Post on 17-May-2015
11P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11 Strong performers and successful reformers
Lessons from PISA
Andreas SchleicherSpecial advisor to the Secretary-General on Education Policy
Head of the Indicators and Analysis Division, EDU
Programme for International Student Assessment
AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – higher education
Graduate supply
Cost
per
stu
den
t
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – higher education
United States
Finland
Graduate supply
Cost
per
stu
den
t
Japan
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – higher education
Australia
FinlandUnited Kingdom
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – higher education
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – higher education
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – higher education
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – higher education
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – higher education
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – higher education
United States
Australia
Finland
United Kingdom
1111P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11
1998PISA countries in
2000200120032006200977%81%83%85%86%
Coverage of world economy 87%
PISA 2009 in brief
Over half a million students… representing 28 million 15-year-olds in 74*
countries/economies
… took an internationally agreed 2-hour test… Goes beyond testing whether students can
reproduce what they were taught……to assess students’ capacity to extrapolate from what
they know and creatively apply their knowledge in novel situations
…and responded to questions on… their personal background, their schools
and their engagement with learning and school Parents, principals and system leaders provided data
on… school policies, practices, resources and institutional
factors that help explain performance differences .
* Data for Costa Rica, Georgia, India, Malaysia, Malta, Mauritius, Venezuela and Vietnam will be published in December 2011
1960 1970 1980 1990 200240
45
50
55
60
65Routine manual
Nonroutine manual
Routine cog-nitive
Nonroutine ana-lytic
Nonroutine interactive
Changes in labour demand
1414P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11
What 15-year-olds can do
1515P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11Average performanceof 15-year-olds in reading – extrapolate and apply
High reading performance
Low reading performance … 17 countries perform below this line
1525354555440.000
460.000
480.000
500.000
520.000
540.000
560.000
Shanghai-China
KoreaFinlandHong Kong-China
Singapore CanadaNew Zealand
JapanAustralia
NetherlandsBelgiumNorway, EstoniaSwitzerlandPoland,IcelandUnited States LiechtensteinSwedenGermany,
IrelandFrance, Chinese TaipeiDenmarkUnited KingdomHungary,Portugal
Macao-China ItalyLatvia
Slovenia GreeceSpain
Czech RepublicSlovak Republic, CroatiaIsraelLuxembourg,
Austria LithuaniaTurkey
Dubai (UAE) Russian Federation
Chile
Serbia
Northeast
Midwest
WestSouth
Urban schools
Suburban schools
Performance distribution in US
18% do not reach baseline Level 2 (16% when excluding immigrants) (Finland 6%, Canada 9%)
Economic cost: 72 trillion $
10% are top performers (Shanghai 20%)
1616P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11Average performanceof 15-year-olds in science – extrapolate and apply
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
1717P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew Zealand
NorwayPolandPortugalSpainSwedenSwitzerland
UKUS
2009
1525354555
2009
1818P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
2009
1919P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11
Port
ug
al
Sp
ain
Sw
itze
rlan
d
Belg
ium
Kore
a
Lu
xem
bou
rg
Germ
an
y
Gre
ece
Jap
an
Au
stra
lia
Un
ited
Kin
gd
om
New
Zeala
nd
Fra
nce
Neth
erl
an
ds
Den
mark
Italy
Au
stri
a
Cze
ch
Rep
ub
lic
Hu
ng
ary
Norw
ay
Icela
nd
Irela
nd
Mexic
o
Fin
lan
d
Sw
ed
en
Un
ited
Sta
tes
Pola
nd
Slo
vak R
ep
ub
lic
-10
-5
0
5
10
15
Salary as % of GDP/capita Instruction time 1/teaching time 1/class sizePort
ug
al
Sp
ain
Sw
itze
rlan
d
Belg
ium
Kore
a
Lu
xem
bou
rg
Germ
an
y
Gre
ece
Jap
an
Au
stra
lia
Un
ited
Kin
gd
om
New
Zeala
nd
Fra
nce
Neth
erl
an
ds
Den
mark
Italy
Au
stri
a
Cze
ch
Rep
ub
lic
Hu
ng
ary
Norw
ay
Icela
nd
Irela
nd
Mexic
o
Fin
lan
d
Sw
ed
en
Un
ited
Sta
tes
Pola
nd
Slo
vak R
ep
ub
lic
-10
-5
0
5
10
15
Difference with OECD average
High performing systems often prioritize the quality of teachers over the size of classes
Contribution of various factors to upper secondary teacher compensation costsper student as a percentage of GDP per capita (2004)
Percentage points
2020P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
2009
2121P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
2000
2222P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
2000
Other rapid improvers in reading:Peru, Indonesia, Latvia, Israel and Brazil
Rapid improvers in mathematics:Mexico, Brazil, Turkey, Greece, Portugal, Italy
and GermanyRapid improvers in science:
Qatar, Turkey, Portugal, Korea, Brazil, Colombia, Italy, Norway, United States, Poland
2323P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11
-2 -1 0 1 2350
643
School performance and socio-economic background United States
Stu
dent
perf
orm
ance
AdvantagePISA Index of socio-economic background
Disadvantage
Private school Public school in rural area Public school in urban area
700
2525P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Wha
t stu
dent
s kn
ow a
nd c
an d
oA
nd
rea
s S
chle
ich
er
7 D
ece
mb
er
20
10
Policies and practicesLearning climateDisciplineTeacher behaviourParental pressureTeacher-student relationshipsDealing with heterogeneityGrade repetitionPrevalence of trackingExpulsionsAbility grouping
(all subjects)Standards /accountabilityNat. examinationStandardised tests
Policy
System
R
School
R
Equity
E
2626P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11
Does it all matter?
2727P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11
Age 19
Age 21
Age 21
048121620
Level 2Level 3
Level 4Level 5
Increased likelihood of postsec. particip. at age 19/21 associated with PISA reading proficiency at age 15
(Canada)after accounting for school engagement, gender, mother
tongue, place of residence, parental, education and family income (reference group PISA Level 1)
Odds ratiohigher education entry
School marks at age 15
PISA performance at age
15
2828P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11
What does it all mean?
2929P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11
Student learning
PracticesInstruction
InterventionSupport systems
PeopleTeachersPrincipals
Support personnelFamilies
ProcessesSelection
PreparationRecruitment/induction
Work organisationDevelopmentSupervisionRetention
ToolsStandardsCurricula
TechnologyAssessmentsData systems
Design, implementation and alignment of policies
3030P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11
Commitment to universal achievement
Goals, gateways, instructional
systems
Capacity at point of delivery
Incentives and accountability
Resources where they yield most
A learning system
Coherence
Lessons from PISA on successful
education systems
A commitment to education and the belief that competencies can be learned and therefore all children can achieve
Universal educational standards and personalisation as the approach to heterogeneity in the student body…
…as opposed to a belief that students have different destinations to be met with different expectations, and selection/stratification as the approach to heterogeneity
Clear articulation who is responsible for ensuring student success and to whom
3232P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11
Commitment to universal achievement
Goals, gateways, instructional
systems
Capacity at point of delivery
Incentives and accountability
Resources where they yield most
A learning system
Coherence
Lessons from PISA on successful
education systems
Clear ambitious goals that are shared across the system and aligned with high stakes gateways and instructional systems
Well established delivery chain through which curricular goals translate into instructional systems, instructional practices and student learning (intended, implemented and achieved)
High level of metacognitive content of instruction
3333P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11
Commitment to universal achievement
Goals, gateways, instructional
systems
Capacity at point of delivery
Incentives and accountability
Resources where they yield most
A learning system
Coherence
Lessons from PISA on successful
education systems
Capacity at the point of delivery Attracting, developing and retaining high
quality teachers and school leaders and a work organisation in which they can use their potential
Instructional leadership and human resource management in schools
Keeping teaching an attractive profession System-wide career development
3434P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11
Teacher in-service development
No matter how good the pre-service education for teachers is… it cannot prepare teachers for rapidly changing challenges throughout
their careers
High-performing systems rely on ongoing professional to…… update individuals’ knowledge of a subject in light of recent advances
… update skills and approaches in light of new teaching techniques, new circumstances, and new research
… enable teachers to apply changes made to curricula or teaching practice
… enable schools to develop and apply new strategies concerning the curriculum and teaching practice
… exchange information and expertise among teachers and others
… help weaker teachers become more effective . Effective professional development is on-going…
… includes training, practice and feedback, and adequate time and follow-up support
3636C
rea
ting
Effe
ctiv
e T
ea
chin
g
an
d L
ea
rnin
g E
nvi
ron
me
nts
O
EC
D T
ea
chin
g a
nd
Le
arn
ing
In
tern
atio
na
l Stu
dy
(TALIS
)
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Impa
ct
Parti
cipa
tion
Individual and collab-orative re-
search
Qualification programmes
Informal dia-logue to im-prove teach-
ing
Reading pro-fessional lit-
erature
Courses and workshops
Professional develop-
ment net-work
Mentoring and peer
observation
Observation visits to
other schools
Education conferences
and semi-nars
0
10
20
30
40
50
60
70
80
90
100
TALIS Average%
Fuente: OCDE. Tablas 3.2 y 3.8
Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work
Comparison of teachers participating in professional development activities and teachers reporting
moderate or high level impact by types of activity
3737C
rea
ting
Effe
ctiv
e T
ea
chin
g
an
d L
ea
rnin
g E
nvi
ron
me
nts
O
EC
D T
ea
chin
g a
nd
Le
arn
ing
In
tern
atio
na
l Stu
dy
(TALIS
) Relatively few teachers participate in the kinds of professional
development which they find has the largest impact on their work Comparison of teachers participating in professional
development activities and teachers reporting moderate or high level impact by types of activity
3838P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11
Lessons from PISA on successful
education systems
Commitment to universal achievement
Goals, gateways, instructional
systems
Capacity at point of delivery
Incentives and accountability
Resources where they yield most
A learning system
Coherence
Incentives, accountability, knowledge management
Aligned incentive structuresFor students How gateways affect the strength, direction, clarity and nature
of the incentives operating on students at each stage of their education
Degree to which students have incentives to take tough courses and study hard
Opportunity costs for staying in school and performing well
For teachers Make innovations in pedagogy and/or organisation Improve their own performance
and the performance of their colleagues Pursue professional development opportunities
that lead to stronger pedagogical practices A balance between vertical and lateral accountability Effective instruments to manage and share knowledge
and spread innovation – communication within the system and with stakeholders around it
A capable centre with authority and legitimacy to act
4141P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11
Systems with more accountability Systems with less
accountability
480
490
500
Schools with less autonomy
Schools with more autonomy
495
School autonomy in re-source allocation
System’s accountability arrangements
PISA score in reading
School autonomy, accountability and student performance
Impact of school autonomy on performance in systems with and without accountability arrangements
4242P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11Local responsibility
and system-level prescription
System-level prescription‘Tayloristic’ work organisation
Schools leading reformTeachers as ‘knowledge workers’
Schools todayThe industrial
model, detailed prescription of
what schools do
Schools tomorrow?
Building capacity
Finland todayEvery school an effective school
Trend in OECD countries
4444P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
7 J
uly
20
11
Commitment to universal achievement
Goals, gateways, instructional
systems
Capacity at point of delivery
Incentives and accountability
Resources where they yield most
A learning system
Coherence
Lessons from PISA on successful
education systems Investing resources where they can make
most of a difference Alignment of resources with key challenges
(e.g. attracting the most talented teachers to the most challenging classrooms)
Effective spending choices that prioritise high quality teachers over smaller classes
4545P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
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Commitment to universal achievement
Goals, gateways, instructional
systems
Capacity at point of delivery
Incentives and accountability
Resources where they yield most
A learning system
Coherence
Lessons from PISA on successful
education systems
A learning system An outward orientation of the system to
keep the system learning, international benchmarks as the ‘eyes’ and ‘ears’ of the system
Recognising challenges and potential future threats to current success, learning from them, designing responses and implementing these
4747P
ISA
OE
CD
Pro
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Inte
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Commitment to universal achievement
Goals, gateways, instructional
systems
Capacity at point of delivery
Incentives and accountability
Resources where they yield most
A learning system
Coherence
Lessons from PISA on successful
education systems
Coherence of policies and practices Alignment of policies
across all aspects of the system Coherence of policies
over sustained periods of time Consistency of implementation Fidelity of implementation
(without excessive control)
4949P
ISA
OE
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Inte
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Some students learn at high levels
All students need to learn at high levels
Student inclusion
Routine cognitive skills, rote learning
Learning to learn, complex ways of
thinking, ways of workingCurriculum, instruction and assessment
Few years more than secondary
High-level professional knowledge workers
Teacher quality
‘Tayloristic’, hierarchical
Flat, collegial
Work organisation
Primarily to authorities
Primarily to peers and stakeholders
Accountability
Education reform trajectories
The old bureaucratic system The modern enabling system
5555P
ISA
OE
CD
Pro
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me
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Inte
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Ass
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11
Thank you !
Find out more about PISA at… OECD www.pisa.oecd.org
– All national and international publications– The complete micro-level database
U.S. White House www.data.gov
Email: Andreas.Schleicher@OECD.org
…and remember:
Without data, you are just another person with an opinion