The document discusses world class education systems and innovation in education technology. It provides an overview of findings from PISA 2009 showing top performing education systems and factors contributing to their success. It also summarizes key recommendations from McKinsey reports on interventions to improve education quality, including revising curriculum, improving teacher training, using student data, and establishing clear education policies. The remainder of the document discusses the Norwegian curriculum, the role of ICT in education, issues with teacher recruitment and training, and examples of using technology like 1-to-1 computing.
The document discusses international student and scholar mobility trends in the United States based on data collected by the Institute of International Education (IIE). Key points include:
1) International student enrollment in the US increased 3% in 2006/07 to over 582,000, with most students coming from Asia.
2) International scholar numbers also increased slightly to over 98,000 in 2006/07, with China being the leading place of origin.
3) Fields of study for students are mostly business/management and engineering, while sciences and engineering dominate for scholars.
The document discusses learning analytics and educational data mining. It defines key concepts like managerialism, academic analytics, and learning analytics. It also discusses the potential of learning analytics to improve understanding of teaching and learning. However, it notes some potential problems with abstraction losing detail, organizational structures, confusing correlation with causation, and assumptions of causality. Complex adaptive systems are discussed as a framework to understand these issues.
Mathematics performance in preschool is strongly predictive of later mathematics achievement through high school. Initial knowledge in domains like reading is also positively related to future learning, but the relationship is unusually strong and persistent for mathematics. Several Asian countries and regions like Shanghai, Singapore, Hong Kong, and Korea consistently demonstrate mathematics performance well above the OECD average, suggesting cultural factors may also contribute to their success.
The survey of over 2,400 Irish Americans found strong emotional bonds with Ireland despite weak on-the-ground connections. It identified opportunities to improve tourism, education, and access to Irish goods. Over half were interested in distance learning courses from Irish universities. Many purchased gifts for Ireland online but not from Irish sites. Demand was shown for easier access to Irish products beyond food, like art, books and clothing. Transportation issues in Ireland were a top complaint.
A race to your desired future: Pacing yourself to peak performanceYuliana Tjioe
This document discusses preparing for exams and planning for one's educational and career path after secondary school. It provides information on exam fees, post-secondary options like junior college, polytechnic, and ITE, as well as admission criteria and cut-off points. It emphasizes developing good habits and focusing on core subjects to do well in exams and achieve one's goals. Students are encouraged to identify their strengths and weaknesses, desired path, and work on improving over the next few months leading up to their exams.
Waterford Institute of Technology (WIT) is a university-level institution in the South-East of Ireland with over 10,000 students and 1000 staff. WIT offers tuition and research programmes in various areas from Higher Certificate to Degree to PhD.
Transparency is key to balancing institutional autonomy and public accountability in higher education. As higher education internationalizes, transparency regarding qualifications and outcomes becomes even more important. Data shows correlations between higher education levels and earnings/unemployment rates across OECD countries. It also indicates increasing numbers of international students globally and shifts in their top destination countries over time. Transparency helps policymakers and students make informed decisions.
The document discusses international student and scholar mobility trends in the United States based on data collected by the Institute of International Education (IIE). Key points include:
1) International student enrollment in the US increased 3% in 2006/07 to over 582,000, with most students coming from Asia.
2) International scholar numbers also increased slightly to over 98,000 in 2006/07, with China being the leading place of origin.
3) Fields of study for students are mostly business/management and engineering, while sciences and engineering dominate for scholars.
The document discusses learning analytics and educational data mining. It defines key concepts like managerialism, academic analytics, and learning analytics. It also discusses the potential of learning analytics to improve understanding of teaching and learning. However, it notes some potential problems with abstraction losing detail, organizational structures, confusing correlation with causation, and assumptions of causality. Complex adaptive systems are discussed as a framework to understand these issues.
Mathematics performance in preschool is strongly predictive of later mathematics achievement through high school. Initial knowledge in domains like reading is also positively related to future learning, but the relationship is unusually strong and persistent for mathematics. Several Asian countries and regions like Shanghai, Singapore, Hong Kong, and Korea consistently demonstrate mathematics performance well above the OECD average, suggesting cultural factors may also contribute to their success.
The survey of over 2,400 Irish Americans found strong emotional bonds with Ireland despite weak on-the-ground connections. It identified opportunities to improve tourism, education, and access to Irish goods. Over half were interested in distance learning courses from Irish universities. Many purchased gifts for Ireland online but not from Irish sites. Demand was shown for easier access to Irish products beyond food, like art, books and clothing. Transportation issues in Ireland were a top complaint.
A race to your desired future: Pacing yourself to peak performanceYuliana Tjioe
This document discusses preparing for exams and planning for one's educational and career path after secondary school. It provides information on exam fees, post-secondary options like junior college, polytechnic, and ITE, as well as admission criteria and cut-off points. It emphasizes developing good habits and focusing on core subjects to do well in exams and achieve one's goals. Students are encouraged to identify their strengths and weaknesses, desired path, and work on improving over the next few months leading up to their exams.
Waterford Institute of Technology (WIT) is a university-level institution in the South-East of Ireland with over 10,000 students and 1000 staff. WIT offers tuition and research programmes in various areas from Higher Certificate to Degree to PhD.
Transparency is key to balancing institutional autonomy and public accountability in higher education. As higher education internationalizes, transparency regarding qualifications and outcomes becomes even more important. Data shows correlations between higher education levels and earnings/unemployment rates across OECD countries. It also indicates increasing numbers of international students globally and shifts in their top destination countries over time. Transparency helps policymakers and students make informed decisions.
This document outlines the course details for an advanced management theory seminar taught almost entirely in English. It provides information on the course objectives, brief contents, textbook, references, prerequisites, and grading criteria. The course aims to expose students to publishing paradigms through the INK model and understand research foundations, trends, and frontiers in the management field. A class-wide project involves mapping a topic area using bibliographic databases. Office hours and a meeting schedule with the professor are also included.
The document discusses China's national focus on innovation and the role of higher education institutions in supporting this goal. It outlines Zhejiang University's strategies to contribute to this national initiative through talent cultivation, international collaboration, and research excellence. Zhejiang University aims to be a top comprehensive university globally by training innovative students, conducting cutting-edge research, and partnering with leading international universities and enterprises.
A book byPasi Sahhlberg on what makes the Finnish education system work so well at turning out some of the best students in the world. Maybe Malaysia has something to learn here. Spread the word, especially to future education minister.
Quality education for all –UNESCAP/LCD Conference on Disability-inclusive MDG...EduSkills OECD
The presentation gives an overview of some OECD data on inclusion of children with disabilities, difficulties and disadvantages, on how they fare in mainstream education, and on the relationship between disability and socio-economic background. It discusses PISA insights on quality and equity of education (the systems performing well in PISA often have high levels of equity) and offers several policy options for supporting inclusiveness and disadvanted students and schools.
This document summarizes Simon Marginson's presentation on globalization and higher education. Marginson discussed early expectations of globalization in higher education, how it has actually played out, and the new spatiality in higher education. Some key points include the rise of research and higher education capacity in East Asia, particularly China, South Korea, Singapore and other countries. While expectations of a fully integrated global higher education market did not come to pass, cultural globalization and the spread of the research university model have progressed significantly.
Education Impact is a global consultancy focused on using information technology to transform education. It provides services like policy reviews, product evaluations, and capacity building to public and private sector organizations. Education Impact also operates as an independent fellowship of leading education technology consultants. The presentation discusses topics like eReaders in Kenya, digital reading literacy, and how emerging technologies can facilitate reading development worldwide.
PISA: Where is real progress being made in provinding equitable education?IIEP-UNESCO
Autor: Speaker: Andreas Schleicher, Director, Directorate for Education and Skills, OECD.
Presentation made for the first IIEP Strategic Debate of 2017.
More information: http://www.iiep.unesco.org/en/strategic-debate-real-progress-being-made-equitable-provision-education-pisaresults-3879
Teacher Policy and Practice - Insights from PISAEduSkills OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
The results of the 2015 assessment were published on 6th December 2016.
The Manaiakalani Project aims to provide 1:1 access to digital devices for students in the Tamaki region of New Zealand. It began in 2007 with 7 schools and has expanded over time to include 11 schools serving over 3,000 students aged 5 to 18 years old. The project works to accelerate student learning outcomes through the combined use of eLearning and traditional schooling methods. Key goals include students becoming creators rather than just consumers of content and improving student achievement, engagement, and employability.
- PISA for Schools is an assessment program that provides internationally comparable data on student performance and learning environments in schools globally.
- It aims to improve school policies and practices by assessing students' abilities to apply their knowledge creatively in novel situations, as well as collecting data on personal backgrounds, schools, and engagement with learning.
- The program tests over half a million students across 65 countries every 3 years, allowing comparisons of country-level academic achievement and insights into what makes some school systems more successful than others.
Use of PISA in quality improvement polices – Richard Yelland, OECD Head of Po...unicefmne
The document provides information about the Programme for International Student Assessment (PISA), which assesses the skills and knowledge of 15-year-old students around the world. PISA tests students in reading, mathematics, and science every 3 years and surveys students, parents, teachers, and school leaders. It aims to evaluate education systems worldwide and see how well they prepare students for adulthood. The document outlines PISA's methodology, subject areas tested over time, sample questions, and results showing performance differences between countries and genders. It also discusses factors like resources, equity, and resilience that relate to student achievement levels.
Data Clustering in Education for StudentsIRJET Journal
This document discusses using k-means clustering to analyze student behavior and performance based on factors like exam scores, assignments, tests, and attendance. The goal is to evaluate students accurately and help professors reduce failure rates and improve performance. It provides background on data clustering and how it can be applied in education. A proposed model is described that uses students' previous grades, quiz scores, assignment completion, lab performance, class test scores and attendance to predict their final grades. The k-means clustering algorithm is explained and results are presented showing how students were clustered into groups based on GPA and whether they passed or failed. The clustering aims to identify weaker students before exams to help improve their performance.
The document discusses the importance of e-learning programs in Malaysian schools. It notes that by 2012, 100% of Malaysian schools will be "Smart Schools" with computer labs and an e-learning program. The government has allocated RM150 million for e-learning in the 9th Malaysian Plan.
The document then describes Score A, an e-learning company that offers online learning materials and assessments for primary and secondary school subjects. It touts its endorsement by the Minister of Education and certification in Islamic compliance. Score A offers various e-learning tools and claims excellent student results and recognition.
Finally, the document discusses Score A's business packages and compensation plan for those who join as entrepreneurs or partners to grow the business
This document summarizes an educational software presentation. It discusses evaluating software based on priorities, piloting software scientifically and through road tests, and examples of pilots conducted. It also covers getting results from software, announcements of new and upcoming products, and ideas like a student intervention platform using text messaging.
This document outlines the course details for an advanced management theory seminar taught almost entirely in English. It provides information on the course objectives, brief contents, textbook, references, prerequisites, and grading criteria. The course aims to expose students to publishing paradigms through the INK model and understand research foundations, trends, and frontiers in the management field. A class-wide project involves mapping a topic area using bibliographic databases. Office hours and a meeting schedule with the professor are also included.
The document discusses China's national focus on innovation and the role of higher education institutions in supporting this goal. It outlines Zhejiang University's strategies to contribute to this national initiative through talent cultivation, international collaboration, and research excellence. Zhejiang University aims to be a top comprehensive university globally by training innovative students, conducting cutting-edge research, and partnering with leading international universities and enterprises.
A book byPasi Sahhlberg on what makes the Finnish education system work so well at turning out some of the best students in the world. Maybe Malaysia has something to learn here. Spread the word, especially to future education minister.
Quality education for all –UNESCAP/LCD Conference on Disability-inclusive MDG...EduSkills OECD
The presentation gives an overview of some OECD data on inclusion of children with disabilities, difficulties and disadvantages, on how they fare in mainstream education, and on the relationship between disability and socio-economic background. It discusses PISA insights on quality and equity of education (the systems performing well in PISA often have high levels of equity) and offers several policy options for supporting inclusiveness and disadvanted students and schools.
This document summarizes Simon Marginson's presentation on globalization and higher education. Marginson discussed early expectations of globalization in higher education, how it has actually played out, and the new spatiality in higher education. Some key points include the rise of research and higher education capacity in East Asia, particularly China, South Korea, Singapore and other countries. While expectations of a fully integrated global higher education market did not come to pass, cultural globalization and the spread of the research university model have progressed significantly.
Education Impact is a global consultancy focused on using information technology to transform education. It provides services like policy reviews, product evaluations, and capacity building to public and private sector organizations. Education Impact also operates as an independent fellowship of leading education technology consultants. The presentation discusses topics like eReaders in Kenya, digital reading literacy, and how emerging technologies can facilitate reading development worldwide.
PISA: Where is real progress being made in provinding equitable education?IIEP-UNESCO
Autor: Speaker: Andreas Schleicher, Director, Directorate for Education and Skills, OECD.
Presentation made for the first IIEP Strategic Debate of 2017.
More information: http://www.iiep.unesco.org/en/strategic-debate-real-progress-being-made-equitable-provision-education-pisaresults-3879
Teacher Policy and Practice - Insights from PISAEduSkills OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
The results of the 2015 assessment were published on 6th December 2016.
The Manaiakalani Project aims to provide 1:1 access to digital devices for students in the Tamaki region of New Zealand. It began in 2007 with 7 schools and has expanded over time to include 11 schools serving over 3,000 students aged 5 to 18 years old. The project works to accelerate student learning outcomes through the combined use of eLearning and traditional schooling methods. Key goals include students becoming creators rather than just consumers of content and improving student achievement, engagement, and employability.
- PISA for Schools is an assessment program that provides internationally comparable data on student performance and learning environments in schools globally.
- It aims to improve school policies and practices by assessing students' abilities to apply their knowledge creatively in novel situations, as well as collecting data on personal backgrounds, schools, and engagement with learning.
- The program tests over half a million students across 65 countries every 3 years, allowing comparisons of country-level academic achievement and insights into what makes some school systems more successful than others.
Use of PISA in quality improvement polices – Richard Yelland, OECD Head of Po...unicefmne
The document provides information about the Programme for International Student Assessment (PISA), which assesses the skills and knowledge of 15-year-old students around the world. PISA tests students in reading, mathematics, and science every 3 years and surveys students, parents, teachers, and school leaders. It aims to evaluate education systems worldwide and see how well they prepare students for adulthood. The document outlines PISA's methodology, subject areas tested over time, sample questions, and results showing performance differences between countries and genders. It also discusses factors like resources, equity, and resilience that relate to student achievement levels.
Data Clustering in Education for StudentsIRJET Journal
This document discusses using k-means clustering to analyze student behavior and performance based on factors like exam scores, assignments, tests, and attendance. The goal is to evaluate students accurately and help professors reduce failure rates and improve performance. It provides background on data clustering and how it can be applied in education. A proposed model is described that uses students' previous grades, quiz scores, assignment completion, lab performance, class test scores and attendance to predict their final grades. The k-means clustering algorithm is explained and results are presented showing how students were clustered into groups based on GPA and whether they passed or failed. The clustering aims to identify weaker students before exams to help improve their performance.
The document discusses the importance of e-learning programs in Malaysian schools. It notes that by 2012, 100% of Malaysian schools will be "Smart Schools" with computer labs and an e-learning program. The government has allocated RM150 million for e-learning in the 9th Malaysian Plan.
The document then describes Score A, an e-learning company that offers online learning materials and assessments for primary and secondary school subjects. It touts its endorsement by the Minister of Education and certification in Islamic compliance. Score A offers various e-learning tools and claims excellent student results and recognition.
Finally, the document discusses Score A's business packages and compensation plan for those who join as entrepreneurs or partners to grow the business
This document summarizes an educational software presentation. It discusses evaluating software based on priorities, piloting software scientifically and through road tests, and examples of pilots conducted. It also covers getting results from software, announcements of new and upcoming products, and ideas like a student intervention platform using text messaging.
SIGDOC 2011 - Necessary and Neglected? An Empirical Study of Internal Documen...Christoph Johann Stettina
Presentation slides for the "Necessary and Neglected? An Empirical Study of Internal Documentation in Agile Software Development Teams" paper presented at SIGDOC 2011
Introducing Python into primary schools in Brisbane. Emily De La Peña - founder of Coding Kids - takes a look at how far they have come and looks towards the future: integrating Python in schools.
This document provides an agenda and updates from a meeting focused on embedding employability at DkIT. Key points include:
- Preliminary results from focus groups on graduate attributes identified Technology-Driven, Confident, Communicative, and Collaborative as potential capstone attributes.
- Models of graduate employability were discussed, including adapting Clarke's model to the DkIT context.
- Ideas for embedding employability in the curriculum were shared, such as a 10-star employability matrix and industry-partnered assessments.
- An awareness marketing campaign was outlined to promote the employability work, including a website launch in June. Progress updates and next steps were also provided.
Andreas Schleicher - Teach for All 8 February 2024.pptxEduSkills OECD
- PISA 2022 assessed the math performance of nearly 690,000 15-year-old students across 81 countries. It found the average math performance dropped by almost 15 score points across OECD countries since 2018, a larger decline than ever seen before.
- Factors like insufficient education resources, a shortage of qualified teachers, and more time spent on digital devices for leisure rather than learning were linked to lower math scores. However, stronger teacher support during remote learning and feeling prepared for independent learning were associated with higher performance and confidence.
Kapil Kumar Khandelwal is seeking challenging assignments in areas related to internet security, communication, and software development. He has a B.Tech-M.Tech dual degree in Information and Communication Technology from the University of Rajasthan. His areas of expertise include programming languages like C, C++, Java, .NET, and frameworks like Struts. He has experience with databases like MySQL and SQL Server. His networking skills include CCNA and Linux certifications. He has completed projects in areas like healthcare automation, Android app development, and university management systems.
Learning Analytics and Linked Data Workshop at LAK12Hendrik Drachsler
The document discusses the motivation for the #LALD workshop to connect research on linked data and learning analytics, and create ideas for combining the web of data and learning analytics to support technology enhanced learning processes and applications. It provides an overview of the dataTEL and LinkedEdu initiatives and their role in making educational datasets accessible. The agenda outlines a plus-minus-interesting rating activity and discussion topics around linked data, educational datasets, and grand challenges.
A Template-Based Approach for Annotating Long-Tailed Datasetsdgarijo
An increasing amount of data is shared on the Web through heterogeneous spreadsheets and CSV files. In order to homogenize and query these data, the scientific community has developed Extract, Transform and Load (ETL) tools and services that help making these files machine readable in Knowledge Graphs (KGs). However, tabular data may be complex; and the level of expertise required by existing ETL tools makes it difficult for users to describe their own data. In this paper we propose a simple annotation schema to guide users when transforming complex tables into KGs. We have implemented our approach by extending T2WML, a table annotation tool designed to help users annotate their data and upload the results to a public KG. We have evaluated our effort with six non-expert users, obtaining promising preliminary results.
Chandigarh Computer Centre is a pioneer IT training institute in Punjab, India that has been operating for 28 years. It provides a range of computer courses from basic to advanced levels, including programming languages like C, C++, Java, and courses on software like ASP.NET, Visual Basic, PHP, and multimedia/graphic design. The institute aims to provide skilled IT professionals to local industries and schools. It has 20 centers across Punjab, Haryana, Himachal Pradesh, and Chandigarh with over 1000 students.
Chandigarh Computer Centre is a pioneer IT training institute in Punjab, India that has been operating for 28 years. It provides a range of computer courses from basic to advanced levels, including programming languages like C, C++, Java, and courses on software like ASP.NET, Visual Basic, PHP, and multimedia/graphic design. The institute aims to provide skilled IT professionals to local industries and schools. It has 20 centers across Punjab, Haryana, Himachal Pradesh, and Chandigarh that serve over 1000 students.
CSE UG-NBA PPT 2024 NBA PEER TEEM PRESENTATION.pptxSandhya Gandham
The document provides details about the Computer Science and Engineering department of a university including its establishment year, intake capacity, faculty and student strength, infrastructure, laboratories, accreditations, and achievements. It discusses the department's vision to provide value-based education through outcome-based learning while promoting research, innovation, and societal development. The department aims to prepare graduates for careers, higher education, and lifelong learning with industry-ready skills.
This document provides a summary of Thej Kumar's work experience and qualifications. It outlines his 1 year of experience as a Software Engineer at IGATE Global Solutions working on dashboards in Tableau, defect fixing, and assisting with migrations from Spotfire and BO to Tableau. It also lists his technical skills in languages like C and SQL, databases like Oracle, and tools like Informatica, BOXI, and Tableau. His educational background includes a Bachelor's degree in Electrical Engineering and high school qualifications. Major projects involved data cleansing, loading, and report generation for clients like GE Energy.
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This document discusses emerging technologies that can support individualized learning. It outlines lessons learned from technology-driven school innovations, including balancing investment in technology with pedagogical knowledge. Emerging technologies that may be adopted in the next 1-5 years are discussed, including cloud computing, mobile learning, learning analytics, and 3D printing. Issues around implementing technologies in schools are also addressed, such as developing teacher competence, leadership, and assessment strategies. The document advocates for holistic approaches to technology implementation that focus on curriculum, assessment, and professional development.
Øystein Johannessen gave a presentation about new competencies, technologies, and forms of assessment. He discussed how technology is driving changes in pedagogy and the importance of coherence in education. He outlined new pedagogical models where teachers take on roles as designers of learning experiences and partners with students. The presentation examined key trends in technology like social media, mobile learning, and BYOD. It also looked at challenges like the need for improved teacher training and the demand for personalized learning. Johannessen concluded by discussing how assessment needs to change and move towards more embedded, formative models using technology.
Impact of ICT in Education: Evidence and Future DirectionOystein Johannessen
The document discusses the impact of information and communication technologies (ICT) in education. It outlines approaches to analyzing ICT impact, findings from studies on effects of ICT use in schools, and directions for future research. Key findings include ICT having a positive impact on performance in primary schools, particularly in native language and design/technology, and quality of ICT use being more important than quantity of use. The document calls for future work on developing benchmarks, narrowing assessment gaps, evaluating ICT's role in competencies and social skills development.
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How to Implement a Real Estate CRM SoftwareSalesTown
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Unveiling the Dynamic Personalities, Key Dates, and Horoscope Insights: Gemin...my Pandit
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1. World
class
educa,on
systems,
innova,on
and
ICT:
Knowledge
and
challenges
Educa'on
Impact
Budapest
February
2011
Presenter
oysteinjohannessen@educa'onimpact.net
oysteinj@cerpus.com
2. Outline of presentation
• Educa,on
Impact
and
myself
• World
class
educa,on
– PISA
– McKinsey
• The
Norwegian
Curriculum
• ICT
and
educa,onal
quality
• Teachers
• Underprivileged
groups:
A
Norwegian
case
• Innova,on
3. “Helping Education systems and institutions harness the
power of technology to deliver better outcomes for all.”
A
consultancy
business
An
independent
global
fellowship
of
some
of
the
world’s
leading
consultants
focused
on
the
effec,ve
use
of
informa,on
technology
to
transform
teaching,
learning
and
ins,tu,onal
administra,on
Educa,on
Impact
offers:
– Bespoke
consultancy
• Design
and
project
management
of
large
educa,on
transforma,on
projects
• Strategic
and
policy
advice
• Monitoring
&
Evalua,on
• Capacity
building
– Packaged
services
• Envisioning
workshops
• Teachers
ICT
competency
Development
• 1
to
1
compu,ng
package
Educa,on
Impact
27
fellows
from
different
parts
of
the
world
4. About myself
• Background
from
the
humani,es
(German
Literature
and
Economics)
• In
Norwegian
Educa,on
since
1989
• Part
of
the
start-‐up
team
at
the
Norwegian
School
of
Film
and
Television
1997
• Ministry
of
Educa,on
and
Research
since
1999.
From
ICT
to
Educa,on
at
large
• OECD
2009
• Ed
Impact
and
ICT
industry
as
of
Jan
2011
6. PISA 2009
• Korea
and
Finland
are
the
highest
performing
OECD
countries,
with
mean
scores
of
539
and
536
points,
respec,vely.
However,
the
partner
economy
Shanghai-‐China
outperforms
them
by
a
significant
margin,
with
a
mean
score
of
556.
7. PISA 2009
• Girls
outperform
boys
in
reading
skills
• Countries
of
similar
prosperity
can
produce
very
different
educa,onal
results
• Students
in
urban
schools
perform
becer
than
students
in
other
schools,
even
ader
accoun,ng
for
differences
in
socio-‐
economic
background.
8. PISA 2009
• Successful
school
systems
provide
all
students
regardless
of
socio-‐economic
status,
with
similar
opportuni,es
to
learn.
• Most
successful
school
systems
grant
greater
autonomy
to
individual
schools
to
design
curricula
and
establish
assessment
policies,
but
these
school
systems
do
not
necessarily
allow
schools
to
compete
for
enrolment.
• Students
in
OECD
countries
who
acend
private
schools
show
performance
that
is
similar
to
that
of
students
enrolled
in
public
schools.
• School
systems
considered
successful
tend
to
priori,se
teachers’
pay
over
smaller
classes
11. McKinsey 2010 Report
Key interventions
1.
Revising
curriculum
and
standards
2.
Reviewing
reward
and
renumera,on
structure
3.
Building
tecnical
knowledge
andskills
of
teacher
and
principals
4.
Student
assessment
5.
Using
student
data
to
guide
delivery
6.
Establishing
policy
documents
and
educa,on
laws
12. The Norwegian Curriculum
• Competency
based
with
clear
goals
on
dedicated
levels
K-‐13.
Changed
in
2006
• Basic
skills
(Reading,
Wri,ng,
Numeracy,
Oral
Skills,
Digital
Skills)
embedded
in
all
subjects
at
all
levels
• Methodological
freedom
of
the
teachers
• Na,onal
quality
assessment
system
• Curriculum
and
change
in
educa,onal
legisla,on
has
affected
development
of
digital
content
(challenged
publishers)
and
increased
student:pc
ra,o
in
upper
secondary
educa,on
13. ICT and educational quality
• European
schoolnet
metastudy
(EUN,
2006)
• OECD:
Are
New
Millennium
Learners
Making
the
Grade?
(2010)
16. 300
350
400
450
500
550
600
Finland
Canada
Japan
New Zealand
Australia
Netherlands
Korea
Germany
Czech
Switzerland
Republic
Austria
Belgium
Ireland
Hungary
Sweden
Poland
Three to ve years
Less than one year
Denmark
Iceland
Slovak
Spain
Norway
Italy
Portugal
Greece
and mean performance in PISA science scale
Turkey
OECD
Length of time students have been using a computer
Liechtenstein
Slovenia
Macao-China
One to three years
More than ve years
Croatia
Latvia
Lithuania
Russian
Chile
Serbia
Bulgaria
Uruguay
Jordan
Thailand
Colombia
17. Index of ICT Internet/entertainment use
Index of ICT program/software use
530
520
510
500
490
480
470
Bottom quarter Second quarter Third quarter Top quarter
Students' use of ICT and OECD average
performance in reading by quarter of the indices
Index of ICT Internet/entertainment use
Index of ICT program/software use
530
19. Teacher recruitment and status
• Key
findings
from
OECD
study
2005
• Norwegian
case
• 1:1
compu,ng
20. Key findings OECD study 2005
(Teachers Matter)
• Concerns
about
the
acrac,veness
of
teaching
as
a
career
(supply,
image,
status,
salaries)
• Concerns
about
developing
teacher´s
knowledge
and
skills
(quality,
training
–
prac,ce,
few
induc,on
programs)
• Concerns
about
recrui,ng,
selec,ng
and
employing
teachers
(uneven
distribu,on,
disadvantaged
areas)
• Concerns
about
retaining
effec,ve
teachers
in
schools
(workload,
stress,
lack
of
incen,ves)
21. Recruiting Norwegian teachers: Partnership for
a coherent campaign on the teaching profession
• Partnership
between
key
stakeholders
• Ambi,ous
goals
• Proac,ve
media
strategy
• Benchmark
development
22. One-to-one computing: Key
issues from an OECD paper (2010)
• Why
are
countries
inves,ng
in
1-‐to-‐1
compu,ng?
• Access,
competence
and
mo,va,on
are
the
necessary
condi,ons
for
teacher´s
use
of
ICT
devices
in
the
classroom
• Teachers
need
a
clear
vision
of
what
the
learning
goals
of
these
ini,a,ves
are
• High
quality
infrastructure
and
readily
available
technical
support
also
appear
to
be
important
for
1:1
ini,a,ves
to
succeed.
• Formal
and
informal
professional
support
has
been
iden,fied
as
one
of
the
necessary
requirements
for
the
successful
implementa,on
of
ICT.
23. Underprivilged groups: A
Norwegian case
• Targeted
funding
• Infrastructure
• Learning
resources
• Sodware
resources,
e.g.
Spell
checker
for
word
processing
(MS
Word
and
others)
• Distance
educa,on
combined
with
face-‐to-‐face
instruc,on
• Access
to
qualified
teachers
is
a
bocleneck
24. OECD:
Inspired
by
Technology,
Driven
by
Pedagogy
• Change
at
system
level
seemingly
does
not
happen.
• Possible
reasons
for
lack
of
systemic
change:
– Knowledge
base
– Teacher
training
– Incen,ves
25. Technology-‐based
innova,on:
Lessons
learned
(i)
• Imbalance
between
technology
investments,
content,
teacher
training
and
knowledge
base
• Tension
between
technology
and
pedagogy
• Axis
between
radical
and
incremental
innova,on
• There
is
a
need
to
balance
expecta,ons
between
the
power
of
technology
and
feasibility
of
reality
• Complexity
of
the
issues
involved
require
a
mul,-‐
dimensional
approach
26. Technology-‐based
innova,on:
Lessons
learned
(ii)
• Poten,al
of
new
research
disciplines
(e.g.
brain
research)
must
be
explored
• Work
on
assessment
too
narrow
• Need
for
social
dialogue
with
all
stakeholders
• Research
must
be
translated
into
meaningful
guidelines
for
improving
prac,ce
• To
what
extent
is
research
evidence
phased
into
the
educa,on
and
prac,ce
of
teachers
29. International Trends 1
(Example - Economy-wide measures of routine and non-routine task input (US))
65
Mean task input as percentiles of the 1960 task
60
Non-routine interactive
55 Non- routine Analytic
Routine Manual
50 Routine Cognitive
Non- Routine Manual
45
The dilemma of schools:
distribution
40 The skills that are easiest to teach and test are also
1960 that are easiest to digitise, automate and
the ones 1970 1980 1990 2002 (Levy and Murnane)
outsource
30. Summing up
• Similar
countries
can
perform
differently
(PISA),
but
world
class
systems
show
some
similari,es
(McKinsey)
• Teachers
are
key
to
success
(McKinsey)
• Targeted
funding
and
ini,a,ves
can
assist
in
special
cases
(e.g.
underprivileged
groups,
teacher
recruitment)
• Avoid
over-‐strategizing
• Innova,on
happens
between
top-‐down
and
bocom-‐up
ini,a,ves
• 1-‐to-‐1
compu,ng
can
be
important
to
boost
ICT
use
and
combat
digital
divides
31. Thank you for your attention!
Oystein
Johannessen
oysteinjohannessen@educa'onimpact.
net
Philippe
Mero
philippemero@educa'onimpact.net
Fred
Fulton
fredfulton@educa'onimpact.net
Monika
Kavanova
monikakavanova@educa'onimpact.net