Twenty-five Years of PISA in Southeast Asia
This book is an illuminating journey through a quarter-century of education in Southeast Asia. It offers an intricate examination of student performance in core subjects – mathematics, science, and reading – while transcending conventional academic assessments to underscore the pivotal role of student well-being in achieving educational success.
The content’s strength lies in its meticulous analysis of voluminous datasets, historical trajectories, and cross-national studies. Addressing the profound impacts of the COVID-19 pandemic, the integration of technology, and the partnership between educators and families, this work provides a comprehensive perspective on education. Moreover, it augments its insights with real-world case studies and best practices from the region, rendering practical wisdom for nurturing academic excellence. In an age marked by rapid change and escalating complexity, this is an indispensable compass for educators, policymakers, and researchers, equipping them with knowledge to make informed decisions.
By foregrounding the imperative of well-being alongside academic accomplishments, the authors champion a holistic approach to education that meets the diverse and dynamic needs of Southeast Asian students, offering a roadmap toward enhanced educational quality, resilience, and the empowerment of future generations.
I Gusti Ngurah Darmawan is an Associate Professor in the School of Education at Adelaide University, Australia. He has more than 35 years of experience in teaching across a wide range of disciplines in three different universities, the Pendidikan Nasional University in Bali, Indonesia, Flinders University and the University of Adelaide, Australia. He has published over 120 publications throughout his career, including 39 peer-reviewed journal articles, 55 book chapters, 6 books, and 21 conference papers.
Nina Maadad is an Associate Professor in the School of Education at Adelaide University, Australia, where she has been teaching for nearly 19 years. Before joining it, she spent 10 years in primary and secondary education. She is the author of several books, including The Education of Arabic Refugee Children and Young Adults: Education Employment and Social Inclusion (Routledge, 2022) and Syrian Refugee Children in Australia and Sweden: Education and Survival among the Displaced, Dispossessed and Disrupted (Routledge, 2020).
Francisco Ben is an Associate Professor in the Faculty of Education at Tabor College of Higher Education, Australia. He brings nearly 30 years of international experience as an educator across the disciplines of engineering, physics, and education. He has published peer-reviewed research papers and book chapters in several disciplines including physics education, educational measurement, and large-scale assessments such as PISA, educational leadership, teaching pedagogies, and student well-being. He currently serves as Head of Postgraduate Programmes and Research in the Faculty of Education at Tabor Institute of Higher Education in South Australia. He is also a Global Research Fellow for the Association of Christian Schools International in the United States.