Mark | Date Date | Title Title | |||
---|---|---|---|---|---|
No. 49 | 01 Mar 2015 |
What Lies Behind Gender Inequality in Education?
While PISA reveals large gender differences in reading, in favour of 15-year-old girls, the gap is narrower when digital reading skills are tested. Indeed, the Survey of Adult Skills suggests that there are no significant gender differences in... |
|||
No. 14 | 01 Mar 2012 |
What Kinds of Careers do Boys and Girls Expect for Themselves?
When you think of someone who is an engineer, do you imagine a man or a woman wearing a hardhat? How about when you imagine a teacher standing in front of a class of schoolchildren? If you answer “a man” to the first question, and “a woman” to the... |
|||
No. 24 | 01 Jan 2013 |
What Do Students Think About School?
Most students think that what they learned in school is useful for them or their future. Students’ attitudes towards school are associated with their reading skills. Students who report that the climate at their school is conducive to learning tend... |
|||
No. 23 | 01 Dec 2012 |
What Do Students Expect To Do After Finishing Upper Secondary School?
The percentage of students who expect to complete university is highest in Korea (80%) and lowest in Latvia (25%).Many high-performing students do not expect to go to university, representing potentially lost talent to an economy and society while... |
|||
No. 33 | 01 Nov 2013 |
What Do Immigrant Students Tell Us About the Quality of Education Systems?
Immigrant students who share a common country of origin, and therefore many cultural similarities, perform very differently across school systems. The difference in performance between immigrant students and non-immigrant students of similar... |
|||
No. 10 | 01 Nov 2011 |
What Can Parents Do to Help Their Children Succeed in School?
Most parents know, instinctively, that spending more time with their children and being actively involved in their education will give their children a good head-start in life. But as many parents have to juggle competing demands at work and at home,... |
|||
No. 108 | 29 Sept 2020 |
Were schools equipped to teach – and were students ready to learn – remotely?
The COVID-19 crisis continues to impact education globally. According to UNESCO in mid-April 2020, 194 countries had closed schools nationwide, affecting almost 1.6 billion learners. By August 2020, there were still 105 country-wide closures... |
|||
No. 116 | 24 Nov 2021 |
The socio-economic gap in foreign-language learning
Teaching foreign languages has become a major goal for many education systems around the world. In today’s increasingly interconnected world, speaking multiple languages improves employability, fosters respect for people from other cultures, and... |
|||
No. 65 | 06 Sept 2016 |
Should all students be taught complex mathematics?
Exposure to complex mathematics concepts and tasks is related to higher performance in PISA among all students, including socio-economically disadvantaged students. Working on complex problems without individualised support can increase mathematics... |
|||
No. 126 | 27 Jun 2024 |
Shaping students' financial literacy
The results of the PISA 2022 financial literacy assessment show that many 15-year-olds should be better prepared for their financial future, as they are not able to apply their financial knowledge to real-life situations. In every participating... |
|||
No. 9 | 01 Oct 2011 |
School Autonomy and Accountability
In recent years, many schools have grown into more autonomous organisations and have become more accountable to students, parents and the public at large for their outcomes. PISA results suggest that, when autonomy and accountability are... |
|||
No. 7 | 01 Aug 2011 |
Private schools
At some point in their child’s education, many parents have considered whether it would be worth the expense to enrol their child in a private school. For parents, private schools may offer a particular kind of instruction that is not available in... |
|||
No. 110 | 01 Dec 2020 |
PISA for Development: Out-of-school assessment
PISA for Development (PISA-D) aims to make the assessment more accessible and relevant to low- and middle-income countries. This report summarises findings from the out-of-school assessment results for PISA-D. By combining the out-of-school... |
|||
No. 91 | 11 Dec 2018 |
PISA for Development
Building on the experience of working with middle-income countries in PISA since 2000, and in an effort to respond to the emerging demand for PISA to cater to a wider range of countries, the OECD launched the PISA for Development (PISA-D) initiative... |
|||
No. 106 | 07 May 2020 |
PISA 2018 results: Are students smart about money?
This May sees the release of the results from the third PISA assessment of financial literacy. These results are largely consistent with previous findings, but also go beyond earlier assessments in probing students’ behaviours and attitudes towards... |
|||
No. 67 | 09 Dec 2016 |
PISA 2015 Results in Focus
Over the past decade, the OECD Programme for International Student Assessment, PISA, has become the world’s premier yardstick for evaluating the quality, equity and efficiency of school systems. This special issue of the PISA in Focus series... |
|||
No. 123 | 26 Oct 2023 |
New PISA results: strengthening education systems in the wake of the pandemic
As the global benchmark in educational assessments, PISA results are always hotly anticipated. The eighth round of PISA assessment was originally planned to take place in 2021 but the disruption caused by COVID-19 forced the assessment to be... |
|||
No. 125 | 18 Jun 2024 |
New PISA results on creative thinking
For the first time ever, PISA measured the creative thinking skills of 15-year-old students across the world. Alongside assessments in mathematics, science and reading, students in 64 countries and economies sat an innovative test that assessed their... |
|||
No. 124 | 27 May 2024 |
Managing screen time
The upsurge in children’s screen time has sparked concerns about its impact on children’s learning, development, and well-being. Three-quarters of students in OECD countries spend more than one hour per weekday browsing social networks and nearly one... |
|||
No. 79 | 19 Dec 2017 |
Is too much testing bad for student performance and well-being?
Standardised tests help measure student’s progress at school and can inform education policy about existing shortfalls. However, too much testing could lead to much pressure on students and teachers to learn and teach for a test, something that would... |
PISA in Focus
English Also available in: French
- ISSN: 22260919 (online)
- https://doi.org/10.1787/22260919
21 - 40 of 126 results
What Lies Behind Gender Inequality in Education?
OECD
01 Mar 2015
While PISA reveals large gender differences in reading, in favour of 15-year-old girls, the gap is narrower when digital reading skills are tested. Indeed, the Survey of Adult Skills suggests that there are no significant gender differences in...
What Kinds of Careers do Boys and Girls Expect for Themselves?
OECD
01 Mar 2012
When you think of someone who is an engineer, do you imagine a man or a woman wearing a hardhat? How about when you imagine a teacher standing in front of a class of schoolchildren? If you answer “a man” to the first question, and “a woman” to the...
What Do Students Think About School?
OECD
01 Jan 2013
Most students think that what they learned in school is useful for them or their future. Students’ attitudes towards school are associated with their reading skills. Students who report that the climate at their school is conducive to learning tend...
The percentage of students who expect to complete university is highest in Korea (80%) and lowest in Latvia (25%).Many high-performing students do not expect to go to university, representing potentially lost talent to an economy and society while...
Immigrant students who share a common country of origin, and therefore many cultural similarities, perform very differently across school systems. The difference in performance between immigrant students and non-immigrant students of similar...
What Can Parents Do to Help Their Children Succeed in School?
OECD
01 Nov 2011
Most parents know, instinctively, that spending more time with their children and being actively involved in their education will give their children a good head-start in life. But as many parents have to juggle competing demands at work and at home,...
Were schools equipped to teach – and were students ready to learn – remotely?
Miyako Ikeda
29 Sept 2020
The COVID-19 crisis continues to impact education globally. According to UNESCO in mid-April 2020, 194 countries had closed schools nationwide, affecting almost 1.6 billion learners. By August 2020, there were still 105 country-wide closures...
The socio-economic gap in foreign-language learning
Daniel Salinas
24 Nov 2021
Teaching foreign languages has become a major goal for many education systems around the world. In today’s increasingly interconnected world, speaking multiple languages improves employability, fosters respect for people from other cultures, and...
Should all students be taught complex mathematics?
OECD
06 Sept 2016
Exposure to complex mathematics concepts and tasks is related to higher performance in PISA among all students, including socio-economically disadvantaged students. Working on complex problems without individualised support can increase mathematics...
Shaping students' financial literacy
OECD
27 Jun 2024
The results of the PISA 2022 financial literacy assessment show that many 15-year-olds should be better prepared for their financial future, as they are not able to apply their financial knowledge to real-life situations. In every participating...
School Autonomy and Accountability
OECD
01 Oct 2011
In recent years, many schools have grown into more autonomous organisations and have become more accountable to students, parents and the public at large for their outcomes. PISA results suggest that, when autonomy and accountability are...
Private schools
OECD
01 Aug 2011
At some point in their child’s education, many parents have considered whether it would be worth the expense to enrol their child in a private school. For parents, private schools may offer a particular kind of instruction that is not available in...
PISA for Development: Out-of-school assessment
Michael Ward
01 Dec 2020
PISA for Development (PISA-D) aims to make the assessment more accessible and relevant to low- and middle-income countries. This report summarises findings from the out-of-school assessment results for PISA-D. By combining the out-of-school...
PISA for Development
Michael Ward
11 Dec 2018
Building on the experience of working with middle-income countries in PISA since 2000, and in an effort to respond to the emerging demand for PISA to cater to a wider range of countries, the OECD launched the PISA for Development (PISA-D) initiative...
PISA 2018 results: Are students smart about money?
Jeffrey Mo
07 May 2020
This May sees the release of the results from the third PISA assessment of financial literacy. These results are largely consistent with previous findings, but also go beyond earlier assessments in probing students’ behaviours and attitudes towards...
PISA 2015 Results in Focus
OECD
09 Dec 2016
Over the past decade, the OECD Programme for International Student Assessment, PISA, has become the world’s premier yardstick for evaluating the quality, equity and efficiency of school systems. This special issue of the PISA in Focus series...
New PISA results: strengthening education systems in the wake of the pandemic
Miyako Ikeda
26 Oct 2023
As the global benchmark in educational assessments, PISA results are always hotly anticipated. The eighth round of PISA assessment was originally planned to take place in 2021 but the disruption caused by COVID-19 forced the assessment to be...
New PISA results on creative thinking
OECD
18 Jun 2024
For the first time ever, PISA measured the creative thinking skills of 15-year-old students across the world. Alongside assessments in mathematics, science and reading, students in 64 countries and economies sat an innovative test that assessed their...
Managing screen time
OECD
27 May 2024
The upsurge in children’s screen time has sparked concerns about its impact on children’s learning, development, and well-being. Three-quarters of students in OECD countries spend more than one hour per weekday browsing social networks and nearly one...
Is too much testing bad for student performance and well-being?
Tarek Mostafa
19 Dec 2017
Standardised tests help measure student’s progress at school and can inform education policy about existing shortfalls. However, too much testing could lead to much pressure on students and teachers to learn and teach for a test, something that would...