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This fascinating compilation of the recent data on gender differences in education presents a wealth of data, analysed from a multitude of angles in a clear and lively way.
Many countries have been successful in closing gender gaps in learning outcomes. But even when boys and girls are equally proficient in mathematics and science, their attitudes towards learning and aspirations for their future are markedly different - and that has a significant impact on their decision to pursue further education and on their choice of career. The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence tries to determine why 15-year-old boys are more likely than girls, on average, to be overall low achievers, and why high-performing 15-year-old girls underachieve in mathematics, science and problem solving compared to high-achieving boys. As the evidence in the report makes clear, gender disparities in school performance stem from students' attitudes towards learning and their behaviour in school, from how they choose to spend their leisure time, and from the confidence they have - or do not have - in their own abilities as students.
This is one of five volumes that present the results of the eighth round of assessment, PISA 2022. Volume I, The State of Learning and Equity in Education, describes students’ performance in mathematics, reading and science; examines gender differences in performance; and investigates how performance relates to students’ socio-economic status and immigrant background.
OECD countries continue to face persistent gender inequalities in social and economic life. Young women often reach higher levels of education than young men, but remain under-represented in fields with the most lucrative careers.
More than ever, students need to engage with mathematical concepts, think quantitatively and analytically, and communicate using mathematics. All these skills are central to a young person’s preparedness to tackle problems that arise at work and in life beyond the classroom.
There is no country or economy participating in PISA 2012 that can claim that all of its 15-year-old students have achieved a baseline level of proficiency in mathematics, reading and science. Poor performance at school has long-term consequences, both for the individual and for society as a ...
Over the last few years, increasing attention has been focused on the development of children’s acquisition of 21st-century skills and digital competences. Consequently, many education scholars have argued that teaching technology to young children is vital in keeping up with 21st-century employment patterns. Technologies, such as those that involve robotics or coding apps, come at a time when the demand for computing jobs around the globe is at an all-time high while its supply is at an all-time low. There is no doubt that coding with robotics is a wonderful tool for learners of all ages as it provides a catalyst to introduce them to computational thinking, algorithmic thinking, and project management. Additionally, recent studies argue that the use of a developmentally appropriate robotics curriculum can help to change negative stereotypes and ideas children may initially have about technology and engineering. The Handbook of Research on Using Educational Robotics to Facilitate Student Learning is an edited book that advocates for a new approach to computational thinking and computing education with the use of educational robotics and coding apps. The book argues that while learning about computing, young people should also have opportunities to create with computing, which have a direct impact on their lives and their communities. It develops two key dimensions for understanding and developing educational experiences that support students in engaging in computational action: (1) computational identity, which shows the importance of young people’s development of scientific identity for future STEM growth; and (2) digital empowerment to instill the belief that they can put their computational identity into action in authentic and meaningful ways. Covering subthemes including student competency and assessment, programming education, and teacher and mentor development, this book is ideal for teachers, instructional designers, educational technology developers, school administrators, academicians, researchers, and students.
The work of teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social-emotional skills that are vital for students’ personal development and for their active citizenship.
This book addresses the different forms of austerity, contestation and resistance, in order to understand how they relate to one another and the impact they have on the democratic quality of public debates, the trust in public institutions and the legitimacy of law. Contestation of austerity includes not only traditional activism strategies such as human rights litigation and direct democracy instruments, but also new forms of collective action and collaborative resistance. Most importantly, many of the new anti-austerity initiatives also aim to renovate existing modes of democratic decision-making on the European, national, regional and local levels. The book focuses on different types of contesting austerity measures and the interaction between institutional and civil society actors. It will enhance understanding of how the various actors frame not only their goal but also the underlying social conflict to contest austerity and through which means they try to achieve political and legal changes. With 16 chapters written by contributors from Spain, Germany, Greece, Portugal and the UK, the book approaches 3 crucial areas of austerity policies: cuts in payment and pensions, labour law reform, and old and new poverty. In each field, the contributors analyse the processes of decision-making and contestation from 3 perspectives: institutions, democratic theory and societal responses.
The OECD review of Gender Equality in Peru: Towards a Better Sharing of Paid and Unpaid Work is the second of a series focusing on Latin American and the Caribbean countries. It compares gender gaps in labour and educational outcomes in Peru with other countries.
