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PISA 2018 Results
Programme for International Student Assessment
How socio-economics plays into students learning
on their own: clues to COVID-19 learning losses
Andreas
Schleicher
Lost instruction days (upper secondary)
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Lost instruction days (upper secondary)
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Size of bubbles represents
number of COVID-19 cases per
million inhabitants in 2020
Lost instruction days and quality of learning outcomes
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
(remains 0.31
after accounting
for GDP/capita)
Distance-learning solutions offered during 2020 and/or 2021
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 2.1
0
10
20
30
40
50
60
70
80
90
100
Online platforms Take-home
packages
Television Mobile phones Radio Other distance
learning modality
% of countries/economies
Primary Lower secondary Upper secondary, general
Strategies to address learning gaps when upper secondary general schools
re-opened after the first closure in 2020
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 3.3
Measures targeting populations at risk of exclusion from distance education platforms
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
0 10 20 30 40 50 60 70 80 90
Design of learning materials for speakers of minority languages
Special efforts to make online learning more accessible to migrant and
displaced children, including those in camps
Additional support to lower-income households, including economic
support (i.e. take-home rations, cash based transfers)
Agreements with Global System for Mobile Communications (GSM)
operators/Internet firms to remove the internet access barrier
Improved access to infrastructure for learners in urban high-density
areas
Support to learners with disabilities (e.g. sign language in online
learning programmes)
Improved access to infrastructure for learners in remote areas
Flexible and self-paced platforms (Asynchronous learning platforms)
Subsidized devices for access (PCs or/and tablets)
% of countries
Upper secondary, general Lower secondary Primary
Figure 2.2
Countries that encouraged interactions between teachers and their students and/or
their parents during school closures in 2020
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 5.3
Lower secondary education
Learning loss in hybrid teaching & learning mode
9
Source: http://www.nber.org/papers/w27431
30
40
50
60
70
80
90
When I’m in a
difficult situation,
I can usually find
my way out of it
My belief in myself gets
me through hard times
My goal is to learn as
much as possible
My goal is to completely
master the material
presented in my classes
I find satisfaction
in working as hard
as I can
Once I start a task,
I persist until it is finished
Self-efficacy Learning goals Motivation to master tasks
%
Percentage of students who reported to agree/strongly agree or who reported the
following statements are moderately/very/extremely true of them; OECD average
How well are students prepared to learn on their own?
Student self-efficacy, learning goals and motivation
-0.20
-0.10
0.00
0.10
0.20
0.30
0.40
0.50
0.60
Finland
Korea
B-S-J-Z
(China)
Lebanon
Iceland
North
Macedonia
Saudi
Arabia
Ukraine
Estonia
Bulgaria
Philippines
Australia
Georgia
Sweden
Romania
Canada
Luxembourg
Belarus
Albania
Poland
Qatar
New
Zealand
Hungary
Denmark
Latvia
Panama
Jordan
Macao
(China)
Spain
Thailand
Brunei
Darussalam
Lithuania
Greece
Morocco
Serbia
Japan
Mexico
Chinese
Taipei
Uruguay
Montenegro
Bosnia
and
Herzegovina
Moldova
Israel
OECD
average
Baku
(Azerbaijan)
Russia
Kosovo
Dominican
Republic
Hong
Kong
(China)
Germany
Kazakhstan
Argentina
United
Kingdom
France
Colombia
Croatia
Turkey
Austria
Malta
Slovenia
Peru
Chile
Slovak
Republic
Costa
Rica
Czech
Republic
Ireland
Switzerland
Malaysia
United
States
Portugal
United
Arab
Emirates
Brazil
Singapore
Belgium¹
Indonesia
Italy
Netherlands
Norway
Viet
Nam
Index-point
difference
Index-point difference between advantaged and disadvantaged students
Self-efficacy Motivation to master tasks Learning goals
Socio-economic differences in readiness to learn
Socio-economically advantaged students
more ready to learn
Socio-economically disadvantaged students
more ready to learn
-0.20
-0.10
0.00
0.10
0.20
0.30
0.40
0.50
0.60
Lebanon
North
Macedonia
Dominican
Republic
Saudi
Arabia
Georgia
Albania
Jordan
Bulgaria
Baku
(Azerbaijan)
Serbia
Kosovo
Korea
Qatar
Montenegro
Bosnia
and
Herzegovina
United
Arab
Emirates
Moldova
Morocco
Philippines
Romania
Sweden
Thailand
United
States
Turkey
Lithuania
Kazakhstan
Iceland
Luxembourg
Chile
Hungary
Argentina
Costa
Rica
Mexico
Estonia
Colombia
Russia
Finland
B-S-J-Z
(China)
Croatia
Czech
Republic
Peru
Malta
Panama
Australia
Greece
Italy
Uruguay
Denmark
OECD
average
Brazil
Slovenia
Austria
Hong
Kong
(China)
Belarus
Chinese
Taipei
New
Zealand
Ukraine
Poland
Portugal
Spain
Japan
Ireland
United
Kingdom
Netherlands
Macao
(China)
Switzerland
Germany
Latvia
Indonesia
Slovak
Republic
Singapore
Malaysia
Brunei
Darussalam
Belgium¹
France
Norway
Viet
Nam
Index-point
difference
Index-point increase in the following indices per unit-increase in the index of parents' emotional support perceived
by students (after accounting for schools' and students' PISA index of economic, social and cultural status)
Self-efficacy Motivation to master tasks Learning goals
All differences are statistically significant
Parents' emotional support perceived by students and readiness to learn
Students who reported greater parents'
emotional support were more ready to learn
Students who reported greater parents'
emotional support were less ready to learn
-10
-5
0
5
10
15
20
25
30
35
Lebanon
Jordan
Saudi
Arabia
Philippines
Morocco
Bulgaria
Israel
Estonia
North
Macedonia
Thailand
Georgia
Qatar
Brunei
Darussalam
Finland
Iceland
Malta
Latvia
Greece
Dominican
Republic
Luxembourg
United
Arab
Emirates
Panama
Lithuania
Romania
Bosnia
and
Herzegovina
Serbia
Peru
Chinese
Taipei
Kosovo
Turkey
Slovenia
Colombia
Malaysia
Slovak
Republic
Montenegro
Switzerland
Austria
Albania
Belarus
Ukraine
Hungary
Sweden
Poland
Spain¹
OECD
average
Denmark
Korea
Mexico
Moldova
Italy
Baku
(Azerbaijan)
Brazil
Germany
Canada
Argentina
Macao
(China)
Australia
Kazakhstan
Uruguay
Czech
Republic
Croatia
Costa
Rica
New
Zealand
Belgium²
Netherlands
Russia
Portugal
Ireland
Chile
United
States
United
Kingdom
Hong
Kong
(China)
France
Singapore
Indonesia
Japan
B-S-J-Z
(China)
Norway
Score-point
difference
Score-point difference in reading (after accounting for students' PISA index of economic, social and cultural status)
per unit-increased in the index of:
Self-efficacy Motivation to master tasks Learning goals
Statistically significant differences are shown in a darker tone
Readiness to learn and reading performance
Students who reported greater readiness
to learn scored higher in reading
Students who reported greater readiness to
learn scored lower in reading
Find out more about our work at
www.oecd.org/education
Email: Andreas.Schleicher@OECD.org
Twitter: SchleicherOECD
Wechat: AndreasSchleicher
and remember:
Without data, you are just another person with an opinion
Thank you

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