'Better policies for better lives'?: constructive critique of the OECD's (mis)measure of student well-being

Facing increasing critique that PISA focuses too narrowly on cognitive achievement and human/knowledge capital, the OECD has recently shifted some of its focus to student happiness. The 2017 Students' Well-Being report distinguishes between 'happy schools' and 'unhappy schools�...

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Vydáno v:Journal of education policy Ročník 35; číslo 2; s. 258 - 282
Hlavní autoři: Rappleye, Jeremy, Komatsu, Hikaru, Uchida, Yukiko, Krys, Kuba, Markus, Hazel
Médium: Journal Article
Jazyk:angličtina
Vydáno: London Routledge 03.03.2020
Taylor & Francis Ltd
Témata:
Academic Achievement
Achievement Tests
Alternative approaches
Alternative Assessment
Bias
East Asia
Education policy
Foreign Countries
Happiness
interdependent happiness
International Assessment
International Organizations
Life Satisfaction
Measures (Individuals)
PISA
Satisfaction
Secondary School Students
self
Student Evaluation
Students
Subjective well-being
Teaching
Well Being
South Korea
Hong Kong
Japan
China
Taiwan
ISSN:0268-0939, 1464-5106
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Popis
Shrnutí:Facing increasing critique that PISA focuses too narrowly on cognitive achievement and human/knowledge capital, the OECD has recently shifted some of its focus to student happiness. The 2017 Students' Well-Being report distinguishes between 'happy schools' and 'unhappy schools', showing that among students who combined high performance and life satisfaction, northern European countries topped the charts. Meanwhile, students in East Asian countries including Japan, China, Taiwan, Hong Kong, and Korea registered the lowest 'life satisfaction' scores among all participating countries. This piece points out some of the problems inherent in the OECD's recent turn to happiness, problematizing the OECD yardstick of life satisfaction. Attempting to keep the critique constructive, we suggest that the OECD may want to consider using alternative metrics, then briefly highlight one developed in East Asia from different first assumptions: the Interdependent Happiness Scale. In conclusion we flag, but cannot answer, some related educational questions concerning policy, pedagogy, and priorities for the future.
Bibliografie:ObjectType-Article-1
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ISSN:0268-0939
1464-5106
DOI:10.1080/02680939.2019.1576923