PISA 2018 Results Programme For International Student .

PISA 2018 ResultsProgramme for International Student AssessmentEducation disrupted – education rebuiltGlobal Science of Learning Education NetworkAndreas Schleicher

UNESCO monitoring of school closures in responseto the Covid-19 crisis, as of 2 AprilGlobal monitoring of school closures caused by COVID-19

Evidence From Previous Epidemics SuggestsThat School-closure Can Prevent Up To 15% Of Infections80%Reduction in the share (%) of the population contracting the disease60%40%20%0%International Mass gatheringstravel restrictionsInternal travelrestrictionsEnvironmentalhygieneSource: OECD, Flattening the covid-19 peak: Containment and mitigation policiesSchool eCase isolation Workplace socialdistancing

Reopening Schools May have A Different Impact Across CountriesContact matrices for home interactionIn some countries (e.g. ITA and POL)the interaction children-elderly ismuch higher than in others (e.g. BEL,FIN).Opening kindergartens and primaryschools in ITA and POL may lead to ahigher increase in mortality than inBEL and FINSource: github.com/sbfnk/socialmixr

Impact of Covid-19 on education 1.5bn students impacted by school closures Remote learning has become the lifeline for learningbut doesn’t address the social functions of schools Access, use and quality of online resources amplifyinginequality 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

thuaniaRomaniaNorth MacedoniaHungaryLuxembourgSerbiaBelgiumB-S-J-Z nAlbaniaBosnia and HerzegovinaMoldovaItalyOECD averageCanadaBaku (Azerbaijan)KazakhstanCzech RepublicMontenegroSlovak RepublicIrelandRussiaUnited KingdomGeorgiaNew ZealandUnited aChileUnited Arab EmiratesQatarKoreaSaudi ArabiaCosta RicaJordanPanamaDominican RepublicChinese TaipeiBulgariaMacao (China)LebanonPeruBrazilHong Kong ei ss to a quiet place to study (PISA)Percentage of students that have access to a quiet place to studyAverageDisadvantaged schoolsFig A1Advantaged schools1009080706050403020100

aSwitzerlandNetherlandsSwedenCzech ssiaPortugalSerbiaIsraelBelgiumLuxembourgNorth MacedoniaGermanyUnited KingdomMacao (China)Slovak RepublicNew Bosnia and HerzegovinaOECD averageUkraineGreeceMontenegroRomaniaUnited Arab EmiratesSingaporeHong Kong (China)United Chinese TaipeiGeorgiaB-S-J-Z (China)KazakhstanSaudi ArabiaCosta RicaArgentinaAlbaniaLebanonBaku (Azerbaijan)Brunei icoThailandPeruMalaysiaMoroccoDominican RepublicPhilippinesIndonesiaAccess to a computer for school work (PISA)Percentage of students that have access to a computer they can use for school workAverageDisadvantaged schoolsFig A2Advantaged schools1009080706050403020100

%B-S-J-Z (China)United Arab RussiaThailandBelarusSaudi ArabiaLithuaniaAustriaKoreaSlovak iaNorth yUnited StatesMalaysiaMoldovaGeorgiaUnited KingdomPanamaKosovoSwedenChinese TaipeiBrunei DarussalamSerbiaSwitzerlandCanadaMacao (China)AustraliaBosnia and HerzegovinaJordanBaku (Azerbaijan)OECD averageLebanonEstoniaCzech RepublicGreecePortugalChileCroatiaNew ZealandMaltaDominican ryBelgiumCosta RicaPeruSpainHong Kong MoroccoArgentinaIcelandJapanTeachers have the necessary technical and pedagogical skills to integratedigital devices in instructionPercentage of students in schools whose principal agreed or strongly agreed that teachers havethe necessary technical and pedagogical skills to integrate digital devices in instructionAverageDisadvantaged schoolsFig A9Advantaged schools1009080706050403020100

TECHNOLOGY IS ONLY AS GOODAS ITS USE

Use of ICT for class work is widespread overall,but not universal

Tables I.2.1 and I.2.4JapanFrench (Belgium)Shanghai (China)2018BelgiumKoreaAustriaCzech RepublicFranceSloveniaFlemish (Belgium)South AfricaEngland (UK)BrazilSingaporeViet NamBulgariaEstoniaCroatiaItalySlovak RepublicMaltaHungaryLatviaSaudi ArabiaFinlandNetherlandsSpainIsraelOECD average-31GeorgiaIcelandRomaniaPortugalUnited StatesLithuaniaSwedenChileCABA (Argentina)Alberta (Canada)KazakhstanTurkeyMexicoRussiaColombiaUnited Arab EmiratesAustralia%New ZealandDenmarkEven before the crisis, the use of ICT for class workwas already on the rise Percentage of teachers who “frequently” or “always” let students use ICT for projects orclass work1002013806040200

Innovative projects and the use of ICT can be usefulstrategies to address the current challenges to schoolTeaching practicesPercentage of teachers who frequently or always use the following practices in their class(OECD average-31)01020304050607080%90100Tell students to follow classroom rulesTell students to listen to what I sayCalm students who are disruptiveWhen the lesson begins, tell students to quieten down quicklyClassroommanagementExplain to students what I expect them to learnExplain how new and old topics are relatedClarity ofinstructionSet goals at the beginning of instructionRefer to a problem from everyday life or workPresent a summary of recently learned contentLet students practise similar tasksGive tasks that require students to think criticallyHave students work in small groups to come up with a solutionLet students to solve complex tasksCognitiveactivationPresent tasks for which there is no obvious solutionLet students use ICT for projects or class workGive students projects that require at least one week to completeEnhancedactivities

OWNERSHIP ANDEMPOWERMENT

Most teachers feel control over their practice

ColombiaViet NamMexicoChileHungarySaudi ArabiaCzech RepublicRomaniaEstoniaGeorgiaKazakhstanShanghai rtugalMaltaEngland (UK)Alberta French Comm. (BEL)SloveniaUnited StatesAustriaBelgiumUnited Arab EmiratesRussian FederationLatviaFinlandCroatiaNew ZealandOECD average-31CABA (Argentina)LithuaniaSouth AfricaSlovak RepublicFlemish Comm. (BEL)Fig II.5.12KoreaNorway%IcelandSwedenMost teachers feel control over their practiceTeachers' autonomy in determining course content in their target classPercentage of lower secondary teachers who "agree" or "strongly agree" that they have control overdetermining course content in their target class100806040200

TEACHERS SEEM MORE OPENTO INNOVATION THAN OURINDUSTRIAL SCHOOLORGANISATION SUGGESTS

The vast majority of teachers have a positiveattitude 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%Most teachers in the school are open to change100806040200Table I.2.35Most teachers in the school search for new ways to solve problems

Guidance from school leaders matters for innovation,but is not widespread across the board.Principals' leadership activitiesPercentage of low secondary principals who "often" or "very often" engaged in the following activities intheir school in the 12 months prior to the surveyUnited States%0Collaborating with teachers to solve classroom discipline problemsWorking on a professional development plan for the schoolProviding feedback to teachers based on principal's ipactivitiesObserving instruction in the classroomTaking actions to ensure that teachers feel responsible for their students’ learning outcomesTaking actions to ensure that teachers take responsibility for improving their teaching skillsTaking actions to support co-operation among teachers to develop new teaching practicesReviewing school administrative procedures and reportsResolving problems with the lesson timetable in the schoolProviding parents or guardians with information on the school and student performanceCollaborating with principals from other schools on challenging work nistrativetasksSystemleadership

STRENGTHENINGRELEVANT OUTCOMES

5010FinlandGermanySwitzerlandSwedenEstoniaNew ZealandJapanCzech RepublicMacao (China)NetherlandsIrelandFranceUnited Hong Kong (China)LatviaOECD averageLithuaniaUruguayLuxembourgPortugalSlovak RepublicDenmarkPolandHungarySingaporeAustriaUnited StatesChinese urkeyChileBrazilColombiaMexicoCosta RicaMontenegroPeruQatarUnited Arab EmiratesThailandDominican Republic70Productivity401312Learning out of school30Time in school0Note: 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 time1110920876Score points in reading per hour of learning timeLearning time learning outcomes15Hours6014

530480430R² 0.47380 PanamaSingaporeFinland United StatesIreland EstoniaCanadaKoreaSwedenNew ZealandPolandUnited KingdomChinese TaipeiJapan AustraliaDenmarkFranceSloveniaGermanyPortugalCzech RepublicRussia SwitzerlandCroatiaAustriaLatviaNetherlands BelarusHungaryLithuaniaItalyIsrael ChileMaltaUnited Arab Emirates nCosta egovinaAlbaniaSaudi ArabiaPeru Baku (Azerbaijan)ArgentinaThailandMacao (China)Hong Kong (China)OECD averageBrunei DarussalamGeorgia Dominican Republic3302535Fig II.14.3B-S-J-Z (China)OECD averageAverage reading scoreHigher performanceGrowth mindsetand reading performance4555Similar relationshipwithin most countries(Figure III.14.2)6575More students holding a growth mindsetPercentage of students who disagreed or strongly disagreed that their intelligence cannot change very much (%)85

Growth mindset and student attitudesChange in the following indices when students disagreed or strongly disagreed that "your intelligence issomething about you that you can’t change very much“:Fig III.14.50.04Change in the index0.030.020.010.00-0.01-0.02-0.03All linear regression models account forstudents' and schools' socio-economic profile-0.04-0.05Motivation to mastertasksSelf-efficacyFear of failureLearning goalsValue of school

Turkey 6.1Korea 6.4Hong Kong (China) 6.5Chinese Taipei 6.6Macao (China) 6.6B-S-J-G (China) 6.8Tunisia 6.9Japan 6.8Moderately satisfiedGreece 6.9Italy 6.9United Kingdom 7.0Czech Republic 7.1United Arab Emirates 7.3Poland 7.2Slovenia 7.2Qatar 7.4Bulgaria 7.4Hungary 7.2Chile 7.4United States 7.4Peru 7.5SatisfiedOECD average 7.3Slovak Republic 7.5Luxembourg 7.4Ireland 7.3Portugal 7.4Brazil 7.6Germany 7.4Latvia 7.4Thailand 7.7Very satisfiedMontenegro 7.8Spain 7.4Estonia 7.5Russia 7.8Austria 7.530Uruguay 7.740Belgium 7.550Colombia 7.960France 7.670Iceland 7.880Lithuania 7.9%Switzerland 7.7Croatia 7.9Costa Rica 8.2Finland 7.9Dominican Republic 8.5Mexico 8.3Netherlands 7.8Life satisfaction among 15-year-old studentsFigure III.3.1Not satisfied10090Factorsthatpredictpoor life satisfaction:Factors thatpredicthighlife satisfaction:Anxietywith school work Good teachersupport Highinternet use Good parentalsupport Students who talk or meet with friends after school More physical activity20100

Students' life satisfaction and school climateChange in the school-level index associated with a one-point change on the student life-satisfaction scaleFig III.11.70.80Before accounting for student and school characteristics0.60Change in students’ average life satisfaction associated witha one-unit increase in the school-level indicesGreater Life SatisfactionAfter accounting for student and school characteristics0.400.200.00-0.20-0.40-0.60Index ofdisciplinaryclimateIndex ofexposure tobullyingIndex of sense of Index of teacher Index of teacher Index of student Index of studentbelonging atsupportfeedbackco-operationcompetitionschool

Fostering creativity in schools: Knowledge Disciplinary Interdisciplinary Epistemic Procedural25

Fostering creativity in schools: Skills Cognitive & metacognitive Social & emotional Physical & practical26

Influence of students’ environment – Classroom climateCooperative classroom climate is positively related to SE skillsStandardized regression .05Cooperative climate 10 yoCooperative climate 15 yo

Influence of students’ environment – School bullyingSchool bullying is negatively related to students’ SE skillsStandardized regression ullying 10 yoBullying 15 yo