Register for a Q&A webinar with Andreas Schleicher, Director of the OECD Directorate for Education and Skills and head of the PISA programme since its inception in 2000, to discuss the PISA 2015 results. (December 6, at 15h Paris time)
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.
High-performing education systems value teachers and invest a lot in them. And indeed, the human factor is crucial in creating effective and high-quality teaching and learning environments.
Peru has been one of the strongest economic performers in Latin America with steady GDP per capita growth over the past decade.
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In 2015, three economies in China participated in the OECD Programme for International Student Assessment, or PISA, for the first time: Beijing, a municipality, Jiangsu, a province on the eastern coast of the country, and Guangdong, a southern coastal province. Shanghai, which, like Beijing, is also a Chinese megacity of over 20 million people, has participated in PISA since 2009.
Education’s purpose is to prepare children for a fast-moving, ever-changing world. Teaching faces the additional challenge of classrooms becoming increasingly more culturally diverse. Now, more than ever, this requires an adaptation of current teaching strategies.
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".
PISA 2015 focused on science, with the understanding that, although not every student is interested in becoming a scientist, all of us now need to be able to “think like a scientist” sometimes.
« Pouvoirs publics et société civile : co-construire l’avenir numérique en éducation » , le 14 novembre 2016, de 14h00 à 18h00
More and more adults are earning a tertiary qualification, but not all tertiary degrees have the same value on the labour market. In general, postgraduate degrees such as master’s and doctoral degrees are associated with higher employment rates and earnings than bachelor’s degrees.