Excellence, equity and resilience:
What do we learn from PISA 2022 results?
Yuri Belfali
Head of Early Childhood and Schools, OECD
6 December 2023

Global coverage of PISA
Around 690,000 15-year-old students in
81 countries and economies took PISA 2022
PISA Newcomers:
El Salvador, Jamaica, Mongolia, the Palestinian Authority and Uzbekistan

21st century mathematics: PISA 2022 maths framework

EmployChallenge in a Real World Context

Mathematicalreasoning

Mathematical reasoning involves
evaluating situations, selecting strategies,
drawing logical conclusions, developing anddescribing solutions, and recognising how
those solutions can be appliedTry the PISA test!

https://www.oecd.org/pisa/test/pisa-2022mathematics-test-questions.htm
Available in different languages
including JapaneseResilient education systems

Performance: mathematics scores

Equity: link between students’performance and socio-economic profile

Well-being: students' sense ofbelonging at schoolPISA 2022
The state of education in Asia

Mathematics performance declined significantly across the OECD
Student performance

580
570
560
550
540
530520510500
490
480
470
460450440
430
420410400390
380370
360
350
340
330

OECD average

Average mean performance dropped by almost
15 score points in mathematics across the OECD
Previous changes in OECD average never exceeded four score points in mathematics

20032006

2009

2012

2015

2018

2022

PISA Mathematics
Korea

ChineseTaipeiSingapore

Singapore

Hong Kong (China)* Macao (China)
Hong Kong (China)*Japan
Student performance

580
570
560
550
540
530
520
510
500
490
480
470
460
450
440
430
420
410
400
390
380
370
360
350
340
330
320

OECD average

Canada*Ireland*United Kingdom* Austria
Australia*
Czech Republic Finland
SwedenLatvia*Hungary Germany
PortugalItaly Norway
Slovak Republic Croatia
Iceland
Brunei Darussalam
Ukrainian regions (18 of 27)
United Arab Emirates
Romania
Mongolia
Moldova
Qatar
Malaysia
Baku (Azerbaijan)
ThailandSaudi Arabia
North Macedonia
Colombia
Jamaica*
Albania
Palestinian Authority
Uzbekistan
Philippines

Indonesia

Chinese Taipei

Japan
Korea

Estonia
Switzerland
Netherlands*
Belgium Polan
Denmark*
Slovenia
New Zealand*
FranceLithuani
Spain Viet Na
Malta
United States*
IsraelTürkiye

85%

68%

SerbiaGreeceKazakhstan
Bulgaria
Chile
UruguayMontenegro
MexicoPeruGeorgia
Costa Rica
BrazilArgentina
IndonesiaJordanMoroccPanama*
KosovoGuatemalaEl
Salvador
Paraguay
Cambodia36%

Cambodia

2003200620092012

2015

Dominican Republic

201828%2022

Students’ proficiency in mathematics

SingaporeJapan

Hong Kong (China)*

Chinese Taipei

Korea

Canada*United Kingdom*

Viet NamFranceGermany

Italy

OECD average

United States*

Brunei Darussalam

Mongolia

Malaysia

ThailandIndonesia

Philippines

Students below Level 2

Level 6
Level 5
Level 4
Level 3
Level 2
Level 1a
Level
Level
1b
Below1c
Level 1c

Macao (China)

Students at Level 2 or above

Cambodia

100%9080706050403020
100102030405060708090100

Figure I.3.1

Money is necessary but not sufficient
Mean score in mathematics

Figure I.4.15
600

580

Singapore

560

Chinese Taipei

540
Czech Republic

520

480

Latvia*Viet Nam

Hungary

PolandLithuania
Spain
Croatia
SerbiaSlovak Republic Israel

Türkiye

460

Ukrainian regions (18 of 27)

440
420

Ireland*

New Zealand*

500

Mongolia

Kazakhstan

Romania
Bulgaria
Moldova

Greece020000

40000

60000

80000

OECD average: 472 points
NorwayMalta

SwedenBrunei Darussalam

Qatar

No significant relationship

MexicoOECD average: USD 102 612

Positive relationship320

R² = 0.54

Austria

Finland
Italy France
United States*
Iceland
Portugal
Germany

Chile
Uruguay Malaysia
400
North Macedonia
PeruGeorgia
Colombia
Jamaica*
380
Indonesia
Argentina
Albania
Palestinian
Authority
Uzbekistan
360
Panama*JordanMoroccoEl Salvador
Philippines
340
Dominican Republic
CambodiaParaguay

Baku (Azerbaijan)

Macao (China)

Hong Kong (China)*
Japan
Korea
Netherlands* Canada*
United Kingdom*
Slovenia
Denmark*
Belgium
Australia*

100000120000140000160000180000200000220000

Cumulative expenditure per student over the theoretical duration of studies (in US Dollars, ppp)

1.0

0.5-2.0Peru
JordanAustralia*
Colombia
Uruguay
Panama*United Arab Emirates
Germany
Argentina
Spain
Philippines
Türkiye
Dominican Republic
El Salvador
BrazilThailand
SwedenQatar
Hong Kong (China)*
Indonesia
New Zealand*
Portugal
Denmark*
United Kingdom*
Chile
Ireland*
MoroccoGuatemalaMexicoCambodia
NorwayGreeceOECD average
Singapore
Switzerland
Palestinian Authority
Mongolia
Italy
PolandIsraelKosovoBrunei Darussalam
Ukrainian regions (18 of 27)
Georgia
Austria
Hungary
Albania
FinlandMontenegro
Baku (Azerbaijan)
Czech RepublicNetherlands*Croatia
Slovenia
Iceland
SerbiaKazakhstan
Lithuania
MoldovaParaguay
Jamaica*
Viet Nam
Latvia*United States*
FranceRomania
Bulgaria
Malta
Macao (China)
Belgium
Japan
North Macedonia
Malaysia
Canada*Chinese Taipei
Slovak Republic
Estonia
Korea
Uzbekistan

Mean index difference between advantaged
and disadvantaged schools

Few systems align resources with needs
Index of shortage of education staff

Table II.B1.5.2 &Table II.B1.5.18

Based on principals’ reports
Index of shortage of educational material

Disadvantaged schools have more resources than advantaged schools

0.0-0.5

-1.0

-1.5

Disadvantaged schools have fewer resources than advantaged schools-2.5

Morocco
Argentina
Colombia
Costa Rica
Uzbekistan
Mongolia
Peru
Albania
Cambodia
United Arab Emirates
KosovoParaguay
Chile
Italy
JordanMalta
Palestinian Authority
ThailandKazakhstan
North Macedonia
IsraelBrazilUruguay
Malaysia
Georgia
El Salvador
Panama*Viet Nam
GuatemalaDominican Republic
Baku (Azerbaijan)
Jamaica*
Philippines
Moldova
Saudi Arabia
Singapore
Spain
Indonesia
Bulgaria
GreeceBrunei Darussalam
Portugal
Lithuania
Germany
Belgium
MexicoUnited Kingdom*
PolandIreland*
FranceOECD average
SerbiaLatvia*Croatia
Qatar
Ukrainian regions (18 of 27)
Chinese Taipei
Türkiye
Iceland
HungaryAustria
Hong Kong (China)*
Montenegro
Macao (China)
RomaniaJapan
Estonia
Australia*
Slovenia
SwedenNorwayDenmark*
Korea
Netherlands*
Canada*Slovak Republic
New Zealand*
FinlandCzech Republic
United States*
Switzerland

Score points in mathematics per hour of total learning time

Learning time ≠ learning outcomesLessons
Homework time

Figure II.5.11

Based on students' reports

20

Score points in mathematics per hour of time spent in regular lessons and homework
Hours
50

1845

1640

1435

1230

1025

820

615

4
102
500

Mixed picture of gender gap in maths
Figure I.4.7

Score-point difference in mathematics between boys and girls
Score dif.
40

10th percentile (weakest-performing students)

Mean

90th percentile (highest-performing students)

Boys scored higher than girls

30
20
100-10-20

Girls scored higher than boys
355

442

409

366

394

425

336

527

547

540

536

472

474

469

475

575

497

465

489

552

471

Philippines

Brunei Darussalam

MalaysiaIndonesia

ThailandMongolia

Cambodia

Korea

Chinese Taipei

Hong Kong (China)*

Japan

OECD average

FranceViet Nam

Germany

Singapore

Canada*United States*

United Kingdom*

Macao (China)

Italy

-30

Which education systems are resilient systems?

Figure II.1.1

RESILIENCE IN
MATHEMATICSPERFORMANCE
Australia*

Singapore
Hong Kong (China)*
United Kingdom*
United States*

RESILIENCE WITHREGARD TO EQUITYIN MATHEMATICS

Japan,Korea,

Switzerland
RESILIENCE IN
WELL-BEING

Lithuania,

Chinese Taipei
Austria, Croatia, Finland,France, Georgia, Germany, Hungary,
Iceland, Montenegro, Portugal,
Romania, Saudi Arabia, Serbia,Slovenia, Sweden

Parents and schools matter for students’ life satisfaction

Figure II.1.7

Average of countries/economies with available data
Change in life satisfaction when students reported that they are satisfied or totally satisfied with the following:

Their relationship with their parents/guardians

Their life at school
Their healthAll the things [they] have
The way they look
The friends they have

How they use their time
The neighbourhood they live in
Their relationship with their teachers
What they learn at school
1.00

1.201.40

1.60

1.80

2.00

2.20

Point change on the life-satisfaction scaleTable I.B1.2.1 &Table I.B1.2.16

600
Mean score in mathematics

Higher score

Growth mindset : A driver for better learning?
580

Singapore

560

Macao (China)
Hong Kong (China)*

540
520
500
480
460

440
420
400
380
Albania

360
340
320
25

Chinese Taipei

Japan
Canada*Korea
Estonia
Switzerland
SwedenDenmark*
Poland Latvia*
Austria
Belgium
Germany
United Kingdom*
Spain
Ireland*
Slovenia
Netherlands*
Czech RepublicHungary
Australia*
FinlandFranceItaly
Lithuania
Malta
PortugalOECD average: 472 points
NorwayBrunei Darussalam
New Zealand*
Slovak Republic Iceland
Croatia
United States*
Ukrainian regions (18 of 27)
TürkiyeSerbiaRomania
United Arab Emirates
GreeceKazakhstan
Mongolia
Montenegro
Bulgaria
Moldova
Qatar
Uruguay
Malaysia
Chile
MexicoBaku (Azerbaijan)
Costa Rica
North Macedonia
Georgia
ThailandPeru
Saudi Arabia
Jamaica*
Argentina
Colombia
BrazilIndonesia
Uzbekistan
Palestinian Authority
KosovoPanama*Philippines
JordanDominican Republic Morocco
El Salvador
OECD average: 58%3545556575

Percentage of students who disagreed or strongly disagreed that their intelligence cannot change very much (%)

More students holding a growth mindset

85

Mean score in mathematics

Higher score

Does mathematics make students worry?

Figure I.2.1

600
580

Singapore

560

Hong Kong (China)*

540

Korea
Switzerland

520
500
480

Netherlands*Finland
Hungary

460
440
420
400
380

360
340
320
-0.40

Macao (China)
Chinese Taipei
Japan

United Kingdom* Slovenia
Ireland* Belgium
PolandCanada*Austria
Denmark*
Australia*
Latvia*OECD average: 472 points
FranceCzech Republic
SwedenNew Zealand* Spain Italy
Germany
Lithuania
Viet NamPortugal
Slovak Republic
Iceland
Malta
NorwayTürkiye
United States*
Ukrainian regions (18 of 27)
Croatia
Brunei Darussalam
United Arab Emirates
Greece Mongolia
SerbiaRomania
Kazakhstan
Moldova
Chile
Qatar
Uruguay
Malaysia
Bulgaria
Baku (Azerbaijan)
Montenegro
MexicoGeorgia
Costa Rica Peru
North Macedonia
R² = 0.25
Colombia
Saudi Arabia
Jamaica*
BrazilPalestinian Authority
Albania
Argentina
MoroccoUzbekistan
Panama*JordanKosovoDominican Republic El Salvador
GuatemalaParaguay
Cambodia
Estonia

OECD average: 0.17-0.30

-0.20

-0.10

0.00

0.10

0.200.30

0.40

0.50

0.60

0.70

0.80

Higher mathematics anxiety

Social and emotional skills, and mathematics performance

Figure II.2.6

Change in mathematics performance associated with a one-unit increase in the following indices; OECD average
Score-point difference

14
12
10
86
4
20-2-4

Curiosity

Persistence

Emotional
controlStressresistanceAssertivenessEmpathy

Co-operation

Time spent on digital devices at school and mathematics
performance

Figure II.5.14

Based on students' reports; OECD average
Mean score inLearning

500

Leisure490
480
470
460
450
440
430420None

Up to 1 hourMore than 1
More than 2
More than 3
More than 5hour and up to 2 hours and up to hours and up to hours and up tohours
3 hours
5 hours
7 hours
Time spent on digital devices at school per day

More than 7hours

100
9080
70
60
50
4030
20
100%

Japan
PolandBrunei Darussalam
United Kingdom*
Ireland*IsraelNetherlands*
Latvia*New Zealand*
Canada*GreeceBelgiumBrazilMalta
Slovenia
Chinese Taipei
Hong Kong (China)*
SerbiaMontenegro
Australia*
Macao (China)
United States*
Thailand
Estonia
Jamaica*
Korea
MoroccoMalaysia
OECD average
Italy
Germany
GeorgiaSweden
Slovak Republic
UruguayArgentina
Türkiye
HungaryJordan
Lithuania
Spain
KosovoChile
FinlandMongolia
Austria
Ukrainian regions (18 of 27)
Palestinian Authority
Qatar
Switzerland
FranceMoldova
Romania
Portugal
Viet Nam
Bulgaria
Dominican Republic
Philippines
Uzbekistan
North Macedonia
United Arab Emirates
Baku (Azerbaijan)
Albania
Costa Rica
Indonesia
Peru
Paraguay
MexicoCroatia
Saudi Arabia
Iceland
Cambodia
Kazakhstan
Guatemala
El Salvador
Panama*Colombia

Students' confidence in self-directed learning

Using a video communication program

Figure II.2.5

Percentage of students who reported feeling confident/very confident in taking the following actions if their schoolbuilding closes again in the future
Motivating myself to do school work

-6
BrazilUnited States*
Viet Nam
SerbiaBelgium
Canada*Finland
Costa Rica
Lithuania
Ireland*
Latvia*TürkiyeDenmark*Argentina
Estonia
Uruguay
Kazakhstan
PolandGeorgia
SwedenNorwayCzech Republic
FranceColombia
OECD average
Slovak Republic
IsraelMexicoGermany
Moldova
IcelandUnited Kingdom*Singapore
Romania
Netherlands*
Malaysia
Croatia
Bulgaria
Brunei Darussalam
New Zealand*
Chinese TaipeiUnited Arab Emirates
HungarySlovenia
Portugal
Spain
Austria
Malta
Switzerland
Chile
GreeceMontenegro
Australia*
Italy
Korea
KosovoIndonesia
MoroccoJapan
North Macedonia
Qatar
Macao (China)
Dominican Republic
Peru
Philippines
Albania
Hong Kong (China)*
ThailandSaudi Arabia
JordanBaku (Azerbaijan)
Panama*Change between 2018 and 2022 in expectation of a career inhealth and ICT% dif.
10Health professional

Figure II.2.4

Percentage-point change of students who expect to work as the following when they are about 30 years oldICT professional

86420-2-4Learning from different strengths
Academic performance in mathematics
Singapore, Macao (China), Chinese Taipei, Hong Kong (China)*, Japan, Korea

Improvement 2018-2022: Brunei Darussalam, Cambodia, Chinese Taipei
Equity: Macao (China), Hong Kong (China)*, Japan
Resilience: Japan, Korea, Chinese Taipei
Low distraction by digital devices in class: Japan, Korea
Safety in school: Korea, Singapore, Chinese Taipei
Teacher support during school closure:
Vietnam, Brunei Darssalam, the Philippines, Indonesia

Thank you
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