The report links the results from the OECD PISA 2000 survey to qualitative evidence on important public policy measures in six countries that performed well in PISA. It supports the ongoing shift in policy focus from educational inputs to learning outcomes.

An international research study was launched in 2002 which sought to link the results from the OECD Programme for International Student Assessment (PISA) 2000 survey on student performance patterns throughout the OECD member states with qualitative evidence on a range of national public policy issues. This publication sets out findings from the collaborative project involved researchers and experts from Canada, England, Finland, France, the Netherlands and Sweden within a common comparative analytical framework, under the direction of the German Institute for International Educational Research. Issues discussed include: strategies for educational reform and innovation; governance and resource allocation; national approaches to standard-setting, assessment and system monitoring, organisation of support systems; professional development of teachers and career pathways.

This volume combines an analysis of PISA with a description of the policies and practices of those education systems that are close to the top or advancing rapidly, in order to offer insights for policy in the United States.

This wrap-up volume of the PISA 2000 project presents key and fascinating findings on reading performance, characteristics of successful students, differences between the interests and study habits of boys and girls and the effect of school climate and autonomy on student performance.

This edition of OECD's periodic survey of Portugal's economy examines key economic challenges including putting public finances on a sustainable path, improving the performance of the education system, and creating a more dynamic business environment.