PISA 2012 is the program's 5th survey. It assessed the competencies of 15-year-olds in reading, mathematics and science (with a focus on mathematics) in 65 countries and economies. Around 510 000 students between the ages of 15 years 3 months and 16 years 2 months participated in the assessment, representing about 28 million 15-year-olds globally.
A decade after the publication of results from the first round of the Programme for International Student Assessment (PISA), its seminal assessment of the knowledge and skills of 15-year-olds, the OECD has conducted its first Survey of Adult Skills, which extends the assessment of skills to the entire adult population.
This paper presents a comprehensive and practical analysis of the current state of innovative financing in global education. The report argues that education is a complex sector characterized by significant barriers to investment. But it also suggests how to break through these barriers using innovative financing such as solidarity levies and private sector investments through a global education investment bank.
As innovation increasingly fuels economic growth, higher education institutions and systems face the challenge of equipping students with the skills required by innovative economies. Using two international surveys of tertiary education graduates five years after their graduation, we show that the innovative, tertiary-educated workforce comprises a mix of graduates holding degrees from all disciplines. The contribution to innovation of different graduates varies by type of innovation.
The Center for Global Development (CGD) convened the CGD Study Group on Measuring Learning Outcomes to advise a staff team drafting a short report that would perform three functions. First, the report would lay out the development rationale behind learning metrics. Second, it would derive implications for assessment regimes that could have the largest impact on education outcomes in developing countries. Third, it would recommend policies and approaches that could support these assessment regimes.
The 2013/4 EFA Global Monitoring Report is divided into three parts. Part 1 provides an update of progress towards the six EFA goals. The second part presents clear evidence that progress in education is vital for achieving development goals after 2015. Part 3 puts the spotlight on the importance of implementing strong policies to unlock the potential of teachers so as to support them in overcoming the global learning crisis.
Given that education is central to most global issues – from economic growth and social welfare to global information technology and entrepreneurship – this topic is highly relevant to the Network of Global Agenda Councils. Education and Skills 2.0: New Targets and Innovative Approaches is the product of a true collaboration among a number of Global Agenda Councils, including the Global Agenda Councils on Africa, Pakistan, and Japan, as well as the Council on Youth Unemployment and the Council on Population Growth.
Improving Learning in Primary Schools of Developing Countries: A Meta-Analysis of Randomized Experiments
McEwan identified and coded 76 randomized experiements conducted in developing-country primary schools from the mid-1970s to 2013. The experiments evaluated the impact of 110 school-based treatments on language and mathematics test scores, as compared with "business-as-usual" in the same settings. The treatments included instructional interventions, health interventions, and incentive-based interventions.