The OECD’s Programme for International Student Assessment’s (PISA) 2018 included an optional assessment that examines 15-year-old students’ understanding about money matters and financial literacy. Around 117,000 students took part in this assessm
21st-century skills are increasingly important, what is not fully appreciated is the extent to which these skills rely upon strong foundational literacy and numeracy skills. Foundational cognitive skills are defined as to understand, use and interpret written and mathematical information. It is difficult to critically evaluate, problem-solve or analyze data without such skills. For young adults graduating from high school and college, it is typically assumed that they have acquired these foundational skills.
Rebecca Vukovic, in her article, argues that although almost 90% of teachers in OECD's TALIS 2018 study reported that they liked their profession, only a few reported that they think they were valued by the society. In this article, the author goes on to disseminate findings from the TALIS 2018 study to highlight teachers' views on different aspects of their profession.
The author in the article assesses the impacts of the ongoing pandemic crisis by the COVID-19 virus. The article proposes mitigation strategies to adapt to the given situation to minimize the negative impacts on educational practices and learning, such as making use of technology to continue teaching and learning practices, empowering teachers and encouraging innovation, and maintaining the social fabric of schools in the society.
Jenny Anderson and Amanda Shendruk disseminate results of Programme for International Student Assessment (PISA) for its 2018 cycle under various themes across countries. They emphasize that similar to the previous cycle of PISA, China and Singapore ranked top in math, science, and reading. The article also stated that Estonia performed significantly better than its performance in the prior cycle.