PISA 2015 Ergebnisse: Exzellenz und Chancengerechtigkeit in der Bildung. Bd. I
Autor/in:
Awisati, Francesco; González-Sancho, Carlos
Quelle: Organisation for Economic Co-operation and Development (OECD); Bielefeld, 2016. 507 S
Inhalt: Der Band fasst die Ergebnisse der weltweiten Schulleistungsstudie PISA 2015 zusammen. Schwerpunktthema 2015 sind die Kompetenzen im Bereich Naturwissenschaften. Darüber hinaus wurden auch die mathematische Kompetenz und die Lesekompetenz der Schülerinnen und Schüler getestet. An der Studie nehmen 15-Jährige aus allen Schulformen teil. Bereits zum sechsten Mal untersucht die PISA-Studie die Leistungen von Schülerinnen und Schülern in mittlerweile über 80 OECD- und Partnerländern. Ziel der Studie ist, die Bildungsergebnisse in den einzelnen Ländern vergleichbar zu machen. Die Studie wird von der Organisation für wirtschaftliche Zusammenarbeit und Entwicklung (OECD) im Dreijahresturnus herausgegeben. PISA 2015 informiert Leserinnen und Leser, die sich für Daten zum nationalen Bildungs-Status quo im internationalen Vergleich interessieren.
Inhalt: The volume comprises the results of the international student assessment PISA 2015. That year, the key topic of the study was expertise in the field of natural sciences. Moreover, the students were tested for their reading skills and knowledge of mathematics. The participants are 15-year-old students from all types of schools. In the framework of PISA 2015, students from more than 80 OECD nations and partner countries have been tested for their educational levels for the sixth time. The study aims to make the educational results of the individual nations comparable. It is published by the Organisation for Economic Cooperation and Development (OECD) every three years. PISA 2015 offers information for readers interested in an international comparison of national educational levels.
Quelle: Organisation for Economic Co-operation and Development (OECD); Bielefeld, 2014. 301 S
Inhalt: Der zweite Band der aktuellen PISA-Studie präsentiert die Daten und Analysen zur Entwicklung der Chancengleichheit in der Bildung von 2003 bis 2013 in den teilnehmenden Ländern. Der Untersuchungsschwerpunkt liegt auf dem Zusammenhang zwischen sozioökonomischem Status und Schülerleistungen. Wichtige Aspekte sind der Einfluss der Familienstruktur und der Migrationshintergrund der Schülerinnen und Schüler. Weitere Untersuchungsgebiete sind der Zusammenhang zwischen Leistung und Bildungsressourcen, wie Lernmöglichkeiten, Qualität und Anzahl der Lehrkräfte und Schuldisziplin. PISA - die internationale Schulleistungsstudie der OECD untersucht in über 60 Ländern die Leistungen von Schülerinnen und Schülern in den Bereichen Mathematik, Lesekompetenz und Naturwissenschaften.
Inhalt: The second volume of the current PISA study presents data and analyses on the development of equal opportunity in education between 2003 and 2013 in the participating countries.
The main focus of the study is on the connection between socio-economic status and student performance. Important aspects here are the influence of the family structure and the migration background of the students. Other areas of interest are the link between performance and educational resources like study options, quality and number of teachers, as well as school discipline.
PISA, the Programme for International Student Assessment of the OECD examines the performance of students in the areas of mathematics, reading competence and natural sciences in more than 60 countries around the globe.
Education Matters, but Who Can Attain It? Attitudes towards Education and Educational Attainment in Estonia
Autor/in:
Täht, Kadri; Paškov, Marii
Quelle: Studies of Transition States and Societies, 5 (2009) 2, S 52-70
Inhalt: Education is one of the most important determinants of socio-economic success in modern societies, but educational inequality remains an important societal problem. The aim of this study was to look at public attitudes towards the value of education and views on the opportunities to access education in Estonia. Using data from the Estonian Social Equality and Inequality Study (2010), the findings of the current study suggested that education is highly valued in Estonia, but the public also tends to think that access to education is not equally available to everybody. Furthermore, we found that there is a social-status-based structure in the views of the value of education and access to education. Lower social status groups tend to value education as less important for success in life, and these lower social status groups are also more likely to think that chances to access higher education are not equal for everybody, but that wealth, gender, ethnicity and social status matter. Similarly, inequality of opportunity is also felt more strongly within the ethnic minority group, the non-Estonians, than it is amongst Estonians.
Schlagwörter:Estland; Estonia; Bildungsniveau; level of education; Bildungsungleichheit; educational inequality; Bildungschance; educational opportunity; Hochschulzugang; university admission; Bildungsbeteiligung; participation in education; sozialer Status; social status; sozioökonomische Faktoren; socioeconomic factors; öffentliche Meinung; public opinion; value of education; access to education
SSOAR Kategorie:Bildungs- und Erziehungssoziologie