{"id":5373,"date":"2024-11-22T09:26:56","date_gmt":"2024-11-22T08:26:56","guid":{"rendered":"https:\/\/www.rivistaeco.com\/?p=5373"},"modified":"2024-11-22T09:26:56","modified_gmt":"2024-11-22T08:26:56","slug":"school-performance-worsens-in-oecd-countries","status":"publish","type":"post","link":"https:\/\/www.rivistaeco.com\/en\/2024\/11\/22\/school-performance-worsens-in-oecd-countries\/","title":{"rendered":"School Performance Worsens in OECD Countries"},"content":{"rendered":"

International surveys such as the PISA project help us understand whether school systems in different countries are equipping young people with the skills they need to face today’s labour market and become informed citizens. Some of the results are decidedly worrying and call for urgent changes, particularly for those from disadvantaged backgrounds.<\/span><\/i><\/p>\n

The rapid pace of technological and social change, the need to rethink production systems and consumption behaviours with an eye toward environmental sustainability, and demographic shifts require us to reconsider the role of education in the 21st century. Schools are called upon to equip young people with the skills and the mindset to continuously update their knowledge throughout their lives. These are the skills necessary to be active participants in the labour market, take care of their health, assess the validity of information found online, and make investment decisions that align with their needs and preferences.<\/span><\/p>\n

Not All Countries Are Equal<\/b><\/h3>\n

The bar chart presents data from several countries that participated in the international PISA survey (Programme for International Student Assessment). The data show that, in many cases, a significant percentage of 15-year-olds do not achieve basic proficiency in the three core academic areas: reading, mathematics, and science. Additionally, many young people have either dropped out of education entirely or are still attending primary school, meaning they are not receiving education appropriate for their age.<\/span><\/p>\n

On average, in 2022, one in three 15-year-olds in OECD countries scored below proficiency in at least one academic area. Specifically, 14% performed poorly in all three areas, and another 20% in one or two areas. Italian results are in line with the OECD average: 11% of 15-year-olds had insufficient results in all three areas, while another 20% performed poorly in one or two areas.<\/span><\/p>\n

Percentage of 15-year-old students in 2022 with insufficient proficiency in mathematics, reading, and science<\/b><\/h3>\n
\"\"
Note: The figure shows a selection of countries participating in the PISA 2022 study. Level 2 on the PISA scale is considered the minimum competency level, below which students\u2019 preparation is defined as insufficient. The three subject areas considered are mathematics, reading, and science. The number next to each country\u2019s column indicates the percentage of students excluded from the PISA target population, which reflects the percentage of 15-year-olds who have dropped out of school, are still enrolled in lower secondary school, or are excluded from the study for technical reasons. Source: OECD PISA 2022 database.<\/figcaption><\/figure>\n

In countries like Jordan, as many as eight out of ten secondary school students performed below proficiency in at least one academic area, and the vast majority failed to reach basic levels in all three. In other countries, like Cambodia, more than one in two students were excluded from the PISA target population, a fairly accurate indicator of 15-year-olds’ access to adequate education. However, the issue of poor educational opportunities affects many young people globally.<\/span><\/p>\n

The COVID-19 pandemic temporarily worsened education systems’ ability to provide quality education, and in many countries, it coincided with a sharp decline in skills, especially in mathematics. However, the pandemic cannot be solely blamed for the fact that many young people had already failed to reach basic competency levels and that few excel. These issues were present\u2014and worsening\u2014well before COVID-19, as shown in the figure below. The reasons for this decline are complex and vary from country to country. However, contributing factors may include the devaluation of teachers and schools, the increase in distractions for students, and the resulting lack of focus on studies, changes in the student population’s characteristics, and shifts in the importance assigned to different skills within education systems.<\/span><\/p>\n

Evolution of 15-year-old student results in PISA<\/b><\/p>\n

\"\"
Note: On the vertical axis, the PISA score. Source: OECD PISA database from various years.<\/figcaption><\/figure>\n

Disparities Within Countries<\/b><\/h3>\n

While, on average, 14% of students in OECD countries did not reach basic levels in any subject in 2022, the same percentage achieved excellent results in at least one. However, the third figure shows stark differences in the likelihood that different groups of students will have accumulated insufficient or excellent skill levels by age 15. For example, in OECD countries in 2022, the likelihood of scoring below proficiency was 65 percentage points higher for students with no parent having tertiary education compared to those with at least one parent who had completed tertiary education. There was a 35-percentage-point gap between boys and girls, and an enormous 166-percentage-point gap between students whose first language was the same as the language of assessment and those who spoke a different language at home.<\/span><\/p>\n

Similarly, students born in Italy to Italian-born parents and those living in cities had a lower likelihood of poor overall performance compared to their peers born abroad to foreign-born parents or living in rural areas.<\/span><\/p>\n

Average differences in OECD countries in the percentage of students with insufficient and excellent skill levels by student characteristics<\/b><\/p>\n

\"\"
Note: Insufficient levels in all areas reflect the percentage of students who did not reach level 2 on the PISA competency scale in any core subject (mathematics, reading, science), while excellent levels in at least one area reflect the percentage of students who reached level 5 in at least one subject. Source: OECD PISA 2022 database.<\/figcaption><\/figure>\n

There are also significant differences in the percentage of 15-year-olds achieving excellent results in at least one core academic area. For example, the gap is 10 percentage points between students with or without parents with tertiary education, 7 percentage points between native-speaking students and those who speak a different language at home, 5 percentage points between students with or without recent immigrant backgrounds, and 7 percentage points between students living in cities and those in rural areas.<\/span><\/p>\n

How Skills Change After Compulsory Education<\/b><\/h3>\n

Large-scale international assessments have been instrumental in providing empirical evidence of skill disparities among students across countries and within countries based on socio-demographic and economic backgrounds. They have also helped identify the extent to which these outcomes are linked to differences in school system organisation and resource allocation. However, these assessments have a significant limitation: they provide only a snapshot of students’ skills at specific ages or grade levels, without tracking how those skills develop over time.<\/span><\/p>\n

The transition period between the end of compulsory education and young adulthood plays a crucial role in shaping young people’s skill acquisition, with highly varied opportunities for formal or informal learning. Some young people continue their studies at university, others pursue vocational training programs, some enter the workforce, and others are neither employed nor in education or training. These pathways can widen disparities, but they can also reduce them when they better align with young people\u2019s learning needs.<\/span><\/p>\n

Statistical analyses show that skill evolution between ages 15 and 27 varies based on parental education. Comparing the results of 15-year-olds who took the PISA test in 2000 with those from the same cohort who participated in the PIAAC (Programme for the International Assessment of Adult Competencies) study in 2012 at age 27 shows that, on average, the skill gap between individuals with or without a parent with tertiary education is large but increased only slightly, from 19 points at age 15 to 21 points at age 27.<\/span><\/p>\n

However, trends vary across countries. In Italy, as in Belgium, Norway, Sweden, New Zealand, and the United States, the skill gap widened by more than 10 points due to significant improvements in the performance of students with highly educated parents, while those without such parental background showed minimal or no improvement. Conversely, in Germany, the gap narrowed by more than 12 points, thanks to substantial gains made by students whose parents did not have tertiary education. This improvement may be linked to the quality of German apprenticeship and vocational training programs. These country-level differences reflect both varying levels of tertiary education participation across socio-economic groups and the quality of skill development opportunities outside formal education.<\/span><\/p>\n

Regarding gender gaps, between ages 9 and 27, boys’ advantage in numerical\/mathematical skills tends to grow, especially after leaving compulsory education and entering post-secondary education or the workforce. On the other hand, the gender gap in reading follows an inverted U-shaped curve, peaking in adolescence and narrowing in early adulthood. Part of the widening gap in numerical skills can be attributed to educational and career choices, as boys are more likely to pursue science, technology, engineering, and mathematics (STEM) careers.<\/span><\/p>\n

Society and the Workforce Demand New Skills<\/b><\/h3>\n

As demand for technical-scientific skills grows due to the spread of new technologies and the need to rethink production processes with a focus on environmental sustainability, there is also increasing demand for socio-emotional and interpersonal skills. To address this, the PISA survey has expanded over the years to assess a broader range of skills beyond traditional academic subjects. For example, in 2012, students completed a computer-based assessment to measure their ability to solve everyday problems unrelated to specific disciplines. In 2015, they were tested on their ability to solve problems collaboratively. In 2022, the assessment included questions aimed at evaluating creative thinking.<\/span><\/p>\n

Although there is generally a correlation between different skill areas, results can vary significantly depending on the type of skill being assessed. This is particularly evident when examining gender disparities. On average, boys outperform girls in mathematics and individual problem-solving outside academic contexts, while girls tend to perform significantly better in reading, collaborative problem-solving, and creative thinking (see also Maria Laura Di Tommaso’s article in this issue editor\u2019s note).<\/span><\/p>\n

Gender disparities among 15-year-old students by type of competence<\/b><\/p>\n

\"\"
Source: OECD PISA database from various years.<\/figcaption><\/figure>\n

In Italy, as in many other countries, boys and girls from disadvantaged socio-economic backgrounds often face lower-quality learning opportunities. This exacerbates overall system performance and deepens disparities. Reducing learning inequalities across various dimensions will be critical for future societal development.<\/span><\/p>\n

Bio<\/span><\/em><\/p>\n

Francesca Borgonovi leads the Analysis team at the OECD Centre for Skills. She previously oversaw the analysis and development of the OECD\u2019s standardised international assessments (PISA and PIAAC). She is currently an Honorary Professor at University College London.<\/span><\/em><\/p>\n

The views and opinions expressed in this article are the author\u2019s own and do not reflect the responsibility of the OECD or its member countries.<\/span><\/i><\/p>\n","protected":false},"excerpt":{"rendered":"

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