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Learning for Tomorrow's World

First Results from PISA 2003

image of Learning for Tomorrow's World
This report presents the first internationally comparable results to OECD's 2003 Programme for International Student Assessment (PISA) Survey of the educational performance of 15-year-olds in reading, mathematics, and science in 25 OECD countries.  This year, the concentration was on mathematics. Beyond the examination of the relative standing of countries in mathematics, science and reading, the report also looks at a wider range of educational outcomes that include students’ motivation to learn, their beliefs about themselves, and their learning strategies. Furthermore, it examines how performance varies between the genders and between socio-economic groups; and it provides insights into some of the factors that influence the development of knowledge and skills at home and at school, how these factors interact and what the implications are for policy development.  Most importantly, the report sheds light on countries that succeed in achieving high performance standards while, at the same time, providing an equitable distribution of learning opportunities.

The report presents a wealth of indicators showing how countries compare in various measures of educational performance and factors that affect that performance.

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Introduction

Centre for Educational Research and Innovation

In 2003, the OECD’s Programme for International Student Assessment (PISA) conducted its second three-yearly survey of student knowledge and skills. This report summarises the results. PISA seeks to measure how well young adults, at age 15 and therefore approaching the end of compulsory schooling, are prepared to meet the challenges of today’s knowledge societies. The assessment is forward-looking, focusing on young people’s ability to use their knowledge and skills to meet real-life challenges, rather than merely on the extent to which they have mastered a specific school curriculum. This orientation reflects a change in the goals and objectives of curricula themselves, which are increasingly concerned with what students can do with what they learn at school, and not merely whether they can reproduce what they have learned. Key features driving the development of PISA have been: ...

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