This document discusses international comparisons of education systems and what can be learned. It begins by stating that the benchmark for educational success is no longer just national standards, but how a country compares to top-performing systems internationally. It then examines where Sweden and other countries currently stand in areas like higher education spending, graduation rates, and student performance on PISA exams. Finally, it discusses some policy approaches that emerge from international benchmarks, such as increasing school autonomy, improving teacher quality through support and development, and holding schools accountable for student outcomes.
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
The state of education one year into the COVID pandemicEduSkills OECD
In 2020, 1.5 billion students in 188 countries/economies were locked out of their schools.
Students everywhere have been faced with schools that are open one day and closed the next, causing massive disruption to their learning.
With the coronavirus (COVID-19) pandemic still raging, many education systems are still struggling, and the situation is constantly evolving.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and collecting data on how each system is responding to the crisis, from school closures and remote learning, to teacher vaccination and gradual returns to in-class instruction.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings of the survey of around 30 different education systems and their responses to the pandemic, looking at how strategies varied across countries, whether or not certain strategies were favoured, and what the impact of these strategies was.
Read the report: https://www.oecd.org/education/state-of-school-education-one-year-into-COVID.htm
The science of learning. can it make learning more resilient against the risk...dvndamme
Education research is growing, but has not enough impact to tackle the systemic risks of education systems (quality, productivity, equity, innovation). Why? Do we work with outdated theories? And can the science of learning help to do better? Keynote at ECER2019.
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
The state of education one year into the COVID pandemicEduSkills OECD
In 2020, 1.5 billion students in 188 countries/economies were locked out of their schools.
Students everywhere have been faced with schools that are open one day and closed the next, causing massive disruption to their learning.
With the coronavirus (COVID-19) pandemic still raging, many education systems are still struggling, and the situation is constantly evolving.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and collecting data on how each system is responding to the crisis, from school closures and remote learning, to teacher vaccination and gradual returns to in-class instruction.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings of the survey of around 30 different education systems and their responses to the pandemic, looking at how strategies varied across countries, whether or not certain strategies were favoured, and what the impact of these strategies was.
Read the report: https://www.oecd.org/education/state-of-school-education-one-year-into-COVID.htm
The science of learning. can it make learning more resilient against the risk...dvndamme
Education research is growing, but has not enough impact to tackle the systemic risks of education systems (quality, productivity, equity, innovation). Why? Do we work with outdated theories? And can the science of learning help to do better? Keynote at ECER2019.
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
What knowledge, skills, attitudes and values will today's students need to th...EduSkills OECD
We are facing unprecedented challenges – social, economic and environmental – driven by accelerating globalisation and a faster rate of technological developments. At the same time, those forces are providing us with myriad new opportunities for human advancement. The future is uncertain and we cannot predict it; but we need to be open and ready for it. The children entering education in 2018 will be young adults in 2030. Schools can prepare them for jobs that have not yet been created, for technologies that have not yet been invented, to solve problems that have not yet been anticipated.
It will be a shared responsibility to seize opportunities and find solutions. To navigate through such uncertainty, students will need to develop curiosity, imagination, resilience and selfregulation; they will need to respect and appreciate the ideas, perspectives and values of others; and they will need to cope with failure and rejection, and to move forward in the face of adversity. Their motivation will be more than getting a good job and a high income; they will also need to care about the well-being of their friends and families, their communities and the planet.
PISA 2018 Results Volume VI - Are Students Ready to Thrive in an Interconnect...EduSkills OECD
Today’s students live in an interconnected, diverse and rapidly changing world. In this complex environment, a student’s ability to understand the world and appreciate the multiple different perspectives they are likely to encounter is key to their success.
In 2018, the OECD Programme for International Student Assessment (PISA) conducted its first evaluation of students’ capacity to live in an interconnected world. The assessment focused on students’ knowledge of issues of local and global significance, including public health, economic and environmental issues, as well as their intercultural knowledge, skills and attitudes.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings from this latest PISA report.
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
Developing, maintaining and promoting a good professional teaching workforce is imperative for education systems around the world.
However, in compulsory schooling, teachers and principals face a range of challenges at each level of education, some unique to the level, others more broadly experienced throughout school – but all can have an effect on their students.
What are some of the educational challenges unique to each education level? What are the factors that could explain differences in the levels of professionalism across education levels?
Andreas Schleicher, OECD Director for Education and Skills, presents data from the Teaching and Learning International Survey (TALIS) 2018 findings, looking specifically at primary and upper secondary education.
Read the report -- https://oe.cd/41e
Lessons for Education from COVID: A policy maker's handbook for more resilien...EduSkills OECD
The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move.
When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo.
Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal.
This Handbook provides practical guidance to support them to do just that.
It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic.
It proposes three key lessons and related policy pointers for the current academic term and beyond.
Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity.
The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy.
As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.
Successful schools in testing times: Insights from PISA 2018 Volume VEduSkills OECD
Andreas Schleicher presents the latest findings from the most recent cycle of the Programme for International Student Assessment (PISA).
The PISA 2018 Results Volume V report focuses on issues relating to school organisation and the policies and practices that define how education systems work and change over time. The report also covers: school governance, selecting and grouping students, and the human, financial, educational and time resources allocated to teaching and learning. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries.
Measuring COVID-19’s impact on vocational education and trainingEduSkills OECD
Widespread school closures made headlines across the world during the pandemic, with over 1 billion of students experiencing disruptions to their schooling. The vocational education and training (VET) sector has faced particular challenges during the crisis, most notably the fact that the digital learning environments that most education institutions had to rely on during closures don’t work as well for practice-oriented learning – a core component of VET instruction – as they do for academic learning.
The OECD has collected comparative statistics and policy information across a number of education systems to track developments throughout the pandemic, including the impact on the vocational education and training sector. Andreas Schleicher the results of this analysis and where the VET sector finds itself in these difficult times.
Dream jobs? - Teenagers' career aspirations and the future of workEduSkills OECD
Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
Higher education during COVID-19: What lessons can we draw?EduSkills OECD
The higher education experience was markedly different than usual for those enrolling during the pandemic.
Higher education institutions of all kinds found their instructional methods profoundly disrupted by the closure of their physical campuses, and the crisis exposed the urgent need for policy makers and institutional leaders to adjust their established educational and policy models.
The OECD has collected comparative statistics across a number of education systems to track developments throughout the pandemic, including the impact on the higher education sector.
Andreas Schleicher presents the results of this data collection and outlines what it means for the future of higher education.
Achieving Equity and Inclusion in Education: An OECD PerspectiveEduSkills OECD
Invited to present and discuss "Achieving Equity and Inclusion in Public Education Systems", Beatriz Pont gave a keynote speech at the Education International Global Education Conference, Unite for Quality Education, 27-28 May, Montreal, Canada. Beatriz’s presentation builds on the Equity and Quality in Education and the Education Policy Outlook series.
More information at www.oecd.org/edu/policyoutlook.htm
Some examples of how the pandemic is affecting education and ways forwardWeb2Learn
An overview of impact of coronavirus pandemic on education and educators' roles and skills. Presentation given at the webinar " Challenges for Higher Education in the era of Covid19 and the next day", organised by Prof. Konstantinos Petrides, Hellenic Mediterranean University, May 4. Recording of complete webinar available at: http://petridischania.hmu.gr/webinar/
OECD Education Policy Outlook: Country Policy Profiles 2020EduSkills OECD
An Education Policy Outlook Profile reviews the current context and situation of the country’s education system and examines its challenges and policy responses, according to six policy levers that support improvement:
Students: How to raise outcomes for all in terms of 1) equity and quality and 2) preparing students for the future.
Institutions: How to raise quality through 3) school improvement and 4) evaluation and assessment.
System: How the system is organised to deliver education policy in terms of 5) governance and 6) funding.
Education at a Glance 2020 - European Union launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the European Union, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
What does teaching look like? Launch of the Global Teaching InSights video studyEduSkills OECD
As education systems and schools around the world are being challenged in unprecedented ways, teachers are playing a central role in both supporting young people to navigate these difficult times and prepare them for the world ahead. But the true complexity of teaching is rarely seen and still little understood. What do we really mean by impactful, high-quality teaching? How does it actually drive learning and growth? What does all it mean in the context of COVID-19?
Andreas Schleicher, OECD Director of Education and Skills, discusses these issues and presents the findings of the Global Teaching InSights report, which looks at what practices teachers use to manage the classroom, provide social-emotional support, and deliver quality instruction. This new international study is unique in the type of evidence collected, using classroom videos from over 700 teachers across eight different countries and economies to understand the nuances of teaching, along with teaching materials, teachers’ and students’ views, and students tests in a pre-post design, all aimed at providing as detailed and rich a picture of teaching as possible.
OECD School Resources Review - Project Overview 2020EduSkills OECD
The OECD School Resources Review aims to help countries make resource decisions that support quality, equity and efficiency in school education. The Review provides country-specific and comparative analysis on the use of financial, physical and human resources in school systems. It offers policy advice on how to govern, distribute and manage resources so that they contribute to achieving countries’ educational objectives. More information on the project and its publications can be found at: http://www.oecd.org/education/school-resources-review/.
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
Education at a Glance 2020 - United Kingdom launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United Kingdom, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
How can curriculum reform contribute to educational recovery in Scotland and ...EduSkills OECD
The recovery of education systems from COVID-19 is vital to the future social and economic health of societies.
Based on their work during the pandemic, the OECD and Education International have jointly established ten principles to contribute to the debate about how education systems can recover and reach greater levels of quality and equity.
One aspect is about rethinking curriculum design and delivery.
Andreas Schleicher looks at what can be learnt from curriculum reform in Scotland and other countries in the context of the recovery.
Read the ten principles -- https://oe.cd/3DF
What knowledge, skills, attitudes and values will today's students need to th...EduSkills OECD
We are facing unprecedented challenges – social, economic and environmental – driven by accelerating globalisation and a faster rate of technological developments. At the same time, those forces are providing us with myriad new opportunities for human advancement. The future is uncertain and we cannot predict it; but we need to be open and ready for it. The children entering education in 2018 will be young adults in 2030. Schools can prepare them for jobs that have not yet been created, for technologies that have not yet been invented, to solve problems that have not yet been anticipated.
It will be a shared responsibility to seize opportunities and find solutions. To navigate through such uncertainty, students will need to develop curiosity, imagination, resilience and selfregulation; they will need to respect and appreciate the ideas, perspectives and values of others; and they will need to cope with failure and rejection, and to move forward in the face of adversity. Their motivation will be more than getting a good job and a high income; they will also need to care about the well-being of their friends and families, their communities and the planet.
PISA 2018 Results Volume VI - Are Students Ready to Thrive in an Interconnect...EduSkills OECD
Today’s students live in an interconnected, diverse and rapidly changing world. In this complex environment, a student’s ability to understand the world and appreciate the multiple different perspectives they are likely to encounter is key to their success.
In 2018, the OECD Programme for International Student Assessment (PISA) conducted its first evaluation of students’ capacity to live in an interconnected world. The assessment focused on students’ knowledge of issues of local and global significance, including public health, economic and environmental issues, as well as their intercultural knowledge, skills and attitudes.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings from this latest PISA report.
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
Developing, maintaining and promoting a good professional teaching workforce is imperative for education systems around the world.
However, in compulsory schooling, teachers and principals face a range of challenges at each level of education, some unique to the level, others more broadly experienced throughout school – but all can have an effect on their students.
What are some of the educational challenges unique to each education level? What are the factors that could explain differences in the levels of professionalism across education levels?
Andreas Schleicher, OECD Director for Education and Skills, presents data from the Teaching and Learning International Survey (TALIS) 2018 findings, looking specifically at primary and upper secondary education.
Read the report -- https://oe.cd/41e
Lessons for Education from COVID: A policy maker's handbook for more resilien...EduSkills OECD
The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move.
When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo.
Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal.
This Handbook provides practical guidance to support them to do just that.
It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic.
It proposes three key lessons and related policy pointers for the current academic term and beyond.
Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity.
The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy.
As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.
Successful schools in testing times: Insights from PISA 2018 Volume VEduSkills OECD
Andreas Schleicher presents the latest findings from the most recent cycle of the Programme for International Student Assessment (PISA).
The PISA 2018 Results Volume V report focuses on issues relating to school organisation and the policies and practices that define how education systems work and change over time. The report also covers: school governance, selecting and grouping students, and the human, financial, educational and time resources allocated to teaching and learning. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries.
Measuring COVID-19’s impact on vocational education and trainingEduSkills OECD
Widespread school closures made headlines across the world during the pandemic, with over 1 billion of students experiencing disruptions to their schooling. The vocational education and training (VET) sector has faced particular challenges during the crisis, most notably the fact that the digital learning environments that most education institutions had to rely on during closures don’t work as well for practice-oriented learning – a core component of VET instruction – as they do for academic learning.
The OECD has collected comparative statistics and policy information across a number of education systems to track developments throughout the pandemic, including the impact on the vocational education and training sector. Andreas Schleicher the results of this analysis and where the VET sector finds itself in these difficult times.
Dream jobs? - Teenagers' career aspirations and the future of workEduSkills OECD
Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
Higher education during COVID-19: What lessons can we draw?EduSkills OECD
The higher education experience was markedly different than usual for those enrolling during the pandemic.
Higher education institutions of all kinds found their instructional methods profoundly disrupted by the closure of their physical campuses, and the crisis exposed the urgent need for policy makers and institutional leaders to adjust their established educational and policy models.
The OECD has collected comparative statistics across a number of education systems to track developments throughout the pandemic, including the impact on the higher education sector.
Andreas Schleicher presents the results of this data collection and outlines what it means for the future of higher education.
Achieving Equity and Inclusion in Education: An OECD PerspectiveEduSkills OECD
Invited to present and discuss "Achieving Equity and Inclusion in Public Education Systems", Beatriz Pont gave a keynote speech at the Education International Global Education Conference, Unite for Quality Education, 27-28 May, Montreal, Canada. Beatriz’s presentation builds on the Equity and Quality in Education and the Education Policy Outlook series.
More information at www.oecd.org/edu/policyoutlook.htm
Some examples of how the pandemic is affecting education and ways forwardWeb2Learn
An overview of impact of coronavirus pandemic on education and educators' roles and skills. Presentation given at the webinar " Challenges for Higher Education in the era of Covid19 and the next day", organised by Prof. Konstantinos Petrides, Hellenic Mediterranean University, May 4. Recording of complete webinar available at: http://petridischania.hmu.gr/webinar/
OECD Education Policy Outlook: Country Policy Profiles 2020EduSkills OECD
An Education Policy Outlook Profile reviews the current context and situation of the country’s education system and examines its challenges and policy responses, according to six policy levers that support improvement:
Students: How to raise outcomes for all in terms of 1) equity and quality and 2) preparing students for the future.
Institutions: How to raise quality through 3) school improvement and 4) evaluation and assessment.
System: How the system is organised to deliver education policy in terms of 5) governance and 6) funding.
Education at a Glance 2020 - European Union launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the European Union, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
What does teaching look like? Launch of the Global Teaching InSights video studyEduSkills OECD
As education systems and schools around the world are being challenged in unprecedented ways, teachers are playing a central role in both supporting young people to navigate these difficult times and prepare them for the world ahead. But the true complexity of teaching is rarely seen and still little understood. What do we really mean by impactful, high-quality teaching? How does it actually drive learning and growth? What does all it mean in the context of COVID-19?
Andreas Schleicher, OECD Director of Education and Skills, discusses these issues and presents the findings of the Global Teaching InSights report, which looks at what practices teachers use to manage the classroom, provide social-emotional support, and deliver quality instruction. This new international study is unique in the type of evidence collected, using classroom videos from over 700 teachers across eight different countries and economies to understand the nuances of teaching, along with teaching materials, teachers’ and students’ views, and students tests in a pre-post design, all aimed at providing as detailed and rich a picture of teaching as possible.
OECD School Resources Review - Project Overview 2020EduSkills OECD
The OECD School Resources Review aims to help countries make resource decisions that support quality, equity and efficiency in school education. The Review provides country-specific and comparative analysis on the use of financial, physical and human resources in school systems. It offers policy advice on how to govern, distribute and manage resources so that they contribute to achieving countries’ educational objectives. More information on the project and its publications can be found at: http://www.oecd.org/education/school-resources-review/.
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
Education at a Glance 2020 - United Kingdom launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United Kingdom, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
How can curriculum reform contribute to educational recovery in Scotland and ...EduSkills OECD
The recovery of education systems from COVID-19 is vital to the future social and economic health of societies.
Based on their work during the pandemic, the OECD and Education International have jointly established ten principles to contribute to the debate about how education systems can recover and reach greater levels of quality and equity.
One aspect is about rethinking curriculum design and delivery.
Andreas Schleicher looks at what can be learnt from curriculum reform in Scotland and other countries in the context of the recovery.
Read the ten principles -- https://oe.cd/3DF
Presentation by FAM (the Foster Care & Adoption Ministry at The Village church) teaching about foster care, adoption and other ways to serve these children and their families.
November 17, 2009: "Lessons from Abroad: International Standards and Assessme...Edutopia
Presenter: Linda Darling-Hammond, Charles E. Ducommun Professor of Teaching and Teacher Education, Stanford University
Host: Kathryn Baron, features producer and research editor, Edutopia
The world's top-performing school systems are said to be the model for new Common Core standards. Learn about the assessment systems in these countries, and how the results challenge the status quo in the United States.
From GETideas.org - A Conversation on Global Education - a new vision for education transformation, Education 3.0. To view accompanying video go to www.getideas.org/coge
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Delivering Micro-Credentials in Technical and Vocational Education and Training
2010 e-stockholm (international compoarisons) - long - rev 1.1
1. Seeing your education system in the prism of international comparisons Stockholm, 17 May 2010
2. Agenda 1.There is nowhere to hide The yardstick for educational success is no longer improvement by national standards but the best performing systems internationally 2.Where we are – and where we can be Where Sweden and other countries stand What the best performing countries show can be achieved 3.How we can get there Some policy levers that emerge from international comparisons
3. There is nowhere to hide The yardstick for success is no longer improvement by national standards but the best practice internationally
4. A world of change – highereducation Expenditure per student at tertiary level (USD) Cost per student Graduate supply Tertiary-type A graduation rate
5. A world of change – highereducation Expenditure per student at tertiary level (USD) Sweden United States Cost per student Finland Graduate supply Tertiary-type A graduation rate
6. A world of change – highereducation Expenditure per student at tertiary level (USD) Australia Finland United Kingdom Tertiary-type A graduation rate
7. A world of change – highereducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate
8. A world of change – highereducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate
9. A world of change – highereducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate
10. A world of change – highereducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate
11. A world of change – highereducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate
12. A world of change – highereducation What about international students? Expenditure per student at tertiary level (USD) United States Sweden Australia A A United Kingdom Finland A Tertiary-type A graduation rate
14. Components of the private net present value for a male with higher education 27K$ 56K$ 170K$ 105K$ 35K$ 26K$ 367K$ Net present value in USD equivalent
15. Public cost and benefits for a male obtaining post-secondary education Public costs Public benefits Net present value, USD equivalent (numbers in orange shownegative values) USD equivalent
18. Schooling in the industrial age: Uniform learning The challenges today: Universal quality Motivated and self-reliant citizens Risk-taking entrepreneurs, converging and continuously emerging professions tied to globalising contexts and technological advance
19. How the demand for skills has changedEconomy-wide measures of routine and non-routine task input (US) Mean task input as percentiles of the 1960 task distribution The dilemma of schools: The skills that are easiest to teach and test are also the ones that are easiest to digitise, automate and outsource (Levy and Murnane)
20. Skills for the 21st century The great collaborators and orchestrators The more complex the globalised world becomes, the more individuals and companies need various forms of co-ordination and management The great synthesisers Conventionally, our approach to problems was breaking them down into manageable bits and pieces, today we create value by synthesising disparate bits together The great explainers The more content we can search and access, the more important the filters and explainers become
21. Skills for the 21st century The great versatilists Specialists generally have deep skills and narrow scope, giving them expertise that is recognised by peers but not valued outside their domain Generalists have broad scope but shallow skills Versatilists apply depth of skill to a progressively widening scope of situations and experiences, gaining new competencies, building relationships, and assuming new roles. They are capable not only of constantly adapting but also of constantly learning and growing The great personalisers A revival of interpersonal skills, skills that have atrhophied to some degree because of the industrial age and the Internet The great localisers Localising the global
22. Education needs to prepare students… … to deal with more rapid change than ever before… … for jobs that have not yet been created… … using technologies that have not yet been invented… … to solve problems that we don’t yet know will arise It’s about new… Ways of thinking involving creativity, critical thinking, problem-solving and decision-making Ways of working including communication and collaboration Tools for working including the capacity to recognise and exploit the potential of new technologies The capacity to live in a multi-faceted world as active and responsible citizens.
23. OECD’s PISA assessment of the knowledge and skills of 15-year-olds Coverage of world economy 83% 77% 81% 85% 86% 87%
24. Strengths and weaknesses in math The real world The mathematical World Making the problem amenable to mathematical treatment A mathematical model A model of reality Understanding, structuring and simplifying the situation Using relevant mathematical content to solve the problem A real situation Validating the results Mathematical results Real results Interpreting the mathematical results
25. High science performance Average performanceof 15-year-olds in science – extrapolate and apply … 18 countries perform below this line Low science performance
26. Increased likelihood of postsec. particip. at age 19/21 associated with PISA reading proficiency at age 15 (Canada)after accounting for school engagement, gender, mother tongue, place of residence, parental, education and family income (reference group PISA Level 1) Odds ratioCollege entry School marks at age 15 PISA performance at age 15
27. Modelling the impact Programmes to improve cognitive skills through schools take time to implement and to have their impact on students. Assume that it will take 20 years to implement reform The impact of improved skills will not be realised until the students with greater skills move into the labour force Assume that improved PISA performance will result in improved skill-based of 2.5% of the labour-force each year The economy will respond over time as new technologies are developed and implemented, making use of the new higher skills Estimate the total gains over the lifetime of the generation born this year .
28. Relationship between test performance and economic outcomesAnnual improved GDP from raising performance by 25 PISA points Percent addition to GDP
37. Strengths and weaknesses of countries in science relative to their overall performanceFrance Science competencies Science knowledge OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Figure 2.13
38. Strengths and weaknesses of countries in science relative to their overall performanceCzech Republic Scientific competencies Scientific knowledge OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Figure 2.13
39. Strengths and weaknesses of countries in science relative to their overall performanceSweden Scientific competencies Scientific knowledge OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Figure 2.13
40. High science performance Average performanceof 15-year-olds in science – extrapolate and apply High average performance Large socio-economic disparities High average performance High social equity Strong socio-economic impact on student performance Socially equitable distribution of learning opportunities Low average performance Large socio-economic disparities Low average performance High social equity Low science performance
41. High science performance Durchschnittliche Schülerleistungen im Bereich Mathematik High average performance Large socio-economic disparities High average performance High social equity Strong socio-economic impact on student performance Socially equitable distribution of learning opportunities Low average performance Large socio-economic disparities Low average performance High social equity Low science performance
42. Student performance PISA Index of socio-economic background Advantage Disadvantage School performance and socio-economic background Germany Student performance and students’ socio-economic background withinschools School performance and schools’ socio-economic background Schools proportional to size
49. Different to socio-economically targeted policies, efforts are directed to ameliorating economic circumstances, rather than providing specialised curriculum or additional educational resourcesSchools proportional to size
50.
51. Students are often also identified through other risk factors, e.g. immigration, ethnicity, low-income communitySchools proportional to size
56. Student performance PISA Index of socio-economic background Advantage Disadvantage School performance and socio-economic background United States Student performance and students’ socio-economic background within schools School performance and schools’ socio-economic background Schools proportional to size
57. Student performance PISA Index of socio-economic background Advantage Disadvantage School performance and socio-economic background Finland Student performance and students’ socio-economic background within schools School performance and schools’ socio-economic background Schools proportional to size
58. How to get there Some policy levers that emerge from international comparisons
59. Domain 1 Individual learner LevelA LevelB Instructional settings LevelC Schools, other institutions Country or system LevelD Dimensions for international benchmarking Domain 3 Domain 2 Antecedentscontextualise or constrain ed policy Policy Leversshape educational outcomes Outputs and Outcomesimpact of learning Quality and distribution of knowledge & skills Individ attitudes, engagement and behaviour Socio-economic background of learners Student learning, teacher working conditions Quality of instructional delivery Teaching, learning practices and classroom climate The learning environment at school Community and school characteristics Output and performance of institutions National educ, social and economic context Social & economic outcomes of education Structures, resource alloc and policies
61. Spending choices on secondary schoolsContribution of various factors to upper secondary teacher compensation costsper student as a percentage of GDP per capita (2004) Percentage points
62. High ambitionsand universal standards Rigor, focus and coherence Great systemsattractgreatteachers and provideaccesstobestpractice and quality professional development
63. Challenge and support Strong support Poor performance Improvements idiosyncratic Strong performance Systemic improvement Lowchallenge Highchallenge Poor performance Stagnation Conflict Demoralisation Weak support
64.
65. Principals who manage ‘a building’, who have little training and preparation and are accountable but not empowered
66. Attracting, recruiting and providing excellent training for prospective teachers from the top third of the graduate distribution
67. Attracting and recruiting teachers from the bottom third of the graduate distribution and offering training which does not relate to real classrooms
69. The best teachers are in the most advantaged communitiesHuman capital
70.
71. Seniority and tenure matter more than performance; patchy professional development; wide variation in quality
72. Teachers and the system expect every child to succeed and intervene preventatively to ensure this
73. Wide achievement gaps, just beginning to narrow but systemic and professional barriers to transformation remain in placeHuman capital (cont…)
74. Some teachers lose much more time than othersPercentiles of time on spent on task Figure 4.10 Source: OECD, TALIS Database.
75. Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work Comparison of teachers participating in professional development activities and teachers reporting moderate or high level impact by types of activity
76. Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work Comparison of teachers participating in professional development activities and teachers reporting moderate or high level impact by types of activity
77. The teachers who paid most also did most professional development Figure 3.10
78. It’s not just about more of the same For what type of professional development do teachers report a high level of need?
80. Local responsibility and national prescription Towards system-wide sustainable reform National prescription Schools today The industrial model, detailed prescription of what schools do Schools tomorrow? Building capacity Finland today Every school an effective school Schools leading reform
81. Pooled international dataset, effects of selected school/system factors on science performance after accounting for all other factors in the model School principal’s positive evaluation of quality of educational materials(gross only) Schools with more competing schools(gross only) Schools with greater autonomy (resources)(gross and net) School activities to promote science learning(gross and net) One additional hour of self-study or homework (gross and net) One additional hour of science learning at school (gross and net) School results posted publicly (gross and net) Academically selective schools (gross and net) but no system-wide effect Schools practicing ability grouping (gross and net) One additional hour of out-of-school lessons (gross and net) 20 Each additional 10% of public funding(gross only) School principal’s perception that lack of qualified teachers hinders instruction(gross only) Effect after accounting for the socio-economic background of students, schools and countries Measured effect OECD (2007), PISA 2006 – Science Competencies from Tomorrow’s World, Table 6.1a
82. Some teachers are left aloneTeachers who received no appraisal or feedback and teachers in schools that had no school evaluation in the previous five years Figure 5.3
84. Perception of teachers of the impact of appraisal and feedback in theirschool Figure 5.7
85. Creating a knowledge-rich profession in which schools and teachers have the authority to act, the necessary knowledge to do so wisely, and access to effective support systems The future of education systems is “knowledge rich” Informed professional judgement, the teacher as a “knowledge worker” Informed prescription National prescription Professional judgement Uninformed prescription, teachers implement curricula Uninformed professional judgement, teachers working in isolation The tradition of education systems has been “knowledge poor”
86. Strong ambitions Devolvedresponsibility,the school as the centre of action Integrated educational opportunities From prescribed forms of teaching and assessment towards personalised learning Accountability Access to best practice and quality professional development
87. High science performance Durchschnittliche Schülerleistungen im Bereich Mathematik High average performance Large socio-economic disparities High average performance High social equity Strong socio-economic impact on student performance Socially equitable distribution of learning opportunities Early selection and institutional differentiation High degree of stratification Low degree of stratification Low average performance Large socio-economic disparities Low average performance High social equity 6 Low science performance
88.
89. www.oecd.org; www.pisa.oecd.org All national and international publications The complete micro-level database email: Andreas.Schleicher@OECD.org Twitter: @SchleicherEDU … and remember: Without data, you are just another person with an opinion Thank you !
Editor's Notes
And policy makers do this because in this world where all work that can be digitised, automated or outsourced can now be done anywhere in the world by those who are best prepared, the yardstick for success is no longer improvement by national standards, but the best performing education systems internationally. I will begin my presentation this evening by showing how the global talent pool has changed, in response to the forces of globalisation and technological changeThen examine what international comparisons can tell us about this. I will show you where we see the United States and try to contrast this with the best performing education systems, that give you a sense of what is possible in education, terms of the quality of educational outcomes and equity in the distribution of educational opportunities. And I will conclude with tying the results to some of the policy levers that emerge from international comparisons.
The pace of change is most clearly visible in higher education, and I want to bring two more dimensions into the picture here. Each dot on this chart represents one country. The horizontal axis shows you the college graduation rate, the proportion of an age group that comes out of the system with a college degree. The vertical axis shows you how much it costs to educate a graduate per year.
*Lets now add where the money comes from into the picture, the larger the dot, the larger the share of private spending on college education, such as tuition.The chart shows the US as the country with the highest college graduation rate, and the highest level of spending per student. The US is also among the countries with the largest share of resources generated through the private sector. That allows the US to spend roughly twice as much per student as Europe. US, FinlandThe only thing I have not highlighted so far is that this was the situation in 1995. And now watch this closely as you see how this changed between 1995 and 2005.
You see that in 2000, five years, later, the picture looked very different. While in 1995 the US was well ahead of any other country – you see that marked by the dotted circle, in 2000 several other countries had reached out to this frontier. Look at Australia, in pink.
This is where China, the European Union, India and the US stood in terms of the number of high school graduates in 2003. This is how the picture is likely to look in 2010, and this is what we project for 2015.China more smart kids than Europe has kids.
Clearly, our countries will not compete with this by putting more graduates through schools and universities, it is the nature of skills, it is the quality of educational output that really counts.
Analogy with militaryGet children into school when they have reached a certain agePut them into fixed classrooms, managed by a single instructorRun schools with curricula, timetables, instruction hours, working horus …
Levy and Murnane show how the composition of the US work force has changed and I want to show one slides because it provides such a great introduction to our work on PISA. What they show is that, between 1970 and 2000, work involving routine manual input, the jobs of the typical factory worker, was down significantly. Non-routine manual work, things we do with our hands, but in ways that are not so easily put into formal algorithms, was down too, albeit with much less change over recent years – and that is easy to understand because you cannot easily computerise the bus driver or outsource your hairdresser. All that is not surprising, but here is where the interesting story begins: Among the skill categories represented here, routine cognitive input, that is cognitive work that you can easily put into the form of algorithms and scripts saw the sharpest decline in demand over the last couple of decades, with a decline by almost 8% in the share of jobs. So those middle class white collar jobs that involve the application of routine knowledge, are most at threat today. And that is where schools still put a lot of their focus and what we value in multiple choice accountability systems.The point that Levy and Murnane make is, that the skills that are easiest to teach and test are also the skills that are easiest to digitise, automatise and offshore. If that is all what we do in school, we are putting our youngsters right up for competition with computers, because those are the things computers can do better than humans, and our kids are going to loose out before they even started. Where are the winners in this process? These are those who engage in expert thinking – the new literacy of the 21st century, up 8% - and complex communication, up almost 14%.We have tried to use these message that emerge from the analysis of skill demands as an important starting point for conceptualising our assessments.
At the OECD, we are measuring skills, with a focus on those non-routing cognitive skills, regularly through our PISA programme, now the most comprehensive international assessment of the quality of education. Every three years, we test roughly half a million of children in OECD countries in key competencies, and that’s not simply about checking whether students have learned what they were recently taught, but we examine to what extent students can extrapolate from what they have learned and apply their knowledge and skills in novel settings. Here you see the countries which we can compare, and how the set of countries being compared has expanded.
The best way to find out whether what students have learned at school matters for their life is to actuallywatch what happens to them after they leave school. This is exactly what we have done that with around 30,000 students in Canada. We tested them in the year 2000 when they were 15 years old in reading, math and science, and since then we are following up with them each year on what choices they make and how successful they are in their transition from school to higher education and work.The horizontal axis shows you the PISA level which 15-year-old Canadians had scored in 2000. Level 2 is the baseline level on the PISA reading test and Level 5 the top level in reading.The red bar shows you how many times more successful someone who scored Level 2 at age 15 was at age 19 to have made a successful transition to university, as compared to someone who did not make it to the baseline PISA level 1. And to ensure that what you see here is not simply a reflection of social background, gender, immigration or school engagement, we have already statistically accounted for all of these factors. The orange bar. …How would you expect the picture to be like at age 21? We are talking about test scores here, but for a moment, lets go back to the judgements schools make on young people, for example through school marks. You can do the same thing here, you can see how well school marks at age 15 predict the subsequent success of youths. You see that there is some relationship as well, but that it is much less pronounced than when we use the direct measure of skills.
In one way, our international benchmarks make depressing reading for the US, because this is the country with the greatest potential and the country that has led education and research for decades. But the comparisons also indicate a way forward. They demonstrate what can be done with a combination of the right strategy and courageous, sustained leadership. Singapore’s story over 40 years is truly inspirational. So, in an entirely different culture, is Finland’s over 30 years. Poland made remarkable progress in the last decade by raising the average performance of 15-year-olds by almost a school year in the last six years alone. The reforms in Alberta and Ontario, just across your northern border, are working too.
What you see, however, that countries spend their money quite differently.Average spending – some of the most successful education systems know how to invest their money where the challenges are greatest, and how to attract the brightest teachers into the most difficult classrooms.
This chart shows you the proportion of teachers who participated in various types of professional development over the last 18 months, with the bars showing the average across countries and the red dot showing the Mexican figures. So you see that just over 60% of Mexican teachers have engaged in some form of individual and collaborative research, just over 30% in qualification programmes, almost every teacher in informal dialogue to improve teaching, 70% in reading professional literature, and so on.These are impressive numbers. But do governments offer, and do teachers take up the kind of professional development that is actually most effective? The yellow bar shows you the proportion of teachers who think that the various types of professional development have a moderate to large impact on their development as a teacher. So you see that, while individual and collaborative research seems to have the largest impact (the yellow bar is long), participation rates here, shown by the blue bar, are comparatively low. The same is true for sustained qualification programs, these seem to make a genuine impact but few teachers pursue such courses. In contrast, lots of teachers participate in one-off seminars and workshops which much fewer teachers perceive to be of value.TALIS thus shows that we need to do better in matching the costs and benefit as well as supply and demand for professional development. Courses and workshopsProfessional development networkMentoring and peer observationObservation visits to other schoolsEducation conferences and seminars
This chart shows you the proportion of teachers who participated in various types of professional development over the last 18 months, with the bars showing the average across countries and the red dot showing the Mexican figures. So you see that just over 60% of Mexican teachers have engaged in some form of individual and collaborative research, just over 30% in qualification programmes, almost every teacher in informal dialogue to improve teaching, 70% in reading professional literature, and so on.These are impressive numbers. But do governments offer, and do teachers take up the kind of professional development that is actually most effective? The yellow bar shows you the proportion of teachers who think that the various types of professional development have a moderate to large impact on their development as a teacher. So you see that, while individual and collaborative research seems to have the largest impact (the yellow bar is long), participation rates here, shown by the blue bar, are comparatively low. The same is true for sustained qualification programs, these seem to make a genuine impact but few teachers pursue such courses. In contrast, lots of teachers participate in one-off seminars and workshops which much fewer teachers perceive to be of value.TALIS thus shows that we need to do better in matching the costs and benefit as well as supply and demand for professional development. Courses and workshopsProfessional development networkMentoring and peer observationObservation visits to other schoolsEducation conferences and seminars
But the balance between national prescription and schools leading reform is not an all-or-nothing. In fact, most school systems have started out with highly prescriptive education systems. But gradually the have moved towards building capacity and enabling schools to assume greater responsibility.
The last point I want to make here is that we can do better in ensuring that good teaching is recognised.On average across countries, three-quarters of teachers report that they would receive no recognition for increasing the quality of their teaching, shown here by the light green bar, or for being more innovative in their teaching, shown by the dark green bar. Similarly, three-quarters of teachers say that, in their school, the most effective teachers do not receive the most recognition.Poor teaching also goes largely unheeded. In most countries, few teachers think that a persistently underperforming teacher will face a pay cut, shown by the orange bar, or risk being dismissed, shown by the red bar. It will be worth for Mexico and other countries to re-think the incentive structures for teachers. An appraisal system and a career structure that focuses upon and promotes innovation and effectiveness would better assist school improvement programmes and efforts to increase school effectiveness. I am saying this because TALIS shows that the appraisal and feedback which teachers receive is mirrored in the beliefs in their own teaching abilities. The more feedback they receive on specific aspects of their work, the more they trust in their abilities to address the respective teaching challenges. In a number of countries teachers also report higher levels of self-efficacy when they had received public recognition for the improvements and innovations in connection with the appraisal or when innovative practices were part of appraisal and feedback. These are things that do not cost much money but can make a difference.