I can still chant it rhythmically. I can probably repeat it in my sleep. Its repetitive elements give it a pleasing cadence, particularly when delivered in an Aberdonian brogue.

I refer to the following: “We have fallen from 4th to 14th in science. Seventh to 17th in literacy. And 8th to 24th in maths.” As said on, ooh, at least a few hundred occasions by Michael Gove, as shadow secretary of state, referring to England’s performance in the Programme for International Student Assessment (Pisa) from 2000 to 2006.

Never mind the slightly dubious comparator years, or the increase in countries participating over that time. This was a killer set of numbers, and it landed. Focus groups didn’t quite recite back the exact rankings, but the message that England was slipping down in terms of global education standards was fed back.

Our response in No 10, where I worked, was for Gordon Brown to set a target to be “in the top three in science and top five in maths out of all Organisation for Economic Cooperation and Development countries by 2015”. In my view, it was meant to be judged on this week’s figures. Ah, well. Announcements of targets are more important than them being met.

Cyclical reaction

The dominant reaction to Pisa goes in cycles. In the early part of the century, it was all the rage for the survey to jump and governments to ask how high. Germany followed its “Pisa shock” in 2000 with a dramatic change to the way its school system was set up. And not a day went by when the Helsinki hotel industry didn’t give thanks for the endless flows of delegates seeking to copy the recipe to the secret Finnish sauce (I think it was reindeer, basically).

Now we’re all too cool for that. The only acceptable response for the internationally minded edu-hipster is, “Well, there are serious problems with the OECD’s methodology. And what can we really learn from international comparisons anyway?” (Bonus marks for a superior chuckle.)

But these results mean a great deal. England ought to be relatively content with a small (non-significant) rise in the rankings, and some strong findings about how much young people like science, and the exceptional outputs of our top performers in the subject.

A for accountability

Avoiding the falls of Wales and Scotland suggests that the high-accountability approach so beloved by teachers might just present a better model than letting it all hang out, Finnish style (which is not as trendy as it once was). And for young countries, such as Estonia, prominence in these tables is likely to lead to foreign investment, jobs and economic growth.

Regardless of over-extrapolation by interested parties, it’s right that there is a sense of how our system is performing internationally.

With an increasingly globalised labour force, and with growing transnational higher education, we shouldn’t compare standards merely within national boundaries.

And besides, if you think England should have traditional teaching/group work. Or a Masters-level profession/no Masters. Or high teacher pay/more modest pay. Or more focus on social equity/school standards... Then Pisa provides an example of a country that does well by doing just that! (You can delete as applicable.)

Jonathan Simons is a former head of education in the Prime Minister’s Strategy Unit under Gordon Brown and David Cameron