The most recent round of the assessment, PISA 2015, focused on 15-year-olds’ science literacy, defined as "the ability to engage with science-related issues, and with the ideas of science, as a reflective citizen".

Results from the OECD Programme for International Student Assessment (PISA) show that, among countries with a comparatively high gross domestic product (GDP) per capita, the amount spent on education is less important than how those resources are used.

Since 2009, Education at a Glance (EAG) has included an indicator on education and social outcomes using data from different surveys.

Countries have seen a major increase in the educational attainment level of their populations. In 1965, only 43% of young adults aged 25-34 had attained upper secondary education or higher on average across OECD countries. Fifty years later, upper secondary education had almost doubled with attainment levels reaching 84% in 2015.

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.

On average across OECD countries, almost one in four students – whether boy or girl – expects to work in an occupation that requires further science training beyond compulsory education. This brief highlights the kinds of science careers 15-year-olds anticipate for themselves in the future.

Historically across the OECD, the teaching profession has been largely dominated by women. The share of female teachers has been increasing over the past decade – reaching 68% in 2014 for all levels of education combined. The gender disparity decreases gradually with the level of education, from 97% of women in pre-primary education to 43% in tertiary education.

In countries that performed above the OECD average in science, at least 80% of the students are in schools that invite specialists to conduct teacher training or organise in-service workshops for teachers or where teachers cooperate with each other. This is higher, on average, than what is observed among other countries.

The striking cross-national variation in socio-economic disparities in skills gaps among 15-year-olds, and the evolution of these gaps between the ages of 15 and 27, raises the question of what policies and institutional arrangements may explain such variability.

Despite the geographical distances between them, Ibero-American countries share some similarities in their educational attainment rates and private expenditure on educational institutions as a percentage of GDP.

New teachers are more likely to feel prepared in the content of their subject field(s), rather than the pedagogy or classroom practice of their subject field(s).

In most countries with available data, public educational institutions charge different tuition fees for national and foreign students enrolled in the same programme. In Australia, Austria, Canada, New Zealand and the United States, foreign students pay on average about twice or more the tuition fees charged to national students.

In some countries and economies, such as Beijing-Shanghai-Jiangsu-Guangdong (China), Qatar,Thailand, Tunisia and the United Arab Emirates, students spend at least 54 hours per week learning at and outside of school combined, whereas in others, like Finland, Germany, Sweden, Switzerland and Uruguay, students spend less than 40 hours studying.

Local governments are the main contributors to the financing of early childhood education, particularly with regards to core goods and services such as staff salaries and school buildings. Households and other private entities bear a greater share of the cost than in other levels of education, particularly for ancillary services such as meals, school health services and transport.

The combined effects of policy reforms to attract and/or retain teachers, and financial constraints in the context of the economic downturn in 2008 may explain part of the recent trends in teachers’ salaries: decreases in statutory salaries and smaller salary gaps between levels of education.

For the first time, the 2015 round of PISA collected data on students’ exposure to bullying. These data show that bullying is widespread. On average across OECD countries, around 11% of students reported that they are frequently (at least a few times per month) made fun of, 8% reported that they are frequently the object of nasty rumours in school, and 7% reported that they are frequently left out of things.

Globally, enrolment in secondary education has expanded dramatically over the past decades. This expansion is also reflected in PISA data, particularly for low- and middle-income countries. Between 2003 and 2015, Indonesia added more than 1.1 million students, Turkey and Brazil more than 400 000 students, and Mexico more than 300 000 students, to the total population of 15-year-olds eligible to participate in PISA.

The transition from school to work can be a difficult period associated with spells of unemployment. Data show that those who leave school early have comparatively low skills and low educational attainment and face the greatest challenges in the labour market compared to their peers who stayed in education longer.

Almost all mathematics teachers across participating countries use clear and structured teaching practices, according to both teachers and students. A vast majority of teachers also use student-oriented practices and enhanced learning activities in their classroom.

As educators know well, there are many barriers to learning that originate outside of school, such as those that arise from socio-economic disadvantage. In many education systems, the concentration of disadvantaged students in certain schools poses an additional challenge.

Although girls and boys perform similarly in the PISA science assessment at age 15, girls are less likely than boys to envision a career in science and engineering, even in countries where they outperform them.

Solving unfamiliar problems on one’s own is important, but in today’s increasingly interconnected world, people are often required to collaborate in order to achieve their goals. Teamwork has numerous benefits, from a diverse range of opinions to synergies among team members, and assigning tasks to those who are best suited to them.

The Innovative Teaching for Effective Learning (ITEL) Teacher Knowledge Survey is the first international study to explore the nature, function and development of teachers’ pedagogical knowledge, i.e. what teachers know about teaching and learning.

This month’s PISA in Focus provides an overview of the assessment’s results and shows that collaborative problem-solving performance is positively related to performance in the core PISA subjects (science, reading and mathematics). The results also show, among other findings, that girls perform significantly better than boys in collaborative problem solving in every country and economy that participated in the assessment.

Despite the obvious benefits derived from education, governments face difficult trade-offs when balancing the share of public and private contributions to education.

Standardised tests help measure student’s progress at school and can inform education policy about existing shortfalls. However, too much testing could lead to much pressure on students and teachers to learn and teach for a test, something that would take the joy out of the learning process.

Across OECD countries, more and more individuals have attained tertiary education and the share of those with less education has declined. Although there are more tertiary-educated individuals than ever before, they still achieve good labour market outcomes.

While teachers can make a great difference to student outcomes, we know little about how they teach and what makes “good” teaching. The TALIS Video Study is a new OECD project that aims at understanding what teaching practices are used, how they are interrelated, and which ones are most related to students’ cognitive and non-cognitive outcomes.

PISA 2015 data show that, on average across OECD countries, as many as three out of four students from the lowest quarter of socio-economic status reach, at best, only the baseline level of proficiency (Level 2) in reading, mathematics or science.

Pawan Kalyan has urged political parties and Jan Sainiks not to protest over the Vizag gas leak when the country is battling COVID-19.

This Guidance Document describes how applicants could demonstrate that a proposed new pool and spa disinfectant would satisfy the regulator’s efficacy criteria. While meeting the performance characteristics can be expected to satisfy the regulator’s efficacy requirements, the regulator may choose to consider alternative scientific information and argument aimed at satisfying the efficacy criteria.

This document provides guidance on conducting laboratory tests to determine and assess the efficacy of test substances and/or the effectiveness of test products used as baits for the control of cockroach species in indoor environments.

This Biosafety Document is intended to supply basic information (biology mainly), useful in environmental risk/safety assessment. Agriculture plant species of Brassica genus are cropped worldwide as oilseeds, vegetables and for other uses.

This revised document supplies basic information (compositional considerations, key constituents), useful in risk/safety assessment of food and feed using new varieties of soybean (Glycine max.). This updated publication replaces the original issue of 2001.

This document provides guidance for performing an exposure assessment based on environmental monitoring data.It covers topics such as environmental levels and distribution of contaminants, ways of using monitoring data in exposure assessments for differing purposes, the collection of data, quality of monitoring activities, as well as several examples of data compilation in member countries and their use in exposure assessment.

This guidance document intends to provide an insight into which pieces of information that are necessary to identify and document an adverse outcome pathway (AOP) and how to present them. The AOP concept has been developed as a means of providing transparent mechanistic justification and weight-of-evidence to reduce uncertainty in the predictions for complex toxicological endpoints.

Four new tutorials are available that provide illustrated examples for the use of the functionalities of the Query tool , the AOP workflow for Skin Sensitization, the information form the ECHA CHEM database and the capability to analyse tautomeric structures. The examples cover both human health (skin sensitisation) and environmental (acute aquatic toxicity to fish) endpoints.

The OECD has published a revision of the 2003 Emission Scenario Document on Wood Preservatives to take into account the experience gained in working with the 2003 ESD. The document has been totally restructured, emission scenarios have been updated and new, niche scenarios have been added. The document is an essential tool for Member countries working in the area of biocidal products assessment.

The OECD is to review its chemical hazard assessment programme with the aim of providing a more specialised service for member countries from 2015.

This document supplies basic information useful in the risk and safety assessment of food and feed using new varieties of oyster mushroom: compositional considerations, key constituents (nutrients, anti-nutrients and toxicants). It is issued in the Novel Food and Feed Safety Series.

This new document is available as a tool for environmental safety assessment of new varieties of sugarcane derived from modern biotechnology. Given the large production of this crop worldwide, its biosafety will be an important issue for many countries.

This document provides information on the sources, use patterns, and potential release pathways of chemicals used in the manufacture of thermal and carbonless copy paper. It presents approaches for estimating the environmental releases of and occupational exposures to additives and components used in thermal and carbonless copy paper coatings.

This document is a tool for environmental safety assessment of novel varieties of Cassava derived from modern biotechnology. Cassava is a key staple crop in Africa, Asia and Latin America, this document will be useful to many readers interested in biosafety issues.

This guidance document proposes an integrated approach on testing and assessment for skin corrosion and irritation, in view of replacing the "testing and evaluation strategy" provided in the supplement to OECD TG404 (to be updated), provides information on key performance characteristics of each information source comprising the IATA, and guidance on how to integrate information for decision making for classification and labeling.

This scoping document brings forward relevant in vitro and ex vivo thyroid assays to the attention of OECD member countries, and provide recommendations for their further development/use, and also, to identify aspects of the thyroid signalling pathway that are not covered and would require further attention

This publication is a tool for environmental safety assessment of EUCALYPTUS novel lines. Planted in the tropics and sub-tropics, E. species can be genetically-engineered for resistance to disease/drought/cold/salinity, or lower lignin content. Elements useful to biosafety evaluation are detailed, e.g. Eucalyptus taxonomy, origin, reproduction, genetics, hybridisation, ecology, allergens-toxins, beneficial chemical products, breeding.

OECD countries have developed PRTR system to track releases and transfers of potentially harmful chemicals. To improve PRTR system, OECD have analysed common elements (pollutants, sectors) in different PRTR systems, mainly focus on institutional arrangement. This serves as a common framework for different PRTR system, and supporting materials for a country that intends to develop or update its PRTR.

This guidance is intended to harmonise the way non-guideline in vitro test methods are described. This should in future facilitate an assessment of the relevance of test methods for biological activities and responses of interest, of the quality of data produced, irrespective of whether these tests are based on manual protocols or assay protocols adapted for use on automated platforms or high-throughput screening systems (HTS).

GIVIMP aims to reduce the uncertainties in cell and tissue-based in vitro method derived predictions by applying good scientific, technical and quality practices from method development to implementation for regulatory use. Test method developers and test guideline users will find best practices for designing guideline in vitro methods, carrying out safety tests and assuring quality and scientific integrity of the resulting data

This guidance document was originally published in 2012 and updated in 2018 to reflect new and updated OECD test guidelines, as well as reflect on scientific advances in the use of test methods and assessment of the endocrine activity of chemicals. The document is intended to provide guidance for evaluating chemical using standardised test guidelines.