Educational Decentralization and School Based Management: The Case of Hong Kong

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Educational Decentralization and School Based Management: The Case of Hong Kong"

Transcription

1 Educational Decentralization and School Based Management: The Case of Hong Kong Esther Sui-chu Ho, Professor, Department of Educational Administration and Policy Director of HKPISA Center, Faculty of Education, The Chinese University of Hong Kong Benchmarking Education Systems for Results: East Asia Regional Conference, Singapore, June 2010 Three Forms of Educational Decentralization Organizational A decision to decentralize authority vertically to schools School administrators (and/or Teachers) make important decisions concerning staffing, budgeting, teaching learning Example in HK: SMI (1991) SBM (1999) - IMC Economic Inspired by the need for competition in a market economy of schools School revenues are tied closely to the numbers of students they attract Example in HK: Direct Subsidized Scheme (DSS) Voucher for Pre-primary Private (e.g. International Schools) Political Members of the boards: substantial representation of teachers + parents May have authority over the employment of key school personnel e.g. principals Example in HK: Incorporated Management Committee (IMC)- but only with teacher, parent and alumni representative School-based Management in Hong Kong Institutionalization stage- Transforming schools into dynamic and accountable professionla learnng communities (2000) -\ Governance Framework and Ordinance (2004) Each school have to set up Incorporated Management Committee (IMC) 1997 Implementation stage Educational Commission Report No 7 All schools should have put in place SBM by the year Rationale Participation Transparency Accountability Self-improvement Student-oriented School-based flexibility 1991 Initiation stage The School Management Initiative: the framework for quality in Hong Kong schools (SMI) 1

2 Decision Makers Decision Areas Incorporated Management Committee (IMC/SMC) Major Tasks of IMC (1) Administration and Management : staffing and budgeting - parental and community involvement Teaching and Learning: Cognitive: Courses offering, Medium of Student Conduct, Moral / Civic education Student Activities, School ethos / prestige Major Tasks of IMC (2) School development plan (3 years) Annual school plan + report Annual financial plan + report Performance indicators - Value addedness in cognitive outcomes - Evaluation of teachers and principals, and overall school quality from students, parents, teachers and principals 2

3 Nature and Impact of Hong Kong SBM 1. The measurement of educational decentralization 2. Nature of SBM in Hong Kong 3. Impact of SBM on Student Learning in Hong Kong Database and Methodology Data from the first 3 cycles of the Programme for International Student Assessment (PISA2000+, PISA2003, PISA2006) were analysed to investigate the extent of educational decentralization Countries/Regions: Hong Kong and some other Asian societies (e.g. Japan, Korea, Thailand etc). Cluster analysis was used to reveal to nature and extent of decentralization of the schooling systems in the three societies. Nature of SBM in Hong Kong The measurement of decentralization (OECD/PISA2000) Decentralized Two dimensional model constructed by HO (Ho, 2006) Decision Makers (6 Levels) Decision Areas (5 Areas) Teachers Department Heads Principals School District Provinces / Regions State 6 levels of decision makers 5 decision areas Centralized Budgeting Students and instruction 3

4 The measurement of decentralization (Hong Kong) Decentralized Teachers Department Heads Principals School Board (SMB/IMC) Central Office (EDB) Centralized 5 levels of decision makers 5 decision areas Budgeting Students and instruction Percentage of principals reporting their schools have responsibility for the following school issues in PISA OECD/PISA Five Decision Areas Administrative items Hong Kong average (%) 2003 average (%) Appointing teachers Dismissing teachers Teacher Establishing teachers' starting salaries Determining teachers' salary increases Budgeting Formulating the school budget Deciding on budget allocations within the school Student Establishing student disciplinary policies Establishing student assessment policies Approving students for admittance to school and s Choosing which textbooks are used Determining course content Deciding which courses are offered The measurement of the degree of decentralization Decentralized The measurement of the degree of decentralization Decentralized Teachers Teachers Department Heads Principals School District School autonomy Decision making is a school level responsibility Department Heads Principals School District Teacher Participation Teachers are the decision makers Provinces / Regions Provinces / Regions State State Centralized Budgeting Students and instruction Centralized Budgeting Students and instruction 4

5 School autonomy Teacher participation Cluster Analysis of schools participated in PISA (41 countries) Cluster 1 Cluster 2 Cluster 3 Cluster 4 Centralized School Driven Teacher Driven Decentralized The measurement of the degree of decentralization 4 different forms of decentralization Low Teacher participation High School autonomy Low The centralized model The teacher - driven model High The school - driven model The decentralized model Four forms of decentralization models in PISA2006 Cluster 1 - The centralized model (characterized by low levels of both school autonomy and teacher participation), Cluster 2 - The school-driven model (characterized by high levels of school autonomy but low levels of teacher participation), Cluster 3 The teacher-driven model (characterized by low levels of school autonomy but high levels of teacher participation), Cluster 4 The decentralized/shared model (characterized by both high levels of both school autonomy and teacher participation). Different Models of SBM in Hong Kong, Japan and Korea Hong Kong (11.4%) Japan (54.8 %) Korea (69.9%) Teacher participation Low High School autonomy Low The centralized model The teacher - driven model Hong Kong (45.7 %) Japan (23.7 %) Korea (16.4 %) High The school - driven model Hong Kong (35.7%) Japan (8.1 %) Korea (2.7%) Hong Kong (7.1 %) Japan (13.3 %) Korea (11.0%) The decentralized model 5

6 Decision Areas in HK SBM Budgeting Student and School 88.8 % 17.0 % 95.8 % 99.0 % 98.8 % Teacher 2.2 % 0.0 % 9.6 % 41.4 % 46.7 % % 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Budgeting Students and Principals Teachers School Autonomy of HK vs PISA standard Budgeting Student and Hong Kong 88.8 % 17.0 % 95.8 % 99.0 % 98.8 % PISA Average % 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% 48.6 % 37.1 % 40.3 % 38.8 % 67.3 % School Autonomy Budgeting Students and Hong Kong PISA Average Teacher Participation of HK vs PISA standard Budgeting Student and Hong Kong 2.2 % 0.0 % 9.6 % 41.4 % 46.7 % PISA Average % 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% 1.4 % 0.6 % 9.2 % 38.5 % 52.1 % Teacher Participation Budgeting Students and Hong Kong PISA Average School Decentralization: Hong Kong, Korea, Japan 6

7 Decentralization in East Asian Societies (Ho, 2005) Percentage of Schools in which school have the main responsibility for the following five decision areas 1980s and 1990s: Trend of decentralization Korea 1990s: All primary and secondary schools were mandated to establish school councils school autonomy Hong Kong 1991: Decentralization devolve decision making to all stakeholders 1980s 1990s 1998 Country Student Budgeting & setting affairs Hong Kong 88.8% 17.0% 95.8% 99.0% 98.8% Japan 31.7% 31.3% 70.6% 99.8% 98.8% Korea Republic 22.4% 10.7% 91.4% 98.4% 96.5% PISA Average 48.6% 83.6% 40.3% 38.8% 67.3% Japan 1980s:Take the power from Central bureaus and delegate to local institutions Hong Kong 1999: Educational Commission Report no.7 proposed, by 2000, all schools are recommended to implement school based management Percentage of Schools in which teachers have the main responsibility for the following five decision areas Indices of School Autonomy and Teacher Participation in Hong Kong, Japan and Korea Country Student Budgeting & setting affairs Hong Kong 2.2% 0.0% 9.6% 41.4% 46.7% Japan 0.4% 0.0% 2.6% 18.0% 29.0% Korea Republic 0.4% 0.7% 2.8% 9.8% 56.3% PISA Average 1.4% 0.6% 9.2% 38.5% 52.1% Country School autonomy Teacher participation Mean (S.D.) Mean (S.D.) Hong Kong 0.51 (0.50) (1.25) Japan 0.16 (1.05) (1.09) Korea (0.51) (0.65) 7

8 Four forms of decentralization across countries/r egions in PISA C ountries C entralized School D riven T eacher D riven D ecentralized Albania 86.5% 7.0% 4.7% 1.8% Argentina 49.3% 10.4% 34.0% 6.3% Australia 25.5% 19.5% 37.7% 17.3% A u stria %.9 % %.9 % Belgium 38.3% 24.8% 18.2% 18.7% Brazil 41.2% 10.8% 40.9% 7.1% Bulgaria 44.7% 8.2% 36.5% 10.7% Canada 38.3% 16.5% 27.4% 17.9% Chile 30.2% 20.7% 34.6% 14.5% Czech republic 16.2% 48.0% 9.2% 26.6% D enm ark 26.4% 13.7% 28.3% 31.6% Finland 8.4% 1.9% 80.0% 9.7% France 66.0% 1.9% 30.1% 1.9% G erm a n y %.5 % %.5 % G reece 25.3% 71.4%.6% 2.6% H ong K ong 11.4% 45.7% 7.1% 35.7% H ungary 9.7% 33.0% 15.7% 41.6% Iceland 21.3% 7.1% 40.2% 31.5% Indonesia 19.7% 41.7% 15.9% 22.8% Ireland 30.7% 8.0% 42.3% 19.0% Israel 24.8% 49.6% 14.2% 11.3% Italy 63.7% 1.2% 32.7% 2.3% J apan 54.8% 23.7% 13.3% 8.1% K orea, 69.9% 16.4% 11.0% 2.7% Latvia 42.0% 30.5% 9.9% 17.6% Liechtenstein 45.5% 0% 45.5% 9.1% Luxem bourg 100.0% 0% 0% 0% M exico 60.1% 20.8% 12.0% 7.1% N etherlands 2.1% 77.9% 1.1% 18.9% N ew Zealand 8.3% 59.3% 4.1% 28.3% Peru 41.4% 11.0% 34.0% 13.6% Portugal 75.2% 1.3% 22.8%.7% Rom ania 71.1% 3.5% 22.5% 2.9% Russian 44.1% 50.2% 2.0% 3.7% Spain 51.1% 12.2% 18.3% 18.3% Sweden 11.0% 35.7% 17.5% 35.7% Summary(1) The results revealed four models of decentralization: highly decentralized, school-driven, teacher-driven, and highly decentralized model. Whist the school-driven model was dominant in Hong Kong, indicating that the school itself is largely responsible for making school related decisions, the centralized model was dominate in both Japan and Korea, indicating that authorities outside of the school are largely responsible for making school related decisions. Summary (2) When compared to the PISA average, Hong Kong schools were shown to have relatively higher levels of school autonomy, but comparable levels of teacher participation. The level of school autonomy in Japan was similar to the PISA average, whilst teacher participation was lower than the PISA average. Korean schools were found to have lower levels of teacher participation when compared to the PISA average. Is it necessary to increase teachers participation? To what extent teachers participation (vs school autonomy) related to student outcomes? Let s check a more international picture Impact of School Decentralization on Learning Outcomes and Schooling Process (PISA2003) 8

9 Correlation Coefficients between indices of School Decentralization and School Climate (Hong Kong, 2003) School Mean Mathematical Literacy School Decentralization School autonomy Teacher participation.194 * Students View on School Climate Sense of belonging.490 *** Attitudes toward school.385 *** Disciplinary climate.544 *** Student teacher relationship.184 * Teacher support.229 ** Principals View on School Climate Student morale.586 *** Teacher morale.359 *** Student behaviour-health climate.261 ** Teacher behaviour-health climate.116 ns Note: * p< 0.05; ** p< 0.01; *** p< ns: not significant Effects of School Decentralization and School Climate on Students Mathematical Literacy Model 1 Model 2 Model 3 + School Predictor Student Background Decentralization + School Climate Coefficient SE Coefficient SE Coefficient SE Intercept *** *** *** 3.71 Student Background Girl *** *** *** 3.01 Immigrant Student *** *** *** 3.57 Single Parent -6.32* * * 2.96 SES School Decentralization School Autonomy Teachers Participation 13.75* Students View on School Climate Sense of Belongings 23.04*** 5.55 Attitudes Toward Schools Disciplinary Climate 25.80*** 4.88 Student Teacher Relationship * 5.20 Teacher Support Principals View on School Climate Student Morale 20.90*** 5.08 Teacher Morale Student Behaviour 23.76** 7.85 Teacher Behaviour Between School Variance *** *** *** Within School Variance Between School Variance Explained 1.80% 4.91% 58.97% Within School Variance Explained 2.73% 2.73% 2.73% Total Variance Total Variance Explained 2.29% 3.75% 29.02% SBM in PISA 2006 PISA 2006 Methodology In total, schools from 57 countries and economies participated in PISA 2006 cycle (See Appendix 1). The unit of analysis employed in this study is the school Cluster analysis, a multivariate statistical procedure used to detect groupings in data was used Purpose to examine and compare various forms of decentralization in PISA2006 to assess how different forms of decentralization associated with schooling processes and schooling outcomes Participating Countries / Regions of PISA 2006 OECD Countries Partner Countries (Non-OECD Countries / Regions) Australia Hungary Norway Argentina Indonesia Romania Austria Iceland Poland Azerbaijan Israel Russian Federation Belgium Ireland Portugal Brazil Jordan Serbia Canada Italy Slovak Republic Bulgaria Kyrgyzstan Slovenia Czech Republic Japan Spain Chile Latvia Thailand Denmark Korea Sweden Chinese Taipei Liechtenstein Tunisia Finland Luxembourg Switzerland Colombia Lithuania Uruguay France Mexico Turkey Croatia Macao-China Germany Netherlands United Kingdom Estonia Montenegro Greece New Zealand United States Hong Kong-China Qatar 9

10 School Autonomy across countries (PISA2006) Teacher Participation by countries/economies (PISA2006) Hungary United States Liechtenstein Lithuania Chile Belgium Thailand Brazil Hong Kong-China Macao-China Estonia Romania Switzerland United Kingdom New Zealand Colombia Russian Federation Portugal Ireland Czech Republic Canada Netherlands Serbia and/or Montenegro PISA2006 average Latvia Israel Spain Argentina Chinese Taipei Germany Mexico Korea Croatia Qatar Luxembourg Jordan Kyrgyzstan Denmark Indonesia Iceland Australia Italy Turkey Finland Slovenia Slovak Republic Azerbaijan Greece Bulgaria Japan Uruguay Tunisia Austria Norway Sweden Poland France Sweden Netherlands Hungary Latvia Estonia Lithuania Finland Thailand Australia Poland Norway United States Korea Japan Germany Slovenia Austria New Zealand Colombia Hong Kong-China Russian Federation Czech Republic Romania Belgium Indonesia Canada Italy PISA2006 average Croatia Denmark Brazil Serbia and/or Mexico Chinese Taipei Macao-China Argentina Kyrgyzstan Chile Turkey Switzerland Israel Ireland Jordan Liechtenstein Azerbaijan Bulgaria Slovak Republic Spain Qatar Luxembourg United Kingdom Portugal Uruguay Greece Iceland Tunisia France Index of school autonomy Index of teacher participation Four forms of decentralization models in PISA 2006 Centralized School Driven Teacher Driven Shared School autonomy Teacher participation Percentage of Different Models of Educational Decentralization in Selected Societies Countries/Economies Centralized School driven Teacher driven Shared United States Hong Kong-China Macao-China Finland Australia Korea United Kingdom Chinese Taipei Iceland Thailand Hungary PISA2006 average

11 Variation of schooling outcomes across different decentralization models (57 countries in PISA2006) Math Reading Science Mean SD Mean SD Mean SD Centralized (82.72) (82.70) (78.33) School Driven (79.00) (81.57) (76.90) Teacher Driven (84.78) (87.54) (80.72) Shared (81.31) (82.67) (76.35) PISA 2006 Average (83.04) (85.17) (79.51) Effects of School Decentralization, School Process and School Climate on Science Performance (PISA2006) Predictors Model 1 Model 2 Model 3 Coefficient SE Coefficient SE Coefficient SE Intercept *** *** *** Mean ESCS *** *** *** SBM Model Teacher_driven *** *** *** School_driven 6.915*** *** *** Shared *** *** *** Schooling Process School activities for learning science 5.201*** *** Quality of educational resources *** *** Teacher shortage *** *** Student Self-related cognition Science efficacy *** Intrinsic Motivation 8.891*** Extrinsic Motivation *** R Square 51.0% 53.5% 59.5% Concluding (1) PISA2006 provide new evidence to examine the nature of educational decentralization across 57 different countries and assess its impact on student learning outcomes. The findings suggested that there are different forms of educational decentralization at the school level which showed different impact of students outcome. Teacher driven model appeared to be most effective, followed by shared model and administrator model. 11

12 Concluding (2) New Direction of Decentralization and SBM The positive impact of various decentralized models on students achievement might be mediated by improving the schooling processes, which were measured by allocation of quality resources and providing quality teaching and learning activities of students in the present study. These findings support previous research studies which argued for the substantial contribution of educational decentralization on organizational health as well as on teaching and learning structural Governance Weaker Improvement Organization/ Management SBM Community Education organic Stronger Improvement Thank you! HKPISA Further information Tel: (852) Fax: (852) Visit the websites: OECD-PISA : HK-PISA: 12

Paradox of the East Asian Learners

Paradox of the East Asian Learners HKPISA Centre Characteristics of East-Asian Learners: What we Learned from the PISA studies Esther S C Ho & W L Kwong HKPISA Center The Chinese University of Hong Kong 5 August 2008 University of British

More information

To News Editor 3 December CUHK Releases the Results of Programme for International Student Assessment 2012

To News Editor 3 December CUHK Releases the Results of Programme for International Student Assessment 2012 To News Editor 3 December 2013 CUHK Releases the Results of Programme for International Student Assessment 2012 The Hong Kong Centre for International Student Assessment of the Hong Kong Institute of Educational

More information

Gender difference in performance (15-year-olds)

Gender difference in performance (15-year-olds) Score-point difference (boys-girls) Gender difference in performance (15-year-olds) 4 Reading Mathematics Science Boys perform better - - - Girls perform better -4-5 OECD average PISA 12 PISA 6 revealed

More information

What Makes Schools and School Systems Successful OECD EMPLOYER BRAND Lessons for the GCC States Playbook from PISA 2012.

What Makes Schools and School Systems Successful OECD EMPLOYER BRAND Lessons for the GCC States Playbook from PISA 2012. What Makes Schools and School Systems Successful OECD EMPLOYER BRAND Lessons for the GCC States Playbook from PISA 2012 Tue Halgreen 4 March 2015 1 2 PISA in brief Over half a million students representing

More information

香港中文大學 THE CHINESE UNIVERSITY OF HONG KONG

香港中文大學 THE CHINESE UNIVERSITY OF HONG KONG 香港中文大學 THE CHINESE UNIVERSITY OF HONG KONG To News Editor 7 December 2010 CUHK Releases the Results of Programme for International Student Assessment The Hong Kong Centre for International Student Assessment

More information

PISA 2012 What makes schools and school systems successful

PISA 2012 What makes schools and school systems successful PISA 2012 What makes schools and school systems successful OECD EMPLOYER BRAND Playbook Tue Halgreen OECD Poitiers, 8 July 2014 1 2 The structure of the PISA assessment 2000 2003 2006 2009 2012 Reading

More information

Globally Challenged: Are U. S. Students Ready to Compete?

Globally Challenged: Are U. S. Students Ready to Compete? Globally Challenged: Are U. S. Students Ready to Compete? Paul E. Peterson, Ludger Woessmann, Eric A. Hanushek, and Carlos Lastra Learning from the International Experience Program on Education Policy

More information

Table 2.4 (Data for Figure 2.2) Prevalence of students with low sense of belonging and low participation

Table 2.4 (Data for Figure 2.2) Prevalence of students with low sense of belonging and low participation Table 2.4 (Data for Figure 2.2) Prevalence of students with low sense of belonging and low participation OECD COUNTRIES NON-OECD COUNTRIES Prevalence of students with low sense of belonging Prevalence

More information

HKPISA. Results from HKPISA Collaborative Problem Solving: Performance of Hong Kong students in PISA 2015

HKPISA. Results from HKPISA Collaborative Problem Solving: Performance of Hong Kong students in PISA 2015 HKPISA Results from HKPISA 2015 Collaborative Problem Solving: Performance of Hong Kong students in PISA 2015 Esther Sui-chu HO Director Hong Kong Centre for International Student Assessment 21 November

More information

KEY QUESTIONS FOR MATHEMATICS TEACHERS

KEY QUESTIONS FOR MATHEMATICS TEACHERS KEY QUESTIONS FOR MATHEMATICS TEACHERS AND HOW PISA CAN ANSWER THEM Andreas Schleicher October 7, 2016 2 2 PISA mathematics performance by decile of social background 300 350 400 450 500 550 600 650 Mexico

More information

Programme for International Student Assessment PISA Evaluating systems to improve education

Programme for International Student Assessment PISA Evaluating systems to improve education 11 Programme for 2009 Evaluating systems to improve education The yardstick for success is no longer improvement by national standards alone but the best performing education systems Barbara Ischinger

More information

What can we learn about the gender gap from PISA

What can we learn about the gender gap from PISA 1 gender gap from? Programme for What can we learn about the gender gap from Francesca Borgonovi Maciej Jakubowski OECD Programme for Paris, 3 October 2011 2 gender gap from? This document, not published

More information

Building a High-Quality Teaching Profession

Building a High-Quality Teaching Profession 1 Building a High-Quality Teaching Profession Lessons from around the world Andreas Schleicher Special advisor to the Secretary-General on Education Policy Head of the Indicators and Analysis Division,

More information

ISEI - IVEI. Rs9. READING LITERACY AT AGE 15 ON THE PISA SCALE

ISEI - IVEI. Rs9. READING LITERACY AT AGE 15 ON THE PISA SCALE ISEI - IVEI Rs9. READING LITERACY AT AGE 15 ON THE PISA SCALE Edition: December 2008 ISEI IVEI EDITED BY ISEI IVEI Irakas-Sistema Ebaluatu eta Ikertzeko Erakundea Asturias 9, 3º - 48015 Bilbao Tel.: 94

More information

Raising excellence and equity in education

Raising excellence and equity in education Raising excellence and equity in education Best in Class 2018 a global perspective Andreas Schleicher Director for Education and Skills Mean science performance Higher perfomance Science performance and

More information

Highlights. Measuring up: Canadian Results of the OECD PISA Study The Performance of Canada s Youth in Reading, Mathematics and Science

Highlights. Measuring up: Canadian Results of the OECD PISA Study The Performance of Canada s Youth in Reading, Mathematics and Science Measuring up: Canadian Results of the OECD PISA Study The Performance of s Youth in Reading, Mathematics and Science 2009 First Results for Canadians Aged 15 Highlights Human Resources and Skills Development

More information

PISA 2015 Good or Bad News for the UK?

PISA 2015 Good or Bad News for the UK? PISA 2015 Good or Bad News for the UK? PISA 2015 Looking at school systems in 72 countries and economies Students assessed in science, mathematics, reading, collaborative problem-solving and financial

More information

How do schools compensate for socio-economic disadvantage? PISA in Focus #76

How do schools compensate for socio-economic disadvantage? PISA in Focus #76 How do schools compensate for socio-economic disadvantage? PISA in Focus #76 How do schools compensate for socio-economic disadvantage? Students perform better in science when they attend schools with

More information

Equity: What it means and why it matters?

Equity: What it means and why it matters? Equity: What it means and why it matters? Leading for Educational Change Cabramatta, NSW 23 rd October 2018 pasi_sahlberg A short history of equity in education What do we mean by equity? Lessons from

More information

Matti Kuorelahti, PhD University of Jyväskylä Finland 21 August 2012

Matti Kuorelahti, PhD University of Jyväskylä Finland 21 August 2012 Matti Kuorelahti, PhD University of Jyväskylä Finland 21 August 2012 School reforms in1968-2010: regulation & pedagogy Inclusion in Finnish: supporting individually 100 50 0-50 -100-150 Low achievers high

More information

PISA Test results for the European School of Luxembourg Bettina Böhm Ulrich Keller

PISA Test results for the European School of Luxembourg Bettina Böhm Ulrich Keller 1 PISA 2006 Test results for the European School of Luxembourg Bettina Böhm Ulrich Keller Structure PISA 2006 An overview Sample tasks in science Mean performance of students in the EU Test results and

More information

Preparing students for the 4 th Industrial Revolution Implications for science education. Andreas Schleicher Director for Education and Skills

Preparing students for the 4 th Industrial Revolution Implications for science education. Andreas Schleicher Director for Education and Skills Preparing students for the 4 th Industrial Revolution Implications for science education Andreas Schleicher Director for Education and Skills PISA 2015 OECD Partners Science in PISA the ability to engage

More information

ILSAs. The OECD Programme for International Student Assessment (PISA) Andreas Schleicher OECD Director for Education and Skills

ILSAs. The OECD Programme for International Student Assessment (PISA) Andreas Schleicher OECD Director for Education and Skills ILSAs The OECD Programme for International Student Assessment (PISA) Andreas Schleicher OECD Director for Education and Skills PISA in brief Every three years since 2000, over half a million students -

More information

How to best shape effective learning and teaching?

How to best shape effective learning and teaching? 1 Elige Educar How to best shape effective learning and teaching? 15 October 2014, Santiago Andreas Schleicher 2 Quantitative expansion is the easy part The dilemma for educators The kinds of things that

More information

Uri Treisman The Charles A. Dana Center at The University of Texas at Austin. TPSEmath Baltimore November 13, 2014

Uri Treisman The Charles A. Dana Center at The University of Texas at Austin. TPSEmath Baltimore November 13, 2014 1 Panel 3: Issues Facing Non-R1 Institutions Uri Treisman The Charles A. Dana Center at The University of Texas at Austin TPSEmath Baltimore November 13, 2014 Performance Based Funding for Higher Education

More information

PISA 2009: How does the social attainment gap in England compare with countries internationally?

PISA 2009: How does the social attainment gap in England compare with countries internationally? Research Report DFE-RR206 PISA 2009: How does the social attainment gap in compare with countries internationally? Emily Knowles and Helen Evans The views expressed in this report are the authors and do

More information

PISA Northern Ireland

PISA Northern Ireland Transinfo www.transinfo.co.uk PISA 2015 - Northern Ireland Programme for International Student Assessment Northern Ireland 2017 All figures used in this publication are taken from PISA assessments and

More information

How the U.S. and Other Countries Compare: Lessons Learned International Data

How the U.S. and Other Countries Compare: Lessons Learned International Data 1 National Conference on Student Assessment How the U.S. and Other Countries Compare: Lessons Learned International Data CCSSO San Diego June 22, 2015 Andreas Schleicher Increased likelihood of positive

More information

Against the odds. Overcoming school failure Paris, 11 February Against the odds

Against the odds. Overcoming school failure Paris, 11 February Against the odds 1 Overcoming school failure Paris, Andreas Schleicher Education Policy Advisor of the OECD Secretary-General 2 r In the current economic environment Labour-market entry becomes more difficult as young

More information

Countries participating in the OECD PISA Project: Western Europe Asia/Pacific Rim Eastern Europe Americas & others

Countries participating in the OECD PISA Project: Western Europe Asia/Pacific Rim Eastern Europe Americas & others HK-PISA! " OECD/PISA Project Countries participating in the OECD PISA Project: Western Europe Asia/Pacific Rim Eastern Europe Americas & others Austria Australia Albania Argentina Belgium China Bulgaria

More information

OECD Test For Schools January 15, 2015

OECD Test For Schools January 15, 2015 OECD Test For Schools January 15, 2015 PRESENTATION TO THE SCHOOL COMMIT TEE Talking Points Develop a deeper understanding of the OECD Test for Schools and the type of questions tested Unpack the school

More information

PISA 2012 Results: Briefing materials for Macao teachers

PISA 2012 Results: Briefing materials for Macao teachers PISA 2012 Results: Briefing materials for Macao teachers Prof. Cheung Kwok Cheung Educational Testing and Assessment Research Centre, University of Macau This Powerpoint is excerpted and adapted from Andreas

More information

Preparing Students for Postsecondary and Work Place Success (Implementing Common Core Standards)

Preparing Students for Postsecondary and Work Place Success (Implementing Common Core Standards) Preparing Students for Postsecondary and Work Place Success (Implementing Common Core Standards) Scott Montgomery, ACT National Conference of State Legislatures San Antonio, Texas August 10, 2011 Postsecondary

More information

What can we learn from PISA?

What can we learn from PISA? What can we learn from PISA? PETER ADAMS Senior Manager PISA-based Test for Schools OECD ICEMEA 5-6 Nov 2017 About PISA The heart of PISA is an internationally agreed set of tests in mathematics, reading,

More information

The International Imperative: Why Should We Care So. BRAND Countries Education Systems? Playbook

The International Imperative: Why Should We Care So. BRAND Countries Education Systems? Playbook The International Imperative: Why Should We Care So OECD Much About EMPLOYER Other BRAND Countries Education Systems? Playbook National Conference of State Legislatures: Legislative Summit Seattle, August

More information

Strong performers and successful reformers in education OECD EMPLOYER BRAND

Strong performers and successful reformers in education OECD EMPLOYER BRAND Strong performers and successful reformers in education OECD EMPLOYER BRAND Playbook Hong Kong 31 January 2015 Andreas Schleicher 1 2 21 st century skills The dilemma for educators The kinds of things

More information

PISA-based OECD Test for Schools: A Blueprint for School Improvement

PISA-based OECD Test for Schools: A Blueprint for School Improvement NWEA.org 2016 Northwest Evaluation Association. Partnering to help all kids learn PISA-based OECD Test for Schools: A Blueprint for School Improvement Presented by Dr. Terri L. Breeden, Shaker Heights

More information

In which countries and schools do disadvantaged students succeed? PISA in Focus #80

In which countries and schools do disadvantaged students succeed? PISA in Focus #80 In which countries and schools do disadvantaged students succeed? PISA in Focus #80 In which countries and schools do disadvantaged students succeed? Despite being from among the poorest 25% in their country,

More information

Economic Implications of Improved Schooling

Economic Implications of Improved Schooling Economic Implications of Improved Schooling Ei Eric A. Hanushek Hoover Institution Stanford University Congressional Briefing U.S. Capitol January 2012 Conclusions U.S. scores on international assessments

More information

THE OECD-SWEDEN EDUCATION POLICY REVIEW

THE OECD-SWEDEN EDUCATION POLICY REVIEW THE OECD-SWEDEN EDUCATION POLICY REVIEW Main issues and next steps OECD-Sweden Review Team Beatriz Pont, Senior Policy Analyst Graham Donaldson, Scotland Stockholm, Sweden 21 October, 2014 OECD Education

More information

PISA as a driver for reform in Denmark - Pisa an eye-opener for educational change in Denmark

PISA as a driver for reform in Denmark - Pisa an eye-opener for educational change in Denmark PISA as a driver for reform in Denmark - Pisa an eye-opener for educational change in Denmark 17/02/2017 Page 1 Christine Lindrum Iversen Head of Research Division National Agency for Education and Quality

More information

Education and learning of the future

Education and learning of the future 1 Programme for Education and learning of the future Lessons from Special advisor to the Secretary-General on Education Policy Head of the Indicators and Analysis Division, EDU 2 There is nowhere to hide

More information

Department of Education and Skills. Memorandum

Department of Education and Skills. Memorandum Department of Education and Skills Memorandum Irish Students Performance in PISA 2012 1. Background 1.1. What is PISA? The Programme for International Student Assessment (PISA) is a project of the Organisation

More information

English INFORMATION ABOUT THE PISA STUDY 2018

English INFORMATION ABOUT THE PISA STUDY 2018 English INFORMATION ABOUT THE PISA STUDY 2018 The PISA study PISA stands for Programme for International Student Assessment and is an international study conducted by the Organisation of Economic Cooperation

More information

Mathematical Literacy

Mathematical Literacy Hong Kong Students Performance in 黃家樂 WONG Ka Lok 13 December 2013 in PISA Definition and its distinctive features an individual s capacity to formulate, employ, and interpret mathematics in a variety

More information

PISA countries in

PISA countries in 1 PISA 2006: Science Competencies for Tomorrow s World What PISA tells us about quality, equity and efficiency in education 28 May 2008 Dr John Cresswell Analyst, OECD Directorate for Education 2 What

More information

Students Drive and Motivation

Students Drive and Motivation 23 Students Drive and Motivation This chapter explores several indicators related to students drive and motivation: perseverance, openness to problem solving, perceived control over success in mathematics

More information

Between efficiency and equity What countries stand to gain

Between efficiency and equity What countries stand to gain 1 1 50th Anniversary of the ERI Between efficiency and equity What countries stand to gain 15 May 2015 Andreas Schleicher Mean score 580 570 560 550 High mathematics performance Shanghai China performs

More information

PISA 2009 How Big are the Gaps? Emily Knowles Education Standards Analysis and Research

PISA 2009 How Big are the Gaps? Emily Knowles Education Standards Analysis and Research How Big are the Gaps? Emily Knowles Education Standards Analysis and Research PLUG Conference 6th March 2012 Outline Background to the PISA study Summary of pupil attainment in England Gap between average

More information

Overall Results. Climate Change Performance Index Table 1 Rank Trend Level Policy. Table 1: 21 Ireland Korea, Rep. 48.

Overall Results. Climate Change Performance Index Table 1 Rank Trend Level Policy. Table 1: 21 Ireland Korea, Rep. 48. Overall Results Table 1: Climate Change Performance Index 2009 Table 1 CCPI Country Score** Partial Score CCPI Country Score** Partial Score CCPI Country Score* * Partial Score Rank Trend Level Policy

More information

High Tech / High Touch. The Potential Power of Artificial Intelligence to Personalize Learning for Every Child. Ju-Ho Lee

High Tech / High Touch. The Potential Power of Artificial Intelligence to Personalize Learning for Every Child. Ju-Ho Lee High Tech / High Touch The Potential Power of Artificial Intelligence to Personalize Learning for Every Child Ju-Ho Lee Professor of KDI school of Public Policy and Management Commissioner of the Education

More information

Strong'performers'and'successful' reformers'in'educa3on'

Strong'performers'and'successful' reformers'in'educa3on' 1 IBAEM Conference Strong'performers'and'successful' reformers'in'educa3on' IBAEM, 17 October 2014, Rome ' Andreas(Schleicher( ' 2 21 st century skills The'dilemma'for'educators' The'kinds'of'things'that'are'easy'to'

More information

Indicator C7 In what ways do public and private schools/institutions differ?

Indicator C7 In what ways do public and private schools/institutions differ? Education at a Glance 2014 OECD indicators 2014 Education at a Glance 2014: OECD Indicators For more information on Education at a Glance 2014 and to access the full set of Indicators, visit www.oecd.org/edu/eag.htm.

More information

State of Assessment: How Does Texas Measure Up?

State of Assessment: How Does Texas Measure Up? State of Assessment: How Does Texas Measure Up? PAUL GRAY CAMT 2017 SESSION 2222, JULY 11, 2017 @texmathguy #TXAlgReas Overview Texas Journey of Math Assessment National Story of Math Assessment International

More information

Is the sky the limit to educational improvement?

Is the sky the limit to educational improvement? 1 Woodrow Wilson Center Conference Washington, D.C., 16 July 2009 Prof. Head, Indicators and Analysis Division OECD Directorate for Education 2 There is nowhere to hide The yardstick for success is no

More information

What does the U.S. need to do to catch up? Holdsworth Leadership Forum. Andreas Schleicher Director for Education and Skills

What does the U.S. need to do to catch up? Holdsworth Leadership Forum. Andreas Schleicher Director for Education and Skills What does the U.S. need to do to catch up? Holdsworth Leadership Forum Andreas Schleicher Director for Education and Skills The kind of things that are easy to teach are now easy to automate, digitize

More information

CHAPTER III: STUDENT ACHIEVEMENT

CHAPTER III: STUDENT ACHIEVEMENT Illinois STEM Education Report 33 CHAPTER III: STUDENT ACHIEVEMENT STUDENT ACHIEVEMENT Keeping Illinois globally competitive requires all citizens to have strong mathematics and science skills. To determine

More information

PISA 2006: Science Competencies for Tomorrow s World. OECD briefing note for the United States

PISA 2006: Science Competencies for Tomorrow s World. OECD briefing note for the United States PISA 2006: Science Competencies for Tomorrow s World NO MEDIA OR WIRE TRANSMISSION BEFORE 4 DECEMBER 2007, 10:00 PARIS TIME OECD briefing note for the United States What the OECD indicators have shown

More information

Reform November 18. Andreas Schleicher

Reform November 18. Andreas Schleicher Reform November 18 Andreas Schleicher Student performance 570 Trends in science performance (PISA) 550 530 510 490 470 450 2006 2009 2012 2015 570 Trends in science performance (PISA) 550 530 510 490 OECD

More information

Investing in Human and Social Capital: New Challenges ISSUES FOR DISCUSSION

Investing in Human and Social Capital: New Challenges ISSUES FOR DISCUSSION Investing in Human and Social Capital: New Challenges ISSUES FOR DISCUSSION OECD Education Ministerial Meeting Paris, 4-5 November 2010 MATCHING SKILLS TO NEW NEEDS 5 Theme 2 Matching skills to new needs

More information

An International Perspective Presentation to Governors Education Policy Advisors June 7, 2009

An International Perspective Presentation to Governors Education Policy Advisors June 7, 2009 Benchmarking for Success: An International Perspective Presentation to Governors Education Policy Advisors June 7, 2009 Vivien Stewart Vice President, Education Asia Society A. What skills are needed for

More information

Collaborative problem solving. PISA in Focus #78

Collaborative problem solving. PISA in Focus #78 Collaborative problem solving PISA in Focus #78 What the data tell us Student performance in collaborative problem solving Students in Singapore score higher in collaborative problem solving than students

More information

Imports of seed for sowing by country Calendar year 2012 Source: ISF compilation based on official statistics and international seed trade reports

Imports of seed for sowing by country Calendar year 2012 Source: ISF compilation based on official statistics and international seed trade reports United States 232'340 14'616 468 247'424 873 369 70 1'312 Germany 178'954 4'148 744 183'846 590 90 20 700 France 135'980 5'908 406 142'294 540 137 10 687 Netherlands 150'340 15'398 732 166'470 263 373

More information

How the world s school systems perform - and why this matters

How the world s school systems perform - and why this matters 1 (PISA) How the world s school systems perform - and why this matters OECD s 2006 PISA survey of the knowledge and skills of 15-year-olds Paris, 20 February 2008 Barbara Ischinger OECD Directorate for

More information

Preventing dropout: Iceland in a comparative perspective

Preventing dropout: Iceland in a comparative perspective Preventing dropout: Iceland in a comparative perspective Beatriz Pont Sr. Analyst OECD Education OECD-Iceland Workshop 22 November 2011 Reykjavik, Iceland Today... 3. 2. 1. Addressing dropout An comparative

More information

PISA 2006: Science Competencies for Tomorrow s World. OECD briefing note for Japan

PISA 2006: Science Competencies for Tomorrow s World. OECD briefing note for Japan PISA 2006: Science Competencies for Tomorrow s World NO MEDIA OR WIRE TRANSMISSION BEFORE 4 DECEMBER 2007, 10:00 PARIS TIME OECD briefing note for Japan What the OECD indicators have shown so far Over

More information

Highlights From PISA 2009:

Highlights From PISA 2009: NCES 2011-004 U.S. DEPARTMENT OF EDUCATION Highlights From PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, Mathematics, and Science Literacy in an International Context Highlights From

More information

Updated January31, 2014 Second (Fall )Semester 2013 Number of international students Enrolled in Waseda University (As November of, 12013) Center for

Updated January31, 2014 Second (Fall )Semester 2013 Number of international students Enrolled in Waseda University (As November of, 12013) Center for Updated January31, 2014 Second (Fall )Semester 2013 Number of international students Enrolled in Waseda University (As November of, 12013), Waseda University INDEX Number of, Summary 1 and 2 2 Number of

More information

DATA-DRIVEN POLICY ANALYSIS AND INNOVATION IN EDUCATION: AN OECD PERSPECTIVE

DATA-DRIVEN POLICY ANALYSIS AND INNOVATION IN EDUCATION: AN OECD PERSPECTIVE CENTRAL ASIA SYMPOSIUM ON ICT IN EDUCATION 2018 Strengthening Education Management Information Systems to monitor SDG4 DATA-DRIVEN POLICY ANALYSIS AND INNOVATION IN EDUCATION: AN OECD PERSPECTIVE Carlos

More information

2009 Council of Chief State School Officers and Pearson Foundation Finland Delegation Pre-Reading Materials Table of Contents

2009 Council of Chief State School Officers and Pearson Foundation Finland Delegation Pre-Reading Materials Table of Contents 2009 Council of Chief State School Officers and Pearson Foundation Finland Delegation Pre-Reading Materials Table of Contents I. Finnish Educational System Diagram pg. 2 II. OECD Pisa Results and Related

More information

Sampling outcomes. Population coverage School and student response rates Teacher response rates

Sampling outcomes. Population coverage School and student response rates Teacher response rates Sampling outcomes Population coverage... 204 School and student response rates... 205 Teacher response rates... 214 effects and effective sample sizes... 215 Variability of the design effect... 217 The

More information

Table 1: TSQM Version 1.4 Available Translations

Table 1: TSQM Version 1.4 Available Translations Quintiles, Inc. 1 Tables 1, 2, & 3 below list the existing and available translations for the TSQM v1.4, TSQM vii, TSQM v9. If Quintiles does not have a translation that your Company needs, please email

More information

OECD PISA Study Provides International Comparative Data on Schooling Outcomes

OECD PISA Study Provides International Comparative Data on Schooling Outcomes OECD Centres Germany Berlin (-0) Japan Tokyo (1-) 1 Mexico Mexico (-) 10 United States Washington (1-) AUSTRALIA AUSTRIA BELGIUM CANADA CZECH REPUBLIC DENMARK FINLAND FRANCE GERMANY GREECE HUNGARY ICELAND

More information

"Government-financed" students are defined as the international students who are accepted by Waseda University under the MEXT Scholarship.

Government-financed students are defined as the international students who are accepted by Waseda University under the MEXT Scholarship. First (Spring) Semester 2017 Number of international students Enrolled in Waseda University (As of May 1, 2017), Waseda University Updated July14, 2017 INDEX Number of, Summary 1 and 2 2 Number of (with

More information

Engagement, Motivation and Self-Confidence among Low-Performing Students

Engagement, Motivation and Self-Confidence among Low-Performing Students Engagement, Motivation and Self-Confidence among Low-Performing Students Students attitudes towards learning, and their behaviour in and outside of school, have a considerable impact on their performance.

More information

HKPISA Centre. Science Education in Hong Kong and Some Underlying Factors. SCORE Annual Conference 2010

HKPISA Centre. Science Education in Hong Kong and Some Underlying Factors. SCORE Annual Conference 2010 SCORE Annual Conference 2010 HKPISA Centre Science Education in Hong Kong and Some Underlying Factors Wai-Leung KWONG The Chinese University of Hong Kong 26 2-2010 Science Performance in PISA Cognitive

More information

Hong Kong Students On Line: Digital Technologies and Computerbased Assessment in PISA 2012

Hong Kong Students On Line: Digital Technologies and Computerbased Assessment in PISA 2012 HKPISA Results from HKPISA 2012 Hong Kong Students On Line: Digital Technologies and Computerbased Assessment in PISA 2012 Esther Sui-chu HO Director, HKPISA Centre 1 April 2014 1 COMPUTER-BASED ASSESSMENT

More information

"Government-financed" students are defined as the international students who are accepted by Waseda University under the MEXT Scholarship.

Government-financed students are defined as the international students who are accepted by Waseda University under the MEXT Scholarship. Second (Fall) Semester 2016 Number of international students Enrolled in Waseda University (As of November 1, 2016), Waseda University Updated February06, 2017 INDEX Number of, Summary 1 and 2 2 Number

More information

International Students Enrollment Report Academic Year Office of International Services Division of Student Affairs

International Students Enrollment Report Academic Year Office of International Services Division of Student Affairs International Students Enrollment Report Academic Year 2003-2004 Office of International Services Division of Student Affairs 0 Total Number of International* Students at the University of Southern California

More information

Stomach cancer in North America: geographic variation in net survival by age and sex (CONCORD-2)

Stomach cancer in North America: geographic variation in net survival by age and sex (CONCORD-2) Stomach cancer in North America: geographic variation in net survival by age and sex (CONCORD-2) Carreira H, Bannon F, Harewood R, Spika D, Bonaventure A, Coleman MP, Allemani C on behalf of the CONCORD

More information

"Government-financed" students are defined as the international students who are accepted by Waseda University under the MEXT Scholarship.

Government-financed students are defined as the international students who are accepted by Waseda University under the MEXT Scholarship. First (Spring) Semester 2018 Number of international students Enrolled in Waseda University (As of May 1, 2018), Waseda University Updated July 20, 2018 INDEX Number of, Summary 1 and 2 2 Number of (with

More information

International Students Enrollment Report Academic Year Office of International Services Division of Student Affairs

International Students Enrollment Report Academic Year Office of International Services Division of Student Affairs International Students Enrollment Report Academic Year 2002-2003 Office of International Services Division of Student Affairs 1 Total Number of International* Students at the University of Southern California

More information

Low-Performing Students

Low-Performing Students PISA Low-Performing Students WHY THEY FALL BEHIND AND HOW TO HELP THEM SUCCEED Programme for International Student Assessment PISA Low-Performing Students Why They Fall Behind and How To Help Them Succeed

More information

ON WHAT RESOURCES AND SERVICES IS EDUCATION FUNDING SPENT?

ON WHAT RESOURCES AND SERVICES IS EDUCATION FUNDING SPENT? INDICATOR ON WHAT RESOURCES AND SERVICES IS EDUCATION FUNDING SPENT? From primary up to tertiary education, 91% of educational institutions spending is devoted to current (goods and services consumed within

More information

Growing Smarter: Education Quality and Economic Growth in East Asia and the Pacific

Growing Smarter: Education Quality and Economic Growth in East Asia and the Pacific Growing Smarter: Education Quality and Economic Growth in East Asia and the Pacific World Bank East Asia and the Pacific Regional Flagship Report Fall 2017 Michael Crawford, Amer Hasan, Raja Kattan, Sachiko

More information

What is PISA? WHAT IS UNIQUE ABOUT PISA?

What is PISA? WHAT IS UNIQUE ABOUT PISA? What is PISA? What is important for citizens to know and be able to do? In response to that question and to the need for internationally comparable evidence on student performance, the Organisation for

More information

UN Sustainable Development Goals

UN Sustainable Development Goals SCHOOL QUALITY AND ECONOMIC GROWTH Eric A. Hanushek Stanford University Enhancing Social Spending in Support of Inclusive Growth in Asia Colombo, Sri Lanka July 14-15, 15 2016 UN Sustainable Development

More information

International Association for the Exchange of Students for Technical Experience Work. Experience. Discover

International Association for the Exchange of Students for Technical Experience Work. Experience. Discover International Association for the Exchange of Students for Technical Experience Work. Experience. Discover Sponsor Administrator International Association for the Exchange of Students for Technical Experience

More information

Appendix A. Claw Back Provisions in Income Tax Treaties with Canada

Appendix A. Claw Back Provisions in Income Tax Treaties with Canada Appendix A Claw Back Provisions in Income Tax Treaties with Canada The typical language of the "claw back" provision basically follows one of two standard forms. The more common language is worded as follows:

More information

Learning for Tomorrow s World

Learning for Tomorrow s World Programme for International Student Assessment Learning for Tomorrow s World First Results from PISA 2003 OECD ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT ORGANISATION FOR ECONOMIC CO-OPERATION

More information

28 December Dim A W V Total. Total Laser Met

28 December Dim A W V Total. Total Laser Met 28 December 218 Member State State as on 28 December 218 Acronyms are listed in the last page of this document. AUV Mass and Related Quantities Length PR T TF EM Mass Dens Pres F Torq Visc H Grav FF Dim

More information

University of Houston - Fact Book

University of Houston - Fact Book Africa Algeria 1 1 4 2 6 4 3 7 Angola 1 1 1 1 Cameroon 1 1 2 1 1 2 Cote D'Ivoire (Ivory Coast) 1 1 1 1 Egypt, Arab Republic of 1 3 4 1 4 5 2 7 9 Ethiopia 1 3 4 1 1 1 1 2 4 6 Gabon Republic 1 1 1 1 Ghana

More information

TIMSS 2011 The TIMSS 2011 Students Engaged in Mathematics Lessons Scale, Fourth Grade

TIMSS 2011 The TIMSS 2011 Students Engaged in Mathematics Lessons Scale, Fourth Grade TIMSS 2011 The TIMSS 2011 Students Engaged in Mathematics Lessons Scale, Fourth Grade The Students Engaged in Mathematics Lessons (EML) scale was created based on students degree of agreement with the

More information

No student left behind? Evidence from the Program for School Guidance in Spain

No student left behind? Evidence from the Program for School Guidance in Spain No student left behind? Evidence from the Program for School Guidance in Spain J. Ignacio García-Pérez -Hidalgo University Pablo de Olavide & FEDEA University Pablo de Olavide FEDEA, Madrid January 2017

More information

Membership Fact Sheet January 2018

Membership Fact Sheet January 2018 For assistance with media or press requests, please contact the ICF Headquarters Marketing Department at ICFpr@coachfederation.org or +1.859.219.3580. Founded in 1995, the International Coach Federation

More information

Ready for Tomorrow's World? The Competencies of Irish 15-year-olds in PISA 2006

Ready for Tomorrow's World? The Competencies of Irish 15-year-olds in PISA 2006 Ready for Tomorrow's World? The Competencies of Irish 15-year-olds in PISA 2006 Summary Report Eemer Eivers Gerry Shiel Rachel Cunningham ISBN 0-7557-7593-7 9 780755 775934 Prepared for the Department

More information

Tim Gill and Tom Benton. Cambridge Assessment Research Report

Tim Gill and Tom Benton. Cambridge Assessment Research Report Investigating the relationship between aspects of countries assessment systems and achievement on the Programme for International Student Assessment (PISA) tests Tim Gill and Tom Benton Cambridge Assessment

More information

The role of TIMSS, PIRLS & PISA in Providing a True Picture of Maltese Students Attainment

The role of TIMSS, PIRLS & PISA in Providing a True Picture of Maltese Students Attainment The role of TIMSS, PIRLS & PISA in Providing a True Picture of Maltese Students Attainment Dr. Vincent Marmarà Ph.D.(Stir.), M.Sc.(Sheff.) Statistics, B.Sc.(Hons.)(Melit.), FRSS for the Malta Union of

More information

T E A CH I N G A N D LEARNING INT E RNAT IONAL S URV E Y TALIS 2018 SURVEY

T E A CH I N G A N D LEARNING INT E RNAT IONAL S URV E Y TALIS 2018 SURVEY T E A CH I N G A N D LEARNING INT E RNAT IONAL S URV E Y TALIS 2018 SURVEY John Nordahl We need to attract the best and brightest to join the profession. Teachers are the key in today s knowledge economy,

More information

INTERNATIONAL SCHOLARS BY DEPARTMENT & COUNTRY OF CITIZENSHIP (International Postdocs, Researchers, Faculty)

INTERNATIONAL SCHOLARS BY DEPARTMENT & COUNTRY OF CITIZENSHIP (International Postdocs, Researchers, Faculty) INTERNATIONAL SCHOLARS BY DEPARTMENT & COUNTRY OF CITIZENSHIP (International Postdocs, Researchers, Faculty) Department Total Andlinger Center for Energy and Environment 3 Denmark 1 Netherlands 1 Anthropology

More information