The aim of large comparative studies is to gain important insights into the successes and weaknesses of our education system as a whole by comparing it with other countries. Study results can indicate the direction for new education policies and provide long term data about their effectiveness. Germany is regularly involved in international performance assessments of the skills and competences of its school students and adult population.
PISA – Programme for International Student Assessment
The PISA study is the most comprehensive worldwide assessment of school students’ performance, currently involving more than 80 countries. Created by the OECD in 2000, PISA tests the skills and knowledge of 15 year olds in mathematics, reading and science every three years. In Germany, the Federal Ministry of Education and Research (BMBF) and the Länder ministers of education share responsibility for PISA. The assessment is carried out by the Centre for International Student Assessment (ZIB).
The most recent 2022 results show that in Germany, just as in many other OECD countries, average performance levels among 15 year olds declined compared to the previous PISA assessment. The strength of the relationship between socio economic background and performance continues to be above average in Germany, compared internationally.
The results of the next cycle (PISA 2025) are expected to be published in September 2026.
PIRLS – Progress in International Reading Literacy Study
PIRLS is an internationally comparative school performance assessment currently involving 65 participating countries and entities. Conducted every five years since 2001, it assesses the reading skills of school students in the fourth grade. Questionnaires are also used to monitor how often children read and how much they enjoy reading. In Germany, the study is known by the acronym IGLU. The Federal Ministry of Education and Research (BMBF) and the Länder education ministries are responsible for Germany’s participation in PIRLS. The assessment is conducted by the Center for Research on Education and School Development (IFS) at TU Dortmund University.
The most recent assessment shows that reading achievement among fourth grade students in Germany has declined since 2016 and since the first study 20 years ago. Germany ranks in the middle of the international comparison. A quarter of school students do not reach the skills level considered necessary for handling secondary school content.
The results of the next cycle (PIRLS 2026) are expected to be published in 2027.
ICILS – International Computer and Information Literacy Study
ICILS is an international school student assessment, which currently has over 30 participating countries. Conducted every five years since 2013, the study assesses the computer and information literacy skills of students in their eighth year of schooling, which allow them to successfully participate in an increasingly digital information environment. In Germany, the Federal Ministry of Education and Research (BMBF) is responsible for the ICILS assessment, which is co funded by the EU. The national assessment is conducted under the scientific supervision of Paderborn University.
ICILS 2018 showed that less than 2% of eighth grade students in Germany reached the highest level of ability, showing they could evaluate and organize information that they had found online independently. Roughly a third of students only have basic skills enabling them to identify information and edit digital documents. On average, school students in Germany perform above the international mean score.
The results of the current cycle (ICILS 2023) will be published on 12 November 2024.
TIMSS – Trends in International Mathematics and Science Study
TIMSS is an international comparative assessment with over 70 participants. Conducted every four years, TIMSS assesses mathematics and science achievement at the end of fourth grade. In so doing, TIMSS monitors not only straightforward knowledge, but also skills such as drawing conclusions, analysis, problem solving and justifying solutions. In addition, the assessment looks at mathematics and science teaching at primary schools. It therefore also includes questionnaires for parents, teachers and principals. In Germany, the Federal Ministry of Education and Research (BMBF) and the Länder ministers of education share responsibility for TIMSS. National scientific supervision is in the hands of Universität Hamburg.
While mathematics achievement has remained relatively stable since Germany first participated in the study in 2007, science achievement is declining. In 2019, mathematics achievement in Germany was below the EU average, while science achievement was around average. In both domains, about a quarter of school students had only developed low mathematics and science achievement by the end of fourth grade.
The results of the current cycle (TIMSS 2023) will be published on 4 December 2024.
ICCS – International Civic and Citizenship Education Study
ICCS is an international comparative assessment with over 20 participants. Conducted every 5 to 6 years, the study investigates the knowledge, beliefs and sense of belonging held by young adults with regard to democracy. It assesses school students in the eighth grade as well as their teachers and principals, and collects data about the education systems. In this way, the study helps to answer questions about how classroom, school and other relevant contexts contribute towards developing a democratic mindset. In Germany, the Federal Ministry of Education and Research (BMBF) is responsible for the ICCS assessment, which is co funded by the EU. The national study centre is based at the University of Duisburg Essen.
North Rhine Westphalia and Schleswig Holstein were the only Länder that participated in ICCS 2022. There is no data for the Federal Republic of Germany as a whole. The political knowledge of school students assessed in the two Länder was slightly above international average. However, participating German schools were less able than those in most other education systems to facilitate the development of political skills and competencies among all school students to a similar level.
The results of the next cycle (ICCS 2027) are expected to be published in 2028.
PIAAC – Programme for the International Assessment of Adult Competencies
PIAAC, or the Survey of Adult Skills, is an international comparative survey currently involving more than 30 countries. Conducted every 10 years since 2012 on behalf of the OECD, the Survey measures the proficiency of adults aged 16 65 in key skills needed in everyday life. The study focusses on key information-processing skills – literacy, numeracy and problem solving. With around 160,000 global participants, PIAAC is the most comprehensive international comparative survey focused on the labour market to date. In Germany, the Federal Ministry of Education and Research (BMBF) is the lead ministry responsible for PIAAC, with support from the Federal Ministry of Labour and Social Affairs (BMAS). GESIS – Leibniz Institute for the Social Sciences is responsible for national project management.
PIAAC demonstrates the central importance of basic skills for individual success in the labour market: better basic skills result in greater participation in the labour market and higher earnings. The Survey of Adult Skills (1st Cycle) also shows that it is vocational education and training that ensures Germany’s international competitiveness. Countries with a stronger focus on general school education and higher numbers of university graduates do not benefit from a skills lead and sometimes even perform worse than Germany.
The results of the current Survey (PIAAC 2nd Cycle) will be published on 10 December 2024.
EAG – Education at a Glance
Education at a Glance is the OECD’s report on the education systems of the 38 OECD countries as well as the five accession and six partner countries. Published annually since 1992, the report is aimed at a large target audience ranging from governments that want to learn from other countries’ education policies, to researchers looking for data for further analysis, and to the general public. Education at a Glance covers the entirety of educational life from early childhood education at preschool age to continuing training for adult learners. The report analyses, for example, data on participation in education, graduation rates, spending on education, and learning and teaching conditions.
The most recent edition focuses on vocational education and training (VET) and confirms that VET graduates in Germany benefit from good job prospects, low unemployment and smooth transitions into work. Similarly, the study emphasizes the high degree of practical work experience in Germany’s dual training system as well as the high level of career advancement opportunities for VET graduates that is above OECD average. The next edition of the report will be published in September 2024 and focus on equal opportunities.
Editorial deadline for this text: 01.11.2024