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This research aims to provide insight into the strategies that lead to better student outcomes and the characteristics of teachers, students and schools associated with the regular use of good teaching practices. This brochure highlights the main findings of this research, which is developed further in the working paper of the same name.
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.
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School Resources Country Background Review for the French Community of Belgium
On 6 December, the latest results from the OECD Programme for International Student Assessment, better known as PISA, will be made public.
When it comes to learning mathematics, certain teacher-directed learning strategies, such as asking questions to check whether students understand what has been taught, has proven to work well when solving basic mathematics problems.
Every three years, the Programme for International Student Assessment, better known as PISA, evaluates 15 year-old students around the world to determine how well their education system has prepared them for life after compulsory schooling. Once the results are published, the media rush to compare their countries’ positions in the international league tables. Government policy makers, journalists and academic researchers mine the report to find out how successful education systems elicit the best performance from their students while making access to high-quality education more equitable. But sometimes the key messages don’t make it back to the teachers who are preparing their country’s students every day.
Ten Questions for Mathematics Teachers… and How PISA Can Help Answer Them aims to change that. 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 them reflect on their teaching strategies and how students learn.
Exposure to high quality teacher professional development varies greatly both between and within countries, which broadens the scope of work for policy makers.
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The monitoring quality in Early Childhood Education and Care (ECEC) country note for Australia is based on findings presented in the report of OECD (2015), Starting Strong IV: Monitoring Quality in Early Childhood Education and Care that covers 24 OECD member and non-member economies.
Bringing you the highlights from the OECD Directorate for Education and Skills