Global Education and Skills Forum 2017 - Educating Global Citizens
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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.
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Global Education and Skills Forum 2017 - Educating Global Citizens
- 1. Making education everybody’s business GESF 2017 Andreas Schleicher 18 March 2017 Educating Global Citizens
- 3. Digitalisation Democratizing Concentrating Particularizing Homogenizing Empowering Disempowering 1m $ / employee 120 k$ / employee Scale without mass
- 4. More people on the move -20 -15 -10 -5 0 5 10 15 20 25 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 High income OECD members Low income Middle income Source : OECD (2013), Trends Shaping Education. Primary source: World Bank (2012), World Databank: Net Migration. Net migration (in millions of people) into regions, with countries grouped by income level and OECD members, 1960-2010.
- 5. Sources: World Bank (2015), World Development Indicators: Foreign Direct Investment. 5 Increasingly global and volatile investment patterns Foreign direct investment in reporting country, in millions of USD, 1970-2012 0 500 1,000 1,500 2,000 2,500 1970 1974 1978 1982 1986 1990 1994 1998 2002 2006 2010 MillionsofUSD Low-income countries Middle-income countries OECD members World
- 6. Sources: OECD (2015) In It Together – Why Less Inequality Benefits All. 6 Lower and lowest incomes increasingly left behind Trends in real household incomes at the bottom, the middle and the top, OECD average, 1985-2011 1.00 1.10 1.20 1.30 1.40 1.50 1.60 1985 1990 1995 2000 2005 2007 2011 Bottom 10% Bottom 40% middle 50-90% Top 10%
- 7. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% PercentageofTotal Autocracies Democracies Source: Centre for Systemic Peace (2014), Polity IV. From autocracy to democracy Categorization of type of political system, 1960 to 2014, as a % of total
- 8. 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
- 9. The multi-faceted world of knowledge
- 10. The human world of knowledge
- 11. The small world of the curriculum
- 12. The small world of the curriculum
- 13. The small world of the curriculum
- 14. The small world of the curriculum
- 15. The small world of the curriculum
- 16. The small world of the curriculum
- 17. Trends in science performance (PISA) 2006 2009 2012 2015 OECD 450 470 490 510 530 550 570 Country average science performance Studentperformance
- 18. Trends in science performance 450 470 490 510 530 550 570 2006 2009 2012 2015 Country average science performance
- 19. 20 Time for a Plan B
- 20. Routine cognitive skills Complex ways of thinking, complex ways of doing, collective capacity Some students learn at high levels (sorting) All students need to learn at high levels Student inclusion Curriculum, instruction and assessment Standardisation and compliance High-level professional knowledge workers Teacher quality ‘Tayloristic’, hierarchical Flat, collegial Work organisation Primarily to authorities Primarily to peers and stakeholders Accountability System transformations The old bureaucratic system The modern enabling system
- 21. The small world of the curriculum
- 22. The True The realm of human knowledge The Good The realm of ethics and judgement The Just and Well-Ordered The realm of political and civic life, binding social capital The Beautiful The realm of creativity, esthetics and designThe Sustainable The realm of natural and physical health The Prosperous The realm of economic life The big world of learning – Global citizenship
- 24. Global citizenship How well are students prepared for life, citizenship and employment in diverse societies? To what degree are students able to examine contemporary issues? Are students able to understand and appreciate multiple cultural perspectives (including their own) and manage differences and conflicts? To what degree are students prepared to interact with others with respect for the inviolable rights and dignity of every individual? To what degree do students care about the world and take action to make a difference?
- 25. 26 Global competency in PISA
- 26. Some students learn at high levels
- 27. All students learn at high levels
- 28. Poverty is not destiny – Learning outcomes and social background by international deciles of the PISA index of economic, social and cultural status (ESCS) 280 330 380 430 480 530 580 630 DominicanRepublic40 Algeria52 Kosovo10 Qatar3 FYROM13 Tunisia39 Montenegro11 Jordan21 UnitedArabEmirates3 Georgia19 Lebanon27 Indonesia74 Mexico53 Peru50 CostaRica38 Brazil43 Turkey59 Moldova28 Thailand55 Colombia43 Iceland1 TrinidadandTobago14 Romania20 Israel6 Bulgaria13 Greece13 Russia5 Uruguay39 Chile27 Latvia25 Lithuania12 SlovakRepublic8 Italy15 Norway1 Spain31 Hungary16 Croatia10 Denmark3 OECDaverage12 Sweden3 Malta13 UnitedStates11 Macao(China)22 Ireland5 Austria5 Portugal28 Luxembourg14 HongKong(China)26 CzechRepublic9 Poland16 Australia4 UnitedKingdom5 Canada2 France9 Korea6 NewZealand5 Switzerland8 Netherlands4 Slovenia5 Belgium7 Finland2 Estonia5 VietNam76 Germany7 Japan8 ChineseTaipei12 B-S-J-G(China)52 Singapore11 Scorepoints Bottom decile Second decile Middle decile Ninth decile Top decile Figure I.6.7 % of students in the bottom international deciles of ESCS OECD median student
- 31. 0 10 20 30 40 50 60 70 80 90 100 Discussindividual students Shareresources Teamconferences Collaboratefor commonstandards Teamteaching CollaborativePD Jointactivities Classroom observations Percentageofteachers Average Professional collaboration Percentage of lower secondary teachers who report doing the following activities at least once per month Professional collaboration among teachers Exchange and co-ordination (OECD countries)
- 32. Teachers Self-Efficacy and Professional Collaboration 11.40 11.60 11.80 12.00 12.20 12.40 12.60 12.80 13.00 13.20 13.40 Never Onceayearorless 2-4timesayear 5-10timesayear 1-3timesamonth Onceaweekormore Teacherself-efficacy(level) Teach jointly as a team in the same class Observe other teachers’ classes and provide feedback Engage in joint activities across different classes Take part in collaborative professional learning Less frequently More frequently
- 33. The power of reputationational metrics
- 34. Delivered wisdom
- 35. 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
- 36. 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
- 37. 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
- 38. Uniformity
- 39. Diversity Embracing diversity with differentiated pedagogical practices
- 40. 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.
- 41. Ingenious Building instruction from student passions and capacities, helping students personalise their learning and assessment in ways that foster engagement and talents.
- 42. Learning a place Schools as technological islands, that is technology was deployed mostly to support existing practices for efficiency gains
- 43. 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
- 44. Prescription
- 46. Administrative control and accountability
- 47. Professional forms of work organisation
- 50. The great unbundling • Content • Delivery • Accreditation
- 51. Find out more about our work at www.oecd.org/pisa – All publications – The complete micro-level database Email: Andreas.Schleicher@OECD.org Twitter: SchleicherOECD Wechat: AndreasSchleicher Thank you
Editor's Notes
- Note: High income countries: are the most developed and the richest counties. They are defined as countries with gross national income (GNI) above $12,000. ( ex.: Germany, France, Chile, Argentina). Middle income countries: are a diverse group by size, population and income level, and are home to 5 of the world’s 7 billion people and 73% of the world’s poor people (ex.: Brazil, China, India, South Africa). Low income countries: are sometimes also referred to as developing countries with GNI per capita below $ 1,000. ( ex.: Afghanistan, Uganda, Haiti).
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