Download PISA Pathways to Success : How Knowledge and Skills at Age 15 Shape Future Lives in Canada. PDF

TitlePISA Pathways to Success : How Knowledge and Skills at Age 15 Shape Future Lives in Canada.
LanguageEnglish
File Size2.6 MB
Total Pages130
Table of Contents
                            Foreword
Executive Summary
List of Acronyms
Introduction: The Case for Linking PISA with Longitudinal Studies
	Abstract
	INTRODUCTION
	MEASURING THE EDUCATIONAL, LABOUR MARKET AND SOCIAL OUTCOMES IN RELATION TO COMPETENCIES ACQUIRED EARLY IN LIFE
	A RATIONALE FOR THE LONGITUDINAL EXTENSION OF PISA
	CONCLUSION
	ORGANISATION OF THIS REPORT
PISA 2000 and the Canadian Context
	Abstract
	IMPORTANCE OF LINKING ASSESSMENTS AND LONGITUDINAL PROJECTS FOR POLICY
	PISA OVERVIEW
	YITS OVERVIEW
	OVERVIEW OF CANADA AND ITS EDUCATION SYSTEM
	CONCLUSION
Starting Right: Canadian Results from PISA 2000
	Abstract
	INTRODUCTION
	CANADIAN PERFORMANCE IN PISA 2000
	SCHOOL SOCIO-ECONOMIC INTAKE AND PISA SCORES
	STUDENT CHARACTERISTICS AND PISA SCORES
	STUDENT CHARACTERISTICS CONSIDERED TOGETHER
	CONCLUSION
Decisions After School: Pathways Followed by the Cohort Born in 1984
	Abstract
	INTRODUCTION: THE IMPORTANCE OF POST-SECONDARY EDUCATION
	RATES OF ACCESS TO POST-SECONDARY EDUCATION
	PATHWAYS TO EDUCATION AND WORK
	PATHWAYS TO UNIVERSITY AND ACHIEVEMENT IN PISA 2000
	PATHWAYS TO COLLEGE AND ACHIEVEMENT IN PISA 2000
	SUMMARY OF PATHWAYS TO POST-SECONDARY EDUCATION
	PATHWAYS TO WORK AND ACHIEVEMENT IN PISA 2000
	CONCLUSION
Predicting Success: Key Characteristics of Youth Affecting Transitions to Education and the Labour Market
	Abstract
	INTRODUCTION
	PATTERNS IN PATHWAYS TO EDUCATIONAL ATTAINMENT
	PISA SCORES AND PROGRESSION AND ATTAINMENT IN POST-SECONDARY EDUCATION
	CAN IMPROVED PISA SCORES INCREASE LEVELS OF EDUCATIONAL ATTAINMENT?
	TRANSITIONS BETWEEN EDUCATION, WORK AND INACTIVITY IN THE CONTEXT OF PISA READING AND MATHEMATICS SCORES
	CHARACTERISTICS THAT PREDICT TRANSITIONS BETWEEN EDUCATION, WORK AND INACTIVITY
	CONCLUSION
Acquiring Human Capital: The Relationship of PISA Reading Proficiencies and the Pathway to Higher Education
	Abstract
	INTRODUCTION
	WHAT OUTCOMES AND BACKGROUND CHARACTERISTICS ARE USED INTHE ANALYSIS?
	CHARACTERISTICS OF YOUNG CANADIANS WITHOUT POST-SECONDARY EDUCATION WHO ENTER COLLEGE AND ENTER UNIVERSITY
	DETERMINANTS OF PARTICIPATION IN POST-SECONDARY EDUCATION: WHAT ARE THE MOST IMPORTANT CHARACTERISTICS?
	DIFFERENCE IN CHARACTERISTICS OF YOUNG CANADIANS WHO LEAVE EDUCATION WITHOUT A POST-SECONDARY EDUCATION QUALIFICATION, OBTAIN A POST-SECONDARY EDUCATION QUALIFICATION AND ARE STILL STUDYING IN POST-SECONDARY EDUCATION
	DETERMINANTS OF EDUCATIONAL PERSISTENCE: WHAT ARE THE MOST IMPORTANT CHARACTERISTICS?
	CHARACTERISTICS OF YOUNG CANADIANS ASSOCIATED WITH DIFFERENT FIELDS OF STUDY AT UNIVERSITY
	DETERMINANTS OF CHOICE OF FIELD OF STUDY AT UNIVERSITY: WHAT ARE THE MOST IMPORTANT CHARACTERISTICS?
	CONCLUSION
Competent Pathways to Work: PISA Scores and Labour Market Returns
	Abstract
	INTRODUCTION
	RELATIONSHIP BETWEEN PISA SCORES AND EARNINGS AT AGE 21
	THE RELATIONSHIP BETWEEN PISA SCORES AND UNEMPLOYMENT
	CONCLUSION
Conclusion
	Abstract
	SYNERGIES BETWEEN PISA AND YITS
	OVERVIEW OF EVIDENCE FROM LONGITUDINAL ANALYSES
	THE IMPORTANCE OF INTEGRATING PISA WITH LONGITUDINAL SURVEYS FOR EFFECTIVE POLICY MAKING
References
	Chapter 2
	Chapter 3
	Chapter 4
	Chapter 5
	Chapter 6
	Chapter 7
Annex A – COUNTRIES OTHER THAN CANADA IMPLEMENTING A LONGITUDINAL RESEARCH COMPONENT WITH PISA
Annex B – TECHNICAL INFORMATION AND DATA TABLES FOR CHAPTER 5
                        
Document Text Contents
Page 1

P r o g r a m m e f o r I n t e r n a t i o n a l S t u d e n t A s s e s s m e n t

www.oecd.org/publishing

ISBN 978-92-64-07749-2
98 2010 03 1P

The full text of this book is available on line via this link:
www.sourceoecd.org/education/9789264077492

Those with access to all OECD books on line should use this link:
www.sourceoecd.org/9789264077492

SourceOECD is the OECD’s online library of books, periodicals and statistical databases.
For more information about this award-winning service and free trials ask your librarian, or write to us
at [email protected]

Pathways to Success
How knowledge and skills at age 15 sHape
future lives in Canada

after completing compulsory education, are today’s youth equipped to participate fully in society?
in 2000, Canada explored this question and launched the Youth in transition survey (Yits), a follow-up to
the oeCd programme for international student assessment (pisa). Yits is a longitudinal study that tracks
30 000 Canadian students who took part in the pisa 2000 assessment and, with interviews every two years,
follows their progress from secondary school into higher education and the labour market.

Yits complements pisa’s measurement of individual competencies and offers significant new policy
insights in understanding students’ choices at different ages and the impact of these decisions on
consequent education and labour market outcomes. the Canadian example serves as a model for other
oeCd countries seeking a strategy to better comprehend the social and economic impact of competencies
acquired in school and the causal nature of these relationships.

Pathways to Success is a collaborative effort between the oeCd and Human resources and skills
development Canada. it presents findings from this study and showcases the potential of a longitudinal
component of pisa such as Yits.

FURTHER READING
PISA 2006: Science Competencies for Tomorrow’s World (oeCd, 2008)

THE OECD PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA)
pisa is a collaborative process among the 30 member countries of the oeCd and nearly 30 partner
countries and economies. it brings together expertise from the participating countries and economies and
is steered by their governments on the basis of shared, policy-driven interests. its unique features include:

– The literacy approach: pisa defines each assessment area (science, reading and mathematics) not
mainly in terms of mastery of the school curriculum, but in terms of the knowledge and skills needed for
full participation in society.

– A long-term commitment: it enables countries to monitor regularly and predictably their progress in
meeting key learning objectives.

– The age-group covered: By assessing 15-year-olds, i.e. young people near the end of their compulsory
education, pisa provides a significant indication of the overall performance of school systems.

– The relevance to lifelong learning: pisa does not limit itself to assessing students’ knowledge and skills
but also asks them to report on their own motivation to learn, their beliefs about themselves and their
learning strategies, as well as on their goals for future study and careers.

Pathways to Success
HOw kNOwLEDGE AND SkILLS
AT AGE 15 SHAPE FUTURE LIvES
IN CANADA

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Page 65

Predicting Success:
Key Characteristics of Youth

Affecting Transitions to
Education and the Labour Market

63

5

PATHWAYS TO SUCCESS – © OECD 2010

Abstract................................................................................................................................................................. 64

Introduction ...................................................................................................................................................... 64

Patterns in pathways to educational attainment .................................................................... 65

PISA scores and progression and attainment in post-secondary education ..... 66

Can improved PISA scores increase levels of educational attainment? ................ 66

Transitions between education, work and inactivity in the context
of PISA reading and mathematics scores..................................................................................... 67

Characteristics that predict transitions between education, work
and inactivity .................................................................................................................................................... 69

Conclusion ......................................................................................................................................................... 71

Page 66

5
PREDICTING SUCCESS: KEY CHARACTERISTICS OF YOUTH AFFECTING TRANSITIONS TO EDUCATION AND THE LABOUR MARKET

64
PATHWAYS TO SUCCESS – © OECD 2010

Abstract

The importance of securing post-secondary education has been demonstrated earlier in this report and
elsewhere. This chapter considers the association of earlier educational achievement, as measured
in PISA 2000, with subsequent pathways to educational attainment, as well as the likely effects of
higher PISA achievement on further educational attainment. The chapter also presents pathways by
the age of 21, when transitions between education, work and inactivity are likely to be common.
The relative influence of PISA achievement, simultaneously analysed with a number of background
characteristics, confirms the importance of prior competencies. This also provides some important
policy implications that are particularly relevant to equity.

INTRODUCTION

As noted in Chapters 2 and 4, higher levels of educational attainment are crucial in securing quality
and stable employment, even when transitions to and from education, work and inactivity are complex.
Identifying barriers to higher educational attainment and positive transition patterns therefore have high
policy relevance in presenting options to improve the life chances of individuals who may be experiencing
difficulties with respect to educational attainment and a smooth transition from education to work. This
chapter examines educational attainment and pathways between education, work and unemployment in
the context of both achievement in PISA 2000 and several key background characteristics. A key focus of
this chapter is on the extent to which males and females differ in these outcomes.

It has already been shown in Chapter 4 that young people’s achievement affects subsequent educational
opportunities and outcomes. Competencies may also determine labour market outcomes over the medium
to long term. This chapter builds on the previous one by considering both educational attainment and
patterns of movement to and from education, work and unemployment with respect to a number of key
background characteristics.

The research in this area reveals three reasonably consistent findings. First, parental education is an important
determinant. Second, the economic resources available within the family at the time students are in their
early teenage years have also been shown to have important effects on grade attainment. To what extent
this reflects the existence of financial barriers is, however, unclear. Third, whenever measures of academic
performance have been included in analyses, they are generally significant determinants of educational
attainment. Research on pathways suggests that higher educational attainment is associated with more
positive trajectories from education to work but that for many youth, pathways from education to work
do not stabilise for two years. Furthermore, spells of unemployment in the early stages of labour market
experiences are associated with a higher likelihood of unemployment in the longer term. This suggests that
the benefits from early interventions may be large. See Hansen (2009) for a detailed review of research on
educational attainment and school-to-work transitions.

The following questions form the focus of this chapter:

How does educational attainment differ across students with different PISA achievement scores?

What are the effects of increased achievement on educational attainment?

Do patterns of transition from education, work and inactivity vary depending on PISA achievement scores?

Do other characteristics of the respondents modify the association between PISA scores and pathways?

This chapter is based on analyses carried out by Hansen (2009).

Page 129

OECD PUBLICATIONS, 2, rue André-Pascal, 75775 PARIS CEDEX 16

PRINTED IN FRANCE

(98 2010 03 1 P) ISBN 978-92-64-07749-2 – No. 57251 2010

Page 130

P r o g r a m m e f o r I n t e r n a t i o n a l S t u d e n t A s s e s s m e n t

www.oecd.org/publishing

ISBN 978-92-64-07749-2
98 2010 03 1P

The full text of this book is available on line via this link:
www.sourceoecd.org/education/9789264077492

Those with access to all OECD books on line should use this link:
www.sourceoecd.org/9789264077492

SourceOECD is the OECD’s online library of books, periodicals and statistical databases.
For more information about this award-winning service and free trials ask your librarian, or write to us
at [email protected]

Pathways to Success
How knowledge and skills at age 15 sHape
future lives in Canada

after completing compulsory education, are today’s youth equipped to participate fully in society?
in 2000, Canada explored this question and launched the Youth in transition survey (Yits), a follow-up to
the oeCd programme for international student assessment (pisa). Yits is a longitudinal study that tracks
30 000 Canadian students who took part in the pisa 2000 assessment and, with interviews every two years,
follows their progress from secondary school into higher education and the labour market.

Yits complements pisa’s measurement of individual competencies and offers significant new policy
insights in understanding students’ choices at different ages and the impact of these decisions on
consequent education and labour market outcomes. the Canadian example serves as a model for other
oeCd countries seeking a strategy to better comprehend the social and economic impact of competencies
acquired in school and the causal nature of these relationships.

Pathways to Success is a collaborative effort between the oeCd and Human resources and skills
development Canada. it presents findings from this study and showcases the potential of a longitudinal
component of pisa such as Yits.

FURTHER READING
PISA 2006: Science Competencies for Tomorrow’s World (oeCd, 2008)

THE OECD PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA)
pisa is a collaborative process among the 30 member countries of the oeCd and nearly 30 partner
countries and economies. it brings together expertise from the participating countries and economies and
is steered by their governments on the basis of shared, policy-driven interests. its unique features include:

– The literacy approach: pisa defines each assessment area (science, reading and mathematics) not
mainly in terms of mastery of the school curriculum, but in terms of the knowledge and skills needed for
full participation in society.

– A long-term commitment: it enables countries to monitor regularly and predictably their progress in
meeting key learning objectives.

– The age-group covered: By assessing 15-year-olds, i.e. young people near the end of their compulsory
education, pisa provides a significant indication of the overall performance of school systems.

– The relevance to lifelong learning: pisa does not limit itself to assessing students’ knowledge and skills
but also asks them to report on their own motivation to learn, their beliefs about themselves and their
learning strategies, as well as on their goals for future study and careers.

Pathways to Success
HOw kNOwLEDGE AND SkILLS
AT AGE 15 SHAPE FUTURE LIvES
IN CANADA

P
a

th
w

a
ys to

S
u

c
c

e
ss H

O
w

k
N

O
w

L
E

D
G

E
A

N
D

S
k

IL
L

S
A

T
A

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E

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