PISA 2015 - Volume I: Excellence and Equity in Education and Volume II: Policies and Practices for Successful Schools
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presented by OECD Secretary-General Angel Gurría, London, 6 December 2016. The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries.
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PISA 2015 - Volume I: Excellence and Equity in Education and Volume II: Policies and Practices for Successful Schools
- 1. PISA 2015Volume I: Excellence and Equity in Education Volume II: Policies and Practices for Successful Schools OECD Secretary-General Angel Gurría London, UK 6 December 2016
- 2. We live in an age of unprecedented science innovation, but science education isn’t keeping up. Science
- 3. Student expectations of a science-related career, 2006 and 2015 0 5 10 15 20 25 30 35 40 45 Montenegro UnitedKingdom Israel Croatia Mexico Austria Norway Turkey Estonia Australia UnitedStates Romania Macao(China) Jordan Brazil Russia HongKong(China) Lithuania Japan NewZealand Spain Latvia Canada Slovenia Bulgaria Hungary Sweden Greece Finland Switzerland OECDaverage-35 Ireland Tunisia Chile France CzechRepublic Netherlands Korea SlovakRepublic Germany Iceland Luxembourg Belgium Uruguay ChineseTaipei Denmark Italy Colombia Poland Portugal Indonesia Thailand Students in 2015 who expect to work in science Students in 2006 who expect to work in science %
- 4. -40 -30 -20 -10 0 10 20 30 Georgia Qatar Albania Peru Moldova Colombia Portugal TrinidadandTobago Singapore Macao(China) Romania Israel Bulgaria Norway Russia Poland Japan Indonesia Brazil Chile Estonia Spain Malta Thailand Italy UnitedStates Mexico Denmark Turkey Latvia Uruguay Montenegro ChineseTaipei France Tunisia Luxembourg Ireland OECDaverage-35 UnitedKingdom Slovenia Germany Korea Switzerland Canada Belgium Lithuania VietNam Sweden Jordan Croatia Austria Netherlands HongKong(China) CzechRepublic Australia Greece CostaRica NewZealand Iceland Hungary SlovakRepublic Finland UnitedArabEmirates Score-pointdifference Average three-year trend in science across PISA assessments Average three-year trend in science performance since 2006 (51)
- 5. Spending per student from the age of 6 to 15 and science performance Luxembourg Switzerland NorwayAustria Singapore United States United Kingdom Malta Sweden Belgium Iceland Denmark Finland NetherlandsCanada Japan Slovenia Australia Germany Ireland France Italy Portugal New Zealand Korea Spain Poland Israel Estonia Czech Rep.Latvia Slovak Rep. Russia CroatiaLithuania Hungary Costa Rica Chinese Taipei Chile Brazil Turkey Uruguay Bulgaria Mexico Thailand Montenegro Colombia Dominican Republic PeruGeorgia R² = 0.04 R² = 0.36 300 350 400 450 500 550 600 0 20 40 60 80 100 120 140 160 180 200 Scienceperformance(scorepoints) Average spending per student from the age of 6 to 15 (in thousands USD, PPP)
- 6. Mean science performance Singapore Japan Estonia Chinese Taipei FinlandMacao (China) Canada Viet Nam Hong Kong (China)B-S-J-G (China) KoreaNew Zealand SloveniaAustralia United Kingdom Germany Netherlands Ireland BelgiumDenmark Poland Portugal Norway United StatesAustria France Sweden Czech RepublicSpain Latvia Russia LuxembourgItaly Hungary LithuaniaCroatiaCABA (Argentina) Iceland Israel Malta Slovak Republic Greece ChileBulgaria United Arab EmiratesRomania Uruguay Moldova AlbaniaTurkey Trinidad and Tobago Thailand Costa Rica Qatar ColombiaMexico GeorgiaMontenegro410 430 450 470 490 510 530 550 Mean score 10 countries perform below this line…
- 7. Percentage of low-achievers in science 0 10 20 30 40 50 60 70 80 90 VietNam Macao(China) Estonia HongKong(China) Singapore Japan Canada Finland ChineseTaipei Korea Slovenia Ireland Denmark B-S-J-G(China) Poland Germany Latvia Portugal UnitedKingdom NewZealand Australia Russia Spain Switzerland Netherlands Norway Belgium UnitedStates CzechRepublic Austria OECDaverage-35 Sweden France CABA(Argentina) Italy Croatia Lithuania Iceland Luxembourg Hungary SlovakRepublic Israel Malta Greece Chile Bulgaria Romania Uruguay Albania UnitedArabEmirates Moldova Turkey TrinidadandTobago CostaRica Thailand Mexico Colombia Jordan Qatar Georgia Montenegro Indonesia Brazil Peru Lebanon FYROM Tunisia Kosovo Algeria DominicanRepublic % Percentage of students below proficiency level 2
- 8. Singapore’s 15-year-olds are above the OECD average in each science category 556 493 553 493 560 493 556 493 350 400 450 500 550 600 Singapore OECDaverage Score points Mean performance in science (overall science scale) Explain phenomena scientifically Evaluate and design scientific enquiry Interpret data and evidence scientifically
- 9. The last decade has seen an improvement in education equity. Equity
- 10. Across OECD countries, disadvantaged students are almost 3 times more likely to be low performers in science 1 2 3 4 5 6 7 DominicanRepublic CABA(Argentina) Peru Singapore France Hungary B-S-J-G(China) Luxembourg Chile Bulgaria Belgium CzechRepublic SlovakRepublic Germany Switzerland ChineseTaipei NewZealand Spain Austria Japan Portugal Poland Australia Israel Uruguay OECDaverage Malta Ireland Greece Jordan Lebanon Romania Slovenia CostaRica Italy Mexico Finland Georgia Netherlands Sweden Brazil Moldova Lithuania Canada Qatar UnitedStates Denmark Colombia Indonesia Korea Norway Tunisia UnitedArabEmirates UnitedKingdom Russia Croatia TrinidadandTobago FYROM VietNam Turkey Estonia HongKong(China) Latvia Montenegro Kosovo Iceland Thailand Macao(China) Algeria Odds ratio Increased likelihood of students in the bottom quarter of ESCS scoring below Level 2 in science, relative to non-disadvantaged students (3 other quarters of ESCS1)
- 11. Disadvantaged students ─ resilience 0 10 20 30 40 50 60 70 80 VietNam Macao(China) HongKong(China) Singapore Japan Estonia ChineseTaipei B-S-J-G(China) Finland Korea Spain Canada Portugal UnitedKingdom Latvia Slovenia Poland Germany Australia UnitedStates Netherlands NewZealand Ireland OECDaverage Switzerland Denmark Belgium France Italy Norway Austria Russia CzechRepublic Sweden Croatia Lithuania Turkey Malta Luxembourg Hungary Thailand Greece SlovakRepublic Iceland Israel CABA(Argentina) Chile Uruguay Bulgaria Moldova TrinidadandTobago Mexico Colombia Romania Indonesia CostaRica Brazil Montenegro UnitedArabEmirates Jordan Georgia Algeria Lebanon Qatar Tunisia FYROM Peru Kosovo DominicanRepublic % Percentage of resilient students Resilient students come from the bottom 25% of the ESCS index within their country/economy and perform among the top 25% across all countries/economies, after accounting for socioeconomic status
- 12. Percentage of low performers in science, by immigrant background 0 10 20 30 40 50 60 70 80 Estonia HongKong(China) Canada Singapore Macao(China) Switzerland Germany Denmark Slovenia Ireland Belgium NewZealand UnitedKingdom Austria Netherlands Norway Spain Luxembourg Australia Sweden Portugal UnitedStates Russia France CABA(Argentina) OECDaverage Italy Croatia Israel Greece CostaRica Jordan UnitedArabEmirates Qatar Percentageoflowperformers (belowproficiencyLevel2) Non-immigrant students Second-generation immigrant students First-generation immigrant students Only countries where the immigrant student population >6.25% are shown
- 13. Students with an immigrant background ─ resilience 0 10 20 30 40 50 60 70 80 HongKong(China) Macao(China) Estonia Singapore Spain Portugal Canada Switzerland UnitedKingdom Germany Slovenia Australia Netherlands NewZealand Austria Belgium OECDaverage Denmark Norway UnitedStates Ireland Sweden France Italy Russia Croatia Luxembourg Greece CABA(Argentina) Israel CostaRica Jordan UnitedArabEmirates Qatar % Non-immigrant students Immigrant students Only countries where the immigrant student population >6.25% are shown Resilient students come from the bottom 25% of the ESCS index within their country/economy and perform among the top 25% across all countries/economies, after taking socioeconomic status into account
- 14. -100 -80 -60 -40 -20 0 20 40 60 Turkey Singapore VietNam Japan Tunisia Italy ChineseTaipei Thailand Greece Switzerland CzechRepublic UnitedStates Estonia Uruguay France Austria CABA(Argentina) Kosovo Mexico HongKong(China) Indonesia Luxembourg Sweden Hungary Malta DominicanRepublic Latvia OECDaverage B-S-J-G(China) Portugal Slovenia Spain UnitedKingdom SlovakRepublic Norway Australia Croatia Denmark Peru Jordan CostaRica Colombia Chile Netherlands Korea NewZealand Canada Lithuania Ireland Georgia TrinidadandTobago FYROM Germany Finland Lebanon Belgium Poland Brazil UnitedArabEmirates Qatar Score-pointdifference After accounting for socio-economic status Public and private schools, and students’ science performance Students in private schools perform better Students in public schools perform better
- 15. The difference is not how good they are at science but in their attitudes to science. Gender
- 17. Expectations of a science career, boys and girls (OECD average) 0 2 4 6 8 10 12 14 16 18 20 ...science and engineering professionals ...health professionals ...information and communication technology (ICT) professionals ...science-related technicians or associate professionals % Girls Boys Students who expect to work as...