What the PISA results really say:
A nuanced look at the challenges in Flemish education

The recent PISA results show that Flemish 15-year-olds are declining again in mathematics, reading and science. Of course, this is not a positive development, and it rightly raises questions about the quality of our education. While we could use these results to promote our services, it is too simplistic to claim that tutoring is the comprehensive solution. In my opinion, the growing demand for tutoring is rather a sign of a bigger problem. The reality is more complex and requires in-depth analysis.

What is PISA?
‍To make sure we're all on the same wavelength, here's an introduction to PISA. PISA (Programme for International Student Assessment) is an international study by the OECD (Organization for Economic Cooperation and Development) that tests 15-year-olds for their Dutch, mathematical and scientific literacy. The 2-hour test has been held every three years since 2000. However, the 2021 edition was postponed to 2022 due to the coronavirus pandemic.

‍What were the Flemish test results in 2022?
We see a decline in all three areas, with the largest decline in mathematics. Compared to 2018, the Flemish score in mathematics fell by 17 points, while the OECD average fell by 15 points. In the long term, the decline in Flanders is even more alarming: 52 points since 2003, compared to an average decline of 22 points in the OECD countries.

When it comes to reading and science, Flanders is now in the international middle class. However, here too, there is a decline compared to 2018 and 2009 respectively. It is important to emphasize that the decline in Flanders is greater than the average decline in the OECD countries.

How should we interpret these results?
‍PISA results are complex and are influenced by various factors, both inside and outside education. Almost all countries show a decline in absolute numbers, partly due to the impact of the COVID-19 pandemic and findings about shortened attention spans.

However, the greater decline of Flanders compared to other countries is worrying. This suggests specific factors that have a greater impact. For example, the years of teacher shortage in Flanders probably plays a role. In addition, the Flemish government has carried out reforms in education in recent years, but these need time to show an effect. The decline in PISA results may therefore be partly due to the transitional period of these reforms.

‍Conclusion: Don't panic, just reflection and action
‍The PISA results are no reason to panic. The declining trend is global, but the relative decline of Flanders is a signal that we should take seriously. In order to improve educational quality, additional measures are needed. Disclaimer: Here is our opinion from our experience:

1. Continuous student monitoring: The use of monitoring tools can be invaluable in regularly monitoring students' learning performance and making timely adjustments where necessary.
2. Strengthening teacher training and making the teacher position more attractive: Investing in the quality of teacher training is essential to attract and retain highly qualified and motivated teachers. An attractive teacher position with improved employment conditions, emphasis on professionalization and career development will have a positive impact on educational quality.

And don't forget: Our Flemish teenagers are smart minds. With the right guidance and opportunities, they will certainly go a long way!