Engaging & Retaining Youth in STEM: Lessons from Canadian Research
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This document discusses research on engaging and retaining youth in STEM fields in Canada. It provides data that shows Canadian students perform well in science internationally but fewer pursue STEM careers compared to other countries. The data also shows youth generally have positive views of science when younger but interest declines with age. Key factors that can make a difference include ensuring science is taught as fun and inspiring as early as middle school, that teachers have strong STEM backgrounds, and that students are informed about STEM opportunities. Overall Canadian teens want to make contributions and solve problems, suggesting potential to increase youth pursuing STEM careers.
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Raising Social Mobility Through Teacher Policy
Andreas Schleicher
Director for Education and Skills
OECD
Challenges for teachers
Student-level
Initiating and managing learning processes, including active learning
Responding to the learning needs of individual learners
Integrating formative and summative assessment
Classroom level
Teaching in multicultural classrooms
Emphasising cross-curricular studies
Integrating students with special needs
School level
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This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
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PISA-Parliamentary-Days-2017
1) The document discusses trends in science performance on the PISA exam between 2006-2015, showing improving scores across OECD countries on average.
2) It also examines relationships between science performance, equity, and other factors like learning time, resources, teacher quality, and technology use.
3) Key lessons are that achieving both excellence and equity in education requires a coherent learning system focused on universal achievement, with resources targeted to where they can have the most impact. Commitment, capacity, and incentive structures all play a role.
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TALIS 2018 - Teachers and school leaders as lifelong learners
Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
Raising Social Mobility Through Teacher Policy
Andreas Schleicher
Director for Education and Skills
OECD
Challenges for teachers
Student-level
Initiating and managing learning processes, including active learning
Responding to the learning needs of individual learners
Integrating formative and summative assessment
Classroom level
Teaching in multicultural classrooms
Emphasising cross-curricular studies
Integrating students with special needs
School level
Working and planning in teams and partner with other schools
Evaluating and planning for improvement
Using ICT for teaching and administration, etc.
Low-Performing Students - Why They Fall Behind and How to Help Them Succeed
by Andreas Schleicher, Director for Education and Skills, OECD Low-performing Students: Why they Fall Behind and How to Help them Succeed examines low performance at school by looking at low performers’ family background, education career and attitudes towards school. The report also analyses the school practices and educational policies that are more strongly associated with poor student performance. Most important, the evidence provided in the report reveals what policy makers, educators, parents and students themselves can do to tackle low performance and succeed in school.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (London, 23 Marc...
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
Universal Basic Skills - What Countries Stand to Gain
(Andreas Schleicher - Director, OECD Directorate for Education and Skills)
While access to schooling has expanded around the world, many countries have not realised the hoped-for improvements in economic and social well-being. Access to education by itself is an incomplete goal for development; many students leave the education system without basic proficiency in literacy and numeracy. As the world coalesces around new sustainable development targets towards 2030, the focus in education is shifting towards access and quality. Using projections based on data from the OECD Programme for International Student Assessment (PISA) and other international student assessments, this report offers a glimpse of the stunning economic and social benefits that all countries, regardless of their national wealth, stand to gain if they ensure that every child not only has access to education but, through that education, acquires at least the baseline level of skills needed to participate fully in society.
Mending the Education Divide: Getting strong teachers to the schools that nee...
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
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- Public awareness campaigns and career guidance are also needed to promote STEM and attract more students to the fields.
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- 2. Science Culture Indicators • 51% – population aged 25-64 with tertiary education • 1st among OECD countries • 93% – very/moderately interested in new scientific discoveries and technological developments • 1st out of 33 countries • 32% – visited a science and technology museum at least once in previous year • 2nd out of 39 countries • 30% – total employment in STEM occupations • 22nd out of 37 countries Council of Canadian Academies - 2014
- 3. Science Achievement 15-year olds – 65 OECD countries 1. Shanghai - China 2. Hong Kong - China 3. Singapore 4. Japan 5. Finland 6. Estonia 7. South Korea 8. Viet Nam 9. Poland 10. Canada OECD PISA 2012
- 4. Science/Engineering Graduates % of total new degrees 1. Luxembourg 2. South Korea 3. Finland 4. Germany 5. Greece 6. France 7. Austria 8. Sweden 9. Portugal 10. Czech Republic 11. Spain 12. Mexico 13. Estonia 14. Japan 15. United Kingdom 16. Italy 17. Ireland 18. Switzerland 19. Belgium 20. Canada OECD 2010
- 5. “It is important for my country to lead the world in science.” Lenovo 2011 0% 20% 40% 60% 80% 100% India Mexico Russia USA Japan UK Canada
- 6. “I like science.” StatsCan 2001 0% 20% 40% 60% 80% 100% Grade 4 Grade 8 Grade 12 CHEM BIO PHYS
- 7. “I like science.” 0% 20% 40% 60% 80% 100% Age 13 14 15 16 17 Amgen/Let’s Talk Science 2014
- 8. “I am interested in science.” Ipsos Reid/CFI 2010 0% 20% 40% 60% 80% 100% Age 12-13 14-16 17-18
- 9. “I am interested in science.” Ipsos Reid/CFI 2010 0% 20% 40% 60% 80% 100% Age 12-13 14-16 17-18
- 10. Describing Science by Age 0% 20% 40% 60% 80% 100% Cool Fun Inspiring 12-13 14-16 17-18 Ipsos Reid/CFI 2010 Age:
- 11. Describing Science by Age 0% 20% 40% 60% 80% 100% Boring Difficult Complicated 12-13 14-16 17-18 Ipsos Reid/CFI 2010 Age:
- 12. Describing Science by Age 0% 20% 40% 60% 80% 100% Fun Boring 13 14 15 16 17 Amgen/Let’s Talk Science 2014 Age:
- 13. “I plan to pursue a STEM-related career.” Lenovo 2011 0% 20% 40% 60% 80% 100% Mexico India Russia USA Canada UK Japan
- 14. Interest in post-secondary science “a lot” + “some” 0% 20% 40% 60% 80% 100% Age 13 14 15 16 17 47 56595759 Amgen/Let’s Talk Science 2014
- 15. Want to study in Grade 12 0% 20% 40% 60% 80% 100% Biology Chemistry Env't Science ICT Physics Math 32 2630 242731 Amgen/Let’s Talk Science 2014
- 16. What makes a difference? • Students view science as fun, inspiring, and important • Age 12-13 / Middle School • Effective teachers & informed parents Ipsos Reid/CFI 2010 & Lenovo 2011
- 17. “Science is important.” Ipsos Reid/CFI 2010 68%12-18 year olds
- 18. “Science is more important than when my parents were in school.” Amgen/Let’s Talk Science 2014 69%13-17 year olds
- 19. Student Barriers “My grades aren’t good enough.” “STEM subjects are too hard.” Poor knowledge of STEM education/ career options & opportunities Amgen/Let’s Talk Science 2014
- 20. Teacher Issues • Curriculum • focus & overload • Elementary (K-8) Teachers • STEM background • Fear & avoidance • Secondary (9-12) Teachers • Inquiry/research background • Perceived role
- 21. Canadian teens • Want to make a difference • 84% want to make a useful contribution • 79% want to help people • 70% want to solve problems • World-class young scientists • Intel International Science & Engineering Fair • Google Science Fair Amgen/Let’s Talk Science 2014