In contemporary educational discourse, PISA tests (Programme for International Student Assessment) hold a significant place as indicators of the quality of schooling, not only in individual countries but globally. But what exactly do PISA tests represent, how are they conducted, where does Serbia stand in this global context, what problems do they reveal, and are they truly just a topic for a few days of media debate, or do they require serious and lasting attention?
Education must be the number one topic in any society that thinks about the future. Statistics are the least important part. The way we teach our children today determines what kind of society we will have tomorrow. Faced with rapid technological changes, global challenges, and an increasingly demanding labor market, we cannot afford as a society to treat education as an occasional topic. On the contrary, there is never enough discussion about it, because it is the foundation of everything that follows — from economic development to cultural identity and social solidarity.
PISA tests can serve as an indicator of how prepared we really are for the future — whether our educational system equips students with lasting knowledge and applicable skills, or whether we are still teaching them merely to “pass the test.”
What Are PISA Tests and How Are They Conducted
PISA is an international program for assessing students’ knowledge, organized by the Organisation for Economic Co-operation and Development (OECD). Its goal is to examine how 15-year-old students use their knowledge of reading, mathematics, and science in real-life situations — not only how many facts they remember, but how they think, solve problems, understand, and apply what they have learned.
Testing is conducted every three years, and the final report publishes country rankings, analyses of individual competencies, as well as comparisons of trends over time. It is important to note that the tests are not solely academic — they are designed to show how education prepares young people for a rapidly changing world, which requires adaptability, critical thinking, and lifelong learning.
Serbia’s Position in the Global Context
In past PISA cycles, Serbia has consistently participated, which presents both opportunities and challenges. Our students often achieve average or slightly below-average results compared to OECD countries, especially in mathematics and science. In reading, results have varied, but generally, there is room for improvement.
Looking at countries that significantly outperform us, we see that they place greater emphasis on early stimulation of thinking, developing learning methods (e.g., project-based, interactive learning), continuous teacher training, and a strong connection between education and the needs of society and the economy. These are not trivial factors — they are essential for making schools relevant in the modern era.
What the Tests Reveal About the Education System and Its Challenges
PISA indicators reveal more than just rankings — they also help identify systemic challenges. Key insights include:
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Uneven student preparedness: Children from urban areas with better resources often perform better than those from poorer or rural areas. This highlights inequality in access to quality education.
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Lack of practical application of knowledge: In many Serbian schools, instruction is still focused more on memorization and exam preparation than on developing the skills PISA measures: problem-solving and applying knowledge in new contexts.
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Insufficient support for reading and digital literacy development: While reading and text comprehension remain fundamental skills, digital competencies and critical thinking are becoming increasingly important in modern society. PISA tests show that although students are technically proficient, their analytical approach — understanding, evaluating, connecting, and using content — is often underdeveloped.
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Role of teachers and teaching methods: Innovative, student-centered learning methods are common in high-performing PISA countries. In Serbia, resistance to change — from teacher payment systems, curricula, to school resources — makes implementing modern methods challenging.
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Resources and infrastructure: Books, labs, digital equipment, and internet access all affect the quality of teaching. Where these elements are lacking, schools struggle to provide an education that allows students to develop all the skills they will need in life.
Is This Just a “Three-Day Topic” or Does It Require Lasting Attention?
When PISA results are published, public debate often erupts: what is wrong, who is to blame, are the tests “fair,” and so on. However, a short-term reaction is not enough. This is not a trend that will fade — educational technology, global competition, and economic changes require continuous improvement in education.
Policy-makers, educators, parents, and society must recognize that education is a strategic issue — not just for the individual but for the country’s future. Any change implemented “briefly” and without serious planning often remains purely declarative.
What PISA Tells Us About the Future — and the Education We Want
When interpreted correctly, PISA tests can be a very useful tool for improvement. They should not be seen as a final judgment but as guidelines: where our weaknesses lie, what goals we should pursue, and which changes are necessary. They compel us to think of education not as a process of “transferring knowledge” but as a shared journey where students learn how to learn, think, and adapt.
Preparation for the Final Exam — an Opportunity to Develop Reading and Mathematical Competencies
Our practice in preparing students for the final exam shows that the biggest challenge for eighth graders is not complex tasks, but reading and understanding texts. What should be the easiest task, requiring no prior knowledge, often becomes the hardest. Students struggle to focus on carefully reading a one-page text and even more to connect cause-and-effect relationships and grasp the essence of what is written.
Even though open-ended questions requiring explanations were removed from the final exam a few years ago, the fundamental problem remains. This shows that reading literacy and text comprehension are not merely school issues, but the foundation of every other competency a student develops.
At the Academic Center of Knowledge, we place special emphasis on understanding texts. In classes, we teach students to think while reading — to identify key information, connect it to context, and develop logical reasoning skills. Through joint text analysis, discussions of meaning, and targeted reading practice, students gradually overcome this challenge. In this way, we help them develop not only a skill that improves exam results but also lasting abilities for further schooling and everyday life.
The Pursuit of Lasting Knowledge
What is lasting knowledge in the context of PISA tests? It is understanding that education is not a system of temporary measures but a continuous process. It includes knowledge that endures: mastering not only content but also skills — critical thinking, problem-solving, teamwork, and digital literacy. In an era overflowing with information, the ability to choose and apply it will be crucial.
Our school’s mission, in light of this, is to nurture students who are ready for today’s and tomorrow’s world: to teach not only facts but understanding; to have motivated and technologically competent teachers; to create a stimulating and supportive school environment; to make education a bridge between the curriculum and real life.
PISA tests call us to accountability — not merely to focus on statistics or compare with neighboring countries, but to build an education system where every child has the opportunity to contribute to society according to their potential. And in this lies the true power of schooling, the essence of lasting knowledge, and the real mission of the school: to educate not for the past, but for the future.
