Early childhood and schools

Focus

  • The OECD Teaching and Learning International Survey (TALIS) - 2013 Results

    How can countries prepare teachers to face the diverse challenges in today’s schools? TALIS helps answer this question by asking teachers and school leaders about their working conditions and the learning environments at their schools.

    Read more
  • PISA for Development

    Through our PISA for Development project, adapted survey instruments will be developed to allow developing countries to assess 15-year-olds' skills in the key subjects of reading, math and science, while at the same time providing countries with an opportunity to build their capacity to manage student assessment and improve their school systems.

    Read more
  • PISA-based Test for Schools

    The PISA-based Test for Schools is a student assessment tool geared for use by schools and networks of schools to support research, benchmarking and school improvement efforts.

    Read more

 

Starting Strong 2017 - Key OECD Indicators on Early Childhood Education and Care

With around 45 charts and data for the 35 OECD countries and a number of partner countries, this publication includes a great deal of new material. It offers new data on ECEC provision and intensity of participation for children under the age of three (based on an improved typology of settings). It also presents new indicators on the profile of ECEC staff (e.g. level of qualification, teacher salary and organisation of working time) and on equity in access to ECEC. New PISA 2015 analyses help highlight the relationship between the number of years of ECEC and academic performance at age 15, and the effects of ECEC attendance on health and well-being, and mothers’ employability.

 

 

 

 

 

 

 

 

PISA 2015 Results (Volume IV): Students’ Financial Literacy

PISA 2015 Results (Volume IV): Students’ Financial Literacy, is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It 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 III): Students' Well-Being explores a comprehensive set of well-being indicators for adolescents that covers both negative outcomes (e.g. anxiety, low performance) and the positive impulses that promote healthy development (e.g. interest, engagement, motivation to achieve).

PISA (Volume II): Policies and Practices for Successful Schools, examines how student performance is associated with various characteristics of individual schools and school systems, including the resources allocated to education, the learning environment and how school systems select students into different schools, programmes and classes.

PISA (Volume I): Excellence and Equity in Education, summarises student performance in science, reading and mathematics, and defines and measures equity in education. It focuses on students’ attitudes towards learning science, including their expectations of working in science-related careers. The volume also discusses how performance and equity have evolved across PISA-participating countries and economies over recent years.

 

 

Recent reports

Top blog posts

Ten Questions for Mathematics Teachers… and How PISA Can Help Answer Them

This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help 2them reflect on their teaching strategies and how students learn.

‌ ‌‌‌

Equations and Inequalities - Making Mathematics Accessible to All


More than ever, students need to engage with mathematical concepts, think quantitatively and analytically, and communicate using mathematics. All these skills are central to a young person’s preparedness to tackle problems that arise at work and in life beyond the classroom. But the reality is that many students are not familiar with basic mathematics concepts and, at school, only practice routine tasks that do not improve their ability to think quantitatively and solve real-life, complex problems.


More reports and papers

Rethinking the learning environment
Rose Bolognini | June 23

Priming up for primary school
Andreas Schleicher | June 21

Studying more may not make you a top-performer
Hélène Guillou | June 20

Who makes it into PISA?
Nicholas Spaull | June 19

Is more choice always a good thing?
Andreas Schleicher | May 25

 

 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
More blog posts

News and events

Multimedia

Archived webinar - Transitions from Early Childhood Education and Care to Primary Education

PISA in Focus No. 73 - Do students spend enough time learning?

Newsroom - OECD to launch first international report comparing early childhood education and care – Wednesday 21 June 2017 

Register for the webinar - Transitions from Early Childhood Education and Care to Primary Education
Wednesday, 21 June, at 17:00 Paris time

Archived webinar - PISA 2015 Results - Students' Financial Literacy, with  Andreas Schleicher - Director for the Directorate of Education and Skills

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 


 

 

 

 


 


 

More videos

 

Follow us