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An IERI – International Educational Research Institute Journal

Table 1 Country-specific characteristics referring to society, curricula, and school practice

From: The acquisition of problem solving competence: evidence from 41 countries that math and science education matters

Country

National intelligence

HDI 2005

Educational objectives

Science curriculum

Frequency of assessment

Educational resources

School autonomy

Australia

98

.93

Progressive

Differentiated

1.98

.48

.20

Austria

100

.87

Academic

Integrated

2.10

.40

-.71

Belgium

99

.88

Academic

Integrated

2.21

.19

-.06

Brazil

87

.70

Academic

Differentiated

2.74

-.82

-.26

Canada

99

.91

Progressive

Differentiated

2.22

-.07

.00

Czech Republic

98

.86

Academic

Integrated

2.07

-.06

.97

Denmark

98

.89

Progressive

Integrated

1.94

.07

.28

Finland

99

.88

Progressive

Integrated

1.78

-.04

.06

France

98

.88

Academic

Integrated

NA

NA

NA

Germany

99

.90

Academic

Integrated

2.57

.20

-.70

Greece

92

.86

Academic

Integrated

1.42

-.39

−1,46

Hong Kong

108

.86

Academic

Differentiated

1.57

.36

.58

Hungary

97

.82

Academic

Integrated

2.63

-.02

.84

Iceland

101

.90

Progressive

Integrated

2.50

.18

.54

Indonesia

87

.58

Academic

Integrated

1.85

-.67

.47

Ireland

92

.91

Progressive

Integrated

2.21

-.05

-.03

Italy

97

.87

Academic

Differentiated

2.26

.28

-.47

Japan

105

.90

Academic

Differentiated

1.52

-.03

.09

Korea

106

.88

Academic

Differentiated

1.61

.56

-.05

Latvia

98

.79

Progressive

Integrated

2.31

-.46

.44

Liechtenstein

100

.88

Academic

Differentiated

2.08

1.03

.70

Luxembourg

100

.88

Academic

Integrated

2.10

.08

−1.43

Macao (China)

101

.64

Academic

Integrated

1.90

-.16

1.60

Mexico

88

.75

Academic

Integrated

2.15

-.47

−1.47

The Netherlands

100

.90

Academic

Integrated

2.19

.52

1.35

New Zealand

99

.91

Progressive

Differentiated

2.19

.22

.66

Norway

100

.95

Progressive

Differentiated

2.10

-.28

-.63

Poland

95

.80

Academic

Integrated

1.59

-.65

.14

Portugal

95

.80

Academic

Integrated

2.05

-.08

-.77

Russia

97

.75

Academic

Integrated

1.83

−1.13

.52

Slovakia

96

.81

Academic

Integrated

1.99

-.79

.71

Spain

98

.87

Academic

Differentiated

2.56

-.03

-.11

Sweden

99

.91

Progressive

Differentiated

2.37

.08

.93

Switzerland

101

.90

Academic

Differentiated

2.09

.60

-.42

Thailand

91

.66

Academic

Differentiated

1.68

-.60

.38

Tunisia

84

.68

Academic

Differentiated

1.72

-.46

−1.27

Turkey

90

.68

Academic

Integrated

1.40

−1.33

-.76

United Kingdom

100

.87

Progressive

Differentiated

2.05

.16

.77

United States

98

.92

Progressive

Differentiated

3.14

.48

.84

Uruguay

96

.74

Academic

Differentiated

1.98

-.72

-.92

Yugoslavia

NA

.71

Academic

Integrated

1.21

-.80

-.49

  1. Note. Data are based on the PISA and TIMSS 2003 studies. The scales of ‘frequency of assessment’, ‘educational resources’, and ‘school autonomy’ are averaged for schools within a country and are based on the WLE estimates. NA: missing data.