Abstract
How useful are the experiences of the HPES? There are differing perspectives of how the use of PISA results can inform policy and in turn, be translated into practice. While there are many who advocate the importance of learning from HPES, there are contesting voices to caution against negative implications that may arise, citing examples of how policymakers or educators may misinterpret finding and implement policies that may backfire or be counterproductive if they are unable to anticipate and prepare for change. The relationship between Education and Economics; and between Quality and Equity in Education emerge as two major themes resulting from a close meta-analysis of the data provided by OECD. The meta-analysis reveals a startling finding hitherto unknown, i.e. The quality does, in fact, lead to equity and this points the way forward for policymakers that in the quest for equity, building quality is the first step that one can and should take.
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The authors will like to thank Ms Jocelyn Shi Yah Tan for her assistance in the drafting process, and for gathering data for this chapter.
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Lee, W.O., Low, E.L., Lee, S.K. (2014). How Useful Are the Experiences of the High Performing Education Systems?. In: Lee, S., Lee, W., Low, E. (eds) Educational Policy Innovations. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-4560-08-5_2
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