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Presentation ted seminar brussels
Presentation ted seminar brussels
Presentation ted seminar brussels
Presentation ted seminar brussels
Presentation ted seminar brussels
Presentation ted seminar brussels
Presentation ted seminar brussels
Presentation ted seminar brussels
Presentation ted seminar brussels
Presentation ted seminar brussels
Presentation ted seminar brussels
Presentation ted seminar brussels
Presentation ted seminar brussels
Presentation ted seminar brussels
Presentation ted seminar brussels
Presentation ted seminar brussels
Presentation ted seminar brussels
Presentation ted seminar brussels
Presentation ted seminar brussels
Presentation ted seminar brussels
Presentation ted seminar brussels
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Presentation ted seminar brussels

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  • OECD countries are now primarily destinations for migrants from other countries. The speed with which change can happen is illustrated by cases in the European Union such as Spain and Ireland, until a generation or two ago such important sources of emigration in Europe - they are now clear destinations for immigration. Note: EEA: European Economic Area is the European Union (EU15 for these data) plus Iceland and Norway.This net immigration translates into substantial percentages of “foreign-borns” in many countries. The largest shares are in Luxembourg (35%), Australia and Switzerland (24 each%) and New Zealand (21% (Canada 19%)). Austria and Ireland next at 14%.
  • 1) Self report. What’s underlying responses? Context, tradition, composition of actual teacher educationPath analysis reveals importance of overall evaluative framework in such teaching. Interesting correlations overall. Esp : importance placed on teaching in a multicultural setting in teacher appraisal and feedback and the amount of change in teaching practices and teachers’ work following that appraisal and feedback (r = .51). Greater the changes in teaching practices and teachers’ work in multicultural settings, the greater reported need for prof dev in that area.
  • Diversity’ a broad term with multiple meanings. Need to carefully consider particular context and tradition;When diversity viewed as asset rather than liability, easier to consider and implement advantages to classrooms, schools and systems;Part OneConcepts and definitions of diversityLarge/smaller scale data : TALIS/ESL studentsPart TwoTeacher education (initial and in-service): sabine, rich, russellPart ThreeClassroom practices and country examples: germany, n ireland, spain, USAPart FourThe Pending Agenda
  • What about practice? Part 3 focuses on moving into practice. In figure, one way of visualizing how societies move from relative homogeneity (difference..) to heterogeneity to one that embraces diversity. What about classroom practices? How to move, in classrooms, towards a place where differences seen can be seen as an asset and capitalized on? Chapter on principles for practice on teaching for diversity—outlines
  • Last but not least: Planned Meeting of Ministers of Education, OECD, Paris :18-19 November 2010 On “Investing in Human Capital: new challenges”Three subthemes – meets interests of majority of countries (see slide) and is timely.Will be good occasion to: invite Enhanced Engagement ministers welcome Ministers from accession and new member countries build upon results of OECD high level meetings: including Sept 2009 Labour Ministers meeting and June 2010 Meeting of Council at Ministerial level (MCM) draw upon international events hosted by Member countries: for example in June 2009, Canada and Alberta hosted the International Conference on “Competing for Skills: Vocational Education and Training (VET) in the 21st Century”, in cooperation with the OECD Learning for Jobs Project. It focused on innovations in, and the role of VET, in meeting emerging labour market needs and competencies for a new, emerging innovations-based knowledge economy. Seeing this discussion continue at the Ministerial Meeting is a logical next step and will help guide officials in how to better meet labour market needs of an emerging post-recession economy.Finally, the Education Ministerial will provide valuable input to the 2011 MCM in area of skills, education and human capital for green growthA paper outlining preparations for the Ministerial and requesting Council approval: [Was discussed/approved this morning by EDPC? ]Will be submitted to Executive Committee before ChristmasWill be before Council in early January 2010
  • Transcript

    • 1. OECD/CERI Research on Innovating Teaching and Learning Dirk Van Damme Head of the Centre for Educational Research and Innovation – OECD/EDU
    • 2. Why focus on education? • Education contributes to: – economic and social development – innovation and sustainable growth – social mobility and mitigating inequalities Main OECD goal: to help countries to improve the quality, equity, effectiveness and efficiency of their educational systems 2
    • 3. Innovation and research: CERI Centre for Educational Research and Innovation • Established in 1968; 40th anniversary in 2008 • Mission: forward-looking research on education at all levels (micro, meso, macro), with special focus on innovation in teaching and learning
    • 4. 4
    • 5. CERI – some basic facts • Relies on its own ear-marked budget from members plus voluntary contributions, diverse sources • Aims to inform long-term policy development by: – generating forward-looking research analyses and syntheses; – identifying and stimulating educational innovation; – promoting international exchange of knowledge and experience • Approx. 20 staff based in Paris • Programme overseen by a Governing Board of all Member countries, meets bi-annually 5
    • 6. CERI’s 42 years • 1970s: equality in education, innovation in educational management, curriculum development, recurrent education • 1980s – 1990s: indicators, technology, youth/youth unemployment, environmental education • 1990s: futures (schooling, HE), learning, knowledge/the knowledge economy, the international dimension • 2000s: shift of focus to innovation 6
    • 7. Programme of Work 2009-10 • INES: EAG, TALIS, VET • Innovation Strategy for Education • Teacher Education for Diversity • Educational R&D indicators • New Millennium Learners • Innovative Learning Environments • Globalisation and Linguistic Competences • Market Mechanisms in Education 7
    • 8. 2005: Teachers Matter • Countries report serious concerns about : – maintaining an adequate supply of good quality teachers – long-term trends for the teaching workforce (e.g. fewer “high achievers”, fewer males, ageing) – perception of initial teacher education as low quality, with little connection to induction and on-going professional development – high rates of teacher attrition, especially among new teachers 8
    • 9. 2007-09: TALIS 1 • Teaching and Learning International Survey – Teachers of lower secondary education and the principals of their schools – Representative samples – Data collected through questionnaires – 24 participating countries • Netherlands did not achieve the sampling standards – Data collection school year 2007-08 – www.oecd.org/edu/talis 9
    • 10. Teacher background characteristics Professional development of teachers Teaching beliefs, practices and attitudes School evaluation, appraisal and feedback of teachers School leadership School autonomy and resources Socio-economic background of students Teachers’ self-efficacy Classroom disciplinary climate 10
    • 11. 11 Creating Effective Teaching and Learning Environments First Results from TALIS OECD Teaching and Learning International Survey (TALIS)
    • 12. Teacher Education for Diversity • Project started in 2009, ending in 2010 • Q: How can we best prepare for diverse classrooms: – pre-service teachers – in-service teachers – teacher educators? • Looking for evidence base, gaps – Building analytic framework: literature review/research synthesis, expert meetings – Adding: views from practitioners 12
    • 13. Teacher Education for Diversity • Why focus on diversity? – Migration is one of the most important social phenomena affecting 21st century education – Evidence from PISA and other data that migrant students are performing extremely bad in many countries, and are performing reasonably well in others – Evidence from TALIS that there is a great need for pre-service and in-service training for teachers to cope with diverse classrooms 13
    • 14. Immigration into the OECD area has increased over the past fifteen years 0 50 100 150 200 250 300 350 1990 1992 1994 1996 1998 2000 2002 2004 2006 EEA+Switzerland except Germany Australia and Canada Germany Japan United States Gross inflows of foreigners in selected OECD countries, 1990-2006, 1990=100 14
    • 15. Migrant students performance in PISA 15
    • 16. TALIS 0 25 50 75 100 Data from TALIS 2009 % of teachers reporting a high or moderate need for prof dev for “teaching in a multicultural setting”
    • 17. New Publication Part 1: Concepts, Research and Context Part 2: Preparing Teachers for Diverse Classrooms Part 3: Moving into Practice Part 4: The Pending Agenda
    • 18. From homogeneity to diversity Classroom Practices? •crossing cultural borders •tools for critical reflection
    • 19. 2011-12 PWB • ‘Teachers, teaching quality and learning’ is one of the four core themes – Effective teaching strategies (CERI) – Innovative learning environments (CERI) – Assesment and evaluation (EDPC) – TALIS 2013 (EDPC) 19
    • 20. 2010 Education Ministerial Investing in Human Capital: New Challenges 4-5 November 2010, OECD Conference Centre, Paris Tackling the effects of the crisis Investing in human capital: matching skills to emerging needs Equipping effective teachers for the 21st century Optimising the social impact of education 20
    • 21. 21 Thank you ! dirk.vandamme@oecd.org www.oecd.org/edu/ceri www.oecd.org/edu/talis www.oecd.org/edu/ted

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