1. The document discusses international comparisons of educational systems and what can be learned from the highest performing countries.
2. It analyzes where countries stand in terms of educational performance based on PISA test scores, and policies of top performing countries that could help improve other systems.
3. Examples of effective policies in the highest performing countries include distributed leadership in schools, strong teacher professional development focused on classroom practices, and school autonomy combined with accountability.
Today NewSchools Ignite is releasing “Promising Developments in Science Edtech,” a summary report of our findings and the lessons learned from the Science Learning Challenge market research and cohort experience. The report compiles the key insights we’ve gleaned, and presents them in three sections: why science education matters, challenges facing K-12 science learning, and opportunities for edtech to support science learning.
Today NewSchools Ignite is releasing “Promising Developments in Science Edtech,” a summary report of our findings and the lessons learned from the Science Learning Challenge market research and cohort experience. The report compiles the key insights we’ve gleaned, and presents them in three sections: why science education matters, challenges facing K-12 science learning, and opportunities for edtech to support science learning.
PISA Students’ Financial Literacy - Results from PISA 2015EduSkills OECD
Wednesday 24 May 2017 Financial Literacy and Education Commission - Washington DC
In 2015, around 48 000 students were assessed in financial literacy, representing about 12 million 15-year-olds in the schools of the 15 participating countries and economies
Students in countries and economies that participated in the financial literacy answered a two-hour combination of tasks in science, reading and mathematics.
A one-hour test in financial literacy (43 items) after the core assessment
Questions about their experience with money such as discussing money matters with parents, basic financial products and sources of money (through a ‘money management questionnaire).
Global Education and Skills Forum 2017 - Educating Global CitizensEduSkills OECD
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
Each year the Global Education & Skills Forum brings together world leaders from the public, private and social sectors seeking solutions to achieving education, equity and employment for all.
I propose an option for facilitating STEM programming differently to bring out innovation and creativity, but still meet rigorous science and math academic standards, as STEM programs were intended to accomplish.
Technology and education in developing countriesFrancesc Pedró
Techniology and education in developing countries. Describes the challenges in relation to Education For All (2015) and the role that technology could play. Presents the four pillars of UNESCO's Strategy in this domain: policies, teachers, mobile learning, and open educational resources.
presented by Andreas Schleicher, Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD) in Paris, at the conference on""Fostering a Scientific Mindset: OECD 2015 PISA Results for Scientific Literacy" (8th December 2016, New York Academy of Sciences)
Higher education policy is the key to lifelong learning and this is particularly important as the ageing population is increasing in many countries. It is a major driver of economic competitiveness in an increasingly knowledge-driven global economy and it also brings social cohesion and well-being. Countries are increasingly aware that higher education institutions need to foster the skills required to sustain a globally competitive research base and improve knowledge dissemination to the benefit of society. Kazakhstan’s higher education system has made progress over the past ten years. However, there is scope for improvement in delivering labour-market relevant skills to Kazakhstanis, and in supporting economic growth through research and innovation.
In examining the higher education system in Kazakhstan, this report builds on a 2007 joint OECD/World Bank review: Reviews of National Policies for Education: Higher Education in Kazakhstan 2007. Each chapter presents an overview of progress made in the past decade across the main areas explored in the 2007 report. These include quality and relevance, access and equity, internationalisation, research and innovation, financing and governance. The report also examines policy responses to evolving dynamics in higher education and the wider socio-economic changes.
PowerPoint by Mr. Andreas Schleicher, OECD Director for Education and Skills, Skills Summit 2018, Porto.
SESSION 2: DESIGN – Rethinking education and lifelong learning policies
Objective: Discuss how education and skills policies need to be redesigned to make the most of the digital transformation; discuss whether digitalisation is creating the need to adopt a lifelong learning approach to skills development
416. STEAM Education and The Uncommon Core
This presentation will focus on the integration of STEAM educational principles into core subjects. Although our school offers a very successful Exploratory STEM class, I believe the true strength of this educational model is in its' potential to incorporate relevant project based learning and bring the Common Core Curriculum to life for every student.
Presenter(s): Phil Brittain, Tony Campbell
Location: Meadowbrook
Blog entry with links here: http://www.reachcap.com/blog/post/2016-edtech-outlook
It’s hard to believe it’s been three years since we published our first ReimaginED report. When we first drafted ReimaginED, we set out to expose systemic challenges in our nation’s K-12 education system and to highlight some of the innovative solutions edtech entrepreneurs were developing to address these challenges. In last year’s report, we showcased ways technology could help our school system become an escalator to opportunity for all.
A lot has changed in three years, including our spinout from NewSchools to Reach Capital. Edtech investment has hit an all time high with a variety of new funders entering the space. As the market begins to mature, global edtech brands are emerging with solutions that are improving educational outcomes and serving millions of students, teachers, and families.
Even with these changes, however, a lot remains the same. The escalator to social mobility remains broken with unequal access to quality education. Meeting individual student needs is still a challenge and grows more pressing as children in US public schools are more diverse than ever. Moreover, our education system is not designed to prepare children for the demands of today's knowledge economy. We're still stuck in a system that is largely manufacturing-based, which falls short on important skills such as coding, creativity, and synthesis. All these challenges and more have led to increasing demands on teachers as both their role and their responsibilities evolve, with little to no support in the transition.
This year’s publication, rebranded as “Reach Capital’s 2016 Edtech Outlook”, touches on these persisting challenges, while also highlighting key drivers that make us optimistic about the potential of technology to improve access and opportunity for kids. This year, our publication is not a roundup of everything in K-12 edtech, but rather our perspective on the challenges,opportunities and promising solutions in the space that we find most compelling. If you're looking for a full report on the state of K-12 edtech, our friends at Edsurge in partnership with AT&T Aspire have recently published a state of edtech report and we encourage you to check it out.
Given our unique vantage point, we also provide a peek “around the corner” into emerging solutions that align with our mission. We continue to see a need for more innovations in critical areas like English Language Learner instruction and Social Emotional Learning. We look forward to finding and supporting talented, mission-driven entrepreneurs innovating in these and other areas that will improve access and opportunity for kids.
Thank you to co-authors Chian Gong, Aditya Kaddu, and Jennifer Wu as well as the entire Reach team for their guidance and feedback.
Change competency to enhance employability skills among Art Stream Gratuate i...Upul Kumara
To find a solution, it is important to understand the causes for this segment’s unemployment
No one has introduce solution to the issue exist among the Art Graduates
Youth Unemployment has been long lasting issue and no change in last 10 years
Scholl education has not been change to meet the market requirement
Universities are taught traditional syllabus that has no change in curriculum
Private sector’s labour requirements are not being met by the local graduates
Available school curriculum has not been changed and job market requirement is not match with the skills and competencies they gain
Art stream has more diversified but subject are not related to each other and not modernized
Appropriate knowledge and skills demanded by the labour market, is not gain from the school and existing university curriculum
Most creativity subject among the GCE (A/L) is Aesthetic education but market demand has not been identified and targeted
What is ultimate goal of investment in education. Are we aware about Return of Investment
Results to be released on December 6
Key issues:
How far are we nurturing a generation of scientifically literate young people?
Are schools adequately preparing young people for adult life?
What kinds of learning environments do we find in high performing systems?
Can schools improve the futures of students from disadvantaged backgrounds?
Skills are the foundation upon which the Netherlands must continue to build its growth and prosperity. Following an extended slowdown in the wake of the global economic crisis, the Netherlands has returned to growth. Employment and labour market participation are both strong, and the Netherlands continues to enjoy a good quality of life with a comparatively wealthy society and comparatively low income inequality. Despite this success, the Netherlands cannot afford to be complacent. Ensuring that the Netherlands continues to be a prosperous and inclusive society in the future will mean ensuring that the Netherlands has a highly skilled population that engages in continuous skills development in adulthood, and finds ways to put those skills to effective use in the economy and society.
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 Students’ Financial Literacy - Results from PISA 2015EduSkills OECD
Wednesday 24 May 2017 Financial Literacy and Education Commission - Washington DC
In 2015, around 48 000 students were assessed in financial literacy, representing about 12 million 15-year-olds in the schools of the 15 participating countries and economies
Students in countries and economies that participated in the financial literacy answered a two-hour combination of tasks in science, reading and mathematics.
A one-hour test in financial literacy (43 items) after the core assessment
Questions about their experience with money such as discussing money matters with parents, basic financial products and sources of money (through a ‘money management questionnaire).
Global Education and Skills Forum 2017 - Educating Global CitizensEduSkills OECD
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
Each year the Global Education & Skills Forum brings together world leaders from the public, private and social sectors seeking solutions to achieving education, equity and employment for all.
I propose an option for facilitating STEM programming differently to bring out innovation and creativity, but still meet rigorous science and math academic standards, as STEM programs were intended to accomplish.
Technology and education in developing countriesFrancesc Pedró
Techniology and education in developing countries. Describes the challenges in relation to Education For All (2015) and the role that technology could play. Presents the four pillars of UNESCO's Strategy in this domain: policies, teachers, mobile learning, and open educational resources.
presented by Andreas Schleicher, Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD) in Paris, at the conference on""Fostering a Scientific Mindset: OECD 2015 PISA Results for Scientific Literacy" (8th December 2016, New York Academy of Sciences)
Higher education policy is the key to lifelong learning and this is particularly important as the ageing population is increasing in many countries. It is a major driver of economic competitiveness in an increasingly knowledge-driven global economy and it also brings social cohesion and well-being. Countries are increasingly aware that higher education institutions need to foster the skills required to sustain a globally competitive research base and improve knowledge dissemination to the benefit of society. Kazakhstan’s higher education system has made progress over the past ten years. However, there is scope for improvement in delivering labour-market relevant skills to Kazakhstanis, and in supporting economic growth through research and innovation.
In examining the higher education system in Kazakhstan, this report builds on a 2007 joint OECD/World Bank review: Reviews of National Policies for Education: Higher Education in Kazakhstan 2007. Each chapter presents an overview of progress made in the past decade across the main areas explored in the 2007 report. These include quality and relevance, access and equity, internationalisation, research and innovation, financing and governance. The report also examines policy responses to evolving dynamics in higher education and the wider socio-economic changes.
PowerPoint by Mr. Andreas Schleicher, OECD Director for Education and Skills, Skills Summit 2018, Porto.
SESSION 2: DESIGN – Rethinking education and lifelong learning policies
Objective: Discuss how education and skills policies need to be redesigned to make the most of the digital transformation; discuss whether digitalisation is creating the need to adopt a lifelong learning approach to skills development
416. STEAM Education and The Uncommon Core
This presentation will focus on the integration of STEAM educational principles into core subjects. Although our school offers a very successful Exploratory STEM class, I believe the true strength of this educational model is in its' potential to incorporate relevant project based learning and bring the Common Core Curriculum to life for every student.
Presenter(s): Phil Brittain, Tony Campbell
Location: Meadowbrook
Blog entry with links here: http://www.reachcap.com/blog/post/2016-edtech-outlook
It’s hard to believe it’s been three years since we published our first ReimaginED report. When we first drafted ReimaginED, we set out to expose systemic challenges in our nation’s K-12 education system and to highlight some of the innovative solutions edtech entrepreneurs were developing to address these challenges. In last year’s report, we showcased ways technology could help our school system become an escalator to opportunity for all.
A lot has changed in three years, including our spinout from NewSchools to Reach Capital. Edtech investment has hit an all time high with a variety of new funders entering the space. As the market begins to mature, global edtech brands are emerging with solutions that are improving educational outcomes and serving millions of students, teachers, and families.
Even with these changes, however, a lot remains the same. The escalator to social mobility remains broken with unequal access to quality education. Meeting individual student needs is still a challenge and grows more pressing as children in US public schools are more diverse than ever. Moreover, our education system is not designed to prepare children for the demands of today's knowledge economy. We're still stuck in a system that is largely manufacturing-based, which falls short on important skills such as coding, creativity, and synthesis. All these challenges and more have led to increasing demands on teachers as both their role and their responsibilities evolve, with little to no support in the transition.
This year’s publication, rebranded as “Reach Capital’s 2016 Edtech Outlook”, touches on these persisting challenges, while also highlighting key drivers that make us optimistic about the potential of technology to improve access and opportunity for kids. This year, our publication is not a roundup of everything in K-12 edtech, but rather our perspective on the challenges,opportunities and promising solutions in the space that we find most compelling. If you're looking for a full report on the state of K-12 edtech, our friends at Edsurge in partnership with AT&T Aspire have recently published a state of edtech report and we encourage you to check it out.
Given our unique vantage point, we also provide a peek “around the corner” into emerging solutions that align with our mission. We continue to see a need for more innovations in critical areas like English Language Learner instruction and Social Emotional Learning. We look forward to finding and supporting talented, mission-driven entrepreneurs innovating in these and other areas that will improve access and opportunity for kids.
Thank you to co-authors Chian Gong, Aditya Kaddu, and Jennifer Wu as well as the entire Reach team for their guidance and feedback.
Change competency to enhance employability skills among Art Stream Gratuate i...Upul Kumara
To find a solution, it is important to understand the causes for this segment’s unemployment
No one has introduce solution to the issue exist among the Art Graduates
Youth Unemployment has been long lasting issue and no change in last 10 years
Scholl education has not been change to meet the market requirement
Universities are taught traditional syllabus that has no change in curriculum
Private sector’s labour requirements are not being met by the local graduates
Available school curriculum has not been changed and job market requirement is not match with the skills and competencies they gain
Art stream has more diversified but subject are not related to each other and not modernized
Appropriate knowledge and skills demanded by the labour market, is not gain from the school and existing university curriculum
Most creativity subject among the GCE (A/L) is Aesthetic education but market demand has not been identified and targeted
What is ultimate goal of investment in education. Are we aware about Return of Investment
Results to be released on December 6
Key issues:
How far are we nurturing a generation of scientifically literate young people?
Are schools adequately preparing young people for adult life?
What kinds of learning environments do we find in high performing systems?
Can schools improve the futures of students from disadvantaged backgrounds?
Skills are the foundation upon which the Netherlands must continue to build its growth and prosperity. Following an extended slowdown in the wake of the global economic crisis, the Netherlands has returned to growth. Employment and labour market participation are both strong, and the Netherlands continues to enjoy a good quality of life with a comparatively wealthy society and comparatively low income inequality. Despite this success, the Netherlands cannot afford to be complacent. Ensuring that the Netherlands continues to be a prosperous and inclusive society in the future will mean ensuring that the Netherlands has a highly skilled population that engages in continuous skills development in adulthood, and finds ways to put those skills to effective use in the economy and society.
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.
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
Introduction to 21st Century Learning: The Digital Natives are Restless
What is 21st Century learning? Why is it important? Come gain an understanding of the shifting learning literacies that the 21st Century demands and why developing a 21st Century pedagogy is critical to student learning in a digital age. Leave with a sense of urgency for why you should shift your classroom practice toward more engaging approaches.
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
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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!
AACTE Wilbur Cohen Lecture - Teachers teaching and learning
1. Is the sky the limit to educational improvement? AACTEBenchmarking international best practiceAtlanta, February 20, 2009 Andreas SchleicherEducation Policy Advisor of the OECD Secretary-General Email: Andreas.Schleicher@OECD.org: Twitter: @SchleicherEDU
2.
3. Is the sky the limit? 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 the US 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
4. There is nowhere to hide The yardstick for success is no longer improvement by national standards but the best practice internationally
5. In the current economic environment… … Opportunity costs for education decline Dominated by lost earnings … Labour-market entry becomes more difficult as young graduates compete with experienced workers … Job prospects for less qualified deteriorate … Young people with lower qualifications who become unemployed are likely to spend long time out of work In most countries over half of low-qualified unemployed 25-34-year-olds are long-term unemployed … Higher risks for systems with significant work-based training … Gaps in educational attainment between younger and older cohorts likely to widen .
6. A world of change – highereducation Expenditure per student at tertiary level (USD) Cost per student Graduate supply Tertiary-type A graduation rate
7. A world of change – highereducation Expenditure per student at tertiary level (USD) United States Cost per student Finland Graduate supply Tertiary-type A graduation rate
8. A world of change – highereducation Expenditure per student at tertiary level (USD) Australia Finland United Kingdom 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 Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate
13. A world of change – highereducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate
14. A world of change – highereducation Expenditure per student at tertiary level (USD) United States Australia United Kingdom Finland Tertiary-type A graduation rate
16. 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
17. Public cost and benefits for a male obtaining tertiary education Public benefits Public costs A8.5 USD equivalent
20. 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
21. 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)
22. 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
23. 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
24. 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.
25. OECD’s PISA assessment of the knowledge and skills of 15-year-olds Coverage of world economy 83% 77% 81% 85% 86% 87%
26. Deciding what to assess... looking back at what students were expected to have learned …or… looking ahead to how well they can extrapolate from what they have learned and apply their knowledge and skills in novel settings. For the PISA assessment of the knowledge and skills of 15-year-olds, OECD governments chose the latter
27. 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
28. High science performance Average performanceof 15-year-olds in science – extrapolate and apply … 18 countries perform below this line Low science performance
29. 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
30. 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 .
31. Relationship between test performance and economic outcomesAnnual improved GDP from raising performance by 25 PISA points Percent addition to GDP
40. 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
41. 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
42. 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
43. 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
44. 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
51. 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
52.
53. Students are often also identified through other risk factors, e.g. immigration, ethnicity, low-income communitySchools proportional to size
58. 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
59. 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
60. How to get there Some policy levers that emerge from international comparisons
62. 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
63. High ambitionsand universal standards Rigor, focus and coherence Great systemsattractgreatteachers and provideaccesstobestpractice and quality professional development
64. Challenge and support Strong support Poor performance Improvements idiosyncratic Strong performance Systemic improvement Lowchallenge Highchallenge Poor performance Stagnation Conflict Demoralisation Weak support
65.
66. Principals who manage ‘a building’, who have little training and preparation and are accountable but not empowered
67. Attracting, recruiting and providing excellent training for prospective teachers from the top third of the graduate distribution
68. Attracting and recruiting teachers from the bottom third of the graduate distribution and offering training which does not relate to real classrooms
70. The best teachers are in the most advantaged communitiesHuman capital
71.
72. Seniority and tenure matter more than performance; patchy professional development; wide variation in quality
73. Teachers and the system expect every child to succeed and intervene preventatively to ensure this
74. Wide achievement gaps, just beginning to narrow but systemic and professional barriers to transformation remain in placeHuman capital (cont…)
75. Some teachers lose much more time than othersPercentiles of time on spent on task Figure 4.10 Source: OECD, TALIS Database.
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 Figure 3.15
77. 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 Figure 3.15
78. How school systems support the professional development of their teachers Figure 3.9
79. The teachers who paid most also did most professional development Figure 3.10
80. It’s not just about more of the same For what type of professional development do teachers report a high level of need? Figure 3.6
82. 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
83. 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
84. 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
87. Perception of teachers of the impact of appraisal and feedback in theirschool Figure 5.7
88. 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
89. 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
90. Country profiles of beliefs about the nature of teaching and learningCountry mean of ipsative scores Figure 4.2
91. Country profiles of classroomteaching practices Country mean of ipsative scores Figure 4.4
92. Country profiles of cooperationamong staff Country mean of ipsative scores Countries are ranked in ascending order of the degree to which teachers engage in exchange and coordination for teaching more than professional collaboration. For example, for teachers in the Slovak Republic both types of cooperation are reported almost equally frequently, while teachers in Spain report a more common practice of exchange and coordination for teaching over professional collaboration. Source: OECD, TALIS Database. Figure 4.7
93. 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”
95. 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
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.