Henno Theisens, OECD

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Trends shaping swedish education, Henno Theisens, OECD, på DIUs seminarium Framtidens lärande på svenska ambassaden i London, januari 2011

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Henno Theisens, OECD

  1. 1. Trends Shaping Swedish Education Henno Theisens, OECD
  2. 2. Questions for this talk <ul><li>Where does Swedish education stand? </li></ul><ul><li>How are Sweden and the world changing? </li></ul><ul><li>What does this mean for education? </li></ul>
  3. 3. WHERE DOES SWEDISH EDUCATION STAND? <ul><li>Question one </li></ul>
  4. 4. Change in reading performance between 2000 and 2009
  5. 5. Pisa ranking for reading performance 564 Shanghai-China 538 Korea 538 Hong Kong-China 535 Finland 524 Canada 522 Singapore 520 Japan 518 New Zealand 513 Australia 506 Netherlands 505 Norway 504 Belgium 502 Poland 501 Iceland 500 United States 499 Sweden 498 Switzerland 497 Estonia 497 Hungary 497 Ireland 496 Chinese Taipei 496 Denmark 496 Germany 495 Liechtenstein 492 France 492 Portugal 492 United Kingdom 489 Italy 488 Macao-China 487 Greece 484 Spain 484 Slovenia
  6. 6. How proficient are students in reading?
  7. 7. Variability in student performance between and within schools
  8. 8. Immigrants and reading performance
  9. 9. HOW ARE SWEDEN AND THE WORLD CHANGING? <ul><li>Question 2 </li></ul>
  10. 10. Megatrends <ul><li>Towards a globalising world, with a shifting balance of power </li></ul><ul><li>Towards a more diverse and complex society </li></ul><ul><li>Towards a technology-rich life and a knowledge-intensive economy </li></ul>
  11. 11. Growing international trade
  12. 12. China and India catching up
  13. 13. The widening global gap
  14. 14. Increasing migration rates
  15. 15. Income inequality tends to grow
  16. 16. More single-parent families
  17. 17. Consumption of ADHD medication steeply rising
  18. 18. Expanding use of mobile broadband (3G subscribers)
  19. 19. Rapid growth of wikipedia
  20. 20. Increasing numbers of people working in R&D
  21. 21. A changing demand for skills (Levy and Murnane; Economy-wide measures of routine and non-routine task input (US))
  22. 22. WHAT DOES THIS MEAN FOR EDUCATION? <ul><li>Question three </li></ul>
  23. 23. Schooling for Tomorrow <ul><li>Is schooling for: </li></ul><ul><li>Culturally sensitive global citizens </li></ul><ul><li>Strong and open individuals who flourish in complex and open ended environments </li></ul><ul><li>Life-long learners who thrive in diverse teams </li></ul><ul><li>Able to deal with information overload and on-line collaboration </li></ul>
  24. 24. Can it be done? <ul><li>It needs to be combined with the current “back to basics” agenda </li></ul><ul><li>It is critically dependent on the quality of teachers and school leaders </li></ul><ul><li>It requires much better education research than we currently have </li></ul><ul><li>It requires the political will to stimulate some risk taking within schools </li></ul><ul><li>It requires making tough choices </li></ul>

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