Education systems are struggling to keep up with the rapidly changing skills demands of the 21st century. While education has expanded greatly over the 20th century, systems are now facing challenges in delivering equitable, high-quality education and improving outcomes. Innovation in education lags behind other sectors due to low incentives for teachers to innovate and limited knowledge sharing between experienced and new teachers. However, education must innovate to help students develop the flexible, creative and collaborative skills needed in modern economies, including skills in critical thinking, problem solving and lifelong learning.
Key findings from the 2012 edition of Education at a Glance - United StatesEduSkills OECD
The U.S. ranks 14th in the world in the percentage of 25-34 year-olds with higher education (42%)
Tertiary completion pays high dividends. Over the course of his working life, a tertiary-educated man in the U.S. can expect to earn almost USD 675 000 more than a man with no more than an upper secondary or postsecondary non-tertiary education – far more than in any other country.
Key findings from the 2012 edition of Education at a Glance - United KingdomEduSkills OECD
Educational opportunities for people from poorly educated families are limited in most countries, but the UK does better than other countries in moving people up the social ladder.
Raising the Effectiveness of Official Development Assistance in Education EduSkills OECD
Presentation by Barbara Ischinger, Director for Education, OECD, at the International Forum on Education ODA jointly organised by the Korean Ministry of Education, KEDI (Korean Education Development Institute), OECD, UNESCO and World Bank, 28 November, Busan, Korea.
Presentation by Angus Davis to current and former members of the Board of Directors of the Rhode Island Foundation. May 21, 2009. Adapted from a presentation of national significance by Whitney Tilson with additional Rhode Island-specific research by Angus Davis, member, Board of Regents for Elementary and Secondary Education, State of Rhode Island.
Key findings from the 2012 edition of Education at a Glance - United StatesEduSkills OECD
The U.S. ranks 14th in the world in the percentage of 25-34 year-olds with higher education (42%)
Tertiary completion pays high dividends. Over the course of his working life, a tertiary-educated man in the U.S. can expect to earn almost USD 675 000 more than a man with no more than an upper secondary or postsecondary non-tertiary education – far more than in any other country.
Key findings from the 2012 edition of Education at a Glance - United KingdomEduSkills OECD
Educational opportunities for people from poorly educated families are limited in most countries, but the UK does better than other countries in moving people up the social ladder.
Raising the Effectiveness of Official Development Assistance in Education EduSkills OECD
Presentation by Barbara Ischinger, Director for Education, OECD, at the International Forum on Education ODA jointly organised by the Korean Ministry of Education, KEDI (Korean Education Development Institute), OECD, UNESCO and World Bank, 28 November, Busan, Korea.
Presentation by Angus Davis to current and former members of the Board of Directors of the Rhode Island Foundation. May 21, 2009. Adapted from a presentation of national significance by Whitney Tilson with additional Rhode Island-specific research by Angus Davis, member, Board of Regents for Elementary and Secondary Education, State of Rhode Island.
Attracting Top Talent: How To Prepare Your Job Descriptions To Fuel Your Recr...HRTMS
Do your recruiters have the most accurate job descriptions at their fingertips when they create new job postings? Or do they cut/paste and invent new ones just to meet daily demands and deadlines? An accurate job description is essential in attracting the ideal candidate. Wouldn’t it be great if a well-written and complete repository of job descriptions could integrate directly with your recruiting software? Join us as Mitch Stephens discusses how you can help attract the right talent and avoid costly hiring mistakes.
The mission of the Center for Curriculum Redesign (CCR) is to answer this timely question, and openly propagate its recommendations and frameworks on a worldwide basis.
- See video at: https://www.youtube.com/watch?v=n7dgWnPIENU and more at: http://curriculumredesign.org/
Andreas Schleicher - OECD/Japan Seminar: Official launch of the TALIS results where Ministers discussed how to best shape teacher policy so as to have the strongest impact on the quality of the learning environment.
(25-26 June, 2014)
A proposal for the PISA 2018 Assessment of Global CompetenceEduSkills OECD
Globalisation brings innovation, new experiences and higher living standards, but it equally contributes to economic inequity and social division. That’s why this generation requires new capacities. Young people need to collaborate with people from different disciplines, cultures and value systems, in a way that solves complex problems and creates economic and social capital. They need to bring judgement and action to difficult situations in which people’s beliefs and standards are at odds.
For some years, educators have been discussing how best to build these capacities. Is there a distinctive competence that equips young people for the culturally diverse and digitally-connected communities in which they work and socialise? And can students learn to mobilise knowledge, skills, values and attitudes, in order to act creatively, collaboratively and ethically?
These issues are now at the heart of international education discussion.
Innovating learning, social progress and humanity’s future gelp ile, durban...dvndamme
Keynote presentation at the OECD/CERI and GELP conference 'Building Future Learning Systems. From exceptional innovations to systemic transformation', in Durban, South Africa, 20 April 2015.
Keynote The Arkansas Distance Learning Association (ARDLA) icdeslides
Keynote The Arkansas Distance Learning Association (ARDLA), 10 October 2012.
Introduction on ICDE an main paradox regarding ODL
Higher education – a goldmine
Global context, need for HE, need for jobs
Opportunities, trends and disruptive initiatives - Open and online
Paradoxes
The users demand
System failure - global failure
A wake up call for governments - a shake up of universities
Conclusion
Attracting Top Talent: How To Prepare Your Job Descriptions To Fuel Your Recr...HRTMS
Do your recruiters have the most accurate job descriptions at their fingertips when they create new job postings? Or do they cut/paste and invent new ones just to meet daily demands and deadlines? An accurate job description is essential in attracting the ideal candidate. Wouldn’t it be great if a well-written and complete repository of job descriptions could integrate directly with your recruiting software? Join us as Mitch Stephens discusses how you can help attract the right talent and avoid costly hiring mistakes.
The mission of the Center for Curriculum Redesign (CCR) is to answer this timely question, and openly propagate its recommendations and frameworks on a worldwide basis.
- See video at: https://www.youtube.com/watch?v=n7dgWnPIENU and more at: http://curriculumredesign.org/
Andreas Schleicher - OECD/Japan Seminar: Official launch of the TALIS results where Ministers discussed how to best shape teacher policy so as to have the strongest impact on the quality of the learning environment.
(25-26 June, 2014)
A proposal for the PISA 2018 Assessment of Global CompetenceEduSkills OECD
Globalisation brings innovation, new experiences and higher living standards, but it equally contributes to economic inequity and social division. That’s why this generation requires new capacities. Young people need to collaborate with people from different disciplines, cultures and value systems, in a way that solves complex problems and creates economic and social capital. They need to bring judgement and action to difficult situations in which people’s beliefs and standards are at odds.
For some years, educators have been discussing how best to build these capacities. Is there a distinctive competence that equips young people for the culturally diverse and digitally-connected communities in which they work and socialise? And can students learn to mobilise knowledge, skills, values and attitudes, in order to act creatively, collaboratively and ethically?
These issues are now at the heart of international education discussion.
Innovating learning, social progress and humanity’s future gelp ile, durban...dvndamme
Keynote presentation at the OECD/CERI and GELP conference 'Building Future Learning Systems. From exceptional innovations to systemic transformation', in Durban, South Africa, 20 April 2015.
Keynote The Arkansas Distance Learning Association (ARDLA) icdeslides
Keynote The Arkansas Distance Learning Association (ARDLA), 10 October 2012.
Introduction on ICDE an main paradox regarding ODL
Higher education – a goldmine
Global context, need for HE, need for jobs
Opportunities, trends and disruptive initiatives - Open and online
Paradoxes
The users demand
System failure - global failure
A wake up call for governments - a shake up of universities
Conclusion
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
The OECD today announced the launch of the Assessment of Higher Education Learning Outcomes (AHELO) initiative. The AHELO generic assessment component will look at skills such as problem solving and critical thinking.
The talent pool is growing…
And its distribution across countries is changing
A significant proportion of student have a higher level of education than their parents
Where do individuals from low educational backgrounds succeed?
GETideas.org-from a Conversation on Global Education video series for education leaders. To view the accompanying video go to www.getideas.org/coge. GETideas.org is an open, online community for education leaders to collaborate and discuss key topics for education transformation
Key findings from the 2012 edition of Education at a Glance - European UnionEduSkills OECD
The crisis has reinforced the importance of good education. Over the past decade, more than two-thirds of GDP growth in EU countries was driven by labour income growth among tertiary-educated individuals (United States 51%). Even in the midst of the recession, labour income growth among tertiary graduates increased in the majority of EU countries
Preparing Students for the 4th Industrial Revolution Implications for Scien...EduSkills OECD
Presented by Andreas Schleicher - Director for the Directorate of Education and Skills, 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.
Connected Minds: Technology and Today's LearnerEduSkills OECD
OECD'S Centre for Educational Research and Innovation (CERI) Millennium Learners (NML) project the publication "Connected Minds: Technology and Today's Learners"
The 2012 public edition of The Social Habit, by Edison Research, with NEW data on how Americans 12+ use social media (including platforms such as Facebook and Twitter), Social commerce and mobile social networking. Originally presented at Blogworld NY 2012 by Edison Research Vice President of Strategy Tom Webster.
The science of learning. can it make learning more resilient against the risk...dvndamme
Education research is growing, but has not enough impact to tackle the systemic risks of education systems (quality, productivity, equity, innovation). Why? Do we work with outdated theories? And can the science of learning help to do better? Keynote at ECER2019.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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!
5. “Education is only the image and reflection
of society. It imitates and reproduces the
latter…it does not create it”
Emile Durkheim
“Education is a social process. Education is
growth. Education is not a preparation for
life; education is life itself”
John Dewey
5
6. Time, continuity, change
• Durkheim – and ‘reproduction theories’ after
him – sees education as a kind of ‘condensation’
of a society’s history, social structure etc., thus
following social change
– ‘slowness’ in terms of time-lag between social
change and educational change
– ‘slowness’ in terms of individual biography and
the prolonged impact of education on one’s life
6
7. Time, continuity, change
• John Dewey – and progressive educators in his
footsteps (Paulo Freire) – see education as a
potential driver of social change by stressing the
transformative capacities of education
– Enhancing the capacity of critical analysis and
reflection to overcome historical legacies
– Guiding individuals and communities to pockets
of change in society (e.g. science) which drive
transformative change
7
8. Time, continuity, change
• The transformative capacity of education has a
lot to do with the capacity of educational systems
themselves to change
– So, analysing innovation in education helps to
understand the capacity of education to drive
innovation in society at large
• This becomes extremely relevant today as
change is accelerating and several ‘change
agents’ perceive education as ‘out-of-tune’ with
the pace, direction and contents of change
8
10. 20th century education: expansion
• Following the emergence of popular education in
the 18th and 19th C, modern institutionalised and
professionalised education systems have
consolidated and expanded in the 20th C
– Connected to economic, political and social
transformations: global capitalism, democracy,
social mobility and meritocracy
– From elitist to universalist ambitions
– Globalisation and convergence
– Standardisation
10
11. %
0
5
10
15
20
25
30
40
45
50
35
Canada
United States
New Zealand
Estonia
Finland
Australia
Norway
Sweden
Netherlands
Switzerland
2000's
United Kingdom
Denmark
Japan
Germany
Iceland
1990's
Belgium
OECD average
Luxembourg
EU19 average
Ireland
1980's
France
Spain
Hungary
Slovenia
Greece
1970's
Austria
Poland
Korea
groups 25-34 years, 35-44 years, 45-54 years and 55-64 years (2007)
Slovak Republic
Czech Republic
Italy
Growth in university-level qualifications
Mexico
Chile
Brazil
Approximated by the percentage of the population that has attained tertiary-type A education in the age
Turkey
Portugal
12. Where are we now?
• Enormous expansion and massification: the
‘educational revolution’
– In 55-64y olds population: 39 million tertiary qualified
– In 25-34y olds population: 81 million tertiary qualified
• Shifting balances in global talent pool
– US: from 35.8% to 20.5% between two generations
– China: from 6.9% to 18.3%
12
13. Where are we now?
• Universalist ambitions have not (yet) been fully
fulfilled
– Still huge gaps in access, participation and
achievement
– Equity: huge impact of social background on
educational outcomes
– Standardisation: huge quality variation in
comparable levels of qualification
– Lifelong learning: unproductive concentration of
educational investment in early phase of life-
course
13
14. Where are we now?
• While at the same time the impact of education
on economic and social outcomes has reached
unprecedented levels
– Increasing impact on earnings distribution and
labour market participation
– Increasing impact on social risks and social
outcomes
• This tension between increasing social relevance
and difficulties in delivering constitute a huge
risk for educational systems
– Alternatives already appearing
14
15. %
%
0
5
10
15
20
25
30
35
40
45
50
Portugal
Spain
Iceland
Italy
Norway
Luxembourg
United Kingdom
OECD average
Greece
Belgium
Netherlands
Estonia
Born abroad
France
Germany
Hungary
Austria
Ireland
United States
Israel
Born in the country
Canada
Australia
Finland
Switzerland
no upper secondary qualification (2007)
Sweden
Slovak Republic
Slovenia
Poland
Czech Republic
15
Proportion of 20-24 year-olds who are not in education and have
16. 100
120
140
160
180
200
220
240
260
40
60
80
Brazil
Hungary
United States
Czech Republic
Portugal
Slovak Republic
Poland
Below upper secondary education
Luxembourg
Israel
Austria
Canada
France
Italy
Germany
Finland
Tertiary-type B education
Korea
OECD average
Ireland
Turkey
Belgium
United Kingdom
Netherlands
Switzerland
Spain
Index for males, upper secondary=100, 25-64y olds (2008)
Sweden
Australia
Japan
Denmark
Relative earnings by qualification
New Zealand
Tertiary-type A and advanced research programmes
Norway
16
17. Low skills and economic outcomes
Increased likelihood (16-65 year olds)
Increased likelihood of failure (16-65 year olds)
3.5
In lowest two quintiles of
personal income
3.0
Unemployed
2.5
2.0
Received social assistance
in last year
1.5
Did not receive investment
1.0 income in last year
0 1 2 3 4
Number of of skills domains with low performance
Number skills domains with low performance
Number of skills domains with low performance
17
18. 150
200
250
300
350
Skill score
Not completed school
Upper secondary
University
Not completed school
Upper secondary
University
Not completed school
Upper secondary
University
The skills value of qualifications
Interquartile range in skill distribution by educational qualification
18
19. Lifelong de-skilling
Skill score
305
295
Factoring in
population ageing
285
275
265
255
245
235
225
15 25 35 45 55 65
No adjustment Age
Adjusted for immigrant status and education
Adjusted for immigrant status, education and reading engagement
19
20. But also vast macro-efficiency problems
• Despite huge increase in expenditure for
education, very limited rise in outcomes over the
past 10 to 15 years
• Problems in quantity and quality of the teaching
work force
• Governance reform (school
autonomy, decentralisation) have not fully produced
expected results and have counterproductive effects
20
21. Is expansion the only answer?
• Most development goals in education
(MDGs, European Commission 2020, etc.) are
still purely quantitative targets, aiming at further
expansion of education systems
• But will ‘more of the same’ be a sufficient answer
to address the needs and tackle the increasing
challenges in delivering and efficiency?
– “has the concern for equity and access driven
progressive educators into conservatism?”
• Or will innovation be truly part of the response?
21
23. CERI’s Innovation Strategy project
• The main driver for innovation in education
does not come from within education, but from
the external changing skills demand
• Research questions:
– Do innovation-driven economies require more
and better educated populations?
– What qualifications do innovative businesses
need?
– What individual skills should education systems
foster?
23
24. Changing skill demand
Economy-wide measures of routine and non-routine task input (US)
Mean task input as percentiles of the 1960 task distribution
Routine manual
65
60 Nonroutine manual
55
Routine cognitive
50
45 Nonroutine analytic
40
Nonroutine interactive
1960 1970 1980 1990 2000
Source: Levy and Murnane, 2005
24
25. Working in creative jobs
Increase in creativity-oriented jobs (Canada, 1901-2006)
25
28. Skills supply hampering innovation
(odds ratios: innovative vs. non-innovative (ref))
Lack of finance from sources outside your enterprise 1.39
Lack of qualified personnel 1.37
Lack of funds within your enterprise or enterprise group 1.29
Innovation costs too high 1.18
Lack of information on markets 1.14
Difficulty in finding cooperation partners for innovation 1.05
Lack of information on technology 1.00
Markets dominated by established enterprises 0.98
Uncertain demand for innovative goods or services 0.97
No need to innovate due to prior innovations 0.44
No need to innovate because no demand for innovations 0.35
0.3 0.6 1.2
28
Source: OECD, based on CIS data
29. Which tertiary education studies lead to active
participation in innovation?
Innovator work in innov. comp. Not in innovative organisation
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
29
Source: OECD, based on REFLEX and HEGESCO data
30. Critical skills for the most innovative jobs
(tertiary-educated workers)
Likelihood (odds ratios) of reporting the following job requirements: people
in the most innovative jobs vs. least innovative jobs
come with news ideas/solutions 2.97
acquire new knowledge 2.44
willingness to question ideas 2.34
alertness to opportunities 2.24
present ideas in audience 2.18
analytical thinking 2.15
master of your own field 2.11
coordinate activities 2.05
write and speak a foreign language 2.02
use computers and internet 2.00
make your meaning clear 1.99
use time efficiently 1.98
mobilize capacities of others 1.97
work productively with others 1.95
write reports or documents 1.94
perform under pressure 1.81
knowledge of other fields 1.76
negociate 1.76
assert your authority 1.56
0.90 1.80 3.60
30
Source: OECD, based on REFLEX and HEGESCO data
31. Skills for Innovation
• Foundation skills (literacy, numeracy…) are
key to access lifelong learning
• Which individual skills for innovation are key?
– Subject-based skills (know-what and know-
how)
– Skills in thinking and creativity (critical
thinking, imagination, curiosity...)
– Behavioural and social skills (self-
confidence, energy, passion, leadership, collabora
tion, communication...)
31
32. Skills for Innovation
What individual competences should people acquire to
contribute to innovation as producers and users?
Subject-based
skills
(know-what and know-
how)
Behavioural and Skills in thinking
social skills and creativity
(Self-
(Critical thinking, ability
confidence, energy, persev
to make
erance, passion, leadership
connections, imagination,
, collaboration, communic
curiosity,...)
ation)
32
33. 21st Century Skills
•Creativity and innovation
Ways of thinking •Critical thinking, problem solving
•Learning to learn, meta-cognition
•Communication
Ways of working
•Collaboration (teamwork)
•Information literacy
Tools of working
•ICT literacy
•Citizenship – local and global
Living in the world •Life and career
•Personal, social responsibility
Source: Microsoft-Intel-Cisco ATC21S project
33
34. A challenging situation
• Early 21st C education systems are especially
good in delivering routine-based skills which can
easily be taught in standardised ways but also
easily digitised and automated
• But are not yet well prepared to equip learners
with the flexible, creative, innovative and
collaborative skills sets which they will need in
21st C economies and societies
34
36. Innovation in education
• Education generally is a low innovation-intensive
sector
– Especially low in product/services and
tools/instruments/methods innovation
• Available evidence does not show a knowledge
dynamics between ‘grey’ and ‘green’ knowledge typical
for knowledge-intensive and innovative sectors
– New teachers do not have different pedagogical beliefs
than more experienced teachers
• Innovation is not rewarded in professional appraisal
systems
– Three out of four teachers reporting not to be rewarded
for innovation
36
39. Are new teachers innovators?
Constructivist beliefs - Experienced teachers Constructivist beliefs - New teachers
Direct transmission beliefs - Experienced teachers Direct transmission beliefs - New teachers
0.5
Ipsative means
0.0
-0.5
Italy
Hungary
Denmark
Estonia
Austria*
Turkey*
Spain
Portugal
Malta
Norway
Poland*
Ireland*
Brazil
Lithuania
Iceland
Slovenia
Australia
Korea
Slovak Republic
Bulgaria
Mexico
Malaysia
Belgium (Fl.)*
39
40. %
0
10
20
30
40
50
60
Belgium (Fl.)
Norway
Ireland
their teaching
Australia
Denmark
Spain
Korea
Austria
Malta
Iceland
Portugal
Brazil
Estonia
TALIS Average
Lithuania
Turkey
Slovenia
Mexico
Hungary
Rewarding innovation
Slovak…
Italy
Poland
Bulgaria
Teachers who would receive increased monetary or non-monetary rewards if they are more innovative in
%
Malaysia
40
43. 350
400
550
600
300
450
500
Finland
Liechtenstein
New Zealand
Japan
Canada
Germany
Korea
Netherlands
Hungary
Ireland
Switzerland
Belgium
Australia
Austria
Frequent use
Sweden
Greece
Poland
Spain
Croatia
Macao-China
Lithuania
Italy
Slovenia
Slovak Republic
Moderate use
Czech Republic
Norway
Latvia
Iceland
Portugal
Denmark
Russian Federation
Chile
Turkey
student performance on PISA science scale
Frequency of use of computers at school and
Uruguay
Rare or no use
Bulgaria
Thailand
Serbia
Jordan
Colombia
43
Qatar
Technology as a motor for innovation?
47. Transversal conclusions
To promote learning, environments should:
• Make learning central, encourage engagement, and be
where learners come to understand themselves as learners
• Ensure that learning is social and often collaborative
• Be highly attuned to learners’ motivations and the
importance of emotions
• Be acutely sensitive to individual differences including in
prior knowledge
• Be demanding for each learner but without excessive
overload
• Use assessments consistent with its aims, with strong
emphasis on formative feedback
• Promote horizontal connectedness across activities and
subjects, in-and out-of-school
47
48. Expressed in educational terms…
These ‘principles’ mean that learning environments should be:
• Learner-centred: highly focused on learning but not as an
alternative to the key role for teachers
• Structured and well-designed: needs careful design and high
professionalism alongside inquiry & autonomous learning
• Profoundly personalised: acutely sensitive to individual and
group differences and offering tailored feedback
• Inclusive: such sensitivity to individual and group differences
means they are fundamentally inclusive
• Social: learning is effective in group settings, when learners
collaborate, and when there is a connection to community.
48
49. Cognitive outcomes versus interest
Science scores and interest in science are not always fostered simultaneously
640
LOW SCORE HIGH SCORE
HIGH INTEREST HIGH INTEREST
620
IDN
MEX
600
BRA CHL
580
Interest in science score
PRT
560
GRC
540 TUR RUS ESP HKG
ITA
FRA MAC
520 SVK DEU
HUN
ISR LUX AUT SVN JPN
500 POL BEL CHE EST
CZE
KOR
480 USA IRL
NOR CAN
ISL GBR AUS
460 DNK NZL
LOW SCORE FIN HIGH SCORE
SWE
LOW INTEREST NLD LOW INTEREST
440
380 400 420 440 460 480 500 520 540 560 580 600 620
PISA 2006 Science score 49
51. Ipsative means
0.0
0.5
1.0
1.5
2.0
-1.5
-1.0
-0.5
Denmark
Norway
Iceland
Malaysia
Turkey
Poland
Structuring teaching practices
Mexico
Brazil
Austria
Australia
Korea
Slovak Republic
Estonia
Spain
Slovenia
Student-oriented teaching practices
Belgium (Fl.)
Lithuania
Portugal
Italy
Bulgaria
Malta
Hungary
Ireland
51
More innovative teaching practices?
Enhanced teaching activities
55. Further work
• CERI publications on skills for innovation and
innovation in education in 2012-13
• CERI publication on innovative learning
environments: analysis of innovative cases
• CERI/NSF publication on learning research and
implications for innovation in education
• Analytical work on innovative teaching practices
in science and math
• Etc.
55
56. Innovation for 21st C education
• Many of the emerging and developing countries
focus exclusively on traditional cognitive
learning outcomes
• How to integrate 21st skills and innovative
pedagogies into the educational development
agenda?
• An ecology of innovation will require visionary
leadership, better research evidence, more
knowledge-intensive professionalisation, strong
communities of practice and open institutions
56
Country mean for the OECD countries for which information was available. Austria, Czech Republic, Denmark, Finland, France, Germany, Ireland, Japan, the Netherlands, Norway, Slovak Republic and the United States.In 2008, share of public investment to research and development in health sector (7.6%) was more than 6 times higher that the share of public investment in educational research and development (1.2%).From qualitative standpoint, educational research needs:More precise findings and evaluationsCapacity building in empirical researchBetter connection between research and practice