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.
Education at a Glance 2022 Andreas Schleicher Global AnalysisEduSkills OECD
This document provides a summary of key findings from the OECD's 2022 report "Education at a Glance". It finds that while school closures due to COVID-19 were rare in 2021/22, assessing the pandemic's impact was a priority. Most countries implemented various recovery measures and digital tools use increased. It also examines trends in tertiary education like increasing attainment rates, employment and wage benefits of degrees, and differences in completion rates and fields of study by gender. Spending on tertiary education varies more between countries than other levels.
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.
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.
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
1) The document analyzes data from the 2018 Teaching and Learning International Survey (TALIS) to provide insights into teacher and school preparedness for the COVID-19 pandemic from primary to upper secondary education.
2) It finds that teachers' access to information and communication technology (ICT) training varies significantly across countries and is generally lower for experienced versus novice teachers.
3) Collaboration and collegiality tend to decrease with higher education levels, though formal collaboration can boost teachers' self-efficacy in upper secondary.
4) Supporting student diversity and special needs is a priority in primary education, but teaching students with special needs is a relatively high stressor for these teachers.
Andreas Schleicher presents important data that should be considered for the Future of Education looking at digitalisation, labour markets and changes in the work force, inclusion, the need for creativity and other social and emotional skills and the importance of teachers in building the Future of Education.
Find out more about the OECD work in Education at https://www.oecd.org/education/
This presentation outlines the PISA 2022 creative thinking assessment, what is involved, why and how we are testing creative thinking. It informed the discussion of our recent webinar: Assessing creative thinking: what, why and how? where we discussed how can we make creative thinking visible, comparable, and amenable to policy and classroom action? as well as other approaches to measuring creative thinking both at scale and in the classroom.
👉 Watch the webinar https://www.facebook.com/100064368054456/videos/432306195668560
👉 Read the PISA 2022 Creative Thinking Framework at https://oe.cd/4Eq
👉Find out more about OECD work in Education and Skills at https://www.oecd.org/education/
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.
Education at a Glance 2022 Andreas Schleicher Global AnalysisEduSkills OECD
This document provides a summary of key findings from the OECD's 2022 report "Education at a Glance". It finds that while school closures due to COVID-19 were rare in 2021/22, assessing the pandemic's impact was a priority. Most countries implemented various recovery measures and digital tools use increased. It also examines trends in tertiary education like increasing attainment rates, employment and wage benefits of degrees, and differences in completion rates and fields of study by gender. Spending on tertiary education varies more between countries than other levels.
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.
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.
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
1) The document analyzes data from the 2018 Teaching and Learning International Survey (TALIS) to provide insights into teacher and school preparedness for the COVID-19 pandemic from primary to upper secondary education.
2) It finds that teachers' access to information and communication technology (ICT) training varies significantly across countries and is generally lower for experienced versus novice teachers.
3) Collaboration and collegiality tend to decrease with higher education levels, though formal collaboration can boost teachers' self-efficacy in upper secondary.
4) Supporting student diversity and special needs is a priority in primary education, but teaching students with special needs is a relatively high stressor for these teachers.
Andreas Schleicher presents important data that should be considered for the Future of Education looking at digitalisation, labour markets and changes in the work force, inclusion, the need for creativity and other social and emotional skills and the importance of teachers in building the Future of Education.
Find out more about the OECD work in Education at https://www.oecd.org/education/
This presentation outlines the PISA 2022 creative thinking assessment, what is involved, why and how we are testing creative thinking. It informed the discussion of our recent webinar: Assessing creative thinking: what, why and how? where we discussed how can we make creative thinking visible, comparable, and amenable to policy and classroom action? as well as other approaches to measuring creative thinking both at scale and in the classroom.
👉 Watch the webinar https://www.facebook.com/100064368054456/videos/432306195668560
👉 Read the PISA 2022 Creative Thinking Framework at https://oe.cd/4Eq
👉Find out more about OECD work in Education and Skills at https://www.oecd.org/education/
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.
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
The state of education one year into the COVID pandemicEduSkills OECD
In 2020, 1.5 billion students in 188 countries/economies were locked out of their schools.
Students everywhere have been faced with schools that are open one day and closed the next, causing massive disruption to their learning.
With the coronavirus (COVID-19) pandemic still raging, many education systems are still struggling, and the situation is constantly evolving.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and collecting data on how each system is responding to the crisis, from school closures and remote learning, to teacher vaccination and gradual returns to in-class instruction.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings of the survey of around 30 different education systems and their responses to the pandemic, looking at how strategies varied across countries, whether or not certain strategies were favoured, and what the impact of these strategies was.
Read the report: https://www.oecd.org/education/state-of-school-education-one-year-into-COVID.htm
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
The document discusses three major trends in education: whole child education, project based learning, and STEM education. Whole child education focuses on the social, emotional, physical, and cognitive development of students. Project based learning uses investigations of complex topics to allow students to gain knowledge and skills. STEM education takes an interdisciplinary approach to teaching science, technology, engineering, and math. These trends are becoming more prevalent in schools as they encourage real-world application of knowledge and student engagement.
Collaborative problem solving - Key findingsEduSkills OECD
PISA 2015 Results (Volume V): Collaborative Problem Solving, is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It examines students’ ability to work with two or more people to try to solve a problem. The volume provides the rationale for assessing this particular skill and describes performance within and across countries. In addition, it highlights the relative strengths and weaknesses of each school system and examines how they are related to individual student characteristics, such as gender, immigrant background and socio-economic status. The volume also explores the role of education in building young people’s skills in solving problems collaboratively.
Unleashing the potential of digital technologies for education - Andreas Schl...EduSkills OECD
Unleashing the potential of digital technologies for education
The document discusses how digital technologies have untapped potential for education but are not always utilized effectively. It notes that shortages of digital devices and lack of powerful software inhibit digital education in many school systems. Even where technologies are used, the potential is not fully exploited as uses tend to be teacher-led rather than student-led. A diverse, coordinated policy approach is needed to address issues like insufficient funding, professional development and outdated curricula. The document outlines some country examples of policies targeting these challenges and argues that an explicit national strategy can align different policy strands by outlining a bold vision, concrete goals and distribution of responsibilities. Continuous monitoring of inputs, outputs and outcomes is
Trends Shaping Education 2022 by Andreas SchleicherEduSkills OECD
1) The future will continue to surprise us with uncertainties like climate change, pandemics, and technological disruptions that will shape education.
2) Trends include growing inequality, new sources of economic growth in technology companies, and people pursuing better work-life balance through reduced working hours.
3) Knowledge and power are shifting as access to information increases through the internet and artificial intelligence, while science becomes more open through academic publishing and citizen participation in governance grows.
4) Identities and belonging are changing with more international migration, greater civic engagement in politics and associations, and younger minimum voting ages worldwide.
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.
An overview of EFA in Kenya from the perspective of UNESCO at the IAU Workshop on higher education for EFA, in Nairobi, Kenya.
Presented by Yayoi Segi-Vltchek, UNESCO
PISA 2018 looks at reading, mathematics, science, financial literacy and global competency of around 600,000 students across 79 countries.
Latest results:
What students know and can do
Where all students can succeed
What school life means for students' lives
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
This document contains data and statistics from PISA and other international education assessments related to equity in education outcomes and opportunities across OECD countries. It includes data on performance differences between socioeconomically advantaged and disadvantaged students, access to resources like technology and qualified teachers in advantaged vs. disadvantaged schools, gender gaps in education and employment outcomes, private vs. public spending on education levels, and other metrics related to equity.
In an uncertain and volatile international context characterised by competing priorities for public spending, pressure is mounting for policy makers to enhance the efficiency of public spending in all sectors, including education. There is no question that there is a strong economic and social case for continued public investments in education, so the dilemma is not on whether or not to invest in education, but rather on how to make the most of this investment and foster a “Value for money”.
Policy makers need to make smarter investment in education. They need to foster equal opportunities and quality outcomes, and the good news is that the pursuit of efficiency and equity in education can work together through smart investments in four areas. Policy makers also need to carefully design funding mechanisms, pay attention to budget planning, and build a culture of systematic evaluation in education to ensure alignment with education objectives, transparency, accountability and capacity building.
We discuss the many benefits that education brings to economies and societies, but also strategies that can help policy makers make smarter investment in education in order to reap its full benefits.
Speakers include:
– Luiz de Mello, Director of the Policy Studies Branch in the OECD Economics Department
– Andreas Schleicher, OECD Director for Education and Skills
– Andreea Minea–Pic, Analyst, OECD Directorate for Education and Skills
– Luka Boeskens, Analyst, OECD Directorate for Education and Skills
Moderated by Karine Tremblay, Senior Analyst, OECD Directorate for Education and Skills
Nowadays, technology plays an important role in our daily life. It affects human activities, such as entertainment, work, education, etc. For education, we introduce technology into teaching instead of teaching children how to use the technology. However, there may be some potential risks of using ICT in teaching young children. This essay would discuss how to use technology appropriately and the role of using ICT in early childhood education.
Slides from OECD & NEA webinar Are education policies doing enough to enhance...EduSkills OECD
The document discusses gender gaps in education and skills. It provides data showing:
1) Women are less likely than men to not have an upper secondary degree, though fields of study tend to differ significantly between girls and boys.
2) Girls perform slightly below boys in mathematics on average internationally, though differences exist between countries.
3) Due to differences in fields of study, male university students tend to have higher numeracy skills than females.
4) Numeracy skills are linked to higher earnings potential. Initiatives to improve gender balance in STEM could boost economic outcomes.
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
This document discusses the benefits of educational investment in three areas: earnings, employment, and non-market private effects. It notes that education increases earnings potential through greater productivity and experience. Higher levels of education are also associated with greater employment stability, upward mobility, and labor force participation. Additionally, education provides non-financial benefits like better health outcomes and quality of life.
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/
Students, Computers and Learning: Making the Connection (Andreas Schleiche...EduSkills OECD
Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.
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
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
The state of education one year into the COVID pandemicEduSkills OECD
In 2020, 1.5 billion students in 188 countries/economies were locked out of their schools.
Students everywhere have been faced with schools that are open one day and closed the next, causing massive disruption to their learning.
With the coronavirus (COVID-19) pandemic still raging, many education systems are still struggling, and the situation is constantly evolving.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and collecting data on how each system is responding to the crisis, from school closures and remote learning, to teacher vaccination and gradual returns to in-class instruction.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings of the survey of around 30 different education systems and their responses to the pandemic, looking at how strategies varied across countries, whether or not certain strategies were favoured, and what the impact of these strategies was.
Read the report: https://www.oecd.org/education/state-of-school-education-one-year-into-COVID.htm
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
The document discusses three major trends in education: whole child education, project based learning, and STEM education. Whole child education focuses on the social, emotional, physical, and cognitive development of students. Project based learning uses investigations of complex topics to allow students to gain knowledge and skills. STEM education takes an interdisciplinary approach to teaching science, technology, engineering, and math. These trends are becoming more prevalent in schools as they encourage real-world application of knowledge and student engagement.
Collaborative problem solving - Key findingsEduSkills OECD
PISA 2015 Results (Volume V): Collaborative Problem Solving, is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It examines students’ ability to work with two or more people to try to solve a problem. The volume provides the rationale for assessing this particular skill and describes performance within and across countries. In addition, it highlights the relative strengths and weaknesses of each school system and examines how they are related to individual student characteristics, such as gender, immigrant background and socio-economic status. The volume also explores the role of education in building young people’s skills in solving problems collaboratively.
Unleashing the potential of digital technologies for education - Andreas Schl...EduSkills OECD
Unleashing the potential of digital technologies for education
The document discusses how digital technologies have untapped potential for education but are not always utilized effectively. It notes that shortages of digital devices and lack of powerful software inhibit digital education in many school systems. Even where technologies are used, the potential is not fully exploited as uses tend to be teacher-led rather than student-led. A diverse, coordinated policy approach is needed to address issues like insufficient funding, professional development and outdated curricula. The document outlines some country examples of policies targeting these challenges and argues that an explicit national strategy can align different policy strands by outlining a bold vision, concrete goals and distribution of responsibilities. Continuous monitoring of inputs, outputs and outcomes is
Trends Shaping Education 2022 by Andreas SchleicherEduSkills OECD
1) The future will continue to surprise us with uncertainties like climate change, pandemics, and technological disruptions that will shape education.
2) Trends include growing inequality, new sources of economic growth in technology companies, and people pursuing better work-life balance through reduced working hours.
3) Knowledge and power are shifting as access to information increases through the internet and artificial intelligence, while science becomes more open through academic publishing and citizen participation in governance grows.
4) Identities and belonging are changing with more international migration, greater civic engagement in politics and associations, and younger minimum voting ages worldwide.
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.
An overview of EFA in Kenya from the perspective of UNESCO at the IAU Workshop on higher education for EFA, in Nairobi, Kenya.
Presented by Yayoi Segi-Vltchek, UNESCO
PISA 2018 looks at reading, mathematics, science, financial literacy and global competency of around 600,000 students across 79 countries.
Latest results:
What students know and can do
Where all students can succeed
What school life means for students' lives
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
This document contains data and statistics from PISA and other international education assessments related to equity in education outcomes and opportunities across OECD countries. It includes data on performance differences between socioeconomically advantaged and disadvantaged students, access to resources like technology and qualified teachers in advantaged vs. disadvantaged schools, gender gaps in education and employment outcomes, private vs. public spending on education levels, and other metrics related to equity.
In an uncertain and volatile international context characterised by competing priorities for public spending, pressure is mounting for policy makers to enhance the efficiency of public spending in all sectors, including education. There is no question that there is a strong economic and social case for continued public investments in education, so the dilemma is not on whether or not to invest in education, but rather on how to make the most of this investment and foster a “Value for money”.
Policy makers need to make smarter investment in education. They need to foster equal opportunities and quality outcomes, and the good news is that the pursuit of efficiency and equity in education can work together through smart investments in four areas. Policy makers also need to carefully design funding mechanisms, pay attention to budget planning, and build a culture of systematic evaluation in education to ensure alignment with education objectives, transparency, accountability and capacity building.
We discuss the many benefits that education brings to economies and societies, but also strategies that can help policy makers make smarter investment in education in order to reap its full benefits.
Speakers include:
– Luiz de Mello, Director of the Policy Studies Branch in the OECD Economics Department
– Andreas Schleicher, OECD Director for Education and Skills
– Andreea Minea–Pic, Analyst, OECD Directorate for Education and Skills
– Luka Boeskens, Analyst, OECD Directorate for Education and Skills
Moderated by Karine Tremblay, Senior Analyst, OECD Directorate for Education and Skills
Nowadays, technology plays an important role in our daily life. It affects human activities, such as entertainment, work, education, etc. For education, we introduce technology into teaching instead of teaching children how to use the technology. However, there may be some potential risks of using ICT in teaching young children. This essay would discuss how to use technology appropriately and the role of using ICT in early childhood education.
Slides from OECD & NEA webinar Are education policies doing enough to enhance...EduSkills OECD
The document discusses gender gaps in education and skills. It provides data showing:
1) Women are less likely than men to not have an upper secondary degree, though fields of study tend to differ significantly between girls and boys.
2) Girls perform slightly below boys in mathematics on average internationally, though differences exist between countries.
3) Due to differences in fields of study, male university students tend to have higher numeracy skills than females.
4) Numeracy skills are linked to higher earnings potential. Initiatives to improve gender balance in STEM could boost economic outcomes.
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
This document discusses the benefits of educational investment in three areas: earnings, employment, and non-market private effects. It notes that education increases earnings potential through greater productivity and experience. Higher levels of education are also associated with greater employment stability, upward mobility, and labor force participation. Additionally, education provides non-financial benefits like better health outcomes and quality of life.
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/
Students, Computers and Learning: Making the Connection (Andreas Schleiche...EduSkills OECD
Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.
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
Successful schools in testing times: Insights from PISA 2018 Volume VEduSkills OECD
Andreas Schleicher presents the latest findings from the most recent cycle of the Programme for International Student Assessment (PISA).
The PISA 2018 Results Volume V report focuses on issues relating to school organisation and the policies and practices that define how education systems work and change over time. The report also covers: school governance, selecting and grouping students, and the human, financial, educational and time resources allocated to teaching and learning. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries.
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/
Use of PISA in quality improvement polices – Richard Yelland, OECD Head of Po...unicefmne
The document provides information about the Programme for International Student Assessment (PISA), which assesses the skills and knowledge of 15-year-old students around the world. PISA tests students in reading, mathematics, and science every 3 years and surveys students, parents, teachers, and school leaders. It aims to evaluate education systems worldwide and see how well they prepare students for adulthood. The document outlines PISA's methodology, subject areas tested over time, sample questions, and results showing performance differences between countries and genders. It also discusses factors like resources, equity, and resilience that relate to student achievement levels.
The well-being of students - new insights from PISAEduSkills OECD
Children spend a considerable amount of time in the classroom: following lessons, socialising with classmates, and interacting with teachers and other staff members. What happens in school – as well as at home – is therefore key to understanding whether students enjoy good physical and mental health, how happy and satisfied they are with different aspects of their life, how connected to others they feel, and the aspirations they have for their future.
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
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.
Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another. Education systems that have succeeded in improving student outcomes show that the way forward is by making teachers the top priority. The adaptability of education systems and their ability to evolve ultimately depends on enabling teachers to transform what and how students learn. This requires strong support and training for teachers, both before and after they enter the profession, with new forms of professional development to help teachers engage in more direct instruction and adapt it to the needs of their diverse classrooms. Education systems need to perform well in two dimensions: excellence and equity. Many high performers do well on both, demonstrating that they are not mutually exclusive. To do so requires specific measures to overcome factors that can hinder student performance, such as socio-economic background, immigrant status and gender.
This document discusses school choice and equity from an international perspective based on PISA data. It finds that education systems vary in the diversity of school types (public, private, etc.), level of school autonomy, and opportunities for school choice. While most principals report competing with other schools, parents often perceive less competition. Responsibility for decision-making regarding resources, curriculum, policies also varies - being made at school, local, or national levels. The level of social segregation between schools, use of academic criteria for admissions, and relationship between public and private school performance depends on the country. Overall, less school choice and more residence-based enrollment is linked to less social segregation and more equitable education systems.
Strong performers and successful reformers in PISA 2012 lessons for SwedenEduSkills OECD
This document provides an overview and analysis of PISA 2012 test results for Sweden and other countries. Some key points:
- 15-year-old Swedish students' performance declined compared to 40 other countries that improved in at least one subject.
- Shanghai-China, Singapore, Hong Kong-China, Chinese Taipei, Korea, and Japan had the highest student performance.
- Socioeconomic factors strongly influence student performance across countries. High-performing education systems promote equitable access to learning opportunities regardless of student background.
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.
Valuing our teachers and raising their status - how communities can helpEduSkills OECD
This document discusses ways to value and raise the status of teachers. It notes that communities can help by showing they value the teaching profession. Countries where teachers feel their profession is valued have higher student learning outcomes. The document also discusses teachers' job satisfaction, self-efficacy, and perceptions of professionalism. Teachers with higher self-efficacy are more likely to use active learning instruction. Growing expectations on teachers can impact their well-being, motivation, and retention. Ensuring teachers feel supported in their work environment is important.
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.
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.
This presentation by Andreas Schleicher, presented on 3 April 2017, takes a closer look at the PISA 2015 results for Sweden and what can be done to improve equity in its education system.
International Summit on the Teaching Profession - Framing the IssuesEduSkills OECD
by Andreas Schleicher, Director for Education and Skills, OECD. - If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the sixth International Summit on the Teaching Profession, describes the knowledge, skills and character qualities common to the most effective teachers. It examines the education policies and practices that help teachers to acquire these tools, including through induction and mentoring programmes, ongoing professional development activities, student assessments, and collaboration with colleagues. The publication also discusses the importance of involving all stakeholders – especially teachers – in the process of education reform.
Learning during crisis insights from across the globe for education in Ukrain...EduSkills OECD
Andreas Schleicher presents at the webinar Learning during crisis: insights from across the globe for education in Ukraine on the 27 June 2023.
Andreas was joined on the panel by Liliia Hrynevych, former Minister of Education & Science, Ukraine, Suzanne Dillon, Chair of the OECD Future of Education and Skills 2030 project and João Costa, Minister of Education, Portugal. At the webinar the OECD launched Learning during crisis: insights for education in Ukraine, a series of case studies from national educational reform programmes.
OECD Education and Skills Ministerial: Breakout session
Presentation from Andreas Schleicher about the latest OECD education data.
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/
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
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Advancing Gender Equality The Crucial Role of Science and Technology 4 April ...EduSkills OECD
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This document summarizes key findings from the TALIS Starting Strong 2018 survey on diversity and quality in early childhood education. It finds that socioeconomic gaps in child development emerge early. While early childhood education can help disadvantaged children, quality varies between more and less diverse centers. More diverse centers often face greater shortages and lower parental involvement, though staff may have more diversity training and use adaptive practices. Ensuring resources for diverse centers, reducing diversity concentrations, and supporting family engagement could help reduce inequalities.
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...EduSkills OECD
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- PISA 2022 assessed the math performance of nearly 690,000 15-year-old students across 81 countries. It found the average math performance dropped by almost 15 score points across OECD countries since 2018, a larger decline than ever seen before.
- Factors like insufficient education resources, a shortage of qualified teachers, and more time spent on digital devices for leisure rather than learning were linked to lower math scores. However, stronger teacher support during remote learning and feeling prepared for independent learning were associated with higher performance and confidence.
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RETHINKING ASSESSMENT OF SOCIAL AND EMOTIONAL SKILLS by Adriano Linzarini OEC...EduSkills OECD
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
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like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
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centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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How to Build a Module in Odoo 17 Using the Scaffold Method
Developing literacy skills in a digital world: New findings from PISA
1. PISA 2018 Results
Programme for International Student Assessment
21st-century Readers
Developing literacy skills in a digital world
Andreas
Schleicher
2. OECD average reading score
340
350
360
370
380
390
400
410
420
430
440
450
460
470
480
490
500
510
520
530
540
550
560
Reading in the digital world (PISA)
Student
performance
2009 2012 2015
2006 2018
2000 2003
47% of 15-year-olds in OECD countries are able
to distinguish facts from opinions in texts
4. The digital world has become the real world
0
10
20
30
40
50
60
Denmark
Sweden
Chile
New
Zealand
Uruguay
United
States
Costa
Rica
Bulgaria
Australia
Serbia
Latvia
Thailand
Iceland
Luxembourg
Estonia
United
Kingdom
Hungary
Poland
Lithuania
Brazil
Finland
Croatia
Russia
Belgium
Singapore
Italy
Slovak
Republic
OECD
average
Spain
Austria
Malta
France
Israel
Ireland
Greece
Brunei
Darussalam
Czech
Republic
Switzerland
Macao
(China)
Chinese
Taipei
Slovenia
Hong
Kong
(China)
Georgia
Dominican
Republic
Mexico
Turkey
Kazakhstan
Panama
Albania
Japan
Korea
Morocco
Hours Outside of school At school
Number of hours per week spent using the Internet Fig 1.1
Outside of school
At school
6. Access to a computer linked to the Internet at home for doing schoolwork
0
10
20
30
40
50
60
70
80
90
100
Indonesia
Peru
Morocco
Philippines
Mexico
Viet
Nam
Panama
Dominican
Republic
Thailand
Colombia
Malaysia
Brazil
Turkey
Albania
Argentina
Costa
Rica
Jordan
Lebanon
Brunei
Darussalam
Baku
(Azerbaijan)
Japan
Saudi
Arabia
Kazakhstan
B-S-J-Z
(China)
Uruguay
Chile
Georgia
Qatar
Moldova
Kosovo
Romania
Chinese
Taipei
United
States
Greece
Ukraine
Bulgaria
Hong
Kong
(China)
United
Arab
Emirates
Hungary
Slovak
Republic
OECD
average
Ireland
Montenegro
Italy
Singapore
Israel
France
Germany
New
Zealand
Bosnia
and
Herzegovina
Korea
Belarus
Spain
Belgium
Australia
North
Macedonia
Estonia
Russia
Luxembourg
Macao
(China)
Malta
Austria
Netherlands
Portugal
Canada
Serbia
United
Kingdom
Czech
Republic
Croatia
Latvia
Lithuania
Sweden
Finland
Switzerland
Slovenia
Norway
Iceland
Poland
Denmark
%
Disadvantaged schools Advantaged schools
Fig 2.2
Percentage of students in advantaged and disadvantaged schools
7. Change between 2009 and 2018 in access to a computer that they can use
for schoolwork and a link to the Internet at home
0
10
20
30
40
50
60
70
80
90
100
Denmark
Norway
Slovenia
Poland
Iceland
Lithuania
Switzerland
Netherlands
Czech
Republic
Sweden
Finland
Austria
Latvia
Canada
Australia
Portugal
Russia
Serbia
Malta
Belgium
United
Kingdom
Israel
Slovak
Republic
Macao
(China)
Germany
New
Zealand
Luxembourg
Croatia
Hungary
Spain
France
Bulgaria
Korea
OECD
average-31
Italy
Singapore
Hong
Kong
(China)
Greece
Romania
Montenegro
Estonia
United
States
United
Arab
Emirates
Ireland
Moldova
Qatar
Chinese
Taipei
Georgia
Uruguay
Chile
Kazakhstan
Costa
Rica
Argentina
Albania
Turkey
Jordan
Japan
Brazil
Colombia
Panama
Mexico
Thailand
Malaysia
Peru
Indonesia
PISA 2018 PISA 2003
% x
Fig 2.1
8. Widening gaps in cultural capital: Books at home
Fig
0
50
100
150
200
250
300
2000 2009 2018
Number of books Advantaged students Disadvantaged students
Disadvantaged students
Advantaged students
10. Used by both the teacher
and students
Used only
by students
Used only by the teacher Not used
0 10 20 30 40 50 60 70 80 90 100 %
Frequency of use of digital device for teaching and learning in language class
Fig 6.10
Percentage of students who reported that during the last month a digital device has been used for learning
and teaching, OECD average
For test language lessons,
digital devices were:
11. Relationship between reading performance and the type of school activities
done on digital devices
Fig 6.13
-60
-50
-40
-30
-20
-10
0
10
20
Playing
simulations at
school
Posting my
work on the
school’s website
Doing
homework on a
school
computer
Downloading,
uploading or
browsing
material from
the school’s
website (e.g.
<intranet>)
Using learning
apps or learning
websites
Using school
computers for
group work and
communication
with other
students
Practicing and
drilling, such as
for foreign
language
learning or
mathematics
Using email at
school
<Chatting
online> at
school
Browsing the
Internet for
schoolwork
Score-point
difference
Before accounting for students' and schools' socio-economic profile
After accounting for students' and schools' socio-economic profile
Score-point difference in reading between students who reported using digital devices for the following activities at school
compared to those who reported that never did, OECD average
School activities done on digital devices are positively associated with reading performance
School activities done on digital devices are
negatively associated with reading performance
12. Reading performance and browsing the Internet for schoolwork
-60
-40
-20
0
20
40
60
80
Malta
Russia
Greece
Poland
Georgia
Morocco
Albania
Turkey
Kazakhstan
Brazil
Czech
Republic
Serbia
Hungary
Singapore
Hong
Kong
(China)
Bulgaria
Lithuania
Israel
Korea
Dominican
Republic
Luxembourg
Latvia
Brunei
Darussalam
Slovak
Republic
Belgium
Slovenia
Estonia
Italy
Japan
Ireland
Croatia
Switzerland
Panama
OECD
average
Thailand
Mexico
Chinese
Taipei
Chile
Spain²
France
Uruguay
United
Kingdom
Costa
Rica
Macao
(China)
United
States
New
Zealand
Finland
Australia
Sweden
Iceland
Denmark
Score-point
difference
Before accounting for students' and schools' socio-economic profile
After accounting for students' and schools' socio-economic profile
Students who reported using digital devices for browsing the Internet for schoolwork
scored higher on reading performance than those who reported that never did it
Fig 6.14
14. Students' knowledge of reading strategies for assessing the credibility of sources
Tables B.5.11 and
B.5.12c.
In this task, students were asked what strategies would be more appropriate for responding to a spam email
-1.00
-0.80
-0.60
-0.40
-0.20
0.00
0.20
0.40
0.60
United
Kingdom
Japan
Germany
Netherlands
Denmark
Ireland
Finland
Singapore
Austria
Australia
New
Zealand
Greece
France
Sweden
Estonia
B-S-J-Z
(China)
Switzerland
Ukraine
Belgium
Latvia
Portugal
Canada
United
States
Spain
OECD
average
Czech
Republic
Slovenia
Norway
Poland
Italy
Lithuania
Argentina
Luxembourg
Russia
Moldova
Macao
(China)
Belarus
Romania
Hong
Kong
(China)
Viet
Nam
Saudi
Arabia
Croatia
Malta
Iceland
Israel
Slovak
Republic
Turkey
Jordan
Qatar
United
Arab
Emirates
Brunei
Darussalam
Costa
Rica
Uruguay
Hungary
Colombia
Korea
Serbia
Chinese
Taipei
Chile
Brazil
Panama
Mexico
Morocco
Peru
Malaysia
Montenegro
Bosnia
and
Herzegovina
Georgia
Bulgaria
Dominican
Republic
Kosovo
Albania
Kazakhstan
Philippines
Baku
(Azerbaijan)
Thailand
Indonesia
All students
Mean index
Tables B.5.11 and B.5.12c.
15. Students' knowledge of reading strategies for assessing the credibility of sources
Tables B.5.11 and
B.5.12c.
In this task, students were asked what strategies would be more appropriate for responding to a spam email
-1.00
-0.80
-0.60
-0.40
-0.20
0.00
0.20
0.40
0.60
United
Kingdom
Japan
Germany
Netherlands
Denmark
Ireland
Finland
Singapore
Austria
Australia
New
Zealand
Greece
France
Sweden
Estonia
B-S-J-Z
(China)
Switzerland
Ukraine
Belgium
Latvia
Portugal
Canada
United
States
Spain
OECD
average
Czech
Republic
Slovenia
Norway
Poland
Italy
Lithuania
Argentina
Luxembourg
Russia
Moldova
Macao
(China)
Belarus
Romania
Hong
Kong
(China)
Viet
Nam
Saudi
Arabia
Croatia
Malta
Iceland
Israel
Slovak
Republic
Turkey
Jordan
Qatar
United
Arab
Emirates
Brunei
Darussalam
Costa
Rica
Uruguay
Hungary
Colombia
Korea
Serbia
Chinese
Taipei
Chile
Brazil
Panama
Mexico
Morocco
Peru
Malaysia
Montenegro
Bosnia
and
Herzegovina
Georgia
Bulgaria
Dominican
Republic
Kosovo
Albania
Kazakhstan
Philippines
Baku
(Azerbaijan)
Thailand
Indonesia
All students Socio-economically disadvantaged students¹ Socio-economically advantaged students
Mean index
Tables B.5.11 and B.5.12c.
16. Relationship between the reading item of distinguishing facts from opinions and the
index of knowledge of reading strategies for assessing the credibility of sources
Fig 5.7
22. What students read: online discussion groups or forums
0
10
20
30
40
50
60
70
80
90
100
Hong
Kong
(China)
Estonia
Slovenia
Lithuania
Finland
Czech
Republic
Latvia
Qatar
Bulgaria
Slovak
Republic
Belgium
Macao
(China)
Italy
Germany
Croatia
Austria
Switzerland
Greece
Israel
Netherlands
France
Norway
Denmark
Chinese
Taipei
Luxembourg
Portugal
OECD
average
Costa
Rica
Japan
Sweden
Korea
Montenegro
Colombia
Peru
Spain
Argentina
Uruguay
Chile
Georgia
Iceland
Romania
Serbia
United
Arab
Emirates
Panama
Turkey
United
Kingdom
Malta
Canada
Singapore
Brazil
Russia
Poland
Ireland
Mexico
United
States
Australia
Jordan
Moldova
Albania
New
Zealand
Hungary
Kazakhstan
Malaysia
Indonesia
Thailand
%
2009 2018
Taking part in online discussion groups or forums
23. What students read: chatting online
0
10
20
30
40
50
60
70
80
90
100
Lithuania
Bulgaria
Estonia
Hungary
Sweden
Norway
Macao
(China)
Slovenia
Slovak
Republic
Iceland
Canada
Portugal
Czech
Republic
Denmark
United
Arab
Emirates
Netherlands
Malta
France
United
Kingdom
Qatar
Australia
Hong
Kong
(China)
Luxembourg
Finland
United
States
Belgium
Poland
Germany
Austria
OECD
average
Latvia
Switzerland
Russia
Spain
Romania
Chinese
Taipei
Georgia
Singapore
Montenegro
Turkey
Italy
Uruguay
Croatia
Chile
Colombia
Peru
Brazil
Moldova
Argentina
Greece
Israel
Panama
New
Zealand
Korea
Ireland
Albania
Mexico
Serbia
Costa
Rica
Jordan
Thailand
Kazakhstan
Malaysia
Indonesia
Japan
%
2009 2018
Chatting online
24. What students read: online news
0
10
20
30
40
50
60
70
80
90
100
Slovenia
Montenegro
Israel
Slovak
Republic
Korea
Estonia
Hong
Kong
(China)
Iceland
Lithuania
Qatar
Macao
(China)
Czech
Republic
Germany
Austria
Bulgaria
Norway
Poland
Croatia
Sweden
Portugal
Latvia
Turkey
United
Arab
Emirates
Netherlands
United
States
OECD
average
Malta
Luxembourg
United
Kingdom
Singapore
Canada
Australia
Serbia
Chinese
Taipei
Moldova
Hungary
Switzerland
Italy
Denmark
Uruguay
Georgia
Brazil
Romania
New
Zealand
Chile
France
Finland
Argentina
Colombia
Greece
Belgium
Spain
Panama
Costa
Rica
Japan
Peru
Jordan
Mexico
Malaysia
Russia
Albania
Ireland
Indonesia
Thailand
Kazakhstan
%
2009 2018
Reading online news
25. What students read: searching for information
0
10
20
30
40
50
60
70
80
90
100
Qatar
Norway
Czech
Republic
Portugal
Spain
Slovenia
United
Arab
Emirates
Israel
Uruguay
Lithuania
Montenegro
Hungary
Colombia
Bulgaria
Denmark
Turkey
Malta
Slovak
Republic
Chinese
Taipei
Austria
Canada
Croatia
Poland
Iceland
Peru
Korea
Chile
Australia
Estonia
OECD
average
Macao
(China)
Germany
Hong
Kong
(China)
United
Kingdom
Costa
Rica
Luxembourg
Greece
Latvia
Mexico
Sweden
Romania
Switzerland
New
Zealand
Argentina
United
States
Singapore
Italy
France
Netherlands
Georgia
Belgium
Panama
Jordan
Finland
Moldova
Brazil
Serbia
Albania
Thailand
Malaysia
Ireland
Japan
Russia
Indonesia
Kazakhstan
%
2009 2018
Searching for information online on a particular topic
28. Change in enjoyment of reading
-0.80
-0.60
-0.40
-0.20
0.00
0.20
0.40
0.60
0.80
Germany
Norway
Finland
Denmark
Switzerland
Thailand
Netherlands
Belgium
New
Zealand
Sweden
Lithuania
Iceland
Croatia
Austria
France
Portugal
Canada
Australia
Hungary
United
Kingdom
Singapore
Luxembourg
Montenegro
OECD
average
Serbia
Chinese
Taipei
Hong
Kong
(China)
United
States
Slovenia
Kazakhstan
Romania
Ireland
Moldova
Albania
Italy
Estonia
Malaysia
Israel
Turkey
Greece
Latvia
Qatar
Indonesia
Malta
Czech
Republic
Brazil
Japan
Spain
Korea
Chile
Peru
United
Arab
Emirates
Georgia
Panama
Poland
Argentina
Macao
(China)
Mexico
Slovak
Republic
Colombia
Bulgaria
Russia
Costa
Rica
Uruguay
Mean index
2009 2018
Fig 4.2
Reading enjoyment decreased Reading enjoyment increased
29. Enjoyment of reading and reading performance
Fig 4.1
0
5
10
15
20
25
30
35
Chinese
Taipei
Ireland
Macao
(China)
Malta
New
Zealand
Finland
Australia
Canada
Poland
Georgia
Iceland
United
Arab
Emirates
Philippines
Russia
Singapore
Japan
Qatar
Korea
Hong
Kong
(China)
Estonia
Brunei
Darussalam
Greece
United
Kingdom
United
States
Latvia
Uruguay
Ukraine
Malaysia
France
Colombia
Belarus
Portugal
Netherlands
Spain²
Brazil
OECD
average
Mexico
B-S-J-Z
(China)
Switzerland
Argentina
Norway
Slovak
Republic
Denmark
Luxembourg
Chile
Baku
(Azerbaijan)
Hungary
Sweden
Belgium
Germany
Austria
Peru
Thailand
Moldova
Bulgaria
Saudi
Arabia
Kosovo
Czech
Republic
Montenegro
Albania
Turkey
Panama
Indonesia
Dominican
Republic
Bosnia
and
Herzegovina
Serbia
Italy
Romania
Slovenia
Costa
Rica
Croatia
Israel
Lithuania
Kazakhstan
Score-point difference
Students with a higher index of reading for enjoyment
scored higher in reading performance
Change in reading performance associated with a one-unit increase in the index of enjoyment
of reading, after accounting for students' and schools' socio-economic profile and gender
30. Relationship between students' and parents' enjoyment of reading,
and students' characteristics
Fig 4.8
-0.05
0.00
0.05
0.10
0.15
Hong
Kong
(China)
Korea
Macao
(China)
Belgium
Chile
Brazil
Georgia
Overall
average
Ireland
Germany
Mexico
Italy
Croatia
Luxembourg
Portugal
Panama
Malta
Dominican
Republic
Index of parents' enjoyment of reading Interaction between gender and parents' enjoyment of reading
Change
in
the
index
of
students'
enjoyment
of
reading
Change in the index of students' enjoyment of reading associated with one-unit increase of the following variables,
based on students' and parents' reports
32. Enjoyment of reading and reading format
Fig 4.9
0.00
0.20
0.40
0.60
0.80
1.00
1.20
1.40
1.60
1.80
I read books more often on
digital devices
(e.g. ereader, tablet, smartphone, computer)
I read books more often in
paper format
I read books equally often in
paper format and on digital devices
Difference
in
the
index
of
enjoyment
of
reading
Before accounting for students' and schools' socio-economic profile, and gender
After accounting for students' and schools' socio-economic profile, and gender
Difference in enjoyment of reading between students who read books in the following way and those who
"rarely or never read books", OECD average
Students who reported reading more often in paper or equally often in paper format and on digital devices reported
more enjoyment than those who reported that they rarely or never read books
33. Correlations between reading performance and the format of reading books
Fig 4.13
System-level analysis (All)
R² = 0.15
R² = 0.21
370
390
410
430
450
470
490
510
530
550
0 5 10 15 20 25 30 35 40 45 50
Reading
performance
Percentage of students who reported that the following statements best describes how they read books
Read books more often in
paper format
Read books more often
on digital devices
35. -5
0
5
10
15
20
Fiction
(e.g., novels, short stories)
Texts that include
tables or graphs
Texts that include
diagrams or maps
Digital texts including links
Score-point
difference
Before accounting for students' and schools' socio-economic profile¹
After accounting for students' and schools' socio-economic profile
Reading performance, by the type of text read for school
Fig 6.3
Score-point difference between "two or more times" and "once or none" during the previous month, OECD average
Reading fiction texts such as novels or,
texts that include tables, graphs or diagrams,
are associated with students’ reading skills
36. Reading fiction for school and reading fiction for pleasure
Fig 6.4
Percentage of students who reported reading fiction books, more than once a month
Students who read fiction books for school tend to read
fiction books for pleasure
After accounting for GDP and reading performance:
R = 0.49 - All countries and economies
R = 0.42 - OECD countries
37. Predictors of reading performance
Fig 5.13
0 5 10 15 20 25
Perceived difficulty in reading
Knowledge of reading strategies for
understanding and remembering
Perceived competence in reading
Reading self-efficacy
Knowledge of reading strategies for
writing a summary
Knowledge of reading strategies for
assessing the credibility of sources
Score-point difference in reading
Reading
Change in reading performance associated with a one-unit increase in the following indices
after accounting for students' and schools' socio-economic profile, gender, and the effect of the rest of the indices,
OECD average
40. Reading performance, by the length of text read for school
Fig 6.6
350
400
450
500
550
10 pages or less Between 11 and 100 pages 101 pages or more
PISA reading
score
OECD average
Reading longer pieces of text for school is
associated with students’ reading skills
42. Reading habits, by students' career expectation
Fig 4.11
0
10
20
30
40
50
60
Reading is one of
my favourite hobbies
I like talking about books
with other people
For me,
reading is a waste of time
I read only to
get information that I need
%
Health professional Science and engineering professional
Science-related technician¹ ICT professional
Students expect to work as:
Percentage of students who expect to work in the following careers, and
who agreed or strongly agreed on the following reading behaviours, OECD average
43. Find out more about our work at
www.oecd.org/education
Email: Andreas.Schleicher@OECD.org
Twitter: @SchleicherOECD
Wechat: AndreasSchleicher
and remember:
Without data, you are just another person with an opinion
Thank you