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Xie, Ailei; Li, Jiaxin; Ma, Fengqi – Comparative Education, 2023
The Programme for International Student Assessment has become an important policy tool that has affected educational practices in many countries. Despite some remarkable results in PISA's global ranking tables from China's Eastern provinces, China's distinctive policy response has not been well documented or understood. We systematically examine…
Descriptors: Foreign Countries, Secondary School Students, Achievement Tests, International Assessment
Valeria Cavioni; Luisa Broli; Ilaria Grazzani – International Journal of Emotional Education, 2024
The importance of enhancing social and emotional skills in educational settings has gained prominence, with many countries and organizations embracing the Social and Emotional Learning (SEL) framework to equip individuals with the tools needed for shaping a self-identity, emotional regulation, goal achievement, empathy, nurturing relationships,…
Descriptors: Social Emotional Learning, Guidelines, Educational Policy, Cross Cultural Studies
Andrews, Therese – Journal of Research in International Education, 2021
Globalisation has become increasingly important in education, and national systems are no longer defined only by the nation-state. The role of intergovernmental organisations such as the OECD has also become increasingly important, particularly through the development of the PISA tests and the publication of international comparison tables. With a…
Descriptors: Global Approach, Educational Theories, Teaching Methods, Foreign Countries
Aursand, Leah; Rutkowski, David – Nordic Journal of Studies in Educational Policy, 2021
In recent years, exclusion rates in PISA have risen in many countries, including a sharper-than-average rise in Norway. This article focuses on Norway's experience with exclusion rates in PISA, including an analysis tracking this increase between 2000 and 2018. Through interviews with key stakeholders, this article explores several ideas that…
Descriptors: Foreign Countries, International Assessment, Achievement Tests, Secondary School Students
Hodgson, Ann; Spours, Ken – Journal of Education Policy, 2016
This article examines the challenges and possibilities for UK policy learning in relation to upper secondary education (USE) across England, Scotland, Wales and Northern Ireland (NI) within current national and global policy contexts. Drawing on a range of international literature, the article explores the concepts of "restrictive" and…
Descriptors: Secondary School Students, Educational Policy, Foreign Countries, International Education
Auld, Euan; Morris, Paul – Globalisation, Societies and Education, 2021
This paper applies insights from narrative theory to analyse the OECD's transition to providing humanitarian large-scale assessments under the SDGs, situating this within the evolving dynamics of a global development complex. The perspective is guided by the thematic interests of the special issue, with the goal of enriching understanding of both…
Descriptors: International Organizations, Economic Development, Global Approach, International Relations
Motiejunaite, Akvile; Noorani, Sogol; Monseur, Christian – British Educational Research Journal, 2014
This paper brings together data on national policies for improving reading achievement with student reading outcomes according to the OECD Programme for International Student Assessment (PISA) 2009 data. It is based on a two-step analysis. Firstly, the prevalence of national policies for improving reading achievement (i.e., specialist reading…
Descriptors: Reading Achievement, Reading Improvement, Guidelines, Foreign Countries
Abdalla Mohamed – International Society for Technology, Education, and Science, 2023
Recognizing the limitations of the existing frameworks and models applied to estimate the learning loss caused by COVID-19 across the world by different studies, and the urgent need for estimating such loss at the different education levels, this paper, employs the Education Value Chain Analysis ( EVCA) approach as a new paradigm, attempts to…
Descriptors: COVID-19, Pandemics, Acceleration (Education), Intervention
Vivekanandan, Ramya; Pierre-Louis, Medjy – Global Partnership for Education, 2020
This report considers the role that the Global Partnership for Education (GPE) could take in supporting partner countries in embedding 21st-century skills or equivalent within their education systems. The report recommendations consider the different levers that GPE can use as well as the core principles underlying GPE's work, including…
Descriptors: 21st Century Skills, Partnerships in Education, Evidence Based Practice, Educational Policy
O'Reilly, Colm – Gifted Child Today, 2018
This article provides an overview of recent developments in gifted education in Ireland. It highlights changes in attitudes, educational policies, gifted education programs, and research.
Descriptors: Gifted, Educational Practices, Teaching Methods, Educational Policy
Marconi, Gabriele; Cascales, Carla Campos; Covacevich, Catalina; Halgreen, Tue – OECD Publishing, 2020
For the first time, PISA 2025 will assess foreign language skills on a global scale. This paper provides a framework for collecting policy and contextual information on foreign language learning from students, parents, teachers, school principals and government officials. The framework will be used to guide the PISA 2025 Foreign Language…
Descriptors: Second Language Learning, Second Language Instruction, Language Proficiency, Language Tests
Pons, Xavier – European Journal of Education, 2017
This article provides a literature review on the effects of the OECD's Programme for International Student Assessment (PISA) on education governance and policy process across participating countries. This review seemed necessary because there has been a growing body of literature on this topic since 2003, especially since 2010, because this…
Descriptors: Governance, International Organizations, Guidelines, Educational Change
Ashton, Karen – Compare: A Journal of Comparative and International Education, 2016
This paper reflects on the methodology used in international comparative education surveys by conducting a systematic review of the European Survey on Language Competences (ESLC). The ESLC was administered from February to March 2011, with final results released in June 2012. The survey tested approximately 55,000 students across 14 European…
Descriptors: Case Studies, Surveys, Comparative Education, Second Language Learning
OECD Publishing, 2021
The OECD Programme for International Student Assessment (PISA) assesses the extent to which 15-year-old students near the end of their compulsory education have acquired the knowledge and skills essential for full participation in modern societies. The assessment does not just ascertain whether students can reproduce knowledge; it also examines…
Descriptors: Second Language Learning, Second Language Instruction, Achievement Tests, Foreign Countries
Fleckenstein, Johanna; Leucht, Michael; Pant, Hans Anand; Köller, Olaf – Large-scale Assessments in Education, 2016
Background: English language proficiency is considered a basic skill that students from different language backgrounds are expected to master, independent of whether they are native or non-native speakers. Tests that measure language proficiency in non-native speakers are typically linked to the common European framework of reference for…
Descriptors: Native Speakers, Language Proficiency, English (Second Language), Second Language Learning
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