Education GPS is the OECD source for internationally comparable data and analysis on education policies and practices, opportunities and outcomes.
Accessible any time, in real time, the Education GPS provides you with the latest information on how countries are working to develop high-quality and equitable education systems.
Over the past decades, developed and emerging countries and economies have become increasingly concerned about the level of financial literacy of their citizens, particularly among young people. Many young people face financial decisions and are consumers of financial services in this evolving context. As a result, financial literacy is now globally recognised as an essential life skill. The PISA 2015 assessment of financial literacy covers 15 countries and economies, including 10 OECD countries and economies: Australia, the Flemish Community of Belgium, seven provinces in Canada (British Columbia, Manitoba, New Brunswick, Newfoundland and Labrador, Nova Scotia, Ontario and Prince Edward Island), Chile, Italy, the Netherlands, Poland, the Slovak Republic, Spain and the United States. Five partner countries and economies also participated in the second assessment: Brazil, four provinces/municipalities in China (Beijing, Shanghai, Jiangsu and Guangdong), Lithuania, Peru and Russia. Some of the main findings about Students’ Financial Literacy from PISA 2015:
Across the 10 participating OECD countries and economies, 22% of students score below the baseline level of proficiency in financial literacy (Level 2) and 12% are top performers in financial literacy.
Advantaged students score the equivalent of more than one PISA proficiency level higher in financial literacy than disadvantaged students.
On average across OECD countries and economies, 64% of students earn money from some formal or informal work activity.
Since the 1990s, the world has entered a new phase of globalisation. Information and communication technology, trade liberalisation and lower transport costs have enabled firms and countries to fragment the production process into global value chains (GVCs). Many products are now designed in one country and assembled in another country from parts manufactured in several countries. Thirty percent of the value of exports of OECD countries comes from abroad. In this new context, GVCs and skills are more closely interrelated than ever. Skills play a key role in determining countries’ comparative advantages in GVCs. A lot of the opportunities and challenges brought about by GVCs are being affected by countries’ skills.
The OECD Skills Outlook 2017 shows how countries can make the most of global value chains, socially and economically, by investing in the skills of their populations. Applying a “whole of government” approach is crucial. Countries need to develop a consistent set of skills-related policies such as education, employment protection legislation, and migration policies, in coordination with trade and innovation policies. This report presents new analyses based on the Survey of Adult Skills and the Trade in Value Added Database. It also explains what countries would need to do to specialise in technologically advanced industries.
Children spend a considerable amount of time in the classroom: following lessons, socialising with classmates, and interacting with teachers and other staff members. What happens in school is therefore key to understanding whether students enjoy good physical and mental health, how happy and satisfied they are with different aspects of their life, how connected to others they feel, and the aspirations they have for their future.
The 2015 cycle of the OECD Programme for International Student Assessment offers a first-of-its-kind set of well-being indicators for adolescents that covers both negative outcomes (e.g. anxiety) and the positive impulses that promote healthy development (e.g. interest, motivation to achieve). Most of the PISA data on well-being are based on students’ self-reports, and thus give adolescents the opportunity to express how they feel, what they think of their lives, and what aspirations they have for their future.
Some of the main findings about Students’ Well-Being from PISA 2015:
On average across OECD countries, 15-year-old students are satisfied with the life they are living: they report a level of 7.3 on a scale of life satisfaction that ranges from 0 to 10. But around 12% of students, on average, are not satisfied with their life: they report 4 or less on the scale.
Around 64% of girls and 47% of boys reported that they feel very anxious even if they are well prepared for a test. Schoolwork-related anxiety is negatively related to performance at school and to students’ satisfaction with their life.
On average across OECD countries, 44% of 15-years-old students expect that they will complete university. In Colombia, Korea, Qatar and the United States, more than three out of four students expect so. On average, disadvantaged students were 40 percentage points (or 2.5 times) less likely to expect to complete a university degree than advantaged students.
Some 4% of students across OECD countries (the equivalent of around one student per class) reported that they are hit or pushed around by other students at least a few times per month. Another 8% of students reported that they are hit or pushed a few times per year. Around 11% of students reported that other students make fun of them, and 8% reported that they were the object of nasty rumours at least a few times per month.
On average across 18 countries and economies, 82% of parents reported that they eat the main meal with their child around a table, 70% reported that they spend time just talking with their child, and 52% reported that they discuss how well their child is doing at school every day or almost every day. Students whose parents engage in these activities at least once a week score higher in the PISA science test and were more likely to report that they are very satisfied with their life.
About 6.6% of students across OECD countries do not engage in any kind of moderate or vigorous physical activity outside of school, and the share of physically inactive students is 1.8 percentage points higher among girls than among boys. Physically active students are less likely than those who do not participate in any kind of physical activity outside of school to skip school, feel like an outsider at school, feel very anxious about schoolwork, or be frequently bullied.