or the first time in two decades, there are significant declines in reading, math, and science scores across Europe—a downward trend that pre–dates Covid. Even more troubling, there is a widening of socioeconomic achievement gaps within and between countries. The Program for International Student Assessment (PISA) validates these concerning trends. Conducted by the Organization for Economic Co-operation and Development (OECD) every 3 years, PISA measures 15-year-old students’ capabilities in Math, Reading and Science, as well as skills needed to thrive in society. The recent results, published in December 2023, reveal underperformance and inequity across Europe. This reality demands targeted, collaborative action to build more equitable education systems centered on collective leadership and responsive instruction.
Although Europe boasts globally renowned education systems, stubborn inequities exist across the region. In Italy, students from the most privileged 25% of socioeconomic backgrounds, on average, scored 85 points higher than students from the bottom 25% in PISA’s math results. Estonia, celebrated as the best education system in Europe, sees similar disparities with 81–point average gap, with advantaged students outperforming their disadvantaged peers. Additionally, countries such as Austria and Lithuania saw persistent inequities even as overall performance remained the same. Across the board, minority group students, including immigrants and those from lower socioeconomic backgrounds, continued to face barriers to achievement.
These long–standing gaps demand urgent attention. Support measures giving all students a fair chance to succeed regardless of their background can make a difference, as evidenced by the fact that, despite the hurdles, one in ten disadvantaged students outperform national averages across The Organisation for Economic Co-operation and Development (OECD).
Importantly, the PISA data is a wake–up call that education systems across Europe still struggle to achieve a responsive, equitable education tailored to prepare today’s diverse learners with leadership skills, well–being, and mastery needed to thrive. Therefore, policymakers, government, school leadership, and teachers across the region must mobilize around solutions that create more equitable and purpose–oriented systems.
The PISA results demonstrate that with the right interventions, countries can improve outcomes for disadvantaged student groups without hindering overall achievement. Therefore, we must direct our energy and resources to the schools, educators, and students with the greatest needs; give more autonomy and trust to school leaders; and increase collaboration with families and community groups. Crucially, progress relies on rethinking assessment systems and cultivating quality teaching and leadership where it matters most.
Across Europe, challenges differ but share underlying roots. Schools in disadvantaged communities need diverse teaching teams equipped to advance equity. Teachers need training in inclusive, personalized pedagogies effective for disadvantaged and immigrant students struggling with access. School leaders need greater decision–making support and public trust to respond creatively to local realities.
For example, the Teach For All global network and their partners remain committed to building the leadership capacity needed to address inequities within our education systems. But redoubling these efforts requires policymakers, educators, families, and communities working in concert across the region and embracing the values of collective leadership.
Indeed, leaders everywhere must confront the difficult choices and make the right investments and policies that will shape our education systems and the future for our children. By acting collectively to confront barriers, we can build systems where all children, including immigrant youth and students from low–income households, obtain the leadership skills and belief in their potential to create a better future for themselves.
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How can Europe build more resilient education systems?
Image by Gerd Altmann from Pixabay
January 27, 2024
Across Europe, student achievement in reading, math, and science are declining—in part due to stubborn inequities existing across the region. These trends illustrate the need for targeted, collaborative action to fix our education systems, write experts from Teach For All's global network.
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or the first time in two decades, there are significant declines in reading, math, and science scores across Europe—a downward trend that pre–dates Covid. Even more troubling, there is a widening of socioeconomic achievement gaps within and between countries. The Program for International Student Assessment (PISA) validates these concerning trends. Conducted by the Organization for Economic Co-operation and Development (OECD) every 3 years, PISA measures 15-year-old students’ capabilities in Math, Reading and Science, as well as skills needed to thrive in society. The recent results, published in December 2023, reveal underperformance and inequity across Europe. This reality demands targeted, collaborative action to build more equitable education systems centered on collective leadership and responsive instruction.
Although Europe boasts globally renowned education systems, stubborn inequities exist across the region. In Italy, students from the most privileged 25% of socioeconomic backgrounds, on average, scored 85 points higher than students from the bottom 25% in PISA’s math results. Estonia, celebrated as the best education system in Europe, sees similar disparities with 81–point average gap, with advantaged students outperforming their disadvantaged peers. Additionally, countries such as Austria and Lithuania saw persistent inequities even as overall performance remained the same. Across the board, minority group students, including immigrants and those from lower socioeconomic backgrounds, continued to face barriers to achievement.
These long–standing gaps demand urgent attention. Support measures giving all students a fair chance to succeed regardless of their background can make a difference, as evidenced by the fact that, despite the hurdles, one in ten disadvantaged students outperform national averages across The Organisation for Economic Co-operation and Development (OECD).
Importantly, the PISA data is a wake–up call that education systems across Europe still struggle to achieve a responsive, equitable education tailored to prepare today’s diverse learners with leadership skills, well–being, and mastery needed to thrive. Therefore, policymakers, government, school leadership, and teachers across the region must mobilize around solutions that create more equitable and purpose–oriented systems.
The PISA results demonstrate that with the right interventions, countries can improve outcomes for disadvantaged student groups without hindering overall achievement. Therefore, we must direct our energy and resources to the schools, educators, and students with the greatest needs; give more autonomy and trust to school leaders; and increase collaboration with families and community groups. Crucially, progress relies on rethinking assessment systems and cultivating quality teaching and leadership where it matters most.
Across Europe, challenges differ but share underlying roots. Schools in disadvantaged communities need diverse teaching teams equipped to advance equity. Teachers need training in inclusive, personalized pedagogies effective for disadvantaged and immigrant students struggling with access. School leaders need greater decision–making support and public trust to respond creatively to local realities.
For example, the Teach For All global network and their partners remain committed to building the leadership capacity needed to address inequities within our education systems. But redoubling these efforts requires policymakers, educators, families, and communities working in concert across the region and embracing the values of collective leadership.
Indeed, leaders everywhere must confront the difficult choices and make the right investments and policies that will shape our education systems and the future for our children. By acting collectively to confront barriers, we can build systems where all children, including immigrant youth and students from low–income households, obtain the leadership skills and belief in their potential to create a better future for themselves.
