pisa 2018 results programme for international student ......pisa 2018 results programme for...
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PISA 2018 ResultsProgramme for International Student Assessment
Education disrupted – education rebuiltSalzburg seminars, 16 April 2020
Andreas Schleicher
Impact of Covid-19 on education
• 1.5bn students impacted by school closures• Remote learning has become the lifeline for learning
but doesn’t address the social functions of schools• Access, use and quality of online resources amplifying
inequality• Accreditation at stake• Huge needs for just-in-time professional development• Re-prioritisation of curricula leads to new tensions• But lots of innovative learning environments emerging ! 2
0
10
20
30
40
50
60
70
80
90
100
Bela
rus
Net
herla
nds
Ukr
aine
Aust
riaPo
rtuga
lFi
nlan
dKo
sovo
Pola
ndSw
itzer
land
Icel
and
Ger
man
yD
enm
ark
Nor
way
Lith
uani
aR
oman
iaN
orth
Mac
edon
iaH
unga
ryLu
xem
bour
gSe
rbia
Belg
ium
B-S-
J-Z
(Chi
na)
Isra
elFr
ance
Swed
enEs
toni
aSl
oven
iaLa
tvia
Spai
nAl
bani
aBo
snia
and
Her
zego
vina
Mol
dova
Italy
OEC
D a
vera
geC
anad
aBa
ku (A
zerb
aija
n)Ka
zakh
stan
Cze
ch R
epub
licM
onte
negr
oSl
ovak
Rep
ublic
Irela
ndR
ussi
aU
nite
d Ki
ngdo
mG
eorg
iaN
ew Z
eala
ndU
nite
d St
ates
Cro
atia
Aust
ralia
Gre
ece
Uru
guay
Turk
eyJa
pan
Mal
taC
hile
Uni
ted
Arab
Em
irate
sQ
atar
Kore
aSa
udi A
rabi
aC
osta
Ric
aJo
rdan
Pana
ma
Dom
inic
an R
epub
licC
hine
se T
aipe
iBu
lgar
iaM
acao
(Chi
na)
Leba
non
Peru
Braz
ilH
ong
Kong
(Chi
na)
Sing
apor
eAr
gent
ina
Mor
occo
Col
ombi
aM
exic
oBr
unei
Dar
ussa
lam
Mal
aysi
aTh
aila
ndPh
ilippi
nes
Indo
nesi
a
%
Percentage of students that have access to a quiet place to study
Average Disadvantaged schools Advantaged schools
Access to a quiet place to study
Fig A1
0
10
20
30
40
50
60
70
80
90
100
Den
mar
kSl
oven
iaN
orw
ayPo
land
Lith
uani
aIc
elan
dAu
stria
Switz
erla
ndN
ethe
rland
sSw
eden
Cze
ch R
epub
licLa
tvia
Finl
and
Aust
ralia
Mal
taBe
laru
sC
anad
aR
ussi
aPo
rtuga
lSe
rbia
Isra
elBe
lgiu
mLu
xem
bour
gN
orth
Mac
edon
iaG
erm
any
Uni
ted
King
dom
Mac
ao (C
hina
)Sl
ovak
Rep
ublic
New
Zea
land
Hun
gary
Spai
nC
roat
iaFr
ance
Kore
aBu
lgar
iaIta
lyBo
snia
and
Her
zego
vina
OEC
D a
vera
geU
krai
neG
reec
eM
onte
negr
oR
oman
iaU
nite
d Ar
ab E
mira
tes
Sing
apor
eH
ong
Kong
(Chi
na)
Uni
ted
Stat
esEs
toni
aIre
land
Mol
dova
Chi
leKo
sovo
Qat
arU
rugu
ayC
hine
se T
aipe
iG
eorg
iaB-
S-J-
Z (C
hina
)Ka
zakh
stan
Saud
i Ara
bia
Cos
ta R
ica
Arge
ntin
aAl
bani
aLe
bano
nBa
ku (A
zerb
aija
n)Br
unei
Dar
ussa
lam
Turk
eyJo
rdan
Col
ombi
aJa
pan
Pana
ma
Braz
ilM
exic
oTh
aila
ndPe
ruM
alay
sia
Mor
occo
Dom
inic
an R
epub
licPh
ilippi
nes
Indo
nesi
a
%
Percentage of students that have access to a computer they can use for school work
Average Disadvantaged schools Advantaged schools
Access to a computer for school work
Fig A2
0
10
20
30
40
50
60
70
80
90
100
B-S-
J-Z
(Chi
na)
Uni
ted
Arab
Em
irate
sPh
ilippi
nes
Qat
arKa
zakh
stan
Sing
apor
eAl
bani
aR
ussi
aTh
aila
ndBe
laru
sSa
udi A
rabi
aLi
thua
nia
Aust
riaKo
rea
Slov
ak R
epub
licIn
done
sia
Ukr
aine
Den
mar
kLa
tvia
Bulg
aria
Rom
ania
Nor
th M
aced
onia
Pola
ndSl
oven
iaM
exic
oM
onte
negr
oTu
rkey
Nor
way
Uni
ted
Stat
esM
alay
sia
Mol
dova
Geo
rgia
Uni
ted
King
dom
Pana
ma
Koso
voSw
eden
Chi
nese
Tai
pei
Brun
ei D
arus
sala
mSe
rbia
Switz
erla
ndC
anad
aM
acao
(Chi
na)
Aust
ralia
Bosn
ia a
nd H
erze
govi
naJo
rdan
Baku
(Aze
rbai
jan)
OEC
D a
vera
geLe
bano
nEs
toni
aC
zech
Rep
ublic
Gre
ece
Portu
gal
Chi
leC
roat
iaN
ew Z
eala
ndM
alta
Dom
inic
an R
epub
licLu
xem
bour
gG
erm
any
Fran
ceIs
rael
Col
ombi
aH
unga
ryBe
lgiu
mC
osta
Ric
aPe
ruSp
ain
Hon
g Ko
ng (C
hina
)N
ethe
rland
sBr
azil
Italy
Finl
and
Uru
guay
Irela
ndM
oroc
coAr
gent
ina
Icel
and
Japa
n
%
Percentage of students in schools whose principal agreed or strongly agreed that teachers have the necessary technical and pedagogical skills to integrate digital devices in instruction
Average Disadvantaged schools Advantaged schools
Teachers have the necessary technical and pedagogical skills to integrate digital devices in instruction
Fig A9
0
10
20
30
40
50
60
70
80
90
100
Sing
apor
eB-
S-J-
Z (C
hina
)D
enm
ark
Qat
arSw
eden
Finl
and
Slov
enia
Uni
ted
Stat
esTh
aila
ndC
hine
se T
aipe
iN
ew Z
eala
ndN
orw
ayAu
stra
liaU
nite
d Ar
ab E
mira
tes
Kaza
khst
anM
acao
(Chi
na)
Isra
elM
alay
sia
Hon
g Ko
ng (C
hina
)Au
stria
Lith
uani
aEs
toni
aU
nite
d Ki
ngdo
mTu
rkey
Can
ada
Ukr
aine
Geo
rgia
Indo
nesi
aM
alta
Cze
ch R
epub
licKo
rea
Philip
pine
sO
ECD
ave
rage
Spai
nLa
tvia
Net
herla
nds
Mon
tene
gro
Cro
atia
Saud
i Ara
bia
Switz
erla
ndU
rugu
ayBe
lgiu
mD
omin
ican
Rep
ublic
Italy
Irela
ndJo
rdan
Rus
sia
Icel
and
Slov
ak R
epub
licBa
ku (A
zerb
aija
n)M
oldo
vaBu
lgar
iaSe
rbia
Chi
leC
olom
bia
Hun
gary
Fran
ceLe
bano
nBr
azil
Portu
gal
Pola
ndBr
unei
Dar
ussa
lam
Gre
ece
Mex
ico
Bosn
ia a
nd H
erze
govi
naG
erm
any
Alba
nia
Rom
ania
Mor
occo
Bela
rus
Nor
th M
aced
onia
Peru
Japa
nLu
xem
bour
gPa
nam
aKo
sovo
Cos
ta R
ica
Arge
ntin
a
%
Percentage of students in schools whose principal agreed or strongly agreed that an effective online learning support platform is available
Average Disadvantaged schools Advantaged schools
An effective online learning support platform is available
Fig A12
Learning time ≠ learning outcomes
6
7
8
9
10
11
12
13
14
15
0
10
20
30
40
50
60
70
Finl
and
Ger
man
ySw
itzer
land
Swed
enEs
toni
aN
ew Z
eala
ndJa
pan
Cze
ch R
epub
licM
acao
(Chi
na)
Net
herla
nds
Irela
ndFr
ance
Uni
ted
King
dom
Aust
ralia
Nor
way
Icel
and
Can
ada
Belg
ium
Slov
enia
Hon
g Ko
ng (C
hina
)La
tvia
OEC
D a
vera
geLi
thua
nia
Uru
guay
Luxe
mbo
urg
Portu
gal
Slov
ak R
epub
licD
enm
ark
Pola
ndH
unga
rySi
ngap
ore
Aust
riaU
nite
d St
ates
Chi
nese
Tai
pei
Isra
elC
roat
iaKo
rea
Rus
sia
Bulg
aria
Gre
ece
Italy
Turk
eyC
hile
Braz
ilC
olom
bia
Mex
ico
Cos
ta R
ica
Mon
tene
gro
Peru
Qat
arU
nite
d Ar
ab E
mira
tes
Thai
land
Dom
inic
an R
epub
lic
Scor
e po
ints
in re
adin
g pe
r hou
r of l
earn
ing
time
Hours
Time in school
Learning out of schoolProductivity
Note: Learning time is based on reports by 15-year-old students in the same country/economy in response to the PISA 2015 questionnaire, Productivity is measured by score points in reading per hour of total learning time
Student Well-Being
Psychological
SocialPhysical
Cognitive
Life satisfaction among 15-year-old students
0
10
20
30
40
50
60
70
80
90
100
Net
herla
nds
7.8
Mex
ico
8.3
Dom
inic
an R
epub
lic
8.5
Finl
and
7.9
Cos
ta R
ica
8.2
Cro
atia
7.
9
Switz
erla
nd
7.7
Lith
uani
a 7
.9
Icel
and
7.8
Fran
ce
7.6
Col
ombi
a 7
.9
Belg
ium
7.
5
Uru
guay
7.
7
Aust
ria
7.5
Rus
sia
7.8
Esto
nia
7.5
Spai
n 7
.4
Mon
tene
gro
7.8
Thai
land
7.
7
Latv
ia
7.4
Ger
man
y 7
.4
Braz
il 7
.6
Portu
gal
7.4
Irela
nd
7.3
Luxe
mbo
urg
7.4
Slov
ak R
epub
lic
7.5
OEC
D a
vera
ge
7.3
Peru
7.
5
Uni
ted
Stat
es
7.4
Chi
le
7.4
Hun
gary
7.
2
Bulg
aria
7.
4
Qat
ar
7.4
Slov
enia
7.
2
Pola
nd
7.2
Uni
ted
Arab
Em
irate
s 7
.3
Cze
ch R
epub
lic
7.1
Uni
ted
King
dom
7.
0
Italy
6.
9
Gre
ece
6.9
Japa
n 6
.8
Tuni
sia
6.9
B-S-
J-G
(Chi
na)
6.8
Mac
ao (C
hina
) 6
.6
Chi
nese
Tai
pei
6.6
Hon
g Ko
ng (C
hina
) 6
.5
Kore
a 6
.4
Turk
ey
6.1
%Very satisfied Satisfied Moderately satisfied Not satisfied
Figure III.3.1
Factors that predict poor life satisfaction:• Anxiety with school work
• High internet use
Factors that predict high life satisfaction:• Good teacher support• Good parental support
• Students who talk or meet with friends after school• More physical activity
-0.60
-0.40
-0.20
0.00
0.20
0.40
0.60
0.80
Index ofdisciplinary
climate
Index ofexposure to
bullying
Index of sense ofbelonging at
school
Index of teachersupport
Index of teacherfeedback
Index of studentco-operation
Index of studentcompetition
Cha
nge
in s
tude
nts’
ave
rage
life
sat
isfa
ctio
n as
soci
ated
with
a
one-
unit
incr
ease
in th
e sc
hool
-leve
l ind
ices
After accounting for student and school characteristicsBefore accounting for student and school characteristics
Students' life satisfaction and school climateChange in the school-level index associated with a one-point change on the student life-satisfaction scale
Fig III.11.7
Gre
ater
Life
Sat
isfa
ctio
n
-0.8
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
0.8
Net
herla
nds
Den
mar
kJa
pan
Ger
man
yG
eorg
iaAu
stria
Cro
atia
Cze
ch R
epub
licSw
itzer
land
Kaza
khst
anU
krai
neBe
lgiu
mIn
done
sia
Icel
and
Viet
Nam
Koso
voBe
laru
sN
orw
ayEs
toni
aN
orth
Mac
edon
iaIs
rael
Slov
enia
Lith
uani
aM
alay
sia
Luxe
mbo
urg
Rus
sia
Hun
gary
Gre
ece
Mol
dova
Alba
nia
B-S-
J-Z
(Chi
na)
OEC
D a
vera
geFi
nlan
dU
rugu
ayR
oman
iaTh
aila
ndM
exic
oC
hine
se T
aipe
iPh
ilippi
nes
Spai
nU
nite
d Ar
ab E
mira
tes
Italy
Serb
iaM
acao
(Chi
na)
Slov
ak R
epub
licPa
nam
aLa
tvia
Chi
leSw
eden
Arge
ntin
aM
onte
negr
oPo
land
Leba
non
Fran
ceBa
ku (A
zerb
aija
n)Bo
snia
and
Her
zego
vina
Cos
ta R
ica
Peru
Dom
inic
an R
epub
licQ
atar
Col
ombi
aPo
rtuga
lAu
stra
liaBu
lgar
iaH
ong
Kong
(Chi
na)
Turk
eyBr
unei
Dar
ussa
lam
Jord
anN
ew Z
eala
ndKo
rea
Saud
i Ara
bia
Irela
ndSi
ngap
ore
Mor
occo
Uni
ted
King
dom
Braz
ilM
alta
Uni
ted
Stat
es
Index of student co-operation Index of student competition
Mea
n in
dex
Student co-operation and competition
Fig III.8.1
Student competition is relatively higher than student co-operationStudent co-operation is relatively higher than student competition
Chile
Montenegro
Japan
Mexico
Kazakhstan
Hungary
France
Canada
Serbia
Macao (China)
Jordan
United States
Argentina
Denmark
Malaysia
LebanonMorocco
Ireland
Ukraine
Brunei Darussalam
Slovenia
Israel
Qatar
Italy
Australia
Peru
CroatiaGermany
Panama
Malta
Dominican Republic
AustriaRussia
Albania
Czech Republic
Iceland
Bulgaria
EstoniaSweden
LatviaSwitzerland
Singapore
Korea
Moldova
New Zealand
Hong Kong (China)
Colombia
TurkeyNetherlands Lithuania
Georgia
B-S-J-Z (China)
Bosnia and Herzegovina
Thailand Baku (Azerbaijan)
Romania
Finland
Poland
Kosovo
Portugal
BrazilCosta Rica
United Arab Emirates
Slovak Republic
Uruguay
Indonesia
Chinese Taipei
Saudi Arabia
Greece
Philippines
LuxembourgBelarus
United Kingdom
R² = 0.47
330
380
430
480
530
25 35 45 55 65 75 85
Aver
age
read
ing
scor
e
Percentage of students who disagreed or strongly disagreed that their intelligence cannot change very much (%)
OEC
D a
vera
ge
OECD average
Growth mindset and reading performance
Fig II.14.3
More students holding a growth mindset
Higher perform
ance
Similar relationship within most countries (Figure III.14.2)
-0.05
-0.04
-0.03
-0.02
-0.01
0.00
0.01
0.02
0.03
0.04
Motivation to mastertasks
Self-efficacy Fear of failure Learning goals Value of school
Cha
nge
in th
e in
dex
Growth mindset and student attitudesChange in the following indices when students disagreed or strongly disagreed that "your intelligence is something about you that you can’t change very much“:
Fig III.14.5
All linear regression models account for students' and schools' socio-economic profile
14
The kinds of things that are easy to teach and test have also become easy to digitize
Democratizing
Concentrating
Particularizing
Homogenizing
Empowering
Disempowering
Education won the race with technology throughout history, but there is no automaticity it will do so in the future
Inspired by “The race between technology and education” Pr. Goldin & Katz (Harvard)
Industrial revolution
Digital revolution
Social pain
Universal public schooling
Technology
Education
Prosperity
Social pain
Prosperity
The multi-faceted world of knowledge
The human world of knowledge
The small world of the curriculum
The small world of the curriculum
The small world of the curriculum
The small world of the curriculum
The small world of the curriculum
The small world of the curriculum
The TrueThe realm of human knowledge The Good
The realm of ethics and judgementThe Just and Well-Ordered
The realm of political and civic life, binding social capital The Beautiful
The realm of creativity, esthetics and designThe Sustainable
The realm of natural and physical health The Prosperous
The realm of economic life
The big world of learning
Fostering creativity in schools: Knowledge
• Disciplinary• Interdisciplinary• Epistemic• Procedural
25
Fostering creativity in schools: Skills
• Cognitive & meta-cognitive
• Social & emotional
• Physical & practical
26
Influence of students’ environment – Classroom climate
-0.05
0.00
0.05
0.10
0.15
0.20
0.25
0.30
0.35
0.40
Stan
dard
ized
regr
essio
n co
effic
ient
s
Cooperative classroom climate is positively related to SE skills
Cooperative climate 10 yo Cooperative climate 15 yo
Influence of students’ environment – School bullying
-0.25
-0.20
-0.15
-0.10
-0.05
0.00
0.05
0.10
Stan
dard
ized
regr
essio
n co
effic
ient
s
School bullying is negatively related to students’ SE skills
Bullying 10 yo Bullying 15 yo
Importance of SE skills – Better focus, harder to distract during class
-0.60
-0.50
-0.40
-0.30
-0.20
-0.10
0.00
Stan
dard
ized
regr
essio
n co
effic
ient
s
Trouble focusing is related to social and emotional skills(based on student, parent and teacher reports – older cohort)
Students Parents Teachers
Relationship of social and emotional skills and students’ gender
-0.20
-0.10
0.00
0.10
0.20
0.30
0.40
Stan
dard
ized
regr
essio
n co
effic
ient
s
Relation between students’ gender and their SE skills
Gender (males) 10 yo Gender (males) 15 yo
Brain sensitivity of important developmental areas
Sources: Adapted from Council for Early Childhood Development, (2010), in Naudeau S. et al. (2011).
Emergent LiteracyListening,
understanding
Empathy and trust
Understanding and trusting others
Self-regulationRegulating mental
processes
Emergent numeracy
Dealing with numbers and patterns
Prosocial behaviour
Controlling impulses, co-operating with others
Based on a balanced, broad set of domains
Cognitive skills
Social-emotional skills
a
An example
1.0
1.5
2.0
2.5
3.0
3.5
Likes to learn new things Understands others’ feelings, like when they are happy, sad or angry
Is emotionally moved by the problems ofpeople in books or stories
High literacy
Source: IELS Main Study
Num
ber o
f tim
es m
ore
likel
y
Transformative competencies
• Creating new value• Taking responsibility• Reconciling
tensions & dilemmas
34
Implications for pedagogy
• Anticipation• Action• Reflection
35
Innovative projects and the use of ICT can be useful strategies to address the current challenges to school
0 10 20 30 40 50 60 70 80 90 100
Tell students to follow classroom rules
Tell students to listen to what I say
Calm students who are disruptive
When the lesson begins, tell students to quieten down quickly
Explain to students what I expect them to learn
Explain how new and old topics are related
Set goals at the beginning of instruction
Refer to a problem from everyday life or work
Present a summary of recently learned content
Let students practise similar tasks
Give tasks that require students to think critically
Have students work in small groups to come up with a solution
Let students to solve complex tasks
Present tasks for which there is no obvious solution
Let students use ICT for projects or class work
Give students projects that require at least one week to complete
Percentage of teachers who frequently or always use the following practices in their class(OECD average-31)
Classroom management
Clarity of instruction
Cognitive activation
Enhanced activities
%
Routine cognitive skills Complex ways of thinking and doing
Some students learn at high levels (sorting) All students need to learn at high levelsStudent inclusion
Curriculum, instruction and assessment
Standardisation and compliance High-level professional knowledge workersTeacher education
‘Tayloristic’, hierarchical Flat, collegialWork organisation
Primarily to authorities Primarily to peers and stakeholdersAccountability
Industrial systems World class systems
When fast gets really fast, being slow to adapt makes education really slow
Find out more about our work at www.oecd.org/pisa PISA 2018: Insights and Implications PISA 2018 Results (Volume I): What Students Know and Can Do PISA 2018 Results (Volume II): Where All Students Can Succeed PISA 2018 Results (Volume III): What School Life Means for Students’ Lives
Take the test: www.oecd.org/pisa/testFAQs: www.oecd.org/pisa/pisafaqPISA indicators on Education GPS: http://gpseducation.oecd.orgPISA Data Explorer: www.oecd.org/pisa/data
Email: [email protected]
Thank you