The Eastern Partnership (EaP) region is at a critical juncture, with its countries striving to achieve sustainable economic growth and greater social cohesion amidst significant challenges. Digitalisation and the green transition offer new avenues for economic diversification and innovation. Education plays a pivotal role if these countries are to capitalise on these opportunities fully rather than be left behind. By equipping young people with high levels of knowledge and skills, EaP countries can build more competitive and diverse economies and create more inclusive societies. The aspirations of the EaP region are high and education is the cornerstone upon which these ambitions can be realised.
The OECD Programme for International Student Assessment (PISA) is a key tool for assessing educational progress and identifying areas for improvement. PISA provides valuable insights into how well students across the globe are acquiring the essential competencies needed to thrive in the modern world. In the EaP region, PISA results show improvements in educational participation and learning outcomes over time. However, the COVID-19 pandemic reversed some gains and EaP countries still lag behind those in the OECD. Many students in the region struggle to master basic skills, and significant inequities persist, hindering many young people from achieving their full potential.
Together with the European Commission and the United Nations Children’s Fund (UNICEF), the OECD is strongly committed to supporting countries and economies in the EaP, helping them achieve their economic and social goals and building resilient and adaptable education systems – particularly at a time when countries continue grappling with the impact of Russia’s full-scale invasion of Ukraine and with the aftermath of the COVID-19 pandemic. This study analyses PISA data to identify strengths countries can build upon and challenges they must address. Drawing on OECD knowledge of education policy and practice in the region and beyond, it highlights where policy makers should focus their efforts and provides pointers on how these areas can be improved.
We hope this report will serve as a valuable resource for policy makers, educators and stakeholders across EaP countries and economies and will contribute meaningfully to the ongoing debate on achieving excellent and equitable education systems. May this study further strengthen the OECD’s ties to the countries and economies in the EaP and reinforce our valuable partnerships with the European Commission and UNICEF.
Andreas Schleicher,
Special Advisor on Education Policy to the Secretary-General,
Director for Education and Skills