50
Figure 2.28: Learning Shortfalls in OIC and Non-OECD vs. OECD Countries, PISA 2012
Source: Author’s calculation based on PISA 2012 data. Note: Estimates based on OLS model of student
achievement with students from OECD countries as the comparator group. All underlying regressions include
control for covariates included in Table 2.1.
Figure 2.29 repeats the exercise by replacing OIC group indicator variable with country specific
indicators. Only Turkey appears to have no systematic shortfall in learning vis-à-vis other OECD
countries once differences in socio-economic conditions and school resources are taken into
account. The gap in case of Tunisia and UAE is also modest (around 40-50 points). The laggards
among participating countries are Albania, Kazakhstan, and Qatar where the average gap is
around 100 points.
Figure 2.29: Learning Shortfalls in OIC vs. OECD Countries, PISA 2012
Source: Author’s calculation based on PISA 2012 data. Note: Estimates based on OLS model of student
achievement with students from the OECD countries as the comparator group. All regressions include control
for covariates included in Table 2.1.
-80
-70
-60
-50
-40
-30
-20
-10
0
OIC Non-OECD
Reading Maths Science
-100
-80
-60
-40
-20
0
Reading Maths Science
OIC_arab OIC_asia (non-Arab)
Non-OECD
-140
-120
-100
-80
-60
-40
-20
0
20 Albania Indonesia Jordan Kazak Malaysia Qatar Tunisia Turkey UAE
Reading Maths Science