We publish news and recent information for all ILSA studies, including but not limited to launches of reports, releases of data, calls for proposals, and also academic internships and job opportunities. An overview of all news can be found here, news related to a particular ILSA study can be found on the sub-pages of the respective study.

Call for submission: ERME Topic Conferences (ETC)

ERME Topic Conferences (ETC) are organized by European Society for Research in Mathematics and Education (ERME) on a specific research theme or themes related to the work of ERME as presented in associated Thematic Working Groups at CERME conferences. The proposals submission deadline is 25 August, 2023.

New IEA publication: PIRLS 2021 Technical Report

IEA has recently published the Methods and Procedures: PIRLS 2021 Technical Report. The report includes information on the development and implementation of PIRLS 2021 and on the way of reporting of the findings. Chapter 1 to 3 introduces to study instruments, chapter 4 to 7 give an overview of the data collection, and chapters 8 to 15 present how the data collected was analyzed and reported.

Vacancy: International Research Fellowship at Johannes Kepler University Linz

Department for Educational Research at the Johannes Kepler University Linz, Austria is looking for an International Research Fellowship. The deadline for the application is June 10, 2023.

Commissioned Paper: Using PIAAC to Examine Characteristics

The Program for the International Assessment of Adult Competencies (PIAAC) related publication should provide information on how to support adults in the U.S. who began but did not complete educational qualifications. The paper addresses the following research questions:

1. How does not completing educational qualifications vary by numeracy proficiency levels?
2. Which background characteristics are related to not completing educational qualifications?
3. Do relationships between background characteristics and non-completion vary by numeracy proficiency levels?

Among other things, the results show that highly skilled adults and less educated adults were more likely to drop out of educational programs without completing their intentions and earning new qualifications.