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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.
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.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.Exactly how schooling affects young women's 'autonomy', especially with respect to her fertility and the life-chances of her children, is a contested issue. We draw on semi-structured interviews with young married women with at least one child under the age of six, in urban and rural areas of Rajasthan and Madhya Pradesh, north India, to elaborate differences in attitudes and experiences in
early married life between young married women with at least eight years of schooling and those with little or no formal schooling. All the women in our sample come from India’s most disadvantaged
social groups—Scheduled or Other Backward Castes—and live in disadvantaged communities. Tentative conclusions include that women with 10 years or more schooling have very different aspirations about their life partner and married life, and are better able to negotiate relationships with their mother-in-law than do the women with little or no formal schooling experience.Pakistan has very large gender gaps in educational outcomes. One explanation could be that girls receive lower educational expenditure allocations than boys within the household, but this has never convincingly been tested. This article investigates whether the intra-household allocation
of educational expenditure in Pakistan favours males over females. It also explores two different explanations for the failure of the extant 'Engel curve' studies to detect gender-differentiated treatment in education even where gender bias is strongly expected. Using individual level data
from the latest household survey from Pakistan, we posit two potential channels of gender bias: bias in the decision whether to enrol/ keep sons and daughters in school, and bias in the decision of education expenditure conditional on enrolling both sons and daughters in school. In middle and secondary school ages, evidence points to significant pro-male biases in both the enrolment decision as well as the decision of how much to spend conditional on enrolment. However, in the primary school age-group, only the former channel of bias applies. Results suggest that the observed strong gender difference in education expenditure is a within rather than an across household phenomenon.
