According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
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Were socio-economically advantaged students better equipped to deal with learning during COVID?
1. PISA 2018 Results
Programme for International Student Assessment
How socio-economics plays into students learning
on their own: clues to COVID-19 learning losses
Andreas
Schleicher
2. Lost instruction days (upper secondary)
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
3. Lost instruction days (upper secondary)
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Size of bubbles represents
number of COVID-19 cases per
million inhabitants in 2020
4. Lost instruction days and quality of learning outcomes
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
(remains 0.31
after accounting
for GDP/capita)
5. Distance-learning solutions offered during 2020 and/or 2021
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 2.1
0
10
20
30
40
50
60
70
80
90
100
Online platforms Take-home
packages
Television Mobile phones Radio Other distance
learning modality
% of countries/economies
Primary Lower secondary Upper secondary, general
6. Strategies to address learning gaps when upper secondary general schools
re-opened after the first closure in 2020
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 3.3
7. Measures targeting populations at risk of exclusion from distance education platforms
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
0 10 20 30 40 50 60 70 80 90
Design of learning materials for speakers of minority languages
Special efforts to make online learning more accessible to migrant and
displaced children, including those in camps
Additional support to lower-income households, including economic
support (i.e. take-home rations, cash based transfers)
Agreements with Global System for Mobile Communications (GSM)
operators/Internet firms to remove the internet access barrier
Improved access to infrastructure for learners in urban high-density
areas
Support to learners with disabilities (e.g. sign language in online
learning programmes)
Improved access to infrastructure for learners in remote areas
Flexible and self-paced platforms (Asynchronous learning platforms)
Subsidized devices for access (PCs or/and tablets)
% of countries
Upper secondary, general Lower secondary Primary
Figure 2.2
8. Countries that encouraged interactions between teachers and their students and/or
their parents during school closures in 2020
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 5.3
Lower secondary education
9. Learning loss in hybrid teaching & learning mode
9
Source: http://www.nber.org/papers/w27431
10. 30
40
50
60
70
80
90
When I’m in a
difficult situation,
I can usually find
my way out of it
My belief in myself gets
me through hard times
My goal is to learn as
much as possible
My goal is to completely
master the material
presented in my classes
I find satisfaction
in working as hard
as I can
Once I start a task,
I persist until it is finished
Self-efficacy Learning goals Motivation to master tasks
%
Percentage of students who reported to agree/strongly agree or who reported the
following statements are moderately/very/extremely true of them; OECD average
How well are students prepared to learn on their own?
Student self-efficacy, learning goals and motivation
14. Find out more about our work at
www.oecd.org/education
Email: Andreas.Schleicher@OECD.org
Twitter: SchleicherOECD
Wechat: AndreasSchleicher
and remember:
Without data, you are just another person with an opinion
Thank you