By providing extensive and internationally comparable information on students' skills and their family and community backgrounds, PISA offers a unique measure to assess progress towards the SDGs and to analyse inclusion and fairness in education 1 international perspective. In this light, education systems where a large proportion of 15-year-olds has not learned the basic skills needed to fully participate in society are not considered as sufficiently inclusive. First, access to schooling can be seen as a precondition for children to benefit from education. Access is chiefly reflected in school enrolment rates, more equitable and inclusive systems succeed in minimising the share of school-age youth who are not enrolled or are significantly delayed in their progression through school. Using the innovations developed by the most skilled workers requires a workforce that has acquired at least basic skills.