The UNESCO-UNEVOC International Centre: Who We Are | What We Do | Working With Us | Get in Touch
The UNEVOC Network: Learn About the Network | UNEVOC Network Directory
For Members: UNEVOC Centre Dashboard
Thematic Areas: Inclusion and Youth | Digital Transformation | Private Sector Engagement | SDGs and Greening TVET
Our Key Programmes & Projects: BILT: Bridging Innovation and Learning in TVET | Building TVET resilience | TVET Leadership Programme | WYSD: World Youth Skills Day
Past Activities: COVID-19 response | i-hubs project | TVET Global Forums | Virtual Conferences | YEM Knowledge Portal
Our Services & Resources: Publications | TVET Forum | TVET Country Profiles | TVETipedia Glossary | Innovative and Promising Practices | Toolkits for TVET Providers | Entrepreneurial Learning Guide
Events: Major TVET Events | UNEVOC Network News
Co-Author/s: | UNESCO Institute for Statistics / OECD |
Publisher/s: | UNESCO / OECD |
Published: | 2000 in Paris, France |
ULC: | UNEVOC Library Catalogue ID 4024 |
Report on the OECD Programme for International Student Assessment: The OECD Programme for International Student Assessment (PISA) provides
some answers to these questions. It assesses the extent to which students,
who are near the end of compulsory education, have acquired some of the
knowledge and skills that are essential for full participation in society. It
presents evidence on student performance in reading, mathematical and
scientific literacy; reveals factors that influence the development of these
skills at home and at school; and examines the implications for policy
development.
With the report Literacy Skills for the World of Tomorrow - Further results from
PISA 2000, OECD and the UNESCO Institute for Statistics extend the picture
that PISA provides to additional countries that have recently joined the
programme: Albania, Argentina, Bulgaria, Chile, Hong Kong-China,
Indonesia, Israel, FYR Macedonia, Peru, Romania and Thailand.
The report shows considerable variation in levels of knowledge and skills
between students, schools and countries. Not all of these differences are due
to the social and economic conditions in which students live and schools or
countries operate. Some countries have managed to mitigate the influence
of social background and some have achieved this while reaching a high
overall level of performance. These are noteworthy achievements. Will
other countries take up the challenge