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Korea further increased its strong reading performance between 2000 and 2006 by 31 score points, the equivalent of almost a school year, mainly by raising the proportion of top-performers. Poland increased its reading performance by 29 score points over the same period. Mexico and Greece saw significant improvements in mathematics performance between 2003 and 2006. However, across the OECD area as a whole learning outcomes have generally remained flat, while expenditure on education in OECD countries rose by an average of 39% between 1995 and 2004. The survey also revealed widespread pessimism among secondary school students about environmental challenges and limited enthusiasm for scientific careers. Based on tests carried out among 400,000 students in 57 countries in 2006, the latest PISA survey focuses particularly on students’ abilities in comprehending and tackling scientific problems. It also provides an update on performance in reading and mathematics compared with surveys in 2000 and 2003. While most students polled said they were motivated to learn science, only a minority aspired to a career involving science: 72% said it was important for them to do well in science; 67% enjoyed acquiring new knowledge in science; 56% said science was useful for further studies; but only 37% said they would like to work in a career involving science and 21% said they would like to spend their life doing advanced science. At a time when scientific and technological know-how is helping to drive growth in advanced economies, the results of PISA 2006 reveal wide variations in skills levels. Student attitudes to science will be crucial to countries’ economic potential in tomorrow’s world, and PISA 2006 gives a detailed picture of how well students around the world are prepared for the challenges of a knowledge society. The top performer in science in PISA 2006 was Finland, followed by Hong Kong-China, Canada, Chinese Taipei, Estonia, Japan and New Zealand. Australia, the Netherlands, Korea, Germany, the United Kingdom, the Czech Republic, Switzerland, Austria, Belgium and Ireland, Liechtenstein, Slovenia and Macao-China also scored above OECD average. Data for science in PISA 2006 are not directly comparable to data in the previous studies as the nature of the tests has changed. Students from families with a more advantaged socio-economic background were more likely to show a general interest in science, and this relationship was strongest in Ireland, France, Belgium and Switzerland. One significant feature of a student’s background was whether they had a parent in a science-related career. In Australia, Canada, Finland, Japan and New Zealand, at least one in seven students reached the top two levels of scientific literacy. In Greece, Italy, Mexico, Portugal, Spain and Turkey, by contrast, the proportion was lower than one in 20. On average across the OECD, students in private schools outperformed students in public schools in most countries. The picture changed, however, when the socio-economic background of students and schools was taken into account, with public schools taking the lead. Streaming at an early age tends to increase the impact of socio-economic background on student performance, PISA 2006 indicates. The earlier students were stratified into separate institutions or programmes, the stronger was the impact which the school’s average socio-economic background had on performance. Schools that divided students by ability for all subjects tended to have lower student performance on average. The survey identified considerable interest among students in some scientific issues. Most, for example, were aware of environmental issues such as forest clearing and greenhouse gases. However, they were generally pessimistic about the future, with fewer than one in six believing that problems such as air pollution and nuclear waste disposal would improve over the next 20 years. Those who performed better in science showed greater awareness of environmental issues but were also more pessimistic.
The table summarises the performance of 15-year-olds in science. It shows three main pieces of information: The average score of the country on the science assessment. Across the 30 OECD countries the scores are statistically standardised to have an average of 500 points. The scores are also standardised so that approximately two-thirds of the students score between 400 and 600 – that is the standard deviation is 100. The colour coding in the list of the countries in the first column gives an indication of whether the country’s score is statistically significantly above, below or not different from the OECD average. The rank of the country compared to other OECD countries. When a sample of students represents all students in a country, it is not always possible to state with 100% accuracy what the exact rank of the country is compared with other countries. For this reason, OECD calculates, with 95% confidence, a range of ranks that the country falls within. For example, in the list above, OECD is 95% confident that New Zealand ranks between 2nd and 5th of all the OECD countries. The rank of the country compared to all the countries which participated in PISA 2006. The same 95% level of confidence is applied when comparing a country’s position to all the other countries. For example, the list above shows, with 95% confidence, that Croatia ranks between 23rd and 30th position of all the countries which participated in PISA 2006. In response to the launch of the findings, Siobhan Masterson, IBEC Education and Training Policy Executive called on the Minister for Education and Science Mary Hanafin TD to sign off on the proposed new Junior and Leaving Certificate maths curricula, to ensure that they can be introduced without further delay. In addition, she said innovative ways of teaching maths need to be developed and supported through investment in the professional development of maths teachers. ICT Ireland, the IBEC group that represents the high-tech sector, also expressed concern about the report ranks Ireland above the OECD average in science, but only near the OECD average for maths. © Copyright 2007 by Finfacts.com | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
