ERCE 2019 is a long-term research project focused on the evaluation of learning outcomes among students in Latin America and the Caribbean. Curricular analysis sets forward the visions and trends that precede the COVID-19 pandemic and UNESCO inputs for new perspectives on what children are expected to learn, challenges, and priorities that curricula should take on, especially after the pandemic.
The IEA report Dinaric Perspectives on TIMSS 2019: Teaching and Learning Mathematics and Science in South-Eastern Europe has been published.
PISA YAFS surveyed 2016 students from the U.S. PISA 2012 sample using an online test.
Around the world there has been increasing awareness of the need to protect the environment. TIMSS 2019 constructed new scales on environmental awareness of students presented in its latest report on Environmental Awareness in TIMSS 2019.
Released annually at IEA's General Assembly meeting, the IEA Insider 2021 “Growing through challenge” contains interesting highlights about IEA studies, national and international projects, publications, and more.
This publication is based on the newly PSI blocks of TIMSS 2019. The report demonstrates the richness and innovativeness of the new item formats, while also highlighting the challenges, and learnings from their administration.
The “Good Citizenship for the Next Generation. A Global Perspective Using IEA ICCS 2016 Data” is a new book that provides a rich, synthetic theoretical analysis of citizenship and youth.
The ICILS Teacher Panel is a new, additional longitudinal study which was developed during the COVID-19 pandemic. The objective of the additional study is to analyze the transition to more technology-based learning during the pandemic and to scrutinize why some teachers and schools have been more successful in using computers and technology for learning than others.
This report presents results from TALIS 2018 participants who administered the optional primary education survey (15 out of 48 countries and economies) and/or the upper secondary education survey (11 out of 48 countries and economies). Its main goal is to understand if there are any similarities and differences between the dimensions of professionalism and educational challenges found in primary and upper secondary education compared to those found in lower secondary education.
The “OECD Skills Outlook 2021: Learning for Life” report explores how public policy can and should play a key role in promoting effective and inclusive lifelong learning for all. Considering the effects that the COVID-19 pandemic has had on the world, and noting the importance of skills such as resilience, this report leverages comparative quantitative data to highlight the key role that socio-emotional and motivational factors play in shaping successful participation in lifelong learning.