READY FOR WHICH FUTURE? SOCIAL NEEDS, THE RIGHT TO EDUCATION AND MEASUREMENT IN PISA 2025

Abstract

This article examines how PISA 2025 participates in defining educational needs associated with the “future-ready” student from the perspective of education as social policy. The study is qualitative, documentary and critical-interpretive, based on two official OECD publications. The analysis identifies four operations: political-normative selection of what is assessable, formative expansion of what is measurable, asymmetrical dual rationality of the future, and metric translation of inequality. PISA provides relevant evidence on learning and inequality while also legitimising educational attributes linked to economic and labour-market change. The article concludes that the diagnostic value of assessment does not erase the distance between measurement and the social and historical determinations of the right to education.