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The PISA 2015 Assessment and Analytical Framework presents the conceptual foundations of the sixth cycle of the triennial assessment. Similar to the previous cycles, the 2015 assessment covers science, reading and mathematics, with the major focus on scientific literacy this cycle. Financial literacy is also evaluated as an optional assessment, as it was in 2012.A questionnaire about students’ background is distributed to all participating students.

Education and skills foster economic growth, social inclusion and strong institutions. This is particularly relevant for Ibero-American countries, where numerous economic and social challenges – such as low productivity, lack of social inclusion and high youth unemployment – can be linked directly to the poor quality of education and low skills development.

Also available in Spanish

PISA finds that 15-year-olds commonly use memorisation to learn mathematics. But if you think memorisation is most widely used in the East Asian countries that share a Confucian heritage and are “known” for rote learning, think again. Fewer 15-year-olds in Hong Kong-China, Japan, Korea, Macao-China, Shanghai-China, Chinese Taipei and Viet Nam reported that they use memorisation as a learning strategy than did 15-year-olds in some of the English-speaking countries to whom they are often compared.

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Also available in French

Forty-four middle-income countries and economies have participated in PISA. This report provides answers to six important questions relating to these countries: What is the extent of developing country participation in PISA and other international learning assessments? Why do these countries join PISA? What are the financial, technical, and cultural challenges for their participation in PISA? What impact has participation had on their national assessment capacity? How have PISA results influenced their national policy discussions? And what does PISA data tell us about education in these countries and the policies and practices that influence student performance?