More than ever, students need to engage with mathematical concepts, think quantitatively and analytically, and communicate using mathematics. All these skills are central to a young person’s preparedness to tackle problems that arise at work and in life beyond the classroom. But the reality is that many students are not familiar with basic mathematics concepts and, at school, only practice routine tasks that do not improve their ability to think quantitatively and solve real-life, complex problems.
How can we break this pattern? This report, based on results from PISA 2012, shows that one way forward is to ensure that all students spend more “engaged” time learning core mathematics concepts and solving challenging mathematics tasks. The opportunity to learn mathematics content – the time students spend learning mathematics topics and practising maths tasks at school – can accurately predict mathematics literacy. Differences in students’ familiarity with mathematics concepts explain a substantial share of performance disparities in PISA between socio-economically advantaged and disadvantaged students. Widening access to mathematics content can raise average levels of achievement and, at the same time, reduce inequalities in education and in society at large.
Key questions for mathematics teachers - and how PISA can answer themEduSkills OECD
Ten Questions for Mathematics Teachers… and how PISA can help answer them aims to change that.
This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help them
reflect on their teaching strategies and how students learn.
Contents
Introduction: A teacher’s guide to mathematics teaching and learning
Question 1: How much should I direct student learning in my mathematics classes?
Question 2: Are some mathematics teaching methods more effective than others?
Question 3: As a mathematics teacher, how important is the relationship I have with my students?
Question 4: What do we know about memorisation and learning mathematics?
Question 5: Can I help my students learn how to learn mathematics?
Question 6: Should I encourage students to use their creativity in mathematics?
Question 7: Do students’ backgrounds influence how they learn mathematics?
Question 8: Should my teaching emphasise mathematical concepts or how those concepts are applied in the real world?
Question 9: Should I be concerned about my students’ attitudes towards mathematics?
Question 10: What can teachers learn from PISA?
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.
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.
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.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (Paris, 23 Mar...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
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 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.
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.
Key questions for mathematics teachers - and how PISA can answer themEduSkills OECD
Ten Questions for Mathematics Teachers… and how PISA can help answer them aims to change that.
This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help them
reflect on their teaching strategies and how students learn.
Contents
Introduction: A teacher’s guide to mathematics teaching and learning
Question 1: How much should I direct student learning in my mathematics classes?
Question 2: Are some mathematics teaching methods more effective than others?
Question 3: As a mathematics teacher, how important is the relationship I have with my students?
Question 4: What do we know about memorisation and learning mathematics?
Question 5: Can I help my students learn how to learn mathematics?
Question 6: Should I encourage students to use their creativity in mathematics?
Question 7: Do students’ backgrounds influence how they learn mathematics?
Question 8: Should my teaching emphasise mathematical concepts or how those concepts are applied in the real world?
Question 9: Should I be concerned about my students’ attitudes towards mathematics?
Question 10: What can teachers learn from PISA?
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.
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.
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.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (Paris, 23 Mar...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
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 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.
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.
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.
Session by Andreas Schleicher, Director for Education and Skills and Special Advisor on Education Policy to the Secretary-General, OECD
The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA allow policy makers around the world to set policy targets against measurable goals achieved by other education systems, and learn from policies and practices applied elsewhere. Andreas Schleicher, Director for Education and Skills will present an overview of the PISA 2015 results for science and students’ attitudes towards learning science, including their expectations of working in science-related careers. The presentation will also examine how performance and equity have evolved across PISA-participating countries and economies, and provide insights on education policies that can help to foster improvements in equity and outcomes.
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.
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.
Balancing school choice and equity - an international perspective based on PISAEduSkills OECD
Many countries are struggling to reconcile greater flexibility in school choice with the need to ensure quality, equity and coherence in their school systems. This report provides an international perspective on issues related to school choice, especially how certain aspects of school-choice policies may be associated with sorting students into different schools. A key question fuelling the school-choice debate is whether greater competition among schools results in more sorting of students by ability or socio-economic status. At the macro level, school segregation can deprive children of opportunities to learn, play and communicate with other children from different social, cultural and ethnic backgrounds, which can, in turn, threaten social cohesion. The report draws a comprehensive picture of school segregation, using a variety of indicators in order to account for the diversity of the processes by which students are allocated to schools.
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.
Why do gender gaps in education and work persistEduSkills OECD
Despite significant progress in narrowing or closing some long-standing gender gaps in many areas of education and employment, in most countries, boys and girls are still not likely to be equally proficient in academic subjects, such as reading, mathematics and science. Moreover, boys and girls still show markedly different attitudes towards learning and aspirations for their future – and that has a significant impact on their decisions to pursue further education and on their choice of career.
This webinar presents OECD data highlighting how differences in attitudes towards failure and competition among boys and girls can influence their decisions about what to study in school and their career expectations. The data also illustrate how these attitudes, developed early in life, influence men’s and women’s career choices later on.
Education at a Glance 2020 - Global insightsEduSkills OECD
Andreas Schleicher presents new Education at a Glance data, with a focus on vocational education and training and its role in buffering the negative economic effects of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
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.
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.
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.
Raising Social Mobility Through Teacher PolicyEduSkills OECD
Andreas Schleicher
Director for Education and Skills
OECD
Challenges for teachers
Student-level
Initiating and managing learning processes, including active learning
Responding to the learning needs of individual learners
Integrating formative and summative assessment
Classroom level
Teaching in multicultural classrooms
Emphasising cross-curricular studies
Integrating students with special needs
School level
Working and planning in teams and partner with other schools
Evaluating and planning for improvement
Using ICT for teaching and administration, etc.
Academic Resilience - What Schools and Countries do to Help Disadvantaged St...EduSkills OECD
Researchers and policy makers have been focusing on socio-economic disparities in academic achievement since the 1960s. Decades of empirical studies show that socioeconomically disadvantaged students are more likely to: drop out of school, repeat a grade, finish their studies at the same time as their more advantaged peers with less prestigious qualifications, and, in general, have lower learning outcomes as indicated by their poor performance in standardised assessments such as the Programme for International Student Assessment (PISA)
Low-Performing Students- Why They Fall Behind and How to Help Them Succeed EduSkills OECD
by Andreas Schleicher, Director for Education and Skills, OECD Low-performing Students: Why they Fall Behind and How to Help them Succeed examines low performance at school by looking at low performers’ family background, education career and attitudes towards school. The report also analyses the school practices and educational policies that are more strongly associated with poor student performance. Most important, the evidence provided in the report reveals what policy makers, educators, parents and students themselves can do to tackle low performance and succeed in school.
Pisa 2012 strong performers and successful reformers in education - less...EduSkills OECD
What do 15-year-olds know……and what can they do with what they know? Students in Peru still perform at low levels, but significant gains in reading skills show that improvement is possible
TALIS 2018 - What do teachers tell us about their work and what matters to them?EduSkills OECD
Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
PISA 2012 - Creative Problem Solving: Students’ skills in tackling real-life ...EduSkills OECD
The capacity to engage creatively in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious (including motivational and affective aspects).
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
This report discusses policies and practices that shape quality and equity in early childhood education and care. It examines how the work environment, including the educational background of staff, and the policies that shape teaching approaches affect the quality of the education provided to our youngest learners. The book concludes with an overview of current thinking about how young children use, and are affected by, information and communication technologies (ICT). Linking the way children interact with ICT inside of school to the way they already use it outside of school could be the key to unlocking technology’s potential for learning.Children learn at a faster rate during the first five years of their life than at any other time, developing cognitive, and social and emotional skills that are fundamental to their future achievements and well-being throughout childhood and as adults. Despite compelling evidence that high quality early childhood education and care programmes can make a crucial difference to children’s progress through school and success in adult life, large differences in access to and the quality of these programmes persist within and across countries.
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.
Session by Andreas Schleicher, Director for Education and Skills and Special Advisor on Education Policy to the Secretary-General, OECD
The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA allow policy makers around the world to set policy targets against measurable goals achieved by other education systems, and learn from policies and practices applied elsewhere. Andreas Schleicher, Director for Education and Skills will present an overview of the PISA 2015 results for science and students’ attitudes towards learning science, including their expectations of working in science-related careers. The presentation will also examine how performance and equity have evolved across PISA-participating countries and economies, and provide insights on education policies that can help to foster improvements in equity and outcomes.
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.
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.
Balancing school choice and equity - an international perspective based on PISAEduSkills OECD
Many countries are struggling to reconcile greater flexibility in school choice with the need to ensure quality, equity and coherence in their school systems. This report provides an international perspective on issues related to school choice, especially how certain aspects of school-choice policies may be associated with sorting students into different schools. A key question fuelling the school-choice debate is whether greater competition among schools results in more sorting of students by ability or socio-economic status. At the macro level, school segregation can deprive children of opportunities to learn, play and communicate with other children from different social, cultural and ethnic backgrounds, which can, in turn, threaten social cohesion. The report draws a comprehensive picture of school segregation, using a variety of indicators in order to account for the diversity of the processes by which students are allocated to schools.
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.
Why do gender gaps in education and work persistEduSkills OECD
Despite significant progress in narrowing or closing some long-standing gender gaps in many areas of education and employment, in most countries, boys and girls are still not likely to be equally proficient in academic subjects, such as reading, mathematics and science. Moreover, boys and girls still show markedly different attitudes towards learning and aspirations for their future – and that has a significant impact on their decisions to pursue further education and on their choice of career.
This webinar presents OECD data highlighting how differences in attitudes towards failure and competition among boys and girls can influence their decisions about what to study in school and their career expectations. The data also illustrate how these attitudes, developed early in life, influence men’s and women’s career choices later on.
Education at a Glance 2020 - Global insightsEduSkills OECD
Andreas Schleicher presents new Education at a Glance data, with a focus on vocational education and training and its role in buffering the negative economic effects of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
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.
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.
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.
Raising Social Mobility Through Teacher PolicyEduSkills OECD
Andreas Schleicher
Director for Education and Skills
OECD
Challenges for teachers
Student-level
Initiating and managing learning processes, including active learning
Responding to the learning needs of individual learners
Integrating formative and summative assessment
Classroom level
Teaching in multicultural classrooms
Emphasising cross-curricular studies
Integrating students with special needs
School level
Working and planning in teams and partner with other schools
Evaluating and planning for improvement
Using ICT for teaching and administration, etc.
Academic Resilience - What Schools and Countries do to Help Disadvantaged St...EduSkills OECD
Researchers and policy makers have been focusing on socio-economic disparities in academic achievement since the 1960s. Decades of empirical studies show that socioeconomically disadvantaged students are more likely to: drop out of school, repeat a grade, finish their studies at the same time as their more advantaged peers with less prestigious qualifications, and, in general, have lower learning outcomes as indicated by their poor performance in standardised assessments such as the Programme for International Student Assessment (PISA)
Low-Performing Students- Why They Fall Behind and How to Help Them Succeed EduSkills OECD
by Andreas Schleicher, Director for Education and Skills, OECD Low-performing Students: Why they Fall Behind and How to Help them Succeed examines low performance at school by looking at low performers’ family background, education career and attitudes towards school. The report also analyses the school practices and educational policies that are more strongly associated with poor student performance. Most important, the evidence provided in the report reveals what policy makers, educators, parents and students themselves can do to tackle low performance and succeed in school.
Pisa 2012 strong performers and successful reformers in education - less...EduSkills OECD
What do 15-year-olds know……and what can they do with what they know? Students in Peru still perform at low levels, but significant gains in reading skills show that improvement is possible
TALIS 2018 - What do teachers tell us about their work and what matters to them?EduSkills OECD
Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
PISA 2012 - Creative Problem Solving: Students’ skills in tackling real-life ...EduSkills OECD
The capacity to engage creatively in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious (including motivational and affective aspects).
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
This report discusses policies and practices that shape quality and equity in early childhood education and care. It examines how the work environment, including the educational background of staff, and the policies that shape teaching approaches affect the quality of the education provided to our youngest learners. The book concludes with an overview of current thinking about how young children use, and are affected by, information and communication technologies (ICT). Linking the way children interact with ICT inside of school to the way they already use it outside of school could be the key to unlocking technology’s potential for learning.Children learn at a faster rate during the first five years of their life than at any other time, developing cognitive, and social and emotional skills that are fundamental to their future achievements and well-being throughout childhood and as adults. Despite compelling evidence that high quality early childhood education and care programmes can make a crucial difference to children’s progress through school and success in adult life, large differences in access to and the quality of these programmes persist within and across countries.
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.
An accurate ability evaluation method for every student with small problem it...Hideo Hirose
To enhance the chance of use of the item response theory (IRT) in universities, we developed a test evaluation system via the Web for university teachers, and we have been evaluating students' abilities by using the IRT system in midterm and final examinations for two years.
We show a surprising aspect regarding the adoption of the IRT system in university tests. That is, the IRT can not only give us the problem difficulty information but also can provide the accurate student ability evaluation, even if the number of problems is small. Therefore, we can include high and low level test items together so that we can assess a variety of students' abilities accurately and fairly; we do not worry about providing easier problems that will make the lecture level decline; in other words, we do not care about finding the most appropriate problem levels to each student. We can provide all level problems uniformly distributed to all students, and we can still assess the students' abilities accurately. Consequently, students do not raise claims about their scores; they seem to be satisfied with it.
We show these results, in this paper, by a theoretical background, a simulation study, and our empirical results.
Implementing Highly Effective Teacher Policy and Practice - 2015 Internation...EduSkills OECD
Presentation by Andreas Schleicher - Director for the Directorate of Education and Skills, OECD.
Successful education systems are those that promote leadership at all levels, thereby encouraging teachers and principals, regardless of the formal positions they occupy, to lead innovation in the classroom, the school and the system as a whole. This report summarises evidence from the OECD Teaching and Learning International Survey and the OECD Programme for International Student Assessment that underpins the three themes of the 2015 International Summit on the Teaching Profession: school leadership, teachers’ self-efficacy and innovation in education. It also offers examples from around the world of how some schools are introducing innovative ways of teaching and learning to better equip students with the skills they need to participate fully in 21st-century global economies.
Ee184405 statistika dan stokastik statistik deskriptif 1 grafikyusufbf
Statistika adalah suatu bidang ilmu yang mempelajari cara-cara mengumpulkan data untuk selanjutnya dapat dideskripsikan dan diolah, kemudian melakukan induksi/inferensi dalam rangka membuat kesimpulan, agar dapat ditentukan keputusan yang akan diambil berdasarkan data yang dimiliki.
DATA =============> PROSES STATISTIK ===========> INFORMASI
Statistik Deskriptif adalah suatu cara menggambarkan persoalan yang berdasarkan data yang dimiliki yakni dengan cara menata data tersebut sedemikian rupa agar karakteristik data dapat dipahami dengan mudah sehingga berguna untuk keperluan selanjutnya.
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/
A COMPARISSON OF TEACHER AND TEST BASED ASSESSMENT FOR SPANISH PRIMARY AND SECONDARY EDUCATION póster de Óscar D. Marcenaro-Gutiérrez y Anna Vignoles Congreso FES grupo Sociología de la educación Madrid 2013
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).
A Case Study of Teaching the Concept of Differential in Mathematics Teacher T...theijes
In high schools of Viet Nam, teaching calculus includes the knowledge of the real function with a real variable. A mathematics educator in France, Artigue (1996) has shown that the methods and approximate techniques are the centers of the major problems (including number approximation and function approximation...) in calculus. However, in teaching mathematics in Vietnam, the problems of approximation almost do not appear. With the task of training mathematics teachers in high schools under the new orientations, we present a part of our research with the goal of improving the contents and methods of teacher training
Strong performers and successful reformers in PISA 2012 lessons for SwedenEduSkills OECD
What do 15-year-old Swedes know……and what can they do with what they know? Of the 65 countries in PISA 40 improved at least in one of the three subjects – Sweden saw a decline
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.
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?
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
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.
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
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
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
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
4. 1.00 1.10 1.20 1.30 1.40 1.50 1.60
Is in good general health
Is in the top quarter of earnings
Has a job
4
Adults with good mathematics skills
earn higher salaries
Increase in the likelihood of the outcome related to an increase of one
standard deviation in numeracy, OECD average (22 countries)
Odds ratios
Source: Figure 1.3
OECD Survey of Adult Skills (PIAAC) (2012), Table 1.2
Adults with higher
numeracy (by 50 points)
are 53% more likely to
have high wages
7. 7
Many students have never heard of
basic mathematics concepts
OECD average
Source: Table 1.7
0 20 40 60 80 100
Vectors
Arithmetic mean
Linear equation
Never heard the concept
Heard the concept often/a few times
Know well/understand the concept
%
8. Conditioning
factors
• Characteristics
of the:
• Student
• Schools
• Systems
Opportunity
to learn
• Exposure to
tasks
• Familiarity
with
concepts
• Time in class
Outcomes
• Mathematics
performance
• Attitudes
towards
mathematics
Analytical framework of the report
Source: Figure 1.1
8
10. Applied mathematics
Working out from a <train timetable>
how long it would take to get from one
place to another.
Calculating how much more expensive a
computer would be after adding tax.
Calculating how many square metres of
tiles you need to cover a floor.
Understanding scientific tables
presented in an article.
Finding the actual distance between two
places on a map with a 1:10,000 scale.
Calculating the power consumption of
an electronic appliance per week.
Pure mathematics
Solving an equation like:
6x2 + 5 = 29
Solving an equation like
2(x+3) = (x + 3)(x - 3)
Solving an equation like:
3x+5=17
How PISA measures exposure to
applied and pure mathematics
10
11. R² = 0.05
-1.00
-0.80
-0.60
-0.40
-0.20
0.00
0.20
0.40
0.60
0.80
1.00
-0.60 -0.40 -0.20 0.00 0.20 0.40 0.60
Indexofexposuretoappliedmathematics Weak relationship between exposure to
applied and pure mathematics
OECDaverage
Source: Figure 1.8
OECD average
Index of exposure to pure mathematics
Less
exposure
More
exposure
More
exposure
11
17. Boy
Immigrant
Did not attend
Girl
Non-
immigrant
Attended pre-
primary
-0.30 -0.20 -0.10 0.00 0.10 0.20 0.30
Gender
Immigrant background
Pre-primary education
Index of familiarity with mathematics
Girls, non-immigrants and students who
attended pre-primary education are more
familiar with mathematics
Source: Table 2.10
Note: OECD averages are computed only for countries with available data.
OECD average
17
18. 0
2
4
6
8
10
12
14
16
18
20
0 20 40 60 80 100
Percentage of students in schools that engage in a given practice
Systems with more selective schools give
more unequal access to mathematicsAccesstomathematics
More
equal
More
unequal
Sources: Figures 2.10, 11, 21
Transferring low-achieving
students to another school
R2 = 0.42
Considering
academic
performance for
admission
R2 = 0.31Considering
residence for
admission
R2 =0.28
Variation in familiarity with mathematics explained by students' and
schools' socio-economic profile, OECD average
%
18
%
20. Earlier tracking associated with more
unequal access to mathematics
Accesstomathematics
More
equal
More
unequal
Source: Figure 2.15
Australia
New Zealand
Poland
United
Kingdom
Variation in familiarity with mathematics explained by students' and
schools' socio-economic profile, OECD countries
20
Austria
Belgium
Sweden
Chile
Czech Republic
DenmarkEstonia
Canada
Germany
Greece
Hungary
Ireland
Israel
Italy
Japan
Korea
Luxembourg
Mexico
Netherlands
Iceland
Portugal
Slovak Republic
Slovenia
Spain
Finland
Switzerland
Turkey
United States
OECD average
R² = 0.54
0
5
10
15
20
25
9 10 11 12 13 14 15 16 17
Students' age at first tracking, system level
% of the variation
21. Students in vocational schools are more
likely to be socio-economically and
academically disadvantaged
Source: Figure 2.16
Odds
ratios
Morelikelytobe
disadvantagedorlessfamiliar
Lesslikely
Change in likelihood of having less familiarity with mathematics or being socio-
economically disadvantaged associated with enrollment in vocational schools
21
0.00
1.00
2.00
3.00
4.00
5.00
6.00
Ireland
Croatia
Hungary
Spain
Korea
Slovenia
Serbia
Netherlands
Belgium
Montenegro
Italy
Macao-China
Portugal
Greece
OECDaverage
ChineseTaipei
Israel
Japan
Bulgaria
SlovakRepublic
France
Germany
Austria
RussianFederation
Chile
Shanghai-China
Uruguay
UnitedKingdom
Australia
Turkey
Argentina
CzechRepublic
Luxembourg
Thailand
Kazakhstan
Malaysia
Switzerland
Indonesia
CostaRica
Mexico
Colombia
UnitedArabEmirates
Being socio-economically disadvantaged Having less familiarity with mathematics
23. -0.12
-0.10
-0.08
-0.06
-0.04
-0.02
0.00
0.02
0.04
0.06
helps
students
learn from
mistakes
lets students
decide on
their own
procedures
makes
students
reflect on
the problem
gives
problems
that require
thinking for
an extended
time
gives
problems
that can be
solved in
different
ways
gives
problems
with no
immediate
solution
asks
students to
explain how
they solved a
problem
Disadvantaged schools Advantaged schoolsIndex change
The use of cognitive activation practices is associated with greater
performance and familiarity in socio-economically advantaged
schools than in disadvantaged ones
Source: Figure 2.23b
Change in the index of familiarity with mathematics associated with
use of cognitive activation strategies, OECD average
The teacher…
Higher
familiarity
Lowerfamiliarity
23
24. • Exposure to, and familiarity with, mathematics increase with
socio-economic status, and
• Vary by students gender, immigrant background, and pre-
primary education
…individual
characterist
ics
• Grade repetition, schools’ selection mechanisms, and
between-school tracking are associated with more unequal
access to mathematics
• Weak, negative relationship between ability grouping and
familiarity with mathematics for the average student
…how
systems
and schools
sort and
select
students
• Disadvantaged schools have a (slightly) lower student-to-
teacher ratio, but mathematics teachers in disadvantaged
schools tend to be less qualified
• The use of cognitive activation practices is associated with
greater performance and familiarity in socio-economically
advantaged schools than in disadvantaged ones
…teaching
resources
and
practices
Key messages:
How access to mathematics varies by…
24
28. 420
440
460
480
500
520
540
Less than 2 hours Between 2 and 4
hours
Between 4 and 6
hours
More than 6 hours
Mathematics Reading ScienceMean score
Longer class time up to four hours per week is
associated with a large improvement in
mathematics performance
Source: Figure 3.4
Hours per
week:
OECD average
28
29. -0.15
-0.10
-0.05
0.00
0.05
0.10
420
430
440
450
460
470
480
490
500
510
520
Less than 2 Between 2 and 4 Between 4 and 6 More than 6
Indexofdisciplinaryclimate
Mathematicsscore
Mathematics Disciplinary ClimateMean score
Hours per
week:
Instruction time above 6 hours a week is more
frequent in classes with poor disciplinary climate
Source: Figure 3.6
OECD average
29
31. 420
440
460
480
500
520
540
First quintile Second quintile Third quintile Fourth quintile Fifth quintile
Quintiles of exposure
Applied mathematics Pure mathematics
Exposure to pure mathematics is more strongly related
to performance than exposure to applied mathematics
Source: Figure 3.9
Mean score
31
33. Charts Q1
Revolving Door Q2
R² = 0.39
1.00
1.20
1.40
1.60
1.80
2.00
2.20
2.40
2.60
2.80
300 400 500 600 700 800
Drip Rate Q1
Arches Q2
Stronger association between familiarity with
concepts and performance on more demanding tasks
Drip Rate Q1
Effectoffamiliarity
Higher
positive
effect
Lower
positive
effect
Source: Figure 3.12
Difficulty on the PISA scale
Revolving Door
Q2
33
Odds ratio
34. Familiarity with pure mathematics is enough to
solve procedural problems…
Scenario:
Nurses calculate the drip rate for infusions using
the formula:
𝐷𝑟𝑖𝑝 𝑟𝑎𝑡𝑒 =
𝑑𝑣
60𝑛
d is the drop factor in drops per mL
v is the volume in mL of the infusion
n is the number of hours the infusion is required
to run
Question:
Describe how the
drip rate changes if
n is doubled but the
other variables do
not change.
Drip Rate Question 1
34
35. Korea
OECD average
Indonesia
Malaysia
Qatar
Shanghai-China
Chinese-Taipei
R² = 0.57
-3.50
-3.00
-2.50
-2.00
-1.50
-1.00
-0.50
0.00
0.50
1.00
1.50
2.00
-1.00 -0.50 0.00 0.50 1.00 1.50
LogitfortheitemDripRateQ1
Index of familiarity with mathematics
BEFORE accounting for countries’ performance on all the other tasks
Source: Figure 3.13
Familiarity with mathematics and performance on
Drip Rate Question 1: Country-level relationship
35
36. Familiarity with mathematics and performance on
Drip Rate Question 1 - Country-level relationship
Korea
OECD average
Netherlands
Luxembourg
Spain
R² = 0.22
-1.60
-1.40
-1.20
-1.00
-0.80
-0.60
-0.40
-0.20
0.00
-0.80 -0.60 -0.40 -0.20 0.00 0.20 0.40 0.60 0.80 1.00
AFTER accounting for countries’ performance on all the other tasks
Index of familiarity with mathematics
LogitfortheitemDripRateQ1
Source: Figure 3.13
36
37. …but being familiar with mathematics content might
not be enough to solve problems that require to reason
mathematically
Scenario:
A revolving door
includes three wings
which rotate within a
circular-shaped space
and divide the space
into three equal
sectors. The two door
openings (the dotted
arcs in the diagram)
are the same size.
Possible air flow in
this position
200 cm
Question:
What is the
maximum arc length
in centimetres (cm)
that each door
opening can have, so
that air never flows
freely between the
entrance and the
exit?
Revolving Door Question 2
37
38. Familiarity with mathematics and performance on
Revolving Door Question 2 - Country-level relationship
Korea
OECD average
Indonesia
Malaysia
Qatar
Shanghai-China
Chinese-Taipei
R² = 0.18
-6.00
-5.00
-4.00
-3.00
-2.00
-1.00
0.00
-1.00 -0.50 0.00 0.50 1.00 1.50
BEFORE accounting for countries’ performance on all the other tasks
Logitfortheitem
RevolvingDoorQ2
Index of familiarity with mathematics
Source: Figure 3.14
38
39. Familiarity with mathematics and performance on
Revolving Door Question 2 - Country-level relationship
Korea
OECD average
Netherlands
Luxembourg
Spain
R² = 0.02
-5.00
-4.50
-4.00
-3.50
-3.00
-2.50
-2.00
-1.50
-1.00
-0.50
0.00
-0.80 -0.30 0.20 0.70
Logitfortheitem
RevolvingDoorQ2
Index of familiarity with mathematics
Source: Figure 3.14
AFTER accounting for countries’ performance on all the other tasks
39
42. • Countries where students have higher familiarity with geometry and
algebra perform better in all tasks and relatively better on tasks
requiring geometry and algebra
• Performance on tasks with a focus on geometry deteriorated between
2003 and 2012
Structure of
curriculum
• Increasing instruction time in mathematics beyond 6 hours a week
has no clear relationship with performance. The relationship differs
substantially across countries, and within countries according to the
quality of the disciplinary climate in the classroom
• Exposure to pure mathematics tasks (equations) is strongly related to
performance
• Exposure to and familiarity with mathematics concepts may not be
sufficient for solving problems that require the ability to think and
reason mathematically
Amount/type
of
mathematics
tasks and
performance
• Almost 20% of the performance gap of disadvantaged students is
explained by their lower familiarity with mathematics concepts.
• Disadvantaged students lag behind other students particularly in
those complex tasks requiring modelling skills and the use of
symbolic language.
Socio-
economic
disadvantage
and exposure
to
mathematics
Key messages
42
44. Less than half of students enjoy
studying mathematics
0
10
20
30
40
50
60
70
80
90
Austria-4
Hungary
SlovakRepublic-5
Finland4
Belgium-5
CzechRepublic
Korea
Japan5
Norway
Netherlands
Luxembourg
Poland-4
Canada
UnitedStates
Sweden
Ireland4
Spain
OECDaverage
NewZealand
Latvia
Australia3
Germany-4
France-5
Macao-China
RussianFederation
Portugal
Italy
Iceland10
Switzerland-4
Uruguay
Greece8
Turkey-5
Mexico8
HongKong-China3
Liechtenstein
Brazil-4
Denmark
Tunisia-9
Thailand
Indonesia5
2012 2003%
Source: Figure 4.2
Percentage of students who agree with the statement I do mathematics
because I enjoy it"
44
The difference
between 2003 and
2012 is significant
45. 45
Exposure to more complex mathematics is related to
lower self-concept, among students of similar ability
Mathematicsself-concept
Source: Figure 4.7
-0.40
-0.30
-0.20
-0.10
0.00
0.10
0.20
0.30
0.40
Liechtenstein
Indonesia
Argentina
Thailand
Kazakhstan
Austria
Luxembourg
Netherlands
Tunisia
Qatar
Japan
Romania
Macao-China
Belgium
Germany
Bulgaria
SlovakRepublic
Malaysia
Brazil
Switzerland
HongKong-China
Shanghai-China
Latvia
Uruguay
VietNam
Estonia
CostaRica
Greece
Lithuania
Mexico
Israel
Denmark
RussianFederation
Peru
Sweden
Colombia
CzechRepublic
Chile
Montenegro
OECDaverage
NewZealand
Ireland
UnitedArabEmirates
Albania
UnitedKingdom
Turkey
Croatia
UnitedStates
Hungary
Jordan
Spain
Finland
France
Slovenia
Canada
Italy
Singapore
Portugal
Iceland
Poland
Australia
Serbia
ChineseTaipei
Korea
Before accounting for performance in mathematics After accounting for performance in mathematicsIndex change
Change in students’ self-concept associated with 1 unit change in familiarity
46. Exposure to more complex mathematics is also
related to greater anxiety among low-performing
students
Source : Figure 4.8
-0.20
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
0.20
0.25
Malaysia OECD average Czech Republic
Bottom quarter by mathematics performance Top quarter by mathematics performanceIndex
Change in students’ anxiety associated with a change in familiarity, by
students' mathematics performance
46
MoreanxietyLessanxiety
47. Students with hard-working friends are more
motivated to learn, especially in schools where
students are least familiar with mathematics
0.00
0.50
1.00
1.50
2.00
2.50
I am interested in
the things I learn
in mathematics
I do mathematics
because I enjoy it
I look forward to
mathematics
lessons
Making an effort is
worthwhile for the
work I want to do
Mathematics is
important for
what I want to
study later on
Schools where students are more familiar with mathematics
Schools where students are less familiar with mathematics
Odds ratio
Source: Figure 4.11
Change in the probability that students agree with each statement, associated
with having friends who work hard on mathematics
47
48. High-performing students whose parents do not like
mathematics are more likely to feel helpless
1.00 1.20 1.40 1.60 1.80 2.00 2.20 2.40
OECD average
France
Top quarter of mathematics performance Bottom quarter of mathematics performance
Odds ratio
Source: Figure 4.14
Change in the probability that students feel helpless when doing mathematics
problems associated with having parents who do not like mathematics
Children whose parents dislike mathematics have higher anxiety
48
49. Students whose teachers provide feedback or specify
learning goals are more familiar with mathematics
0.00
0.05
0.10
0.15
0.20
0.25
0.30
0.35
0.40
0.45
The teacher gives
different work to
classmates who have
difficulties learning
and/or to those who
can advance faster
The teacher has us
work in small
groups to come up
with joint solutions
to a problem or task
The teacher gives
extra help when
students need it
The teacher
continues teaching
until the students
understand
The teacher asks
questions that make
us reflect on the
problem
The teacher gives
problems that
require us to think
for an extended time
Students more familiar with mathematics Students less familiar with mathematics
Index change
Source: Figure 4.16
Change in the index of mathematics self-concept associated with having mathematics
teachers who provide feedback or specify learning goals in every or most lessons
49
50. Teachers’ feedback practices have a different
relationship with anxiety depending on students’
familiarity with mathematics
Source: Figure 4.15
-0.10
0.00
0.10
The teacher gives me feedback on my strengths
and weaknesses in mathematics
The teacher tells us what is expected of us when
we get a test, quiz or assignment
Low familiarity students High familiarity studentsIndex change
Change in mathematics anxiety associated with having teachers who
engage in these practices, OECD average
MoreanxietyLessanxiety
50
51. Using a computer during mathematics lessons is
associated with higher motivation for learning
mathematics
0.00
0.10
0.20
0.30
0.40
0.50
Japan
Iceland
Denmark
Macao-China
Liechtenstein
Serbia
Mexico
Spain
Estonia
Germany
CzechRepublic
Austria
Belgium
Shanghai-China
RussianFederation
HongKong-China
Finland
Switzerland
Norway
Singapore
Croatia
Uruguay
Italy
Ireland
Netherlands
OECDaverage
CostaRica
Australia
Latvia
Slovenia
Chile
Portugal
Poland
Turkey
Sweden
Hungary
SlovakRepublic
Korea
Greece
NewZealand
Jordan
ChineseTaipei
Israel
After accounting for students' and schools' characteristics
Index change
Source: Figure 4.17
Change in intrinsic motivation for mathematics associated with using a
computer in mathematics class
51
52. • Exposure to more complex mathematics concepts is associated
with
• lower self-concept and higher anxiety among low-
performing students, and with
• higher self-concept/lower anxiety among high-performing
students
Opportunity
to learn and
attitudes
towards
mathematics
• Peers: Having hard-working friends can increase mathematics
self-concept, but students can develop lower beliefs in their own
ability when they compare themselves to higher-achieving peers
• Parents may transfer their feelings about mathematics to their
children, even high-performing ones
• Teachers’ practices can have a different relationship with
students self-concept and anxiety depending on students’
familiarity with mathematics
Mediating
factors
Key messages
52
54. Develop
coherent
standards
Develop
skills
beyond
knowledge
Reduce the
impact of
tracking
Support
teachers of
heterogenous
classes
Support
positive
attitudes
Monitor
Opportunity
to Learn
Develop coherent standards,
frameworks and instruction
material for all students
How:
• Cover core ideas more in
depth
• Increase connections between
topics
• Review textbooks and teaching
material accordingly
A policy framework to widen opportunities
to learn
A policy
programme in 6
points
In Singapore the mathematics
framework covers a relatively
small number of topics in depth,
following a spiral organisation
in which topics introduced in
one grade are covered in later
grades at a more advanced level
55. Develop
coherent
standards
Develop
skills
beyond
knowledge
Reduce the
impact of
tracking
Support
teachers of
heterogeno
us classes
Support
positive
attitudes
Monitor
Opportunit
y to Learn
Help students acquire
mathematical skills beyond
content knowledge
How:
• Replace routine tasks with
challenging, open problems
• Develop specific training for
teachers
• Integrate problem-solving
abilities into assessments
55
A policy framework to widen opportunities
to learn
A policy
programme in 6
points
Recent revisions of the
mathematics curricula in
England, Scotland,
Korea and Singapore
emphasise the
development of problem-
solving skills
56. Develop
coherent
standards
Develop
skills
beyond
knowledge
Reduce the
impact of
tracking
Support
teachers of
heterogeno
us classes
Support
positive
attitudes
Monitor
Opportunit
y to Learn
Reduce the impact of tracking on
equity in mathematics exposure
How:
• Consider possibilities to delay
tracking
• Improve quality and quantity of
mathematics instruction in non-
academic pathways
• Allow students to change tracks
56
A policy framework to widen opportunities to
learn
A policy
programme in 6
points
Sweden and Finland reformed
their education systems in the
1950-1970s: a later age at
tracking reduced inequalities in
outcomes later on.
Also Germany and Poland
reformed the tracking system to
reduce the influence of socio-
economic status on student
achievement
57. Develop
coherent
standards
Develop
skills
beyond
knowledge
Reduce the
impact of
tracking
Support
teachers of
heterogeno
us classes
Support
positive
attitudes
Respon-
sibility
Learn how to handle
heterogeneity in the classroom
How:
• Provide students with multiple
opportunities to learn key concepts
at different levels of difficulty
• Adopt student-oriented practices
such as flexible grouping or
cooperative learning
• Offer more individualized support
to struggling students
57
A policy framework to widen opportunities to
learn
A policy
programme in 6
points
In Finland, half of
children with
special education
needs are
mainstreamed and
assigned special
teachers, rather
than being in
special schools.
58. Develop
coherent
standards
Develop
skills
beyond
knowledge
Reduce the
impact of
tracking
Support
teachers of
heterogeno
us classes
Support
positive
attitudes
Monitor
Opportunit
y to Learn
Support positive attitudes
towards mathematics
through innovations in
curriculum and teaching
How:
• Develop, use and share
engaging tasks and learning
tools (including IT-based)
• Learn how to give effective
feedbacks to struggling
students
• Engage parents
58
A policy framework to widen opportunities to
learn
A policy
programme in 6
points
The 2011 revisions of the
mathematics curriculum in
Korea has reduced curriculum
content to give more time to
engaging activities that would
improve students’ motivation
59. Develop
coherent
standards
Develop
skills
beyond
knowledge
Reduce the
impact of
tracking
Support
teachers of
heterogeno
us classes
Support
positive
attitudes
Monitor
Opportunity
to Learn
Monitor and analyse
opportunity to learn
How:
• Collect and analyse data on
the implemented curriculum
both from teachers and
students
• Support multi-year research
and curriculum-development
programmes
• Analyse data on mathematics
teaching practices from video
studies
59
A policy framework to widen opportunities to
learn
A policy
programme in 6
pointsThe Teaching and Leaning
International Survey (TALIS)
study is piloting an
international video study of
teaching practices to provide
insights into effective teaching
practices
Familiarity with algebra: exponential function, quadratic function and linear function.
Familiarity with geometry: vector, polygon, congruent figure and cosine.
Teachers can influence equity in access to mathematics content not only by grouping students of similar ability and by assigning different tasks to students, based on their ability, but also more directly: through the quantity and quality of the tasks, and by engaging in certain teaching practices.
Cognitive-activation strategies tend to be used more often in socio-economically advantaged schools than in disadvantaged schools (Table 2.24a).
On average across OECD countries, the effect of cognitive-activation strategies on opportunity to learn mathematics is mixed in advantaged schools. However, on average across OECD countries, no cognitive-activation strategy is associated with greater familiarity with mathematics among students in disadvantaged schools.
Overall, these results suggest that teachers use cognitive-activation strategies to deepen the curriculum content and support the development of problem-solving abilities among students in socio-economically advantaged schools. By contrast, in disadvantaged schools, it appears that using strategies that emphasise thinking and reasoning for an extended time may take time away from covering important material in the curriculum. In less-favourable learning environments, there is a cost to having students engage more deeply in mathematics thinking: less material is covered.