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This blog post by Andreas Schleicher describes the challenges for students learning in rural China, as witnessed by Mr. Schleicher in October, 2013.
Most students enjoy orderly classrooms for their language-of-instruction lessons.
Socio-economically disadvantaged students are less likely to enjoy orderly classrooms than advantaged students. Orderly classrooms – regardless of the school’s overall socio-economic profile – are related to better performance.
Children are starting school at an ever younger age,OECD’s recent Education at a Glance 2013 shows that in 2011 on average over 84% of all four year-old children were enrolled in some form of formal education, which is 5% more than in 2005.
The rapidly growing demand for highly skilled workers has led to a global competition for talent. High-level skills
are critical for creating new knowledge and technologies and for sparking innovation; as such, they are key to
economic growth and social development.
Big data is the foundation on which education can reinvent its business model and build the coalition of governments, businesses, and social entrepreneurs that can bring together the evidence, innovation and resources to make lifelong learning a reality for all.
Knowing the best way to summarise information you read is key to being a proficient reader. In fact, this month’s PISA in Focus suggests that if disadvantaged students – who consistently score lower on PISA assessments than advantaged students -- used the most effective learning strategies to the same extent as students from more advantaged backgrounds do, the performance gap between the two groups would shrink considerably.
Students who know how to summarise information tend to perform better in reading. If disadvantaged students used effective learning strategies to the same extent as
students from more advantaged backgrounds do, the performance gap between the two groups would be almost 20% narrower.
In most OECD countries, newly arrived 15-year-old immigrant students show poorer reading performance than immigrant students who arrived in their new country when they were younger than five.
How do you re-build an education system destroyed by a disaster? The OECD's Andreas Schleicher describes the efforts in Japan, two years after the nuclear accident in Fukushima.
How can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? This report provides an international comparative analysis and policy advice to countries on how evaluation and assessment arrangements can be embedded within a consistent framework to improve the quality, equity and efficiency of school education.