scores.
In most school systems, jurisdictions
with low mean scores tend to have
positively skewed distributions.
The mean score is not sensitive to
improvements in student
performance.

Vulnerable students and vulnerable schools
• We would also set out a definition of vulnerable
schools, such as those with at least 50% of its
students who are vulnerable.
• We also want to know how vulnerable students
are distributed among schools.
• The Lorenz curve is a graphical device that is
usually used to describe inequalities in income
or wealth. For PISA-D, we would plot the
cumulative percentage of vulnerable students
(Y-axis) against the cumulative proportion of
schools, ranked by the prevalence of vulnerable
students.
• This graph shows the number of students at
moderate and severe risk (yellow and red bars,
respectively) for all schools in a jurisdiction. For
this school year, the Lorenz curve analysis
indicated that “over one-half of the students at

Outcome and resources maps
• In most large cities, vulnerability
is concentrated in a certain
neighbourhoods. Outcome and
resource maps show the
distributions of outcomes and
resources among
neighbourhoods or between
urban and rural areas.
• In some jurisdictions, the
Foundations for Success are
unevenly distributed among
schools, usually with fewer
resources in low SES
neighbourhoods of large cities
and in rural schools.

Indices of segregation or inclusion
The OECD’s Education at a Glance
uses definitions of vertical and
horizontal inclusion set out by
Willms (2012):
“The first is a measure of vertical inclusion: the
proportion of variance in reading performance
within schools. School systems with relatively
less variation in performance between schools,
and relatively more variation within schools, are
vertically inclusive.”
“School systems that allocate students into
different types of schools based on their ability
tend to have low levels of vertical inclusion”.
Horizontal inclusion “is the proportion of
variance in socio-economic background within
schools. It indicates how evenly students from
different backgrounds are distributed across
schools.”

Equality and equity
Willms (2011) argued in a contribution for the OECD’s 2011 Education at a Glance (OECD,
2011), that equality and equity should be defined as separate concepts and measured with a
consistent approach, with equality referring to differences among sub-populations in the
distribution of their educational outcomes and equity referring to differences among sub-
populations in their access to the resources and schooling processes that affect schooling
outcomes.
This distinction can be characterized with a path model, as shown below modified from
Willms, Tramonte, Duarte, and Bos, 2012).

Relative Risk as measures of equality and
equity
An indicator of equality that can
be easily calculated with standard
software is ‘relative risk’, which is
simply the ratio of the prevalence
of vulnerability (e.g., PISA scores
at or below Level 2) in the ‘at-risk’
sub-population (e.g., students
living in poverty) to the
prevalence in the sub-population
not at risk (e.g., students not
living in poverty).
The table shows for a Canadian
jurisdiction the relative risk for
four sub-populations having low
scores on a set of prosperity
outcomes. The results suggest,
for example, that elementary-
level FNMI (First Nations, Metis
and Inuit) students have

SES gradients as indicators of equality and
equity
A socioeconomic gradient, or
‘learning bar,’ simply describes the
relationship relationship between a
prosperity outcome and
socioeconomic status for individuals
in a specific jurisdiction, such as a
school, a community, a province or
state, or a country (Willms, 2003a;
2006). Gradients are useful as they
show the level of performance, the
relationship with SES, and the full
distribution of the prosperity
outcome or foundation factor.
This graph shows for Argentina the
relationship between reading scores
and SES for 2000, 2003, and 2009.
For PISA-D we would show gradients
for each Prosperity Outcome and

School profiles as indicators of equality and
equity
School profiles are another useful tool
for the analysis of Educational
Prosperity data.
This figure 7 depicts average levels of
school reading performance for
Argentina plotted against the average
levels of socioeconomic status.
Each symbol represents one of the
schools that participated in PISA. The
shape and colour of the symbols
denote whether they are rural schools
(red circles), urban public schools
(green circles), or private schools (blue
circles). The relative size of the symbols
corresponds to the square root of the
school’s total enrollment.
In this case the school profile shows
that there is considerable overlap

2. Informing policies concerning allocation of
resources
The policy framework for Educational Prosperity is a simple
one; it groups various policies into two categories. One
category pertains to resource allocation. It would include, for
example, policies concerning class size, teacher salaries,
material resources for schools, special needs funding, funding
for pre-service and in-service education.
Policies that aim to increase students’ access to school
typically require an increase or reallocation of funding, and so
it is also included in this category. The allocation of resources,
when there are many competing priorities, is perhaps the
most challenging and discerning tasks or educational policy-
makers.
The goal of PISA for Development, following the Educational
Prosperity model, is to use data to inform how best to allocate
resources to achieve the three aims above, namely improve
levels of performance, reduce inequalities, and reduce the
prevalence of vulnerability.

Capability Maturity Models
A new feature of PISA for Development will be the development of ‘maturity levels’ for the
four foundations for success. For each relevant measure, we will determine three or four cut-
points such that there are four or five levels of maturity for each foundation. The cut-points
will be determined through the use of IRT techniques and regression analyses, and through
consultation with member countries regarding what makes sense in their context.
For example, we might have five levels of maturity for material resources, five levels for
quality instruction, etc. The summary report for a country could indicate, for example, that it
had 25% of its schools with Level 1 resources, 30% with Level 2 resources, 30% at Level 3, 10%
at Level 4, and 5% at Level 5.
Similarly, one could have five levels of quality instruction, inclusive contexts, and learning
time. This approach can be used to make policy statements that are transparent and
actionable. For example, the data might indicate that about 25% of the schools in a country
had Level 1 resources, and this is how much it would cost to bring each school at Level 1 to
Level 2.

The next step will be to develop capability maturity models for each foundation. Capability
maturity models were developed for the IT industry to assess the capability of software
contractors to implement software projects. Now they are widely used in businesses to assess
the maturity of their business processes; for example, there are financial maturity models and
models to assess the maturity of various workflow processes.
Their goal is to provide a sequential step-by-step roadmap for building a solid foundation for
the company. Generally, the models begin by identifying what step or stage a company is at,
describe the challenges faced in moving to the next step, and provide guidance on the
processes that need to be in place to move to the next step.
Developing a capability maturity model for material resources will be relatively straightforward
compared with maturity models for quality instruction or inclusive environments. However, if
the data indicated that a school was operating at Level 2 in ‘quality instruction’, and the
principals and school staff had a guide for discerning which processes to focus on to bring it to
Level 2, they would be better able to collectively focus their energy and resources. We believe
that this would be a much more productive approach to improving schools than reporting

3. An infrastructure for research
The second category of policies are those that entail changes
in the structural features of the way schools are managed and
instruction is delivered.
For example, the national or local policy regarding grade
repetition is of paramount concern in many low- and middle-
income countries. Another key policy for many countries
concerns the language of instruction during the primary
grades.
Developing a new policy for either or these two structural
features of the system entails a major shift in school
management and the delivery of instruction. Other structural
features that are often the subject of debate include: selective
schooling, instructional time, use of technology, and the
parental choice of schools. Changes in the state curriculum are
also included in this category.
Findings from PISA and a large body of research has provided
evidence regarding the effects of factors such as grade
repetition. PISA-D does not try to replicate these findings by

PISA for Development
Conclusions Day Two

Conclusions Day Two: Capacity building
• The IAG noted the actions taken in support of capacity building, appreciated the
presentations by the participating countries in this regard and noted the high
value of this component of the PISA-D project
• Participating countries highlighted their interest in building capacity for
analysing and reporting on results, suggested possible additional training on
quality control and framework development, and indicated a need for funding
for peer-to-peer learning activities
• IDB confirmed support for capacity building workshops in the Latin America
region, which will be conducted in Spanish and cover item development, item
response theory, communications, and secondary analysis. IDB also confirmed
its support for peer-to-peer learning in Latin America.

Conclusions Day Two: Capacity building
• IAG noted the progress with establishing peer-to-peer learning
partnerships and appreciated the commitment to the project by
the peer countries from main PISA
• IAG noted the need to consider the software used for processing
and analysing PISA-D data and to avoid the use of Proprietary
Software wherever possible to avoid constraining countries’
options for analysis of assessment data
• IAG discussed how the OECD and the contractors are tracking the
achievement of capacity building objectives and managing the
risks associated with insufficient capacity for implementing PISA.
IAG requested the OECD to continue to monitor this risk.

Conclusions Day Two:
Engagement & communication
• IAG appreciated Kosovo’s presentation on its experience with
engaging stakeholders and preparing these for PISA national
reports and the dissemination of PISA results
• IAG also appreciated GIZ’s presentation of its capacity
development work with Kosovo and noted the importance from
this experience of targeting key stakeholders, such as school
principals, teachers and education journalists, for both
communication and capacity building
• IAG approved the revised version of the PISA-D engagement and
communication strategy, noting the actions taken to strengthen
the linkages between the project’s strategy and the strategies of
the countries

Conclusions Day Two:
Engagement & communication
• IAG commended participating countries on their progress with
stakeholder engagement and communication activities since
project launches in the countries
• IAG commented that the engagement and communication
strategies were focused on PISA and should be balanced with a
broader concern for education quality issues and PISA’s role in
addressing these
• IAG suggested that the engagement and communication strategies
and products of the countries should be targeted at the right level
and at the right people in policy making positions to stimulate the
kind of policy dialogue envisaged

Conclusions Day Two: Analysis & reporting
• The IAG welcomed the presentations by OECD and The Learning Bar of the draft analysis
and reporting plan, including the structure and content for the country reports and the
proposed reporting products
• The IAG reviewed and discussed the analysis and reporting plan and encouraged the
development of further ideas for the series of PISA-D in-Focus publications
• Other comments on the plan included: sharpening the presentation of the educational
prosperity model to make it clearer how this serves as an effective analytical framework
for PISA-D; providing a stronger evidence base for the educational prosperity model;
including an honest and realistic appraisal of the limitations of the PISA-D data set;
setting out more clearly what the reports will be able to say about quality instruction and
the benchmarks that will be used to assess this.
• The Secretariat outlined the timeline for finalising the analysis and reporting plan,
including the deadline for receipt of written comments from the IAG (30th April 2016),
the presentation of a second draft to the PISA-D TAG on 6 June; the finalisation of a third
draft in Autumn 2016; and a final draft for the May 2017 IAG meeting, in light of field
trial data analysis.

Presentations from the 3rd PISA for Development International Advisory Group Meeting held in Asuncion Paraguay from 30 March to 1 April 2016 - Day 2

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Presentations from the 3rd PISA for Development International Advisory Group Meeting held in Asuncion Paraguay from 30 March to 1 April 2016 - Day 2