Register for a webinar "PISA 2015: Q&A Session Closing the Achievement Gap" with Andreas Schleicher (December 15th, 14h Paris time)

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

For the first time in PISA a teacher questionnaire provides valuable information on teaching practices and learning activities in the classroom. This webinar will focus on insights from the PISA findings on teacher policy and practice.

As governments around the world seek to tackle stubbornly high levels of youth unemployment, new attention has been focused on the relationship between education and employment.

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.

In 2015, PISA asked students about the occupation they expect to be working in when they are 30 years old. Students’ responses were later grouped into science-related and non-science-related careers – with the former including science and engineering professionals; health professionals; science technicians and associate professionals; and information and communication technology (ICT) professionals.

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.

with Andreas Schleicher, Director for the Directorate of Education and Skills

In an increasingly competitive international environment, providing workers with the right mix of skills can help ensure that globalisation translates into new jobs and productivity gains rather than negative economic and social outcomes, according to a new OECD report.

Globalisation is connecting people, cities, countries and continents, bringing together a majority of the world’s population in ways that vastly increase our individual and collective potential, and creating an integrated market in products and services.

24 May 2017: PISA 2015 Results (Volume IV): Students’ Financial Literacy explores students’ experience with and knowledge about money and provides an overall picture of 15-year-olds’ ability to apply their accumulated knowledge and skills to real-life situations involving financial issues and decisions.

PISA 2015 Results (Volume IV): Students’ Financial Literacy, explores students’ experience with and knowledge about money and provides an overall picture of 15-year-olds’ ability to apply their accumulated knowledge and skills to real-life situations involving financial issues and decisions.

Unlike earlier PISA reports, the 2015 PISA report (Volume I and Volume II) highlights differences in sample coverage – how many students were eligible to participate in PISA – between countries.

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.

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.

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.

Diversity in the classroom includes differences in the way students brains learn, or neurodiversity. Diagnoses of neurodevelopmental disorders such as autism spectrum disorder (ASD) and attention deficit hyperactive disorder (ADHD) have risen dramatically in the last two decades.

Late next month (21 November, to be exact) we’ll be releasing the results PISA’s first-ever assessment of students’ ability to solve problems collaboratively. Why has PISA focused on this particular set of skills? Because in today’s increasingly interconnected world, people are often required to collaborate in order to achieve their objectives, both in the workplace and in their personal lives.

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 assessment examines students’ ability to work with two or more people to try to solve a problem. The report highlights how students’ gender, socio-economic status and immigrant background are related to their performance in the assessment and to their attitudes towards collaboration in general.

Girls are much better than boys at working together to solve problems, according to the first OECD PISA assessment of collaborative problem solving.

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.

with Andreas Schleicher - Director for the Directorate of Education and Skills (November 21, 2017)

Too many people from disadvantaged backgrounds are falling behind in education and future job market, according to a new OECD report. Educational Opportunity For All says that children, students and adults from socio-economically disadvantaged backgrounds receive too little support to succeed in school and in learning opportunities later in life.

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.

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.

Getting your first chance as an actor is tough. Salman Khan once revealed the hilarious story behind how he happened to get his first film Biwi Ho To Aisi.

Video shows civil dressed police officer thrashing two Muslim teenagers in the Hebbal-Sahakar Nagar area of Bangalore. People are calling out the police officer for using excessive force against the teenagers and are demanding action against the cop.

Just like every child across the world, Bollywood celebrities too are celebrating Mother's Day amid the nationwide lockdown.

After the success of song 'Pyar Karona', Salman Khan has shared the teaser of his new song 'Tera Bina' with Jacqueline Fernandez.

Skills and educational development for inclusive and sustainable growth are becoming significant drivers in OECD countries.

This publication is the follow-up to the forum held in March 2012. It offers proposals to counter the effects of the earthquake shock, to secure the sustainability of the local economy.

Chile's OECD membership presents challenges both in the context of changing patterns of production and consumption, and in the framework of a more sustainable economy. Specifically, green growth emphasizes improving growth rates, particularly through greening existing industries, as well as through new eco-businesses.

Vibrant and dynamic urban centers are among the main drivers of national growth and employment, but OECD’s new report Promoting Growth in All Regions highlights that even less wealthy regions have the potential to bolster stronger, greener, and more inclusive economies.

Mexico’s river basins are under severe water stress. The quality of rivers, lakes and aquifers is declining and floods, droughts, and hurricanes are more frequent. These are some of the alerts signaled in OECD’s Making Water Reform Happen in Mexico.

Through the example of Abruzzo, whose capital L’Aquila was destroyed by an earthquake four years ago, a new OECD report recommends policies that can speed the recovery of regions hit by natural disasters, making them more attractive to residents, tourists and investors.

This working paper assesses national policy and governance mechanisms that can influence green growth in Chinese cities.

Mexico regularly faces a wide range of natural hazards, including earthquakes, tropical storms and floods. Over the years, the National Civil Protection System has improved its institutional and operational preparedness to manage these disruptive events. But more can be done to avoid future losses and at the same time support sustainable economic development.

Many areas like Manisa suffer from a local lack of sophisticated demand in terms of expressed SME requirements. This leaves considerable scope for demand and supply side initiatives set within KOSGEB’s framework that will assist in shaping intervention and promoting a coherent approach to SME development.

Ireland’s economy is now showing encouraging signs of recovery from the financial crisis, but more must be done to reinvigorate growth and create the jobs that will get the country back to full health, according to the OECD.

Slower growth in key markets like China and India is reducing momentum across the Australian economy, cutting into employment opportunities and putting more pressure on the government to ensure that public policy delivers optimal results for growth and job creation.

The Netherlands is gradually emerging from a double-dip recession with strengthened public finances and reforms on track to improve the labour and housing markets and the health care and pension systems. These reforms are paying off, says the OECD. Growth is expected to reach 1% this year and 1.3% in 2015.

Air pollution is costing advanced economies plus China and India an estimated USD 3.5 trillion a year in premature deaths and ill health and the costs will rise without government action to limit vehicle emissions, a new OECD report says.

Health care use varies widely across countries but can also vary as much or more within countries. Governments should do more to improve their health systems to prevent unnecessary interventions and ensure that everyone has the same access to quality healthcare, wherever they live, according to a new OECD report.

Living standards continue to diverge within many economically advanced countries as poorer regions struggle to catch up with richer ones. Half of the 34 OECD countries have seen the income gap between their best-off and worst-off regions widen since the 2008 crisis, according to new OECD research.

Korea has made significant progress towards decentralising the management of employment and training programmes, but can still do more to create stronger links with employers at the local level, according to a new OECD report.

Improving Myanmar's agricultural sector by building up food processing activities and related services could help the transformation of the country's economy, to a more modern one able to produce higher-value goods for export, according to a new OECD report.