The results of the international PISA (Programme for International Student Assessment) study on school education turned out to be quite mixed for Kazakhstan. However, Ilyas Mynzhasarov, a blogger and teacher, is quick to dispel any illusions about positive shifts.
In his words:
«In my environment, many teachers were eagerly awaiting the PISA results. For those unfamiliar, PISA is an international test that evaluates the functional literacy of students in different countries worldwide. The test involves students aged 15 and is conducted every three years.
The organizers are highly reputable educational structures globally, making PISA results a crucial indicator of the education system’s quality. This year, Kazakhstan ranked 46th out of 81, an improvement from the previous 69th out of 79. As a result, our results are comparable to those of Greece, Romania, Mongolia, Panama, and Malaysia.
Perhaps many officials in the education sector will start talking about some progress, claiming that we were previously at 69th place and are now at 46th.
I would like to share feelings and thoughts from my personal experience and explain what it practically means to enter the ‘TOP-50’ and what this ‘progress’ is.
Currently, I teach mathematics and physics to students in grades 7-9. I work with various students, both in humanities and those with these subjects as their specialties. What unites these students is complete access to all textbooks, achievements of scientific and technological progress, and an average family income (sometimes above average). All students are from the city of Almaty, where indicators are much better than in other regions.
What challenges do I often encounter even in the most favorable environment for children?
Firstly, a weak foundation in mathematics from grades 5-7. There are children who cannot perform basic operations with fractions and struggle with reducing fractions to the lowest common denominator. In the 8th grade, there are students who face problems with decimal fractions. Working with large and small numbers is generally challenging. For those who do not understand, this is the minimum basic program for grades 5-8.
Secondly, significant problems with reading literacy. I am not referring to fiction but specifically the ability to understand text-based problems in mathematics and physics. When given a problem statement like ‘The volume of liquid is 60 liters, density is 800 kg/m^3. Find the mass of the liquid,’ children can solve it easily. However, if the condition is presented in the style of ‘How much oil will fit in a reservoir with a capacity of 60 liters,’ most children exhibit blank stares and panic, despite the fact that the condition and question of the problem are the same.
Thirdly, the inability to apply their knowledge. When given a mathematics problem, they can solve it. However, when it comes to applying the same knowledge to solve physics problems, they face a roadblock again.
I must emphasize that for most children with significant gaps in the program, they receive grades 4-5 for quarterly and annual assessments in these topics.
Note that I am talking about Almaty, where indicators are the best in the country. I am afraid to imagine the level in other regions and what criteria are used to assign grades of 4 and 5 there.
This is the reality of entering the top 50. And don’t forget that this place in the ranking is marked as ‘below average by the OECD.’ In other words, we have stayed within the same qualitative level. Considering the funds allocated to improve our ranking, the questions become even more pressing.»
