Hungary Skilling Up the Next Generation : An Analysis of Hungary’s Performance in the Program for International Student Assessment

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作者：

World Bank Group

来源地址：

http://hdl.handle.net/10986/23352

关键词：

SKILLS;  LIVING STANDARDS;  EMPLOYMENT;  SCHOOL SYSTEM;  PUPILS AGES;  SCIENCE LABORATORY EQUIPMENT;  ECONOMIC GROWTH;  TEACHERS;  SCHOOL POLICY;  STUDENT ENGAGEMENT;  NUMBER OF SCHOOLS;  SCHOOLING;  NUMERACY;  DISABLED CHILDREN;  ELEMENTS;  GROUPS;  ACHIEVEMENT LEVEL;  MATH SCORES;  LABOR FORCE;  GENERAL SECONDARY SCHOOLS;  COMPUTER SKILLS;  PAPERS;  SCHOOL LEAVERS;  TECHNICAL SKILLS;  COLLEGES;  DISCIPLINES;  VOCATIONAL SECONDARY SCHOOLS;  EMPLOYMENT OUTCOMES;  LITERACY;  VISUAL RESOURCES;  TEXTBOOKS;  KNOWLEDGE;  READING SKILLS;  QUALITY OF EDUCATION;  TRAINING;  LABORATORY EQUIPMENT;  SECONDARY SCHOOLS;  CURRICULUM CONTENT;  VOCATIONAL SECONDARY;  SCIENCE SCORES;  SECONDARY SCHOOL;  OLDER WORKERS;  FORMAL COURSES;  COMPETENCIES;  STUDENT ACHIEVEMENT;  VOCATIONAL EDUCATION;  SCHOOL AUTONOMY;  LEARNING;  EDUCATION SYSTEM;  BASIC COMPETENCIES;  RESEARCH;  SCIENCE STUDY;  SCHOOL STUDENTS;  TEACHING;  DISADVANTAGED CHILDREN;  SCHOOL LEVELS;  TEST SCORES;  LIBRARY;  SCHOOL LEVEL;  PROBLEM SOLVING;  KINDERGARTEN;  OLD STUDENTS;  READING;  SUBJECTS;  HUMAN CAPITAL;  SCHOOL YEAR;  STUDENT ASSESSMENT;  KINDERGARTENS;  RURAL SCHOOLS;  ACADEMIC PERFORMANCE;  WORKERS;  SECONDARY SCHOOL SYSTEMS;  SCIENCE;  PUBLIC EXPENDITURE;  STUDENT;  SCHOOLS;  STUDENT MOBILITY;  ENTRANCE AGE;  DOCTORAL DEGREE;  LEARNING OUTCOMES;  LIFELONG LEARNING;  URBAN SCHOOLS;  SCHOOL TYPES;  STUDENT PERFORMANCE;  SKILLED WORKFORCE;  LABOUR MARKET;  SCHOOL REFORM;  ACHIEVEMENT;  PEER REVIEW;  PUBLIC EXPENDITURES;  EXPENDITURES;  LITERATURE;  CAMPAIGNS;  EARLY CHILDHOOD;  YOUTH;  STUDENT SCORES;  LOWER SECONDARY;  DISADVANTAGED STUDENTS;  STUDENT ASSESSMENTS;  SCHOOL SYSTEMS;  ADOLESCENTS;  CURRICULUM;  QUALITY OF LIFE;  TEACHER;  INTERNATIONAL STUDENT ASSESSMENT;  UPPER SECONDARY;  BASIC LITERACY;  COGNITIVE SKILLS;  CHILDREN;  STUDENT BODY;  EDUCATION;  SCHOOL PERFORMANCE;  INVESTMENT;  RURAL AREAS;  BASIC SKILLS;  BASIC SCHOOLS;  CHILDREN IN PRESCHOOL;  PROFESSIONAL DEVELOPMENT;  LOWER SECONDARY SCHOOLS;  GIRLS;  PERFORMANCE OF STUDENTS;  STUDENTS;  RURAL STUDENTS;  EXPENDITURES PER STUDENT;  TYPES OF SCHOOLS;  FEES;  CLASSROOM;  GRAMMAR SCHOOLS;  SCHOOL;  SCHOOL ENVIRONMENT;  SOCIAL MOBILITY;  PROBLEM-SOLVING SKILLS;  Report; 

年份：

2015

出版地：

Washington,USA

语种：

English

摘要：

Facing the prospects of rapid aging and demographic decline over the coming decades, Hungary needs a highly skilled workforce to help generate the productivity growth that it needs to continue fueling a convergence of its living standards with those of its West European neighbors. Skilling up Hungary’s workforce should start by equipping youth with the right cognitive and social-emotional foundation skills. International research has identified three dimensions of skills that matter for good employment outcomes and economic growth: cognitive skills, such as literacy, numeracy, creative and critical thinking, and problem-solving; social-emotional skills and behavioral traits, such as conscientiousness, grit, and openness to experience; and job- or occupation-specific technical skills, such as the ability to work as an engineer. Hungary can do significantly better in preparing its next generation with the right cognitive foundation skills. This report focuses on cognitive skills and examines results for Hungary from the program for international student assessment (PISA), which assesses the mathematics, reading, and science competencies of 15-year-olds. This report lays out a policy agenda consisting of two parallel elements: first, improving socioeconomic conditions for children and youth in general and in school through policies targeted to the poor and disadvantaged such as welfare and employment policies for parents and education support for children. Second, promoting equity and reducing socioeconomic segregation in basic education through inclusive education policies.