Publications

Investing in skills is key to success for millions

21st-century skills are increasingly important, what is not fully appreciated is the extent to which these skills rely upon strong foundational literacy and numeracy skills. Foundational cognitive skills are defined as to understand, use and interpret written and mathematical information. It is difficult to critically evaluate, problem-solve or analyze data without such skills. For young adults graduating from high school and college, it is typically assumed that they have acquired these foundational skills.

TALIS 2018: Valuing teachers and school leaders as professionals

Rebecca Vukovic, in her article, argues that although almost 90% of teachers in OECD's TALIS 2018 study reported that they liked their profession, only a few reported that they think they were valued by the society. In this article, the author goes on to disseminate findings from the TALIS 2018 study to highlight teachers' views on different aspects of their profession.

Today’s kids might be digital natives — but a new study shows they aren’t close to being computer literate

The author in the article assesses the impacts of the ongoing pandemic crisis by the COVID-19 virus. The article proposes mitigation strategies to adapt to the given situation to minimize the negative impacts on educational practices and learning, such as making use of technology to continue teaching and learning practices, empowering teachers and encouraging innovation, and maintaining the social fabric of schools in the society.

The best students in the world, charted from PISA 2018

Jenny Anderson and Amanda Shendruk disseminate results of Programme for International Student Assessment (PISA) for its 2018 cycle under various themes across countries. They emphasize that similar to the previous cycle of PISA, China and Singapore ranked top in math, science, and reading. The article also stated that Estonia performed significantly better than its performance in the prior cycle.

Girls consistently outperform boys in reading skills—but this could be changing

Authors Louis Volante and Francesca Borgonovi looks back into the long discussed topic of gender disparity in learning outcomes. They refer to the recent PISA studies and convey that things are changing, and the gap is closing up. However, the interesting problem is that, it is not the boys who are necessarily doing better, rather it is the performance of the girls that has declined.

Article: Preparing the ground: early learning opportunities can make the difference

Sabine Meinck and Agnes Stancel-Piątak explain in their blog the importance of early childhood education, and the factors that encourage early childhood learning. The blog post refers to their article 'Preparing the ground: The importance of early learning activities at home for fourth grade student achievement' in which they disseminate their findings basing on data from TIMSS and PIRLS studies.

Cross-country predictive validities of non-cognitive variables for mathematics achievement: evidence based on TIMSS 2015

A new research paper authored by Jihyun Lee and Minge Chen, illustrates empirical findings that measure predictive validities of non-cognitive variables for mathematics achievement based on the TIMSS 2015 study, for students in the primary and secondary school across multiple countries.