Across OECD countries, 5% of students expect to work as teachers: 3% of boys and 6% of girls. The academic profile of students who expect to work as teachers varies, but in many OECD countries, students who expect to work ...

The top-performing country in the PISA assessment of digital reading was Singapore, followed by Korea, Hong Kong-China, Japan, Canada and Shanghai-China. Students in Australia, Canada, Ireland, Korea, Singapore and the ...

Regardless of the type of school attended (public or private, advantaged or disadvantaged), 15-year-old students spent more time in mathematics lessons in 2012 than in 2003. The average amount of time spent in mathematics ...

The share of students with an immigrant background increased between 2003 and 2012, both in traditional and new destination countries. The performance difference in mathematics between immigrant and non-immigrant students ...

While PISA reveals large gender differences in reading, in favour of 15-year-old girls, the gap is narrower when digital reading skills are tested. Indeed, the Survey of Adult Skills suggests that there are no significant ...

Improvement in PISA performance is not related to geography, national wealth or culture. In most cases, the countries that show significant improvement in PISA performance – Brazil, Germany, Greece, Italy, Mexico, Tunisia ...

The annual number of teaching hours of teachers differs greatly from one country to another and tends to decrease as the level of education increases. On average across countries, teachers spend half of their working time ...

On average across OECD countries, students’ belief that they can solve mathematics problems (mathematics self-efficacy) is associated with a difference of 49 score points in mathematics – the equivalent of one year of ...

Aunque PISA hace notar las grandes diferencias existentes entre chicos y chicas en Lectura, a favor de éstas, la distancia se reduce cuando la prueba es digital. Además, el estudio PIAAC sugiere que no hay diferencias ...

Four out of five students in OECD countries agree or strongly agree that they feel happy at school or that they feel like they belong at school. Teacher-student relations are strongly associated with both performance in ...