- The document discusses the Programme for International Student Assessment (PISA), which tests over 500,000 15-year-old students across 65 countries every 3 years. PISA assesses students' ability to apply their knowledge to solve problems rather than just reproduce facts.
- Key findings from the 2012 PISA results show that Shanghai, China had the highest performance in mathematics, while 26% of American students failed to reach the second lowest proficiency level. Socioeconomic factors strongly influence student performance across countries.
- Between 2003 and 2012, 25 countries including Brazil, Italy, and Poland saw significant improvements in mathematics performance, while Norway, the US, and Switzerland improved equity. Overall, 45 of the 65 participating
Skills have become the global currency of 21st century economies. Without sufficient investment in skills people languish on the margins of society, technological progress does not translate into productivity growth, and countries can no longer compete in an increasingly knowledge-based global economy. And, at a time when growing economic and social inequalities are a major challenge, effective skills policies must be part of any response to address this challenge. But this ‘currency’ depreciates as skill requirements of labour markets evolve and individuals lose the skills they do not use. For skills to retain their value, they must be continuously maintained and upgraded throughout life so that people can collaborate, compete and connect in ways that drive economies forward.
With its skill assessment programmes PISA and PIAAC, the OECD has developed global metrics not only to assess the quality and quantity of the skills available in the population, but also to help policy-makers determine and anticipate the skills required in the labour market; develop and deploy those skills in the most effective and equitable ways; and establish sustainable approaches to who should pay for what, when and how. By Andreas Schleicher, OECD Deputy Director and Special Advisor on Education Policy to the Secretary-General, Directorate for Education and Skills.
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
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.
Universal Basic Skills - What Countries Stand to Gain EduSkills OECD
(Andreas Schleicher - Director, OECD Directorate for Education and Skills)
While access to schooling has expanded around the world, many countries have not realised the hoped-for improvements in economic and social well-being. Access to education by itself is an incomplete goal for development; many students leave the education system without basic proficiency in literacy and numeracy. As the world coalesces around new sustainable development targets towards 2030, the focus in education is shifting towards access and quality. Using projections based on data from the OECD Programme for International Student Assessment (PISA) and other international student assessments, this report offers a glimpse of the stunning economic and social benefits that all countries, regardless of their national wealth, stand to gain if they ensure that every child not only has access to education but, through that education, acquires at least the baseline level of skills needed to participate fully in society.
- PISA for Schools is an assessment program that provides internationally comparable data on student performance and learning environments in schools globally.
- It aims to improve school policies and practices by assessing students' abilities to apply their knowledge creatively in novel situations, as well as collecting data on personal backgrounds, schools, and engagement with learning.
- The program tests over half a million students across 65 countries every 3 years, allowing comparisons of country-level academic achievement and insights into what makes some school systems more successful than others.
This document discusses the relationship between education and interpersonal trust. It analyzes data from the Program for the International Assessment of Adult Competencies (PIAAC) regarding levels of trust among adults in different countries. It finds that countries with higher average literacy scores on PIAAC also tend to have populations with higher levels of trust. Additionally, it shows that individuals with higher educational attainment themselves, as well as those who had fathers with higher education, are more likely to express trust in others. Overall, the document argues that education plays an important role in building and maintaining interpersonal trust through enhancing skills, socialization, and occupational outcomes.
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.
Skills have become the global currency of 21st century economies. Without sufficient investment in skills people languish on the margins of society, technological progress does not translate into productivity growth, and countries can no longer compete in an increasingly knowledge-based global economy. And, at a time when growing economic and social inequalities are a major challenge, effective skills policies must be part of any response to address this challenge. But this ‘currency’ depreciates as skill requirements of labour markets evolve and individuals lose the skills they do not use. For skills to retain their value, they must be continuously maintained and upgraded throughout life so that people can collaborate, compete and connect in ways that drive economies forward.
With its skill assessment programmes PISA and PIAAC, the OECD has developed global metrics not only to assess the quality and quantity of the skills available in the population, but also to help policy-makers determine and anticipate the skills required in the labour market; develop and deploy those skills in the most effective and equitable ways; and establish sustainable approaches to who should pay for what, when and how. By Andreas Schleicher, OECD Deputy Director and Special Advisor on Education Policy to the Secretary-General, Directorate for Education and Skills.
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
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.
Universal Basic Skills - What Countries Stand to Gain EduSkills OECD
(Andreas Schleicher - Director, OECD Directorate for Education and Skills)
While access to schooling has expanded around the world, many countries have not realised the hoped-for improvements in economic and social well-being. Access to education by itself is an incomplete goal for development; many students leave the education system without basic proficiency in literacy and numeracy. As the world coalesces around new sustainable development targets towards 2030, the focus in education is shifting towards access and quality. Using projections based on data from the OECD Programme for International Student Assessment (PISA) and other international student assessments, this report offers a glimpse of the stunning economic and social benefits that all countries, regardless of their national wealth, stand to gain if they ensure that every child not only has access to education but, through that education, acquires at least the baseline level of skills needed to participate fully in society.
- PISA for Schools is an assessment program that provides internationally comparable data on student performance and learning environments in schools globally.
- It aims to improve school policies and practices by assessing students' abilities to apply their knowledge creatively in novel situations, as well as collecting data on personal backgrounds, schools, and engagement with learning.
- The program tests over half a million students across 65 countries every 3 years, allowing comparisons of country-level academic achievement and insights into what makes some school systems more successful than others.
This document discusses the relationship between education and interpersonal trust. It analyzes data from the Program for the International Assessment of Adult Competencies (PIAAC) regarding levels of trust among adults in different countries. It finds that countries with higher average literacy scores on PIAAC also tend to have populations with higher levels of trust. Additionally, it shows that individuals with higher educational attainment themselves, as well as those who had fathers with higher education, are more likely to express trust in others. Overall, the document argues that education plays an important role in building and maintaining interpersonal trust through enhancing skills, socialization, and occupational outcomes.
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.
This document discusses education systems and student performance based on PISA test results from 65 countries. It finds that students who score higher on literacy skills tests as 15-year-olds are more likely to have positive adult outcomes. Countries with more equitable education systems and less socioeconomic impact on performance tend to have higher average scores. High-performing education systems emphasize universal standards, accountability, and coherence across the system.
On April 6, 2014, Andreas Scheleicher shared this presentation as part of an event hosted by the Rodel Foundation of Delaware. "What Delaware Can Learn from the Rest of the World" brought together members of the Rodel Foundation of Delaware's International Advisory Group (IAG) to Wilmington, Delaware. Schleicher kicked off the event with this presentation, and Joanne Weiss facilitated a conversation with fellow IAG members Jim Dueck of Canada and Ben Jensen of Australia to respond to Schleicher and audience questions.
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.
Strong performers and successful reformers in PISA 2012 - Policy lessons for ...EduSkills OECD
This document discusses key findings from PISA 2012 related to student performance in Norway and other countries. It shows that Norway performs above average in mathematics but has seen a decline in the percentage of top-performing students since 2003. The document also discusses factors correlated with student performance, such as equitable access to learning opportunities regardless of socioeconomic background. Additionally, it examines policies and practices of high-performing education systems that Norway could consider adopting, such as setting ambitious standards for all students and ensuring coherence across the education system.
Skilled for Life - Presentation by Andreas Schleicher at the PIAAC Internatio...EduSkills OECD
The purpose of the second PIAAC International Conference 2015 is to present work using data from the Programme for the International Assessment of Adult Competencies (PIAAC) relating to issues such as: the deployment of skills in the economy, returns to education and skills or the influence of workplace training.
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.
Use of PISA in quality improvement polices – Richard Yelland, OECD Head of Po...unicefmne
The document provides information about the Programme for International Student Assessment (PISA), which assesses the skills and knowledge of 15-year-old students around the world. PISA tests students in reading, mathematics, and science every 3 years and surveys students, parents, teachers, and school leaders. It aims to evaluate education systems worldwide and see how well they prepare students for adulthood. The document outlines PISA's methodology, subject areas tested over time, sample questions, and results showing performance differences between countries and genders. It also discusses factors like resources, equity, and resilience that relate to student achievement levels.
OECD PISA 2018 Results - U.K Media BriefingEduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Strong performers and successful reformers - lessons from PISA for TurkeyEduSkills OECD
The document provides an overview of results from the Programme for International Student Assessment (PISA). Key points:
- PISA assesses over 500,000 15-year-olds in 65 countries on mathematics, reading and science literacy every 3 years. It examines real-world problem solving abilities rather than just knowledge reproduction.
- Top-performing education systems have equitable access to learning opportunities regardless of socioeconomic background and students have strong self-beliefs in their abilities.
- High-performing countries emphasize developing students' metacognitive skills and see all students as capable of high achievement given the right support and instruction.
- Teaching is an attractive profession in high-performing systems which invest in ongoing teacher
by Andreas Schleicher, Director for the Directorate of Education and Skills
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. Yet countries across the world share the goal of minimising any adverse impact of students’ socio-economic status on their performance in school. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.
Education Transformation and PISA - Andreas Schleicher, OECD Director for Edu...EduSkills OECD
600,000 students representing about 32 million 15-year-olds in the schools of the 79 participating countries and economies, sat the 2-hour PISA test in 2018.
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.
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.
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).
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.
The resilience of students with an immigrant background - factors that shape ...EduSkills OECD
The Resilience of Students with an Immigrant Background: Factors that Shape Well-being reveals some of the difficulties students with an immigrant background encounter and where they receive the support they need. The report provides an in-depth analysis of the risk and protective factors that can undermine or promote the resilience of immigrant students. It explores the role that education systems, schools and teachers can play in helping these students integrate into their communities, overcome adversity, and build their academic, social, emotional and motivational resilience.
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)
Immigrant Students at School: Easing the Journey towards IntegrationEduSkills OECD
How school systems respond to immigration has an enormous impact on the economic and social well-being of all members of the communities they serve, whether they have an immigrant background or not. Immigrant Students at School: Easing the Journey towards Integration reveals some of the difficulties immigrant students encounter – and some of the contributions they offer – as they settle into their new communities and new schools. Results from the OECD Programme for International Student Assessment (PISA) indicate that students with an immigrant background tend to perform worse in school than students without an immigrant background. Several factors are associated with this disparity, including the concentration of disadvantage in the schools immigrant students attend, language barriers and certain school policies, like grade repetition and tracking, that can hinder immigrant students’ progress through school. But successful integration is measured in more than academic achievement; immigrant students’ well-being and hopes for the future are just as telling. This report examines not only immigrant students’ aspirations and sense of belonging at school, but also recent trends in Europeans’ receptiveness to welcoming immigrants into their own countries – the context that could make all the difference in how well immigrant students integrate into their new communities. The report includes a special section on refugees and education, and an extensive discussion on education policy responses to immigration.
Education in Latvia - Progress, Challenges and RecommendationsEduSkills OECD
How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia’s policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia’s education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education system.
Over half a million 15-year-old students from 72 countries and economies took an internationally agreed upon 2-hour PISA test in 2015 to assess their science, reading, mathematics and collaborative problem-solving skills. In addition to the test, students, parents, principals and teachers provided data on school policies, practices and factors that help explain performance differences. The document discusses trends in science performance, gender differences in science attitudes and abilities, the relationship between science performance and career expectations, and lessons that can be learned from PISA results about achieving excellence and equity in education systems.
Conferencia de Alfonso Echazarra, analista de la OCDE, sobre los resultados de PISA 2015 y el futuro de esta evaluación presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
This document summarizes a presentation given at the Universidad Internacional Menéndez Pelayo in Santander, Spain on July 7, 2016. The presentation discussed insights from the OECD's School Resources Review, including its purpose, methodology, conceptual framework, and key policy challenges related to the efficient and equitable use of school resources. The review aims to provide policy advice on how to govern, distribute, utilize, and manage resources to achieve educational objectives. It analyzes resource use at the system, sub-system, and school levels across OECD and partner countries.
This document discusses education systems and student performance based on PISA test results from 65 countries. It finds that students who score higher on literacy skills tests as 15-year-olds are more likely to have positive adult outcomes. Countries with more equitable education systems and less socioeconomic impact on performance tend to have higher average scores. High-performing education systems emphasize universal standards, accountability, and coherence across the system.
On April 6, 2014, Andreas Scheleicher shared this presentation as part of an event hosted by the Rodel Foundation of Delaware. "What Delaware Can Learn from the Rest of the World" brought together members of the Rodel Foundation of Delaware's International Advisory Group (IAG) to Wilmington, Delaware. Schleicher kicked off the event with this presentation, and Joanne Weiss facilitated a conversation with fellow IAG members Jim Dueck of Canada and Ben Jensen of Australia to respond to Schleicher and audience questions.
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.
Strong performers and successful reformers in PISA 2012 - Policy lessons for ...EduSkills OECD
This document discusses key findings from PISA 2012 related to student performance in Norway and other countries. It shows that Norway performs above average in mathematics but has seen a decline in the percentage of top-performing students since 2003. The document also discusses factors correlated with student performance, such as equitable access to learning opportunities regardless of socioeconomic background. Additionally, it examines policies and practices of high-performing education systems that Norway could consider adopting, such as setting ambitious standards for all students and ensuring coherence across the education system.
Skilled for Life - Presentation by Andreas Schleicher at the PIAAC Internatio...EduSkills OECD
The purpose of the second PIAAC International Conference 2015 is to present work using data from the Programme for the International Assessment of Adult Competencies (PIAAC) relating to issues such as: the deployment of skills in the economy, returns to education and skills or the influence of workplace training.
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.
Use of PISA in quality improvement polices – Richard Yelland, OECD Head of Po...unicefmne
The document provides information about the Programme for International Student Assessment (PISA), which assesses the skills and knowledge of 15-year-old students around the world. PISA tests students in reading, mathematics, and science every 3 years and surveys students, parents, teachers, and school leaders. It aims to evaluate education systems worldwide and see how well they prepare students for adulthood. The document outlines PISA's methodology, subject areas tested over time, sample questions, and results showing performance differences between countries and genders. It also discusses factors like resources, equity, and resilience that relate to student achievement levels.
OECD PISA 2018 Results - U.K Media BriefingEduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Strong performers and successful reformers - lessons from PISA for TurkeyEduSkills OECD
The document provides an overview of results from the Programme for International Student Assessment (PISA). Key points:
- PISA assesses over 500,000 15-year-olds in 65 countries on mathematics, reading and science literacy every 3 years. It examines real-world problem solving abilities rather than just knowledge reproduction.
- Top-performing education systems have equitable access to learning opportunities regardless of socioeconomic background and students have strong self-beliefs in their abilities.
- High-performing countries emphasize developing students' metacognitive skills and see all students as capable of high achievement given the right support and instruction.
- Teaching is an attractive profession in high-performing systems which invest in ongoing teacher
by Andreas Schleicher, Director for the Directorate of Education and Skills
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. Yet countries across the world share the goal of minimising any adverse impact of students’ socio-economic status on their performance in school. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.
Education Transformation and PISA - Andreas Schleicher, OECD Director for Edu...EduSkills OECD
600,000 students representing about 32 million 15-year-olds in the schools of the 79 participating countries and economies, sat the 2-hour PISA test in 2018.
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.
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.
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).
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.
The resilience of students with an immigrant background - factors that shape ...EduSkills OECD
The Resilience of Students with an Immigrant Background: Factors that Shape Well-being reveals some of the difficulties students with an immigrant background encounter and where they receive the support they need. The report provides an in-depth analysis of the risk and protective factors that can undermine or promote the resilience of immigrant students. It explores the role that education systems, schools and teachers can play in helping these students integrate into their communities, overcome adversity, and build their academic, social, emotional and motivational resilience.
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)
Immigrant Students at School: Easing the Journey towards IntegrationEduSkills OECD
How school systems respond to immigration has an enormous impact on the economic and social well-being of all members of the communities they serve, whether they have an immigrant background or not. Immigrant Students at School: Easing the Journey towards Integration reveals some of the difficulties immigrant students encounter – and some of the contributions they offer – as they settle into their new communities and new schools. Results from the OECD Programme for International Student Assessment (PISA) indicate that students with an immigrant background tend to perform worse in school than students without an immigrant background. Several factors are associated with this disparity, including the concentration of disadvantage in the schools immigrant students attend, language barriers and certain school policies, like grade repetition and tracking, that can hinder immigrant students’ progress through school. But successful integration is measured in more than academic achievement; immigrant students’ well-being and hopes for the future are just as telling. This report examines not only immigrant students’ aspirations and sense of belonging at school, but also recent trends in Europeans’ receptiveness to welcoming immigrants into their own countries – the context that could make all the difference in how well immigrant students integrate into their new communities. The report includes a special section on refugees and education, and an extensive discussion on education policy responses to immigration.
Education in Latvia - Progress, Challenges and RecommendationsEduSkills OECD
How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia’s policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia’s education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education system.
Over half a million 15-year-old students from 72 countries and economies took an internationally agreed upon 2-hour PISA test in 2015 to assess their science, reading, mathematics and collaborative problem-solving skills. In addition to the test, students, parents, principals and teachers provided data on school policies, practices and factors that help explain performance differences. The document discusses trends in science performance, gender differences in science attitudes and abilities, the relationship between science performance and career expectations, and lessons that can be learned from PISA results about achieving excellence and equity in education systems.
Conferencia de Alfonso Echazarra, analista de la OCDE, sobre los resultados de PISA 2015 y el futuro de esta evaluación presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
This document summarizes a presentation given at the Universidad Internacional Menéndez Pelayo in Santander, Spain on July 7, 2016. The presentation discussed insights from the OECD's School Resources Review, including its purpose, methodology, conceptual framework, and key policy challenges related to the efficient and equitable use of school resources. The review aims to provide policy advice on how to govern, distribute, utilize, and manage resources to achieve educational objectives. It analyzes resource use at the system, sub-system, and school levels across OECD and partner countries.
Strong performers and successful reformers in PISA 2012 lessons for SwedenEduSkills OECD
This document provides an overview and analysis of PISA 2012 test results for Sweden and other countries. Some key points:
- 15-year-old Swedish students' performance declined compared to 40 other countries that improved in at least one subject.
- Shanghai-China, Singapore, Hong Kong-China, Chinese Taipei, Korea, and Japan had the highest student performance.
- Socioeconomic factors strongly influence student performance across countries. High-performing education systems promote equitable access to learning opportunities regardless of student background.
Perfromance Information in the Education Sector by Paulo SantiagoOECD Governance
Presentation by Paulo Santiago at the 10th annual meeting of the Senior Budget Officials Performance and Results Network held on 24-25 November 2014. Find more information at http://www.oecd.org/gov/budgeting
Reviews of National Policies for Education - Netherlands 2016EduSkills OECD
How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
PISA: Where is real progress being made in provinding equitable education?IIEP-UNESCO
Autor: Speaker: Andreas Schleicher, Director, Directorate for Education and Skills, OECD.
Presentation made for the first IIEP Strategic Debate of 2017.
More information: http://www.iiep.unesco.org/en/strategic-debate-real-progress-being-made-equitable-provision-education-pisaresults-3879
Conferencia inaugural del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Andreas Schleicher, Director del Directorate for Education and Skills (OCDE).
Educating students for their future, rather than our past (Education World F...EduSkills OECD
Addressing educational under-performance makes economic growth more inclusive and expands the size of the economy The increase in average earnings from attaining universal basic skills amounts to some 4.2% across the 28 countries with universal enrolment in secondary schools. This increase is accompanied by a 5.2% average reduction in the achievement-induced part of the standard deviation of earnings and thus differs from simple tax and redistribution schemes that might change income distribution but would not add to societal output. Policies to improve knowledge capital will also promote inclusion and a more equitable income distribution
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
Presentación que el profesor E. Hanushek (Universidad de Stanford) realizó el día 6 de mayo de 2013 en el MECD con el título “The Economics of International Differences in Educational Achievement”.
HLEG thematic workshop on "Inequality of Opportunity", Dirk van DammeStatsCommunications
Presentation at the HLEG thematic workshop on "Inequality of Opportunity", 14 January 2015, Paris, France, http://oe.cd/HLEG-workshop-inequality-opportunity-2015
B pont int perspective on ed change bc boisi oct 2015Beatriz Pont
What are OECD countries education change and reform strategies? Are policy makers high expectations: matched with policy capacity to reach the classrooms? There is a need to have clear vision, focus on implementation and evaluation of reforms.
20 annual boisi lecture, Lynch School of Education, Boston College,October, 2015
http://frontrow.bc.edu/program/pont/
Insights from PISA for Schools and Local EducatorsEduSkills OECD
Over half a million students representing 28 million 15-year-olds in 65 countries/economies took an internationally agreed 2-hour test and responded to questions on their personal background, their schools and their engagement with learning and school
PISA 2018 looks at reading, mathematics, science, financial literacy and global competency of around 600,000 students across 79 countries.
Latest results:
What students know and can do
Where all students can succeed
What school life means for students' lives
OECD Education and Skills Ministerial: Breakout session
Presentation from Andreas Schleicher about the latest OECD education data.
Find out more about the ministerial meeting at : https://www.oecd.org/education/ministerial/
Find out more about our work in education and skills: https://www.oecd.org/education/
Valuing our teachers and raising their status - how communities can helpEduSkills OECD
This document discusses ways to value and raise the status of teachers. It notes that communities can help by showing they value the teaching profession. Countries where teachers feel their profession is valued have higher student learning outcomes. The document also discusses teachers' job satisfaction, self-efficacy, and perceptions of professionalism. Teachers with higher self-efficacy are more likely to use active learning instruction. Growing expectations on teachers can impact their well-being, motivation, and retention. Ensuring teachers feel supported in their work environment is important.
This document discusses policy options for achieving greater equity and quality in education from a comparative perspective. It finds that high-performing education systems combine quality with equity by investing early in children's education, especially those from disadvantaged backgrounds, and supporting schools serving these students. Key policies that can help include comprehensive schooling to delay tracking, managing school choice to prevent segregation, making funding responsive to student needs, and supporting teaching quality. While countries implement different approaches, effective reforms place students and learning at the center, build capacity, engage stakeholders, and have clear, actionable plans tailored to each system.
Teacher Policy and Practice - Insights from PISAEduSkills OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
The results of the 2015 assessment were published on 6th December 2016.
Este documento describe la historia de los motores del sistema Tuy III que suministra agua potable a Caracas. Los motores originales fabricados por Siemens en 1976 presentaron fallas recurrentes desde 1981, lo que llevó al cierre de la tercera línea en 1995. GEVISA reparó con éxito algunos motores y luego fabricó nuevos estatores. Finalmente, una licitación internacional en 1997 resultó en un contrato con Toshiba para fabricar 6 nuevos motores a un costo menor.
El documento describe el sistema de agua potable de la ciudad de Caracas. Cada persona usa alrededor de 200 litros de agua por día. El sistema abastece a 5,5 millones de personas en 25 municipios. Las fuentes de agua incluyen ríos como el Tuy y embalses como Taguaza que almacenan agua durante la temporada de lluvias para abastecer la ciudad durante todo el año. Aproximadamente el 25% de la electricidad usada en Caracas se destina a bombear el agua desde los embalses hasta la ciudad.
El documento describe cómo los servicios públicos en Venezuela, como el agua y la electricidad, se han deteriorado dramáticamente debido a la incompetencia e irresponsabilidad del Estado, lo que ha causado un gran sufrimiento al pueblo venezolano. Se necesita un esfuerzo masivo para reconstruir los servicios públicos y llevar a Venezuela de la miseria actual a un estado de dignidad. Los graduandos a los que se dirige el documento tendrán un papel clave como constructores de un mejor futuro para el país.
Este documento discute cómo algunos países pobres lograron convertirse en países ricos a través del desarrollo de industrias de clase mundial. Explica que la inversión internacional, el conocimiento productivo y las redes industriales son fundamentales para este proceso. También destaca que los países emergentes exitosos tuvieron un fuerte compromiso entre el estado y la industria, atrajeron inversiones extranjeras a largo plazo y crearon un ambiente propicio para la inversión productiva.
Este documento discute cómo algunos países lograron salir de la pobreza y desarrollar industrias de clase mundial a través de la inversión, la innovación tecnológica y la colaboración entre el estado, la industria y los inversionistas internacionales. Se presentan ejemplos de países como Singapur, Irlanda, Taiwán y Corea del Sur que pasaron de economías del tercer mundo a economías avanzadas en una generación. El documento argumenta que es necesario atraer inversión internacional, desarrollar capacidades productivas a trav
El documento describe los problemas del suministro de agua en todas las ciudades, incluyendo la insuficiencia, intermitencia y baja calidad del agua. Atribuye estos problemas a la destrucción de empresas de agua, pérdida de capital humano, ruptura del equilibrio económico y mal uso de fondos. También describe la cadena de suministro de materiales para la potabilización del agua y las consecuencias como el malestar ciudadano, problemas de salud pública y efectos en la economía. Propone un plan de 90 días para el diagnó
a. Bangladesh logró exportar más que Venezuela en 2015 a través del desarrollo de su industria, a pesar de ser uno de los países más pobres de Asia.
b. En 1978, un empresario bangladesí llamado Noorul Quader entrenó a 130 universitarios en Corea del Sur para establecer la primera planta industrial orientada a la exportación en Bangladesh, con el objetivo de transferir conocimiento productivo.
c. La transferencia de conocimiento de Corea del Sur a Bangladesh a través de este proyecto inicial fue exitosa y llevó al desarrol
La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo prohibirá las importaciones marítimas de petróleo ruso a la UE y pondrá fin a las entregas a través de oleoductos dentro de seis meses. Esta medida forma parte de un sexto paquete de sanciones de la UE destinadas a aumentar la presión económica sobre Moscú y privar al Kremlin de fondos para financiar su guerra.
Los servicios públicos que necesita la Industrializaciòn. exposición Conindu...Jose María De Viana
El sistema industrial de Venezuela ha sido profundamente dañado, su reconstrucción exige una importante inversión en Infraestructura. ¿Qué dimensiones tiene? ¿qué hacer para desarrollarla exitosamente?
La ponencia discute las empresas públicas de Medellín como modelo para Caracas. Las empresas públicas de Medellín, como la empresa de agua, electricidad y gas, son rentables y generan ingresos anuales de 6.950 millones de dólares para la municipalidad. Estas empresas también se han expandido internacionalmente en sectores como la electricidad en Centroamérica y el agua y la energía ecológica en Chile. El gerente general de las empresas públicas de Medellín destaca su modelo como ejemplo para que Caracas lo considere.
Este documento presenta una discusión sobre el estado de la salud pública en Venezuela. Resalta que los indicadores de salud como esperanza de vida, mortalidad infantil y materna son más altos en Venezuela que en otros países de la región. También destaca la crisis profunda que sufre el sistema de salud venezolano actualmente, con la migración de muchos médicos, y propone el uso de tecnologías de información y comunicación para mejorar la formación médica y la cooperación internacional.
Los Servicios Públicos que sirven a las Ciudades Moderna exigen máximos niveles de disponibilidad, la Venezuela de hoy sufre una crisis sistémica de los servicios públicos
Iesa maracaibo -- cvc zulia conferencia miercoles 13 junio 2016 version fi...Jose María De Viana
El documento discute varios temas relacionados con el desarrollo económico y urbano, incluyendo el crecimiento del PIB per cápita en diferentes países, la inversión en infraestructura, y modelos exitosos de desarrollo de vivienda en Chile y China.
Este documento analiza el déficit de viviendas en Venezuela y la viabilidad del objetivo del gobierno de construir 200,000 viviendas nuevas por año. Señala que se requieren 120,000 viviendas nuevas anualmente solo para el crecimiento poblacional y que Venezuela ha construido históricamente menos de 4 viviendas por cada 1,000 habitantes, mientras que Chile ha construido más de 8. También advierte que se deben proveer servicios como agua, electricidad y transporte junto con las nuevas viviendas.
Este documento describe el proceso de licitación internacional para construir una nueva planta desalinizadora en el Aeropuerto Internacional Rey Abdulaziz en Arabia Saudita. La planta existente era obsoleta y tenía problemas de mantenimiento, restringiendo el suministro de agua al aeropuerto. El proceso incluyó una ronda preliminar de negociación, presentación de ofertas técnicas y económicas, y selección de un consorcio griego-saudí-estadounidense-italiano. La nueva planta entró en operación en
El documento describe la destrucción de la economía y las empresas de Venezuela a través de la ideología y la incompetencia en la gestión. Resalta tres lecciones: 1) La ideología destruyó el tejido productivo del país. 2) Las empresas fueron colonizadas para el control político en lugar de la excelencia. 3) Venezuela se ha aislado tecnológicamente mientras el mundo avanza. Los graduandos tienen el reto de reconstruir el país aplicando las mejores prácticas de gestión y conectando a Venezuela globalmente.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. PISA 2012
Evaluating school systems
to improve education
Embargo until
3 December
OECD EMPLOYER Paris time
11:00
BRAND
Playbook
Andreas Schleicher
1
2. 2
PISA in brief
• Over half a million students…
– representing 28 million 15-year-olds in 65 countries/economies
… took an internationally agreed 2-hour test…
– Goes beyond testing whether students can
reproduce what they were taught…
… to assess students’ capacity to extrapolate from what they know
and creatively apply their knowledge in novel situations
– Mathematics, reading, science, problem-solving, financial literacy
– Total of 390 minutes of assessment material
… and responded to questions on…
– their personal background, their schools
and their engagement with learning and school
• Parents, principals and system leaders provided data on…
– school policies, practices, resources and institutional factors that
help explain performance differences .
3. 3
PISA in brief
• Key principles
– ‘Crowd sourcing’ and collaboration
• PISA draws together leading expertise and institutions from participating
countries to develop instruments and methodologies…
… guided by governments on the basis of shared policy interests
– Cross-national relevance and transferability of policy experiences
• Emphasis on validity across cultures, languages and systems
• Frameworks built on well-structured conceptual understanding
of academic disciplines and contextual factors
– Triangulation across different stakeholder perspectives
• Systematic integration of insights from students, parents,
school principals and system-leaders
– Advanced methods with different grain sizes
• A range of methods to adequately measure constructs with different grain sizes
to serve different decision-making needs
• Productive feedback, at appropriate levels of detail, to fuel improvement at
every level of the system .
4. 4
Each year OECD countries spend 200bn$ on math education in school
What do 15-year-olds know…
…and what can they do with what they know?
Mathematics (2012)
5. High mathematics performance
Mean score … Shanghai-China performs above this line (613)
Average performance
of 15-year-olds in
Mathematics
580
Singapore
570
560
Chinese Taipei
540
Macao-China
Japan Liechtenstein
Switzerland
530
510
500
490
480
470
Fig I.2.13
Korea
550
520
Hong Kong-China
Poland
Belgium
Germany
Austria
Slovenia
New Zealand Denmark
France
Czech Republic
Latvia
Luxembourg
Portugal Spain
Slovak Republic United States
Connecticut
Hungary
Massachusetts
Florida
Netherlands
Estonia Finland
Canada
Viet Nam
Australia
Ireland
United Kingdom
Iceland
Norway
Italy
Russian Fed.
Lithuania Sweden
Croatia
Israel
460
450
Greece
Serbia Turkey
Romania
440
430
420
410
US
Chile
… 12 countries perform below this line
Bulgaria
U.A.E.
Kazakhstan
Thailand
Malaysia
Mexico
Low mathematics performance
26% of American 15-year-olds
do not reach PISA Level 2
(OECD average 23%, Shanghai
4%, Japan 11%, Canada 14%, Some
estimate long-term economic cost to be US$72
trillion )
6. High mathematics performance
Singapore
Chinese Taipei
Hong Kong-China
Average performance
of 15-year-olds in
mathematics
Korea
Macao-China
Japan Liechtenstein
Switzerland
Strong socio-economic
impact on student
performance
Poland
Belgium
Germany
Austria
Slovenia
New Zealand Denmark
France
Czech Republic
Latvia
Luxembourg
Portugal Spain
Slovak Republic United States
Hungary
Netherlands
Estonia Finland
Canada
Viet Nam
Australia
Ireland
United Kingdom
Iceland
Norway
Italy
Russian Fed.
Lithuania Sweden
Croatia
Israel
Greece
Serbia Turkey
Romania
Chile
Bulgaria
U.A.E.
Kazakhstan
Thailand
Malaysia
Mexico
Low mathematics performance
Socially equitable
distribution of learning
opportunities
8. Australia
Austria
Belgium
Canada
Chile
Czech Rep.
Denmark
Estonia
Finland
France
Germany
Greece
Hungary
Iceland
Ireland
Israel socio-economic
Strong
Italy
impact on student
Japan
performance
Korea
Luxembourg
Mexico
Slovak Rep.
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Rep.
Slovenia
Spain
Sweden
Switzerland
Turkey
UK
US
2012
Korea
Japan
Switzerland
Netherlands
Poland
Belgium
Germany
Estonia
Canada
Finland
Socially equitable
Austria
Australia
New Zealand Denmark
Ireland
Slovenia
distribution of learning
Iceland
Czech Rep.
opportunities
France
UK
Luxembourg
Norway
Portugal
Italy
US
Spain
Sweden
Hungary
Israel
Greece
Turkey
Chile
Mexico
12. Australia
Austria
Belgium
Canada
Chile
Czech Rep.
Denmark
Estonia
Finland
France
Germany
Greece
Hungary
Iceland
Ireland
Israel
Italy
Japan
Korea
Luxembourg
Mexico
Slovak Rep.
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Rep.
Slovenia
Spain
Sweden
Switzerland
Turkey
UK
US
2003 - 2012
Singapore
Korea
Japan
Switzerland
Brazil, Italy, MacaoEstonia
Netherlands
Poland
China, Poland, Portugal, Canada
Belgium
Finland
Germany
Russian
Austria
Australia
New Zealand Denmark
Federation, Thailand
Ireland
Slovenia
Iceland
Czech Rep.
France
and Tunisia saw
UK
Luxembourg
Norway
Portugal
Italy
significant
US
Spain
improvements in math Sweden
Hungary
performance between
Israel
2003 and 2012
(adding countries with more recent
Greece
Turkey
trends results in 25 countries with
improvements in math)
Chile
Mexico
14. 26
Of the 65 countries…
…45 improved at least in one subject
15. 28
Performance of countries
in a level playing field
How the world would look if students around the world
were living in similar social and economic conditions
16. 340
Shanghai-China
Singapore
Hong Kong-China
Chinese Taipei
Viet Nam
Macao-China
Korea
Japan
Liechtenstein
Poland
Switzerland
Estonia
Netherlands
Germany
Belgium
Finland
Canada
Portugal
Austria
Czech Republic
New Zealand
Latvia
France
Slovenia
Ireland
Australia
OECD average
Turkey
Slovak Republic
Spain
Hungary
Luxembourg
Italy
Russian Federation
United Kingdom
Denmark
Lithuania
Croatia
United States
Norway
Sweden
Iceland
Romania
Israel
Serbia
Thailand
Greece
Bulgaria
Chile
Uruguay
Malaysia
Kazakhstan
Cyprus5, 6
Mexico
Costa Rica
United Arab…
Brazil
Montenegro
Tunisia
Indonesia
Peru
Argentina
Colombia
Jordan
Qatar
Mean mathematics score
29
Mathematics performance in a level playing field
Mean mathematics performance after accounting for socio-economic status
Fig II.3.3
Mean score at the country level before adjusting for socio-economic status
Mean score at the country level after adjusting for socio economic status
600
580
560
540
520
500
480
460
440
420
400
380
360
17. 31
It is not just about poor kids
in poor neighbourhoods…
…but about many kids in many neighbourhoods
18. %
30
Hong Kong-China
Korea +
Liechtenstein
Macao-China +
Japan
Switzerland
Belgium Netherlands Germany
Poland +
Canada Finland New Zealand Australia Austria
OECD average 2003 France
Czech Republic Luxembourg
Iceland Slovak Republic
Ireland
Portugal +
Denmark Italy +
Norway Hungary
United States
Sweden Spain
Latvia
Russian Federation
Turkey
Greece
Thailand
Uruguay Tunisia
Brazil
Mexico
Indonesia
38
Percentage of top performers in mathematics
in 2003 and 2012
2012
Fig I.2.23
2003
40
Across OECD, 13% of students are top
performers (Level 5 or 6). They can develop
and work with models for complex
situations, and work strategically with
advanced thinking and reasoning skills
20
10
0
23. 44
Math teaching ≠ math teaching
PISA = reason mathematically and understand, formulate, employ
and interpret mathematical concepts, facts and procedures
24. 1.50
1.00
Viet Nam
Macao-China
Shanghai-China
Turkey
Uruguay
Greece
Hong Kong-China
Chinese Taipei
Portugal
Brazil
Serbia
Bulgaria
Singapore
Netherlands
Japan
Argentina
Costa Rica
Lithuania
Tunisia
New Zealand
Czech Republic
Israel
Korea
Latvia
Qatar
Italy
United States
Estonia
Ireland
Australia
Mexico
United Arab Emirates
Norway
Malaysia
Kazakhstan
United Kingdom
Romania
OECD average
Albania
Colombia
Indonesia
Sweden
Belgium
Peru
Thailand
Denmark
Russian Federation
Canada
Slovak Republic
Hungary
Germany
Croatia
Luxembourg
Montenegro
Chile
Poland
Finland
Austria
Slovenia
France
Switzerland
Jordan
Liechtenstein
Spain
Iceland
Index of exposure to word problems
45
Students' exposure to word problems
Fig I.3.1a
2.50
2.00
Formal math situated in a word
problem, where it is obvious to
students what mathematical
knowledge and skills are needed
0.50
0.00
25. Sweden
Iceland
Tunisia
Argentina
Switzerland
Brazil
Luxembourg
Ireland
Netherlands
New Zealand
Costa Rica
Austria
Liechtenstein
Malaysia
Indonesia
Denmark
United Kingdom
Uruguay
Lithuania
Germany
Australia
Chile
OECD average
Slovak Republic
Thailand
Qatar
Finland
Portugal
Colombia
Mexico
Peru
Czech Republic
Israel
Italy
Belgium
Hong Kong-China
Poland
France
Spain
Montenegro
Greece
Turkey
Slovenia
Viet Nam
Hungary
Bulgaria
Kazakhstan
Chinese Taipei
Canada
United States
Estonia
Romania
Latvia
Serbia
Japan
Korea
Croatia
Albania
Russian Federation
United Arab Emirates
Jordan
Macao-China
Singapore
Shanghai-China
Iceland
Index of exposure to formal mathematics
46
Students' exposure to formal mathematics
Fig I.3.1b
2.50
2.00
1.50
1.00
0.50
0.00
26. Czech Republic
Macao-China
Shanghai-China
Viet Nam
Uruguay
Finland
Costa Rica
Sweden
Japan
Chinese Taipei
Italy
Israel
Norway
Estonia
Hong Kong-China
Austria
Serbia
Korea
Croatia
Latvia
Slovak Republic
Greece
United Kingdom
Ireland
Luxembourg
Belgium
Montenegro
Argentina
Slovenia
Bulgaria
OECD average
Lithuania
Hungary
Switzerland
New Zealand
Germany
Turkey
Denmark
Russian Federation
Singapore
Iceland
United States
Spain
Qatar
Liechtenstein
Poland
Australia
France
Brazil
Malaysia
Peru
Canada
Chile
United Arab Emirates
Romania
Tunisia
Netherlands
Portugal
Colombia
Albania
Kazakhstan
Jordan
Mexico
Indonesia
Thailand
Index of exposure to applied mathematics
47
Students' exposure to applied mathematics
Fig I.3.1c
2.50
2.00
1.50
1.00
0.50
0.00
27. Relationship between mathematics performance
and students' exposure to applied mathematics
48
Fig I.3.2
Mean score in mathematics
510
490
470
OECD countries
All participating countries and economies
450
430
0.0
never
0.5
1.0
rarely
1.5
2.0
sometimes
Index of exposure to applied mathematics
2.5
3.0
frequently
28. 52
The share of immigrant students in OECD countries
increased from 9% in 2003 to 12% in 2012…
…while the performance disadvantage of immigrant students
shrank by 11 score points during the same period (after
accounting for socio-economic factors)
29. Finland
Mexico
France
Change between 2003 and 2012 in immigrant students' mathematics
performance – before accounting for students’ socio-economic status
Denmark
Switzerland -
Belgium -
Austria
Sweden
Netherlands
Brazil
Germany -
Spain
Iceland
Greece
80
Liechtenstein
2012
Italy +
Norway
Portugal
Luxembourg
OECD average 2003 -
Czech Republic
Russian Federation
Thailand
United States
United Kingdom
Hong Kong-China
Latvia
Canada
Ireland
New Zealand -
Turkey
-20
Slovak Republic -
Macao-China
Australia -
Hungary -
Score point difference (without-with immig.)
54
Fig II.3.5
2003
100
Students without an immigrant
background perform better
60
40
20
0
Students with an immigrant
background perform better
-40
31. Percentage of resilient students
59
Fig II.2.4
20
18
A resilient student is situated in the bottom quarter of
the PISA index of economic, social and cultural
status (ESCS) in the country of assessment and
performs in the top quarter of students among all
countries, after accounting for socio-economic status.
16
14
12
Socio-economically disadvantaged students not
only score lower in mathematics, they also report
lower levels of engagement, drive, motivation and
self-beliefs. Resilient students break this link and
share many characteristics of advantaged highachievers.
% 10
8
6
4
2
More than 10
% resilient
Between 5%-10% of resilient students
Less than 5%
Shanghai-China
Hong Kong-China
Macao-China
Viet Nam
Singapore
Korea
Chinese Taipei
Japan
Liechtenstein
Switzerland
Estonia
Netherlands
Poland
Canada
Finland
Belgium
Portugal
Germany
Turkey
OECD average
Italy
Spain
Latvia
Ireland
Australia
Thailand
Austria
Luxembourg
Czech Republic
Slovenia
United Kingdom
Lithuania
France
Norway
Iceland
New Zealand
Russian Fed.
United States
Croatia
Denmark
Sweden
Hungary
Slovak Republic
Mexico
Serbia
Greece
Israel
Tunisia
Romania
Malaysia
Indonesia
Bulgaria
Kazakhstan
Uruguay
Brazil
Costa Rica
Chile
Colombia
Montenegro
U.A.E.
Argentina
Jordan
Peru
Qatar
0
32. 60
20
80
Albania
Finland
Iceland
Sweden
Norway
Denmark
Estonia
Ireland
Spain
Canada
Poland
Latvia
Kazakhstan
United States
Mexico
Colombia
Costa Rica
Russian Fed.
Malaysia
Jordan
New Zealand
Lithuania
Greece
Montenegro
United Kingdom
Argentina
Australia
Brazil
Portugal
Indonesia
Chile
Thailand
Romania
Tunisia
Switzerland
Peru
Uruguay
Croatia
U.A.E.
Macao-China
Serbia
Viet Nam
Korea
ong Kong-China
Singapore
Austria
Italy
Luxembourg
Czech Republic
Japan
Bulgaria
Israel
Qatar
Shanghai-China
Germany
Slovenia
Slovak Republic
Turkey
Belgium
Hungary
Liechtenstein
Netherlands
Chinese Taipei
Variation in student performance as % of OECD average variation
61
Variability in student mathematics performance
between and within schools
Fig II.2.7
100
80
Performance differences
between schools
40
OECD average
20
0
Performance variation of
students within schools
40
60
OECD average
100
33. 62
Disciplinary climate improved
Teacher-student relations improved between 2003 and 2012 in all but
one country; and disciplinary climate also improved during the
period, on average across OECD countries and in 27 individual countries
34. -0.2
Tunisia
Germany
Finland
France
Latvia
Sweden
Uruguay
Australia
New Zealand
Ireland
Hungary
Russian Federation
Netherlands
Slovak Republic
Greece
United States
Brazil
Switzerland
OECD average 2003
Spain
Poland
Portugal
Canada
Belgium
Turkey
Macao-China
Austria
Italy
Liechtenstein
Denmark
Mexico
Thailand
Indonesia
Korea
Iceland
Czech Republic
Norway
Luxembourg
Hong Kong-China
Japan
Mean index change
In most countries and economies, the disciplinary
climate in schools improved between 2003 and 2012
0.4
0.3
Fig IV.5.13
Change between 2003 and 2012 in disciplinary climate in schools
0.5
Disciplinary climate
improved
0.2
0.1
0
-0.1
Disciplinary climate
declined
-0.3
35. Norway
Jordan
Portugal
Iceland
Estonia
Argentina
Switzerland
Latvia
Mexico
Finland
Peru
Costa Rica
Russian Fed.
Hong Kong-China
Liechtenstein
Thailand
Poland
Colombia
Brazil
Macao-China
Canada
Luxembourg
Chile
Viet Nam
Netherlands
Spain
United Kingdom
Israel
Germany
Kazakhstan
Montenegro
Malaysia
Indonesia
Lithuania
Czech Republic
Uruguay
Ireland
Tunisia
Qatar
OECD average
Denmark
U.A.E.
Sweden
Australia
Bulgaria
Austria
Italy
Belgium
Turkey
Korea
Slovak Republic
Serbia
Greece
Romania
Shanghai-China
New Zealand
United States
Singapore
Japan
Croatia
Hungary
Slovenia
Chinese Taipei
64
Differences in disciplinary climate explained by
students' and schools' socio-economic profile
Fig II.4.9
Proportion of variation explained by students' socio-economic status
Proportion of variation explained by students' and schools' socio-economic status
%
35
30
25
20
15
10
5
0
36. Countries with large proportions of truants
perform worse in mathematics
Fig IV.1.22
Adjusted by per capita GDP
650
Shanghai-China
Mathematics performance (score points)
600
Viet Nam
Chinese Taipei
Hong Kong-China
Korea Japan
Poland
Singapore
R² = 0.16
Estonia
Netherlands
Latvia
Belgium
Finland
Slovenia
Czech Rep. Germany SwitzerlandNew Zealand
Canada
Lithuania
500
France
Russian Fed.
Austria
Australia
UK
Portugal
Hungary
Spain
Bulgaria
Romania
Italy
USA
Thailand
Norway
Sweden
Malaysia
Turkey
Greece
450
Kazakhstan
Uruguay
Montenegro
Chile
Mexico
Brazil
Costa Rica
Albania
Jordan
Tunisia
Colombia
400
Indonesia
Luxembourg
UAE
Argentina
Peru
550
350
Qatar
300
0
10
20
30
40
50
60
Percentage of students in schools who skipped at least one day of school in the two weeks prior to
the PISA test
70
38. 73
Motivation to learn mathematics
Fig III.3.9
Percentage of students who reported "agree" or "strongly agree" with the following statements:
United Kingdom
Shanghai-China
I am interested in the things I learn
in mathematics
I do mathematics because I enjoy it
I look forward to my mathematics
lessons
I enjoy reading about mathematics
0
10
20
30
40
%
50
60
70
39. 75
Countries where students have stronger beliefs
in their abilities perform better in mathematics
Fig III.4.5
OECD average
650
Mean mathematics performance
600
550
500
450
400
350
300
-0.60
Shanghai-China
Singapore
Hong Kong-China
Korea
R² =
Chinese Taipei
Macao-China
Japan
Switzerland
Netherlands Estonia Canada
Liechtenstein
Finland
Germany
Poland
Belgium
Viet Nam
Slovenia
Denmark
New Zealand
Latvia
Portugal
Italy
Austria
Australia
Russian Fed.
Hungary
Luxembourg Spain
Croatia
Slovak Republic
Greece
Norway
Turkey Israel
Sweden
Serbia
Czech Republic
Lithuania
U.A.E.
Iceland
Romania
United Kingdom
Malaysia
Thailand
United States
Ireland
Bulgaria Kazakhstan
Chile
Montenegro
France
Costa Rica
Mexico
Uruguay
Albania
Brazil
Argentina
Tunisia
Colombia
Qatar
Jordan
Indonesia
Peru
-0.40
-0.20
0.00
0.20
0.40
0.60
Mean index of mathematics self-efficacy
0.80
0.36
1.00
1.20
40. 40
Colombia
Costa Rica
Peru
Israel
Luxembourg
Chile
Tunisia
Slovak Republic
Liechtenstein
Italy
Korea
Spain
Argentina
Brazil
Portugal
Greece
Japan
Austria
Uruguay
Mexico
Hong Kong-China
Bulgaria
Turkey
Indonesia
Hungary
Viet Nam
United States
Romania
U.A.E.
Chinese Taipei
Canada
Ireland
Belgium
Kazakhstan
Czech Republic
OECD average
Croatia
France
Shanghai-China
Montenegro
Poland
Serbia
Malaysia
Estonia
Qatar
Macao-China
Netherlands
New Zealand
Norway
Lithuania
Slovenia
Denmark
Jordan
Switzerland
Australia
Germany
Latvia
Russian Fed.
Sweden
Singapore
United Kingdom
Thailand
Finland
Iceland
Score-point difference (boys-girls)
77
Greater self-efficacy among girls could shrink the gender gap in mathematics
performance, particularly among the highest-performing students
Fig III.7.12
Gender gap among the highest-achieving students (90th percentile)
Gender gap adjusted for differences in mathematics self-efficacy between boys and girls
Gender gap
30
20
10
0
-10
-20
41. 78
Openness to problem solving
Fig III.3.4
Percentage of students who reported "agree" or "strongly agree" with the following statements:
United Kingdom
United States
I like to solve complex
problems
I can easily link facts together
I seek explanation for things
I am quick to understand things
I can handle a lot of information
0
10
20
30
40
%
50
60
70
42. 79
Perceived self-responsibility for failure
in mathematics
Fig III.3.6
Percentage of students who reported "agree" or "strongly agree" with the following statements:
United Kingdom
United States
Sometimes I am just unlucky
The teacher did not get students interested in
the material
Sometimes the course material is too hard
This week I made bad guesses on the quiz
My teacher did not explain the concepts well
this week
I’m not very good at solving mathematics
problems
0
20
40
%
60
80
43. Students open to problem solving perform better
80
Fig III.3.5
Score-point difference in mathematics associated with
Students who feel that they can handle a lot of
one unit of the index of students' openness to problem solving information, seek explanations for things, can
Average student
60
easily link facts together, and like to solve
complex problems – score 30 points higher in
mathematics, on average
Change in performance per one unit of the index among lowest-achieving students
50
40
30
20
10
0
-10
Korea
New Zealand
Australia
United Kingdom
Finland
Canada
Czech Republic
Sweden
Lithuania
Ireland
Denmark
Chinese Taipei
Norway
France
Austria
Spain
Estonia
Portugal
OECD average
United States
Latvia
Macao-China
Liechtenstein
Shanghai-China
Iceland
Hong Kong-China
Greece
Slovenia
Switzerland
Hungary
Japan
Germany
Luxembourg
Chile
Poland
Viet Nam
Slovak Republic
Singapore
Russian Fed.
Italy
Mexico
Belgium
Netherlands
Costa Rica
Uruguay
Croatia
Turkey
Israel
Peru
U.A.E.
Serbia
Tunisia
Romania
Jordan
Argentina
Bulgaria
Malaysia
Brazil
Qatar
Thailand
Kazakhstan
Indonesia
Colombia
Montenegro
Albania
Score-point difference
Change in performance per one unit of the index among highest-achieving students
44. Korea
Chinese Taipei
Norway
Finland
Japan
Hong Kong-China
Denmark
Sweden
Iceland
Greece
Poland
Australia
Czech Republic
United Kingdom
Portugal
Macao-China
Estonia
Canada
Ireland
France
Shanghai-China
Malaysia
Viet Nam
OECD average
Spain
Netherlands
Liechtenstein
Germany
Italy
Latvia
Slovenia
Russian Fed.
Austria
Belgium
Luxembourg
New Zealand
Hungary
Lithuania
Switzerland
United States
Chile
Croatia
Jordan
Turkey
Qatar
Tunisia
Slovak Republic
Singapore
U.A.E.
Serbia
Thailand
Mexico
Montenegro
Kazakhstan
Costa Rica
Uruguay
Albania
Israel
Colombia
Argentina
Bulgaria
Brazil
Indonesia
Romania
Peru
Score-point difference
81
Students who enjoy learning mathematics perform better
Fig III.3.13
Score-point difference in mathematics associated with
one unit of the index of intrinsic motivation to learn mathematics
Average student
Change in performance per one unit of the index among lowest-achieving students
Change in performance per one unit of the index among highest-achieving students
50
40
30
20
10
0
-10
-20
-30
45. Korea
Chinese Taipei
Norway
Finland
Poland
Japan
Portugal
Iceland
Denmark
Hong Kong-China
Canada
Sweden
Australia
New Zealand
Spain
Greece
Qatar
Malaysia
Viet Nam
Netherlands
OECD average
Estonia
Belgium
Lithuania
United States
France
Luxembourg
Jordan
Thailand
Tunisia
Slovenia
Hungary
Shanghai-China
Germany
Italy
Latvia
Ireland
Czech Republic
Macao-China
Croatia
United Kingdom
U.A.E.
Russian Fed.
Turkey
Chile
Slovak Republic
Israel
Mexico
Switzerland
Austria
Bulgaria
Serbia
Montenegro
Indonesia
Kazakhstan
Peru
Argentina
Costa Rica
Brazil
Uruguay
Albania
Singapore
Colombia
Liechtenstein
Romania
Score-point difference
82
Students who believe that learning mathematics
is useful perform better
Fig III.3.17
Score-point difference in mathematics associated with one unit of the index of
instrumental motivation to learn mathematics
Average student
Change in performance per one unit of the index among lowest-achieving students
Change in performance per one unit of the index among highest-achieving students
40
30
20
10
0
-10
-20
46. 85
Students' sense of belonging
Fig III.2.12
Percentage of students who agree/disagree with the following statements:
Liechtenstein
OECD average
Agree: I am satisfied with my school
Agree: Things are ideal in my school
Agree: I feel happy at school
Disagree: I feel lonely at school
Agree: I feel like I belong at school
0
20
40
60
%
80
100
47. 86
Students' sense of belonging
Fig III.2.12
Percentage of students who agree/disagree with the following statements:
Liechtenstein
OECD average
Agree: I am satisfied with my school
Agree: Things are ideal in my school
Agree: I feel happy at school
Disagree: I feel lonely at school
Agree: Other students seem to like me
Disagree: I feel awkward and out of place in my school
Agree: I feel like I belong at school
Agree: I make friends easily at school
Disagree: I feel like an outsider (or left out of things) at school
0
20
40
60
%
80
100
48. 87
Students’ attitudes towards school:
Learning outcomes
Fig III.2.15
Percentage of students who agree/disagree with the following statements:
Malaysia
Albania
OECD average
Agree: School has taught me things which could
be useful in a job
Agree: School has helped give me confidence to
make decisions
Disagree: School has been a waste of time
Disagree: School has done little to prepare me for
adult life when I leave school
0
20
40
60
%
80
100
120
49. 88
Students and perseverance
Fig III.3.2
Percentage of students who reported that the following statements describe someone "very
much like me" or "mostly like me" (*) or "not much like me" or "not at all like me" (**)
Kazakhstan
OECD average
Agree: I continue working on tasks until
everything is perfect
Agree: I remain interested in the tasks that
I start
Disagree: I put off difficult problems
Disagree: When confronted with a
problem, I give up easily
0
20
40
60
80
100
50. 89
Students’ attitudes towards school:
Learning outcomes
Fig III.2.15
Percentage of students who agree/disagree with the following statements:
Malaysia
Albania
OECD average
Agree: School has taught me things which could
be useful in a job
Agree: School has helped give me confidence to
make decisions
Disagree: School has been a waste of time
Disagree: School has done little to prepare me for
adult life when I leave school
0
20
40
60
%
80
100
120
51. 90
Students’ intrinsic motivation to learn mathematics
Fig III.3.9
Percentage of students who reported "agree" or "strongly agree" with the following statements:
Albania
OECD average
I am interested in the things I learn in mathematics
I do mathematics because I enjoy it
I look forward to my mathematics lessons
I enjoy reading about mathematics
0
20
40
60
%
80
100
52. 91
Students’ instrumental motivation to learn mathematics
Fig III.3.14
Percentage of students who reported "agree" or "strongly agree" with the following statements:
Peru
OECD average
I will learn many things in mathematics that will
help me get a job
Mathematics is an important subject for me
because I need it for what I want to study later on
Learning mathematics is worthwhile for me
because it will improve my career prospects and
chances
Making an effort in mathematics is worth it
because it will help me in the work that I want to
do later on
0
20
40
60
%
80
100
53. 92
Students’ mathematics self-efficacy
Fig III.4.2
Percentage of students who feel very confident or confident about having to do the foll
owing tasks in mathematics:
Shanghai-China
OECD average
Calculating the petrol-consumption rate of a car
Solving an equation like 2(x+3)=(x+3)(x-3)
Finding the actual distance between two places on
a map with a 1:10 000 scale
Solving an equation like 3x+5=17
Understanding graphs presented in newspapers
Calculating how many square metres of tiles you
need to cover a floor
Calculating how much cheaper a TV would be
after a 30% discount
Using a <train timetable> to work out how long it
would take to get from one place to another
50
60
70
80
%
90
100
54. 93
Students' mathematics self-concept
Fig III.4.7
Percentage of students who agree*/disagree** with the following statements:
United Arab Emirates
OECD average
Agree: In my mathematics class, I understand
even the most difficult work
Agree: I have always believed that mathematics is
one of my best subjects
Agree: I learn mathematics quickly
Agree: I get good <grades> in mathematics
Disagree: I am just not good at mathematics
0
20
40
60
%
80
100
55. 94
Students’ mathematics anxiety
Fig III.4.10
Percentage of students who reported "agree" or "strongly agree" with the following statements:
Tunisia
OECD average
I worry that I will get poor <grades> in
mathematics
I feel helpless when doing a mathematics problem
I get very nervous doing mathematics problems
I get very tense when I have to do mathematics
homework
I often worry that it will be difficult for me in
mathematics classes
0
20
40
60
%
80
100
56. 95
Students' participation in mathematics-related activities
Fig III.4.16
Percentage of students who reported "agree" or "strongly agree" with the following statements:
Jordan
OECD average
I participate in a mathematics club
I programme computers
I play chess
I do mathematics more than 2 hours a day
outside of school
I take part in mathematics competitions
I do mathematics as an <extracurricular> activity
I help my friends with mathematics
I talk about mathematics problems with my
friends
0
10
20
30
40
%
50
60
70
57. Fig III.2.15
96
Malaysia
Albania
OECD average
Agree: School has taught me things which could
be useful in a job
Agree: School has helped give me confidence to
make decisions
Disagree: School has been a waste of time
Disagree: School has done little to prepare me for
adult life when I leave school
0
20
40
60
%
80
100
120
58. 97
Also worth noting
o 85% of advantaged students but only 78% of disadvantaged
students say feel they belong at school
o More than one in three students in OECD countries say they had
arrived late for school in the two weeks prior to the PISA test;
and more than one in four students reported that they had
skipped a class or a day of school during this period
o Better teacher-student relations are strongly associated with
greater student engagement at school
o Even when girls perform as well as boys in mathematics, they
tend to report less perseverance, less openness to problem
solving, less motivation to learn mathematics, less self-belief in
their ability to learn mathematics and more anxiety about
mathematics than boys, on average; they are also more likely
than boys to attribute failure in mathematics to themselves .
59. 98
The parent factor
Students whose parents have high educational expectations for
them tend to report more perseverance, greater intrinsic
motivation to learn mathematics, and more confidence in their
own ability to solve mathematics problems than students of
similar background and academic performance, whose parents
hold less ambitious expectations for them.
60. Parents’ expectations for their child have a strong
influence on students’ behaviour towards school
100
Fig III.6.11
Percentage-point change in arriving late for school that is associated with parents
expecting the child to complete a university degree
4
2
-2
-4
-6
-8
-10
-12
-14
Hungary
Korea
Croatia
Hong Kong-China
Macao-China
Italy
Portugal
Chile
Mexico
Belgium (Flemish)
-16
Germany
Percentage-point change
0
61. Parents’ high expectations can nurture
students’ enjoyment in learning mathematics
101
Fig III.6.11
Change in the index of intrinsic motivation to learn mathematics that is associated
with parents expecting the child to complete a university degree
0.50
0.45
0.35
0.30
0.25
0.20
0.15
0.10
0.05
Germany
Mexico
Macao-China
Croatia
Hungary
Portugal
Chile
Hong Kong-China
Italy
Korea
0.00
Belgium (Flemish)
Mean index change
0.40
62. Parents’ high expectations can foster
perseverance in their child
102
Fig III.6.11
Change in the index of perseverance that is associated with parents expecting the
child to complete a university degree
0.35
0.25
0.20
0.15
0.10
0.05
Macao-China
Korea
Croatia
Germany
Hong Kong-China
Chile
Hungary
Mexico
Belgium (Flemish)
Italy
0.00
Portugal
Mean index change
0.30
64. Grade repetition is negatively related to equity
Fig IV.1.4
Adjusted by per capita GDP
Greater equity
2
Variation in mathematics performance explained by socioeconomic status (%)
4
Macao-China
6
Kazakhstan
Hong Kong-China
Estonia Jordan
Indonesia
Norway
Qatar
Thailand
Iceland
Mexico
Finland
Canada
Tunisia
Japan
Korea
Italy
UAE
Serbia
Croatia
Russian Fed. Sweden
Montenegro Lithuania
Viet Nam
Australia
Turkey
Argentina
Latvia
Switzerland
Netherlands
UK
Brazil
Greece
Colombia
Belgium
Slovenia
Ireland USA
Shanghai-China
Poland Czech Rep.
Spain
Singapore
Israel
Austria
R2=0.05
Denmark
Costa Rica
Romania
Germany
New Zealand
Chinese Taipei
R2=0.07
Portugal
8
10
12
14
16
18
20
Bulgaria
22
Chile Peru Luxembourg
Hungary
France
Slovak Rep.
24
Uruguay
26
-5
Less equity
0
5
10
15
20
25
30
Percentage of students who have repeated at least one grade
35
40
45
65. Japan
Norway
Iceland
Russian Federation
Thailand +
Korea +
Finland +
Sweden
Poland
Greece Denmark
Czech Republic +
New Zealand
Australia Slovak Republic +
Canada Latvia
Ireland Hungary
Austria
United States
OECD average 2003 Turkey Mexico Indonesia
Hong Kong-China
Italy Liechtenstein
Switzerland
Germany
Netherlands
France Spain +
Portugal
Luxembourg Brazil
Belgium +
Uruguay
Tunisia Macao-China -
Percentage of repeaters in 2003 and 2012
2012
Tab IV.2.18
70
2003
60
50
40
%
30
20
10
0
66. Belgium
Netherlands
France
Spain
Germany
Portugal
Italy
Austria
United States
Ireland
Canada
Australia
Slovak Republic
New Zealand
Denmark
Finland
Sweden
Korea
Czech Republic
Poland
Slovenia
United Kingdom
Israel
Iceland
Estonia
Norway
Japan
USD, PPPs
Grade repetition is an expensive policy
Fig IV.1.5
Total cost per repeater (one grade year)
Total annual cost, relative to total expenditure on primary and secondary education (%)
60000
14
50000
12
10
40000
8
30000
%
6
20000
4
10000
2
0
0
67. In most countries, disadvantaged students are more likely
to have repeated a grade than advantaged students
Fig IV.2.3
Socio-economically disadvantaged student (ESCS=-1)
Socio-economically average student (ESCS = 0 )
Socio-economically advantaged student (ESCS = 1 )
Probability of repeating a grade
0.50
0.45
0.40
0.35
0.30
0.25
0.20
0.15
0.10
0.05
0.00
300
350
400
Mathematics score (score points)
450
500
68. 80
70
Greece
Austria
Czech Republic
Poland +
Liechtenstein +
Portugal
Japan Finland Macao-China Luxembourg Germany Slovak Republic
Mexico +
OECD average 2003 Indonesia
Turkey
Denmark Italy Thailand
Hungary Belgium Brazil
Latvia +
Tunisia Sweden +
Switzerland
Iceland Korea Hong Kong-China
Uruguay Spain
Canada +
Netherlands
United States
Russian Fed.
Australia
New Zealand
Ireland
Change between 2003 and 2012 in ability grouping
2012
Fig IV.2.11
2003
%
90
+ 2012 higher than 2003
- 2012 lower than 2003
60
50
40
30
20
10
0
69. 113
Also worth noting
o Stratification in school systems (e.g. grade repetition
and selecting students at a young age for different
“tracks” or types of schools) is negatively related to
equity; and students in highly stratified systems tend to
be less motivated than those in less-stratified systems
71. Spending per student from the age of 6 to 15 and
mathematics performance in PISA 2012
Fig IV.1.8
650
Cumulative expenditure per student less than USD 50 000
Mathematics performance (score points)
Shanghai-China
Cumulative expenditure per student USD 50 000 or more
600
Singapore
Korea
550
Japan
Switzerland
PolandCanada
Finland Netherlands
Viet Nam
Estonia
Belgium
Germany
Czech Republic
Australia Austria
New Zealand
Slovenia Ireland
Denmark
Latvia
France
UK
Norway
Portugal
Iceland
Lithuania
Slovak Republic
Croatia
Italy Sweden United States
Israel
Hungary
Spain
Turkey
500
R² = 0.01
Luxembourg
450
Bulgaria
Thailand
Chile
Mexico
Montenegro
Uruguay
Malaysia
400
Tunisia Brazil
Jordan
Colombia
Peru
350
R² = 0.37
300
0
20 000
40 000
60 000
80 000
100 000
120 000
140 000
160 000
Average spending per student from the age of 6 to 15 (USD, PPPs)
180 000
200 000
72. Among high-income countries
high-performers pay teachers more
Fig IV.1.10
Mathematics performance (score points)
650
Per capita GDP less than USD 20 000
In 33 countries schools where a higher
600 share of principals reported that
teacher shortages hinder learning tend
to show lower performance
550
Shanghai-China
Per capita GDP over USD 20 000
Singapore
Hong Kong-China
Korea
Macao-China
Japan
R² = 0.09
Netherlands
Finland
Canada
Belgium
Austria Australia
Germany
Czech Rep.
Iceland
Ireland
Latvia
France
Denmark
New Zealand
Slovenia UK
Slovak Rep.
Norway
Italy Luxembourg
Portugal
Spain
USA
Hungary
Croatia
Israel Sweden Lithuania
Romania
Greece
Bulgaria Thailand
Malaysia
Uruguay
Chile
Tunisia
Montenegro
Qatar
Indonesia
Colombia
Argentina Peru
Jordan
Estonia
500
450
400
Poland
Among low-income countries a
host of other resources are the
principal barriers
350
R² = 0.05
300
20
40
60
80
100
120
140
Teachers' salaries relative to per capita GDP (%)
160
180
200
220
73. 0
Chinese Taipei
Greece
Japan
Korea
Thailand
Hong Kong-…
Montenegro
Turkey
Shanghai-China
Viet Nam
Romania
Macao-China
Tunisia
Croatia
Hungary
Malaysia
New Zealand
Ireland
Liechtenstein
Costa Rica
Czech Republic
Australia
Bulgaria
Netherlands
Jordan
Belgium
Latvia
Spain
Argentina
OECD average
Indonesia
Singapore
Russian Fed.
Austria
Iceland
France
Brazil
Uruguay
Lithuania
Israel
Qatar
Slovak Republic
Canada
Estonia
Germany
U.A.E.
Slovenia
Serbia
Italy
Finland
Colombia
Chile
United Kingdom
Switzerland
Luxembourg
United States
Sweden
Kazakhstan
Portugal
Peru
Poland
Denmark
Norway
Mexico
In many countries, more advantaged than disadvantaged
students attend after-school lessons
Fig IV.3.11
Percentage of all students participating in after-school lessons
Students in the bottom quarter of socio-economic status
Students in the top quarter of socio-economic status
100
90
80
70
60
% 50
40
30
20
10
74. 118
Teacher shortage
Fig IV.3.5
Percentage of students in schools whose principals reported that
the following phenomena hindered student learning "to some
extent" or "a lot":
Slovenia
OECD average
Lack of qualified science teachers
Lack of qualified mathematics teachers
Lack of qualified language-of-instruction teachers
Lack of qualified teachers of other subjects
0
5
10
15
%
20
25
77. 121
Adequacy of educational resources
Fig IV.3.8
Percentage of students in schools whose principals reported
that the following phenomena hindered student learning "not at
all" or "very little“:
Singapore
OECD average
Shortage or inadequacy of science laboratory
equipment
Shortage or inadequacy of instructional
materials (e.g. textbooks)
Shortage or inadequacy of computers for
instruction
Lack or inadequacy of Internet connectivity
Shortage or inadequacy of computer software
for instruction
Shortage or inadequacy of library materials
50
60
70
80
90
%
100
110
78. Singapore
Qatar
Australia
Chinese Taipei
Switzerland
United Kingdom
Hong Kong-China
Japan
Slovenia
France
United States
U.A.E.
Poland
Macao-China
Belgium
Canada
Austria
Romania
New Zealand
Netherlands
Hungary
Portugal
Lithuania
Shanghai-China
Uruguay
Ireland
Germany
Korea
OECD average
Sweden
Czech Republic
Italy
Luxembourg
Latvia
Spain
Bulgaria
Denmark
Estonia
Norway
Finland
Malaysia
Iceland
Greece
Israel
Chile
Turkey
Albania
Jordan
Russian Fed.
Viet Nam
Montenegro
Croatia
Brazil
Argentina
Slovak Republic
Serbia
Thailand
Kazakhstan
Indonesia
Mexico
Costa Rica
Peru
Tunisia
Colombia
Mean index
Adequacy of educational resources
Mean index
Top quarter of this index
Fig IV.3.8
Bottom quarter of this index
3.00
2.00
1.00
0.00
-1.00
-2.00
-3.00
-4.00
79. 0.50
-1.50
Peru
Costa Rica
Mexico
Brazil
Indonesia
Thailand
Colombia
New Zealand
Turkey
Argentina
United States
Uruguay
Australia
Chile
Viet Nam
Jordan
Shanghai-China
U.A.E.
Romania
Sweden
Israel
Bulgaria
Chinese Taipei
Malaysia
Ireland
Greece
Tunisia
Poland
Canada
Japan
Macao-China
OECD average
Luxembourg
Qatar
Russian Fed.
Iceland
Belgium
France
Switzerland
Portugal
Hong Kong-China
Spain
Lithuania
Denmark
Kazakhstan
Italy
Czech Republic
Netherlands
Estonia
Hungary
Slovenia
Austria
Singapore
Latvia
Slovak Republic
Montenegro
Korea
Germany
Serbia
United Kingdom
Norway
Croatia
Finland
Liechtenstein
Albania
Mean index difference
Educational resources are more problematic in disadvantaged
schools, also in public schools in most countries
Fig IV.3.8
Difference between socio-economically disadvantaged and socio-economically advantaged schools
Difference between public and private advantaged schools
Disadvantaged and public schools
reported better educational
resources
0.00
-0.50
-1.00
Advantaged and private schools
reported better educational
resources
-2.00
80. 124
Quality assurance and school improvement
Fig IV.4.14
Percentage of students in schools whose principal reported that their schools
have the following for quality assurance and improvement:
Shanghai-China
OECD average
Implementation of a standardised policy for mathematics (i.e.
school curriculum with shared instructional materials
accompanied by staff development and training)
Regular consultation with one or more experts over a period
of at least six months with the aim of improving the school
Teacher mentoring
Written feedback from students (e.g. regarding
lessons, teachers or resources)
External evaluation
Internal evaluation/self-evaluation
Systematic recording of data, including teacher and student
attendance and graduation rates, test results and
professional development of teachers
Written specification of student-performance standards
Written specification of the school's curriculum and
educational goals
0
20
40
60
%
80
100
120
81. 125
Students' views of how conducive
classrooms are to learning
Fig IV.5.4
Percentage of students who reported that the following
phenomena occur "never or hardly ever" or "in some lessons”:
Japan
OECD average
Students don’t listen to what the teacher says
There is noise and disorder
The teacher has to wait a long time for students
to quiet down.
Students cannot work well
Students don’t start working for a long time after
the lesson begins
0
20
40
60
%
80
100
82. 120
Shanghai-China
Hong Kong-China
France
Slovak Republic
Macao-China
Italy
Switzerland
Qatar
Czech Republic
Israel
Thailand
Argentina
Denmark
Belgium
Viet Nam
Germany
U.A.E.
United Kingdom
Greece
Indonesia
Spain
Chinese Taipei
Singapore
Japan
Finland
Uruguay
Poland
Sweden
Australia
New Zealand
OECD average
Netherlands
Malaysia
Austria
Luxembourg
Bulgaria
Mexico
Jordan
Peru
Iceland
Portugal
Brazil
Turkey
Romania
Canada
Norway
Tunisia
Lithuania
Chile
Serbia
Korea
United States
Russian Fed.
Costa Rica
Kazakhstan
Montenegro
Colombia
Croatia
Slovenia
Ireland
Latvia
Estonia
Score point difference
126
Difference in mathematics
performance, by attendance at preprimary school
before accounting for students' socio-economic status
Fig III.4.12
after accounting for students' socio-economic status
140
Students who attended pre-primary
school perform better
100
80
60
40
20
0
-20
83. 127
Also worth noting
o Educational resources relate to student performance
– 33% of the variation in math performance is explained by differences
in principal’s responses to questions about the adequacy of science
laboratory equipment, instructional material, ICT and libraries (GDP
adjusted)
o Adequacy of physical infrastructure unrelated to performance
o Within countries, class time relates positively to performance
– Holds also after accounting for socio-economic and demographic
factors, but does not hold when pooling data across countries
(learning outcomes are the product of quantity and quality)
– The proportion of students in schools with after-school mathematics
lessons is unrelated to system performance
– Homework relates positively to school performance
84. 128
Also worth noting
o Most countries and economies with comparable data
between 2003 and 2012 have moved towards betterstaffed and better-equipped schools
o Students in 2012 were more likely than their
counterparts in 2003 to have attended at least one year
of pre-primary education
– yet many of the students who reported that they had not
attended pre-primary school are disadvantaged
86. Countries with better performance in mathematics tend
to allocate educational resources more equitably
700
Adjusted by per capita GDP
650
Mathematics performance (score points)
Fig IV.1.11
30% of the variation in math
performance across OECD countries is
600
explained by the degree of similarity of
educational resources between
advantaged and disadvantaged schools
550
500
450
Mexico
Costa Rica
400
Shanghai-China
Chinese Taipei
Korea
R² = 0.19
Viet Nam Singapore
Hong Kong-China
Estonia
Japan Poland
Slovenia
Switzerland
Latvia
Finland
Canada
Belgium
Germany
Macao-China
Slovak Rep.
New Zealand
UK
IrelandIceland France
DenmarkSpain Austria
Australia
Croatia
Hungary
Israel
Romania Portugal
Sweden
Bulgaria
Turkey
USA
Greece
Norway
Italy
Serbia
Thailand
Malaysia
Chile
Kazakhstan
Uruguay
Jordan
Brazil
Indonesia UAE
Montenegro
Colombia
Tunisia
Argentina
Luxembourg
Peru
350
Qatar
300
1.5
1
Less
equity
0.5
OECD countries tend to allocate at least
an equal, if not a larger, number of
teachers per student to disadvantaged
schools; but disadvantaged schools tend
to have great difficulty in attracting
0
-0.5
qualified teachers.
Equity in resource allocation
(index points)
Greater
equity
87. 13
2
Governance matters
Schools with more autonomy over curricula and assessments tend to
perform better than schools with less autonomy where they are part of
school systems with more accountability arrangements and greater
teacher-principal collaboration in school management
88. Countries that grant schools autonomy over curricula and
assessments tend to perform better in mathematics
650
Fig IV.1.15
Shanghai-China
Mathematics performance (score points)
600
Chinese Taipei
Viet Nam
550
500
450
400
Korea
Estonia
Singapore
Hong Kong-China
Japan
Poland
Latvia
Slovenia Belgium
Czech Rep.
Switzerland Canada Germany
Finland New Zealand
Lithuania Netherlands
Portugal
Hungary
Austria
Croatia
Italy
Spain France Australia
Serbia
UK
Macao-China
Turkey
Norway
Iceland
Denmark
R² = 0.13
Slovak Rep.
Bulgaria
Thailand
Greece
Romania
Kazakhstan
Israel
Malaysia
Chile
Uruguay
USA Sweden
Jordan
Costa Rica
Indonesia
Brazil Albania
Luxembourg
Tunisia
Colombia
UAE Argentina
Peru
350
Qatar
300
-1.5
-1
-0.5
0
0.5
Index of school responsibility for curriculum and assessment
(index points)
1
1.5
89. Schools with more autonomy perform better than schools with
less autonomy in systems with more collaboration
School autonomy for resource allocation x System's level of teachers
participating in school management
Across all participating countries and economies
Score points
485
480
475
470
465
460
Teachers participate in
management
455
Teachers don't participate
in management
Less school autonomy
More school autonomy
Fig IV.1.17
90. Schools with more autonomy perform better than schools with
less autonomy in systems with standardised math policies
Fig IV.1.16
School autonomy for curriculum and assessment
x system's extent of implementing a standardised math policy (e.g. curriculum and
instructional materials)
Score points
485
480
475
470
465
460
Standardised math
policy
455
No standardised
math policy
Less school autonomy
More school autonomy
91. Schools with more autonomy perform better than schools with
less autonomy in systems with more accountability arrangements
Fig IV.1.16
School autonomy for curriculum and assessment
x system's level of posting achievement data publicly
Score points
478
476
474
472
470
468
466
School data public
464
School data not public
Less school autonomy
More school autonomy
93. 90
80
%
0
Finland
Uruguay
Greece +
Switzerland +
Ireland +
Belgium +
Sweden +
Japan +
Germany +
Norway +
Italy +
Hungary +
Slovak Republic
Tunisia
Denmark +
OECD average 2003…
Spain
Australia +
Luxembourg +
Liechtenstein +
Netherlands +
Latvia Korea +
New Zealand +
Iceland +
Brazil +
United States
Macao-China +
Austria +
Indonesia
Turkey +
Czech Republic +
Mexico
Hong Kong-China +
Thailand +
Portugal +
Russian Federation +
Poland
Change between 2003 and 2012 in using student
assessment data to monitor teachers
2012
Fig IV.4.19
Percentage of students in schools that use assessment data to monitor teachers:
2003
100
+ 2012 higher than 2003
- 2012 lower than 2003
70
60
50
40
30
20
10
94. 14
1
The issue is not how many charter schools
a country has…
…but how countries enable every school
to assume charter type autonomy
95. %
Hong Kong-China
Netherlands
Chile
Ireland
Korea
U.A.E.
United Kingdom
Indonesia
Australia
Qatar
Chinese Taipei
Argentina
Spain
Japan
Denmark
OECD average
France
Uruguay
Jordan
Thailand
Hungary
Luxembourg
Peru
Colombia
Sweden
Brazil
Costa Rica
Portugal
Shanghai-China
Mexico
Slovak Republic
Austria
Albania
Czech Republic
Canada
Viet Nam
Switzerland
Germany
New Zealand
United States
Italy
Malaysia
Finland
Poland
Kazakhstan
Estonia
Slovenia
What type of school do most students attend?
Fig IV.1.22
Fig IV.1.22
Percentage of students attending
Government-independent private schools
Government-dependent private schools
Government or public schools
100
90
80
70
60
50
40
30
20
10
0
96. 100
-50
Chinese Taipei
Hong Kong-China
Thailand
Viet Nam
Luxembourg
Switzerland
Indonesia
Italy
Kazakhstan
Japan
Czech Republic
Netherlands
Estonia
Albania
Ireland
United States
Hungary
Sweden
Korea
United Kingdom
Finland
Denmark
OECD average
France
Shanghai-China
Australia
Spain
Slovak Republic
Mexico
Germany
Austria
Colombia
Chile
Canada
Poland
Jordan
Argentina
United Arab Emirates
Portugal
Peru
Costa Rica
Brazil
New Zealand
Malaysia
Slovenia
Uruguay
Qatar
Score-point difference
Differences in mathematics performance between private and public
schools shrink considerably after accounting for socio-economic status
50
Fig IV.1.19
Observed performance difference
After accounting for students’ and schools’ socio-economic status
75
Performance advantage of public schools
25
0
-25
Performance advantage of private schools
-75
-100
-125
97. 14
5
How the theory of school choice squares
with the reality in families
If offered a choice of schools for their child, parents consider criteria as
“a safe school environment” and “a school’s good reputation” more
important than “high academic achievement of students in the school”.
98. School competition and mathematics performance
Fig IV.1.18
Adjusted by per capita GDP
650
Shanghai-China
There is no relationship between
the prevalence of competition and
overall performance level
Mathematics performance (score points)
600
Korea
Viet Nam
550
Poland
Switzerland
Finland
500
Lithuania
France
Iceland
450
Montenegro
400
R² = 0.030
Japan
Netherlands
Czech Rep.
Slovak Rep.
Hong Kong-China
Singapore
Latvia
Belgium
New Zealand
Spain
Serbia
Macao-China
Ireland
Hungary
Romania
Austria
UK
Bulgaria
Sweden
USA
Australia
Turkey
Thailand
Greece
Chile
Uruguay Kazakhstan
Malaysia
Jordan
Costa Rica
Mexico
Argentina
Albania
Brazil
Tunisia
Indonesia
UAE
Luxembourg
Colombia
Peru
Italy
Norway
Estonia
Germany
Slovenia
Portugal
Chinese Taipei
350
Qatar
300
30
40
50
60
70
80
Percentage of students in schools that compete with at least one other school
90
100
99. A school’s particular approach to teaching is not a determining
factor when parents choose a school for their child
Fig IV.4.5
Percentage of parents who reported that a particular approach to pedagogy is a very
important criterion when choosing a school for their child
All parents
Parents in the bottom quarter of socio-economic status
Parents in the top quarter of socio-economic status
80
70
60
50
% 40
30
20
10
Hungary
Belgium (Fl. Comm.)
Germany
Italy
Portugal
Hong Kong-China
Korea
Chile
Macao-China
Mexico
0
100. Expenses associated with schooling are a concern among
disadvantaged families
Fig IV.4.5
Percentage of parents who reported that expenses such as tuition, books, and room
and board, are very important criteria when choosing a school for their child
All parents
Parents in the bottom quarter of socio-economic status
Parents in the top quarter of socio-economic status
80
70
60
50
% 40
30
20
10
Belgium (Fl. Comm.)
Germany
Hong Kong-China
Italy
Hungary
Macao-China
Korea
Croatia
Portugal
Mexico
Chile
0
101. Financial aid for school is a greater concern among
disadvantaged parents
Fig IV.4.5
Percentage of parents who reported that the availability of financial aid, such as a school
loan, scholarship or grant, is a very important criterion when choosing a school for their child
All parents
Parents in the bottom quarter of socio-economic status
Parents in the top quarter of socio-economic status
80
70
60
50
% 40
30
20
10
Belgium (Fl. Comm.)
Germany
Hungary
Hong Kong-China
Croatia
Macao-China
Korea
Portugal
Mexico
Chile
0
102. For disadvantaged families, physical access
to school is a significant concern
Fig IV.4.5
Percentage of parents who reported that the school’s distance from home is
a very important criterion when choosing a school for their child
All parents
Parents in the bottom quarter of socio-economic status
Parents in the top quarter of socio-economic status
80
70
60
50
% 40
30
20
10
Italy
Hong Kong-China
Macao-China
Belgium (Fl. Comm.)
Croatia
Hungary
Germany
Korea
Chile
Mexico
Portugal
0
103. Advantaged families tend to seek out schools whose students
are high achievers
Fig IV.4.5
Percentage of parents who reported that students’ high academic achievement is a very
important criterion in choosing a school for their child
All parents
Parents in the bottom quarter of socio-economic status
Parents in the top quarter of socio-economic status
80
70
60
50
% 40
30
20
10
Belgium (Fl. Comm.)
Hungary
Italy
Germany
Hong Kong-China
Croatia
Macao-China
Mexico
Portugal
Chile
Korea
0
104. A school’s reputation is a very important
consideration among advantaged families
Fig IV.4.5
Percentage of parents who reported that a school’s good reputation is
a very important criterion when choosing a school for their child
All parents
Parents in the bottom quarter of socio-economic status
Parents in the top quarter of socio-economic status
80
70
60
50
40
30
20
10
Croatia
Hungary
Macao-China
Italy
Korea
Germany
Belgium (Fl. Comm.)
Hong Kong-China
Mexico
Chile
0
Portugal
%
105. Advantaged parents tend to seek out schools with an active and
pleasant climate
Fig IV.4.5
Percentage of parents who reported that an active and pleasant climate is a very
important criterion when choosing a school for their child
All parents
Parents in the bottom quarter of socio-economic status
Parents in the top quarter of socio-economic status
80
70
60
50
% 40
30
20
10
Hungary
Belgium (Fl. Comm.)
Croatia
Italy
Macao-China
Hong Kong-China
Mexico
Germany
Portugal
Korea
Chile
0
106. Parents everywhere look for a safe school environment
for their child
Fig IV.4.5
Percentage of parents who reported that a safe school environment is a very
important criterion in choosing a school for their child
All parents
Parents in the bottom quarter of socio-economic status
Parents in the top quarter of socio-economic status
80
70
60
50
% 40
30
20
10
Belgium (Fl. Comm.)
Hungary
Germany
Italy
Croatia
Mexico
Macao-China
Hong Kong-China
Chile
Korea
Portugal
0
107. 15
9
PISA 2012 Sample Question 4
Revolving Door
Correct Answer: in the range from 103 to 105.
Accept answers calculated as 1/6th of the circumference (100π/3). Also accept an answer
of 100 only if it is clear that this response resulted from using π =3.
Note: Answer of 100 without supporting working could be obtained by a simple guess that it
is the same as the radius (length of a single wing).
This item belongs to the space and shape category. Space and shape encompasses a wide
range of phenomena that are encountered everywhere in our visual and physical world:
patterns, properties of objects, positions and orientations, representations of objects,
decoding and encoding of visual information, navigation and dynamic interaction with real
shapes as well as with representations.
SCORING:
Description:
Interpret a geometrical model of a real life situation to calculate the
length of an arc
Mathematical
content area:
Space and shape
Context:
Scientific
Process:
Formulate
109. Find out more about PISA at www.pisa.oecd.org
• All national and international publications
• The complete micro-level database
Thank you !
Email: Andreas.Schleicher@OECD.org
Twitter: SchleicherEDU
and remember:
Without data, you are just another person with an opinion
110. Do you have an idea on how to use this data to
improve education in your country?
Would you like to work with us
to develop that idea?
Apply to the
Thomas J. Alexander
fellowship programme!
http://www.oecd.org/edu/thomasjalexanderfellowship.htm
For AUT: manually delete the dot for 2009Annex B4 (volume 1)Instructions: Countries can appear in five possible figures, depending on the scale used (350-750, 300-700, 250-650, 200-600, 150-550). Please note that the right-hand axis (proficiency levels) is specific to the left-hand scale chosen, so be sure to use the corresponding graphSelect data to filter the country/economy that you wish to showFour countries and economies that began their participation after PISA 2003 the right part of the graph needs to be covered as missing data are assumed by the graph to be 0. Use the Blue rectangle with white lines for this purpose
Figure I.2.15
Figure I.2.15
Figure I.2.15
Figure I.2.15
(Fig. II.4.5)
(Fig. II.4.5)
(Fig. II.4.5)
(Fig. II.4.5)
(Fig. II.4.5)
(Fig. II.4.5)
(Fig. II.4.5)
Shows OECD average – chart can be adapted, to show further countries This is a selection. Next slide contains all items for this index
Shows OECD average – chart can be adapted, to show further countries