The PISA results appear and everybody starts pointing. Politicians. Teachers. Parents. The ministry. The municipality. In the video I run through that familiar argument, then bring it back to the person watching: what are you doing with your own child?

The question is personal because the relationship is personal. I cannot hand away every part of my responsibility and then behave as if the result has nothing to do with me.

But responsibility needs a clear shape. A parent can support learning without becoming a replacement school.

The national picture is bigger than one family

PISA 2025 assessed 6,632 students in 213 Kosovo schools, representing roughly 19,900 enrolled 15-year-old students. It is a population assessment, not a diagnosis of your individual child. ¹

The national results deserve institutional action. They cannot establish that every parent is inattentive, every teacher ineffective, or one political figure the sole cause. My frustration in the video is an argument for involvement, not evidence for any of those claims.

The PISA results overview explains the subject figures. This article is about the next conversation at home.

Responsibility at three levels. Institutions: Provide resources and fair learning conditions.. Schools: Teach, assess and explain the specific gaps.. Families: Listen to the child’s reasoning and seek help when needed.
Editorial framework. One level does not remove another’s responsibility.

Ask to see the thinking

Start with one piece of actual schoolwork. Ask the child to explain what the question means before solving it. Then ask how they chose their first step.

If the explanation stops, you have found a useful place to begin. It may be an unfamiliar word, a calculation, a missing earlier concept or simply uncertainty about what was asked. Do not assume laziness from one wrong answer.

Try a smaller example together. Let the child explain again in their own words. If neither of you can resolve it, write down the exact sticking point for the teacher. “We do not understand why the denominator changes here” is more useful than “My child is bad at maths.”

These are practical suggestions, not a tested programme promising a particular PISA gain.

Small time commitments still have a size

Suppose a family chooses 15 minutes on five evenings. That is 75 minutes per week. Over four weeks it is 300 minutes, or five hours. This is a planning example, not a minimum requirement or an experimentally established dose.

An illustrative four-week routine. Week 1: 75 min; Week 2: 150 min; Week 3: 225 min; Week 4: 300 min
Cumulative planned time: 15 minutes × 5 evenings/week. Not a promised learning gain.

Some households have less time, confidence or access to learning materials than others. That is a reason for schools to offer accessible support, not for the child to be blamed. The aim is a routine that fits the child and the household, with help where it is needed.

Teachers still need to teach and explain progress. Institutions still need to provide resources and fair conditions. Family involvement adds a relationship those institutions cannot replace.

The question tonight does not have to be “How do we fix the whole system?”

It can begin with: show me the part you do not understand.

Sources and calculation notes

  • ¹ OECD: PISA 2025, Kosovo, sample and represented population. These figures do not establish a cause of an individual child’s result.

  • Planning arithmetic: 15 minutes × 5 evenings = 75 minutes/week; 75 × 4 = 300 minutes; 300 ÷ 60 = 5 hours. Inputs. The schedule and diagrams are editorial examples, not measured educational effects.

  • The article paraphrases the video’s call for parental involvement. Political blame and textbook-distribution frustrations in the clip are not independently established as causes of the national scores.

  • Original video and thumbnail: Eduard Luta on TikTok. Published 2026-09-08. Research checked 26 September 2026.