Educating students for their future, rather than our past (Education World Forum (London, 2018)
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Addressing educational under-performance makes economic growth more inclusive and expands the size of the economy The increase in average earnings from attaining universal basic skills amounts to some 4.2% across the 28 countries with universal enrolment in secondary schools. This increase is accompanied by a 5.2% average reduction in the achievement-induced part of the standard deviation of earnings and thus differs from simple tax and redistribution schemes that might change income distribution but would not add to societal output. Policies to improve knowledge capital will also promote inclusion and a more equitable income distribution
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Educating students for their future, rather than our past (Education World Forum (London, 2018)
- 1. 1 Educating students for their future, rather than our past London EWF 2018 Andreas Schleicher Director for Education and Skills
- 2. Increased likelihood of positive outcomes among adults with higher literacy skills (age 16-65) 1.0 1.5 2.0 2.5 3.0 Being Employed High wages Good to excellent health Participation in volunteer activities High levels of political efficacy High levels of trust (scoring at Level 4/5 on PIAAC compared with those scoring at Level 1 or below) Odds ratio
- 3. 60 40 20 0 20 40 60 80 Singapore4 Finland3 Japan5 Estonia7 Ireland4 Macao(China)12 HongKong(China)11 Germany4 Slovenia7 Korea8 Switzerland4 Russia5 Netherlands5 CABA(Argentina)0 Poland9 Denmark11 Australia9 ChineseTaipei15 Belgium7 NewZealand10 Canada16 Spain9 Norway9 CzechRepublic6 Latvia11 Sweden6 Portugal12 France9 OECDaverage11 Iceland7 UnitedKingdom16 Croatia9 Lithuania10 UnitedStates16 Hungary10 Austria17 Malta2 Luxembourg12 Israel6 SlovakRepublic11 Italy20 Greece9 Romania7 Moldova7 B-S-J-G(China)36 UnitedArabEmirates9 Chile20 Bulgaria19 Albania16 Qatar7 VietNam51 Montenegro10 Jordan14 Uruguay28 TrinidadandTobago24 Turkey30 Georgia21 Colombia25 Thailand29 FYROM5 CostaRica37 Mexico38 Tunisia7 Peru26 Brazil29 Indonesia32 Lebanon34 Algeria21 Kosovo29 DominicanRepublic32 Level 6 Level 5 Level 4 Level 3 Level 2 Below Level 1b Level 1b Level 1a Student performance (PISA, Science, 15-year-olds, 2015) % Percentage of 15-year-olds not covered by the PISA sample
- 4. 60 40 20 0 20 40 60 80 Singapore4 Finland3 Japan5 Estonia7 Ireland4 Macao(China)12 HongKong(China)11 Germany4 Slovenia7 Korea8 Switzerland4 Russia5 Netherlands5 CABA(Argentina)0 Poland9 Denmark11 Australia9 ChineseTaipei15 Belgium7 NewZealand10 Canada16 Spain9 Norway9 CzechRepublic6 Latvia11 Sweden6 Portugal12 France9 OECDaverage11 Iceland7 UnitedKingdom16 Croatia9 Lithuania10 UnitedStates16 Hungary10 Austria17 Malta2 Luxembourg12 Israel6 SlovakRepublic11 Italy20 Greece9 Romania7 Moldova7 B-S-J-G(China)36 UnitedArabEmirates9 Chile20 Bulgaria19 Albania16 Qatar7 VietNam51 Montenegro10 Jordan14 Uruguay28 TrinidadandTobago24 Turkey30 Georgia21 Colombia25 Thailand29 FYROM5 CostaRica37 Mexico38 Tunisia7 Peru26 Brazil29 Indonesia32 Lebanon34 Algeria21 Kosovo29 DominicanRepublic32 Level 6 Level 5 Level 4 Level 3 Level 2 Below Level 1b Level 1b Level 1a Student performance (PISA, Science, 15-year-olds, 2015) % Percentage of 15-year-olds not covered by the PISA sample % 683% GDP 903 bn$ 551% GDP 12,448 bn$ 153% GDP 27,929 bn$ 86% GDP 402 bn$ Long-term estimated economic gains from every 15-year-old achieving at least basic skills 143% GDP 3,650 bn$
- 5. • Addressing educational underperformance makes economic growth more inclusive… – The increase in average earnings from attaining universal basic skills amounts to some 4.2% across the 28 countries with universal enrolment in secondary schools. – This increase is accompanied by a 5.2% average reduction in the achievement-induced part of the standard deviation of earnings • …and expands the size of the economy – and thus differs from simple tax and redistribution schemes that might change income distribution but would not add to societal output – Policies to improve knowledge capital will also promote inclusion and a more equitable income distribution Inclusive growth
- 6. Spending per student from the age of 6 to 15 and science performance Hungary Costa Rica Chinese Taipei Chile Brazil Turkey Uruguay Bulgaria Mexico Thailand Montenegro Colombia Dominican Republic Peru Georgia 11.7, 411 Luxembourg Switzerland NorwayAustria Singapore United States United Kingdom Malta Sweden Belgium Iceland Denmark Finland Netherlands Canada Japan Slovenia Australia Germany Ireland FranceItaly Portugal New Zealand Korea Spain Poland Israel Estonia Czech Rep. LatviaSlovak Rep. Russia Croatia Lithuania R² = 0.41 R² = 0.01 300 350 400 450 500 550 600 0 20 40 60 80 100 120 140 160 180 200 Scienceperformance(scorepoints) Average spending per student from the age of 6 to 15 (in thousands USD, PPP)
- 7. Student-teacher ratios and class size Figure II.6.14 CABA (Argentina) Jordan Viet Nam Poland United States Chile Denmark Hungary B-S-G-J (China) Turkey Georgia Chinese Taipei Mexico Russia Albania Hong Kong (China) Japan Belgium Algeria Colombia Peru Macao (China) Switzerland Malta Dominican Republic Netherlands Singapore Brazil Kosovo Finland Thailand R² = 0.25 5 10 15 20 25 30 15 20 25 30 35 40 45 50 Student-teacherratio Class size in language of instruction High student-teacher ratios and small class sizes Low student-teacher ratios and large class sizes OECD average OECDaverage
- 8. Learning time and science performance (PISA) Figure II.6.23 6 7 8 9 10 11 12 13 14 15 16 0 10 20 30 40 50 60 70 Finland Germany Switzerland Japan Estonia Sweden Netherlands NewZealand Australia CzechRepublic Macao(China) UnitedKingdom Canada Belgium France Norway Slovenia Iceland Luxembourg Ireland Latvia HongKong(China) OECDaverage ChineseTaipei Austria Portugal Uruguay Lithuania Singapore Denmark Hungary Poland SlovakRepublic Spain Croatia UnitedStates Israel Bulgaria Korea Russia Italy Greece B-S-J-G(China) Colombia Chile Mexico Brazil CostaRica Turkey Montenegro Peru Qatar Thailand UnitedArabEmirates Tunisia DominicanRepublic Scorepointsinscienceperhouroflearningtime Hours Intended learning time at school (hours) Study time after school (hours) Score points in science per hour of total learning time
- 9. 11 Digitalisation and education Democratizing Concentrating Particularizing Homogenizing Empowering Disempowering Environmental degradation Climate change Migration Middle class Polarisation of societies Renewable energy Loss of biodiversity Water and food shortages Natural disasters Financial crises Nationalism Democratisation Multinational companies Harmonization of values Interdependent markets Trade openness Emerging economies Poverty Ageing Radicalisation Tourism Inequality International governance Global integration
- 10. The Race between Technology and Education Inspired by “The race between t echnology and education” Pr. Goldin & Katz (Harvard) Industrial revolution Digital revolution Social pain Universal public schooling Technology Education Prosperity Social pain Prosperity
- 11. Tasks without use of ICT Tasks with use of ICT Non routine tasks Routine tasks Non routine tasks Routine tasks Tasks without use of ICT Tasks with use of ICT TWO EFFECTS OF DIGITALISATION
- 12. Non routine tasks, Low use of ICT Non routine tasks, High use of ICT Routine tasks, Low use of ICT Routine tasks, High use of ICT Non routine tasks, Low use of ICT Non routine tasks, High use of ICT Routine tasks, Low use of ICT Routine tasks, High use of ICT TWO EFFECTS OF DIGITALISATION (
- 13. Creating new value connotes processes of creating, making, bringing into being and formulating; and outcomes that are innovative, fresh and original, contributing something of intrinsic positive worth. The constructs that underpin the competence are imagination, inquisitiveness, persistence, collaboration and self-discipline. In a structurally imbalanced world, the imperative of reconciling diverse perspectives and interests, in local settings with sometimes global implications, will require young people to become adept in handling tensions, dilemmas and trade-offs. Underlying constructs are empathy, adaptability, trust. Dealing with novelty, change, diversity and ambiguity assumes that individuals can ‘think for themselves’. This suggests a sense of responsibility, and moral and intellectual maturity, with which a person can reflect upon and evaluate their actions in the light of their experiences and personal and societal goals; what they have been taught and told; and what is right or wrong
- 14. Comparing skills of computers and adults 0% 5% 10% 15% 20% 25% 30% 35% 40% Level 1 and Below Level 2 Level 3 Level 4-5 Literacy Proficiency in OECD Countries (PIAAC) Near-term computer capabilities
- 17. Delivered wisdom
- 18. User-generated wisdom Recognising both students and adults as resources for the co-creation of communities, for the design of learning and for the success of students
- 19. The past was divided Teachers and content divided by subjects and student destinations Schools designed to keep students inside, and the rest of the world outside
- 20. The future is integrated Integrated: Emphasising integration of subjects, integration of students and integration of learning contexts Connected: with real-world contexts, and permeable to the rich resources in the community Less subject-based, more project-based
- 22. Learner centred
- 23. Uniformity
- 24. Diversity Embracing diversity with differentiated pedagogical practices
- 25. Standardisation and Conformity Standardisation and compliance lead students to be educated in batches of age, following the same standard curriculum, all assessed at the same time.
- 26. Ingenious Building instruction from student passions and capacities, helping students personalise their learning and assessment in ways that foster engagement and talents.
- 27. Learning a place Schools as technological islands, that is technology was deployed mostly to support existing practices for efficiency gains
- 28. Learning an activity Technologies liberating learning from past conventions and connect learners in new and powerful ways. The past was interactive, the future is participative
- 29. Administrative control and accountability
- 30. Professional forms of work organisation
- 33. Some students learn at high levels
- 34. All students learn at high levels
- 35. Low math performance High math performance Mathematics performance of the 10% most disadvantaged American 15-year-olds (~Mexico) Mathematics performance of the 10% most privileged American 15-year-olds (~Japan) Poverty is not destiny: PISA math performance by decile of social background PISAmathematicsperformance
- 36. When fast gets really fast, being slow to adapt makes you really slow The changes in the demands in our societies have vastly outpaced the structural capacity of our current governance systems to respond
- 37. This may be the last train leaving the station
- 38. 52 52 Thank you Find out more about our work at www.oecd.org – All publications – The complete micro-level database Email: Andreas.Schleicher@OECD.org Twitter: SchleicherEDU and remember: