1.
PISA 2015Volume I: Excellence and Equity in Education
Volume II: Policies and Practices for Successful Schools
OECD Secretary-General Angel Gurría
London, UK
6 December 2016

2.
We live in an age of
unprecedented science
innovation, but science
education isn’t keeping up.
Science

3.
Student expectations of a science-related
career, 2006 and 2015
0
5
10
15
20
25
30
35
40
45
Montenegro
UnitedKingdom
Israel
Croatia
Mexico
Austria
Norway
Turkey
Estonia
Australia
UnitedStates
Romania
Macao(China)
Jordan
Brazil
Russia
HongKong(China)
Lithuania
Japan
NewZealand
Spain
Latvia
Canada
Slovenia
Bulgaria
Hungary
Sweden
Greece
Finland
Switzerland
OECDaverage-35
Ireland
Tunisia
Chile
France
CzechRepublic
Netherlands
Korea
SlovakRepublic
Germany
Iceland
Luxembourg
Belgium
Uruguay
ChineseTaipei
Denmark
Italy
Colombia
Poland
Portugal
Indonesia
Thailand
Students in 2015 who expect to work in science
Students in 2006 who expect to work in science
%

4.
-40
-30
-20
-10
0
10
20
30
Georgia
Qatar
Albania
Peru
Moldova
Colombia
Portugal
TrinidadandTobago
Singapore
Macao(China)
Romania
Israel
Bulgaria
Norway
Russia
Poland
Japan
Indonesia
Brazil
Chile
Estonia
Spain
Malta
Thailand
Italy
UnitedStates
Mexico
Denmark
Turkey
Latvia
Uruguay
Montenegro
ChineseTaipei
France
Tunisia
Luxembourg
Ireland
OECDaverage-35
UnitedKingdom
Slovenia
Germany
Korea
Switzerland
Canada
Belgium
Lithuania
VietNam
Sweden
Jordan
Croatia
Austria
Netherlands
HongKong(China)
CzechRepublic
Australia
Greece
CostaRica
NewZealand
Iceland
Hungary
SlovakRepublic
Finland
UnitedArabEmirates
Score-pointdifference
Average three-year trend in science across PISA assessments
Average three-year trend in science
performance since 2006
(51)

5.
Spending per student from the age of 6 to 15
and science performance
Luxembourg
Switzerland
NorwayAustria
Singapore
United States
United Kingdom
Malta
Sweden
Belgium
Iceland
Denmark
Finland NetherlandsCanada
Japan
Slovenia
Australia
Germany
Ireland
France
Italy
Portugal
New Zealand
Korea
Spain
Poland
Israel
Estonia
Czech Rep.Latvia
Slovak Rep.
Russia
CroatiaLithuania
Hungary
Costa Rica
Chinese Taipei
Chile
Brazil
Turkey
Uruguay
Bulgaria
Mexico
Thailand
Montenegro
Colombia
Dominican Republic
PeruGeorgia
R² = 0.04
R² = 0.36
300
350
400
450
500
550
600
0 20 40 60 80 100 120 140 160 180 200
Scienceperformance(scorepoints)
Average spending per student from the age of 6 to 15 (in thousands USD, PPP)

6.
Mean science
performance
Singapore
Japan
Estonia
Chinese Taipei
FinlandMacao (China)
Canada
Viet Nam
Hong Kong
(China)B-S-J-G (China)
KoreaNew Zealand
SloveniaAustralia United Kingdom
Germany
Netherlands
Ireland BelgiumDenmark Poland
Portugal Norway
United StatesAustria
France
Sweden Czech RepublicSpain
Latvia
Russia
LuxembourgItaly
Hungary LithuaniaCroatiaCABA (Argentina)
Iceland
Israel
Malta
Slovak Republic
Greece
ChileBulgaria
United Arab
EmiratesRomania
Uruguay
Moldova
AlbaniaTurkey
Trinidad and
Tobago Thailand
Costa Rica
Qatar ColombiaMexico
GeorgiaMontenegro410
430
450
470
490
510
530
550
Mean score
10 countries perform below this line…

7.
Percentage of low-achievers in science
0
10
20
30
40
50
60
70
80
90
VietNam
Macao(China)
Estonia
HongKong(China)
Singapore
Japan
Canada
Finland
ChineseTaipei
Korea
Slovenia
Ireland
Denmark
B-S-J-G(China)
Poland
Germany
Latvia
Portugal
UnitedKingdom
NewZealand
Australia
Russia
Spain
Switzerland
Netherlands
Norway
Belgium
UnitedStates
CzechRepublic
Austria
OECDaverage-35
Sweden
France
CABA(Argentina)
Italy
Croatia
Lithuania
Iceland
Luxembourg
Hungary
SlovakRepublic
Israel
Malta
Greece
Chile
Bulgaria
Romania
Uruguay
Albania
UnitedArabEmirates
Moldova
Turkey
TrinidadandTobago
CostaRica
Thailand
Mexico
Colombia
Jordan
Qatar
Georgia
Montenegro
Indonesia
Brazil
Peru
Lebanon
FYROM
Tunisia
Kosovo
Algeria
DominicanRepublic
%
Percentage of students below proficiency level 2

8.
Singapore’s 15-year-olds are above the OECD
average in each science category
556
493
553
493
560
493
556
493
350
400
450
500
550
600
Singapore
OECDaverage
Score points
Mean performance in science
(overall science scale)
Explain phenomena scientifically
Evaluate and design scientific enquiry Interpret data and evidence scientifically

9.
The last decade has
seen an
improvement in
education equity.
Equity

10.
Across OECD countries, disadvantaged students
are almost 3 times more likely to be low
performers in science
1
2
3
4
5
6
7
DominicanRepublic
CABA(Argentina)
Peru
Singapore
France
Hungary
B-S-J-G(China)
Luxembourg
Chile
Bulgaria
Belgium
CzechRepublic
SlovakRepublic
Germany
Switzerland
ChineseTaipei
NewZealand
Spain
Austria
Japan
Portugal
Poland
Australia
Israel
Uruguay
OECDaverage
Malta
Ireland
Greece
Jordan
Lebanon
Romania
Slovenia
CostaRica
Italy
Mexico
Finland
Georgia
Netherlands
Sweden
Brazil
Moldova
Lithuania
Canada
Qatar
UnitedStates
Denmark
Colombia
Indonesia
Korea
Norway
Tunisia
UnitedArabEmirates
UnitedKingdom
Russia
Croatia
TrinidadandTobago
FYROM
VietNam
Turkey
Estonia
HongKong(China)
Latvia
Montenegro
Kosovo
Iceland
Thailand
Macao(China)
Algeria
Odds ratio
Increased likelihood of students in the bottom quarter of ESCS scoring below Level 2 in science,
relative to non-disadvantaged students (3 other quarters of ESCS1)

11.
Disadvantaged students ─ resilience
0
10
20
30
40
50
60
70
80
VietNam
Macao(China)
HongKong(China)
Singapore
Japan
Estonia
ChineseTaipei
B-S-J-G(China)
Finland
Korea
Spain
Canada
Portugal
UnitedKingdom
Latvia
Slovenia
Poland
Germany
Australia
UnitedStates
Netherlands
NewZealand
Ireland
OECDaverage
Switzerland
Denmark
Belgium
France
Italy
Norway
Austria
Russia
CzechRepublic
Sweden
Croatia
Lithuania
Turkey
Malta
Luxembourg
Hungary
Thailand
Greece
SlovakRepublic
Iceland
Israel
CABA(Argentina)
Chile
Uruguay
Bulgaria
Moldova
TrinidadandTobago
Mexico
Colombia
Romania
Indonesia
CostaRica
Brazil
Montenegro
UnitedArabEmirates
Jordan
Georgia
Algeria
Lebanon
Qatar
Tunisia
FYROM
Peru
Kosovo
DominicanRepublic
% Percentage of resilient students
Resilient students come from the bottom 25% of the
ESCS index within their country/economy and
perform among the top 25% across all
countries/economies, after accounting for
socioeconomic status

12.
Percentage of low performers in science, by
immigrant background
0
10
20
30
40
50
60
70
80
Estonia
HongKong(China)
Canada
Singapore
Macao(China)
Switzerland
Germany
Denmark
Slovenia
Ireland
Belgium
NewZealand
UnitedKingdom
Austria
Netherlands
Norway
Spain
Luxembourg
Australia
Sweden
Portugal
UnitedStates
Russia
France
CABA(Argentina)
OECDaverage
Italy
Croatia
Israel
Greece
CostaRica
Jordan
UnitedArabEmirates
Qatar
Percentageoflowperformers
(belowproficiencyLevel2)
Non-immigrant students Second-generation immigrant students First-generation immigrant students
Only countries where the immigrant student population >6.25% are shown

13.
Students with an immigrant background ─
resilience
0
10
20
30
40
50
60
70
80
HongKong(China)
Macao(China)
Estonia
Singapore
Spain
Portugal
Canada
Switzerland
UnitedKingdom
Germany
Slovenia
Australia
Netherlands
NewZealand
Austria
Belgium
OECDaverage
Denmark
Norway
UnitedStates
Ireland
Sweden
France
Italy
Russia
Croatia
Luxembourg
Greece
CABA(Argentina)
Israel
CostaRica
Jordan
UnitedArabEmirates
Qatar
% Non-immigrant students Immigrant students
Only countries where the immigrant
student population >6.25% are shown
Resilient students come from the bottom
25% of the ESCS index within their
country/economy and perform among the top
25% across all countries/economies, after
taking socioeconomic status into account

14.
-100
-80
-60
-40
-20
0
20
40
60
Turkey
Singapore
VietNam
Japan
Tunisia
Italy
ChineseTaipei
Thailand
Greece
Switzerland
CzechRepublic
UnitedStates
Estonia
Uruguay
France
Austria
CABA(Argentina)
Kosovo
Mexico
HongKong(China)
Indonesia
Luxembourg
Sweden
Hungary
Malta
DominicanRepublic
Latvia
OECDaverage
B-S-J-G(China)
Portugal
Slovenia
Spain
UnitedKingdom
SlovakRepublic
Norway
Australia
Croatia
Denmark
Peru
Jordan
CostaRica
Colombia
Chile
Netherlands
Korea
NewZealand
Canada
Lithuania
Ireland
Georgia
TrinidadandTobago
FYROM
Germany
Finland
Lebanon
Belgium
Poland
Brazil
UnitedArabEmirates
Qatar
Score-pointdifference
After accounting for socio-economic status
Public and private schools, and students’
science performance
Students in private schools perform better
Students in public schools perform better

15.
The difference is not
how good they are at
science but in their
attitudes to science.
Gender

16.
0
5
10
15
20
25
30
DominicanRepublic
Kosovo
Algeria
Tunisia
Indonesia
Jordan
Peru
CostaRica
Mexico
FYROM
Albania
Turkey
Thailand
Colombia
Montenegro
Lebanon
Moldova
Romania
Brazil
Georgia
TrinidadandTobago
Chile
Uruguay
Qatar
Greece
Bulgaria
UnitedArabEmirates
Latvia
CABA(Argentina)
Iceland
SlovakRepublic
Lithuania
Russia
Croatia
Hungary
Italy
Spain
Israel
Malta
Denmark
HongKong(China)
Luxembourg
VietNam
OECDaverage-35
Poland
Ireland
CzechRepublic
Norway
France
Sweden
Portugal
UnitedStates
Macao(China)
Austria
Slovenia
Belgium
Switzerland
UnitedKingdom
Korea
Germany
Australia
Netherlands
Finland
Canada
NewZealand
Estonia
B-S-J-G(China)
ChineseTaipei
Japan
Singapore
% Boys Girls
Gender differences among top performers
in science

17.
Expectations of a science career, boys and
girls (OECD average)
0 2 4 6 8 10 12 14 16 18 20
...science and engineering professionals
...health professionals
...information and communication
technology (ICT) professionals
...science-related technicians or associate
professionals
%
Girls Boys
Students who expect to work as...