Andreas Schleicher, OECD Directorate for Education, 2003 Organisation for Economic Co-Operation and Development Literacy Skills for the World of Tomorrow Results from the OECD Programme for International Student Assessment (PISA) 1 July 2003 Andreas Schleicher Head, Indicators and Analysis Division Directorate for Education

Andreas Schleicher, OECD Directorate for Education, 2003 What PISA provides r A comprehensive assessment of the yield of education systems including and beyond the curriculum r Comparable skill measures that can guide policy decisions r Insights into the mix of factors which contribute to the development of knowledge and skills and how these factors operate similarly or differently across countries r A strong substantive and multicultural core for defining performance targets

Andreas Schleicher, OECD Directorate for Education, 2003 Rise in baseline qualifications over one generation Proportion of the population with completed upper secondary education by age group (37 countries)

Andreas Schleicher, OECD Directorate for Education, 2003 To analyse, compare, contrast, and evaluate To think imaginatively To apply knowledge in real-life situations To communicate thoughts and ideas effectively Literacy in PISA About the capacity of young adults to access, manage, integrate, evaluate and reflect on written information

Andreas Schleicher, OECD Directorate for Education, 2003 Reading Literacy Using, interpreting and reflecting on written material

Andreas Schleicher, OECD Directorate for Education, 2003 Mathematical literacy Emphasis is on mathematical knowledge put into functional use in a multitude of different situations in varied, reflective and insight-based ways Reading Literacy Using, interpreting and reflecting on written material

Andreas Schleicher, OECD Directorate for Education, 2003 Mathematical literacy Emphasis is on mathematical knowledge put into functional use in a multitude of different situations in varied, reflective and insight-based ways Reading Literacy Using, interpreting and reflecting on written material Scientific Literacy Using scientific knowledge, identifying scientific questions, and drawing evidence-based conclusions to understand and make decisions about the natural world

Andreas Schleicher, OECD Directorate for Education, 2003

Literacy Skills for the World of Tomorrow

Andreas Schleicher, OECD Directorate for Education, 2003 Below Level 1 These students may be able to read, but have not acquired the skills to use reading for learning Reading Literacy Level 1 Recognise main theme on a familiar topic, make simple connections 10% 22% 12% 6%6% 22% 29% OECD Average PISA Proficiency Levels in Reading Literacy Reading Literacy Level 5 Evaluating information and building hypotheses Drawing on specialised knowledge, Accommodating concepts contrary to expectations Level 5 Level 4 Level 3 Level 2 Level 1 Below Level 1 23% 22% Non-OECD average OECD averag e 25% 19 % 9% 2%

Andreas Schleicher, OECD Directorate for Education, 2003 Percentage of students at each of the proficiency levels in reading literacy Level 2 Level 1 Below Level 1 Level 5 Level 4 Level

Andreas Schleicher, OECD Directorate for Education, 2003 Variation in reading literacy performance

Andreas Schleicher, OECD Directorate for Education, 2003 Variation in reading literacy performance

Andreas Schleicher, OECD Directorate for Education, 2003 Variation of performance between schools Variation of performance within schools Variation in reading literacy performance

Andreas Schleicher, OECD Directorate for Education, 2003 Low Performance High Performance Low performance Low social equity High performance Low social equity Low performance High social equity High performance High social equity Low Social equity High Social equity

Andreas Schleicher, OECD Directorate for Education, 2003 Low Performance High Performance Low performance Low social equity High performance Low social equity Low performance High social equity High performance High social equity Low Social equity High Social equity

Andreas Schleicher, OECD Directorate for Education, 2003 Effects of students’ and schools’ socio-economic background on student performance (Effects associated with half a standard deviation on the socio-economic index)

Andreas Schleicher, OECD Directorate for Education, 2003 Place of birth and student performance Percentage of non-native and first-generation students Performance of non-native, first- generation students on the combined reading literacy scale First-generation students Non-native students First-generation students Native students

Andreas Schleicher, OECD Directorate for Education, 2003 Gender differences Favouring girls Favouring boys Reading literacy Mathematical literacy Scientific literacy

Andreas Schleicher, OECD Directorate for Education, 2003 Percentage of students at or below Level 1 in Reading Literacy %

Andreas Schleicher, OECD Directorate for Education, 2003 Reading literacy, reading engagement and gender

Andreas Schleicher, OECD Directorate for Education, 2003 Job-expectations of 15-year-olds at age 30

Andreas Schleicher, OECD Directorate for Education, 2003 Low Social equity High Social equity High Performance Low Performance E.g. Learning environment and course offering High degree of autonomy Low degree of autonomy % Variance between schools

Andreas Schleicher, OECD Directorate for Education, 2003 Low Social equity High Social equity High Performance Low Performance Early selection and institutional stratification Low degree of stratification High degree of stratification

Andreas Schleicher, OECD Directorate for Education, 2003 Summing up r Building student engagement with reading… …may help lift overall performance and counter social disadvantage r Many of the high performing countries have shifted the focus of policy and practice… …from the control over resources to the management of results –High performance expectations –Strong learning climate and teacher-student relations –Schools with greater freedom to decide on curricular offerings, establish their learning environment, manage their resources …from the institutions to learning and the learner –Individual teacher support and open pathways r PISA cannot provide conclusive answers but can help to ask the right questions

Andreas Schleicher, OECD Directorate for Education, 2003 Further information …and remember: Without data, you are just another person with an opinion

Supplementary slides

Andreas Schleicher, OECD Directorate for Education, 2003 Student performance and national income

Andreas Schleicher, OECD Directorate for Education, 2003 Student performance and national income

Andreas Schleicher, OECD Directorate for Education, 2003 Gender differences Favouring girls Favouring boys Reading literacy Mathematical literacy Scientific literacy

Andreas Schleicher, OECD Directorate for Education, 2003 Reading literacy proficiency by levels of engagement and social background

Andreas Schleicher, OECD Directorate for Education, 2003 Engagement with School Highly engaged and high performing students Highly engaged but moderately performing students Truant and low performing students Disengaged but high performing students Disengaged and low-performing but not truant

Andreas Schleicher, OECD Directorate for Education, 2003 Interest in reading and performance on reading literacy Males Females Low interest in reading High interest in reading

Andreas Schleicher, OECD Directorate for Education, 2003 Interest in mathematics and performance on mathematical literacy Males Females Low interest in mathematics High interest in mathematics

Andreas Schleicher, OECD Directorate for Education, 2003 Job-expectations of 15-year-olds at age 30 Percentage of females Percentage of males White collar Blue collar