The latest PISA results have ranked Albania first in the region following a significant improvement in mathematics, science and reading.
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However, MP Mariana Koçeku has questioned how these figures were obtained because, according to her, a considerable number of Albanian schools did not participate in the assessment.
In a social media post, Koçeku highlighted that the country gained 65 points in mathematics, 59 points in science and 50 points in reading, results that placed it first in the region.
The MP stressed that only 76% of schools were included in the assessment, while the required standard stipulates a participation rate of 85%. She added that schools with fewer than 21 students were excluded from the assessment altogether.
According to Koçeku, these are mainly schools in rural areas and small communities, where the problems and barriers to quality education have historically been greater.
She clarified that the strong results achieved by the participating students should not be dismissed, if they are genuine, but objected to their being presented as a complete picture of education in Albania.
In her view, the debate should not be limited to the country’s position in international rankings but should also include the conditions under which education is provided in the country.
In her post, Koçeku writes that Albania received “a perfect 10 with a star” in PISA, but warns that the meaning of that star is not what it appears to be.
She refers to the minister’s statement from Bratislava, where an increase of 65 points in mathematics, 59 points in science and 50 points in reading was announced, along with Albania’s ranking as first in the region.
Koçeku explains that PISA is the international assessment that measures the abilities of 15-year-olds in mathematics, science and reading. However, according to her, the OECD, the organization responsible for administering the test, marked Albania with a star in the results table.
The MP claims that this symbol means the results may have been manipulated. As evidence, she cites the fact that school participation stood at only 76%, while the required standard is 85%.
Furthermore, no school with fewer than 21 students was included in the assessment.
According to her, these educational institutions are often located in rural areas and in smaller, more neglected communities, where opportunities for quality education have long been more limited.
For this reason, Koçeku says she does not understand what is being celebrated about the PISA results.
She also questions the minister’s enthusiasm, arguing that these schools are not only absent from international assessments but also remain outside the focus of state attention and investment.
According to the MP, the concern is not whether the participating students achieved good results. On the contrary, she says their achievements should be applauded if they are genuinely good.
The problem, according to her, lies in presenting these results as evidence of the state of Albania’s entire education system when part of the country’s educational reality was not assessed.
Koçeku compares the situation to calculating a class average while excluding the students with poorer results. In this way, she says, the average may look good, but that does not necessarily reflect the state of the class.
She adds that it is difficult to trust these selective statistics as long as children continue to walk for an hour to reach school, teachers are paid less than waiters, educational institutions operate in deplorable conditions and villages continue to shrink, weaken and lose their character.
In Koçeku’s view, a genuinely good PISA result for Albania would mean fewer schools in deplorable conditions and fewer children for whom education presents a challenge before they even enter the classroom.
Above all, she calls for teachers to be treated and paid with dignity and to be given the opportunity to practise their profession with integrity.
Koçeku concludes that the quality of Albanian education cannot be assessed solely through international tests. According to her, the most direct measure is the school provided to a child in the country’s most remote corner.
