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Competitiveness today is no longer a dream for the UAE because the PISA 2009+ results have placed the UAE in the foremost position when compared to the other Arab Countries.
The report presented in your hands provides a detailed analysis of the results and proficiency levels. Our challenge is to make decisions to reset our goals and direct the path of competi-
tiveness from an Arabian level to a Global level.
“Willingness is more powerful than Challenges.”
Assessment Department.
1
The main goals of PISA
PISA seeks to measure how well young adults, at age 15 and therefore near the end of compulsory schooling in most participating education systems, are prepared to use knowledge and skills in particular areas to meet real-life challenges. This is in contrast to assessments that seek to measure the extent to which students have mastered a specific curriculum. PISA’s orientation reflects a change in the goals and objectives of curricula, which increasingly address how well students are able to apply what they learn at school.
As part of the PISA process, students complete an assessment on reading literacy, mathematical literacy and scientific literacy as well as an extensive background questionnaire. School principals complete a survey describing the context of education at their school, including the level of resources in the school, qualifications of staff and teacher morale.
The reporting of the findings from PISA is then able to focus on issues such as:
How well are young adults prepared to meet the challenges of the future?
Can they analyse, reason and communicate their ideas effectively?
What skills do they possess that will facilitate their capacity to adapt to rapid societal change?
Are some ways of organising schools or school learning more effective than others?
What influence does the quality of school resources have on student outcomes?
What educational structures and practices maximise the opportunities of students from disadvantaged backgrounds?
How equitable is the provision of education within a country or across countries?
2
Participants in PISA 2009 and PISA 2009+ Countries
Although PISA was originally created by OECD governments, it has become a major assessment tool in many regions and countries around the world. Since the first PISA assessment in 2000, the number of countries or economic regions that have participated from one PISA cycle to the next has increased. Sixty-five countries participated in PISA 2009 with 34 OECD countries and 31 partner countries/economies (Figure 1.1). In addition, another nine countries or economies participated in PISA 2009+, which took place 12 months after the main PISA 2009 collection
Figure: Countries participating in PISA 2009 and PISA 2009+
Schools
In most countries, 150 schools and 35 students in each school were randomly selected to participate in PISA. In PISA 2009, there were 369 schools in the achieved sample for the UAE. The sample was designed so that schools were selected with a probability proportional to the enrolment of 15-year-olds in each school.
3
59.1
40.9
Number of
SchoolsPercentage of
Schools
Emirates
Abu Dhabi 91 24.7
Dubai 190 51.5
Sharjah 42 11.4
Ajman 15 4.1
Um Al Quwain 3 0.8
Ras Al Khaimah 21 5.7
Fujairah 7 1.9
CurriculumNational - Ministry ofEducation (MoE)
185 50.1
Central Bank of SecondaryEducation (CBSE-Indian)
45 12.2
UK 56 15.2
USA 58 15.7
Other 25 6.8
Type
Public 151 40.9
Private 218 59.1
Total 369 100.0
Number of schools in School Zones Percentage of Schools by School Zone
Percentage of Schools by Educational CurriculumNumber of Schools by Educational Curriculum
Number of Schools by the Education Zone Percentage of Schools by the Education Zone
Abu
DhabiDubai Sharjah Ajman Um Al
QuwainRas Al
KhaimahFujairah
OtherOther USAUSA UKUK (CBSE-Indian)(CBSE-Indian)
Public PublicPrivate Private
MoEMoE
Abu
DhabiDubai Sharjah Ajman Um Al
QuwainRas Al
KhaimahFujairah
151
218
185
45 56 5825
6.8
15.7
15.2
12.2
50.1
91
190
42
153
217
24.7
1.95.70.84.1
11.4
51.5
4
StudentsThe target population for PISA is students who are 15 years old and enrolled at an educational institution, either full- or part-time, at the time of testing. An age-based sample, focusing on students nearing the end of compulsory schooling, was chosen over a grade-based sample because of the complexities of defining an internationally comparable sample based on grade. There are many differences between the countries with regard to the nature of pre-school education and the age at which formal education commences. United Arab Emirates: PISA 2009+ In Summary 5 Internationally, the desired minimum number of students to be assessed per country is 4,500. From each country, a random sample of 35 students is selected with equal probability from each school using a list of all 15-year-old students that is submitted by the school. Almost half-a-million students, representing a worldwide population of 26 million 15-year-old students, took part in PISA 2009. The UAE PISA 2009 sample of 10,867 students, whose results are featured in this report, was drawn from the different emirates and school sectors according to the distributions shown in Table 1.2. It is important to note that the relatively small sample sizes in certain emirates, such as Umm Al Quwain and Fujairah, have implications for the interpretation of their results. Smaller sample sizes are often associated with larger confidence intervals around estimates such as means or percentages, and larger confidence intervals result in limitations in the ability to determine whether these estimates are statistically different from the estimates for other emirates.
Students participating in UAE PISA 2009, by emirate and school type
Abu Dhabi Ajman Dubai Fujairah Ras Al Khaimah Sharjah Umm Al Quwain UAE
Public Schools
Students* 1654 1373 613 260 73 473 130 4576
Students Weighted # 9298 1967 3297 1204 491 2467 719 19443
Private Schools
Students* 1005 4247 667 201 0 130 41 6291
Students Weighted # 6147 7212 3840 1068 0 741 255 19263
Total
Students* 2659 5620 1280 461 73 603 171 10867
Students Weighted # 15445 9179 7137 2272 491 3208 974 38706
* Achieved Sample# Number of students in target population represented by sample
5
Reading literacy performance from an international perspectiveStudents in the UAE achieved a mean score of 431 points on the overall reading literacy scale. Two countries had mean scores that were not signifi cantly different from that of the UAE: Bulgaria (429 score points) and Uruguay (426 score points). Four countries, including Mexico (the lowest performing OECD country) and the three other Middle East and North African (MENA) participants – Jordan, Tunisia and Qatar – performed at a level signifi cantly lower than that of the UAE. All other OECD and partner countries (including the United States, Chinese Taipei and the United Kingdom) performed at a level signifi cantly higher than the UAE.
Table 1 Distribution of mean reading literacy scores, confi dence intervals and variations by country
Country Mean score
SEConfi dence
intervalDifference between
5th – 95th percentiles
Shanghai – China 556 2.4 551 – 561 262
Korea 539 3.5 532 – 546 258
Finland 536 2.3 531 – 540 284
Hong Kong – China 533 2.1 529 – 537 279
Singapore 526 1.1 524 – 528 320
Canada 524 1.5 521 – 527 296
New Zealand 521 2.4 516 – 525 335
Japan 520 3.5 513 – 527 328
Australia 515 2.3 510 – 519 325
Netherlands 508 5.1 498 –518 285
Belgium 506 2.3 501 – 511 330
Norway 503 2.6 498 – 508 301
Estonia 501 2.6 496 – 506 274
Switzerland 501 2.4 496 – 505 308
Poland 500 2.6 495 – 506 293
Iceland 500 1.4 498 – 503 317
United States 500 3.7 493 – 507 317
Liechtenstein 499 2.8 494 – 505 270
Sweden 497 2.9 492 – 503 325
Germany 497 2.7 492 – 503 307
Ireland 496 3.0 490 – 501 309
France 496 3.4 489 – 502 347
Chinese Taipei 495 2.6 490 – 500 284
Denmark 495 2.1 491 – 499 274
United Kingdom 494 2.3 490 – 499 312
Country Mean score
SEConfi dence
intervalDifference between
5th – 95th percentiles
Hungary 494 3.2 488 – 500 300
OECD average 493 0.5 492 – 494 305
Portugal 489 3.1 483 – 495 286
Macao – China 487 0.9 485 – 488 251
Italy 486 1.6 483 – 489 311
Latvia 484 3.0 478 – 490 262
Slovenia 483 1.0 481 – 485 297
Greece 483 4.3 474 – 491 311
Spain 481 2.0 477 – 485 287
Czech Republic 478 2.9 473 – 484 302
Slovak Republic 477 2.5 472 – 482 297
Croatia 476 2.9 470 – 481 284
Luxembourg 472 1.3 470 – 475 342
Austria 470 2.9 465 – 476 326
Lithuania 468 2.4 464 – 473 283
Turkey 464 3.5 457 – 471 270
Russian Federation 459 3.3 453 – 466 298
Chile 449 3.1 443 – 455 274
Serbia 442 2.4 437 – 447 274
UAE 431 2.9 426 – 437 326
Bulgaria 429 6.7 416 – 442 368
Uruguay 426 2.6 421 – 431 327
Mexico 425 2.0 421 – 429 276
Jordan 405 3.3 399 – 411 299
Tunisia 404 2.9 398 – 409 281
Qatar 372 0.8 370 – 373 377
6
Mathematical literacy performance from an international perspectiveStudents from the UAE had a mean score of 421 points on the overall mathematical literacy scale. Six countries had scores that were not signifi cantly different from the UAE: Bulgaria, Romania, Uruguay, Chile, Thailand and Mexico. Students from Jordan, Tunisia and Qatar performed at a signifi cantly lower level than students from the UAE. All other OECD countries and partner countries performed at a signifi cantly higher level than the UAE.
Table 2 Distribution of mean mathematical literacy scores, confi dence intervals and variations by country
Country Mean score
SEConfi dence
intervalDifference between
5th – 95th percentilesShanghai – China 600 (2.8) 595 – 606 336
Singapore 562 (1.4) 559 – 565 342
Hong Kong – China 555 (2.7) 549 – 560 313
Korea 546 (4.0) 538 – 554 292
Chinese Taipei 543 (3.4) 537 – 550 342
Finland 541 (2.2) 536 – 545 270
Liechtenstein 536 (4.1) 528 – 544 286
Switzerland 534 (3.3) 527 – 540 326
Japan 529 (3.3) 522 – 536 308
Canada 527 (1.6) 524 – 530 286
Netherlands 526 (4.7) 517 – 535 287
Macao – China 525 (0.9) 523 – 527 281
New Zealand 519 (2.3) 515 – 524 316
Belgium 515 (2.3) 511 – 520 340
Australia 514 (2.5) 509 – 519 308
Germany 513 (2.9) 507 – 518 319
Estonia 512 (2.6) 508 – 517 265
Iceland 507 (1.4) 504 – 509 300
Denmark 503 (2.6) 498 – 508 286
Slovenia 501 (1.2) 499 – 504 314
Norway 498 (2.4) 493 – 503 283
France 497 (3.1) 491 – 503 331
Slovak Republic 497 (3.1) 491 – 503 311
Austria 496 (2.7) 491 – 501 312
OECD average 496 (0.5) 495 – 497 300
Poland 495 (2.8) 489 – 500 290
Sweden 494 (2.9) 489 – 500 304
Country Mean score
SEConfi dence
intervalDifference between
5th – 95th percentilesCzech Republic 493 (2.8) 487 – 498 308
United Kingdom 492 (2.4) 488 – 497 287
Hungary 490 (3.5) 483 – 497 303
Luxembourg 489 (1.2) 487 – 491 319
United States 487 (3.6) 480 –494 300
Ireland 487 (2.5) 482 – 492 280
Portugal 487 (2.9) 481 – 493 301
Spain 483 (2.1) 479 – 488 298
Italy 483 (1.9) 479 – 487 302
Latvia 482 (3.1) 476 – 488 259
Lithuania 477 (2.6) 471 – 482 290
Russian Federation 468 (3.3) 461 – 474 280
Greece 466 (3.9) 458 – 474 294
Croatia 460 (3.1) 454 – 466 292
Turkey 445 (4.4) 437 – 454 310
Serbia 442 (2.9) 437 – 448 298
Azerbaijan 431 (2.8) 426 – 436 207
Bulgaria 428 (5.9) 417 – 440 324
Romania 427 (3.4) 420 – 434 260
Uruguay 427 (2.6) 422 – 432 300
UAE 421 (2.5) 416 – 426 303
Chile 421 (3.1) 415 – 427 266
Thailand 419 (3.2) 412 – 425 259
Mexico 419 (1.8) 415 – 422 259
Jordan 387 (3.7) 379 – 394 271
Tunisia 371 (3.0) 366 – 377 252
Qatar 368 (0.7) 367 – 369 329
7
Scientifi c literacy performance from an international perspectiveStudents in the UAE achieved a mean score of 438 points on the scientifi c literacy scale. Two countries – Serbia (443) and Bulgaria (439) – had mean scores that were not signifi cantly different to that of the UAE. Seven countries performed signifi cantly lower than the UAE: Romania (428 score points), Uruguay (427 score points), Thailand (425 score points), Mexico (416 score points), Jordan (415 score points), Tunisia (401 score points) and Qatar (379 score points). All other countries listed in Table 6.2 performed at a level signifi cantly higher than the UAE.
Table 3 Distribution of mean scientifi c literacy scores, confi dence intervals and variations by country
Country Mean score
SEConfi dence
intervalDifference between
5th – 95th percentiles
Denmark 499 2.5 494 – 504 302
France 498 3.6 491 – 505 339
Iceland 496 1.4 493 – 498 317
Sweden 495 2.7 490 – 500 327
Austria 494 3.2 488 – 501 332
Latvia 494 3.1 488 – 500 254
Portugal 493 2.9 487 – 499 273
Lithuania 491 2.9 486 – 497 280
Slovak Republic 490 3.0 484 – 496 308
Italy 489 1.8 485 – 492 314
Spain 488 2.1 484 – 492 286
Croatia 486 2.8 481 – 492 276
Luxembourg 484 1.2 482 – 486 342
Russian Federation 478 3.3 472 – 485 297
Greece 470 4.0 462 – 478 298
Turkey 454 3.6 447 – 461 265
Chile 447 2.9 442 – 453 268
Serbia 443 2.4 438 – 447 277
Bulgaria 439 5.9 428 – 451 344
UAE 438 2.6 433 – 443 310
Romania 428 3.4 422 – 435 257
Uruguay 427 2.6 422 – 432 316
Thailand 425 3.0 419 – 431 262
Mexico 416 1.8 412 – 419 254
Jordan 415 3.5 408 – 422 292
Tunisia 401 2.7 395 – 406 267
Qatar 379 0.9 378 – 381 344
Country Mean score
SEConfi dence
intervalDifference between
5th – 95th percentiles
Shanghai – China 575 2.3 570 – 579 270
Finland 554 2.3 550 – 559 294
Hong Kong – China 549 2.8 544 – 554 287
Singapore 542 1.4 539 – 544 342
Japan 539 3.4 533 – 546 325
Korea 538 3.4 531 – 545 266
New Zealand 532 2.6 527 – 537 349
Canada 529 1.6 526 – 532 292
Estonia 528 2.7 523 – 533 277
Australia 527 2.5 522 – 532 333
Netherlands 522 5.4 512 – 533 311
Chinese Taipei 520 2.6 515 – 526 284
Germany 520 2.8 515 – 526 330
Liechtenstein 520 3.4 513 – 527 286
Switzerland 517 2.8 511 – 522 314
United Kingdom 514 2.5 509 – 519 324
Slovenia 512 1.1 510 – 514 306
Macao – China 511 1.0 509 – 513 251
Poland 508 2.4 503 – 513 286
Ireland 508 3.3 502 – 514 315
Belgium 507 2.5 502 – 512 340
Hungary 503 3.1 496 – 509 288
United States 502 3.6 495 – 509 321
OECD average 501 0.5 500 – 502 308
Czech Republic 500 3.0 495 – 506 318
Norway 500 2.6 495 – 505 298
8
UAE Achievement in the Middle East context
Three other Arab States, Jordan, Tunisia and Qatar participated in PISA 2009. This section provides an overview of performance of UAE stu-dents relative to the Middle East region and compares it with the OECD average in Reading, Mathematics and Science.
Reading Literacy
Students in the UAE achieved a mean score of 431 points on the overall reading literacy scale. Two countries had mean scores that were not significantly different from that of the UAE: Bulgaria (429 score points) and Uruguay (426 score points). The three other Middle East and North African (MENA) participants – Jordan, Tunisia and Qatar – performed at a level significantly lower than that of the UAE. All other OECD and partner countries (including the United States, Chinese Taipei and the United Kingdom) performed at a level significantly higher than the UAE.
9
Mathematical Literacy
Students from the UAE had a mean score of 421 points on the overall mathematical literacy scale. Six countries had scores that were not significantly different from the UAE: Bulgaria, Romania, Uruguay, Chile, Thailand and Mexico. Students from Jordan, Tunisia and Qatar performed at a significantly lower level than students from the UAE. All other OECD countries and partner countries performed at a signifi-cantly higher level than the UAE.
10
Scientific Literacy
Students in the UAE achieved a mean score of 438 points on the scientific literacy scale. Two countries – Serbia (443) and Bulgaria (439) – had mean scores that were not significantly different to that of the UAE. Seven countries performed significantly lower than the UAE: Romania (428 score points), Uruguay (427 score points), Thailand (425 score points), Mexico (416 score points), Jordan (415 score points), Tunisia (401 score points) and Qatar (379 score points).
11
READING INDEX SCORES FOR UAE STUDENTS
Enjoyment of Reading Index scores for selected countries, with gender difference:
CountryAll Students Females Males Difference
Mean Index SE Mean Index SE Mean Index SE Mean Index SE
UAE 0.3 0.0 0.5 0.0 0.0 0.0 0.4 0.0
OECD average 0.0 0.0 0.3 0.0 -0.3 0.0 0.6 0.0
On average, UAE students’ rating of enjoyment of reading was higher than the average for OECD countries
Percentage of students who read for enjoyment
UAE 75 0.6 81 0.9 68 0٫9 13 0
OECED avergage 63 0.1 73 0.2 52 0.2 21 0.2Three-quarters of students in the UAE indicated that they read for their own enjoyment for at least 30 minutes a day which was a slightly higher proportion than on average across OECD countries.
Diversity of Reading Index scores for selected countries, with gender difference
UAE 0.5 0.0 0.5 0.0 0.4 0.0 0.2 0.0
OECD average 0.0 0.0 0.1 0.0 -0.1 0.0 0.2 0.0
Overall, students in the UAE recorded higher mean scores on the Diversity of Reading Index than the OECD countries.
Memorization Strategies Index scores for selected countries, with gender difference:
UAE 0.6 0.0 0.7 0.0 0.5 0.0 0.2 0.0
OECD average 0.0 0.0 0.1 0.0 -0.1 0.0 0.2 0.0
Greater proportions of students responded often or almost always to ‘I try to memorize as many details as possible’ than to ‘I try to memorize everything that is covered in the text’ or ‘I read the text over and over again’.
12
Control Strategies Index scores for selected countries, with gender difference
CountryAll Students Females Males Difference
Mean Index SE Mean Index SE Mean Index SE Mean Index SE
UAE 0.5 0.0 0.7 0.0 0.4 0.0 0.3 0.0
OECD average 0.0 0.0 0.1 0.0 -0.1 0.0 0.3 0.0
Overall, greater proportions of students reported ‘checking to see if I understand’ or ‘making sure to remember the most important parts’ than ‘looking for additional information’ or ‘figuring out which concepts I haven’t understood’
Understanding and Remembering Index scores for selected countries, with gender difference
UAE -0.2 0.0 -0.1 0.0 -0.3 0.0 0.2 0.0
OECD average 0.0 0.0 0.1 0.0 -0.1 0.0 0.3 0.0
Students in the UAE, scored lower than the OECD average on the Understanding and Remembering Index.
Understanding and Remembering Index scores, with gender difference
UAE -0.2 0.0 -0.1 0.0 -0.3 0.0 0.2 0.0
OECD average 0.0 0.0 0.1 0.0 -0.1 0.0 0.3 0.0 An average score higher than OECD average.
* Elaboration Strategies: Techniques that involve students trying to understand material better by relating it to things they already know.* Control Strategies: The plans students say they use to ensure they reach their learning goals.
13
Significant highlights of UAE results on PISA 2009+
The UAE scored the highest score amongst all the Arab participating countries.
The gender gap in the United Arab Emirates was the third largest across all participating countries. Young females outscored their male counterparts
The United Arab Emirates was one of only three participating countries or economies in which female students outperformed males.
Three-quarters of students in the UAE indicated that they read for their own enjoyment for at least 30 minutes a day, which was a slightly higher proportion than on average across OECD countries.
According to scores on this index, schools in the UAE are less hindered by shortages or inadequacies in material resources (0.20) than the OECD average (0.04) and are also more equipped with resources than schools in Jordan and Tunisia.
Students in private schools in the UAE scored at a significantly higher level than students in public schools.
Females scored higher than males in Reading and the Scientific Literacy in all countries in PISA 2009, while in some countries males performed better than females and other countries females performed better in Mathematical Literacy.
The students from UAE spent significantly more learning time in classroom than the other four participating Arab countries.
The achievement results in reading, mathematics and science show that students in the UAE are better prepared than those in other participating MENA countries to participate in 21st century life.
For the overall scores for the UAE to improve over the next few cycles of PISA, particular attention needs to be paid to the public schools that are attended by 41 per cent of students across the UAE.