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.




Latvia scored lower than the OECD average in science in PISA 2015, with a mean score of 490 points, compared to the OECD average of 493 points. Performance in science remained stable across PISA cycles, with an average score change of 1.1 score points, while reading performance has increased and mathematics performance has stayed the same. Socio-economic status had one of the lowest impacts in the OECD on science performance in PISA 2015, explaining 8.7% of the variance in performance (OECD average: 12.9%). The impact of ESCS on performance in science has not changed since 2006. Gender differences in science performance in Latvia were among the largest in the OECD in favour of girls, with a difference between boys and girls of -11 points, compared to the average difference across the OECD of 4 points. Immigrant students make up 5% of the student population of 15-year-olds in Latvia, a lower proportion than the OECD average of 12.5%. Performance differences between immigrant and non‑immigrant students are lower than the OECD average. Immigrants scored on average 20 score points lower than non-immigrants in science in PISA 2015, compared to the OECD average of 31 score points.



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