Budapest 15012011 oystein johannessen


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Presentation at strategic workshop, Budapest. Hungary, 15 Feb 2011

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Budapest 15012011 oystein johannessen

  1. 1. World  class  educa,on  systems,  innova,on  and  ICT:  Knowledge  and  challenges    Educaon  Impact    Budapest  February  2011           Presenter      
  2. 2. Outline of presentation•  Educa,on  Impact  and  myself  •  World  class  educa,on   –  PISA   –  McKinsey  •  The  Norwegian  Curriculum  •  ICT  and  educa,onal  quality  •  Teachers  •  Underprivileged  groups:  A  Norwegian  case  •  Innova,on  
  3. 3. “Helping Education systems and institutions harness thepower of technology to deliver better outcomes for all.”  A  consultancy  business    An  independent  global  fellowship  of  some  of  the  world’s  leading  consultants  focused  on   the  effec,ve  use  of  informa,on  technology  to  transform  teaching,  learning  and   ins,tu,onal  administra,on    Educa,on  Impact  offers:   –  Bespoke  consultancy   •  Design  and  project  management  of  large                educa,on  transforma,on  projects   •  Strategic  and  policy  advice   •  Monitoring  &  Evalua,on   •  Capacity  building   –  Packaged  services   •  Envisioning  workshops   •  Teachers  ICT  competency  Development     •  1  to  1  compu,ng  package    Educa,on  Impact  27  fellows  from  different  parts  of  the  world    
  4. 4. About myself•  Background  from  the  humani,es  (German  Literature   and  Economics)  •  In  Norwegian  Educa,on  since  1989  •  Part  of  the  start-­‐up  team  at  the  Norwegian  School  of   Film  and  Television  1997  •  Ministry  of  Educa,on  and  Research  since  1999.  From   ICT  to  Educa,on  at  large  •  OECD  2009  •  Ed  Impact  and  ICT  industry  as  of  Jan  2011  
  5. 5. World class education•  PISA  2009  •  McKinsey  reports  
  6. 6. PISA 2009•  Korea  and  Finland  are  the  highest  performing   OECD  countries,  with  mean  scores  of  539  and   536  points,  respec,vely.  However,  the  partner   economy  Shanghai-­‐China  outperforms  them   by  a  significant  margin,  with  a  mean  score  of   556.  
  7. 7. PISA 2009•  Girls  outperform  boys  in  reading  skills  •  Countries  of  similar  prosperity  can  produce   very  different  educa,onal  results  •  Students  in  urban  schools  perform  becer  than   students  in  other  schools,  even  ader   accoun,ng  for  differences  in  socio-­‐  economic   background.  
  8. 8. PISA 2009•  Successful  school  systems  provide  all  students  regardless  of   socio-­‐economic  status,  with  similar  opportuni,es  to  learn.  •  Most  successful  school  systems  grant  greater  autonomy  to   individual  schools  to  design  curricula  and  establish   assessment  policies,  but  these  school  systems  do  not   necessarily  allow  schools  to  compete  for  enrolment.  •  Students  in  OECD  countries  who  acend  private  schools  show   performance  that  is  similar  to  that  of  students  enrolled  in   public  schools.  •  School  systems  considered  successful  tend  to  priori,se   teachers’  pay  over  smaller  classes  
  9. 9. McKinsey report 2010
  10. 10. McKinsey 2010 Report
  11. 11. McKinsey 2010 ReportKey interventions1.  Revising  curriculum  and  standards  2.  Reviewing  reward  and  renumera,on  structure  3.  Building  tecnical  knowledge  andskills  of  teacher  and  principals  4.  Student  assessment  5.  Using  student  data  to  guide  delivery  6.  Establishing  policy  documents  and  educa,on  laws  
  12. 12. The Norwegian Curriculum•  Competency  based  with  clear  goals  on  dedicated  levels  K-­‐13.   Changed  in  2006  •  Basic  skills  (Reading,  Wri,ng,  Numeracy,  Oral  Skills,  Digital   Skills)  embedded  in  all  subjects  at  all  levels  •  Methodological  freedom  of  the  teachers  •  Na,onal  quality  assessment  system  •  Curriculum  and  change  in  educa,onal  legisla,on  has  affected   development  of  digital  content  (challenged  publishers)  and   increased  student:pc  ra,o  in  upper  secondary  educa,on  
  13. 13. ICT and educational quality•  European  schoolnet  metastudy  (EUN,  2006)  •  OECD:  Are  New  Millennium  Learners  Making  the  Grade?   (2010)  
  14. 14. OECD reports
  15. 15. ;)E02*33, ;)E*38( ()*(+,-./0 T+<A<-5 12(,-./ J<00=-.E>(/(+-)=3. &!! 3+4-5 O3+/-. 64(/(. @<,A-+=- 7(.8-+9 %! P-)M=- :-.-/- 6(+K=- $! ;<0)+-,=- P=)*<-.=- >=.,-./ #! S-)-+ ?3+(- "! :+3-)=- @(,A=<8 !Q-2-3R:*=.- 64=)B(+,-./P=(2*)(.0)(=. C(+8-.5 6,3M(.=- ;<0)+=- O-G-. D3+)<A-, N<+9(5 (4EF(-,-./ :*=,( 6G-=. C+((2( HI:7 1+(,-./ :B(2*EJ(G<K,=2 6,3M-9EJ(G<K,=2 D3,-./ 1)-,5 L<.A-+5
  16. 16. 300 350 400 450 500 550 600 Finland Canada Japan New Zealand Australia Netherlands Korea Germany Czech Switzerland Republic Austria Belgium Ireland Hungary Sweden Poland Three to ve years Less than one year Denmark Iceland Slovak Spain Norway Italy Portugal Greece and mean performance in PISA science scale Turkey OECD Length of time students have been using a computerLiechtenstein SloveniaMacao-China One to three years More than ve years Croatia Latvia Lithuania Russian Chile Serbia Bulgaria Uruguay Jordan Thailand Colombia
  17. 17. Index of ICT Internet/entertainment use Index of ICT program/software use530520510500490480470 Bottom quarter Second quarter Third quarter Top quarter Students use of ICT and OECD average performance in reading by quarter of the indices Index of ICT Internet/entertainment use Index of ICT program/software use530
  18. 18. !"#$%"&()*+"&,&$"$-$.($/0
  19. 19. Teacher recruitment and status•  Key  findings  from  OECD  study  2005  •  Norwegian  case  •  1:1  compu,ng  
  20. 20. Key findings OECD study 2005(Teachers Matter)•  Concerns  about  the  acrac,veness  of  teaching  as  a   career  (supply,  image,  status,  salaries)  •  Concerns  about  developing    teacher´s  knowledge   and  skills  (quality,  training  –  prac,ce,  few  induc,on   programs)  •  Concerns  about  recrui,ng,  selec,ng  and  employing   teachers  (uneven  distribu,on,  disadvantaged  areas)  •  Concerns  about  retaining  effec,ve  teachers  in   schools  (workload,  stress,  lack  of  incen,ves)  
  21. 21. Recruiting Norwegian teachers: Partnership fora coherent campaign on the teaching profession•  Partnership  between  key  stakeholders  •  Ambi,ous  goals  •  Proac,ve  media  strategy  •  Benchmark  development  
  22. 22. One-to-one computing: Keyissues from an OECD paper (2010)•  Why  are  countries  inves,ng  in  1-­‐to-­‐1  compu,ng?  •  Access,  competence  and  mo,va,on  are  the  necessary   condi,ons  for  teacher´s  use  of  ICT  devices  in  the  classroom  •  Teachers  need  a  clear  vision  of  what  the  learning  goals  of   these  ini,a,ves  are  •  High  quality  infrastructure  and  readily  available  technical   support  also  appear  to  be  important  for  1:1  ini,a,ves  to   succeed.  •  Formal  and  informal  professional  support  has  been  iden,fied   as  one  of  the  necessary  requirements  for  the  successful   implementa,on  of  ICT.  
  23. 23. Underprivilged groups: ANorwegian case•  Targeted  funding  •  Infrastructure  •  Learning  resources  •  Sodware  resources,  e.g.  Spell  checker  for  word  processing   (MS  Word  and  others)  •  Distance  educa,on  combined  with  face-­‐to-­‐face  instruc,on  •  Access  to  qualified  teachers  is  a  bocleneck  
  24. 24. OECD:  Inspired  by  Technology,  Driven  by  Pedagogy  •  Change  at  system  level  seemingly  does  not   happen.  •  Possible    reasons  for  lack  of  systemic  change:   –  Knowledge  base   –  Teacher  training   –  Incen,ves  
  25. 25. Technology-­‐based  innova,on:  Lessons  learned  (i)  •  Imbalance  between  technology  investments,   content,  teacher  training  and  knowledge  base  •  Tension  between  technology  and  pedagogy  •  Axis  between  radical  and  incremental  innova,on  •  There  is  a  need  to  balance  expecta,ons  between  the   power  of  technology  and  feasibility  of  reality  •  Complexity  of  the  issues  involved  require  a  mul,-­‐ dimensional  approach  
  26. 26. Technology-­‐based  innova,on:  Lessons  learned  (ii)  •  Poten,al  of  new  research  disciplines  (e.g.  brain   research)  must  be  explored  •  Work  on  assessment  too  narrow  •  Need  for  social  dialogue  with  all  stakeholders  •  Research  must  be  translated  into  meaningful   guidelines  for  improving  prac,ce  •  To  what  extent  is  research  evidence  phased  into  the   educa,on  and  prac,ce  of  teachers  
  27. 27. Technology-­‐based  innova,on:  Axis  of  innova,on  •  The  Policy  Axis  •  The  Pedagogical  Axis  •  The  Technology  Axis  •  The  Knowledge  Axis  
  28. 28. Emerging  Technologies  for  Learning:  Tecnological  diversity  •  Cloud  compu,ng  •  Collabora,ve  Environments  •  Game-­‐based  Learning  •  Mobiles  •  Augmented  Reality  •  Flexible  Displays  •  Source:  2010  Horizon  Report  K-­‐12  
  29. 29. International Trends 1 (Example - Economy-wide measures of routine and non-routine task input (US)) 65Mean task input as percentiles of the 1960 task 60 Non-routine interactive 55 Non- routine Analytic Routine Manual 50 Routine Cognitive Non- Routine Manual 45 The dilemma of schools:distribution 40 The skills that are easiest to teach and test are also 1960 that are easiest to digitise, automate and the ones 1970 1980 1990 2002 (Levy and Murnane) outsource
  30. 30. Summing up•  Similar  countries  can  perform  differently  (PISA),  but  world   class  systems  show  some  similari,es  (McKinsey)  •  Teachers  are  key  to  success  (McKinsey)  •  Targeted  funding  and  ini,a,ves  can  assist  in  special  cases   (e.g.  underprivileged  groups,  teacher  recruitment)  •  Avoid  over-­‐strategizing  •  Innova,on  happens  between  top-­‐down  and  bocom-­‐up   ini,a,ves  •  1-­‐to-­‐1  compu,ng  can  be  important  to  boost  ICT  use  and   combat  digital  divides  
  31. 31. Thank you for your attention!Oystein  Johannessen    Philippe  Mero  Fred  Fulton  Monika  Kavanova