這張從PISA 2012報告中擷取的圖，很有趣。台灣（Chinese Taipei）在中間的下方。尊重個體差異，而且學生求知慾高的國家在左上角。我個人整體來看，台灣其實是偏右下角的：沒有很尊重個體差異，而且學生求知慾不高。
In highly stratified systems, there may be more incentives for schools to select the best students, and fewer incentives to support difficult students if there is an option of transferring them to other schools. In contrast, in comprehensive systems, schools must find ways of working with students from across the performance spectrum. School systems that continue to differentiate among students in these ways need to create appropriate incentives to ensure that some students are not “discarded” by the system.
PISA 2012 results also show that students in more comprehensive systems reported that making an effort in mathematics and learning mathematics are important for their future career. This does not necessarily mean that if stratification policies were changed, students in stratified systems would be more motivated to learn, since PISA does not measure cause and effect. However, policy makers in highly stratified systems need to consider not only the equity aspect of education outcomes but also non-cognitive outcomes, such as students’ attitudes towards learning.
Reflecting these results, Poland, for example, reformed its education system by delaying the age of selection into different programmes; and schools in Germany are also moving towards reducing the levels of stratification across education programmes.