„In Shanghai, China, one of the two most popular tutoring companies charged US$1,200 a month for grade 9 students, effectively excluding most families. An entrance examination excluded low achievers.“
UNESCO (Hrsg.), Non-state actors in education (2021), S. 53.

„B-S-J-Z (China) stands out as having relatively mild slopes, meaning that socio-economic status is associated with smaller differences in mean performance than across OECD countries on average.“
OECD (Hrsg.), Benchmarking the Performance of China's Education System (2020), S. 106.

„On average across the OECD countries and economies that participate in TALIS, only 26 % of teachers 'agree' or 'strongly agree' that their profession is valued in society. […] The systems where a majority of teachers (at least 50 %) consider that the teaching profession is valued in society are Viet Nam (92 %), Singapore (72 %), the United Arab Emirates (72 %), Korea (67 %), Kazakhstan (63 %), Alberta (Canada) (63 %), South Africa (61 %), Shanghai (China) (60 %), Finland (58 %) and Saudi Arabia (52 %).“
OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), S. 77.
In Österreich sind es nur 16 %. (Quelle: OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), Table II.2.1.)

„On average across OECD countries and economies in TALIS, the proportion of teachers employed on a fixed-term contract of any duration is 18 %, but it is much higher among teachers under age 30 (48 %). In Austria, Italy, Shanghai (China) and Spain, 80 % or more of teachers under age 30 report that they have fixed-term contracts.“
OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), S. 114.

PISA 2018: „Etwa jeder sechste 15-Jährige in Peking, Shanghai, Jiangsu und Zhejiang (China) (16 %) und etwa jeder siebte Schüler in Singapur (14 %) erreichten in Mathematik Stufe 6 und damit die höchste in PISA beschriebene Kompetenzstufe. Diese Schülerinnen und Schüler besitzen die Fähigkeit zu anspruchsvollem mathematischem Denken und Argumentieren. Im OECD-Durchschnitt erfüllten nur 2,4 % der Schülerinnen und Schüler die Anforderungen dieser Stufe.“
OECD (Hrsg.), „PISA 2018 Ergebnisse. Was Schülerinnen und Schüler wissen und können“ (2019), S. 114
In Österreich waren es 2,5 %. (Quelle: OECD (Hrsg.), „PISA 2018 Ergebnisse. Was Schülerinnen und Schüler wissen und können“ (2019), Abbildung I.6.1.)

PISA 2018: „Die größten Anteile an Schülerinnen und Schülern mit Leistungen auf Kompetenzstufe 5 oder darüber in Mathematik wurden in sechs asiatischen Ländern und Volkswirtschaften verzeichnet: Peking, Shanghai, Jiangsu und Zhejiang (China) (44 %), Singapur (37 %), Hongkong (China) (29 %), Macau (China) (28 %), Chinesisch Taipei (23 %) und Korea (21 %).“
OECD (Hrsg.), „PISA 2018 Ergebnisse. Was Schülerinnen und Schüler wissen und können“ (2019), S. 114
In Österreich waren es 13 %, im OECD-Durchschnitt 11 %. (Quelle: OECD (Hrsg.), „PISA 2018 Ergebnisse. Was Schülerinnen und Schüler wissen und können“ (2019), Abbildung I.6.1.)

„Im OECD-Durchschnitt erreichten 2018 6,8 % der Schülerinnen und Schüler in Naturwissenschaften Kompetenzstufe 5 oder 6 und waren damit der Kategorie der ‚besonders leistungsstarken Schüler‘ zuzuordnen. In Peking, Shanghai, Jiangsu und Zhejiang (China) war dies bei knapp einem Drittel der Schülerinnen und Schüler der Fall (32 %) und in Singapur bei mehr als einem Fünftel (21 %).“
OECD (Hrsg.), „PISA 2018 Ergebnisse. Was Schülerinnen und Schüler wissen und können“ (2019), S. 124
In Österreich waren es 12,6 % (Quelle: OECD (Hrsg.), „PISA 2018 Ergebnisse. Was Schülerinnen und Schüler wissen und können“ (2019), Abbildung I.7.1.)

PISA 2018: „Schülerinnen und Schüler in Albanien, Peking, Shanghai, Jiangsu und Zhejiang (China) und Vietnam bewerteten ihre Anstrengungen durchschnittlich mit 9 Punkten und somit im Mittel aller teilnehmenden Länder und Volkswirtschaften am höchsten.“
OECD (Hrsg.), „PISA 2018 Ergebnisse. Was Schülerinnen und Schüler wissen und können“ (2019), S. 222
Im OECD-Durchschnitt bewerteten SchülerInnen ihre Anstrengungen mit 7,6, in Österreich mit 7,1; niedriger als in Österreich war die Anstrengungsbereitschaft unter allen 78 Staaten und Volkswirtschaften, die an PISA 2018 teilnahmen, nur im Libanon.

„According to the OECD, fifteen-year-old pupils from Shanghai spend on average 13.8 hours per week doing homework, and many attend 'cram' schools on top of that. These schools offer afternoon sessions, which start after the end of regular classes and continue late into the evening.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 288

PISA 2018: „Chronic truancy and, to a lesser extent, lateness have such adverse effects on learning that school systems around the globe are constantly devising strategies to tackle them. […] The countries and economies where fewer students had skipped a whole day of school were also the countries/economies with higher average reading performance, such as Beijing, Shanghai, Jiangsu and Zhejiang (China), Estonia, Finland, Hong Kong (China), Japan, Korea, Macao (China), Singapore, Sweden and Chinese Taipei.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 76

PISA 2018: „In most East Asian countries and economies, such as Beijing, Shanghai, Jiangsu and Zhejiang (China), Hong Kong (China), Japan and Macao (China), students scored above the OECD average in reading, but reported lower levels of life satisfaction than the average 15-year-old student in OECD countries.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 160

„On average, only 27 percent of respondents believed that students respected teachers. Parents are more likely to encourage their children to become teachers in top-performing education systems like Shanghai, China and the Republic of Korea than in most European countries, where respondents also think that students have less respect for teachers.“
World Bank Group (Hrsg.), Successful Teachers, Successful Students (2019), S. 10.

„The PISA 2012 report indicates that students in Shanghai spent more time on homework than their peers, spending approximately 13.8 hr a week on homework compared to the OECD average of 4.9 hr.“
Wenjie Yang u. a., „Post-PISA Education Reforms in China: Policy Response Beyond the Digital Governance of PISA“. In: „ECNU Review of Education“, 2019, Vol. 2(3), S. 300

„In 2014, 48.9-58.1 % of elementary and 66.8-74.4 % of middle school students in Shanghai attended extracurricular tuition. […] In Beijing, 60.5 % of elementary students in Grades 5–8 and 58.4 % of middle school students engaged in extracurricular activity in 2015. Indeed, it is not uncommon for students to wake up at 7 a.m. and continue studying until past 10 p.m. in order to finish their homework.“
Wenjie Yang u. a., „Post-PISA Education Reforms in China: Policy Response Beyond the Digital Governance of PISA“. In: „ECNU Review of Education“, 2019, Vol. 2(3), S. 302

Shanghai: „The total time spent on extracurricular learning per week amounts to 17.1 hr. According to the PISA 2015 Survey, students spent an average of 3.2 hr on science, 3.8 hr on mathematics, 3.1 hr on language learning, 3.1 hr on foreign language, and nearly 4 hr on other subjects.“
Wenjie Yang u. a., „Post-PISA Education Reforms in China: Policy Response Beyond the Digital Governance of PISA“. In: „ECNU Review of Education“, 2019, Vol. 2(3), S. 302f

„Students in some of the world’s most high-performing jurisdictions on international large-scale assessments such as Shanghai, South Korea, and Hong Kong have reported 'relatively low satisfaction with life'. Internationally, there is growing concern that excessive pressure for high test scores (and to avoid low test scores) can cause ill-being.“
Univ.-Prof. Dr. Andy Hargreaves u. a., Leading from the Middle (2018), S. 55.

Shanghai: „Teachers are given ample time for […] collaborative activities. They teach only 10–12 hours a week, less than half the U.S. average of 27 hours.“

World Bank Group (Hrsg.), „Growing Smarter“ (2018), S. 17

Shanghai: „The salary and benefits package for teachers in Shanghai is generous compared with those in other parts of China. In fact, it is comparable with those of other professional occupations. Moreover, the salary scale allows high-performing and long-serving teachers to earn significantly more than new teachers. Adequate financing keeps teaching workloads relatively low, giving teachers the time to develop and prepare lesson plans.“

The World Bank (Hrsg.), „Learning to Realize Education's Promise“ (2018), S. 174

„Students in the East Asian countries of B‑S‑J‑G (Anm: die chinesischen Provinzen Beijing, Shanghai, Jiangsu und Guangdong, die an PISA teilgenommen haben), Japan and Korea reported the lowest use of ICT at school.“

OECD (Hrsg.), „PISA 2015 Results. Collaborative Problem Solving“ (2017), S. 83

Shanghai, Südkorea, Taiwan: „In these Asian countries/economies, spending many hours on homework and in additional instruction seems to be central to the life of top-performing students.“

OECD (Hrsg.), „PISA 2015. Students’ Well-Being“ (2017), S. 76

„It will be increasingly important for Shanghai to find a healthier balance between academic excellence and students’ social and emotional well-being.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 143

„Students in Shanghai report a high level of parental pressure and unhappiness when compared with their international peers.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 143

„The average teacher in Shanghai teaches for only 10-12 hours per week.“

Dr. Ben Jensen u. a., „Beyond PD: Teacher Professional Learning in High-Performing Systems“ (2016), S. 6

Shanghai: „The high stakes zhong kao at the end of ninth grade and the gao kao at high school graduation have tremendous downstream effects on the lower levels of education and continue to influence teaching and learning for testing purposes only.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 82

„Students in Shanghai report more unhappiness and parental pressure compared with their international peers.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), Executive Summary, S. XXIV

Shanghai: „School children, beginning in first grade, are taught by teachers who are trained and recruited by subject. Each key subject teacher is responsible for teaching that subject.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 7

„As in many East Asian countries, teachers in China and Shanghai are trained, recruited, and organized by subject starting from teachers of first grade. Each key subject teacher is responsible for teaching his or her subject specialty.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 28

Shanghai: „The induction-probation program requires teachers to spend 50 percent of their time teaching in the classroom and 50 percent receiving professional development at district teacher training centers where they receive training on ethics, pedagogy, and student activity design.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 29

„Shanghai teachers generally have a very high level of content knowledge, especially in the core subject areas of math, Chinese, and English.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 30

„In Shanghai, schools are not allowed to publish student assessment results to the public under 'Regulations on Protection of Minors in Shanghai.' This policy is in place to avoid overemphasis on student scores; eliminate school rankings; and reduce exam pressure on students, teachers, and schools.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 80

83

„Shanghai has made a deliberate effort to not use student exam results as an explicit mechanism for rewards or sanctions. This policy seems to be directly opposite of the path taken, for example, in the United States. […] In countries where educational institutions are strong, especially in the training and selection of good teachers, autonomy and accountability in school-based management may not be a necessary condition for success. In these conditions, which are found in many highperforming countries in Europe and East Asia, trust is the main element of accountability.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 81f

„Classroom assessments take place frequently in Shanghai’s education system. Students participate in weekly quizzes, oral tests and presentations, and homework assignments throughout the academic year. In addition to assessments planned by teachers for each individual class of students, students in the same grade regularly participate in common weekly or monthly, midterm, or finalterm paper-based assessments.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 86

47, 83

„At the end of lower secondary school (ninth grade), all students must take the Lower Secondary School Graduation Examination in Shanghai. The subjects tested include Chinese, math, English, physics, and chemistry. Physical education, lab operations, and moral ethics of students also factor into students’ final exam scores. The exam serves the dual purposes of selection into high schools and providing information on the overall performance of the basic education system. The total score on the exam determines the type of high school in which students will enroll: admission into highly selective comprehensive schools requires outstanding performance on the exam. […] Because of its primary purpose as a mechanism for selection into high school, the zhong kao has become increasingly high stakes for children in Shanghai. The test ultimately determines in which type of high school ninth-grade graduates can enroll.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S.90f

Shanghai: „Students undergo intensive preparation for gao kao, dedicating the last year of high school almost exclusively to demanding school drills, practice tests, and after-school tutoring sessions.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 94

„In Beijing-Shanghai-Jiangsu-Guangdong (China) students spend 30 hours per week learning at school, and 27 hours after school.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 227

„Students in Shanghai participate in the national college entrance exams (gao kao). Gao kao is a highly competitive and rigorous exam that students across the nation have to take at the end of high school (twelfth grade) to progress to tertiary education in China.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 92

„Shanghai is one of the most equal education systems among the PISA participants. For example, it has the highest proportion of resilient students (19.2 percent), that is, disadvantaged students who perform among the top 25 percent of students across all participating countries and economies after controlling for socioeconomic status.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 102

„On average, teachers in Shanghai report spending 14 hours per week on actual teaching, that is, more than 5 hours less than the Teaching and Learning International Survey (TALIS) 2013–14 average of 19.3 hours per week.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 22

Shanghai: „The city requires that all districts devote no less than 16 percent of their public expenditures to education.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 57

Österreichs Politik investiert 9,8 % aller öffentlichen Ausgaben in Bildung; im OECD-Mittel sind es immerhin 12,5 %.

„Teaching in Shanghai is a socially well regarded and monetarily appealing profession, with a proven set of entry requirements. The working conditions, such as infrastructure facilities and student-to-teacher ratio, are attractive, and clear career advancement mechanisms are in place.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 136

„Shanghai emerged as one of the most equal education systems among PISA participants, with the highest proportion of disadvantaged students performing among the top 25 percent of students across all participating countries and economies after controlling for socioeconomic status.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 139

„Shanghai has special schools for students with hearing, visual, and speech disabilities, as well as schools for mentally challenged children and those with autism.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 62ff

Shanghai: „The city does not allow migrant children to enroll in its public senior secondary schools, limiting their potential.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), Executive Summary

„Students in Shanghai are found to have one of the heaviest homework loads as revealed by the student questionnaire on the Programme for International Student Assessment (PISA) tests, with about 11 hours per week devoted to homework.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 95

Österreich: 4,5 Stunden; OECD-Mittelwert: 4,9 Stunden

„One positive observation is that Shanghai has made an effort not to rank or publish individual student exam results or to use exam results as an explicit mechanism for teacher rewards or sanctions.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), Executive Summary

„Students in Shanghai are found to have one of the heaviest homework loads as revealed by the student questionnaire on the Programme for International Student Assessment (PISA) tests, with about 11 hours per week devoted to homework.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 95

„Die PISA-Ergebnisse von Shanghai sind mit die besten. Aber wie zufrieden sind denn die Schüler, die oben auf der Rangliste sind? Chinesische Grundschüler haben weltweit mit die höchste Selbstmordrate, chinesische Studenten mit die höchste Burnout-Rate. Sie sind extrem erfolgreich bei PISA, aber nicht zufrieden mit ihrem Leben.“

Univ.-Prof. Dr. Klaus Zierer in Nida-Rümelin u. a., „Auf dem Weg in eine neue deutsche Bildungskatastrophe“ (2015), S. 107

Shanghai: „The education system here puts a heavy emphasis on rote memorisation, which is great for students' test-taking ability but not for their problem-solving and leadership abilities or their interpersonal skills.”

Univ.-Prof. Dr. Lao Kaisheng, The Observer vom 22. Februar 2014

„Across OECD countries, 18 % of students skipped at least one class and 15% skipped at least an entire day of school without authorisation in the two weeks before the PISA test. […] In most high-performing school systems, such as Hong Kong-China, Japan, Korea and Shanghai-China, virtually no student skips classes or days of school.“

OECD (Hrsg.), „PISA in Focus“, Nr. 35, Jänner 2014, S. 1f

„In Shanghai schools, children are geared to an exam-oriented culture and a teaching system that emphasizes memorization and rote learning. They drill a lot and learn basic facts and structures of logic from these repetitive exercises.”

Univ.-Prof. Dr. David Kamens, „Globalization and the Emergence of an Audit Culture: PISA and the search for ‘best practices’ and magic bullets“ in Meyer u. a., „PISA, Power und Policy“ (2013), S. 132

„Korea, Shanghai and Hong Kong have the smallest distance between highest and lowest performing students.“

IPPR (Hrsg.), „Oceans of Innovation“ (2012), S. 43

„A China Report 2009 conducted by Peking University shows that Shanghai students have the second longest study hours per day in China, at 13.2 hours, just after Beijing at 14.4 hours.“

Univ.-Prof. Dr. Charlene Tan, „The culture of education policy making: curriculum reform in Shanghai“ in „Critical Studies in Education“ (2012), 53:2, S. 162

„The Shanghai students who triumphed in the tests enjoy the very best China’s uneven schools can offer. Their experience has little in common with those of their peers in rural schools, or the makeshift migrant schools of the big cities, not to mention the armies of teenagers who abandon secondary school in favour of the factory floor.“

Los Angeles Times vom 13. Jänner 2011

„Typically in a Shanghai classroom, students are fully occupied and fully engaged. Non-attentive students are not tolerated. […] This is rather different from classrooms in other cultures, where students may not be required to be fully engaged or attentive throughout the entire lesson. Such intense concentration is considered a student’s responsibility in Chinese culture.“

OECD (Hrsg.), „Strong Performers and Successful Reformers in Education“ (2011), S. 92