In 2015, PISA asked students about the occupation they expect to be working in when they are 30 years old. Students’ responses were later grouped into science-related and non-science-related careers – with the former including science and engineering professionals; health professionals; science technicians and associate professionals; and information and communication technology (ICT) professionals. Girls and boys are almost equally likely to expect to work in a science-related career.
On average across OECD countries, almost one in four students (24%) reported that they expect to work in an occupation that requires further science training beyond compulsory education. Specifically, 8.6% of students expect to work as professionals who use science and engineering training (e.g. engineer, architect, physicist or astronomer), 11.4% as health professionals (e.g. medical doctor, nurse, veterinarian, physiotherapist), 2.6% as ICT professionals (e.g. software developer, applications programmer), and 1.4% as science-related technicians and associate professionals (e.g. electrical or telecommunications engineering technician).
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
Curriculum Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme.
It explains different emerging areas of educational research such as online learning, blended learning, liberal education, indigenous knowledge, bagless school days etc. The research methods such as meta analysis, mixed method and use of qualitative software. The most important trends is plagiarism and research ethics.
A Study on the Relationship between Education and Income in the USEugene Yan Ziyou
What is the relationship between education and income? Is education truly the great equalizer or do factors such as gender and family income at the age of 16 affect current income?
As part of the Coursera Data Analysis and Statistical Inference course, these issues were examined using data from the US General Social Survey in R.
Higher education policy is the key to lifelong learning and this is particularly important as the ageing population is increasing in many countries. It is a major driver of economic competitiveness in an increasingly knowledge-driven global economy and it also brings social cohesion and well-being. Countries are increasingly aware that higher education institutions need to foster the skills required to sustain a globally competitive research base and improve knowledge dissemination to the benefit of society. Kazakhstan’s higher education system has made progress over the past ten years. However, there is scope for improvement in delivering labour-market relevant skills to Kazakhstanis, and in supporting economic growth through research and innovation.
In examining the higher education system in Kazakhstan, this report builds on a 2007 joint OECD/World Bank review: Reviews of National Policies for Education: Higher Education in Kazakhstan 2007. Each chapter presents an overview of progress made in the past decade across the main areas explored in the 2007 report. These include quality and relevance, access and equity, internationalisation, research and innovation, financing and governance. The report also examines policy responses to evolving dynamics in higher education and the wider socio-economic changes.
Skills of the future and transformation of global educational ecosystem by Pa...EduSkills OECD
This presentation was given by Pavel Luksha of Global Education Futures Professor, Moscow School of Management (SKOLKOVO) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Curriculum Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme.
It explains different emerging areas of educational research such as online learning, blended learning, liberal education, indigenous knowledge, bagless school days etc. The research methods such as meta analysis, mixed method and use of qualitative software. The most important trends is plagiarism and research ethics.
A Study on the Relationship between Education and Income in the USEugene Yan Ziyou
What is the relationship between education and income? Is education truly the great equalizer or do factors such as gender and family income at the age of 16 affect current income?
As part of the Coursera Data Analysis and Statistical Inference course, these issues were examined using data from the US General Social Survey in R.
Higher education policy is the key to lifelong learning and this is particularly important as the ageing population is increasing in many countries. It is a major driver of economic competitiveness in an increasingly knowledge-driven global economy and it also brings social cohesion and well-being. Countries are increasingly aware that higher education institutions need to foster the skills required to sustain a globally competitive research base and improve knowledge dissemination to the benefit of society. Kazakhstan’s higher education system has made progress over the past ten years. However, there is scope for improvement in delivering labour-market relevant skills to Kazakhstanis, and in supporting economic growth through research and innovation.
In examining the higher education system in Kazakhstan, this report builds on a 2007 joint OECD/World Bank review: Reviews of National Policies for Education: Higher Education in Kazakhstan 2007. Each chapter presents an overview of progress made in the past decade across the main areas explored in the 2007 report. These include quality and relevance, access and equity, internationalisation, research and innovation, financing and governance. The report also examines policy responses to evolving dynamics in higher education and the wider socio-economic changes.
Skills of the future and transformation of global educational ecosystem by Pa...EduSkills OECD
This presentation was given by Pavel Luksha of Global Education Futures Professor, Moscow School of Management (SKOLKOVO) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Presentación-Conferencia de prensa de Gabriela Ramos,
Consejera Especial del Secretario General,
Directora de Gabinete y Sherpa de la OCDE
14 de septiembre de 2016
The implications of MOOCs, OERs and other forms of informal learning on tradi...EduSkills OECD
This presentation was given by Francisco Marmolejo (Tertiary Education Global Coordinator The World Bank) to present the work of group 4 at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Global Education and Skills Forum 2017 - Educating Global CitizensEduSkills OECD
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
Each year the Global Education & Skills Forum brings together world leaders from the public, private and social sectors seeking solutions to achieving education, equity and employment for all.
Current Issues in Education - Meeting the Challenges of the 21st Century Todaypolchan
Current Issues in Education - Meeting the Challenges of the 21st Century Today, a Powerpoint presentation for the subject Current Issues in Education, Graduate Studies.
42 - A digital transformation in education by Olivier Crouzet (42 France)EduSkills OECD
This presentation was given by Olivier Crouzet of 42 at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Schooling Redesigned - Towards Innovative Learning SystemsEduSkills OECD
What does redesigning schools and schooling through innovation mean in practice? How might it be brought about? These questions have inspired an influential international reflection on “Innovative Learning Environments” (ILE) led by the OECD. This reflection has already resulted in publications on core design principles and frameworks and on learning leadership. Now the focus extends from exceptional examples towards wider initiatives and system transformation. The report draws as core material on analyses of initiatives specially submitted by some 25 countries, regions and networks. It describes common strengths around a series of Cs: Culture change, Clarifying focus, Capacity creation, Collaboration & Co-operation, Communication technologies & platforms, and Change agents. It suggests that growing innovative learning at scale needs approaches rooted in the complexity of 21st century society and “learning eco-systems”. It argues that a flourishing middle level of change around networks and learning communities provides the platform on which broader transformation can be built.
This report is not a compendium of “best practices” but a succinct analysis presenting original concepts and approaches, illustrated by concrete cases from around the world. It will be especially useful for those designing, researching or engaging in educational change, whether in schools, policy, communities or wider networks.
Global trends in education that apply at the elementary, secondary, tertiary and adult education levels in many countries across the globe. This was a Spotlight Session hosted by the Center for Interactive Learning and Collaboration in September, 2010.
Trends Shaping Education 2016 provides an overview of key economic, social, demographic and technological trends and raises pertinent questions about their potential impact on education. This compilation makes use of a variety of robust international sources of data, including the OECD, the World Bank and the United Nations.
The ABC of Gender Equality in Education: Aptitude, Behaviour, ConfidenceOECD Berlin Centre
The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence.
Presentation Andreas Schleicher, Director, Education and Skills Directorate, OECD.
Women in Science: numbers, challenges and ways forward. Presentation designed for the Young Women's Leadership Conference at City College of New York, March 20, 2015
What's the story?
This isn't a tale to be proud of. In the UK, the link between low socio-economic background and poor educational attainment is greater than in almost any other developed country. Nearly 50% of children claiming free school meals achieve no GCSE passes above a D grade (Cassen and Kingdon)
Educational-related inequalities have an impact throughout a child’s life. Education is linked with happiness and wellbeing and also mental and physical health and life expectancy. The more you learn, the more you earn. You are more at risk of spending time ‘not in education, employment or training’ if you have no qualifications.
Education matters to society – it is linked to crime rates and to the economy.
What's our story?
It doesn’t have to be that way. Demography doesn’t have to be destiny. This attainment gap so entrenched in our society is not inevitable. Change is possible.
At Teach First we are working in partnership with others to ensure that no child’s educational success is limited by their socio-economic background. We believe that the scale of change needed will only be achieved through the collective effort of leaders in classrooms, in schools and throughout society. Each must challenge and change the status quo child by child, classroom by classroom, school by school, community by community until educational disadvantage becomes a work of fiction, not fact.
We start by recruiting people with the potential to be inspirational teachers who embark on a rigorous two-year Leadership Development Programme. Through this they develop their teaching and leadership skills needed to raise the achievement, aspiration and access to opportunities of pupils from low-income communities. Beyond this they are motivated to tackle educational disadvantage in the long term as Teach First ambassadors.
What's your story?
Teach First cannot solve this problem alone. We work with individuals, schools, universities and businesses to achieve our aims. You too can play your role in creating a happy end to this story.
http://www.teachfirst.org.uk/tellingthestory
The ABC of Gender Equality in Education - Aptitude, Behaviour, Confidence EduSkills OECD
Presentation by Andreas Schleicher, Director for the OECD Directorate for Education and Skills
The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence tries to determine why 15-year-old boys are more likely than girls, on average, to be overall low achievers, and why high-performing 15-year-old girls underachieve in mathematics, science and problem solving compared to high-achieving boys. As the evidence in the report makes clear, gender disparities in school performance stem from students’ attitudes towards learning and their behaviour in school, from how they choose to spend their leisure time, and from the confidence they have – or do not have – in their own abilities as students.
UCL women's group presentation final versionBelinda Brown
Belinda Brown from the Gender Equity Network explores the possibility that gender equality policies designed to correct gender imbalances at the top of academia may be obscuring far more serious inequalities occurring further down
Putting Children First: Session 2.2.C Ilze Plavgo - Inequality in education i...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
The Influence of Booklet Print and Leaflet Print Media to Improve Reproductiv...INFOGAIN PUBLICATION
Reproductive health as a woman's ability to utilize reproductive organs and regulate their fertility can undergo pregnancy and childbirth safely and have a baby without any risk, well health mother and baby born and return to health within normal limits. This study want to determine the appropriate print media to improve adolescent reproductive health knowledge. This study used a quasi-experimental method, using a pretest and posttest control that was chosen to compare the results of the evaluation before and after health education interventions with similar criteria of respondents. The analysis used to determine the effect of the print media booklet and leaflet on health knowledge reproduction of adolescent. Testing the null hypothesis with a significance level of p <0.05.> 0.490 <2.76). It is suggested to be continued for further research on the use of print booklets and leaflets media effectively in improving reproductive health knowledge.
Literacy Rate and Barriers of Education Among Female aged 15-50 in Satkania,C...Arafat Mostafa
Every year department of community medicine arrange a month long program which is known as,Residential Field Site Training(RFST).Dr sayed mahmud was the supervisor.afia asma,raihan kabir and mostafa arafat,3rd year student of chittagong medical college worked relentlessly to make it happen.
A key challenge faced by social organisations is the last mile gap -- communicating the insights and actions to the masses.
The problem is one of attention. Very few people spend time on anything that appears unengaging.
The problem is also one of complexity. Most of the audience is lost if the message is not communicated in the form of a simple story.
Data visualisation provides a mechanism for visually engaging stories that can can explain complex results in a simple fashion. It is seeing widespread adoption among the media, NGOs and the Government.
This Webinar discusses examples of how data visualisation has provided insights in areas of social interest, and has communicated these to a broader audience. We will what techniques and support mechanisms are available in the market today to enable visual storytelling.
http://www.eventbrite.com/e/data-visualization-for-social-problems-tickets-15044842529
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 is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
2. Educational attainment
Measured in the most common metric - years
of schooling - the industrialised world
essentially closed the educational gender gap in
the 1960s
3. Years of schooling over the 20th century
OECD average
4
5
6
7
8
9
10
11
12
13
14
1896-
1900
1901-05
1906-10
1911-15
1916-20
1921-25
1926-30
1931-35
1936-40
1941-45
1946-50
1951-55
1956-60
1961-65
1966-70
1971-75
1976-80
Men Women
Averageyearsof
schooling
About half of the economic
growth in OECD countries over the
past 50 years has been due to
increased educational attainment,
and mainly among women
Source: Barro and Lee, 2013.
5. In science, boys perform better than girls in most of the top
performing countries
300
350
400
450
500
550
600
Singapore
Japan
Estonia
ChineseTaipei
Canada
HongKong(China)
B-S-J-G(China)
Finland
NewZealand
Germany
Australia
Netherlands
Slovenia
UnitedKingdom
Switzerland
Belgium
Ireland
Portugal
Denmark
Poland
Austria
Norway
UnitedStates
CzechRepublic
Spain
France
OECDaverage
Sweden
Russia
Luxembourg
Latvia
Croatia
Hungary
Lithuania
Iceland
SlovakRepublic
Chile
Greece
Malaysia
Uruguay
Bulgaria
CostaRica
UnitedArabEmirates
Turkey
Colombia
Mexico
Thailand
Montenegro
Qatar
Brazil
Peru
Tunisia
DominicanRepublic
Girls BoysMean score (science)
Source: Table I.2.8a
6. In many countries, more boys than girls struggle to reach a baseline
level of performance in science
Figure I.2.19
0
10
20
30
40
50
60
70
80
90
100
DominicanRepublic
Algeria
Kosovo
FYROM
Tunisia
Lebanon
Jordan
Indonesia
Peru
Brazil
Qatar
Georgia
Montenegro
TrinidadandTobago
Thailand
Albania
UnitedArabEmirates
Colombia
Mexico
Turkey
Moldova
Bulgaria
CostaRica
Romania
Uruguay
Greece
Malta
Israel
Chile
SlovakRepublic
Lithuania
Iceland
Hungary
Luxembourg
Croatia
Sweden
France
OECDaverage-35
CABA(Argentina)
Italy
CzechRepublic
UnitedStates
Norway
Latvia
Netherlands
Austria
Belgium
Switzerland
Australia
NewZealand
Spain
Russia
Portugal
UnitedKingdom
Korea
Poland
Slovenia
B-S-J-G(China)
Germany
Denmark
Ireland
Finland
ChineseTaipei
Canada
HongKong(China)
Singapore
Macao(China)
Estonia
Japan
VietNam
% Boys Girls
8. Despite similar average performance in science, boys are more likely to be
TOP performers
-20
-10
0
10
20
30
Science Interpreting data and
evidence scientifically
Evaluating and designing
scientific inquiry
Explaining phenomena
scientifically
Average Lowest performers Highest performers
Boys perform better than girls
Girls perform better than boys
Source: Table I.2.8a, I.2.16d, I.2.17d,
I.2.18d
9. 99 Aptitude, behaviour, confidence
Despite major progress in closing gender gaps, we
need to find new ways to address the social and
emotional aspects of opening children’s minds to
their abilities and future careers
10. Girls are more likely than boys to have low self-efficacy in science
(OECD average)
0
5
10
15
20
25
30
35
40
Recognise the
science question
that underlies a
newspaper report
on a health issue
Explain why
earthquakes
occur more
frequently in
some areas than
in others
Describe the role
of antibiotics in
the treatment of
disease
Identify the
science question
associated with
the disposal of
garbage
Predict how
changes to an
environment will
affect the survival
of certain species
Interpret the
scientific
information
provided on the
labelling of food
items
Discuss how new
evidence can lead
you to change
your
understanding
about the
possibility of life
on Mars
Identify the
better of two
explanations for
the formation of
acid rain
% Boys Girls
Figure I.3.20
Percentage of students who reported they could do this "easily”
11. 0
10
20
30
40
50
60
70
80
I often worry that it will
be difficult for me in
mathematics classes
I get very tense when I
have to do
mathematics
homework
I get very nervous
doing mathematics
problems
I feel helpless when
doing a mathematics
problem
I worry that I will get
poor marks in
mathematics
% Boys Girls
Girls are more anxious towards mathematics than boys
(OECD average)
Source: Figure 3.10 (PISA 2012, ABC of Gender Equality)
12. In countries where there is a wider gap in self-efficacy in favour of boys, the
achievement gaps among top-performing boys and girls tend to be wider
Figure I.3.23
OECD average
CABA (Argentina)
Costa Rica
Sweden
Bulgaria Romania
Jordan
Luxembourg
Viet Nam
Uruguay
Poland
United STates
Norway
Chile
Denmark
Hungary
Italy
Czech Rep.
AustraliaB-S-J-G (China)
Turkey
Georgia
Chinese Taipei
Mexico
Portugal
Iceland
Russia
Korea
Hong Kong
(China)
Qatar
Japan
Belgium
Israel
Trinidad and
Tobago
Croatia
Lithuania
FYROM
United Arab
Emirates
Montenegro
Algeria
Ireland
Indonesia
Greece
New Zealand
Colombia
Tunisia
Peru
Macao (China)
Spain
Switzerland
Malta
Estonia
Lebanon
Dominican
Republic
Netherlands
Germany
Singapore
Slovak Rep.
Austria
Canada
United Kingdom
Slovenia
France
Brazil
Kosovo
FinlandThailand
Latvia
Moldova
R² = 0.18
-30
-20
-10
0
10
20
30
-0.30 -0.20 -0.10 0.00 0.10 0.20 0.30 0.40 0.50 0.60
Gendergapinscienceperformanceamonghigh-achievingstudents
(score-pointdifferenceatthe90thpercentile(boys–girls))
Gender gap in self-efficacy
(difference in mean index values (boys – girls))
13. Girls and boys have different interests in science topics (OECD average)
Figure I.3.12
0 20 40 60 80
Biosphere (e.g. ecosystem services,
sustainability)
Motion and forces (e.g. velocity, friction,
magnetic and gravitational forces)
Energy and its transformation (e.g.
conservation, chemical reactions)
The Universe and its history
How science can help us prevent
disease
%
All students Girls Boys
Percentage of students who reported that they are "interested" or "highly interested" in the following topics
14. Boys are more likely to report enjoyment of science than girls
(OECD average)
Figure I.3.9
0 20 40 60 80
I like reading about <broad science>
I am happy working on <broad science>
topics
I generally have fun when I am learning
<broad science> topics
I am interested in learning about <broad
science>
I enjoy acquiring new knowledge in
<broad science>
%
All students Girls Boys
Percentage of students who reported that they "agree" or "strongly agree" with the following statements
15. 1515 Aptitude and confidence
Career choices seem to reflect aptitude and
confidence more than performance
This is significant not only because women are severely under-represented in the
science, technology, engineering and mathematics (STEM) fields of study and
occupations, but also because graduates of these fields are in high demand in the
labour market and because jobs in these fields are among the most highly paid.
16. More boys expect to have a career in engineering than girls while more girls
expect to have a career in the health sector than boys
Figure I.3.5
5.3
14.4
0.4
0.8
12.2
5.9
4.8
2.1
0 5 10 15 20
...science and engineering
professionals
...health professionals
...information and
communication technology
(ICT) professionals
...science-related technicians
or associate professionals
%
Girls Boys
Students who expect to work as...
18. Engineers and scientists are from Mars (for now)010203040
DominicanRepublic…
Jordan2.3
Peru2.1
Mexico3.1
UnitedArab…
Turkey2.8
Chile2.3
CostaRica2.1
Lebanon2
Qatar1.9
Brazil1.7
Singapore2.7
UnitedStates3.3
Malaysia2.3
Canada2.7
Portugal2.6
UnitedKingdom2
TrinidadandTobago…
Colombia1.9
Norway2.5
CABA(Argentina)…
Spain2.3
Australia2.9
Austria3.6
Argentina2.1
Malta2.5
Tunisia1.4
ChineseTaipei4.3
Ireland2.6
Italy2.2
Belgium2.6
Algeria2.4
OECDaverage2.4
Albania1.2
France2.6
HongKong(China)…
Kosovo1.8
Hungary3.4
Luxembourg2
Kazakhstan2.2
Israel1.7
Uruguay1.6
Greece1.4
NewZealand1.9
Slovenia2.3
Latvia2
Estonia1.6
Lithuania1.3
Russia1.3
Germany1.9
Korea2.2
Switzerland2.2
Macao(China)3.2
Romania1.8
Croatia1.7
Japan4.3
B-S-J-G(China)1.4
Sweden2.2
Iceland1.4
VietNam3.6
Montenegro1.2
Netherlands2.3
Polandn.s.
Finland4.5
Moldovan.s.
Bulgarian.s.
Georgia2.2
CzechRepublic1.8
Thailand1.6
Denmark1.6
SlovakRepublic1.6
FYROMn.s.
Indonesia1.7
%ofboysandgirlsexpectingacareerasscienceand
engineeringprofessinoals
Boys Girls
Boys are ... times more likely than girls to expect a career as scientists and engineers
Boysare...timesmorelikelythangirlstoexpectacareeras
scientistsandengineers
19. 1919 Closing the gaps
What's needed is neither extensive
nor expensive reform but a concerted effort
by parents, teachers and employers
What parents can do
20. 33 30 33
30 25
24
22
14
7 11
0
10
20
30
40
50
60
Hungary(28)
Portugal(27)
Chile(28)
Italy(24)
Croatia(18)
Germany(19)
Mexico(21)
HongKong-China(13)
Korea(7)
Macao-China(10)
Boys Girls Gender gap
%
Parents are more likely to expect their sons, rather than their
daughters, to enter a STEM career – even when boys and girls
perform equally well in school
Source: Figure 5.1 (PISA 2012, ABC of gender equality)
Gender gap among
boys and girls
with similar
results in
mathematics,
reading and
science
performance
STEM stands for science, technology, engineering and mathematics.
Percentage of students whose parents expect that they will work in STEM occupations
22. Boys spend more time on the Internet than girls
Source: PISA 2012, ABC of gender
equality, Figure 2.3
0 50 100 150 200
Boys
Girls
Boys
Girls
Boys
Girls
Minutes
OECD average-29
… at school
… outside school
during the week
… outside school
during the weekend
23. 2323 Closing the gaps
What's needed is neither extensive
nor expensive reform but a concerted effort
by parents, teachers and employers
What teachers can do
24. 0
10
20
30
40
50
60
70
Magazines Comic books Fiction
(novels, narratives, stories)
Non-fiction
books
Newspapers
Boys Girls%
Boys and girls read different materials when they read for
enjoyment (OECD average, PISA 2012)
Source: Figure 2.10
26. -12
-10
-8
-6
-4
-2
0
Albania
Iceland
Greece
Spain
Israel
OECDaverage
UnitedStates
Chile
Denmark
France
Indonesia
Peru
Bulgaria
Macedonia(FYR)
Marks given by teacher in reading
Gender difference
Gender difference after accounting for PISA scores
Dif. in
marks
(B-G)
Teachers tend to give girls better marks – despite students’
performance in PISA 2012
Source: Figure 2.16
-8
-6
-4
-2
0
2
4
Albania
Israel
Iceland
Greece
UnitedStates
Spain
OECDaverage
Indonesia
Bulgaria
Chile
Macedonia(FYR)
Peru
Denmark
France
Marks given by teacher in mathematics
Gender difference
Gender difference after accounting for PISA scores
Dif. in
marks
(B-G)
Boys
awarded higher
marks than girls
Girls
awarded higher
marks than boys
Girls
awarded higher
marks than boys
27. 2727 Closing the gaps
What's needed is neither extensive
nor expensive reform but a concerted effort
by parents, teachers and employers
What employers can do
28. 0
10
20
30
40
50
60
Yes, at school Yes, outside of school No
Boys Girls
%
Large proportions of both boys and girls have not learned
how to prepare themselves for a job interview (OECD
average)
Source: Figure 4.4 (PISA 2012)
Do boys and girls know how to prepare themselves for a job interview?
29. 0
10
20
30
40
50
60
70
80
Worked as an
intern
Did job
shadowing
Visited a
job fair
Spoke to
a career advisor
at school
Spoke to
a career advisor
outside the
school
Completed a
questionnaire to
find out about
their interests
and abilities
Researched the
Internet for
information
about careers
Went to an
organised tour in
an institution
providing further
education 1
Researched the
Internet for
information
about
programmes
providing further
education 1
Boys Girls
%
Boys are more likely than girls to get “hands-on”
experience in the working world (OECD average)
Source: Figure 4.2
1. Institutions providing further education are ISCED 3-5 in the PISA 2012 questionnaire.
32. Parents
EmployersTeachers
Challenge stereotypes
about science-related
occupations to help all
boys and girls
achieve their potential
Encourage positive
attitudes towards
learning science among
boys and girls.
Cultivate boys’ and
girls’ interests in a
diverse range of
science topics.
Policies and practices for gender equality
33. THANK YOU
Find out more about PISA at
www. oecd.org/pisa
• All national and international publications
• The complete micro-level database
Editor's Notes
Option 2, with countries that can be selected, but we cannot see if dif between boys and girls is significant.
NOT ALL COUNTRIES HAVE AVAILABLE INFORMATION BECAUSE IT IS EC QUESTIONNAIRE!
Slide 43 of the gender report (symbol for Women in Italy added)