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1
How to best shape teacher policies?
Informal Meeting ofMinisters of Education
25-26 June 2014Tokyo
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.322 TALIS in Brief
…representing more than 4 million teachers in 34 countries…
Over 100 thousand randomly selected lower secondary teachers and their school leaders from over 6500 schools
…took an internationally-agreed survey about the working conditions and learning environments in their schools…
…responding to questions about their background, their teaching practices, support and development, their relationships with colleagues and students and the leadership in their schools
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.333 Participating countries
*Note: TALIS only runs in a sub-national entity of the following countries: Belgium (Flemish Community), Canada (Alberta), United Arab Emirates (Abu Dhabi) and United Kingdom (England) . This map is for illustrative purposes and is without prejudice to the status of or sovereignty over any territory covered by this map.
TALIS 2008 & 2013
Developing Teaching as a profession
Recruit top candidates into the profession
Support teachers in continued
development of practice
Retain and recognise effective teachers –path for growth
Improve the societal view of teaching as a profession
Mean mathematics performance, by school location, after accounting for socio-economic status44 TALIS seeks to help with …
5
Some students learn at high levels All students need to learn at high levels
Student inclusion
Routine cognitive skills, rote learning Learning to learn, complex ways of thinking, ways of working
Curriculum, instruction and assessment
Few years more than secondary High-level professional knowledge workers
Teacher quality
‘Tayloristic’, hierarchical Flat, collegial
Work organisation
Primarily to authorities Primarily to peers and stakeholders
Accountability
Education Reform TrajectoriesThe old bureaucratic system The modern enabling system
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.366 Teachers' perceptions of the value of teaching
Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society
0
10
20
30
40
50
60
70
80
90
100M
alay
sia
Sing
apore
Kore
a
Abu
Dha
bi (U
AE)
Finl
and
Mex
ico
Alb
erta
(Can
ada)
Flan
der
s (B
elgiu
m)
Net
herlan
ds
Aus
tral
ia
Engla
nd (U
K)
Rom
ania
Isra
el
Uni
ted S
tate
s
Chi
le
Ave
rage
Norw
ay
Japan
Latv
ia
Serb
ia
Bulg
aria
Den
mar
k
Pola
nd
Icel
and
Esto
nia
Braz
il
Ital
y
Cze
ch R
epub
lic
Portug
al
Cro
atia
Spai
n
Swed
en
Fran
ce
Slova
k Rep
ublic
Perc
enta
ge
of tea
cher
s
Above-average performers in PISA
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.377
Countries where teachers believe their profession is valued show higher levels of student achievement
Relationship between lower secondary teachers' views on the value of their profession in society and the country’s share of top mathematics performers in PISA 2012
Australia
Brazil
Bulgaria
Chile
Croatia
Czech Republic
Denmark
Estonia FinlandFrance
IcelandIsrael
Italy
Japan
Korea
Latvia
Mexico
Netherlands
Norway
Poland
Portugal
Romania
Serbia
Singapore
Slovak Republic
SpainSweden
Alberta (Canada)
England (UK)
Flanders (Belgium)
United States
0
5
10
15
20
25
30
35
40
45
0 10 20 30 40 50 60 70 80
Shar
e of
mat
hem
atic
s to
p p
erfo
rmer
s
Percentage of teachers who agree that teaching is valued in society
R2 = 0.24 r= 0.49
SESSION 1
How do we develop 21st century teachers to
prepare 21st century learners?
Evolution of employment in occupational groups defined by problem-solving skills (PIAAC)
9
-20
-15
-10
-5
0
5
10
15
20
25Medium-lowlevel ofproblem-solving
Low level ofproblem-solving
Medium-highlevel ofproblem-solving
%
Changes in the demand for skillsTrends in different tasks in occupations (United States)
10
35
40
45
50
55
60
65
70
1960 1970 1980 1990 2000 2006 2009
Routine manualNonroutine manualRoutine cognitiveNonroutine analyticNonroutine interpersonal
Mean task input in percentiles of 1960 task distribution
Source: Autor, David H. and Brendan M. Price. 2013. "The Changing Task Composition of the US Labor Market: An Update of Autor, Levy, and Murnane (2003)." MIT Mimeograph, June.
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31111 Most teachers value 21st century pedagogies…
Percentage of lower secondary teachers who "agree" or "strongly agree" that:
0 10 20 30 40 50 60 70 80 90 100
Students learn best by finding solutions to problems on theirown
Thinking and reasoning processes are more important thanspecific curriculum content
Students should be allowed to think of solutions to practicalproblems themselves before the teacher shows them how they
are solved
My role as a teacher is to facilitate students' own inquiry
Japan Average
0 20 40 60 80 100
Students work on projects that require at least one week tocomplete
Students use ICT for projects or class work
Give different work to the students who have difficultieslearning and/or to those who can advance faster
Students work in small groups to come up with a jointsolution to a problem or task
Let students practice similar tasks until teacher knows thatevery student has understood the subject matter
Refer to a problem from everyday life or work to demonstratewhy new knowledge is useful
Check students' exercise books or homework
Present a summary of recently learned content
Japan Average
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31212 …but teaching practices do not always reflect that
Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons"
Increase percentage correct
0.8
1.71.7
6.5
0
1
2
3
4
5
6
7
8
9
10
Multiple-choice - reproducing knowledge
Open-ended - constructing knowledge (21st century skills)
OECD Japan
OECDOECDJapan
Japan
Changes in instructional practice – PISA 2006-9
0
10
20
30
40
50
60
70
80
90
100
Discu
ss ind
ivid
ual
stud
ents
Shar
e re
sour
ces
Team
conf
eren
ces
Colla
bora
te for co
mm
on
stan
dar
ds
Team
tea
chin
g
Colla
bora
tive
PD
Join
t ac
tiviti
es
Cla
ssro
om
obse
rvat
ions
Perc
enta
ge
of
teac
her
sAverage Japan
Professional collaboration
Percentage of lower secondary teachers who report doing the following activities at least once per month
Teacher co-operation14
Exchange and co-ordination
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31515 Drivers of job satisfaction
The more frequently that
teachers report participating
in collaborative practices
with their colleagues,
the higher their level of
self-efficacy.
The same is true
for job satisfaction.
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31616
Not everywhere where induction programmes are accessible do teachers use them
Percentage of lower secondary teachers with less than 3 years experience at their school and as a teacher, who are working in schools with the following reported access to formal induction programmes, and their reported participation in such programmes
0
10
20
30
40
50
60
70
80
90
100
Icel
and
Finl
and
Ser
bia
Japa
n
Slo
vak
Rep
ublic
Net
herla
nds
Nor
way
Alb
erta
(Can
ada)
Flan
ders
(Bel
gium
)
Aus
tralia
Uni
ted
Stat
es
Cro
atia
Kor
ea
Ave
rage
Chi
le
Isra
el
Mal
aysi
a
Eng
land
(Uni
ted…
Rom
ania
Cze
ch R
epub
lic
Sin
gapo
re
Access Participation
%
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31717 Teachers' needs for professional development
Percentage of lower secondary teachers indicating they have a high level of need for professional development in the following areas
0 5 10 15 20 25 30 35 40
Knowledge of the curriculum
Knowledge of the subject field(s)
School management and administration
Pedagogical competencies
Developing competencies for future work
Teaching cross-curricular skills
Student evaluation and assessment practice
Student career guidance and counselling
Approaches to individualised learning
Teaching in a multicultural or multilingual setting
Student behaviour and classroom management
New technologies in the workplace
ICT skills for teaching
Teaching students with special needs
Average Average
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31818 Barriers to professional development participation
Percentage of lower secondary teachers who "agree" or "strongly agree" that the following elements represent barriers to their participation in professional development activities
0 20 40 60 80 100
Do not have the pre-requisites (e.g., qualifications, experience,seniority)
There is a lack of employer support
Lack of time due to family responsibilities
There is no relevant professional development offered
Professional development is too expensive/unaffordable
There are no incentives for participating in such activities
Professional development conflicts with my work schedule
Japan Average
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31919
Participation in professional development and level of support received by teachers
Australia
Brazil
Bulgaria
Chile
Croatia
Czech Republic
Denmark
EstoniaFinland
France
Iceland
Israel
Italy
Japan
Korea
Latvia
Malaysia
Mexico
NetherlandsNorway
Poland
Portugal
Romania
Serbia
Singapore
Slovak RepublicSpain
Sweden
Abu Dhabi (United Arab Emirates)
Alberta (Canada)
England (United Kingdom)
Flanders (Belgium)
Average
United States
0
10
20
30
40
50
60
70
80
90
100
70 75 80 85 90 95 100
Per
centa
ge
of te
acher
s w
ho h
ad t
o p
ay f
or
none
of
the
pro
fess
ional
dev
elopm
ent ac
tivi
ties
under
take
n
Percentage of teachers who undertook some professional development activities in the 12 months prior to
the survey
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.32020 Impact of professional development
…the professional development in which they have participated has had a positive impact on their teaching.
·
Regardless of the content, over 3/4 of
teachers report that…
21
21
21 A continuum of support
Make learning central, encourage engagement and responsibility
Be acutely sensitive to individual differences
Provide continual assessment with formative feedback
Be demanding for every student
Ensure that students feel valued and included and learning is collaborative
TALIS is a partnership
between
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.32222 TALIS in Brief
an international research
consortiumOECD
Governmentsin 34 countries
European Commission
Teachers’ unions
Find out more about TALIS at www.oecd.org/talis• All national and international publications• The complete micro-level database
Email: [email protected]: SchleicherEDU
and remember:Without data, you are just another person with an opinion
Session 2
How can we foster more effective teaching
0%0%0%
8%
13%
79%
7%
15%
78%
Japan
Administrative tasks
Keeping order in theclassroom
Actual teaching andlearning
Average proportion of time lower secondary teachers report spending on each of these activities in an average lesson
Distribution of class time24
Average
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.32525
Teachers feedback : direct classroom observations
0
10
20
30
40
50
60
70
80
90
100B
ulga
ria
Pol
and
Uni
ted
Sta
tes
Rom
ania
Alb
erta
(Can
ada)
Cro
atia
Cze
ch R
epub
lic
Abu
Dha
bi (U
AE)
Flan
ders
(Bel
gium
)
Ser
bia
Slo
vak
Rep
ublic
Japa
n
Isra
el
Ave
rage
Sin
gapo
re
Latv
ia
Bra
zil
Mex
ico
Mal
aysi
a
Sw
eden
Est
onia
Eng
land
(UK)
Nor
way
Finl
and
Por
tuga
l
Den
mar
k
Kor
ea
Chi
le
Italy
Net
herla
nds
Fran
ce
Spa
in
Icel
and
Aus
tralia
Perc
enta
ge o
f tea
cher
s
Principals School Management Other teachers
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.32626
Teachers feedback : never received
0
10
20
30
40
50
60
70
80
90
100Ic
elan
d
Finl
and
Swed
en
Flan
der
s (B
elgiu
m)
Fran
ce
Ital
y
Den
mar
k
Net
herlan
ds
Norw
ay
Spai
n
Aus
tral
ia
Cro
atia
Alb
erta
(Can
ada)
Uni
ted S
tate
s
Japan
Portug
al
Ave
rage
Isra
el
Engla
nd (U
K)
Chi
le
Esto
nia
Serb
ia
Cze
ch R
epublic
Slova
k Rep
ublic
Mex
ico
Sing
apore
Bra
zil
Kore
a
Pola
nd
Abu
Dha
bi (U
AE)
Bul
gar
ia
Rom
ania
Latv
ia
Mal
aysia
Per
centa
ge
of
teac
her
s
Analysis of students' test scores Assessment of content knowledge Direct classroom observation
TALIS is a partnership
between
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.32727 TALIS in Brief
an international research
consortiumOECD
Governmentsin 34 countries
European Commission
Teachers’ unions
Find out more about TALIS at www.oecd.org/talis• All national and international publications• The complete micro-level database
Email: [email protected]: SchleicherEDU
and remember:Without data, you are just another person with an opinion
SESSION 3
What can Ministers do to change teaching?
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.32929 What teachers do beyond teaching
Average number of 60-minute hours teachers report spending on the following tasks in an average week
Finland Malaysia
Abu Dhabi (United Arab Emirates)Flanders (Belgium)
IsraelItaly Malaysia
JapanMalaysiaSweden
Finland Korea
Finland Malaysia
Finland Korea
Finland Malaysia PortugalSingapore
CroatiaFinland Japan
0 1 2 3 4 5 6 7 8 9 10Number of hours
School management
Communication with parents
All other tasks
Extracurricular activities
Student counselling
Team work
Administrative work
Marking
Planning
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33030 Teachers and feedback
On average across TALIS countries,
...and only one in 5 receive feedback from three sources.
Just above half of the teachers report receiving feedback on
their teaching from one or two sources
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33131 Feedback and change in behavior
Percentage of lower secondary teachers who report a "moderate" or "large" positive change in the following issues after they received feedback on their work
0
10
20
30
40
50
60
70
80
90
100
Con
fiden
ce a
s a
teac
her
Mot
ivat
ion
Job
satis
fact
ion
Kno
wle
dge
and
unde
rsta
ndin
g of
mai
nsu
bjec
t fie
ld(s
)
Teac
hing
pra
ctic
es
Stu
dent
ass
essm
ents
to im
prov
e st
uden
tle
arni
ng
Cla
ssro
om m
anag
emen
t pra
ctic
es
Met
hods
for t
each
ing
stud
ents
with
spe
cial
need
s Pub
lic re
cogn
ition
Job
resp
onsi
bilit
ies
Rol
e in
sch
ool d
evel
opm
ent i
nitia
tives
Am
ount
of p
rofe
ssio
nal d
evel
opm
ent
Like
lihoo
d of
car
eer a
dvan
cem
ent
Sal
ary
and/
or fi
nanc
ial b
onus
Average Japan
Personal Pedagogical Professional
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33232 Consequences of feedback
Percentage of lower secondary teachers who "agree" or "strongly agree" that:
0 20 40 60 80
If a teacher is consistently underperforming, he/she would bedismissed
The best performing teachers in this school receive the greatestrecognition
Teacher appraisal and feedback have little impact upon the wayteachers teach in the classroom
A mentor is appointed to help teachers improve his/her teaching
A development or training plan is established to improve theirwork as a teacher
Japan Average
41%
22%
15%
11%
7%4%
36%
25%
15%
11%
8%5%
Japan
Admin/leadership
Curriculum/teaching
Students
Parents/guardians
Community
Other
Average proportion of time lower secondary principals report spending on the following activities throughout the school year
Principals’ working time33
Average
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33434 Elements not included in principals' formal education
Percentage of lower secondary principals whose formal education did not include:
0
10
20
30
40
50
60
70
Pol
and
Ser
bia
Cro
atia
Spa
in
Por
tuga
l
Slo
vak
Rep
ublic
Eng
land
(Uni
ted…
Isra
el
Aus
tralia
Cze
ch R
epub
lic
Fran
ce
Finl
and
Nor
way
Flan
ders
(Bel
gium
)
Italy
Ave
rage
Bul
garia
Latv
ia
Rom
ania
Bra
zil
Den
mar
k
Est
onia
Mex
ico
Sw
eden
Net
herla
nds
Chi
le
Sin
gapo
re
Icel
and
Alb
erta
(Can
ada)
Abu
Dha
bi…
Kor
ea
Japa
n
Mal
aysi
a
Uni
ted
Sta
tes
Perc
enta
ge o
f prin
cipa
ls
Instructional leadership training or course School administration or principal training programme or course
Teacher training/education programme or course
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33535
Lack of resources hindering the school's capacity for quality instruction
Percentage of lower secondary teachers whose school principal reports the following issues substantially hinder the school’s capacity to provide quality instruction
0 10 20 30 40 50 60
Vocational teachers
Instructional materials
Library materials
Internet access
Computer software for instruction
Computers for instruction
Qualified and/or well-performing teachers
Support personnel
Teachers with competences in teaching students with specialneeds
Japan Average
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33636
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
84
90
91
0 20 40 60 80 100
I would recommend my school as agood place to work
I enjoy working at this school
All in all, I am satisfied with my job
Japan Average
Teachers' satisfaction with their working environment
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33737 Teachers' satisfaction with their profession
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
78
77
0 10 20 30 40 50 60 70 80 90 100
If I could decide again, I would still choose to workas a teacher
The advantages of being a teacher clearly outweighthe disadvantages
Japan Average
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33838
Behavioural issues equate to lower job satisfaction, class size doesn’t
Teachers' job satisfaction level following the number of students in the classroom in relation to the percentage of students with behavioural problems
10.0
10.5
11.0
11.5
12.0
12.5
13.0
15 o
r les
s
16-2
0
21-2
5
26-3
0
31-3
5
36 o
r mor
e
Teac
her j
ob s
atis
fact
ion
(leve
l)
Class size (number of students)
Average Japan
10.0
10.5
11.0
11.5
12.0
12.5
13.0
Non
e
1% to
10%
11%
to 3
0%
31%
or m
ore
Teac
her j
ob s
atis
fact
ion
(leve
l)
Students with behavioural problems
Average Japan
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33939 Teachers' job satisfaction and experience
Teachers' job satisfaction level in lower secondary according to their total years of teaching experience
10.4
10.6
10.8
11.0
11.2
11.4
11.6
11.8
12.0
12.2
5 or
less
6-10
11-1
5
16-2
0
21-2
5
26-3
0
31 o
r mor
e
Teac
her j
ob s
atis
fact
ion
(leve
l)
Years of experience as a teacher in total
Average Japan
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34040 Teachers' satisfaction with their profession
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
9
32
7
23
0 20 40 60 80 100
I regret that I decided to become a teacher
I wonder whether it would have been better to chooseanother profession
Japan Average
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34141 Teachers' perceptions of the value of teaching
Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society
0
10
20
30
40
50
60
70
80
90
100M
alay
sia
Sing
apore
Kore
a
Abu
Dha
bi (U
AE)
Finl
and
Mex
ico
Alb
erta
(Can
ada)
Flan
der
s (B
elgiu
m)
Net
herlan
ds
Aus
tral
ia
Engla
nd (U
K)
Rom
ania
Isra
el
Uni
ted S
tate
s
Chi
le
Ave
rage
Norw
ay
Japan
Latv
ia
Serb
ia
Bulg
aria
Den
mar
k
Pola
nd
Icel
and
Esto
nia
Braz
il
Ital
y
Cze
ch R
epub
lic
Portug
al
Cro
atia
Spai
n
Swed
en
Fran
ce
Slova
k Rep
ublic
Perc
enta
ge
of tea
cher
s
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34242
Countries where teachers believe their profession is valued show higher levels of student achievement
Relationship between lower secondary teachers' views on the value of their profession in society and the country’s share of top mathematics performers in PISA 2012
Australia
Brazil
Bulgaria
Chile
Croatia
Czech Republic
Denmark
Estonia FinlandFrance
IcelandIsrael
Italy
Japan
Korea
Latvia
Mexico
Netherlands
Norway
Poland
Portugal
Romania
Serbia
Singapore
Slovak Republic
SpainSweden
Alberta (Canada)
England (UK)
Flanders (Belgium)
United States
0
5
10
15
20
25
30
35
40
45
0 10 20 30 40 50 60 70 80
Shar
e of
mat
hem
atic
s to
p p
erfo
rmer
s
Percentage of teachers who agree that teaching is valued in society
R2 = 0.24 r= 0.49
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34343 Teachers' self-efficacy and experience
Teachers' self-efficacy level in lower secondary according to their total years of teaching experience
0.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
5 or
less
6-10
11-1
5
16-2
0
21-2
5
26-3
0
31 o
r mor
e
Teac
her s
elf-e
ffica
cy (l
evel
)
Years of experience as a teacher in total
Average Japan
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34444 TALIS in Brief
For a majority of TALIS countries,
Few countries attract the most experienced
teachers……to the most challenging
schools.
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34545
Distribution of experienced teachers in more and less challenging schools
Schools with more than 30% of students from socioeconomically disadvantaged homes
-10
-8
-6
-4
-2
0
2
4
6
8
Bra
zil
Kore
a
Cro
atia
Net
herlan
ds
Uni
ted S
tate
s
Chi
le
Latv
ia
Mex
ico
Portug
al
Ital
y
Serb
ia
Fran
ce
Bul
gar
ia
Abu
Dha
bi (U
AE)
Slova
k Rep
ublic
Pola
nd
Mal
aysia
Spai
n
Ave
rage
Aus
tral
ia
Sing
apore
Esto
nia
Japan
Engla
nd (U
nite
d K
ingdom
)
Isra
el
Rom
ania
Alb
erta
(Can
ada)
Swed
en
Flan
der
s (B
elgiu
m)
Difference in the proportion of teachers with more than 5 years teaching experience who work in more challenging schools and those who do not
Higher proportion of experienced teachersin challenging schools
Higher proportion of experienced teachers
in schools that are lesschallenging
4646Resilience in educationPISA performance by decile of social background
300
325
350
375
400
425
450
475
500
525
550
575
600
625
650
675
Mex
ico
Chile
Gre
ece
Norw
aySw
eden
Icel
and
Isra
elItal
yU
nited
Sta
tes
Spai
nD
enm
ark
Luxe
mbourg
Aust
ralia
Irel
and
United
Kin
gdom
Hungar
yCan
ada
Finla
nd
Aust
ria
Turk
eyLi
echte
nst
ein
Cze
ch R
epublic
Esto
nia
Port
ugal
Slove
nia
Slova
k Rep
ublic
New
Zea
land
Ger
man
yN
ether
lands
Fran
ceSw
itze
rlan
dPola
nd
Bel
giu
mJa
pan
Mac
ao-C
hin
aH
ong K
ong-C
hin
aKore
aSi
ngap
ore
Chin
ese
Taip
eiSh
anghai
-Chin
a
Source: PISA 2012
0
2000
4000
6000
8000
10000
12000
14000Potential long-term increase in economic output (bn $)
Increase average performance by 25 PISA points (Total 115 trillion $)
bn$
TALIS is a partnership
between
Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34848 TALIS in Brief
an international research
consortiumOECD
Governmentsin 34 countries
European Commission
Teachers’ unions
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