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Innovating learning, social progress and humanity’s future gelp ile, durban, 20 april 2015

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Keynote presentation at the OECD/CERI and GELP conference 'Building Future Learning Systems. From exceptional innovations to systemic transformation', in Durban, South Africa, 20 April 2015.

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INNOVATING LEARNING, SOCIAL PROGRESS and HUMANITY’S FUTURE Dirk Van Damme OECD/EDU/IMEP
SETTING THE SCENE 2
• Relentless expansion of education systems Setting the scene – the big picture 3
• Relentless expansion of education systems Setting the scene – the big picture -10 0 10 20 30 40 50 60 70 -10 0 10 20 30 40 50 60 70 Israel UnitedStates Germany Brazil Estonia Austria RussianFederation Finland Chile Turkey Italy Denmark Mexico Switzerland NewZealand Canada SlovakRepublic Iceland Australia Greece Sweden EU21average OECDaverage Norway Hungary Netherlands CzechRepublic UnitedKingdom Portugal Belgium Slovenia Spain France Luxembourg Ireland Japan Poland Korea Difference between the 25-34 and 55-64 year-old population with tertiary education (right axis) Proportion of the 25-34 year-old population with tertiary education (left axis) Proportion of the 55-64 year-old population with tertiary education (left axis) % Percentage points 4
• Relentless expansion of education systems • Growing impact of education on various social and economic outcomes Setting the scene – the big picture An individual with a higher level of education is more likely to believe they have a say in government 5
• Relentless expansion of education systems • Growing impact of education on various social and economic outcomes Setting the scene – the big picture 0 10 20 30 40 50 60 70 80 CzechRepublic Italy Spain Estonia Germany Japan SlovakRepublic Ireland Canada Korea England/N.Ireland (UK) Austria Average Flanders(Belgium) Australia UnitedStates Netherlands Sweden Denmark Finland Norway % Below upper secondary education Upper secondary or post-secondary non-tertiary education Tertiary Education An individual with a higher level of education is more likely to believe they have a say in government 6
• Relentless expansion of education systems • Growing impact of education on various social and economic outcomes • But challenges remain and magnify – The equity and social mobility challenge – The quality challenge – The efficiency challenge Setting the scene – the big picture 7
Setting the scene – the big picture 0 10 20 30 40 50 60 Czech… Japan Germany Estonia Poland Canada Norway United… Russian… Finland Slovak… Austria Sweden England/… Denmark Flanders… Average France Korea Australia Netherlan… Ireland Italy Spain Proportion of young students (20-34 year-olds) in tertiary education whose parents have below upper secondary education Proportion of parents with below upper secondary education in the total parent population% The participation of students in HE from low-educated families is less than half of their share in the population 8
Setting the scene – the big picture 0 10 20 30 40 HongKong-China Korea+ Liechtenstein Macao-China+ Japan Switzerland Belgium- Netherlands- Germany Poland+ Canada- Finland- NewZealand- Australia- Austria OECDaverage2003- France CzechRepublic- Luxembourg Iceland- SlovakRepublic Ireland Portugal+ Denmark- Italy+ Norway- Hungary UnitedStates Sweden- Spain Latvia RussianFederation Turkey Greece Thailand Uruguay- Tunisia Brazil Mexico Indonesia % 2012 2003 In most countries the percentage of top performers in math in PISA has declined between 2003 and 2012 9
Setting the scene – the big picture 80 90 100 110 120 130 140 Brazil Chile SlovakRepublic Korea Poland CzechRepublic Canada Australia Israel Germany Switzerland Portugal Mexico UnitedKingdom Finland Sweden EU21average OECDaverage Netherlands Austria Japan Norway UnitedStates Ireland Belgium Slovenia France RussianFederation Spain Estonia Iceland Denmark Italy Hungary Index of change (2008=100) Change in expenditure Change in the number of students (in full-time equivalents) Change in expenditure per student Primary, secondary and post-secondary non-tertiary education In most countries the per student expenditure has continued to increase 10
• Can we continue – Expanding our systems quantitatively? – Exporting our model to emerging and developing countries? – Pretending that nothing is changing in the outside world, impacting on the • Why • What • How we are educating? Setting the scene – more of the same? 11
THE DRAMA 12
• Challenges for education policy makers increase – Supporting the expansion of the system – Ensuring quality – Securing equitable access and opportunities – Meeting ever growing expectations • But in very difficult times – Deepening social problems – Doing more with less – Intensifying political and ideological differences Challenges may seduce policy-makers to sustain the current model 13
• The race with technology • The nature of the skills demand, employability, skills mismatch Where is education getting out of tune? 14
“~50% of US jobs potentially automatable” Oxford Martin Study 2014 15
16
17
18 Changing skills demand 35 40 45 50 55 60 65 70 1960 1970 1980 1990 2000 2006 2009 Routine manual Nonroutine manual Routine cognitive Nonroutine analytic Nonroutine interpersonal Mean task input in percentiles of 1960 task distribution
• The race with technology: can schools cope? • The nature of the skills demand, employability, skills mismatch: • Deepening socially unequal distribution of educational opportunities: can schools compensate for society? Where is education getting out of tune? 19
Amount of money spent by US households on child development 20
• The race with technology: can schools cope? • The nature of the skills demand, employability, skills mismatch: • Deepening socially unequal distribution of educational opportunities: can schools compensate for society? • Declining social cohesion: is school segregation contributing? Where is education getting out of tune? 21
• Less well functioning democratic systems Where is education getting out of tune? 22
Fewer people engaged in their democracies 23
• Less well functioning democratic systems • Are social protection systems paying the price of less functional education systems? Where is education getting out of tune? 24
Increasing social expenditure 25
• Less well functioning democratic systems • Are social protection systems paying the price of dysfunctional education systems? • What kind of values do we need to address humanity’s imminent challenges? Where is education getting out of tune? 26
Charles Fadel Living in the world Personal and social responsibility Life and careers Citizenship Fairness Integrity Respect Self-awareness Courage Empathy Resilience Adaptability Curiosity Initiative Leadership Living in the World
• But, most importantly, are our education systems really tuned to – Support learning? – Foster social learning? – Creating learning societies? • Or are we merely maintaining credentialism, systems of selecting, screening and signalling people? Where is education getting out of tune? 28
THE PLOT 29
• Widely shared perception of slowness of reform and ‘resistance to innovation’ among policy makers and external stakeholders • Many examples of ill-conceived and badly implemented top-down innovation • Yet, CERI evidence points at many examples of meaningful change • And, evidence in CERI’s Innovative Learning Environments present a rich reservoir of innovative energy Innovating learning 30
• The 7 principles of learning (ILE): – Learners at the centre – The social nature of learning – Emotions are integral to learning – Recognising individual differences – Stretching all students – Assessment for learning – Building horizontal connections • We know which road to follow! The roadmap of innovating learning 31
• Learning is the key to creating learning societies that can address challenges and to liberating humanity’s problem-solving potential • Innovative environments and conditions will be necessary for individuals and societies to succeed in higher, better, deeper learning • How can we create ecosystems to make that happen? Innovating learning 32
THE STAGE 33
• We can learn a lot from experimentation and pioneering • Too often incapable of transcending the pioneering stage • How to move towards – Systemic change – Transformative change • Crucial challenge: implementation or the ‘political economy of reform’ Towards systemic transformation 34
• It’s not about education having to become more ‘responsive’ to society’s needs • It’s about education taking a leadership role in defining humanity’s future Finally 35
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Thank you ! dirk.vandamme@oecd.org www.oecd.org/edu/ceri twitter @VanDammeEDU 37

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Innovating learning, social progress and humanity’s future gelp ile, durban, 20 april 2015

  • 1. INNOVATING LEARNING, SOCIAL PROGRESS and HUMANITY’S FUTURE Dirk Van Damme OECD/EDU/IMEP
  • 3. • Relentless expansion of education systems Setting the scene – the big picture 3
  • 4. • Relentless expansion of education systems Setting the scene – the big picture -10 0 10 20 30 40 50 60 70 -10 0 10 20 30 40 50 60 70 Israel UnitedStates Germany Brazil Estonia Austria RussianFederation Finland Chile Turkey Italy Denmark Mexico Switzerland NewZealand Canada SlovakRepublic Iceland Australia Greece Sweden EU21average OECDaverage Norway Hungary Netherlands CzechRepublic UnitedKingdom Portugal Belgium Slovenia Spain France Luxembourg Ireland Japan Poland Korea Difference between the 25-34 and 55-64 year-old population with tertiary education (right axis) Proportion of the 25-34 year-old population with tertiary education (left axis) Proportion of the 55-64 year-old population with tertiary education (left axis) % Percentage points 4
  • 5. • Relentless expansion of education systems • Growing impact of education on various social and economic outcomes Setting the scene – the big picture An individual with a higher level of education is more likely to believe they have a say in government 5
  • 6. • Relentless expansion of education systems • Growing impact of education on various social and economic outcomes Setting the scene – the big picture 0 10 20 30 40 50 60 70 80 CzechRepublic Italy Spain Estonia Germany Japan SlovakRepublic Ireland Canada Korea England/N.Ireland (UK) Austria Average Flanders(Belgium) Australia UnitedStates Netherlands Sweden Denmark Finland Norway % Below upper secondary education Upper secondary or post-secondary non-tertiary education Tertiary Education An individual with a higher level of education is more likely to believe they have a say in government 6
  • 7. • Relentless expansion of education systems • Growing impact of education on various social and economic outcomes • But challenges remain and magnify – The equity and social mobility challenge – The quality challenge – The efficiency challenge Setting the scene – the big picture 7
  • 8. Setting the scene – the big picture 0 10 20 30 40 50 60 Czech… Japan Germany Estonia Poland Canada Norway United… Russian… Finland Slovak… Austria Sweden England/… Denmark Flanders… Average France Korea Australia Netherlan… Ireland Italy Spain Proportion of young students (20-34 year-olds) in tertiary education whose parents have below upper secondary education Proportion of parents with below upper secondary education in the total parent population% The participation of students in HE from low-educated families is less than half of their share in the population 8
  • 9. Setting the scene – the big picture 0 10 20 30 40 HongKong-China Korea+ Liechtenstein Macao-China+ Japan Switzerland Belgium- Netherlands- Germany Poland+ Canada- Finland- NewZealand- Australia- Austria OECDaverage2003- France CzechRepublic- Luxembourg Iceland- SlovakRepublic Ireland Portugal+ Denmark- Italy+ Norway- Hungary UnitedStates Sweden- Spain Latvia RussianFederation Turkey Greece Thailand Uruguay- Tunisia Brazil Mexico Indonesia % 2012 2003 In most countries the percentage of top performers in math in PISA has declined between 2003 and 2012 9
  • 10. Setting the scene – the big picture 80 90 100 110 120 130 140 Brazil Chile SlovakRepublic Korea Poland CzechRepublic Canada Australia Israel Germany Switzerland Portugal Mexico UnitedKingdom Finland Sweden EU21average OECDaverage Netherlands Austria Japan Norway UnitedStates Ireland Belgium Slovenia France RussianFederation Spain Estonia Iceland Denmark Italy Hungary Index of change (2008=100) Change in expenditure Change in the number of students (in full-time equivalents) Change in expenditure per student Primary, secondary and post-secondary non-tertiary education In most countries the per student expenditure has continued to increase 10
  • 11. • Can we continue – Expanding our systems quantitatively? – Exporting our model to emerging and developing countries? – Pretending that nothing is changing in the outside world, impacting on the • Why • What • How we are educating? Setting the scene – more of the same? 11
  • 13. • Challenges for education policy makers increase – Supporting the expansion of the system – Ensuring quality – Securing equitable access and opportunities – Meeting ever growing expectations • But in very difficult times – Deepening social problems – Doing more with less – Intensifying political and ideological differences Challenges may seduce policy-makers to sustain the current model 13
  • 14. • The race with technology • The nature of the skills demand, employability, skills mismatch Where is education getting out of tune? 14
  • 15. “~50% of US jobs potentially automatable” Oxford Martin Study 2014 15
  • 16. 16
  • 17. 17
  • 18. 18 Changing skills demand 35 40 45 50 55 60 65 70 1960 1970 1980 1990 2000 2006 2009 Routine manual Nonroutine manual Routine cognitive Nonroutine analytic Nonroutine interpersonal Mean task input in percentiles of 1960 task distribution
  • 19. • The race with technology: can schools cope? • The nature of the skills demand, employability, skills mismatch: • Deepening socially unequal distribution of educational opportunities: can schools compensate for society? Where is education getting out of tune? 19
  • 20. Amount of money spent by US households on child development 20
  • 21. • The race with technology: can schools cope? • The nature of the skills demand, employability, skills mismatch: • Deepening socially unequal distribution of educational opportunities: can schools compensate for society? • Declining social cohesion: is school segregation contributing? Where is education getting out of tune? 21
  • 22. • Less well functioning democratic systems Where is education getting out of tune? 22
  • 23. Fewer people engaged in their democracies 23
  • 24. • Less well functioning democratic systems • Are social protection systems paying the price of less functional education systems? Where is education getting out of tune? 24
  • 26. • Less well functioning democratic systems • Are social protection systems paying the price of dysfunctional education systems? • What kind of values do we need to address humanity’s imminent challenges? Where is education getting out of tune? 26
  • 27. Charles Fadel Living in the world Personal and social responsibility Life and careers Citizenship Fairness Integrity Respect Self-awareness Courage Empathy Resilience Adaptability Curiosity Initiative Leadership Living in the World
  • 28. • But, most importantly, are our education systems really tuned to – Support learning? – Foster social learning? – Creating learning societies? • Or are we merely maintaining credentialism, systems of selecting, screening and signalling people? Where is education getting out of tune? 28
  • 30. • Widely shared perception of slowness of reform and ‘resistance to innovation’ among policy makers and external stakeholders • Many examples of ill-conceived and badly implemented top-down innovation • Yet, CERI evidence points at many examples of meaningful change • And, evidence in CERI’s Innovative Learning Environments present a rich reservoir of innovative energy Innovating learning 30
  • 31. • The 7 principles of learning (ILE): – Learners at the centre – The social nature of learning – Emotions are integral to learning – Recognising individual differences – Stretching all students – Assessment for learning – Building horizontal connections • We know which road to follow! The roadmap of innovating learning 31
  • 32. • Learning is the key to creating learning societies that can address challenges and to liberating humanity’s problem-solving potential • Innovative environments and conditions will be necessary for individuals and societies to succeed in higher, better, deeper learning • How can we create ecosystems to make that happen? Innovating learning 32
  • 34. • We can learn a lot from experimentation and pioneering • Too often incapable of transcending the pioneering stage • How to move towards – Systemic change – Transformative change • Crucial challenge: implementation or the ‘political economy of reform’ Towards systemic transformation 34
  • 35. • It’s not about education having to become more ‘responsive’ to society’s needs • It’s about education taking a leadership role in defining humanity’s future Finally 35
  • 36. 36