In the 2022/23 school year, ****** health care professionals worked in the special education system in Israel. This was a slight increase compared to the previous year, when there were ****** professionals. Overall, the number of health care professionals in special education in this country more than doubled in the period under review, from a base of ***** professionals in the 2010/11 school year.

The number of pupils in special primary education, special education and secondary special education in 2009 with a non-Dutch cultural background by country of origin (country of birth). This per head office, branch office and school board (competent authority).

Special Needs Teacher Training Market Outlook

According to our latest research, the global Special Needs Teacher Training market size reached USD 2.83 billion in 2024, reflecting the increasing demand for specialized educational support worldwide. The market is projected to grow at a robust CAGR of 8.7% from 2025 to 2033, reaching an estimated USD 6.02 billion by 2033. This growth is primarily driven by rising awareness of inclusive education, evolving regulatory mandates, and the integration of technology in teacher training methodologies.

One of the primary growth factors for the Special Needs Teacher Training market is the surge in global awareness regarding the rights and needs of children with disabilities. Governments and educational bodies are increasingly mandating inclusive education policies, which require teachers to possess specialized skills to address diverse learning needs. This has led to a significant uptick in demand for both pre-service and in-service training programs tailored to special needs education. Furthermore, the growing prevalence of learning disabilities and developmental disorders such as autism spectrum disorder, ADHD, and dyslexia has amplified the necessity for educators to be well-equipped with the appropriate pedagogical strategies and intervention techniques. As a result, educational institutions and policy makers are allocating greater resources towards professional development, thereby fueling market growth.

Technological advancements have also played a pivotal role in shaping the Special Needs Teacher Training market. The proliferation of online learning platforms and digital resources has made specialized training more accessible and flexible, especially for educators in remote or underserved regions. Blended learning models that combine online modules with in-person workshops are gaining traction, offering a balanced approach that caters to diverse learning preferences and schedules. Moreover, the integration of artificial intelligence, virtual reality, and adaptive learning technologies into training curricula is enhancing the effectiveness and engagement levels of these programs. These innovations not only facilitate personalized learning experiences for teachers but also enable real-time feedback and progress tracking, further improving training outcomes.

Another significant driver is the increasing collaboration between governments, non-governmental organizations, and private sector players in the education sector. These partnerships are leading to the development and dissemination of high-quality training content, standardized certification programs, and capacity-building initiatives at both national and international levels. Funding from international organizations and philanthropic foundations is also supporting the expansion of special needs teacher training, particularly in low- and middle-income countries where resources are often limited. Such collaborative efforts are crucial for bridging the skills gap among educators and ensuring that children with special needs receive equitable educational opportunities.

Regionally, North America and Europe continue to dominate the Special Needs Teacher Training market due to robust policy frameworks, advanced infrastructure, and high investment in education. However, the Asia Pacific region is rapidly emerging as a key growth area, driven by large student populations, increasing government initiatives, and rising awareness of inclusive education. Countries such as China, India, and Japan are witnessing significant investments in teacher training programs, supported by both public and private entities. Meanwhile, Latin America and the Middle East & Africa are gradually catching up, with international aid and policy reforms playing a vital role in market development. Overall, the global landscape is characterized by a growing recognition of the importance of specialized teacher training in fostering inclusive and equitable education systems.

Training Type Analysis

The Training Type segment of the Special Needs Teacher Training market encompasses Online Training, In-Person Training, and Blended Learning. Online training has witnessed exponential growth in recent years, primarily due to the flexibility and accessibility it offers. Educators can participate in courses from anywhere in the world, breaking down geographical barriers and enabling continuous professional development. The COVID-19

In the 2022/23 school year, ***** teaching staff worked in Arab primary special education in Israel. This was a slight increase compared to the previous year, when there were ***** staff. Overall, the number of teaching staff in Arab primary special education in this country increased by about ** percent in the period under review, from a base of ***** teaching staff in the 2010/11 school year.

The Special Education Teacher Training market is experiencing robust growth, projected at a Compound Annual Growth Rate (CAGR) of 4.59% from 2025 to 2033, reaching a market size of $483.07 million in 2025. This expansion is driven by several key factors. Increasing prevalence of learning disabilities and special needs among children globally fuels demand for qualified special education teachers. Governments worldwide are investing in improving educational standards and inclusivity, mandating specialized teacher training programs. The rising adoption of online and blended learning models offers flexibility and accessibility to aspiring and practicing educators, further boosting market growth. Furthermore, a growing awareness among parents about the importance of early intervention and specialized education for children with disabilities contributes significantly to market expansion. The market segmentation reveals a strong preference for formal education programs and a growing adoption of online training methodologies. North America, particularly the U.S., currently holds a substantial market share, driven by strong government initiatives and well-established educational institutions. However, rapidly developing economies in the Asia-Pacific region (APAC) are expected to show significant growth in the coming years. The competitive landscape includes a mix of established universities, specialized training institutes, and online learning platforms, each employing unique competitive strategies to attract and retain clients. While the market demonstrates significant potential, certain restraints exist. These include the high cost of specialized training programs, the need for ongoing professional development for teachers to stay current with best practices and evolving pedagogical approaches, and a potential shortage of qualified instructors specializing in various learning disabilities. Nevertheless, continuous innovation in training methodologies and the increasing accessibility of online programs are expected to mitigate these challenges. The emergence of new technologies and innovative teaching strategies within the field will also shape the future landscape of the market, driving continued growth and evolution. The presence of numerous established players and new entrants ensures a dynamic competitive environment, characterized by continuous innovation in curriculum design and teaching methodologies.

ABSTRACT: In the transition from the 20th to the 21st century, with the coming of the international movement to Inclusive Education, the Brazilian Special Education started to draw new directions to its history, and significant transformations in the conduct of education policies began to occur throughout the country. Considering that the history of Brazilian Special Education has been described predominantly based on official texts, this study had the objective of retelling and analyzing the stories about the repercussion of the expansion of school inclusion and the demands for the regular teaching in a newspaper of great circulation in the country. The documentary corpus consisted of 295 texts published in the newspaper O Estado de S. Paulo from 1997 to 2004, which were disposed of at least one describer, previously established. By bringing back some stories told by the newspaper, it was possible to identify an increase in the number of enrollments of the target population of Special Education in regular education, with an emphasis on the exposition of successful experiences of school inclusion in private schools, whereas, in the case of public schools, problems and challenges were portrayed. Thus, the ideology arising from the confrontation between these stories is discussed.

AI-Supported IEP (Individualized Education Program) Tools Market Outlook

According to our latest research, the global AI-Supported IEP (Individualized Education Program) Tools market size reached USD 1.47 billion in 2024, fueled by increasing adoption of artificial intelligence in educational planning and administration. The market is projected to expand at a robust CAGR of 17.2% from 2025 to 2033, reaching an estimated USD 6.15 billion by 2033. This remarkable growth is primarily driven by the growing emphasis on personalized learning, regulatory mandates for inclusive education, and the rising prevalence of special education needs worldwide.

One of the most significant growth drivers for the AI-Supported IEP Tools market is the global surge in demand for personalized and adaptive learning experiences within educational institutions. Schools, special education centers, and higher education establishments are increasingly recognizing the value of AI-powered platforms that can automate and optimize the creation and management of IEPs. These tools leverage machine learning algorithms to analyze student data, recommend tailored interventions, and facilitate ongoing progress tracking, thereby enhancing educational outcomes for students with diverse learning needs. The integration of AI in IEP management not only streamlines administrative processes but also ensures compliance with evolving educational standards and legal frameworks, further accelerating market adoption.

Another critical factor propelling the market is the growing collaboration between educational technology providers, government bodies, and advocacy groups. These partnerships are fostering the development and deployment of innovative AI-supported solutions that address the unique challenges faced by educators, therapists, and parents in managing individualized education programs. The increasing allocation of funding for educational technology, especially in regions like North America and Europe, is also stimulating market growth. Additionally, the COVID-19 pandemic has underscored the importance of digital tools in supporting remote and hybrid learning environments, prompting schools and special education centers to invest in scalable, cloud-based IEP solutions.

The market is further bolstered by advancements in natural language processing, predictive analytics, and data interoperability, which are enhancing the functionality and accessibility of AI-supported IEP tools. These technological innovations enable more accurate identification of student needs, facilitate seamless communication among stakeholders, and support data-driven decision-making. As educational institutions strive to meet the diverse requirements of students with disabilities, the demand for comprehensive, user-friendly, and secure AI-powered IEP platforms continues to grow. However, the market also faces challenges related to data privacy, integration with legacy systems, and the need for ongoing professional development for educators and administrators.

From a regional perspective, North America currently dominates the AI-Supported IEP Tools market, accounting for the largest share of global revenue in 2024. This leadership position is attributed to the presence of advanced educational infrastructure, strong regulatory support for inclusive education, and a high level of technological adoption among schools and special education centers. Europe and Asia Pacific are also witnessing significant growth, driven by increasing government initiatives, rising awareness of special education needs, and expanding investments in educational technology. Meanwhile, Latin America and the Middle East & Africa are emerging as promising markets, albeit at a slower pace, due to improving digital infrastructure and growing advocacy for inclusive education.

In the realm of educational technology, the importance of IED Detection has been increasingly recognized as a crucial component in ensuring the safety and security of learning environments. As schools and educational institutions integrate more digital tools and platforms, the ability to detect and respond to potential threats becomes paramount. IED Detection systems are designed to identify and neutralize threats before they can cause harm, thereby providing a safer environment for students and educators alike. These systems leverage advanced algor

ABSTRACT: The objective of this work was to analyze the emergency and the development of the academic field of Special Education in Brazil. Through a qualitative research, of bibliographic and documentary type, two sets of data were collected: historical data and academic goods, allowing to structure the institutionalization of the academic field of Special Education in three distinct moments: a) Antecedent elements (from 1789 to 1962); b) Constituent elements (from 1962 to 1989); and c) Expansion of the academic field (since 1990). A relational analysis of the data indicates that Special Education is constituted as a broad and expanding academic field, but restricted to the size of the country. The characterization of Special Education as academic field made the systematization of a set of institutionalization bodies responsible for the production and dissemination of diverse academic goods that contribute significantly to its consolidation process possible. It is expected that agents in the academic field will act in the fight against invisibility and historical contempt for people with disabilities, for a Special Inclusive Education within the scope of a free quality public education.

IntroductionAutistic people may have different educational needs that need to be met to allow them to develop their full potential. Education and disability policies remain within the competence of EU Member States, with current educational standards and provisions for autistic people implemented locally. This scoping review aims to map EU and national special education policies with the goal of scoping the level of fulfilment of the right to education of autistic people.MethodsFour EU countries (United Kingdom, France, Poland and Spain) were included in this scoping review study. Governmental policies in the field of education, special education needs and disability law were included. Path dependency framework was used for data analysis; a net of inter-dependencies between international, EU and national policies was created.Results and discussionEach country created policies where the right to free education without discrimination is provided. Poland does not have an autism specific strategy, whereas the United Kingdom, France and Spain have policies specifically designed for autistic individuals. Within the United Kingdom, all countries created different autism plans, nevertheless all aim to reach the same goal—inclusive education for autistic children that leads to the development of their full potential.ConclusionPolicy-making across Europe in the field of education has been changing through the years in favour of autistic people. Today their rights are noticed and considered, but there is still room for improvement. Results showed that approaches and policies vastly differ between countries, more Member States should be analysed in a similar manner to gain a broader and clearer view with a special focus on disability rights in Central and Eastern Europe.

Special Needs Teacher Training Market Outlook

According to our latest research, the global Special Needs Teacher Training market size reached USD 2.68 billion in 2024, demonstrating robust momentum driven by increased awareness and policy support for inclusive education. The market is expected to grow at a CAGR of 8.2% through the forecast period, reaching a projected value of USD 5.34 billion by 2033. This growth is primarily attributed to the rising demand for specialized educators capable of addressing the diverse needs of students with disabilities, the integration of technology in training methodologies, and the global emphasis on equitable education for all learners.

One of the primary growth factors fueling the expansion of the Special Needs Teacher Training market is the global shift towards inclusive education policies. Governments and educational bodies worldwide are increasingly prioritizing the inclusion of students with disabilities in mainstream classrooms, necessitating a well-trained workforce of special needs educators. Legislative frameworks such as the Individuals with Disabilities Education Act (IDEA) in the United States and similar mandates in Europe and Asia have created a strong impetus for schools and educational institutions to invest in specialized teacher training. This regulatory support is complemented by advocacy from non-governmental organizations and parent groups, further reinforcing the need for high-quality professional development programs tailored to special education.

Another significant driver of market growth is the rapid adoption of digital learning platforms and the integration of advanced technologies in teacher training. The proliferation of online learning management systems, interactive modules, and virtual classrooms has made special needs teacher training more accessible and flexible, particularly for educators in remote or underserved areas. The COVID-19 pandemic accelerated this digital transformation, compelling training providers to innovate and offer blended or fully online courses. As a result, the market has witnessed a surge in demand for online and blended learning formats, enabling educators to upskill without geographical or time constraints. This technological shift is expected to remain a key differentiator, fostering continuous innovation in training delivery.

The growing recognition of diverse learning needs and the emergence of new categories of disabilities have also contributed to market expansion. Educational research increasingly highlights the importance of personalized teaching strategies, social-emotional learning, and trauma-informed practices, all of which require specialized training. Schools and institutions are seeking comprehensive programs that equip teachers with the skills to address a wide spectrum of conditions, from autism spectrum disorders and learning disabilities to behavioral and emotional challenges. This trend has spurred curriculum development and the diversification of training offerings, ensuring that educators are well-prepared to create inclusive and supportive learning environments.

In addition to technological advancements, the concept of Remote Caregiver Training is gaining traction as a vital component of special needs education. This approach allows caregivers and educators to receive specialized training without the need to be physically present, which is particularly beneficial for those in remote or underserved areas. Remote Caregiver Training leverages online platforms to deliver comprehensive modules that cover a range of topics, from basic caregiving skills to advanced therapeutic techniques. This flexibility not only broadens access to essential training but also ensures that caregivers can continue to support their learners effectively, regardless of geographical constraints. As the demand for inclusive education grows, the integration of remote training solutions is expected to play a crucial role in bridging gaps in service delivery and enhancing the quality of care provided to students with special needs.

From a regional perspective, North America currently leads the Special Needs Teacher Training market, accounting for approximately 36% of global revenue in 2024. This dominance is underpinned by strong governmental support, high levels of funding, and a mature ecosystem

ABSTRACT: This paper aims to discuss succinctly the "places" of master's theses and doctoral dissertations in Special Education in Brazil. It is sought to unveil its emergence and consolidation as an object of research within the Graduate Programs in Education (GPEs). Methodologically, the realization of this balance required the statistical update and the collection of general information (bibliographical data and summaries) about the theses and dissertations under analysis. This information has been organized and systematized into two databases, namely: 1) Pro-Identi; and 2) Caracter. The main results indicate that in the period from 1971 to 2016, 2,864 master's theses and 711 doctoral dissertations were defended, making a total of 3,575 defenses in Special Education, within the framework of the Brazilian GPEs. These researches were developed in 134 programs, with emphasis on the Graduate Program in Special Education of the Federal University of São Carlos, and ten other GPEs that together concentrate 49.3% of the production in the field. When consubstantiating the authors consulted and the survey made, it was possible to identify and characterize three periods of this research in the country, namely: Pioneerism, Expansion and Consolidation. Finally, synthetically, it is reasonable to consider that 45 years after the defense of the first master's thesis in Special Education in Brazil, research on this subject is consolidated in the country.

In the school year 2022/23, *** new teaching staff joined the Arab primary special education system in Israel. This was a slight decrease compared to the previous year, when *** new teaching staff joined the system. Overall, the number of new teaching staff hired in the Arab primary special education system in the country fluctuated during the period under review, averaging about *** new teaching staff per year.

Hong Kong Number of Enrolled Student: Special Education data was reported at 8,060.000 Person in 2017. This records an increase from the previous number of 7,890.000 Person for 2016. Hong Kong Number of Enrolled Student: Special Education data is updated yearly, averaging 8,055.000 Person from Sep 1968 (Median) to 2017, with 50 observations. The data reached an all-time high of 12,117.000 Person in 1981 and a record low of 1,268.000 Person in 1968. Hong Kong Number of Enrolled Student: Special Education data remains active status in CEIC and is reported by Census and Statistics Department. The data is categorized under Global Database’s Hong Kong – Table HK.G118: Education Statistics.

Financial overview and grant giving statistics of Horry Country Disabilities and Special Needs Board

Autism Education Software Market Outlook

According to our latest research, the global Autism Education Software market size reached USD 872 million in 2024, reflecting robust growth driven by technological advancements and increasing awareness of autism spectrum disorder (ASD) interventions. The market is set to expand at a CAGR of 12.7% from 2025 to 2033, with the forecasted market size expected to reach USD 2,574 million by 2033. This significant growth is underpinned by rising demand for personalized educational tools, government initiatives supporting special education, and the proliferation of digital learning platforms tailored for individuals with autism.

The primary growth factor propelling the Autism Education Software market is the increasing prevalence of autism spectrum disorder worldwide, which has heightened the need for specialized educational resources. Recent data from the World Health Organization indicates a rising diagnosis rate, pushing educational institutions and parents to seek effective, evidence-based digital solutions. Additionally, the growing body of research supporting early intervention and individualized learning strategies has led to a surge in the adoption of autism education software. These platforms leverage artificial intelligence, machine learning, and data analytics to provide adaptive learning experiences, ensuring that users receive content suited to their unique learning profiles, which significantly enhances educational outcomes.

Another crucial driver is the rapid advancement and integration of technology within the education and healthcare sectors. The proliferation of mobile devices, widespread internet access, and the evolution of cloud-based platforms have made autism education software more accessible and scalable. Educational institutions and therapy centers are increasingly investing in these digital solutions to supplement traditional teaching methods and deliver remote learning, especially in the wake of the COVID-19 pandemic. Cloud-based deployment, in particular, has facilitated real-time collaboration among educators, therapists, and caregivers, while also providing comprehensive tracking and reporting tools for progress monitoring. The convergence of EdTech and HealthTech has further accelerated innovation, resulting in feature-rich, interactive, and user-friendly autism education platforms.

Government support and policy initiatives are also playing a pivotal role in shaping the Autism Education Software market. Many countries have introduced mandates and funding schemes to improve access to special education resources, including digital tools for students with ASD. These initiatives have spurred public and private investment in research and development, fostering a competitive landscape that encourages continuous improvement and customization of software offerings. Furthermore, collaborations between educational institutions, technology providers, and non-profit organizations have led to the creation of open-source and low-cost solutions, broadening the market’s reach to underserved communities. As a result, the market is witnessing increased adoption across diverse geographies and socioeconomic segments.

From a regional perspective, North America currently dominates the Autism Education Software market, accounting for the largest share in 2024. This leadership is attributed to the region’s advanced healthcare infrastructure, high digital literacy rates, and strong presence of key market players. Europe follows closely, driven by progressive educational policies and substantial government funding for special needs education. The Asia Pacific region is emerging as a high-growth market, fueled by rising autism awareness, expanding internet penetration, and growing investments in educational technology. Latin America and the Middle East & Africa are also witnessing gradual adoption, supported by international partnerships and localized content development. The regional landscape is expected to evolve rapidly, with Asia Pacific projected to register the highest CAGR over the forecast period.

Component Analysis

The Autism Education Software market by component is segmented into software and services, each playing a distinct yet complementary role in delivering effective learning and intervention solutions. The software segment encompasses a wide array of applications, ranging from interactive learning modules and communication tools to assessment platforms and prog

Portugal SB: Volume: Year to Date: Family: Special Education Allowance data was reported at 9,573.000 Unit in Jan 2020. This records a decrease from the previous number of 101,246.000 Unit for Dec 2019. Portugal SB: Volume: Year to Date: Family: Special Education Allowance data is updated monthly, averaging 42,271.500 Unit from Mar 2004 (Median) to Jan 2020, with 160 observations. The data reached an all-time high of 101,246.000 Unit in Dec 2019 and a record low of 0.000 Unit in Apr 2006. Portugal SB: Volume: Year to Date: Family: Special Education Allowance data remains active status in CEIC and is reported by Statistics Portugal. The data is categorized under Global Database’s Portugal – Table PT.G042: Social Security Benefits: Volume.

In the 2022/23 school year, 13,146 teaching staff worked in Hebrew primary special education in Israel. This was a slight increase compared to the previous year, when there were 11,592 staff. Overall, the number of teaching staff in primary special education in this country increased by over 45 percent in the period under review, from a base of 9,032 teaching staff in the 2010/11 school year.

Attitudes, needs, assessments and wishes of parents of children with special educational needs.

Topics: Perception of reporting on the subject of joint learning in the media; knowledge of the concept of inclusion; information on children: number, age (year of birth) and sex of children with special educational needs; time at which special educational needs were identified (before or after school enrolment); identifying person; class level attended; class level repeated; class changed.

Information on school: type of school (regular school or special school); full-time school; change of type of school; discussions about the choice of school type with acquaintances versus private decision; most suitable type of school; type of school currently attended is desired type of school; obstacles to choice of school; educational aspiration: desired school leaving certificate and attainable school leaving certificate; funding priority; degree of impairment.

School satisfaction: satisfaction with school; social impact of school types on the child; isolation of the child in school; composition of class; assessment of school; assessment of performance and social integration of the child in school; local density of special schools; importance of various aspects of support for school choice; assessment of aspects of support with regard to the offer in special schools or regular schools; opinion on performance motivation by grades.

Parents with children in regular schools were asked: double staffing of teachers; composition of the double staffing (normal teacher and special teacher); weekly hours with special teacher; satisfaction with the child´s encouragement in the regular school; assessment of inclusion; assessment of release from class (better learning success vs. bad experience); good preparation of teachers; advantages of inclusion (more friends, better learning performance, no social exclusion, individual encouragement plans, continued friendships from the neighbourhood); social integration of the child: frequency of: complaints about the child in school, invitations to birthdays of children without impairment, playing with children without impairment in school or invitations to play with other children, contact with other parents in school with children without impairment).

Demography: sex; age; German nationality; country of birth (migration background); school leaving certificate; number of school-age children; country of birth of children; language spoken in the household; participation of the child in lessons German as a second language; single parent.

Additionally coded was: respondent ID; federal state.

Interviewer rating: respondent´s understanding of questions; social stratum of household; willingness to participate in follow-up survey.

Abstract

The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.

As in previous cycles, the 2015 assessment covers science, reading and mathematics, with the major focus in this cycle on scientific literacy. Financial literacy is an optional assessment, as it was in 2012. A questionnaire about students' background is distributed to all participating students. Students may also choose to complete additional questionnaires: one about their future studies/career, a second about their familiarity with information and communication technologies. School principals complete a questionnaire about the learning environment in their schools, and parents of students who sit the PISA test can choose to complete a questionnaire about the home environment. Seventy-two countries and economies, including all 35 OECD countries, participated in the PISA 2015 assessment.

Geographic coverage

PISA 2015 covered 72 counteies (35 OECD countries and 37 partner countries and economies. All countries attempted to maximise the coverage of 15-year-olds enrolled in education in their national samples, including students enrolled in special educational institutions.

Analysis unit

To better compare student performance internationally, PISA targets a specific age of students. PISA students are aged between 15 years 3 months and 16 years 2 months at the time of the assessment, and have completed at least 6 years of formal schooling. They can be enrolled in any type of institution, participate in full-time or part-time education, in academic or vocational programmes, and attend public or private schools or foreign schools within the country. Using this age across countries and over time allows PISA to compare consistently the knowledge and skills of individuals born in the same year who are still in school at age 15, despite the diversity of their education histories in and outside of school.

Universe

To provide valid estimates of student achievement, the sample of students had to be selected using established and professionally recognised principles of scientific sampling in a way that ensured representation of the full target population of 15-year-old students in the participating countries. Furthermore, quality standards had to be maintained with respect to (i) the coverage of the PISA international target population, (ii) accuracy and precision, and (iii) the school and student response rates.

National Project Managers (NPMs) might have found it necessary to reduce their coverage of the target population by excluding, for instance, a small, remote geographical region due to inaccessibility, or a language group, possibly due to political, organisational or operational reasons, or special education needs students. Areas deemed to be part of a country (for the purpose of PISA), but which were not included for sampling, although this occurred infrequently, were designated as non-covered areas. Care was taken in this regard because, when such situations did occur, the national desired target population differed from the international desired target population. In an international survey in education, the types of exclusion must be defined consistently for all participating countries and the exclusion rates have to be limited. Indeed, if a significant proportion of students were excluded, this would mean that survey results would not be representative of the entire national school system. Thus, efforts were made to ensure that exclusions, if they were necessary, were minimised according to the PISA 2015 Technical Standards (see Appendix F of the Technical Report).

Kind of data

Sample survey data [ssd]

Sampling procedure

In all but one country, the Russian Federation, the sampling design used for the PISA assessment was a two-stage stratified sample design. The first-stage sampling units consisted of individual schools having 15-year-old students, or the possibility of having such students at the time of assessment. Schools were sampled systematically from a comprehensive national list of all PISA-eligible schools, known as the school sampling frame, with probabilities that were proportional to a measure of size. The measure of size was a function of the estimated number of PISA-eligible 15-year-old students enrolled in the school. This is referred to as systematic probability proportional to size (PPS) sampling. Prior to sampling, schools in the sampling frame were assigned to mutually exclusive groups based on school characteristics called explicit strata, formed to improve the precision of sample-based estimates. The second-stage sampling units in countries using the two-stage design were students within sampled schools. Once schools were selected to be in the sample, a complete list of each sampled school's 15-year-old students was prepared. Each country had to set a target cluster size (TCS) of 42 students for computer-based countries and 35 for paper-based countries, although with agreement countries could use alternative values. The sample size within schools is prescribed, within limits, in the PISA Technical Standards (see Annex F of the Technical Report). From each list of students that contained more than the target cluster size, a sample of around 42 students were selected with equal probability and for lists with fewer than the target number, all students on the list were selected.

Mode of data collection

Face-to-face [f2f]

Research instrument

Paper-based tests were used, with assessments lasting two hours. In a range of countries and economies, an additional 40 minutes were devoted to the computer-based assessment of mathematics, reading and problem solving.

Test items were a mixture of questions requiring students to construct their own responses and multiple-choice items. The items were organised in groups based on a passage setting out a real-life situation. A total of about 390 minutes of test items were covered, with different students taking different combinations of test items.

Students answered a background questionnaire, which took 30 minutes to complete, that sought information about themselves, their homes and their school and learning experiences. School principals were given a questionnaire, to complete in 30 minutes, that covered the school system and the learning environment. In some countries and economies, optional questionnaires were distributed to parents, who were asked to provide information on their perceptions of and involvement in their child’s school, their support for learning in the home, and their child’s career expectations, particularly in mathematics. Countries could choose two other optional questionnaires for students: one asked students about their familiarity with and use of information and communication technologies, and the second sought information about their education to date, including any interruptions in their schooling and whether and how they are preparing for a future career.

The PISA 2015 Science Test Questions are available in 90 other languages.

Cleaning operations

Software specially designed for PISA facilitated data entry, detected common errors during data entry, and facilitated the process of data cleaning. Training sessions familiarised National Project Managers with these procedures.

Response rate

A response rate of 85% was required for initially-selected schools. If the initial school response rate fell between 65% and 85%, an acceptable school response rate could still be reached through the use of replacement schools.

An overall response rate of 80% of selected students in participating schools was required. A student who had participated in the original or follow-up cognitive sessions was considered to be a participant. A minimum student response rate of 50% within each school was required for a school to be regarded as participating: the overall student response rate was computed using only students from schools with at least a 50% student response rate. Again, weighted student response rates were used for assessing this standard.