学习迫不及待 ： PISA 2022 对拉丁美洲和加勒比地区的启示

Lessons forLatin Americaand the Caribbeanfrom PISA 2022 Edited byMarilyn AchironDesigned byDiego Vapore Copyright © 2024 Inter-American Development Bank (“IDB”) and The World Bank. This work is subject to a Creative Commons license CC BY3.0 IGO (https://creativecommons.org/licenses/by/3.0/igo/legalcode). The terms and conditions indicated in the URL link must be met andthe respective recognition must be granted to the IDB and The World Bank. Further to section 8 of the above license, any mediation relating to disputes arising under such license shall be conducted in accordance withthe WIPO Mediation Rules. Any dispute related to the use of the works of the IDB and the World Bank that cannot be settled amicably shallbe submitted to arbitration pursuant to the United Nations Commission on International Trade Law (UNCITRAL) rules. The use of the IDB’sand the World Bank’s name for any purpose other than for attribution, and the use of IDB’s and the World Bank’s logo shall be subject to aseparate written license agreement between the IDB, the World Bank and the user is not authorized to use such names and logos as part ofthis license. Note that the URL link includes terms and conditions that are an integral part of this license. The opinions expressed in this work are those of the authors and do not necessarily reflect the views of the World Bank, the IDB, their Boardsof Executive Directors, or the countries or governments they represent. Any queries on rights and licenses, including subsidiary rights, should be addressed to the Felipe Herrera Library, TheInter-American Development Bank, 1300 New York Ave. NW, Washington D.C. 20577; email BID-Library@iadb.org. Learningcan’t wait Lessons forLatin Americaand the Caribbeanfrom PISA 2022 Joint Report by theInter-American Development BankandThe World Bank Prepared by: Elena Arias Ortiz (IDB)Maria Soledad Bos (IDB)Juliana Chen Peraza (WB)Cecilia Giambruno (IDB)Victoria Levin (WB)Victoria Oubiña (IDB)Jasmine Anne Pineda (WB)Pablo Zoido (IDB) Preface Education is key to developing human capital, and when students’ access to education is hindered, sotoo is their progress in acquiring essential skills. Before the COVID-19 pandemic we knew that educationsystems in the Latin America and Caribbean region (LAC) were characterized by low performance and highinequalities. The 2022 round of the OECD Programme for International Student Assessment, or PISA, is thefirst international learning assessment after the pandemic, which demonstrates the scale of the learning crisisafter the unprecedented disruption of COVID-19 and offers us a glimpse into how students were learningwhile schools were closed. Assessing student performance over time and on a global scale can improve education policies and practices.Governments in LAC are strengthening their ability to produce and analyze data and make decisions basedon evidence. LAC’s record participation in PISA 2022 offers a striking example of how a culture of evaluation isgradually taking root in the region. As more countries and students are evaluated by PISA, the region’s debateon policy design will be better informed and more relevant. PISA’s greatest contribution is its focus on results,the learning outcomes of students, but also its insights into the performance differences between and withincountries. This report examines PISA outcomes and education trajectories in the LAC region in a global perspective.By observing and interpreting the performance of LAC countries in the most recent PISA round, includingexamining differences in results related to student, school and system characteristics, and by analyzing thelong-term trends that have shaped the education landscape over the years, this report offers a nuancedperspective on the region’s academic achievements and challenges. In doing so, it provides stakeholders,policymakers, and educators in the LAC region with actionable information to ensure the continued growthand development of students in the region. In exploring the short-term trends, this report also seeks to understand the potential impact of the COVID-19pandemic on education outcomes. The pandemic disrupted traditional learning environments and challenged theresilience of education systems around the world. By examining performance trends between 2018 and 2022, thisreport aims to understand how the COVID-19 crisis could have contributed to the observed performance trends,and which countries and students appeared to be most affected by the disruption. Comparing the experiencesamong LAC countries and with others outside the region can help identify what the region got wrong or right,which systems were more resilient and why, and perhaps also offer lessons for other regions. These types ofanalyses can contribute valuable insights that can be used to inform targeted interventions and policy design oradjustments that support recovery, accelerate learning, and prepare education systems for the future. Whilethe C