Context and Implementation of TIMSS 2019 at Grade Four in the Dinaric Region

Governments and policymakers around the world view large-scale assessments, such as IEA’s Trends in International Mathematics and Science Study (TIMSS), as increasingly important in supporting continuous improvement in the quality of education and education systems. However, a good knowledge of the contexts and environments that exist when these studies are implemented is essential to fully understand study results, draw conclusions, and make policy recommendations. Collecting background information about the components of the participating education systems thus supports better appreciation and interpretation of the TIMSS 2019assessment results for theDinaric region.Relevant topics includedescriptions of the early childhood education and care (ECEC) sector, compulsory education provision, languages of instruction across the region, and brief summaries of the existing mathematics and science curricula. The role of assessments for quality assurance in the region, and an introduction to the TIMSS 2019 survey design and its local implementation, provide additional context. Together, this supporting documentation gives crucial insight into how education functions throughout the region and serves as solid basis for interpreting the analyses in this book.