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  • 23-October-2018

    English

    Equity in Education - Breaking Down Barriers to Social Mobility

    In times of growing economic inequality, improving equity in education becomes more urgent. While some countries and economies that participate in the OECD Programme for International Student Assessment (PISA) have managed to build education systems where socio-economic status makes less of a difference to students’ learning and well-being, every country can do more.Equity in Education: Breaking Down Barriers to Social Mobility shows that high performance and more positive attitudes towards schooling among disadvantaged 15-year-old students are strong predictors of success in higher education and work later on. The report examines how equity in education has evolved over several cycles of the OECD Programme for International Student Assessment (PISA). It identifies the policies and practices that can help disadvantaged students succeed academically and feel more engaged at school.Using longitudinal data from five countries (Australia, Canada, Denmark, Switzerland, and the United States), the report also describes the links between a student’s performance near the end of compulsory education and upward social mobility – i.e. attaining a higher level of education or working in a higher-status job than one’s parents.
  • 11-June-2018

    English

    Effective Teacher Policies - Insights from PISA

    Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
  • 11-June-2018

    English, PDF, 4,636kb

    Teachers in Ibero-America - Insights from PISA and TALIS

    This report uses the most recent OECD data, primarily from the PISA 2015 and TALIS 2013 cycles, and seeks to evaluate the Ibero-American teaching profession in support of policy makers across the region.

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  • 11-June-2018

    English

    More hiring freedom can reduce teacher shortages in disadvantaged areas

    Schools with more freedom in hiring tend to see fewer teacher shortages in disadvantaged areas, according to a new OECD PISA report.

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  • 28-February-2018

    English, PDF, 324kb

    PISA for Development Brief 22: Findings from the PISA for Development field trial of the assessment of out-of-school youth

    PISA for Development Brief 22: Findings from the PISA for Development field trial of the assessment of out-of-school youth

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  • 31-January-2018

    English, PDF, 343kb

    PISA for Development Brief 21: PISA-D out of school assessment sampling frame

    PISA for Development Brief 21: PISA-D out of school assessment sampling frame

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  • 12-December-2017

    English, PDF, 3,519kb

    Handbook - PISA 2018 Global Competence

    Twenty-first century students live in an interconnected, diverse and rapidly changing world.Emerging economic, digital, cultural, demographic and environmental forces are shaping young people’s lives around the planet, and increasing their intercultural encounters on a daily basis.

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  • 4-December-2017

    English

    PISA 2018 Global Competence

    The global launch of the OECD PISA Global Competence Framework, the foundation for the PISA 2018 assessment, will take place on 12 December 2017 on Harvard University Campus, from 10:00 to 12:00 EST.

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  • 21-November-2017

    English, PDF, 337kb

    PISA 2015 Collaborative Problem Solving Country note - Japan

    Modern life requires people to collaborate with one another. Many human activities involve groups of people, where individuals rely on each other for things that they cannot do themselves. More and more jobs require a high level of social skills, while the proportion of jobs that require minimal social skills is shrinking.

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  • 21-November-2017

    English, PDF, 743kb

    PISA 2015 Collaborative Problem Solving Country note - United Kingdom

    Modern life requires people to collaborate with one another. Many human activities involve groups of people, where individuals rely on each other for things that they cannot do themselves. More and more jobs require a high level of social skills, while the proportion of jobs that require minimal social skills is shrinking.

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