Embed Size (px)
Citation preview
2
Equitat
Equitat: Marc conceptual PISA 2015
Font: OECD (2016), PISA 2015 Results (Volume I): Excellence and Equity in Education, PISA, OECD Publishing, Paris
Una panoràmica de resultats segons les característiques de l’alumnat
3
4
-8,0
-6,0
-4,0
-2,0
0,0
2,0
4,0
Kore
a
Czec
h Re
publ
ic
Finlan
d
Japa
n
Swed
en
Spain
Israe
l
Cana
da
Hung
ary
Aust
ria
Aust
ralia
Norw
ay
Latv
ia
Irela
ndItaly
Switz
erlan
d
Belg
ium
Esto
nia
Polan
d
Portu
gal
OECD
aver
age
Luxe
mbo
urg
Fran
ce
New
Zeala
nd
Gree
ce
Icela
nd
Unite
d Ki
ngdo
m
Denm
ark
Slova
k Rep
ublic
Neth
erla
nds
Slove
nia
Germ
any
Mex
ico
Unite
d St
ates
Chile
Font: OECD (2016), PISA 2015 Results (Volume I): Excellence and Equity in Education, PISA, OECD Publishing, Paris
Nivell socioeconòmic i culturalResultats
Percentage of variation in science performance explained by students’ socio-economic status, by country (2006- 2015)
5
Alumnat d’origen estrangerNecessitats específiques
Diferència en les puntuacions de lectura, per origen immigrants i la llengua parlada a casa (control per rendiment i ESCS)
Font: OECD (2018), The Resilience of Students with an Immigrant Background: Factors that Shape Well-being, OECD Reviews of Migrant Education, OECD Publishing, Paris, https://doi.org/10.1787/9789264292093-en.
-60-50-40-30-20-10
0102030
Qat
arU
nite
d A
rab
Emir
ates
Net
herl
ands
Hu
ngar
yH
ong
Kon
g (C
hina
)Po
rtug
alA
ustr
iaFr
ance
Uni
ted
Stat
es
-10
Slo
veni
aCr
oatia
Nor
way
Aus
tral
ia
-10
Swit
zerl
and
Mo
nten
egro
Swed
en
-15
Cana
da
-
15B
elgi
um
-13
Gre
ece
Den
mar
kU
nite
d Ki
ngdo
mLa
tvia
-
25G
erm
any
-1
4Ir
elan
d
-14
Jord
anSi
nga
pore
-
23O
ECD
ave
rage
-
16EU
ave
rage
-
15Sp
ain
-
22Is
rael
-
20M
acao
(Ch
ina)
-
31Lu
xem
bour
g
-28
Czec
h R
epub
licLi
thua
nia
New
Zea
land
-
25M
alta
Rus
sia
-3
3It
aly
-2
3Fi
nla
nd
-32
Esto
nia
-3
0CA
BA
(Arg
enti
na)
-3
6Sl
ova
k Re
pub
lic
Score-point difference compared to native students
Native-speaking immigrant students Non-native-speaking immigrant students
6
12,2
5,3
5,9
17,4
4,8
0.4
2,1
0,8
0 5 10 15 20 25
Boys
Girls
...science and engineering professionals
...health professionals
...information and communication technology (ICT) professionals
...science-related technicians or associate professionals
Percentage of students who expect to work as...
%
Students’ expectations of a STEM-related career, by gender (2015)
Font: OECD (2016), PISA 2015 Results (Volume I): Excellence and Equity in Education, PISA, OECD Publishing, Paris
GènereEl pes dels estereotips
7
NeurodiversitatInclusió: sobre capacitats i necessitats
Global consumption of ADHD medication (Methylphenidate), 1990-2013
Font: INCB (2014), “Annual Report 2014”, United Nations, New York.
Consideracions de política i pràctica educativa
8
9
Repetició de curs
Percentage of students who had repeated a grade in primary, lower secondary or upper secondary school, 2009 and 2015
05
101520253035404550
Colo
mb
ia
5B
razi
l -
6U
rugu
ayTu
nisi
a
-10
Bel
gium
Mac
ao (
Chin
a)
-13
Trin
idad
and
Tob
ago
2
Cost
a Ri
ca
-10
Spai
n
-4Po
rtug
al
-6
Luxe
mbo
urg
-9
Peru
-4
Chile
Fran
ce
-16
Net
herl
ands
-
7Sw
itze
rlan
d
-6G
erm
any
Qat
ar
2H
ong
Kon
g (C
hina
)In
don
esia
-1
9M
exic
o
-11
Aus
tria
3
Ital
yU
nite
d A
rab
Emir
ates
-2
OEC
D a
vera
ge
-3
Uni
ted
Stat
es
-4Tu
rkey
Hu
ngar
yIs
rael
Jord
anIr
elan
d
-5A
ustr
alia
-
2M
alta
-1
3Sl
ova
k Re
pub
licTh
aila
ndR
oman
ia
2Ca
nad
a
-3Si
nga
pore
Pola
ndLa
tvia
-1
5G
reec
eN
ew Z
eala
ndB
ulga
ria
Czec
h R
epub
licSw
eden
-2
Esto
nia
-2
Den
mar
k
-2M
old
ova
-2
Fin
land
Uni
ted
King
dom
Alb
ania
-5
Lith
uani
a
-1Sl
ove
nia
Mo
nten
egro
Croa
tia
-1
Rus
sia
-2
Geo
rgia
-
2Ic
elan
dCh
ines
e Ta
ipei
-1
% 2015 2009
Font: OECD (2016), PISA 2015 Results (Volume II): Excellence and Equity in Education, PISA, OECD Publishing, Paris
10
-20
-10
0
10
20
30
40
50
Peru
Slo
vak
Rep
ublic
Thai
land
FYR
OM
Cost
a Ri
caB
-S-J
-G (
Chin
a)B
ulga
ria
Mex
ico
Colo
mb
iaLe
bano
nM
alta
Turk
eyIt
aly
Bra
zil
Czec
h R
epub
licA
ustr
iaH
ong
Kon
g (C
hina
)Si
nga
pore
Swed
enM
old
ova
Gre
ece
Trin
idad
and
Tob
ago
Spai
nPo
rtug
alSw
itze
rlan
dM
ont
eneg
roEU
ave
rage
Fin
land
Lith
uani
aD
om
inic
an R
epub
licB
elgi
umO
ECD
ave
rage
Hu
ngar
ySl
ove
nia
Den
mar
kIr
elan
dU
nite
d Ki
ngdo
mIc
elan
dG
eorg
iaKo
sovo
Aus
tral
iaA
lger
iaG
erm
any
Net
herl
ands
Uru
guay
Rus
sia
Jord
anCr
oatia
Uni
ted
Ara
b…Lu
xem
bour
gCa
nad
aN
ew Z
eala
ndLa
tvia
Alb
ania
Esto
nia
Tuni
sia
Chile
Uni
ted
Stat
esQ
atar
CAB
A (A
rgen
tina
)Is
rael
Mac
ao (
Chin
a)Fr
ance
Perc
enta
ge p
oint
s
after, nonsig
Before accounting for socio-economic status andperformance in PISA core subjects
Font: OECD (2018), The Resilience of Students with an Immigrant Background: Factors that Shape Well-being, OECD Reviews of Migrant Education, OECD Publishing, Paris, https://doi.org/10.1787/9789264292093-en.
Repetició de curs
Diferències en els nivells de repetició de curs autòcton/immigrant
11
Abandonament escolar prematur
Font: Idescat (2019), “Abandonament prematur dels estudis (18-24 anys)” (indicador).
Abandonament escolar prematur, Catalunya 2001-2018
0
5
10
15
20
25
30
35
40
45
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
Homes Dones
!
12
Continuïtat en els estudis
0
5
10
15
20
25
30
Hong
Kong
-Chin
aM
acao
-Chin
aSin
gapo
reLu
xembo
urg
4.0
Portu
gal
9.7
Belgi
um
8.9
Croa
tiaFin
land
13.9
Cana
da
11.9
OECD
aver
age
9.4
Italy
12.8
Irelan
d 1
2.5Au
strali
a 4
.9Se
rbia
Denm
ark
11.2
New
Zeala
nd
5.5Slo
venia
First-generation immigrants Non-immigrants%
Students who lost more than two months of schooling, by immigrant background, 2012
Font: OECD (2015), Immigrant Students at School, OECD Publishing, Paris.
13
El clima escolar
Comportaments d’alumnes i professors que dificulten l’aprenentatge, segons la direcció, i resultats en ciències 2015
-40-35-30-25-20-15-10
-505
10
Staff resistingchange
Teachersbeing toostrict withstudents
Teachers not meeting
individual students’
needs
Teacherabsenteeism
Teachers notbeing well
prepared forclasses
Student useof alcohol or illegal drugs
Studentsintimidatingor bullying
otherstudents
Studentsskippingclasses
Studenttruancy
Studentslacking
respect forteachers
Score-point difference
After accounting for students' and schools' socio-economic profileBefore accounting for students' and schools' socio-economic profile¹
The above phenomena hinder student learning "to some extent" or "a lot"
Students score lower in science
Font: OECD (2016), PISA 2015 Results (Volume II): Excellence and Equity in Education, PISA, OECD Publishing, Paris
14
Diferència de resultats explicada per la familiaritat amb les matemàtiques, segons nivell socioeconòmic 2015
Oportunitats d’aprendre a l’escola
-30
-20
-10
0
10
20
30
40
Mac
ao-C
hina
Hong
Kon
g-Ch
ina
Esto
nia
Mex
ico
Denm
ark
Isra
elLa
tvia
Gre
ece
Shan
ghai
-Chi
naFi
nlan
dIre
land
Japa
nSl
ovak
Rep
ublic
Czec
h Re
publ
icN
ew Z
eala
ndPo
land
Swed
enU
nite
d Ki
ngdo
mCa
nada
Luxe
mbo
urg
Icel
and
OEC
D a
vera
geSi
ngap
ore
Slov
enia
Turk
eyAu
stra
liaIta
lyCh
ines
e Ta
ipei
Fran
ceN
ethe
rland
sCh
ileSp
ain
Port
ugal
Uni
ted
Stat
esBe
lgiu
mHu
ngar
ySw
itzer
land
Ger
man
yAu
stria
Kore
aPerc
enta
ge o
f the
scor
e-po
int d
iffer
ence
Font: OECD (2016), Equations and Inequalities: Making Mathematics Accessible to All, PISA, OECD Publishing, Paris.
15
Variació en el nivell de familiaritat amb les matemàtiques, dins i entre escoles, 2012
Font: OECD (2016), Equations and Inequalities: Making Mathematics Accessible to All, PISA, OECD Publishing, Paris.
Oportunitats d’aprendre a l’escola
0,00
0,20
0,40
0,60
0,80
1,00
1,20
1,40
1,60
New
Zea
land
6
Swed
en
5Ir
elan
d 5
Den
mar
k 4
Uni
ted
King
dom
8
Mex
ico
7
Aus
tral
ia
13A
rgen
tina
9
Fin
land
4
Pola
nd
7Ch
ile
17Es
toni
a 6
Slo
veni
a 2
0Cz
ech
Rep
ublic
17
Lith
uani
a 1
2Ic
elan
d 6
Ital
y 2
4Ca
nad
a 9
Net
herl
ands
19
Luxe
mbo
urg
10
Serb
ia
16Ja
pan
18
OEC
D a
vera
ge
14Sl
ova
k Re
pub
lic
17Po
rtug
al
10Sw
itze
rlan
d 2
1U
nite
d St
ates
13
Gre
ece
10
Ger
man
y 2
9Ko
rea
24
Isra
el
10Tu
rkey
23
Aus
tria
31
Hu
ngar
y 2
6La
tvia
12
Bel
gium
21
Spai
n
15
Varia
tion
Between school variation Within school variation
16
Percentage of students in schools whose principal reported that students are grouped by ability for mathematics classes, 2012
Font: OECD (2016), Equations and Inequalities: Making Mathematics Accessible to All, PISA, OECD Publishing, Paris.
Oportunitats d’aprendre a l’escola
0102030405060708090
100
Gre
ece
Aus
tria
-63
Czec
h R
epub
licN
orw
aySl
ove
nia
8
Fran
cePo
land
Port
ugal
-45
Japa
nCh
ile
-
29Fi
nla
ndLu
xem
bour
g
-4
1G
erm
any
-35
Slo
vak
Rep
ublic
Mex
ico
-12
OEC
D a
vera
ge
-
9Tu
rkey
Den
mar
kIt
aly
Hu
ngar
yB
elgi
umLa
tvia
Tuni
sia
Lith
uani
aSw
eden
Swit
zerl
and
-36
Icel
and
-11
Esto
nia
13Ko
rea
Spai
nCa
nad
aN
ethe
rlan
dsU
nite
d St
ates
Isra
elA
ustr
alia
New
Zea
land
Irel
and
Uni
ted
King
dom
Advantaged schools All schools Disadvantaged schools%
La bretxa digitalAccés
Change between 2009 and 2012 in the share of students using computers at school
30
40
50
60
70
80
90
100
Net
herla
nds
Aust
ralia
Nor
way
Liec
hten
stei
nFi
nlan
dM
acao
-Chi
naSw
eden
Denm
ark
New
Zea
land
Hong
Kon
g-Ch
ina
Czec
h Re
publ
icSe
rbia
Icel
and
Aust
riaSl
ovak
Rep
ublic
Russ
ian
Fede
ratio
nJo
rdan
Chin
ese
Taip
ei 1
Croa
tiaSw
itzer
land
Hung
ary
Spai
nO
ECD
ave
rage
Sing
apor
eG
erm
any
Port
ugal
Italy
Gre
ece
Belg
ium
Irela
ndCh
ileEs
toni
aM
exic
o 1
Pola
ndJa
pan
Cost
a Ri
ca 1
Slov
enia
Isra
elLa
tvia
Uru
guay
Turk
eyKo
rea
Shan
ghai
-Chi
na 1
PISA 2009 PISA 2012%
Font: OECD (2015), Students, Computers and Learning: Making the Connection, PISA, OECD Publishing, Paris.
Temps online dins i fora l’escolaTemps fora és determinant, escola factor compensatori?
Font: OECD (2015), Students, Computers and Learning: Making the Connection, PISA, OECD Publishing, Paris.
Minutes per day spent using the Internet at school and outside, 2012
020406080
100120140160180200
Mac
ao-C
hina
4
5De
nmar
k
44Sw
eden
4
4Es
toni
a
41N
orw
ay
41
Hong
Kon
g-Ch
ina
39
Russ
ian
Fede
ratio
n
39Ic
elan
d
37Au
stra
lia
38
Pola
nd
36
Hung
ary
37
Czec
h Re
publ
ic
36
Chin
ese
Taip
ei
36
Net
herla
nds
34
Slov
ak R
epub
lic
35
Sing
apor
e
35Sp
ain
33
Port
ugal
3
5Ch
ile
36
Latv
ia
34
Ger
man
y
32U
rugu
ay
34
Croa
tia
32
Belg
ium
3
0G
reec
e
31Sl
oven
ia
29
OEC
D a
vera
ge
30
Serb
ia
30
Isra
el
30
Liec
hten
stei
n
31Fi
nlan
d
20N
ew Z
eala
nd
27
Switz
erla
nd
24
Aust
ria
24
Cost
a Ri
ca
25
Japa
n
23Jo
rdan
2
5Sh
angh
ai-C
hina
2
0Ire
land
1
8Ita
ly
17
Kore
a
14M
exic
o
18Tu
rkey
1
3
During weekdays, outside of school During weekdays, at school During weekend days, outside of school
% of students spending at least 4 hours on line, during weekenddays
Minutes per day
La “nova” bretxa digitalUsos
Font: OECD (2016), "Are there differences in how advantaged and disadvantaged students use the Internet?", PISA in Focus, No. 64, OECD Publishing, Paris.
0
5
10
15
20
25
30
35
40
45
Finl
and
Icel
and
Nor
way
Kore
aEs
toni
aSw
eden
Italy
Isra
elCh
ines
e Ta
ipei
Ger
man
yBe
lgiu
mSw
itzer
land
Japa
nG
reec
eSp
ain
Czec
h Re
publ
icSl
oven
iaAu
stria
Net
herla
nds
Irela
ndO
ECD
ave
rage
Pola
ndDe
nmar
kHu
ngar
yLa
tvia
Sing
apor
eAu
stra
liaPo
rtug
al
Slov
ak R
epub
licN
ew Z
eala
ndTu
rkey
Chile
Mex
ico
Difference between advantaged and disadvantaged students
Difference between advantaged and disadvantaged students in reading news/obtaining practical information from the Internet, 2012
%
0
5
10
15
20
25
30
Mac
ao-C
hina
Hong
Kon
g-Ch
ina
Esto
nia
Italy
Swed
enCa
nada
Norw
ayJa
pan
Kore
aAu
stra
liaSp
ain
Russ
ian
Fede
ratio
nIre
land
Unite
d Ar
ab E
mira
tes
Denm
ark
Slove
nia
OECD
aver
age
Singa
pore
Braz
ilCh
ines
e Ta
ipei
Aust
riaUn
ited
Stat
esIsr
ael
Polan
dCo
lom
bia
Belg
ium
Fran
cePo
rtuga
lSh
angh
ai-Ch
ina
Chile
Hung
ary
Slova
k Rep
ublic
%
Variation in digital reading performance explained by socio-economic status, 2012
Font: OECD (2015), Students, Computers and Learning, OECD Publishing, Paris.
La “nova” bretxa digitalCompetències
Font: OECD (2017), PISA 2015 Results (Volume III): Students’ Well-being, PISA, OECD Publishing, Paris.
60
70
80
90
100
Irela
ndFr
ance
8
Aust
ralia
8
Denm
ark
4Po
rtug
al
4Si
ngap
ore
6
Uni
ted
King
dom
7
New
Zea
land
6
Icel
and
4Ch
ile
14Sp
ain
5Be
lgiu
m
7Fi
nlan
d 8
Gre
ece
8Es
toni
a 6
Switz
erla
nd
11
Czec
h Re
publ
ic
11N
ethe
rland
s 8
OEC
D a
vera
ge
9Ita
ly
5Sw
eden
9
Slov
enia
8
Luxe
mbo
urg
12
Ger
man
y 8
Pola
nd
9
Slov
ak R
epub
lic
13M
exic
o 2
0Hu
ngar
y 1
2La
tvia
9
Isra
el
11Au
stria
12
Japa
n 1
8Ko
rea
15
Advantaged Disadvantaged%
The Internet is good resource for obtaining practical information, 2015
La “nova” bretxa digitalActituds i valors
22
La formació dels docents
0
5
10
15
20
25
30
35
Teachingstudents withspecial needs
ICT skills forteaching
Studentbehaviour and
classroommanagement
Teaching in amulticultural
or multilingualsetting
Student careerguidance andcounselling
Studentevaluation and
assessmentpractice
Pedagogicalcompetencies
in teachingsubject field(s)
Schoolmanagement
andadministration
Knowledge andunderstandingof the subject
field(s)
2008 2013
Percent of teachers who report a "high" level of need for professional development
Font: OECD (2014), Teaching and Learning International Survey (TALIS) 2013 Results, OECD Publishing, Paris
23
L’aprenentatge fora de l’horari lectiu
0
10
20
30
40
50
60
70
80
0
10
20
30
40
50
60
70
80
B-S
-J-G
(Ch
ina)
Sin
gapo
reKo
rea
Turk
eyCh
ileIt
aly
Gre
ece
Chin
ese
Taip
eiU
nite
d St
ates
Mex
ico
Spai
nH
ong
Kon
g (C
hina
)Po
land
Den
mar
kIs
rael
Port
ugal
Cana
da
Aus
tria
Slo
veni
aIr
elan
dO
ECD
ave
rage
Hu
ngar
yU
nite
d Ki
ngdo
mLa
tvia
Lith
uani
aB
elgi
umN
orw
aySl
ova
k Re
pub
licEs
toni
aFr
ance
Aus
tral
iaLu
xem
bour
gN
ew Z
eala
ndIc
elan
dCz
ech
Rep
ublic
Japa
nN
ethe
rlan
dsSw
eden
Swit
zerl
and
Ger
man
yFi
nla
nd
Percen
tage
Hours
Study time after school (hours)
Intended learning time at school (hours)
Total learning time as a share of available time (percentage)
Font: OECD (2016), PISA 2015 Results (Volume II): Excellence and Equity in Education, PISA, OECD Publishing, Paris
Hores dedicades a l’aprenentatge dins i fora l’escola (esquerra) i percentatge respecte el total d’hores actives entre setmana (dreta)
24
Expectatives i estereotips
0 5 10 15 20 25 30
Watch TV programmes about <broad science>
Borrow or buy books on <broad science> topics
Visit websites about <broad science> topics
Read <broad science> magazines or science articles innewspapers
Attend a <science club>
Simulate natural phenomena in computer programs/virtuallabs
Simulate technical processes in computer programs/virtuallabs
Visit websites of ecology organisations
Follow news of science, environmental or ecology organisations via blogs and microblogging
%
Boys Girls All students
Students who reported engaging in science activities "very often" or "regularly" by gender, 2015
Font: OECD (2016), PISA 2015 Results (Volume I): Excellence and Equity in Education, PISA, OECD Publishing, Paris
25
-50-40-30-20-10
0102030405060
Trin
idad
and
Tob
ago
Kore
a
Mex
ico
Sing
apor
e
New
Zeala
nd
Hong
Kon
g-Ch
ina
Aust
ria
Belg
ium
(Fle
mish
Com
mun
ity)
Mac
ao-C
hina
Irela
nd
Aust
ralia
Latv
ia
Port
ugal
Italy
Slov
ak R
epub
lic
Serb
ia
Slov
enia
Icela
nd
Croa
tia
Hung
ary
Pola
nd
SES difference in university expectationsSES difference in university expectations after accounting for student performanceSES difference in high school expectationsSES differences in upper secondary expectations after accounting for student performance
Font: OECD (2012), Grade Expectations: How Marks and Education Policies Shape Students' Ambitions, OECD Publishing, Paris
Socio-economic differences in expectations of completing a university and upper secondary degree
%
Entorn i expectatives
26
0 5 10 15 20 25 30 35 40
I had problems with transportation
My <language skills> were not sufficient
My child does not want me toparticipate
I had no one to take care of mychild/children
I think participation is not relevant for my child’s development
I do not know how I could participate inschool activities
I was not able to get off from work
The meeting times were inconvenient
%
Font: OECD (2017), PISA 2015 Results (Volume III):, PISA, OECD Publishing, Paris.
La relació escola-famílies
Dificultats per a participar de les activitats escolars dels fills segons elspares (Espanya)
27
0
10
20
30
40
50
60
70
80
90
100
Norway1
,2
Denmark
Iceland*
Netherlands*
Luxembourg*
Belgium*
Portugal*
Germany
Slovenia1
Spain
Ireland*
Averag
e
United Kingdom*
Finland
Estonia1
Italy*
Latvi
a
Austria*
Israel1
Hungary
Greece*
Poland*
Slovak R
epublic
Czech
Republic
% Overall Non-tertiary educated mother Tertiary-educated mother
Font: OECD (2018), Education at a Glance 2018: OECD Indicators, OECD Publishing, Paris.
Taxa d’escolarització dels menors de 3 anys, segons el nivell educatiude la mare (2014)
Accés
28
Segregació escolar
Font: Murillo, F. J., & Garrido, C. M. (2018), “Magnitud de la segregación escolar por nivel socioeconómico en España y sus Comunidades Autónomas y comparación con los países de la Unión Europea”, Revista de la Asociación de Sociología de la Educación (RASE), Vol. 11, No. 1, pp. 37-58.
Recursos útils
29
Trends Shaping Education Spotlights
30
Dades internacionals, recerca acadèmica i exemples pràctics
• Últims números: Núm. 15: Tecnologia i educacióNúm. 16: Escriptura i digitalitzacióNúm. 17: Salut física i mental
• Pròximament (2019):Núm. 18: Jugar importa!Núm. 19: La seguretat financeraNúm. 20: Sobre amor i sexe: Com
ens relacionem?
Altres recursos
31
