Education Policy Outlook 2019
Working Together to Help Students Achieve their Potential
Taking the perspective of institutions and the system, Education Policy Outlook 2019: Working Together to Help Students Achieve their Potential, 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 2019) with various education policies adopted between 2008 and 2014. This report includes around 460 education policy developments (with evidence of progress or impact for over 200 of them) spanning from early childhood education and care to higher education and lifelong learning on topics related to school improvement, evaluation and assessment, governance and funding. It looks into “what is being done”, as well as “why and how it works” to help education systems gain better understanding of how policies can have greater opportunities of success in their specific contexts.
Estonia
Schools in Estonia have less favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index value of -0.04 (the average was 0.00). Some 23% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the OECD average of 19.7%. Furthermore, students in Estonia were less likely to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of -0.17 (the average was 0.01) (OECD, 2016[1]).