PISA 2018 RESULTS: A

COMPARATIVE ANALYSIS OF
TAIWAN, POLAND, AND THE
PHILIPPINES
INTRODUCTION
The Programme for International Student
Assessment (PISA) is a global survey conducted by
the Organisation for Economic Co-operation and
Development (OECD) that evaluates the skills and
knowledge of 15-year-old students in reading,
mathematics, and science. In 2018, PISA assessed
students from 79 countries and economies. This
report aims to provide a comprehensive analysis
of the PISA 2018 results, with a focus on the
educational practices and policies of Taiwan and
Poland, as well as an examination of the
challenges faced by the Philippines, which ranked
at the bottom of the participating countries.
 PISA 2018 RESULTS OVERVIEW
1. Overall Improvement: Student performance in reading,
mathematics, and science has improved since the previous assessment
in 2015.
2. Gender Equality: The gender gap in education is narrowing, with
girls performing as well as or better than boys in most countries.
3. Socioeconomic Disparities: Socioeconomic disparities in student
performance persist, with students from disadvantaged backgrounds still
lagging behind their peers.
4. Digital Literacy: PISA 2018 introduced the assessment of digital
literacy skills, reflecting the increasing importance of technology in
education.
 TAIWAN’S Teachers Quality Curriculum
EDUCATIONAL Taiwan places a strong The Taiwanese curriculum is

PRACTICES ANDTeachers are highly trained,

emphasis on teacher quality. comprehensive and focuses on
critical thinking, problem-

POLICIES
well-paid, and respected in solving, and creativity, rather
society. than rote memorization.

Taiwan is renowned
for its high- Equitable Funding Parental Involvement
performing
education system Resources are distributed Parents are actively involved
and consistent equitably across schools to in their children's education
strong performance ensure that all students and play a significant role in
in PISA. Several key have access to a high- fostering a supportive
practices and quality education. learning environment.
policies contribute to
its success:

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 Teacher Professional
Curriculum Reform
Development
POLAND’S
Poland has undergone Poland invests in continuous
EDUCATIONAL
curriculum reforms that teacher professional
PRACTICES emphasize a modern, development to ensure
AND POLICES student-centered educators are well-prepared
approach, focusing on and equipped with up-to-date
critical thinking and
teaching methods.
Poland has made practical skills.
significant
improvements in
Inclusive Education Assessment Practices
its education
system over the Efforts have been made to Poland employs a balanced
years, with notable promote inclusive assessment system that
achievements in education and support combines standardized
PISA. Key students with diverse testing with classroom-based
practices and learning needs. assessment to provide a
holistic view of student
policies include:
performance.

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CHALLENGES 1. Underinvestment: 2. Teacher Quality:
IN THE Limited funding and
resources hamper the
Many Filipino teachers
PHILIPPINE quality of education, lack proper training and
qualifications, affecting
EDUCATION resulting in overcrowded
classrooms and inadequate the quality of instruction.
SYSTEM learning materials

3.Curriculum and Pedagogy 4.A Socioeconomic

significant gap exists Disparities:
in educational
Curriculum and Pedagogy: The
Expandbetween
outcomes accessurban
to quality
and rural
The Philippines curriculum often focuses on early childhood
areas, as education
well as among different
ranked at the memorization rather than critical socioeconomic
programs groups
to ensure that
bottom of the thinking, and pedagogical practices children are better prepared
need improvement. for primary school.
PISA 2018
results, 5.Limited Access to 6. Language Barrier:
indicating Early Childhood Education:
The use of multiple languages
several 5. Many Filipino children lack access
of instruction creates
challenges in the to quality early childhood
challenges for students'
education programs, affecting
education language acquisition and
their preparedness for primary
system: school.
comprehension.
 Recommendations for the Philippines
To address the challenges identified in the Philippine education system
and improve PISA results, several recommendations are proposed:

1. Increased Investment: Allocate more resources to education to improve

infrastructure, provide adequate teaching materials, and increase teacher
salaries.
2. Teacher Training and Professional Development: Enhance teacher
training programs and provide ongoing professional development to
improve instructional quality.
3. Curriculum Reform: Revise the curriculum to emphasize critical thinking,
problem-solving, and 21st-century skills.
4. Early Childhood Education: Expand access to quality early childhood
education programs to ensure that children are better prepared for
primary school.
5. Socioeconomic Equity: Implement policies to reduce educational
disparities between urban and rural areas and among different
socioeconomic groups.
6. Language of Instruction: Consider standardized language policies that
facilitate language acquisition and comprehension for students.
 CONCLUSION

The PISA 2018 results provide valuable insights into the strengths
and weaknesses of education systems worldwide. While Taiwan and
Poland showcase successful practices and policies, the Philippines
faces significant challenges that require concerted efforts to address.
By investing in education, prioritizing teacher quality, and
implementing curriculum reforms, the Philippines can work toward
improving its educational outcomes and providing a brighter future
for its students