Suchergebnisse

An online survey of children in school grades 4–9 (mostly aged 10–15) was conducted in order to determine the prevalence of young carers in Switzerland using a 2‐stage stratified sampling approach. 4082 respondents were drawn from 230 schools. A total of 3991 respondents were included in the analysis and of these 307 (7.7%) were identified as young carers. The population estimate of prevalence was 7.9 per cent. This suggests that there are around 38 400 young carers in school grades 4–9 in Switzerland. Extrapolating to the 9–16 age group gives a figure of almost 51 500.

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.