Across OECD countries, 18% of students skipped classes at least once in the two weeks prior to the PISA test, and 15% of students skipped a day of school or more over the same period.
There is increasing recognition that early childhood education and care (ECEC) provides a crucial foundation for future learning and helps to develop the cognitive and non-cognitive skills shown to be important for future success. There is also growing recognition thatthe magnitude of the benefits is conditional on “quality”, but there has been no consensus on what constitutes quality.
Partners of the OECD LEED project on "Local economic strategies for shrinking and ageing labour markets", a 2013-2014 study.
Much of the media coverage around PISA focused on the strong performance of Asia’s students, leaving many to wonder why other countries failed to score as high.
Les pays d’Asie arrivent en tête de la dernière enquête PISA sur les performances éducatives, soulignant le rôle clé de l’effort et d’un enseignement de qualité.
English, PDF, 554kb
Note summarising the performance of Italy in the PISA 2012 assessment of mathematics, reading and science.
PISA 2012 Results: Creative Problem Solving: Students’ skills in tackling real-life problems (Volume V) examines the extent to which 15-year-olds have acquired the problem-solving skills needed in the 21st century.
English, PDF, 540kb
Note summarising Spain's performance in the PISA 2012 assessment of mathematics, reading and science.
English, PDF, 532kb
Note summarising the performance of Norway in the PISA 2012 assessment of mathematics, reading and science.
English, PDF, 397kb
Note summarising the performance of 15-year-old students in Austria in the PISA 2012 assessment of mathematics, reading and science.