Suchergebnisse

On 21 May 2006, Swiss citizens adopted the revised education articles of the Federal Constitution by a large majority. Since then, the cantons have been obliged to harmonize key parameters of compulsory education at the national level. These include the age when starting school, compulsory schooling, the duration and objectives of educational levels, and the transitions between educational levels (Article 62(4) of the Federal Constitution).
In June 2011, for the first time, the 26 cantons approved national educational objectives for four subject areas and thereby created an important basis for the implementation of the constitutional mandate. These educational objectives define the basic competencies which pupils should acquire in the language of instruction, in a second national language and in English, in mathematics, as well as in natural sciences at defined school levels.
At the starting point of harmonization in 2017, the first nationwide tests were carried out in the framework of the review of the achievement of basic competencies to determine the extent to which Swiss pupils in the respective cantons had already achieved parts of these basic competencies in the language of instruction (reading and spelling) and in the first foreign language (reading and listening comprehension) at the end of primary school. On the one hand, the results were supposed to show the degree of similarity between the cantons at the beginning of the harmonization process and the degree to which the basic competencies were achieved in the assessed areas. On the other hand, this was the first time that such comprehensive data have been collected, which can be used for national educational monitoring and cantonal processes of educational quality development. To this end, the standardized performance tests were supplemented by a questionnaire on individual, school, and family characteristics, which represent key indicators for explaining differences in performance levels.
All 26 cantons participated with a representative sample. Schools and pupils were selected according to a two-stage sampling procedure. A total of 20,177 pupils took part, covering the whole of Switzerland. The tests and surveys took place between April 24 and June 2, 2017. They were administered by trained test managers and carried out according to a standardized procedure on tablets, which were brought to schools by trained test managers.
The results were published in May 2019.

Every three years since 2000, the skills of 15-year-olds and Grade 9 students in reading, mathematics and science are assessed in about 50 countries. This long-term study, conducted at regular intervals, gives information on these three areas with each time a special attention for one of them (in 2006 science, in 2009 literacy and in 2012 mathematics). It also provides data on cross-curricular competencies and student motivations. In addition, this information is related to the characteristics of education systems, schools and students. Switzerland has produced additional samples of Grade 9 pupils in the different language regions and a number of cantons (in 2009: AG, AR, BE-d, BE-f, FR-f, GE, JU, NE, SG, SH, TI, VD, VS-d, VS-f, ZH) in order to make comparisons of pupils' skills at the end of compulsory schooling possible. For the 2009 survey, by international comparison, Switzerland is slightly above the OECD average in reading and above this average in science and significantly above in mathematics. Regional and cantonal differences are also observed. Individual and structural characteristics have a significant impact on student performance and this impact also varies across regions and cantons. The impact of engagement and learning strategies on reading have been observed.

Every three years since 2000, the skills of 15-year-olds and Grade 9 students in reading, mathematics and science are assessed in about 50 countries. This long-term study, conducted at regular intervals, gives information on these three areas with each time a special attention for one of them (in 2006 science, in 2009 literacy and in 2012 mathematics). It also provides data on cross-curricular competencies and student motivations. In addition, this information is related to the characteristics of education systems, schools and students. Switzerland has produced additional samples of Grade 9 pupils in the different language regions and a number of cantons (in 2009: AG, AR, BE-d, BE-f, FR-f, GE, JU, NE, SG, SH, TI, VD, VS-d, VS-f, ZH) in order to make comparisons of pupils' skills at the end of compulsory schooling possible. For the 2009 survey, by international comparison, Switzerland is slightly above the OECD average in reading and above this average in science and significantly above in mathematics. Regional and cantonal differences are also observed. Individual and structural characteristics have a significant impact on student performance and this impact also varies across regions and cantons. The impact of engagement and learning strategies on reading have been observed.

Since 2000, every three years, the skills of 15-year-olds and children in their 9th Grade are assessed regarding reading, mathematics and science in more than sixty countries. This long-term study, carried out at regular intervals, gives information on these three areas with each time a particular attention for one of them (literacy in 2009, mathematics in 2012, and the sciences in 2015). It also provides data on students' cross-curricular competencies and motivations. Moreover, this information is linked to the characteristics of educational systems, schools and pupils. Switzerland has compiled additional samples of 9th Grade pupils (11th HarmoS) in the different linguistic regions and a number of cantons (in 2012: AG, BE-g, BE-f, FR-f, GE, JU, NE, SG, SO, TI, VD, VS-g, VS-f) making it possible to make comparisons of pupils' skills at the end of compulsory schooling. For the 2012 survey, by international comparison, Switzerland is slightly above the OECD average in reading, above this average in science and clearly above in mathematics. Regional and cantonal differences are also observed. Individual and structural characteristics have an impact on student performance. The first analyses show that the issue of equality and equity remains a continuing challenge for all school systems and that many factors have an impact on student performance. The impact of students' commitment and motivation on their mathematical skills is also to be noted. In addition, a national report dealt with the following topics: changes in student performance over time, resilient pupils, links between skills and the teaching of mathematics, knowledge of information and communication technologies communication, training after compulsory schooling.

Since 2000, every three years, the skills of 15-year-olds and children in their 9th Grade are assessed regarding reading, mathematics and science in more than sixty countries. This long-term study, carried out at regular intervals, gives information on these three areas with each time a particular attention for one of them (literacy in 2009, mathematics in 2012, and the sciences in 2015). It also provides data on students' cross-curricular competencies and motivations. Moreover, this information is linked to the characteristics of educational systems, schools and pupils. Switzerland has compiled additional samples of 9th Grade pupils (11th HarmoS) in the different linguistic regions and a number of cantons (in 2012: AG, BE-g, BE-f, FR-f, GE, JU, NE, SG, SO, TI, VD, VS-g, VS-f) making it possible to make comparisons of pupils' skills at the end of compulsory schooling. For the 2012 survey, by international comparison, Switzerland is slightly above the OECD average in reading, above this average in science and clearly above in mathematics. Regional and cantonal differences are also observed. Individual and structural characteristics have an impact on student performance. The first analyses show that the issue of equality and equity remains a continuing challenge for all school systems and that many factors have an impact on student performance. The impact of students' commitment and motivation on their mathematical skills is also to be noted. In addition, a national report dealt with the following topics: changes in student performance over time, resilient pupils, links between skills and the teaching of mathematics, knowledge of information and communication technologies communication, training after compulsory schooling.

PISA (Programme for International Student Assessment) is an international survey organised by the OECD. Its aim is to create indicators to measure the skills and abilities of 15-year-old pupils in reading, mathematics and science, as well as learning strategies, motivation and computer skills. The results are based on national representative samples. The indicators are analysed according to the characteristics of the school system, schools and pupils. In order to be able to make chronological comparisons, these competence measurements are repeated every three years, with a new focus every three years (2000 reading, 2003 mathematics with the addition problem solving, 2006 natural sciences).

Around 40 countries participated in the 2003 survey. The test takes about 120 minutes. It is followed by a 45-minute questionnaire. This questionnaire contains mandatory international questions that shed light on the socio-economic environment of pupils, as well as optional international and national questions. Switzerland chose two international options for the student questionnaire: the module on interdisciplinary competences and the ICT module on familiarity with the new technologies. In addition, national modules were added. Another questionnaire for schools aims to collect information about the characteristics of the school and and its didactics.

Around 24,700 pupils from 451 schools took part in the 2003 survey. The national project management 2000-2003-2006 was carried out by the Federal Statistical Office in Neuchâtel which was responsible for coordination in close cooperation with the international PISA consortium and 4 regional centres in Switzerland.

PISA (Programme for International Student Assessment) is an international survey organised by the OECD. Its aim is to create indicators to measure the skills and abilities of 15-year-old pupils in reading, mathematics and science, as well as learning strategies, motivation and computer skills. The results are based on national representative samples. The indicators are analysed according to the characteristics of the school system, schools and pupils. In order to be able to make chronological comparisons, these competence measurements are repeated every three years, with a new focus every three years (2000 reading, 2003 mathematics with the addition problem solving, 2006 natural sciences).

Around 40 countries participated in the 2003 survey. The test takes about 120 minutes. It is followed by a 45-minute questionnaire. This questionnaire contains mandatory international questions that shed light on the socio-economic environment of pupils, as well as optional international and national questions. Switzerland chose two international options for the student questionnaire: the module on interdisciplinary competences and the ICT module on familiarity with the new technologies. In addition, national modules were added. Another questionnaire for schools aims to collect information about the characteristics of the school and and its didactics.

Around 24,700 pupils from 451 schools took part in the 2003 survey. The national project management 2000-2003-2006 was carried out by the Federal Statistical Office in Neuchâtel which was responsible for coordination in close cooperation with the international PISA consortium and 4 regional centres in Switzerland.

PISA (Programme for International Student Assessment) is an international survey organised by the OECD. Its aim is to create indicators to measure the skills and abilities of 15-year-old pupils in reading, mathematics and science, as well as learning strategies, motivation and computer skills. The results are based on national representative samples. The indicators are analysed according to the characteristics of the school system, schools and pupils. In order to be able to make time comparisons, these competence measurements are repeated every three years, with a new focus every three years (2000 reading, 2003 mathematics with a supplement on problem solving, 2006 natural sciences).

Around 40 countries participated in the 2000 survey. The test takes about 120 minutes. This is followed by a 45-minute questionnaire. This questionnaire contains mandatory international questions that shed light on the socio-economic environment of pupils, as well as optional international and national questions. Switzerland chose two international options for the student questionnaire: the module on interdisciplinary competences and the ICT module on familiarity with the new technologies. In addition, national modules were added.
Another questionnaire for schools aims to collect information about the characteristics of the school and the lessons.

Around 13,500 students from 360 schools throughout Switzerland took part in the first survey in 2000.

The national project management 2000-2003-2006 was carried out by the Federal Statistical Office in Neuchâtel and was responsible for coordination in close cooperation with the international PISA consortium and 4 regional centres in Switzerland.

PISA (Programme for International Student Assessment) is an international survey organised by the OECD. Its aim is to create indicators to measure the skills and abilities of 15-year-old pupils in reading, mathematics and science, as well as learning strategies, motivation and computer skills. The results are based on national representative samples. The indicators are calculated according to the characteristics of the
system, schools and pupils. In order to be able to make time comparisons, these competence measurements are repeated every three years, with a new focus every three years (2000 reading, 2003 mathematics with the addition problem solving, 2006 natural sciences).
Around 60 countries participated in the 2006 survey. The test takes about 120 minutes. It is followed by a 45-minute questionnaire. This questionnaire contains mandatory international questions that shed light on the socio-economic environment of pupils, as well as optional international and national questions. Switzerland chose two international options for the student questionnaire: the module on interdisciplinary competences and the ICT module on familiarity with the new technologies. In addition, national modules were added. Another questionnaire for schools aims to collect information about the characteristics of the school and its teaching.
Around 24,700 pupils from 510 schools throughout Switzerland took part in the 2006 survey. The national project management 2000-2003-2006 was carried out by the Federal Statistical Office in Neuchâtel which was responsible for the project coordination in close cooperation with the international PISA consortium and 4 regional centres in Switzerland.

PISA (Programme for International Student Assessment) is an international survey organised by the OECD. Its aim is to create indicators to measure the skills and abilities of 15-year-old pupils in reading, mathematics and science, as well as learning strategies, motivation and computer skills. The results are based on national representative samples. The indicators are calculated according to the characteristics of the
system, schools and pupils. In order to be able to make time comparisons, these competence measurements are repeated every three years, with a new focus every three years (2000 reading, 2003 mathematics with the addition problem solving, 2006 natural sciences).
Around 60 countries participated in the 2006 survey. The test takes about 120 minutes. It is followed by a 45-minute questionnaire. This questionnaire contains mandatory international questions that shed light on the socio-economic environment of pupils, as well as optional international and national questions. Switzerland chose two international options for the student questionnaire: the module on interdisciplinary competences and the ICT module on familiarity with the new technologies. In addition, national modules were added. Another questionnaire for schools aims to collect information about the characteristics of the school and its teaching.
Around 24,700 pupils from 510 schools throughout Switzerland took part in the 2006 survey. The national project management 2000-2003-2006 was carried out by the Federal Statistical Office in Neuchâtel which was responsible for the project coordination in close cooperation with the international PISA consortium and 4 regional centres in Switzerland.

The Programme for International Student Assessment (PISA) evaluates 15-year-olds' ability to use their reading, mathematics and science knowledge and skills. Since 2000, Switzerland participated in every PISA cycle conducted by the OECD. At the end of every cycle, the Swiss PISA data of the national 15-year-old sample has been made available in the international data sets published on the OECD website. Before 2015, in addition to the sample of the 15-year-olds, an additional and larger sample of 9th grade students was drawn and tested in Switzerland. The resulting Swiss data for the 9th grade students, that allowed comparisons selected cantons, was published in full on FORSbase. Since 2015, solely the national PISA sample from the population of 15-year-olds is tested, that allows comparisons between three Swiss language regions, but not anymore between selected cantons. Thus, starting with PISA 2015 the Swiss PISA data are almost completely available in the international data sets published on the OECD website. However, the present dataset complements the international PISA 2018 dataset with some for the Swiss context relevant additional information as well with some national options from PISA 2018.

The Programme for International Student Assessment (PISA) evaluates 15-year-olds' ability to use their reading, mathematics and science knowledge and skills. Since 2000, Switzerland participated in every PISA cycle conducted by the OECD. At the end of every cycle, the Swiss PISA data of the national 15-year-old sample has been made available in the international data sets published on the OECD website. Before 2015, in addition to the sample of the 15-year-olds, an additional and larger sample of 9th grade students was drawn and tested in Switzerland. The resulting Swiss data for the 9th grade students, that allowed comparisons selected cantons, was published in full on FORSbase. Since 2015, solely the national PISA sample from the population of 15-year-olds is tested, that allows comparisons between three Swiss language regions, but not anymore between selected cantons. Thus, starting with PISA 2015 the Swiss PISA data are almost completely available in the international data sets published on the OECD website. However, the present dataset complements the international PISA 2018 dataset with some for the Swiss context relevant additional information as well with some national options from PISA 2018.

The Programme for International Student Assessment (PISA) evaluates 15-year-olds' ability to use their reading, mathematics and science knowledge and skills. Since 2000, Switzerland participated in every PISA cycle conducted by the OECD. At the end of every cycle, the Swiss PISA data of the national 15-year-old sample has been made available in the international data sets published on the OECD website. Before 2015, in addition to the sample of the 15-year-olds, an additional and larger sample of 9th grade students was drawn and tested in Switzerland. The resulting Swiss data for the 9th grade students, that allowed comparisons selected cantons, was published in full on FORSbase. Since 2015, solely the national PISA sample from the population of 15-year-olds is tested, that allows comparisons between three Swiss language regions, but not anymore between selected cantons. Thus, starting with PISA 2015 the Swiss PISA data are almost completely available in the international data sets published on the OECD website. However , the present dataset complements the international PISA 2015 dataset with some for the Swiss context relevant additional information as well with some national options from PISA 2015.

The Programme for International Student Assessment (PISA) evaluates 15-year-olds' ability to use their reading, mathematics and science knowledge and skills. Since 2000, Switzerland participated in every PISA cycle conducted by the OECD. At the end of every cycle, the Swiss PISA data of the national 15-year-old sample has been made available in the international data sets published on the OECD website. Before 2015, in addition to the sample of the 15-year-olds, an additional and larger sample of 9th grade students was drawn and tested in Switzerland. The resulting Swiss data for the 9th grade students, that allowed comparisons selected cantons, was published in full on FORSbase. Since 2015, solely the national PISA sample from the population of 15-year-olds is tested, that allows comparisons between three Swiss language regions, but not anymore between selected cantons. Thus, starting with PISA 2015 the Swiss PISA data are almost completely available in the international data sets published on the OECD website. However, the present dataset complements the international PISA 2018 dataset with some for the Swiss context relevant additional information as well with some national options from PISA 2018.

Switzerland has participated in the IALS project (International Adult Literacy Survey) in 1994 (German and French-speaking Switzerland) and 1998 (Italian-speaking Switzerland). This study of adults' ability to cope with everyday cognitive tasks has contributed greatly to the fact that the phenomenon of illiteracy began to gain wider attention, i.e. that many people have only partially acquired or then lost the basic skills that compulsory schooling is supposed to provide.
The ALL project is a follow-up to IALS, again under the authority of the OECD. The declared aim was to determine the human capital available in the participating countries by measuring certain basic skills in a sample of adults. A pilot study carried out in 2001 under the name ILSS (International Life Skills Survey) has made it possible to test the procedures and eliminate some less suitable parts of the tests.
In Switzerland, the ALL survey covered around 5,500 persons, of whom around 2,000 were in German-speaking Switzerland and another 2,000 in western Switzerland, as well as 1,500 in the Italian-speaking part of the country. The data were collected in individual interviews with the participating persons at home. The interviews included tests on literacy and numeracy and, in German and French-speaking Switzerland, problem-solving skills. In addition, data on socio-demographic characteristics of the participants, their positioning in the social environment or on topics such as attitudes and behaviour regarding further training or the use of modern information and communication technologies were also collected.
The cantons of Zurich and Geneva provided larger samples than the other cantons (around 800 each), as they had decided to tackle certain issues in greater depth. This is also the reason why German-speaking Switzerland and Suisse romande have a larger number of participants than Italian-speaking Switzerland. The data collection in the field was carried out in 2003. The international comparative report was compiled by Statistics Canada and the US National Center for Education Statistics and was published in 2005; the Swiss national report has been available since autumn 2006.