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AHELO (

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Assessment of Higher Education Learning Outcomes) Feasibility Study

Purpose

The purpose of the AHELO feasibility study is to assess whether it is possible to measure what undergraduate degree students know and can do at the international level, in order to provide better information to higher education institutions, governments and other stakeholders, including students and employers. This will entail an evaluation of the scientific feasibility of undertaking an international assessment of higher education learning outcomes (in generic and subject-specific skills) at the end of a Bachelor's degree programme, as well as gauging the feasibility of its practical implementation.

Objectives and outputs

In 2011, assessment instruments have been developed, translated, adapted and pilot-tested in all 3 strands of work (generic skills, economics and engineering) in participating countries. Likewise, context survey instruments have been developed, translated, adapted and pilot-tested.

Non-member countries involved in the activity:

Colombia, Egypt, Other, Russian Federation.

Main Developments for 2012

General aspects:

Work in 2012 will involve:

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Education (INES activities)

Purpose

To produce and publish indicators and analysis on the operation, evolution and impact of education, from early childhood through formal education to learning and training throughout life. The collected data cover the outputs of educational institutions, the policy levers that shape educational outputs, the human and financial resources invested in education, structural characteristics of education systems, and the economic and social outcomes of education.

Objectives and outputs

Production of indicators on the financing of education, participation in and graduation from education. Indicators on educational attainment of the adult population and associated labour market outcomes, teacher salaries and work conditions, and instruction time are provided by INES Networks LSO (Labour Market, Economic and Social Outcomes of Learnong) and NESLI (Collection and Adjudication of System-level descriptive Information on Educational Structures, Policies and Practices).

The main publication is "Education at a Glance".

Main achievements in 2011 include the consolidation of the technical documentation of the education data collection, the development of indicators on the net present value of education, the relative earnings according to the level of educational attainment and the social outcomes of education as well as on how efficiently are resources used in education, on how do education systems monitor school performance. It also includes PISA 2009 results, the new indicators on school accountability, upper secondary and tertiary studies by field of education, upper secondary completion rates and the development of trend data on access and graduation to education and on financial aid to students. Ongoing methodological work includes: students' mobility and graduation comparability study, conceptual framework for the measurement of knowledge and skills, development of efficiency measures, consolidation of tertiary indicators and improvement of the quality of ISCED implementation.

Non-member countries involved in the activity:

Argentina, Brazil, China, India, Russian Federation.

Databases

Education database

Main Developments for 2012

General aspects:

Education database will benefit from the OECD.Stat and MetaStore developments. Trend data will be reviewed. Data and indicator development will include improving the quality and relevance of the tertiary indicators on entry, graduation, tuition fees and student mobility, further developing the indicators on educational efficiency and on upper secondary completion rates . A programme of work will also continue to review comparability issues with the international education classification (ISCED) and to develop solutions to tackle these.

Data collection:

New quality and timeliness standards for data collection and indicator compilation will be introduced.

Inclusion of a new questionnaire on non-teaching staff.

Data management:

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Education and Social Progress

Purpose

Education and Social Progress (ESP) project will:

• Analyse the role cognitive and non-cognitive skills play in fostering measures of well-being and social progress in OECD countries; and
• Identify how skills that matter can be better developed in formal, non-formal and informal learning environments including family, school and the community.

Objectives and outputs

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Indicators on Skills, Mobility and Job Quality

Purpose

To provide OECD members with a statistical tool for better understanding the relationship between skills mobility and job quality at the local level. This activity is contributing to the OECD Skills Srategy.

Objectives and outputs

LEED has developed a new statistical diagnostic tool to better understand the balance between skills supply and demand at sub-regional level. In 2011-12 this tool is being applied in a broad set of countries, drawing on available data at TL3 level to produce composite indicators of supply and demand. Data is being collected for a number of indicators including qualification levels, productivity, occupational structure, wages and unemployment at sub-regional level and analysed by the Secretariat. The work is an input to the OECD Skills Strategy and the results will be made available at the Skills@OECD website.

Main Developments for 2012

General aspects:

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Programme for International Student Assessment (PISA)

Purpose

The Programme for International Student Assessment (PISA) was created by the OECD member countries in 1997 to produce direct assessments of student performance, on a regular basis in an efficient, timely and cost-effective manner; and to provide more relevant and powerful indicators of human capital. PISA produces assessments of reading literacy, mathematical literacy, scientific literacy and a growing range of cross-curricular competencies among 15-year-olds in school.

Objectives and outputs

In 2012, following the release of the initial report of 2009 data in December 2010, there will be further thematic reports produced on learning gains (based on the Canadian PISA cohort study), children of immigrants, private schooling and parental involvement. The results from the 9 additional countries who implemneted PISA 2009 one year later were published in December 2011. In addition, a new product 'PISA in Focus' will be published each month featuring short notes on specific topics including "The gender gap in digital reading", "What makes a country a strong performer in PISA?" and "Gender differences in career expectations."

Non-member countries involved in the activity:

Albania, Argentina, Armenia, Asia, Azerbaijan, Belarus, Bolivia, Bosnia and Herzegovina, Brazil, Bulgaria, China, Chinese Taipei, Colombia, Costa Rica, Croatia, Cyprus, Dominican Republic, Ecuador, Egypt, El Salvador, Europe, Georgia, Guatemala, Hong Kong, India, Indonesia, Kazakhstan, Kyrgyzstan, Latvia, Liechtenstein, Lithuania, Macedonia, Malaysia, Malta, Moldova, Mongolia, Morocco, Other, Peru, Republic of Montenegro, Republic of Serbia, Romania, Russian Federation, Saudi Arabia, Serbia and Montenegro, Singapore, Slovenia, South Africa, Tajikistan, Thailand, Turkmenistan, Ukraine, Uruguay, Uzbekistan, Venezuela, World.

Databases

PISA 2009 international database

Main Developments for 2012

General aspects:

The field trial for PISA 2012 was successfully condicted in 2011, thus preparing for the main study in 2012, which will be conducted among the 67 participating countries and economies. In addition, preparation is already underway for PISA 2015 and the first operational meetings will take place in 2012.

Data collection:

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Programme for the International Assessment of Adult Competencies (PIAAC)

Purpose

To identify and measure differences between individuals and across countries in key competencies and other economic and social outcomes believed to underpin both personal and societal success; assess their impact on economic and social outcomes; assess the performance of education and training systems in generating the required competencies at the levels required by social and economic demands; and identify key policy levers that lead to enhancing competencies and their effective utilisation.

Objectives and outputs

The objective for 2012 is to complete the data collection and to prepare for the first international report that will be published in 2013.

Non-member countries involved in the activity:

Cyprus, Russian Federation.

Main Developments for 2012

General aspects:

The project will complete the data collection phase and start to create database for the first international report.

Data collection:

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Teaching and Learning International Survey (TALIS)

Purpose

To provide data and indicators on the learning environment in schools and about the work environment of teachers, as part of the OECD education indicator work.

Objectives and outputs

The further development of indicators and analysis of teachers, teaching and learning through further analysis of the first round of TALIS (thematic reports on the working experience of new teachers and on teaching practices and innovation) and preparation of a second round, for which data collection is scheduled to take place in 2012 and 2013.

TALIS focusses on the learning environment in schools, sampling teachers and school principals and aims to provide cross-country data, indicators and analysis on factors influencing effective teaching and learning and the working environment of teachers. The focus for the core survey of second round is lower secondary (ISCED Level 2), though countries also have the option to survey elementary (ISCED Level 1) and upper secondary (ISECD Level 3) schools and to perform a school-level linkage with PISA 2012.

Non-member countries involved in the activity:

Brazil, Bulgaria, Croatia, Latvia, Malaysia, Other, Republic of Serbia, Romania, Singapore.

Main Developments for 2012

General aspects:

The first round of TALIS was completed in 2009 with the first results reported in "Creating effective teaching and learning environments: First results from TALIS", published in June 2009. A selection of indicators were also published in Education at a Glance 2009 and in a thematic report by the European Commission "Teachers's professional development".

The work in 2012 will focus on further exploitation of the data from the first round of TALIS, including through the publication of thematic reports on the working experience of new teachers and on teaching practices and innovation in education. The work during 2012 will also focus on the second round of data collection, particularly on the Field Trial in all 33 participating countries as well as the Main Study data collection in the Southern Hemisphere countries.