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There is no country or economy participating in PISA 2012 that can claim that all of its 15-year-old students have achieved a baseline level of proficiency in mathematics, reading and science. Poor performance at school has long-term consequences, both for the individual and for society as a whole.  Reducing the number of low-performing students is not only a goal in its own right but also an effective way to improve an education system’s overall performance – and equity, since low performers are disproportionately from socio-economically disadvantaged families.

Low-performing Students: Why they Fall Behind and How to Help them Succeed examines low performance at school by looking at low performers’ family background, education career and attitudes towards school. The report also analyses the school practices and educational policies that are more strongly associated with poor student performance. Most important, the evidence provided in the report reveals what policy makers, educators, parents and students themselves can do to tackle low performance and succeed in school.

지난 50년간 대한민국 교육의 역사는 괄목할만한 성장과 업적을 보였다. 대한민국은 PISA 최상위권 국가 중 하나이며, 고등학교 교육과 고등교육을 수료한 학생의 비율이 가장 높은 국가 중 하나이기도 하다. 대한민국은 교육 체제 개선 방법 을 지속적으로 강구해왔고, 지난 십년간 교육 분야에 대한 정부의 투자도 급격하게 증가하였다. 그럼에도 불구하고, 이러 한 개선을 독려하고 지속시키기 위해서는 추가적인 개혁이 필요하다. 또한 급격한 세계화와 현대화는 현재와 미래의 젊은 이들이 21세기에 부합하는 능력을 갖출 수 있도록 새롭고 어려운 도전과제들을 제시하고 있다.

본 보고서인 ‘뛰어난 학업성취와 성공적인 교육개혁: PISA가 대한민국 교육에 주는 시사점’은 대한민국이 국제적 관점에 서 교육정책 해결과제를 파악하고 대처하는데 도움을 주고자 한다. 이를 위해 PISA 결과를 통해 대한민국의 교육 체제를 평가하고 최근 정책 발전을 고려하며 개선을 위한 구체적인 정책 대안들을 제시하였다. 또한 성취 수준이 높은 국가의 사 례에 대한 심층적 분석을 제공하였다.

The story of Korean education over the past 50 years is one of remarkable growth and achievement. Korea is one of the top performing countries in the Programme for International Student Assessment (PISA) survey and among those with the highest proportion of young people who have completed upper secondary and tertiary education. Korea is continuously exploring ways to improve its education system and has dramatically increased government investment in education over the last decade. Nevertheless, further reforms are needed to spur and sustain improvements. Rapid globalisation and modernisation are also posing new and demanding challenges to equip young people of today and tomorrow with skills relevant to the 21st century.

The report Strong Performers and Successful Reformers in Education: Lessons from PISA for Korea aims at helping Korea to identify and address education policy challenges in an international perspective. To this end, it examines the Korean education system through the prism of PISA, considers recent policy developments and suggests specific policy options to foster improvements. The report also provides an in-depth analysis of the experience of other high-performing countries.

This is the latest of the influential series of OECD reports on Innovative Learning Environments. “Learning leadership” is fundamental because it is about setting direction, taking responsibility for putting learning at the centre and keeping it there. This becomes increasingly complex in 21st century settings, calling for innovation and going beyond the heroics of individual leaders. Many need to be involved, bringing in diverse partners at different levels.

This is all explored in this volume. It clarifies the concepts and the dimensions of learning leadership, relating it to extensive international research and identifying promising strategies to promote it. Specific examples are drawn from Austria, Australia, Canada, Israel, Norway, Singapore, Spain, the United Kingdom and the United States. There is an extensive overview that addresses the “why, what, how, who, where, and when” of learning leadership. Among the international experts contributing to this volume are James Spillane, John MacBeath, Louise Stoll, and Clive Dimmock.

This report will prove to be a valuable resource for all those interested in schooling. It will be of particular interest to teachers and teacher educators, advisors and researchers, the voluntary sector and teacher associations, and, first and foremost, education leaders themselves.

Most parents know instinctively that spending more time with their children and being actively involved in their education will give their children a good head-start in life. But since most parents have to juggle competing demands at work and home, there never seems to be enough time or they feel ill-equipped to help.

This book from OECD's Programme for International Student Assessment (PISA) has some good news for concerned parents: it does not require a Ph.D or unlimited hours for parents to make a difference in their children's education. In fact, many parent-child activities that are associated with better reading performance among students involve relatively little time and no specialised knowledge. What these activities do demand is genuine interest and active engagement.

"I enjoyed reading Let's Read Them a Story! The wide sample of countries shows the universality of the conclusions - conclusions which reassure parents that it is important to simply transmit the pleasure of reading to our children. No need to exhaust oneself finding the latest trendy children's books or educational toys; parents should simply read to children, enjoy reading themselves, and make family time to discuss what we've read."
                                                                                               -Kristine Minski, mother of two

The rise of globalisation makes language competencies more valuable, both at individual and societal levels. This book examines the links between globalisation and the way we teach and learn languages. It begins by asking why some individuals are more successful than others at learning non-native languages, and why some education systems, or countries, are more successful than others at teaching languages.

The book comprises chapters by different authors on the subject of language learning. There are chapters on the role of motivation; the way that languages, cultures and identities are interconnected; the insights that neuroscience provides; migrants, their education and opportunities to learn languages; language learning and teaching in North America; and new approaches to language learning.

This report focuses on the development of reading proficiency during the transition from adolescence to early adulthood. The span of time between the ages of 15 and 24 is a critical period of development for young people. Once compulsory education is completed, individual decisions about post-secondary education, employment and other life choices have to be made with major consequences for future learning and employment outcomes. A good foundation in reading proficiency facilitates success in specialised education during higher education or during job-related training. Since reading proficiency is not the goal of such specialised or professional learning, reading skills may begin to atrophy. So both learning gains and losses need to be considered as human capital is developed.  

Canada’s investments in PISA, as well as in longitudinal data and reassessment of reading proficiency, provides insights into the importance of individual reading proficiency and later outcomes, such as educational attainment, further learning, employment and earnings. Therefore, this report makes a vital contribution to the understanding of learning gains between the ages of 15 and 24 and their impact on such outcomes, and provides a basis for evidence-based policy and strategic investments by the community of countries participating in PISA

For decades Japan has remained at or near the top of international assessments of student learning; and in the past decade, students in Japan have become more engaged in learning. However, the government aspires to improve learning outcomes even further. Strong Performers and Successful Reformers in Education: Lessons from PISA for Japan focuses on how Japan is reforming its education system not only to produce better learning outcomes, but to equip students with the skills they need to navigate through the unpredictable labour market of the future and to participate in society as active citizens.

This is the second in a series of reports examining how education systems are handling the challenge of preparing their students for a world of interconnected populations, rapid technological change, and instantaneous availability of vast amounts of information. Like the first volume, Strong Performers and Successful Reformers in Education: Lessons from PISA for the United States, this report presents examples from other countries with consistently high-performing education systems or countries that, by redesigning policies and practices, have been able to improve their education outcomes, as measured by the OECD Programme for International Student Assessment (PISA), the world’s most comprehensive and rigorous survey of students’ skills and attitudes towards learning.