pisa 2018 results programme for international student ...source: oecd, flattening the covid-19 peak:...
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PISA 2018 Results
Programme for International Student Assessment
Education disrupted – education rebuiltGlobal Science of Learning Education Network
Andreas Schleicher
UNESCO monitoring of school closures in responseto the Covid-19 crisis, as of 2 April
Global monitoring of school closures caused by COVID-19
Evidence From Previous Epidemics Suggests That School-closure Can Prevent Up To 15% Of Infections
0%
20%
40%
60%
80%
Internationaltravel restrictions
Mass gatherings Internal travelrestrictions
Environmentalhygiene
School closure Communitycontact
reduction
Householdquarantine
Case isolation Workplace socialdistancing
Source: OECD, Flattening the covid-19 peak: Containment and mitigation policies
Reduction in the share (%) of the population contracting the disease
Reopening Schools May have A Different Impact Across Countries
In some countries (e.g. ITA and POL) the interaction children-elderly is much higher than in others (e.g. BEL, FIN).
Opening kindergartens and primary schools in ITA and POL may lead to a higher increase in mortality than in BEL and FIN
Contact matrices for home interaction
Source: github.com/sbfnk/socialmixr
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 ! 5
0
10
20
30
40
50
60
70
80
90
100
Bela
rus
Neth
erla
nds
Ukra
ine
Austr
iaP
ort
ug
al
Fin
land
Koso
vo
Pola
nd
Sw
itze
rla
nd
Icela
nd
Germ
any
Denm
ark
Norw
ay
Lithu
ania
Rom
ania
Nort
h M
ace
don
iaH
ung
ary
Luxe
mb
ou
rgS
erb
iaB
elg
ium
B-S
-J-Z
(C
hin
a)
Isra
el
Fra
nce
Sw
ede
nE
sto
nia
Slo
ven
iaL
atv
iaS
pa
inA
lban
iaB
osn
ia a
nd H
erz
eg
ovin
aM
old
ova
Italy
OE
CD
ave
rag
eC
ana
da
Baku
(A
zerb
aija
n)
Kaza
kh
sta
nC
zech R
ep
ub
licM
on
ten
eg
roS
lovak R
epu
blic
Ire
land
Russia
United
Kin
gd
om
Geo
rgia
New
Ze
ala
nd
United
Sta
tes
Cro
atia
Austr
alia
Gre
ece
Uru
gua
yT
urk
ey
Ja
pa
nM
alta
Ch
ileU
nited
Ara
b E
mira
tes
Qata
rK
ore
aS
au
di A
rab
iaC
osta
Ric
aJo
rdan
Pan
am
aD
om
inic
an R
ep
ub
licC
hin
ese
Taip
ei
Bulg
aria
Ma
ca
o (
Ch
ina
)L
eb
ano
nP
eru
Bra
zil
Ho
ng
Kon
g (
Chin
a)
Sin
ga
po
reA
rgen
tin
aM
oro
cco
Colo
mb
iaM
exic
oB
rune
i D
aru
ssala
mM
ala
ysia
Th
aila
nd
Phili
ppin
es
Ind
one
sia
%
Percentage of students that have access to a quiet place to study
Average Disadvantaged schools Advantaged schools
Access to a quiet place to study (PISA)
Fig A1
0
10
20
30
40
50
60
70
80
90
100
Denm
ark
Slo
ven
iaN
orw
ay
Pola
nd
Lithu
ania
Icela
nd
Austr
iaS
witze
rla
nd
Neth
erla
nds
Sw
ede
nC
zech R
ep
ub
licL
atv
iaF
inla
nd
Austr
alia
Ma
lta
Bela
rus
Cana
da
Russia
Port
ug
al
Serb
iaIs
rael
Belg
ium
Luxe
mb
ou
rgN
ort
h M
ace
don
iaG
erm
any
United
Kin
gd
om
Ma
ca
o (
Ch
ina
)S
lovak R
epu
blic
New
Ze
ala
nd
Hung
ary
Spa
inC
roa
tia
Fra
nce
Kore
aB
ulg
aria
Italy
Bosn
ia a
nd H
erz
eg
ovin
aO
EC
D a
ve
rag
eU
kra
ine
Gre
ece
Mo
nte
neg
roR
om
ania
Un
ited
Ara
b E
mira
tes
Sin
ga
po
reH
ong
Kon
g (
Chin
a)
United
Sta
tes
Esto
nia
Ire
land
Mo
ldova
Ch
ileK
oso
vo
Qata
rU
rug
ua
yC
hin
ese
Taip
ei
Geo
rgia
B-S
-J-Z
(C
hin
a)
Kaza
kh
sta
nS
au
di A
rab
iaC
osta
Ric
aA
rgen
tin
aA
lban
iaL
eb
ano
nB
aku
(A
zerb
aija
n)
Bru
ne
i D
aru
ssala
mT
urk
ey
Jo
rdan
Colo
mb
iaJa
pa
nP
an
am
aB
razil
Me
xic
oT
haila
nd
Peru
Ma
laysia
Mo
rocco
Do
min
ican R
ep
ub
licP
hili
ppin
es
Ind
one
sia
%
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 (PISA)
Fig A2
0
10
20
30
40
50
60
70
80
90
100
B-S
-J-Z
(C
hin
a)
Un
ited
Ara
b E
mira
tes
Phili
ppin
es
Qata
rK
aza
kh
sta
nS
inga
po
reA
lban
iaR
ussia
Th
aila
nd
Bela
rus
Sau
di A
rab
iaL
ithu
ania
Austr
iaK
ore
aS
lovak R
epu
blic
Ind
one
sia
Ukra
ine
Denm
ark
Latv
iaB
ulg
aria
Rom
ania
Nort
h M
ace
don
iaP
ola
nd
Slo
ven
iaM
exic
oM
on
ten
eg
roT
urk
ey
Norw
ay
United
Sta
tes
Ma
laysia
Mo
ldova
Geo
rgia
United
Kin
gd
om
Pan
am
aK
oso
vo
Sw
ede
nC
hin
ese
Taip
ei
Bru
ne
i D
aru
ssala
mS
erb
iaS
witze
rla
nd
Cana
da
Ma
ca
o (
Ch
ina
)A
ustr
alia
Bosn
ia a
nd H
erz
eg
ovin
aJo
rdan
Baku
(A
zerb
aija
n)
OE
CD
ave
rag
eL
eb
ano
nE
sto
nia
Czech R
ep
ub
licG
reece
Port
ug
al
Ch
ileC
roa
tia
New
Ze
ala
nd
Ma
lta
Do
min
ican R
ep
ub
licL
uxe
mb
ou
rgG
erm
any
Fra
nce
Isra
el
Colo
mb
iaH
ung
ary
Belg
ium
Costa
Ric
aP
eru
Spa
inH
ong
Kon
g (
Chin
a)
Neth
erla
nds
Bra
zil
Italy
Fin
land
Uru
gua
yIr
ela
nd
Mo
rocco
Arg
en
tin
aIc
ela
nd
Ja
pa
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
TECHNOLOGY IS ONLY AS GOOD AS ITS USE
Use of ICT for class work is widespread overall, but not universal…
Even before the crisis, the use of ICT for class work was already on the rise…
0
20
40
60
80
100
Den
ma
rk
New
Zea
lan
d
Au
stra
lia
Un
ited
Ara
b E
mir
ate
s
Co
lom
bia
Ru
ssia
Mex
ico
Tu
rke
y
Ka
zak
hst
an
Alb
ert
a (
Ca
na
da
)
CA
BA
(A
rgen
tin
a)
Ch
ile
Sw
eden
Lit
hu
an
ia
Un
ited
Sta
tes
Po
rtu
ga
l
Ro
ma
nia
Icel
an
d
Ge
org
ia
OE
CD
av
era
ge-
31
Isra
el
Sp
ain
Net
her
lan
ds
Fin
lan
d
Sa
ud
i A
rab
ia
La
tvia
Hu
ng
ary
Ma
lta
Slo
va
k R
epu
bli
c
Ita
ly
Cro
ati
a
Est
on
ia
Bu
lga
ria
Vie
t N
am
Sin
ga
po
re
Bra
zil
En
gla
nd
(U
K)
So
uth
Afr
ica
Fle
mis
h (
Be
lgiu
m)
Slo
ven
ia
Fra
nce
Cze
ch R
epu
bli
c
Au
stri
a
Ko
rea
Bel
giu
m
Sh
an
gh
ai
(Ch
ina
)
Fre
nch
(B
elg
ium
)
Ja
pa
n
2018 2013
Tables I.2.1 and I.2.4
Percentage of teachers who “frequently” or “always” let students use ICT for projects or class work
%
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
Teaching practices
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
%
OWNERSHIP AND EMPOWERMENT
Most teachers feel control over their practice
0
20
40
60
80
100
Sw
eden
Ice
lan
d
No
rwa
y
Ko
rea
Ne
ther
lan
ds
Ita
ly
Bra
zil
Isra
el
Fra
nce
Den
ma
rk
Sh
an
gh
ai
(Ch
ina
)
Ka
zak
hst
an
Ge
org
ia
Est
on
ia
Ro
ma
nia
Cze
ch R
ep
ub
lic
Sa
ud
i A
rab
ia
Hu
ng
ary
Ch
ile
Mex
ico
Vie
t N
am
Co
lom
bia
Fle
mis
h C
om
m.
(BE
L)
Slo
va
k R
ep
ub
lic
So
uth
Afr
ica
Lit
hu
an
ia
CA
BA
(A
rgen
tin
a)
OE
CD
av
era
ge-
31
Ne
w Z
ea
lan
d
Cro
ati
a
Fin
lan
d
La
tvia
Ru
ssia
n F
eder
ati
on
Un
ited
Ara
b E
mir
ate
s
Bel
giu
m
Au
stri
a
Un
ited
Sta
tes
Slo
ven
ia
Fre
nch
Co
mm
. (B
EL
)
Sin
ga
po
re
Ja
pa
n
Tu
rkey
Au
stra
lia
Sp
ain
Bu
lga
ria
Alb
erta
(C
an
ad
a)
En
gla
nd
(U
K)
Ma
lta
Po
rtu
ga
l
Most teachers feel control over their practice
Teachers' autonomy in determining course content in their target class Percentage of lower secondary teachers who "agree" or "strongly agree" that they have control over determining course content in their target class
%
Fig II.5.12
TEACHERS SEEM MORE OPEN TO INNOVATION THAN OUR
INDUSTRIAL SCHOOL ORGANISATION SUGGESTS
0
20
40
60
80
100
Most teachers in the school are open to change Most teachers in the school search for new ways to solve problems%
The vast majority of teachers have a positive
attitude towards change and innovation...
Teachers’ views on their colleagues’ attitudes towards innovationPercentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
Table I.2.35
0 20 40 60 80 100
Collaborating with teachers to solve classroom discipline problems
Working on a professional development plan for the school
Providing feedback to teachers based on principal's observations
Observing instruction in the classroom
Taking actions to ensure that teachers feel responsible for their students’ learning outcomes
Taking actions to ensure that teachers take responsibility for improving their teaching skills
Taking actions to support co-operation among teachers to develop new teaching practices
Reviewing school administrative procedures and reports
Resolving problems with the lesson timetable in the school
Providing parents or guardians with information on the school and student performance
Collaborating with principals from other schools on challenging work tasks
Direct instructional leadership activities
Indirect instructional leadership activities
Administrative tasks
System leadership
%
Guidance from school leaders matters for innovation,
but is not widespread across the board...
Principals' leadership activities Percentage of low secondary principals who "often" or "very often" engaged in the following activities in their school in the 12 months prior to the survey United States
STRENGTHENING RELEVANT OUTCOMES
Learning time ≠ learning outcomes
6
7
8
9
10
11
12
13
14
15
0
10
20
30
40
50
60
70
Fin
lan
dG
erm
any
Sw
itze
rla
nd
Sw
ed
en
Esto
nia
Ne
w Z
ea
land
Ja
pa
nC
zech
Re
pu
blic
Ma
ca
o (
Ch
ina
)N
eth
erla
nd
sIr
ela
nd
Fra
nce
United K
ingdom
Au
str
alia
No
rwa
yIc
ela
nd
Ca
na
da
Be
lgiu
mS
love
nia
Ho
ng
Ko
ng
(C
hin
a)
La
tvia
OE
CD
ave
rag
eL
ith
ua
nia
Uru
gu
ay
Lu
xe
mb
ou
rgP
ort
ugal
Slo
va
k R
ep
ub
licD
en
ma
rkP
ola
nd
Hu
ng
ary
Sin
gap
ore
Au
str
iaU
nite
d S
tate
sC
hin
ese
Ta
ipe
iIs
rael
Cro
atia
Ko
rea
Ru
ssia
Bu
lgaria
Gre
ece
Ita
lyT
urk
ey
Ch
ileB
razil
Co
lom
bia
Me
xic
oC
osta
Ric
aM
onte
negro
Peru
Qa
tar
Un
ite
d A
rab
Em
ira
tes
Th
aila
nd
Do
min
ica
n R
ep
ub
lic
Sco
re p
oin
ts in
read
ing
per
ho
ur
of
learn
ing
tim
e
Hours
Time in school
Learning out of school
Productivity
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
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
Croatia
Germany
Panama
Malta
Dominican Republic
AustriaRussia
Albania
Czech Republic
Iceland
Bulgaria
Estonia
Sweden
LatviaSwitzerland
Singapore
Korea
Moldova
New Zealand
Hong Kong (China)
Colombia
Turkey
NetherlandsLithuania
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
Luxembourg
Belarus
United Kingdom
R² = 0.47
330
380
430
480
530
25 35 45 55 65 75 85
Ave
rag
e r
ea
din
g s
co
re
Percentage of students who disagreed or strongly disagreed that their intelligence cannot change very much (%)
OE
CD
ave
rag
e
OECD average
Growth mindset and reading performance
Fig II.14.3
More students holding a growth mindset
Hig
he
r pe
rform
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
Ch
an
ge in
th
e i
nd
ex
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
Life satisfaction among 15-year-old students
0
10
20
30
40
50
60
70
80
90
100
Ne
therl
and
s
7.8
Me
xic
o 8
.3
Do
min
ican
Rep
ublic
8
.5
Fin
land
7.9
Co
sta
Ric
a 8
.2
Cro
atia
7
.9
Sw
itzerl
and
7
.7
Lithu
ania
7
.9
Icela
nd
7
.8
Fra
nce
7.6
Co
lom
bia
7
.9
Belg
ium
7
.5
Uru
guay 7
.7
Austr
ia
7.5
Ru
ssia
7
.8
Esto
nia
7
.5
Spain
7
.4
Mo
nte
neg
ro 7
.8
Tha
iland
7
.7
La
tvia
7
.4
Germ
any 7
.4
Bra
zil
7.6
Port
ug
al 7.4
Irela
nd
7
.3
Lu
xe
mbo
urg
7
.4
Slo
vak R
epub
lic
7.5
OE
CD
avera
ge 7
.3
Peru
7
.5
Un
ite
d S
tate
s
7.4
Ch
ile 7
.4
Hu
nga
ry 7
.2
Bulg
aria
7
.4
Qata
r 7.4
Slo
ven
ia 7
.2
Pola
nd
7.2
Un
ite
d A
rab E
mira
tes 7
.3
Czech R
epu
blic
7
.1
Un
ite
d K
ing
dom
7
.0
Ita
ly 6
.9
Gre
ece
6.9
Japa
n 6
.8
Tun
isia
6
.9
B-S
-J-G
(C
hin
a)
6.8
Ma
ca
o (
Ch
ina
) 6.6
Ch
ine
se
Taip
ei 6
.6
Ho
ng K
on
g (
Chin
a)
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
Ch
an
ge
in
stu
de
nts
’ a
ve
rag
e l
ife
sa
tis
fac
tio
n a
ss
oc
iate
d w
ith
a
on
e-u
nit
in
cre
as
e in
th
e s
ch
oo
l-le
ve
l in
dic
es
After accounting for student and school characteristics
Before 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
ate
r Life S
atisfa
ction
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
dar
diz
ed r
egre
ssio
n c
oef
fici
ents
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
dar
diz
ed r
egre
ssio
n c
oef
fici
ents
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
dar
diz
ed r
egre
ssio
n c
oef
fici
ents
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
dar
diz
ed r
egre
ssio
n c
oef
fici
ents
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
Literacy
Listening, understanding
Empathy and
trust
Understanding and trusting others
Self-regulation
Regulating 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
Nu
mb
er o
f ti
mes
mo
re li
kely
Transformative competencies
• Creating new value
• Taking responsibility
• Reconciling tensions & dilemmas
34
Implications for pedagogy
• Anticipation
• Action
• Reflection
35
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
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