Education Transformation and PISA - Andreas Schleicher, OECD Director for Edu...EduSkills OECD
600,000 students representing about 32 million 15-year-olds in the schools of the 79 participating countries and economies, sat the 2-hour PISA test in 2018.
Andreas Schleicher - Education at a Glance- Global Webinar- World Education T...EduSkills OECD
Andreas Schleicher, OECD Director of Education and Skills, presents data and reveals insights from the 2023 Education at a Glance report, which includes a special feature on Vocational Education and Training, with the aim of empowering educators, policymakers, and stakeholders with the data and analysis to shape their education systems.
Andreas Schleicher Rethinking assessment - 13 October 2023 OECD Webinar.pptxEduSkills OECD
Andreas Schleicher, OECD Director for Education and Skills presents at the OECD webinar "Unleashing potential: Rethinking assessment for 21st century learning" on 13 October 2023. https://oecdedutoday.com/oecd-education-webinars/
Achieving Equity and Inclusion in Education: An OECD PerspectiveEduSkills OECD
Invited to present and discuss "Achieving Equity and Inclusion in Public Education Systems", Beatriz Pont gave a keynote speech at the Education International Global Education Conference, Unite for Quality Education, 27-28 May, Montreal, Canada. Beatriz’s presentation builds on the Equity and Quality in Education and the Education Policy Outlook series.
More information at www.oecd.org/edu/policyoutlook.htm
Slides from OECD & NEA webinar Are education policies doing enough to enhance...EduSkills OECD
Slides from OECD & NEA webinar Are education policies doing enough to enhance career paths of women in STEM and nuclear science 23 June 2023 presented by Marta Encinas-Martin, Senior Advisor Global Relations and OECD Education Gender Ambassador followed by Fiona Rayment, Chief Science and Technology Officer, National Nuclear Laboratory (United Kingdom)
OECD Education and Skills Ministerial: Equity
Presentation from Andreas Schleicher about equity in education and skills.
Find out more about the ministerial meeting at : https://www.oecd.org/education/ministerial/
Find out more about our work in education and skills: https://www.oecd.org/education/
How are education policies supporting students to think creatively.pptxEduSkills OECD
Andreas Schleicher (OECD Directorate for Education and Skills) presents at the webinar 'How are education policies supporting students to think creatively?'
Creative thinking is consistently named among the top skills that employers are looking for. But OECD research suggests that creativity in students drops as they pass through the school system.
How can education systems ensure that all young people can develop and strengthen their creative thinking skills as part of their formal education? What policies are needed?
The OECD webinar explored how education systems worldwide are handling this issue.
Speakers include:
Angela Bravo Chacon, Unesco Perú, former National Director of Secondary and Primary Education at Peruvian Ministry of Education
Bo Stjerne Thomsen, Chair of Learning through Play, LEGO Foundation
Andreas Schleicher, OECD Directorate for Education and Skills
Moderated by Bill Lucas, Professor of Learning and Director of the Centre for Real-World Learning at the University of Winchester
It can be found via the website :https://oecdedutoday.com/oecd-education-webinars/
Education Transformation and PISA - Andreas Schleicher, OECD Director for Edu...EduSkills OECD
600,000 students representing about 32 million 15-year-olds in the schools of the 79 participating countries and economies, sat the 2-hour PISA test in 2018.
Andreas Schleicher - Education at a Glance- Global Webinar- World Education T...EduSkills OECD
Andreas Schleicher, OECD Director of Education and Skills, presents data and reveals insights from the 2023 Education at a Glance report, which includes a special feature on Vocational Education and Training, with the aim of empowering educators, policymakers, and stakeholders with the data and analysis to shape their education systems.
Andreas Schleicher Rethinking assessment - 13 October 2023 OECD Webinar.pptxEduSkills OECD
Andreas Schleicher, OECD Director for Education and Skills presents at the OECD webinar "Unleashing potential: Rethinking assessment for 21st century learning" on 13 October 2023. https://oecdedutoday.com/oecd-education-webinars/
Achieving Equity and Inclusion in Education: An OECD PerspectiveEduSkills OECD
Invited to present and discuss "Achieving Equity and Inclusion in Public Education Systems", Beatriz Pont gave a keynote speech at the Education International Global Education Conference, Unite for Quality Education, 27-28 May, Montreal, Canada. Beatriz’s presentation builds on the Equity and Quality in Education and the Education Policy Outlook series.
More information at www.oecd.org/edu/policyoutlook.htm
Slides from OECD & NEA webinar Are education policies doing enough to enhance...EduSkills OECD
Slides from OECD & NEA webinar Are education policies doing enough to enhance career paths of women in STEM and nuclear science 23 June 2023 presented by Marta Encinas-Martin, Senior Advisor Global Relations and OECD Education Gender Ambassador followed by Fiona Rayment, Chief Science and Technology Officer, National Nuclear Laboratory (United Kingdom)
OECD Education and Skills Ministerial: Equity
Presentation from Andreas Schleicher about equity in education and skills.
Find out more about the ministerial meeting at : https://www.oecd.org/education/ministerial/
Find out more about our work in education and skills: https://www.oecd.org/education/
How are education policies supporting students to think creatively.pptxEduSkills OECD
Andreas Schleicher (OECD Directorate for Education and Skills) presents at the webinar 'How are education policies supporting students to think creatively?'
Creative thinking is consistently named among the top skills that employers are looking for. But OECD research suggests that creativity in students drops as they pass through the school system.
How can education systems ensure that all young people can develop and strengthen their creative thinking skills as part of their formal education? What policies are needed?
The OECD webinar explored how education systems worldwide are handling this issue.
Speakers include:
Angela Bravo Chacon, Unesco Perú, former National Director of Secondary and Primary Education at Peruvian Ministry of Education
Bo Stjerne Thomsen, Chair of Learning through Play, LEGO Foundation
Andreas Schleicher, OECD Directorate for Education and Skills
Moderated by Bill Lucas, Professor of Learning and Director of the Centre for Real-World Learning at the University of Winchester
It can be found via the website :https://oecdedutoday.com/oecd-education-webinars/
How to ensure education is relevant for all in a fast-changing world - Andrea...EduSkills OECD
Andreas Schleicher, Director for Education and Skills, OECD presents findings of the OECD’s Education Policy Outlook 2022: Transforming Pathways for Lifelong Learners during the OECD Education Webinar: How to ensure education is relevant for all in a fast-changing world on the 5 April 2023
Equity and Inclusion in Education PPT Webinar 7 February 2023 Andreas SchleicherEduSkills OECD
Andreas Schleicher presents findings from Equity and Inclusion in Education: Finding Strength through Diversity at a webinar of the same name on 7 February 2023.
At the webinar OECD analysts and country experts outlined how education systems can cater to students from different background with varied needs. It follows the release of a report by OECD’s Strength in Diversity project that highlights six key steps to reforming education systems to help all students achieve their potential.
If you are a policy maker, teacher or are interested in learning more about how to respond to the challenges, please check out the webinar recording at https://oecdedutoday.com/oecd-education-webinars/
You can find the report at https://www.oecd-ilibrary.org/education/equity-and-inclusion-in-education_e9072e21-en
You can also check out our blog space https://oecdedutoday.com/equity-and-inclusion-in-education/ which contains the six key steps plus more context for the report Equity and Inclusion in Education: Finding Strength through Diversity
Developing literacy skills in a digital world: New findings from PISAEduSkills OECD
Reading is a far more complex task today than it once was. The Internet has transported the written word from the confines of a few carefully curated books to the phone screens in everyone’s pocket, and accredited publishers are no longer the gatekeepers of what and how we read – today, anyone can publish with almost no constraints.
How can we verify what we read online? What skills are involved in evaluating the trustworthiness of a source and understanding the information provided?
In 2018, the OECD Programme for International Student Assessment (PISA) addressed reading as its main subject, and the reading framework was devised to include essential reading skills in a digital world, to provide important insights into how 15-year-old students are developing reading skills to navigate the technology-rich 21st century, and how this varies by geography, social background or gender. It also explores what teachers can do to help students navigate ambiguity and manage complexity.
Join Andreas Schleicher, OECD Director for Education and Skills, as he presents the latest findings from PISA 2018, published in the upcoming report 21st-Century Readers: Developing Literacy Skills in a Digital World.
Improving Early Equity: From evidence to action PPT from Webinar 26 October 2022EduSkills OECD
Andreas Schleicher presents the results and analysis of the International Early Learning and Child Well-being Study 2022.
Read the report Improving Early Equity: From evidence to action: https://doi.org/10.1787/6eff314c-en
Find out more about our work on education and skills at https://www.oecd.org/education/
Get information on upcoming webinars, and watch replays of past events, here 👉 https://oecdedutoday.com/oecd-education-webinars/
The role of Education in an interconnected world webinar - Andreas Schleiche...EduSkills OECD
Andreas Schleicher presents Why is Global Competence so Important? at the OECD Webinar - The role of Education in an interconnected world. https://oecdedutoday.com/oecd-education-webinars/ on 9 March 2023. In this webinar a panel including teachers and experts discussed the importance of global competences and kick off the next Global Teaching InSights initiative, where teachers share best practices.
Education at a Glance 2022 Andreas Schleicher Global AnalysisEduSkills OECD
Andreas Schleicher presents the Global Analysis of Education at a Glance 2022:the authoritative source of education around the world. This years edition of looks at tertiary education. Slides include COVID-19: From crisis management to recovery. Find out more at www.oecd.org/education/education-at-a-glance
OECD PISA 2018 Results - U.S. Media Briefing EduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Moving up into upper secondary by Hannah Kitchen - OECD Education Webinar 23N...EduSkills OECD
Hannah Kitchen, Project Leader of Above and Beyond: Transitions in Upper Secondary Project at the OECD presents at the webinar Moving up into upper secondary on the 23 November 2023
Two years into the pandemic: How education systems have coped with the second...EduSkills OECD
Two years into the pandemic: How education systems have coped with the second year of COVID
The COVID-19 pandemic has caused massive disruptions to the learning of students at all levels of education. Although the availability of vaccines has improved the situation in most OECD countries, the school year 2021/22 was still marked by – sometimes severe – restriction to regular teaching and learning activities.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and is collecting data on how each education system is responding to the crisis, from school closures and remote learning to remedial measures. The latest round of data collection covers the impact of COVID-19 during the school year 2021/22 and the recovery policies implemented by countries during this period.
This presentation show the findings from a survey of more than 30 OECD education systems.
What can schools do to develop positive, high-achieving students? Insights fr...EduSkills OECD
The work of teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social-emotional skills that are vital for students’ personal development and for their active citizenship. But how do teachers best achieve this?
By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS-PISA link – a new OECD report identifies the teacher and school factors that matter most for student achievement and social-emotional development.
In this presentation, OECD Director for Education and Skills Andreas Schleicher unveils the new findings and looks at the implications for policy makers, students and teachers across the world.
Starting Strong - Empowering Young Children in the Digital Age - EDU Webinar ...EduSkills OECD
OECD’s Director for Education and Skills Andreas Schleicher presents findings from the report 'Empowering Young Children in the Digital Age' at the OECD Education Webinar on 23 May 2023.
Digitalisation and AI are transforming social and economic life at lightning speeds, creating new demands for education systems.
The use of new technologies can help develop the digital skills of young children and enrich their learning environment. But what are the challenges? And how can we support parents and early educators and carers in creating positive technology experiences for young children whilst also understanding and managing the risks that exist?
The webinar recording is available on https://oecdedutoday.com/oecd-education-webinars/
Fiche de lecture - Lutte contre la pauvreté et incitations à l’emploi : quel...Clara Delcroix
Une fiche de lecture réalisée dans le cadre de ma licence en économie et gestion à l'université de Lille. Elle porte sur un article de Vincent Vergnat : «Lutte contre la pauvreté et incitations à l’emploi : quelle politique pour les jeunes ? » (Revue économique, 2019).
This powerpoint provides an overview of the scope of the problem of the sexual abuse of minors, a profile of child predators and the grooming of their victims, and promotes the necessity of developing laws and sexual predator registries worldwide.
Universal Basic Skills - What Countries Stand to Gain EduSkills OECD
(Andreas Schleicher - Director, OECD Directorate for Education and Skills)
While access to schooling has expanded around the world, many countries have not realised the hoped-for improvements in economic and social well-being. Access to education by itself is an incomplete goal for development; many students leave the education system without basic proficiency in literacy and numeracy. As the world coalesces around new sustainable development targets towards 2030, the focus in education is shifting towards access and quality. Using projections based on data from the OECD Programme for International Student Assessment (PISA) and other international student assessments, this report offers a glimpse of the stunning economic and social benefits that all countries, regardless of their national wealth, stand to gain if they ensure that every child not only has access to education but, through that education, acquires at least the baseline level of skills needed to participate fully in society.
Trends Shaping Education 2022 by Andreas SchleicherEduSkills OECD
Did you ever wonder what the impact of climate change will be on our educational institutions in the next decade? What does it mean for schools that our societies are becoming more individualistic and diverse?
Trends Shaping Education is a triennial report examining major economic, political, social and technological trends affecting education. While the trends are robust, the questions raised in this book are suggestive, and aim to inform strategic thinking and stimulate reflection on the challenges facing education.
This 2022 edition covers a rich array of topics related to economic growth, living and working, knowledge and power, identity and belonging and our physical world and human bodies and interactions. It includes a specific focus on the impact of COVID‑19 on global trends, and new futures thinking sections inviting readers to reflect on how the future might differ from our current expectations.
Trends Shaping Education is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non-specialist source of international comparative trends shaping education, whether in schools, universities or in programmes for older adults. It will also be of interest to students and the wider public, including parents.
Andreas Schleicher presents the report's key findings.
The future of education - how ambition loops can help transform the teaching ...EduSkills OECD
The PPT from the webinar 'The future of education: how ambition loops can help transform the teaching profession?'
You can check out the webinar via the website - https://oecdedutoday.com/oecd-education-webinars/
Collaboration is crucial to strengthening teaching practices and learning experiences in the classroom. But how can we systematically improve cooperation between schools and teachers? A part of the answer is ambition loops: agreed objectives across schools, the educational sector and the wider community that, if achieved, reinforce each other and create positive change.
In this webinar we spoke to experts in order to explore ambitions and potential prosperity for the future of the teaching profession.
Speakers included:
Debbie Pushor, Full Professor, Department of Curriculum Studies, University of Saskatchewan, Canada
John Fischetti, Professor and Pro Vice-Chancellor, College of Human and Social Futures, University of Newcastle, Australia
Tony Hall, Personal Professor of Education, School of Education & Director of Educational Design Research, Designing Futures, University of Galway, Ireland
The session was moderated by Claire Shewbridge, Project leader and analyst at OECD Directorate for Education and Skills, and Jason McGrath, Analyst at OECD Directorate for Education and Skills.
Data science is one of the hottest and fastest-growing fields in companies around the world. But it remains a highly male-dominated field, with women making up as few as 15% of data science professionals globally. This gender imbalance is a
significant threat to sustainable growth and to unbiased, safe AI
Responses to a BCG global survey of over 9,000 current and former students across ten countries make it clear that a
significant share of the problem lies with the companies themselves.
Dream jobs? - Teenagers' career aspirations and the future of workEduSkills OECD
Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
Higher education during COVID-19: What lessons can we draw?EduSkills OECD
The higher education experience was markedly different than usual for those enrolling during the pandemic.
Higher education institutions of all kinds found their instructional methods profoundly disrupted by the closure of their physical campuses, and the crisis exposed the urgent need for policy makers and institutional leaders to adjust their established educational and policy models.
The OECD has collected comparative statistics across a number of education systems to track developments throughout the pandemic, including the impact on the higher education sector.
Andreas Schleicher presents the results of this data collection and outlines what it means for the future of higher education.
RETHINKING ASSESSMENT OF SOCIAL AND EMOTIONAL SKILLS by Adriano Linzarini OEC...EduSkills OECD
Adriano Linzarini (Lead Analyst, Rethinking Assessment of Social and Emotional Skills project, OECD) presents at the OECD webinar 'Social and Emotional Learning – does it make a difference in children’s lives?' on 17 January 2024
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
How to ensure education is relevant for all in a fast-changing world - Andrea...EduSkills OECD
Andreas Schleicher, Director for Education and Skills, OECD presents findings of the OECD’s Education Policy Outlook 2022: Transforming Pathways for Lifelong Learners during the OECD Education Webinar: How to ensure education is relevant for all in a fast-changing world on the 5 April 2023
Equity and Inclusion in Education PPT Webinar 7 February 2023 Andreas SchleicherEduSkills OECD
Andreas Schleicher presents findings from Equity and Inclusion in Education: Finding Strength through Diversity at a webinar of the same name on 7 February 2023.
At the webinar OECD analysts and country experts outlined how education systems can cater to students from different background with varied needs. It follows the release of a report by OECD’s Strength in Diversity project that highlights six key steps to reforming education systems to help all students achieve their potential.
If you are a policy maker, teacher or are interested in learning more about how to respond to the challenges, please check out the webinar recording at https://oecdedutoday.com/oecd-education-webinars/
You can find the report at https://www.oecd-ilibrary.org/education/equity-and-inclusion-in-education_e9072e21-en
You can also check out our blog space https://oecdedutoday.com/equity-and-inclusion-in-education/ which contains the six key steps plus more context for the report Equity and Inclusion in Education: Finding Strength through Diversity
Developing literacy skills in a digital world: New findings from PISAEduSkills OECD
Reading is a far more complex task today than it once was. The Internet has transported the written word from the confines of a few carefully curated books to the phone screens in everyone’s pocket, and accredited publishers are no longer the gatekeepers of what and how we read – today, anyone can publish with almost no constraints.
How can we verify what we read online? What skills are involved in evaluating the trustworthiness of a source and understanding the information provided?
In 2018, the OECD Programme for International Student Assessment (PISA) addressed reading as its main subject, and the reading framework was devised to include essential reading skills in a digital world, to provide important insights into how 15-year-old students are developing reading skills to navigate the technology-rich 21st century, and how this varies by geography, social background or gender. It also explores what teachers can do to help students navigate ambiguity and manage complexity.
Join Andreas Schleicher, OECD Director for Education and Skills, as he presents the latest findings from PISA 2018, published in the upcoming report 21st-Century Readers: Developing Literacy Skills in a Digital World.
Improving Early Equity: From evidence to action PPT from Webinar 26 October 2022EduSkills OECD
Andreas Schleicher presents the results and analysis of the International Early Learning and Child Well-being Study 2022.
Read the report Improving Early Equity: From evidence to action: https://doi.org/10.1787/6eff314c-en
Find out more about our work on education and skills at https://www.oecd.org/education/
Get information on upcoming webinars, and watch replays of past events, here 👉 https://oecdedutoday.com/oecd-education-webinars/
The role of Education in an interconnected world webinar - Andreas Schleiche...EduSkills OECD
Andreas Schleicher presents Why is Global Competence so Important? at the OECD Webinar - The role of Education in an interconnected world. https://oecdedutoday.com/oecd-education-webinars/ on 9 March 2023. In this webinar a panel including teachers and experts discussed the importance of global competences and kick off the next Global Teaching InSights initiative, where teachers share best practices.
Education at a Glance 2022 Andreas Schleicher Global AnalysisEduSkills OECD
Andreas Schleicher presents the Global Analysis of Education at a Glance 2022:the authoritative source of education around the world. This years edition of looks at tertiary education. Slides include COVID-19: From crisis management to recovery. Find out more at www.oecd.org/education/education-at-a-glance
OECD PISA 2018 Results - U.S. Media Briefing EduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Moving up into upper secondary by Hannah Kitchen - OECD Education Webinar 23N...EduSkills OECD
Hannah Kitchen, Project Leader of Above and Beyond: Transitions in Upper Secondary Project at the OECD presents at the webinar Moving up into upper secondary on the 23 November 2023
Two years into the pandemic: How education systems have coped with the second...EduSkills OECD
Two years into the pandemic: How education systems have coped with the second year of COVID
The COVID-19 pandemic has caused massive disruptions to the learning of students at all levels of education. Although the availability of vaccines has improved the situation in most OECD countries, the school year 2021/22 was still marked by – sometimes severe – restriction to regular teaching and learning activities.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and is collecting data on how each education system is responding to the crisis, from school closures and remote learning to remedial measures. The latest round of data collection covers the impact of COVID-19 during the school year 2021/22 and the recovery policies implemented by countries during this period.
This presentation show the findings from a survey of more than 30 OECD education systems.
What can schools do to develop positive, high-achieving students? Insights fr...EduSkills OECD
The work of teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social-emotional skills that are vital for students’ personal development and for their active citizenship. But how do teachers best achieve this?
By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS-PISA link – a new OECD report identifies the teacher and school factors that matter most for student achievement and social-emotional development.
In this presentation, OECD Director for Education and Skills Andreas Schleicher unveils the new findings and looks at the implications for policy makers, students and teachers across the world.
Starting Strong - Empowering Young Children in the Digital Age - EDU Webinar ...EduSkills OECD
OECD’s Director for Education and Skills Andreas Schleicher presents findings from the report 'Empowering Young Children in the Digital Age' at the OECD Education Webinar on 23 May 2023.
Digitalisation and AI are transforming social and economic life at lightning speeds, creating new demands for education systems.
The use of new technologies can help develop the digital skills of young children and enrich their learning environment. But what are the challenges? And how can we support parents and early educators and carers in creating positive technology experiences for young children whilst also understanding and managing the risks that exist?
The webinar recording is available on https://oecdedutoday.com/oecd-education-webinars/
Fiche de lecture - Lutte contre la pauvreté et incitations à l’emploi : quel...Clara Delcroix
Une fiche de lecture réalisée dans le cadre de ma licence en économie et gestion à l'université de Lille. Elle porte sur un article de Vincent Vergnat : «Lutte contre la pauvreté et incitations à l’emploi : quelle politique pour les jeunes ? » (Revue économique, 2019).
This powerpoint provides an overview of the scope of the problem of the sexual abuse of minors, a profile of child predators and the grooming of their victims, and promotes the necessity of developing laws and sexual predator registries worldwide.
Universal Basic Skills - What Countries Stand to Gain EduSkills OECD
(Andreas Schleicher - Director, OECD Directorate for Education and Skills)
While access to schooling has expanded around the world, many countries have not realised the hoped-for improvements in economic and social well-being. Access to education by itself is an incomplete goal for development; many students leave the education system without basic proficiency in literacy and numeracy. As the world coalesces around new sustainable development targets towards 2030, the focus in education is shifting towards access and quality. Using projections based on data from the OECD Programme for International Student Assessment (PISA) and other international student assessments, this report offers a glimpse of the stunning economic and social benefits that all countries, regardless of their national wealth, stand to gain if they ensure that every child not only has access to education but, through that education, acquires at least the baseline level of skills needed to participate fully in society.
Trends Shaping Education 2022 by Andreas SchleicherEduSkills OECD
Did you ever wonder what the impact of climate change will be on our educational institutions in the next decade? What does it mean for schools that our societies are becoming more individualistic and diverse?
Trends Shaping Education is a triennial report examining major economic, political, social and technological trends affecting education. While the trends are robust, the questions raised in this book are suggestive, and aim to inform strategic thinking and stimulate reflection on the challenges facing education.
This 2022 edition covers a rich array of topics related to economic growth, living and working, knowledge and power, identity and belonging and our physical world and human bodies and interactions. It includes a specific focus on the impact of COVID‑19 on global trends, and new futures thinking sections inviting readers to reflect on how the future might differ from our current expectations.
Trends Shaping Education is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non-specialist source of international comparative trends shaping education, whether in schools, universities or in programmes for older adults. It will also be of interest to students and the wider public, including parents.
Andreas Schleicher presents the report's key findings.
The future of education - how ambition loops can help transform the teaching ...EduSkills OECD
The PPT from the webinar 'The future of education: how ambition loops can help transform the teaching profession?'
You can check out the webinar via the website - https://oecdedutoday.com/oecd-education-webinars/
Collaboration is crucial to strengthening teaching practices and learning experiences in the classroom. But how can we systematically improve cooperation between schools and teachers? A part of the answer is ambition loops: agreed objectives across schools, the educational sector and the wider community that, if achieved, reinforce each other and create positive change.
In this webinar we spoke to experts in order to explore ambitions and potential prosperity for the future of the teaching profession.
Speakers included:
Debbie Pushor, Full Professor, Department of Curriculum Studies, University of Saskatchewan, Canada
John Fischetti, Professor and Pro Vice-Chancellor, College of Human and Social Futures, University of Newcastle, Australia
Tony Hall, Personal Professor of Education, School of Education & Director of Educational Design Research, Designing Futures, University of Galway, Ireland
The session was moderated by Claire Shewbridge, Project leader and analyst at OECD Directorate for Education and Skills, and Jason McGrath, Analyst at OECD Directorate for Education and Skills.
Data science is one of the hottest and fastest-growing fields in companies around the world. But it remains a highly male-dominated field, with women making up as few as 15% of data science professionals globally. This gender imbalance is a
significant threat to sustainable growth and to unbiased, safe AI
Responses to a BCG global survey of over 9,000 current and former students across ten countries make it clear that a
significant share of the problem lies with the companies themselves.
Dream jobs? - Teenagers' career aspirations and the future of workEduSkills OECD
Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
Higher education during COVID-19: What lessons can we draw?EduSkills OECD
The higher education experience was markedly different than usual for those enrolling during the pandemic.
Higher education institutions of all kinds found their instructional methods profoundly disrupted by the closure of their physical campuses, and the crisis exposed the urgent need for policy makers and institutional leaders to adjust their established educational and policy models.
The OECD has collected comparative statistics across a number of education systems to track developments throughout the pandemic, including the impact on the higher education sector.
Andreas Schleicher presents the results of this data collection and outlines what it means for the future of higher education.
RETHINKING ASSESSMENT OF SOCIAL AND EMOTIONAL SKILLS by Adriano Linzarini OEC...EduSkills OECD
Adriano Linzarini (Lead Analyst, Rethinking Assessment of Social and Emotional Skills project, OECD) presents at the OECD webinar 'Social and Emotional Learning – does it make a difference in children’s lives?' on 17 January 2024
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
PISA: Where is real progress being made in provinding equitable education?IIEP-UNESCO
Autor: Speaker: Andreas Schleicher, Director, Directorate for Education and Skills, OECD.
Presentation made for the first IIEP Strategic Debate of 2017.
More information: http://www.iiep.unesco.org/en/strategic-debate-real-progress-being-made-equitable-provision-education-pisaresults-3879
On April 6, 2014, Andreas Scheleicher shared this presentation as part of an event hosted by the Rodel Foundation of Delaware. "What Delaware Can Learn from the Rest of the World" brought together members of the Rodel Foundation of Delaware's International Advisory Group (IAG) to Wilmington, Delaware. Schleicher kicked off the event with this presentation, and Joanne Weiss facilitated a conversation with fellow IAG members Jim Dueck of Canada and Ben Jensen of Australia to respond to Schleicher and audience questions.
Use of PISA in quality improvement polices – Richard Yelland, OECD Head of Po...unicefmne
Presentation at the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
OECD PISA 2018 Results - U.K Media BriefingEduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Educating students for their future, rather than our past (Education World F...EduSkills OECD
Addressing educational under-performance makes economic growth more inclusive and expands the size of the economy The increase in average earnings from attaining universal basic skills amounts to some 4.2% across the 28 countries with universal enrolment in secondary schools. This increase is accompanied by a 5.2% average reduction in the achievement-induced part of the standard deviation of earnings and thus differs from simple tax and redistribution schemes that might change income distribution but would not add to societal output. Policies to improve knowledge capital will also promote inclusion and a more equitable income distribution
Reviews of National Policies for Education - Netherlands 2016EduSkills OECD
How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
HLEG thematic workshop on "Inequality of Opportunity", Dirk van DammeStatsCommunications
Presentation at the HLEG thematic workshop on "Inequality of Opportunity", 14 January 2015, Paris, France, http://oe.cd/HLEG-workshop-inequality-opportunity-2015
OECD Education and Skills Ministerial: Digitalisation
Presentation from Andreas Schleicher about digitalisation in education and skills.
Find out more about the ministerial meeting at : https://www.oecd.org/education/ministerial/
Find out more about our work in education and skills: https://www.oecd.org/education/
Conferencia inaugural del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Andreas Schleicher, Director del Directorate for Education and Skills (OCDE).
PISA 2012 Evaluating school systems to improve educationEduSkills OECD
PISA 2012 is the programme’s 5th survey. It assessed the competencies of 15-year-olds in reading, mathematics and science (with a focus on mathematics) in 65 countries and economies.
Around 510 000 students between the ages of 15 years 3 months and 16 years 2 months participated in the assessment, representing about 28 million 15-year-olds globally.
The students took a paper-based test that lasted 2 hours. The tests were a mixture of open-ended and multiple-choice questions that were organised in groups based on a passage setting out a real-life situation. A total of about 390 minutes of test items were covered. Students took different combinations of different tests. They and their school principals also answered questionnaires to provide information about the students' backgrounds, schools and learning experiences and about the broader school system and learning environment.
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD. Poverty is not destiny The country where migrants go to school matters more than the country where they came from. Technology can amplify innovative teaching. Countries where students have stronger beliefs in their abilities perform better in mathematics.
by Andreas Schleicher, Director for the Directorate of Education and Skills
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. Yet countries across the world share the goal of minimising any adverse impact of students’ socio-economic status on their performance in school. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.
Conferencia de Alfonso Echazarra, analista de la OCDE, sobre los resultados de PISA 2015 y el futuro de esta evaluación presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Similar to Andreas Schleicher Global Launch of PISA - Presentation - 5 December 2023 (20)
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Andreas Schleicher presents at the launch of What does child empowerment mean...EduSkills OECD
Andreas Schleicher presents at the launch of ‘What does child empowerment mean today? Implications for education and well-being’ on the 15 May 2024. The report was launched by Mathias Cormann, OECD Secretary-General and can be found here: https://www.oecd-ilibrary.org/education/what-does-child-empowerment-mean-today_8f80ce38-en
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar
No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
AI & cheating on high-stakes exams in upper secondary - Introduction by Shivi...EduSkills OECD
Shivi Chandra, Analyst at the OECD, presents slides to set the scene at the OECD Education Directorates Webinar 'AI and cheating in education: How can we safeguard the integrity of exams?' on 17 April 2024
Advancing Gender Equality The Crucial Role of Science and Technology 4 April ...EduSkills OECD
Eric Charbonnier, Analyst in the Innovation and Measuring Progress Division, OECD presents at the webinar 'Advancing Gender Equality: The Crucial Role of Science and Technology' on 4 April 2024.
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...EduSkills OECD
Camilla Stronati, Junior Policy Analyst, Transitions in Upper Secondary Education project, Directorate for Education and Skills, OECD, presents at the webinar 'The art of balancing curricular choice in upper secondary education' on 29 February 2024
Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...EduSkills OECD
Andreas Schleicher presentation at the OECD webinar 'Lights, Camera, Fluency: How pop music, podcasts, and Tik Tok are impacting English language learning' on 20 February 2024 which launched the OECD report 'How 15-Year-Olds Learn English: Case Studies from Finland, Greece, Israel, the Netherlands and Portugal'
Andreas Schleicher - Making learning resilient in a changing climate - 8 Febr...EduSkills OECD
Andreas Schleicher presents at the OECD webinar 'Making learning resilient in a changing climate ' on 8 February 2024. The discussion was based on the OECD Skills Outlook 2023 publication, ‘Skills for a Resilient Green and Digital Transition’.
Jordan Hill - Presentation of Engaging with education research- With a little...EduSkills OECD
Jordan Hill from the OECD Strengthening the Impact of Education Research project presents at the OECD webinar 'Engaging with education research- With a little help from the system' on 26 January 2024.
Ana Carrero -European year of skills – EU updateEduSkills OECD
Ana Carrero, Deputy Head of Unit, DG EMPL, European Commission, presents European year of skills – EU update at the webinar Charting the Future of Vocational Education and Training: Insights and Strategies for Tomorrow’s Workforce on 26 October 2023
Building Future Ready VET systems - EU OECD webinar, 26 October 2023 - Malgor...EduSkills OECD
Malgorzata Kuczera (OECD) presents Building Future Ready VET systems on 26 October 2023 at the webinar Charting the Future of Vocational Education and Training: Insights and Strategies for Tomorrow’s Workforce
Key indicators on vocational education - Insights from Education at a Glance ...EduSkills OECD
Key indicators on vocational education - Insights from Education at a Glance 2023 by Abel Schumann at the OECD webinar Charting the Future of Vocational Education and Training: Insights and Strategies for Tomorrow’s Workforce on 26 October 2023
Disrupted Futures 2023 | gender stereotype free career guidanceEduSkills OECD
This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at How career guidance can best respond to social inequalities: new OECD analysis and guidance "Gender stereotype free career guidance: theory, practice and new digital tools." Presented by Triin Roosalu.
Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
OECD presentation - An evidence-informed education Empowering schools and pol...EduSkills OECD
Melissa Mouthaan, OECD Analyst in the Strengthening the Impact of Education Research project presents slides at the OECD Education Directorate Webinar "An evidence-informed education: Empowering schools and policy institutions through a culture of research engagement" on 20 September 2023
BackToSchool webinar 7 September 2023.pptxEduSkills OECD
Andreas Schleicher presents at the OECD Education Directorate webinar "Pack your bags, it’s back to school! What’s on your mind this academic year?" on 7 September 2023. Speakers included:
Speakers include:
– Vicki A. Davis, Cool Cat Teacher and 10 Minute Teacher Podcast
– Margarita Lopez, Global Student prize top 50 finalist 2023
– Matthew Pye, Philosophy Teacher, Author, and Founder of the Climate Academy
-Anna Duchenko, Vice-principal and English teacher at Vinnytsia Primary Humanities School #25, Ukraine
Moderated by Duncan Crawford, Senior Content Manager at the OECD Directorate for Education and Skills.
What is the point of small housing associations.pptxPaul Smith
Given the small scale of housing associations and their relative high cost per home what is the point of them and how do we justify their continued existance
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
A process server is a authorized person for delivering legal documents, such as summons, complaints, subpoenas, and other court papers, to peoples involved in legal proceedings.
Canadian Immigration Tracker March 2024 - Key SlidesAndrew Griffith
Highlights
Permanent Residents decrease along with percentage of TR2PR decline to 52 percent of all Permanent Residents.
March asylum claim data not issued as of May 27 (unusually late). Irregular arrivals remain very small.
Study permit applications experiencing sharp decrease as a result of announced caps over 50 percent compared to February.
Citizenship numbers remain stable.
Slide 3 has the overall numbers and change.
Understanding the Challenges of Street ChildrenSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
Presentation by Jared Jageler, David Adler, Noelia Duchovny, and Evan Herrnstadt, analysts in CBO’s Microeconomic Studies and Health Analysis Divisions, at the Association of Environmental and Resource Economists Summer Conference.
Up the Ratios Bylaws - a Comprehensive Process of Our Organizationuptheratios
Up the Ratios is a non-profit organization dedicated to bridging the gap in STEM education for underprivileged students by providing free, high-quality learning opportunities in robotics and other STEM fields. Our mission is to empower the next generation of innovators, thinkers, and problem-solvers by offering a range of educational programs that foster curiosity, creativity, and critical thinking.
At Up the Ratios, we believe that every student, regardless of their socio-economic background, should have access to the tools and knowledge needed to succeed in today's technology-driven world. To achieve this, we host a variety of free classes, workshops, summer camps, and live lectures tailored to students from underserved communities. Our programs are designed to be engaging and hands-on, allowing students to explore the exciting world of robotics and STEM through practical, real-world applications.
Our free classes cover fundamental concepts in robotics, coding, and engineering, providing students with a strong foundation in these critical areas. Through our interactive workshops, students can dive deeper into specific topics, working on projects that challenge them to apply what they've learned and think creatively. Our summer camps offer an immersive experience where students can collaborate on larger projects, develop their teamwork skills, and gain confidence in their abilities.
In addition to our local programs, Up the Ratios is committed to making a global impact. We take donations of new and gently used robotics parts, which we then distribute to students and educational institutions in other countries. These donations help ensure that young learners worldwide have the resources they need to explore and excel in STEM fields. By supporting education in this way, we aim to nurture a global community of future leaders and innovators.
Our live lectures feature guest speakers from various STEM disciplines, including engineers, scientists, and industry professionals who share their knowledge and experiences with our students. These lectures provide valuable insights into potential career paths and inspire students to pursue their passions in STEM.
Up the Ratios relies on the generosity of donors and volunteers to continue our work. Contributions of time, expertise, and financial support are crucial to sustaining our programs and expanding our reach. Whether you're an individual passionate about education, a professional in the STEM field, or a company looking to give back to the community, there are many ways to get involved and make a difference.
We are proud of the positive impact we've had on the lives of countless students, many of whom have gone on to pursue higher education and careers in STEM. By providing these young minds with the tools and opportunities they need to succeed, we are not only changing their futures but also contributing to the advancement of technology and innovation on a broader scale.
Russian anarchist and anti-war movement in the third year of full-scale warAntti Rautiainen
Anarchist group ANA Regensburg hosted my online-presentation on 16th of May 2024, in which I discussed tactics of anti-war activism in Russia, and reasons why the anti-war movement has not been able to make an impact to change the course of events yet. Cases of anarchists repressed for anti-war activities are presented, as well as strategies of support for political prisoners, and modest successes in supporting their struggles.
Thumbnail picture is by MediaZona, you may read their report on anti-war arson attacks in Russia here: https://en.zona.media/article/2022/10/13/burn-map
Links:
Autonomous Action
http://Avtonom.org
Anarchist Black Cross Moscow
http://Avtonom.org/abc
Solidarity Zone
https://t.me/solidarity_zone
Memorial
https://memopzk.org/, https://t.me/pzk_memorial
OVD-Info
https://en.ovdinfo.org/antiwar-ovd-info-guide
RosUznik
https://rosuznik.org/
Uznik Online
http://uznikonline.tilda.ws/
Russian Reader
https://therussianreader.com/
ABC Irkutsk
https://abc38.noblogs.org/
Send mail to prisoners from abroad:
http://Prisonmail.online
YouTube: https://youtu.be/c5nSOdU48O8
Spotify: https://podcasters.spotify.com/pod/show/libertarianlifecoach/episodes/Russian-anarchist-and-anti-war-movement-in-the-third-year-of-full-scale-war-e2k8ai4
2. PISA participants
Around 690,000 15-year-old students in
81 countries and economies took PISA 2022
PISA Newcomers: El Salvador, Jamaica, Mongolia, the Palestinian Authority and Uzbekistan
3. Contexts
• Personal
• Occupational
• Societal
• Scientific
21st Century
Skills
• critical thinking;
• creativity;
• research and inquiry;
• self-direction, initiative and
persistence;
• information use;
• systems thinking;
• communication; and
• reflection
Employ
Mathematical
reasoning
Mathematical reasoning (both deductive and
inductive) involves evaluating situations,
selecting strategies, drawing logical
conclusions, developing and describing
solutions, and recognising how those
solutions can be applied
Quantity: number sense and estimation;
quantification of attributes, objects, relationships,
situations and entities in the world; understanding
various representations of those quantifications,
and judging interpretations and arguments based
on quantity
Uncertainty and data: recognising the place of
variation in the real world, including having a
sense of the quantification of that variation, and
acknowledging its uncertainty and error in related
inferences. It also includes forming, interpreting
and evaluating conclusions drawn in situations
where uncertainty is present.
Change and relationships: understanding
fundamental types of change and recognising
when they occur in order to use suitable
mathematical models to describe and predict
change. Includes appropriate functions and
equations/inequalities as well as creating,
interpreting and translating among symbolic
and graphical representations of relationships
Space and shape: patterns; properties
of objects; spatial visualisations;
positions and orientations;
representations of objects; decoding
and encoding of visual information;
navigation and dynamic interaction
with real shapes as well as
representations, movement,
displacement, and the ability to
anticipate actions in space
PISA
Sample test
questions
8. 330
340
350
360
370
380
390
400
410
420
430
440
450
460
470
480
490
500
510
520
530
540
550
560
570
580
OECD average
Mathematics (PISA)
2012 2015 2018
2009 2022
2003 2006
Student
performance
55% enrolled
76% enrolled
36% enrolled
74% enrolled
Singapore
Macao (China)
Chinese Taipei
Hong Kong (China)*
Japan
Korea
Estonia
Switzerland
Canada*
Netherlands*
Ireland*
Belgium
Denmark*
United Kingdom*
Poland
Austria
Australia*
Czech Republic Slovenia
Finland
Latvia* Sweden
New Zealand*
Lithuania
Germany France
Spain
Hungary
Portugal
Italy Viet Nam
Norway Malta
United States*
Slovak Republic Croatia
Iceland Israel
Türkiye
Brunei Darussalam
Ukrainian regions (18 of 27) Serbia
United Arab Emirates Greece
Romania Kazakhstan
Mongolia
Bulgaria
Moldova
Qatar Chile
Uruguay
Malaysia
Montenegro
Baku (Azerbaijan)
Mexico
Thailand
Peru
Georgia
Saudi Arabia
North Macedonia Costa Rica
Colombia
Brazil
Argentina
Jamaica*
Albania
Palestinian Authority Indonesia
Morocco
Uzbekistan Jordan
Panama*
Kosovo
Philippines
Guatemala
El Salvador
Dominican Republic
Paraguay
Cambodia
9. 330
340
350
360
370
380
390
400
410
420
430
440
450
460
470
480
490
500
510
520
530
540
550
560
570
580
OECD average
2012 2015 2018
2009 2022
2003 2006
Student
performance
Poverty need not be destiny
Math skills of students
from most advantaged decile
Math skills of students
from poorest decile
Singapore
Macao (China)
Chinese Taipei
Hong Kong (China)*
Japan
Korea
Estonia
Switzerland
Canada*
Netherlands*
Ireland*
Belgium
Denmark*
United Kingdom*
Poland
Austria
Australia*
Czech Republic Slovenia
Finland
Latvia* Sweden
New Zealand*
Lithuania
Germany France
Spain
Hungary
Portugal
Italy Viet Nam
Norway Malta
United States*
Slovak Republic Croatia
Iceland Israel
Türkiye
Brunei Darussalam
Ukrainian regions (18 of 27) Serbia
United Arab Emirates Greece
Romania Kazakhstan
Mongolia
Bulgaria
Moldova
Qatar Chile
Uruguay
Malaysia
Montenegro
Baku (Azerbaijan)
Mexico
Thailand
Peru
Georgia
Saudi Arabia
North Macedonia Costa Rica
Colombia
Brazil
Argentina
Jamaica*
Albania
Palestinian Authority Indonesia
Morocco
Uzbekistan Jordan
Panama*
Kosovo
Philippines
Guatemala
El Salvador
Dominican Republic
Paraguay
Cambodia
10. Disparities in minimum achievement in mathematics
(parity index), by gender and socio-economic background Figure I.3.7
0.00
0.20
0.40
0.60
0.80
1.00
1.20
1.40
El
Salvador
Panama*
Dominican
Republic
Guatemala
Philippines
Paraguay
Peru
Brazil
Colombia
Argentina
Palestinian
Authority
Morocco
Jordan
Cambodia
Indonesia
Romania
Malaysia
Bulgaria
Kosovo
North
Macedonia
Uruguay
Mexico
Qatar
Mongolia
Moldova
Jamaica*
Thailand
Saudi
Arabia
Georgia
Slovak
Republic
Albania
Montenegro
Chile
Israel
Hungary
Ukrainian
regions
(18
of
27)
Baku
(Azerbaijan)
Greece
Brunei
Darussalam
United
Arab
Emirates
Serbia
Uzbekistan
United
States*
France
Czech
Republic
Belgium
Germany
Türkiye
Portugal
Austria
Lithuania
New
Zealand*
OECD
average
Italy
Iceland
Croatia
Sweden
Spain
Malta
Norway
Netherlands*
Australia*
Slovenia
Poland
Kazakhstan
Viet
Nam
Switzerland
Finland
Latvia*
United
Kingdom*
Denmark*
Ireland*
Canada*
Korea
Chinese
Taipei
Estonia
Singapore
Japan
Hong
Kong
(China)*
Macao
(China)
Costa
Rica
Parity index Girls compared to boys Disadvantaged students compared to advantaged students
No disparity
Socio-economic gap
Gender gap
12. Combining excellence and equity
Strength of socio-economic gradient and mathematics performance Figure I.4.2
Switzerland
Belgium
Austria
Czech Republic
Germany
France
Hungary
Portugal
Slovak Republic Israel
Romania
Brazil
Netherlands*
Ukrainian regions (18 of 27)
Colombia
Slovenia
Viet Nam
Brunei Darussalam
Malaysia
Chinese Taipei
Sweden
Panama*
United States*
El Salvador
Mongolia Bulgaria
Spain
Italy
Serbia
Estonia
Argentina
New Zealand*
Moldova
Lithuania
Poland
Guatemala
Singapore
Peru
Uruguay
Australia*
Croatia
Indonesia
Korea
Japan
Türkiye
Norway
Denmark*
Baku (Azerbaijan)
Finland
Mexico
Kosovo
Saudi Arabia
Greece
Paraguay
Kazakhstan
Hong Kong (China)*
Montenegro
Macao (China)
Iceland
Latvia*
Thailand
Qatar
Ireland*
Cambodia
United Arab Emirates
Jamaica*
North Macedonia
Uzbekistan
Jordan
Albania
Canada*
Morocco
Chile
Palestinian Authority
Philippines
Dominican Republic
Malta
United Kingdom*
Georgia
300
320
340
360
380
400
420
440
460
480
500
520
540
560
580
600
0
5
10
15
20
25
30
Mean
score
in
mathematics
Socio-economic fairness is below the OECD average
Socio-economic fairness is not statistically significantly different from the OECD average
Socio-economic fairness is above the OECD average
Above-average in mathematics performance
and socio-economic fairness
Below-average in mathematics performance
and socio-economic fairness
Above-average in mathematics performance
Below-average in socio-economic fairness
Below-average in mathematics performance
Above-average in socio-economic fairness
Greater socio-economic fairness
OECD average: 472 points
OECD average: 15%
14. Learning time ≠ learning outcomes
0
5
10
15
20
25
30
35
40
45
50
0
2
4
6
8
10
12
14
16
18
20
Morocco
Argentina
Colombia
Costa
Rica
Uzbekistan
Mongolia
Peru
Albania
Cambodia
United
Arab
Emirates
Kosovo
Paraguay
Chile
Italy
Jordan
Malta
Palestinian
Authority
Thailand
Kazakhstan
North
Macedonia
Israel
Brazil
Uruguay
Malaysia
Georgia
El
Salvador
Panama*
Viet
Nam
Guatemala
Dominican
Republic
Baku
(Azerbaijan)
Jamaica*
Philippines
Moldova
Saudi
Arabia
Singapore
Spain
Indonesia
Bulgaria
Greece
Brunei
Darussalam
Portugal
Lithuania
Germany
Belgium
Mexico
United
Kingdom*
Poland
Ireland*
France
OECD
average
Serbia
Latvia*
Croatia
Qatar
Ukrainian
regions
(18
of
27)
Chinese
Taipei
Türkiye
Iceland
Hungary
Austria
Hong
Kong
(China)*
Montenegro
Macao
(China)
Romania
Japan
Estonia
Australia*
Slovenia
Sweden
Norway
Denmark*
Korea
Netherlands*
Canada*
Slovak
Republic
New
Zealand*
Finland
Czech
Republic
United
States*
Switzerland
Score
points
in
mathematics
per
hour
of
total
learning
time
Hours
Based on students' reports
Figure II.5.11
Hours learning in school
Hours learning out of school
15. Learning time ≠ learning outcomes
0
5
10
15
20
25
30
35
40
45
50
0
2
4
6
8
10
12
14
16
18
20
Morocco
Argentina
Colombia
Costa
Rica
Uzbekistan
Mongolia
Peru
Albania
Cambodia
United
Arab
Emirates
Kosovo
Paraguay
Chile
Italy
Jordan
Malta
Palestinian
Authority
Thailand
Kazakhstan
North
Macedonia
Israel
Brazil
Uruguay
Malaysia
Georgia
El
Salvador
Panama*
Viet
Nam
Guatemala
Dominican
Republic
Baku
(Azerbaijan)
Jamaica*
Philippines
Moldova
Saudi
Arabia
Singapore
Spain
Indonesia
Bulgaria
Greece
Brunei
Darussalam
Portugal
Lithuania
Germany
Belgium
Mexico
United
Kingdom*
Poland
Ireland*
France
OECD
average
Serbia
Latvia*
Croatia
Qatar
Ukrainian
regions
(18
of
27)
Chinese
Taipei
Türkiye
Iceland
Hungary
Austria
Hong
Kong
(China)*
Montenegro
Macao
(China)
Romania
Japan
Estonia
Australia*
Slovenia
Sweden
Norway
Denmark*
Korea
Netherlands*
Canada*
Slovak
Republic
New
Zealand*
Finland
Czech
Republic
United
States*
Switzerland
Score
points
in
mathematics
per
hour
of
total
learning
time
Hours
Based on students' reports
Figure II.5.11
Hours learning in school
Hours learning out of school
Productivity
16. Shortage of education staff
Based on principals' reports
Figure II.5.4
-1.50
-1.00
-0.50
0.00
0.50
1.00
1.50
Bulgaria
Serbia
Albania
Poland
Denmark*
Qatar
Georgia
Switzerland
Singapore
Paraguay
Montenegro
Romania
Lithuania
Kazakhstan
Guatemala
Moldova
Thailand
Brazil
Ukrainian
regions
(18
of
27)
Iceland
Austria
Spain
Australia*
United
States*
United
Arab
Emirates
Slovenia
El
Salvador
Jamaica*
Indonesia
Mexico
Panama*
Philippines
Ireland*
Türkiye
Malta
Norway
Czech
Republic
Viet
Nam
Croatia
Kosovo
Argentina
OECD
average
New
Zealand*
Finland
Chile
Mongolia
Brunei
Darussalam
Cambodia
Peru
Dominican
Republic
United
Kingdom*
Latvia*
Hong
Kong
(China)*
Hungary
Colombia
Greece
Germany
Sweden
Netherlands*
Israel
Baku
(Azerbaijan)
Italy
France
Uruguay
Saudi
Arabia
Portugal
Jordan
Costa
Rica
Palestinian
Authority
Morocco
Mean
index
of
shortage
of
education
staff
17. Shortage of education staff and material resources, and
mathematics performance
Change in mathematics performance associated with principals reporting that the school's capacity to provide
instruction is hindered to some extent or a lot by the following; OECD average
Figure II.5.6
-16
-14
-12
-10
-8
-6
-4
-2
0
A lack of teaching
staff
Inadequate or
poorly qualified
teaching staff
A lack of assisting
staff
Inadequate or
poorly qualified
assisting staff
A lack of
educational
material
Inadequate or
poor-quality
educational
material
A lack of physical
infrastructure
Inadequate or
poor-quality
physical
infrastructure
A lack of digital
resources
Inadequate or
poor-quality
digital resources
Before accounting for students' and schools' socio-economic profile¹ After accounting for students' and schools' socio-economic profile
Score-point
difference
19. Time spent at school in regular lessons and on digital devices
Time spent per day by students (in hours)
Figure II.5.15
0
1
2
3
4
5
6
7
Ireland*
Paraguay
Japan
Brunei
Darussalam
Peru
Malta
France
Slovenia
United
Kingdom*
Germany
Serbia
Saudi
Arabia
Spain
Montenegro
Dominican
Republic
Greece
Cambodia
Jordan
Switzerland
Panama*
Belgium
Georgia
Qatar
Palestinian
Authority
Morocco
Türkiye
Jamaica*
Brazil
Mexico
El
Salvador
Austria
Portugal
Costa
Rica
Chile
Malaysia
Kosovo
Moldova
Uruguay
Hong
Kong
(China)*
Israel
Viet
Nam
Kazakhstan
Colombia
Albania
Argentina
OECD
average
Canada*
North
Macedonia
Czech
Republic
Guatemala
Uzbekistan
Netherlands*
Croatia
Singapore
Macao
(China)
Korea
Estonia
Poland
Chinese
Taipei
Indonesia
Mongolia
Hungary
Baku
(Azerbaijan)
Iceland
Slovak
Republic
Lithuania
Philippines
Latvia*
Romania
United
Arab
Emirates
New
Zealand*
Australia*
Norway
Finland
Sweden
Thailand
Italy
Bulgaria
Denmark*
Ukrainian
regions
(18
of
27)
Using digital devices for learning at school Using digital devices for leisure at school Regular lessons at school per school day
Hours
Devices / learning at school
Devices / leisure at school
20. Time spent on digital devices at school and mathematics performance
Based on students' reports; OECD average
Figure II.5.14
420
430
440
450
460
470
480
490
500
None Up to 1 hour More than 1 hour and
up to 2 hours
More than 2 hours
and up to 3 hours
More than 3 hours
and up to 5 hours
More than 5 hours
and up to 7 hours
More than 7 hours
Mean
score
in
mathematics
Time spent on digital devices at school per day
Technology used for learning in school
Technology used for leisure at school
21. Students' confidence in self-directed learning
Percentage of students who reported feeling confident/very confident in taking the following actions if their school building closes again in the future
Figure II.2.5
0
10
20
30
40
50
60
70
80
90
100
Japan
Poland
Brunei
Darussalam
United
Kingdom*
Ireland*
Israel
Netherlands*
Latvia*
New
Zealand*
Canada*
Greece
Belgium
Brazil
Malta
Slovenia
Chinese
Taipei
Hong
Kong
(China)*
Serbia
Montenegro
Australia*
Macao
(China)
United
States*
Thailand
Estonia
Jamaica*
Korea
Morocco
Malaysia
OECD
average
Italy
Germany
Georgia
Sweden
Slovak
Republic
Uruguay
Argentina
Türkiye
Hungary
Jordan
Lithuania
Spain
Kosovo
Chile
Finland
Mongolia
Austria
Ukrainian
regions
(18
of
27)
Palestinian
Authority
Qatar
Switzerland
France
Moldova
Romania
Portugal
Viet
Nam
Bulgaria
Dominican
Republic
Philippines
Uzbekistan
North
Macedonia
United
Arab
Emirates
Baku
(Azerbaijan)
Albania
Costa
Rica
Indonesia
Peru
Paraguay
Mexico
Croatia
Saudi
Arabia
Iceland
Cambodia
Kazakhstan
Guatemala
El
Salvador
Panama*
Colombia
%
Using a video communication program Motivating myself to do school work
22. How smart phones and tablets can impair learning
Digital distractions
23. Distraction from digital devices in mathematics lessons
Percentage of students who reported that the following happens in every or in most of their mathematics lessons
Figure II.3.4
0
10
20
30
40
50
60
Argentina
Uruguay
Chile
Bulgaria
New
Zealand*
Brazil
Canada*
Latvia*
Philippines
Finland
Australia*
Morocco
Greece
Italy
Sweden
Montenegro
Romania
Poland
Costa
Rica
Serbia
Portugal
Netherlands*
Mongolia
Spain
Moldova
Baku
(Azerbaijan)
Iceland
Paraguay
Denmark*
Norway
Israel
Dominican
Republic
Czech
Republic
OECD
average
Colombia
France
Kosovo
Jamaica*
United
States*
Georgia
North
Macedonia
Belgium
Hungary
Estonia
Germany
Jordan
Singapore
Panama*
Thailand
Slovak
Republic
Palestinian
Authority
Lithuania
Mexico
Albania
Indonesia
United
Arab
Emirates
Ukrainian
regions
(18
of
27)
El
Salvador
Türkiye
Austria
Slovenia
Kazakhstan
Switzerland
Croatia
Qatar
Peru
Malaysia
Ireland*
Uzbekistan
Saudi
Arabia
Cambodia
United
Kingdom*
Malta
Hong
Kong
(China)*
Chinese
Taipei
Viet
Nam
Guatemala
Macao
(China)
Brunei
Darussalam
Korea
Japan
%
Students get distracted by using digital devices
Students get distracted by other students who are using digital devices
24. Feeling nervous/anxious when digital devices are not near
Based on students' reports
Figure II.5.16
0
10
20
30
40
50
60
70
80
90
100
Costa
Rica
Netherlands*
Colombia
El
Salvador
Peru
Panama*
Slovenia
Portugal
Mexico
France
Ireland*
Spain
Dominican
Republic
Hungary
Kosovo
Uruguay
Japan
Belgium
Switzerland
Argentina
New
Zealand*
Montenegro
Croatia
Albania
North
Macedonia
Iceland
Estonia
Mongolia
Italy
Morocco
Kazakhstan
United
Kingdom*
OECD
average
Australia*
Serbia
Czech
Republic
Norway
Denmark*
Sweden
Chinese
Taipei
Chile
Germany
Canada*
Lithuania
Uzbekistan
Moldova
Korea
Bulgaria
Finland
Saudi
Arabia
Austria
Singapore
Brazil
Georgia
Palestinian
Authority
Romania
Ukrainian
regions
(18
of
27)
Qatar
Slovak
Republic
Jamaica*
Latvia*
Poland
Jordan
United
Arab
Emirates
Indonesia
Israel
Baku
(Azerbaijan)
Greece
Philippines
Hong
Kong
(China)*
Malta
Thailand
Brunei
Darussalam
Macao
(China)
Malaysia
Türkiye
Never or almost never Less than half of the time About half of the time or more than half of the time All or almost all of the time Not applicable
%
25. Outcomes of feeling nervous/anxious when digital devices are not near
Based on students' reports; OECD average
Figure II.5.17
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
Mathematics performance
Score-point
difference
-1.0
-0.9
-0.8
-0.7
-0.6
-0.5
-0.4
-0.3
-0.2
-0.1
0.0
Life satisfaction Emotional control Stress resistance
Before accounting for students' and schools' socio-economic profile¹ After accounting for students' and schools' socio-economic profile
Index-point
difference
26. School policies for the use of digital devices
Frequency of use of digital devices
in mathematics lessons
Digital devices, distraction and school policies
Change in the likelihood of students becoming distracted by using digital devices in mathematics lessons when students reported that
they use their smartphone at school and school principals reported the school's policy on smartphone use; OECD average
Figure II.5.9
0.70
0.80
0.90
1.00
1.10
1.20
1.30
1.40
1.50
In less than half of
the lessons
In about half of the
lessons
In more than half of
the lessons
In every or almost
every lesson
The school has
written statement
about the general
use of digital
devices on school
premises
The use of cell
phones is not
allowed on school
premises
Teachers establish
rules for when
students may use
digital devices
during lessons
Teachers establish
rules in
collaboration with
students about
their use of digital
resources at school
or in class
The school has a
specific programme
to prepare students
for responsible
Internet behaviour
Teachers have the
necessary technical
and pedagogical
skills to integrate
digital devices in
instruction
Odds ratio
28. Teacher support
Percentage of students who agreed or strongly agreed with the following statements about the time when their
school building was closed because of COVID-19; based on students' reports
Figure II.2.10
0
10
20
30
40
50
60
70
80
90
Japan
Morocco
Jordan
Poland
Greece
Mongolia
Palestinian
Authority
United
Kingdom*
Israel
Kosovo
Argentina
Brazil
Saudi
Arabia
Spain
Iceland
Türkiye
Serbia
Uzbekistan
France
Italy
Uruguay
Romania
Panama*
Jamaica*
Macao
(China)
Bulgaria
Montenegro
Mexico
Slovenia
North
Macedonia
Slovak
Republic
Georgia
Dominican
Republic
OECD
average
Qatar
Chile
Ireland*
Malaysia
Peru
Czech
Republic
Austria
Moldova
Belgium
Malta
Costa
Rica
Ukrainian
regions
(18
of
27)
Korea
Croatia
Paraguay
Hong
Kong
(China)*
Chinese
Taipei
El
Salvador
Hungary
Australia*
Baku
(Azerbaijan)
Lithuania
Thailand
Cambodia
Kazakhstan
Colombia
United
States*
New
Zealand*
Canada*
Guatemala
Switzerland
Germany
Finland
United
Arab
Emirates
Netherlands*
Latvia*
Sweden
Portugal
Estonia
Albania
Indonesia
Philippines
Brunei
Darussalam
Viet
Nam
%
My teachers were available when I needed help I felt lonely
29. Students learn best from teachers they love
Remote learning, mathematics performance and confidence in self-directed learning
Change in the index of confidence in students' capacity for self-directed learning/in mathematics performance, when students agreed or disagreed with the
following statements about the time when their school building was closed because of COVID-19; OECD average
Figure II.2.12
-10
-5
0
5
10
15
20
25
(Agree)
I was well prepared to
learn on my own
(Agree)
My teachers were
available when I
needed help
(Disagree)
I felt anxious about
school work
(Disagree)
I felt lonely
Score-point
difference
in
mathematics
performance
Students agreed or strongly agreed/disagreed or strongly disagreed
with the statements above
Before accounting
After accounting for students' and schools' socio-economic profile
Students
scored
lower
Students
scored
higher
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
(Agree)
I was well prepared
to learn on my own
(Agree)
My teachers were
available when I
needed help
(Disagree)
I felt anxious about
school work
(Disagree)
I felt lonely
Students agreed or strongly agreed/disagreed or strongly disagreed
with the statements above
Before accounting
After accounting for students' and schools' socio-economic profile, and mathematics performance
Students with more positive learning
experiences are more confident
in their ability to learn autonomously
and remotely
Students
are
more
confident
(Change
in
the
index
of
confidence
in
capacity
for
self-directed
learning)
30. School actions and activities to maintain learning and well-being
Percentage of students who reported that someone from their school did the following actions every day daily when
their school building was closed because of COVID-19; OECD average
Figure II.2.16
0
10
20
30
40
50
60
70
80
90
Checked in with them to
ask how they were
feeling
Gave them helpful tips
about how to study on
their own
Checked in with them to
ensure that they were
completing their
assignments
Sent them learning
materials to study on
their own
Asked them to submit
completed school
assignments
Sent them assignments Uploaded material on a
learning-management
system or school learning
platform
Offered live virtual
classes on a video
communication program
%
Students reported that someone from their school did the above actions every day or almost every day
Bottom country/economy OECD average Top country/economy
Least common daily school actions and activities
promoting students' well-being and self-directed learning, as reported by students
Most common daily school actions and activities
ensuring that curriculum goals are met, as reported by students
31. School actions to maintain learning and selected student outcomes
Change associated with a one-unit increase in the index of school actions and activities to maintain learning; OECD average
Figure II.2.18
0.00
0.05
0.10
0.15
0.20
0.25
Boys Girls Advantaged Disadvantaged
Index-point
change
Change in the index of students' confidence in
their capacity for self-directed learning
-0.09
-0.08
-0.07
-0.06
-0.05
-0.04
-0.03
-0.02
-0.01
0.00
Boys Girls Advantaged Disadvantaged
Index-point
change
Change in mathematics anxiety
0.02
0.04
0.03
32. 0 10 20 30 40 50 60 70 80 90 100
The lack of experience in providing remote instruction among teachers hindered the capacity to provide remote
instruction
The lack of access to the Internet among students while school buildings were closed hindered the capacity to
provide remote instruction
The difficulty of getting in touch with students while school buildings were closed hindered the capacity to
provide remote instruction
At least half of the classes were cancelled and not replaced by remote instruction
At least half of the classes were taught remotely using digital devices
Never attended distance learning activities
Attended distance learning activities in a typical week
Percentage of students
Private Public
Students reported that they:
Students in school whose principal reported that:
Handling school closures due to COVID-19, by school type
Figure II.6.10
-0.5 -0.4 -0.3 -0.2 -0.1 0.0 0.1 0.2 0.3
Preparedness for digital learning
School preparedness for remote instruction in response to COVID-19
School preparedness for remote instruction before COVID-19
Problems with schools’ capacity to provide remote instruction
Mean index
Index of:
Higher values in the index
34. Parents-initiated talks about students’ progress
Percentage of students in schools whose principal reported that at least 50% of students' parents are involved in
discussing their child’s progress with a teacher on their own initiative
Figure II.3.15
0
10
20
30
40
50
60
70
80
Norway
(-13)
Ireland*
Switzerland
Argentina
Uruguay
Morocco
Finland
(-22)
Hungary
(-12)
Japan
Serbia
(-31)
Sweden
(-21)
Brazil
Czech
Republic
(-11)
Brunei
Darussalam
(-11)
Poland
(-26)
Netherlands*
(-25)
Croatia
(-30)
Denmark*
(-9)
Singapore
(-18)
Slovenia
(-32)
France
(-12)
nited
Kingdom*
(-13)
Estonia
(-11)
Bulgaria
Belgium
New
Zealand*
Iceland
(-7)
Germany
Jordan
Costa
Rica
OECD
average
(-10)
Hong
Kong
(China)*
Australia*
(-11)
Chile
Lithuania
(-10)
United
States*
(-12)
Korea
Slovak
Republic
Moldova
(-31)
Montenegro
(-31)
Latvia*
Dominican
Republic
Malaysia
Malta
(-11)
Peru
Macao
(China)
(2)
Greece
(-31)
North
Macedonia
(-24)
Mexico
(16)
Israel
Saudi
Arabia
Canada*
Indonesia
Türkiye
Baku
(Azerbaijan)
(-30)
Spain
(-8)
Romania
(12)
Kosovo
Thailand
Panama*
Portugal
(-13)
Qatar
(-3)
Colombia
Chinese
Taipei
Italy
(-16)
United
Arab
Emirates
(-5)
Albania
(-14)
Georgia
Kazakhstan
(-14)
Viet
Nam
Philippines
%
PISA 2018 PISA 2022
35. Family support and sense of belonging
Figure II.3.17
Serbia
Netherlands*
Moldova
Saudi Arabia
Germany
Finland
Brunei Darussalam
Indonesia
United States*
Slovak Republic
El Salvador
Latvia*
Japan
Georgia
Uruguay
Türkiye
North Macedonia
Philippines
Morocco
Albania
Cambodia
New Zealand*
United Kingdom*
Croatia
Czech Republic
Brazil
Colombia
Guatemala
Belgium
Viet Nam
Peru
Denmark*
Paraguay
Mongolia
Kazakhstan
Slovenia
Singapore
Iceland
Panama*
Italy
Argentina
Sweden
Australia*
Greece
Dominican Republic
Mexico
Chile
Norway
Lithuania
United Arab Emirates
Thailand
Malaysia
Ireland*
Hungary
Qatar
Uzbekistan
Romania
Austria
Switzerland
Poland
Jamaica*
Estonia
Bulgaria
Malta
Portugal
Canada*
Jordan
Montenegro
France
Spain
Korea
Palestinian Authority
Hong Kong (China)*
Chinese Taipei
Macao (China)
Baku (Azerbaijan)
Ukrainian regions (18 of 27)
R² = 0.12
-0.60
-0.40
-0.20
0.00
0.20
0.40
0.60
-0.60 -0.40 -0.20 0.00 0.20 0.40 0.60
Family support (mean index)
Students'
sense
of
belonging
(mean
index)
Average sense of belonging is higher in systems where
students receive stronger support from their families
Students enjoy more support from their families
Stronger
sense
of
belonging
at
school
OECD average
OECD average
37. Life satisfaction and satisfaction with different aspects of life
Average of countries/economies with available data
Figure II.1.7
1.00 1.20 1.40 1.60 1.80 2.00 2.20
Their relationship with their parents/guardians
Their life at school
Their health
All the things [they] have
The way they look
The friends they have
How they use their time
The neighbourhood they live in
Their relationship with their teachers
What they learn at school
Point change on the life-satisfaction scale
Change in life satisfaction when students reported that they are satisfied or totally satisfied with the following:
38. Students’ sense of belonging at school, across all countries and economies
Table II.B1.1.1
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
Brunei
Darussalam
Cambodia
Hong
Kong
(China)*
Philippines
Thailand
Jamaica*
Poland
Macao
(China)
Türkiye
New
Zealand*
Morocco
Viet
Nam
Czech
Republic
Malaysia
El
Salvador
United
States*
Latvia*
Paraguay
Malta
Dominican
Republic
Australia*
Singapore
Chile
Jordan
United
Kingdom*
Brazil
Peru
Slovak
Republic
United
Arab
Emirates
Argentina
Panama*
Bulgaria
Mexico
Guatemala
Palestinian
Authority
Baku
(Azerbaijan)
Canada*
Colombia
Qatar
Mongolia
Kazakhstan
Estonia
Indonesia
Ireland*
Costa
Rica
Uruguay
Ukrainian
regions
(18
of
27)
Italy
Greece
Moldova
Georgia
France
Lithuania
OECD
average
Romania
Saudi
Arabia
Chinese
Taipei
Belgium
Slovenia
Uzbekistan
Portugal
Sweden
Finland
Netherlands*
Denmark*
North
Macedonia
Croatia
Montenegro
Hungary
Iceland
Serbia
Norway
Japan
Albania
Korea
Germany
Spain
Switzerland
Austria
Mean index
Based on students' reports
39. Growth mindset
and mathematics performance Table I.B1.2.1 &
Table I.B1.2.16
Australia*
Austria
Belgium
Canada*
Chile
Colombia
Costa Rica
Czech Republic
Denmark*
Estonia
Finland
France
Germany
Greece
Hungary
Iceland
Ireland*
Italy
Japan
Korea
Latvia*
Lithuania
Mexico
Netherlands*
New Zealand*
Norway
Poland
Portugal
Slovak Republic
Slovenia Spain
Sweden
Switzerland
Türkiye
United Kingdom*
United States*
Albania Argentina
Baku (Azerbaijan)
Brazil
Brunei Darussalam
Bulgaria
Croatia
Dominican Republic
El Salvador
Georgia
Hong Kong (China)*
Indonesia
Jamaica*
Jordan
Kazakhstan
Kosovo
Macao (China)
Malaysia
Malta
Moldova
Mongolia
Montenegro
Morocco
North Macedonia
Palestinian Authority
Panama*
Peru
Philippines
Qatar
Romania
Saudi Arabia
Serbia
Singapore
Chinese Taipei
Thailand
Ukrainian regions (18 of 27)
United Arab Emirates
Uruguay
Uzbekistan
320
340
360
380
400
420
440
460
480
500
520
540
560
580
600
25 35 45 55 65 75 85
Mean
score
in
mathematics
Percentage of students who disagreed or strongly disagreed that their intelligence cannot change very much (%)
Higher
score
More students holding a growth mindset
OECD average: 58%
OECD average: 472 points
40. Mathematics performance and anxiety in mathematics among
students with fixed and growth mindsets Figure I.2.2
400
420
440
460
480
500
520
540
Growth mindset Fixed mindset Growth mindset Fixed mindset
Low anxiety High anxiety
Mean
score
in
mathematics
41. Social and emotional skills, and mathematics performance
Change in mathematics performance associated with a one-unit increase in the following indices; OECD average
Figure II.2.6
-4
-2
0
2
4
6
8
10
12
14
Curiosity Persistence Emotional control Stress resistance Assertiveness Empathy Co-operation
Score-point
difference
42. The impact of bullying on learning
Under the surface
43. School safety risks
Percentage of students who reported that the following happened at school during the four weeks prior
to the PISA assessment; OECD average
Figure II.3.8
0
10
20
30
40
50
60
I heard a student threaten to
hurt another student
Our school was vandalised I witnessed a fight on school
property in which someone got
hurt
I saw gangs in school I saw a student carrying a gun
or knife at school
% Top country/economy OECD average Bottom country/economy
44. Feeling safe
Based on students' reports
Figure II.3.9
-1.0
-0.8
-0.6
-0.4
-0.2
0.0
0.2
0.4
0.6
0.8
Jamaica*
Cambodia
Mongolia
Thailand
Türkiye
Brazil
Philippines
Chile
Mexico
Malaysia
Georgia
Morocco
Viet
Nam
Indonesia
Palestinian
Authority
Baku
(Azerbaijan)
Colombia
Peru
Uruguay
Romania
Brunei
Darussalam
Poland
Argentina
New
Zealand*
Jordan
United
States*
Kazakhstan
Costa
Rica
Hong
Kong
(China)*
Bulgaria
Czech
Republic
United
Kingdom*
Macao
(China)
Greece
Slovak
Republic
Australia*
Dominican
Republic
France
Malta
El
Salvador
Paraguay
North
Macedonia
Hungary
Italy
Belgium
Saudi
Arabia
OECD
average
Chinese
Taipei
Serbia
Kosovo
Netherlands*
Guatemala
Slovenia
Ireland*
Panama*
Uzbekistan
Iceland
Sweden
United
Arab
Emirates
Qatar
Canada*
Ukrainian
regions
(18
of
27)
Lithuania
Korea
Portugal
Latvia*
Croatia
Montenegro
Singapore
Albania
Estonia
Norway
Finland
Austria
Switzerland
Mean index
45. School safety risks and student well-being
Change in the following indices per one-unit increase in the index of school safety risks; OECD average
Figure II.3.6
-0.30
-0.25
-0.20
-0.15
-0.10
-0.05
0.00
0.05
0.10
Life satisfaction Sense of belonging at school Confidence in capacity for self-
directed learning
Mathematics anxiety
Change
in
indices
46. Reasons for long-term absenteeism
Percentage of students who reported the following reasons for having missed school for
more than three consecutive months
Figure II.3.13
0
10
20
30
40
50
60
70
80
90
100
I could not pay
school fees
I was pregnant I had to get work
to bring money
home
I was suspended
for something
I had to help with
work at home,
the family
business or on
the family land
I could not reach
school because of
transportation
problems
I had to take care
of a family
member
School was closed
because of a
natural disaster
I was bored I did not feel safe
at school
I was sick
% Bottom country/economy OECD average Top country/economy
47. Percentage of students that did not eat at least once a week in the
past 30 days, because there was not enough money to buy food Figure I.4.6
0
10
20
30
40
50
60
70
80
90
100
Cambodia
Jamaica*
Baku
(Azerbaijan)
Philippines
Kosovo
Thailand
Morocco
Uzbekistan
Jordan
Palestinian
Authority
Albania
Brunei
Darussalam
Panama*
Malaysia
Bulgaria
North
Macedonia
Guatemala
Indonesia
Türkiye
Georgia
Peru
Viet
Nam
Qatar
United
Arab
Emirates
Romania
El
Salvador
Dominican
Republic
Saudi
Arabia
Macao
(China)
New
Zealand*
Hong
Kong
(China)*
Colombia
Chile
United
States*
Mongolia
Singapore
Paraguay
Kazakhstan
Lithuania
United
Kingdom*
Serbia
Mexico
Moldova
Chinese
Taipei
Czech
Republic
Malta
Ukrainian
regions
(18
of
27)
Estonia
Canada*
Brazil
France
OECD
average
Slovenia
Uruguay
Latvia*
Ireland*
Poland
Switzerland
Denmark*
Slovak
Republic
Hungary
Croatia
Korea
Iceland
Netherlands*
Finland
Portugal
Every day or almost every day 4 to 5 times a week 2 to 3 times a week About once a week Never or almost never
%
48. Resilient education systems
Figure II.1.1
RESILIENCE IN EQUITY
RESILIENCE IN
MATHEMATICS
PERFORMANCE
RESILIENCE IN
SENSE OF
BELONGING
Hong Kong (China)*
United Kingdom*
United States*
Australia*
Singapore Switzerland
Japan,
Korea,
Lithuania,
Chinese Taipei
Austria, Croatia, Finland,
France, Georgia, Germany, Hungary,
Iceland, Montenegro, Portugal,
Romania, Saudi Arabia, Serbia,
Slovenia, Sweden
49. Some lessons from the pandemic
Keep schools open longer for more students
Prepare students for self-directed learning / teacher support
Strengthen foundations for learning and well-being / safety and sense of belonging
Limit digital distractions
Strengthen partnerships with families and parents’ involvement in student learning
Delay institutional stratification
Align staff and material with needs
Make schools hubs for social interaction
Combine school autonomy with quality assurance
50. PISA main reports PISA Country notes
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