Applications for Raising Academic Performance in Terms of Equal Opportunities in Education in Countries with High Achievement in PISA

Oct 15, 2026

This paper analyzes applications that raise students’ and schools’ academic performance through equal opportunities in education in high-achieving PISA countries—specifically Canada, Finland, and Singapore (PISA 2018). A qualitative design using document analysis and descriptive analysis organizes findings under student and school support application headings. Results indicate that mostly local or school-based practices are available, interventions follow feedback, and stakeholders play active roles, supporting the need for a more systematic, local configuration involving all stakeholders in Turkey.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

Equality in education and inclusive achievement

PISA implementation and outcomes

Determinants of achievement and opportunity equality

Method and analysis

Qualitative study design

Document analysis technique

Descriptive analysis headings

Findings

Student and school-based applications

Role of feedback and stakeholder involvement

Need for systematic local configuration

Applications for Raising Academic Performance in Terms of Equal Opportunities in Education in Countries with High Achievement in PISA Suna ÖZDEN1 Bakacak Secondary School İlknur MAYA 2 Çanakkale Onsekiz Mart Üniversity Abstract This paper aims to analyse the applications for raising students’ and schools’ academic performance in the context of equal opportunities in education in such countries as Canada, Finland and Singapore with high achievement in PISA (Programme for International Student Assessment) in 2018 and thus to make recommendations to our country-Türkiye. A qualitative study method was used in this current study. Document analysis technique, a method of qualitative study, was used in collecting the data. The data collected were then described under certain headings through descriptive analysis. The applications for raising academic performance in the context of equal opportunities in education in certain countries with high achievement in PISA (2018) were analysed under the headings of“applications of academic support for students in the context of equal opportunities in education in the countries” and “applications of academic support for schools in the context of equal opportunities in education in the countries”. It was found in consequence that mostly local or school-based applications were available for students and schools in the countries. It is evident that applications are performed within a system. Interventions are made according to feedback. All the stakeholders take on active roles in the process. More systematic and local configuration involving all the stakeholders is needed in our country. Keywords: Equal opportunities, achievement, education DOI: 10.29329/epasr.2023 .631.6 Submitted: 21 July 2023 Accepted: 06 October 2023 Published: 30 December 2023 1Suna ÖZDEN, Ministry of National Education, Bakacak Secondary School, Çanakkale, Turkey ORCID: 0000-0002-0434- 3727. E-mail: [sunatastekin25@gmail.com](sunatastekin25@gmail.com) 2 Prof. Dr. İlknur MAYA, Educational Sciences, Çanakkale Onsekiz Mart University, Çanakkale, Turkey ORCID: 0000-0001- [9964-1382. E-mail:](9964-1382. E-mail: mayailknur@gmail.com)[ mayailknur@gmail.com](9964-1382. E-mail: mayailknur@gmail.com) Introduction Ensuring equality in education is still current on the agenda of several countries according to the data obtained from international examinations. United Nations development goals argue for raising opportunities for lifelong learning for everybody and securing inclusive and equal education (UNESCO, 2017; United Nations, 2022) . The principle of individuals’ chance to develop regardless of their status is a necessity. It is commonly known that enabling all the students to have the opportunity to receive the best education possible is influential in improving the educational and social output (OECD, 2019a) . Programme for International Student Assessment (PISA) has been implemented every 3 years by the Organisation for Economic Corporation and Development (OECD) since 2002. It measures 15 years old children’s basic skills in mathematics, reading and science (OECD, 2016) . Gains about how a country is prepared for the future are obtained through measurements made. Thus, the gains will lead to several gains in challenges that individuals are to encounter in the digitalised world of educational systems, in cases of increasing inequality, in social mobility, in trends of migration, in climate change and in labour market (OECD, 2016; OECD, 2019a) . Equality in education plays fundamental roles in securing sustainable and inclusive achievement. The analyses concerning examinations demonstrate that countries develop their policies in a way to secure that their students reach at least the basic skills in PISA. This situation has substantial effects on countries’ economies (OECD, 2016; OECD, 2019a) . On the other hand, it becomes apparent on examining educational systems that individuals are deprived

FAQs

What is the main purpose of the study?

The study aims to analyze how countries with high PISA achievement apply equal-opportunity approaches to raise academic performance, and to produce recommendations for Turkey.

Which research method is used?

A qualitative study method is used, employing document analysis and descriptive analysis to structure and describe the collected data.

What kinds of applications were found to be most common?

Findings show that mostly local or school-based applications are available for both students and schools, carried out within a system that uses feedback and involves active stakeholder roles.

Oct 15, 2026

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