Education Policy Outlook 2018

Putting Student Learning at the Centre

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Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.




Canada scored among the highest in science, reading and mathematics in PISA 2015, with a mean score of 528 points in science, 527 in reading and 516 in mathematics (compared to the OECD averages of 493 points in science, 493 in reading and 490 in mathematics). Performance in science remained stable between PISA 2006 and PISA 2015, as did performance in reading. Performance in mathematics, on the other hand, declined by 4.3 score points on all assessments between 2003 and 2015. In Canada, the strength of the relationship between science performance and socio-economic status of students was among the weakest across OECD countries, with 8.8% of the variation in student performance in science attributed to differences in students’ socio-economic status (OECD average: 12.9%). The impact of ESCS on performance in science has not changed since 2006. There was no significant gender difference in science performance in PISA 2015. Immigrant students make up 30.1% of the student population of 15-year-olds in Canada, a proportion which is among the highest in the OECD (OECD average: 12.5%). Unlike most OECD countries, there was no significant performance gap in PISA 2015 between immigrant and non-immigrant students in science, with a score difference of just -2 points.



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