Comparative analysis of curricula for the development of functional literacy, taking into account PISA studies

The article considers the comparative analysis of curricula, textbooks of updated content in educational fields for the development of key skills and competencies, taking into account the international comparative study - Programme for International Student Assessment (hereinafter - PISA). The purpose of the work is a comparative analysis (taking into account the PISA international comparative study) of curricula and textbooks of updated content in the educational field of education under study for the development of key skills and competencies of functional literacy (hereinafter - FL), natural science literacy, practice-oriented tasks, real-life tasks related to the studied material. In this work, the method of comparative criteria content analysis was used. The methodology of the study was based on a two- stage comparative content analysis: a content analysis of curricula was carried out for the requirements for learning goals that contribute to the development of FL, textbooks were analyzed for compliance with predefined criteria: achievement of learning goals provided for by the standard curriculum; the level of compliance of textbook assignments with tasks used in the International Program for the Assessment of Educational Achievements of Students (PISA); the presence of tasks in textbooks on the formation of FL. The results obtained can be used as materials of teaching aids for universities, colleges within the framework of bachelor's, master's and additional education programs for teaching FL. The authors of the article came to the following conclusions: to reduce the number of simple questions of the same type in textbooks, replace them with tasks corresponding to the PISA methodology; to develop tasks that do not allow actions according to a ready-made template, but require the application of knowledge in a new situation; to increase the number of simple tasks aimed at developing critical and project thinking of students with the inclusion of group mini-projects; to include tasks involving simple design of natural processes.

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