Lessons from PISA: "In Estonia, I have to read a challenging book every month"

Mathematics teacher Alexander Brand analyzes success factors for education after visiting PISA model countries (Estonia, Singapore, Japan). He emphasizes the importance of intellectual teacher training, such as regular reading of challenging books in Estonia, and the feasibility of many measures for...

Mathematics teacher Alexander Brand visited four PISA model countries as part of his research to study their education systems in depth. His findings, which he presented in an interview, offer valuable insights into the success factors of nations such as Estonia, Singapore, and Japan, which regularly rank at the top of international PISA studies. Brand highlighted that many of the successful measures leading to better student performance do not necessarily require complex reforms, but are often rooted in a consistent focus on educational content, teacher professionalism, and learning motivation. A central element he observed in Estonia, which shaped his statement, is the high expectation placed on teachers regarding their continuous intellectual development, such as through the regular reading of challenging literature.

Brand's observations emphasize that the quality of the education system depends significantly on the quality of the teachers. In the countries studied, great importance is placed on sound training, continuous professional development, and high social recognition of the teaching profession. This often goes hand in hand with a culture of personal responsibility and intellectual curiosity, which is expected and encouraged from teachers. The focus on core competencies, early promotion of STEM subjects, and a performance-based yet supportive learning environment appear to be further common denominators of these successful systems. Additionally, school autonomy and the ability to respond flexibly to individual student needs play an important role.

What does this mean for prospective MBA and Master's students or universities in general? The insights from the PISA model countries reflect principles that are also of crucial importance in higher education and the professional environment. The necessity of continuous further education, as practiced, for example, through the monthly reading of challenging books in Estonia, is a cornerstone of lifelong learning. This attitude is essential for executives and specialists in today's fast-paced economic environment. An MBA program not only prepares students for management tasks but also promotes analytical thinking, problem-solving skills, and the ability to constantly open up new areas of knowledge—all skills that are strengthened by the educational approaches of the PISA leaders.

The lessons from PISA extend beyond school pedagogy and offer important impulses for the design of university curricula and the personal development of specialists and executives. A culture that fosters intellectual curiosity, understands the quality of teachers as a decisive factor, and emphasizes the importance of core competencies is relevant not only for the basic education of children but also for the development of talents capable of mastering complex challenges in business and society. The requirements for a degree program, particularly postgraduate programs like the MBA, must reflect these principles to optimally prepare graduates for a dynamic working world. The German educational landscape could benefit from a stronger adoption of these principles, not only in the school sector but also in the design and implementation of advanced degree programs, to ensure the competitiveness of future generations.