Andreas Schleicher - Director for the Directorate of Education and Skills, OECD. Poverty is not destiny The country where migrants go to school matters more than the country where they came from. Technology can amplify innovative teaching. Countries where students have stronger beliefs in their abilities perform better in mathematics.
Raising Social Mobility Through Teacher PolicyEduSkills OECD
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.
International Summit on the Teaching Profession - Framing the IssuesEduSkills OECD
by Andreas Schleicher, Director for Education and Skills, OECD. - If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the sixth International Summit on the Teaching Profession, describes the knowledge, skills and character qualities common to the most effective teachers. It examines the education policies and practices that help teachers to acquire these tools, including through induction and mentoring programmes, ongoing professional development activities, student assessments, and collaboration with colleagues. The publication also discusses the importance of involving all stakeholders – especially teachers – in the process of education reform.
Reviews of National Policies for Education - Netherlands 2016EduSkills OECD
How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
Supporting Teacher Professionalism Insights From TALIS 2013EduSkills OECD
This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.
The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.
Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another. Education systems that have succeeded in improving student outcomes show that the way forward is by making teachers the top priority. The adaptability of education systems and their ability to evolve ultimately depends on enabling teachers to transform what and how students learn. This requires strong support and training for teachers, both before and after they enter the profession, with new forms of professional development to help teachers engage in more direct instruction and adapt it to the needs of their diverse classrooms. Education systems need to perform well in two dimensions: excellence and equity. Many high performers do well on both, demonstrating that they are not mutually exclusive. To do so requires specific measures to overcome factors that can hinder student performance, such as socio-economic background, immigrant status and gender.
Academic Resilience - What Schools and Countries do to Help Disadvantaged St...EduSkills OECD
Researchers and policy makers have been focusing on socio-economic disparities in academic achievement since the 1960s. Decades of empirical studies show that socioeconomically disadvantaged students are more likely to: drop out of school, repeat a grade, finish their studies at the same time as their more advantaged peers with less prestigious qualifications, and, in general, have lower learning outcomes as indicated by their poor performance in standardised assessments such as the Programme for International Student Assessment (PISA)
OECD PISA 2018 Results - U.S. Media Briefing EduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Raising Social Mobility Through Teacher PolicyEduSkills OECD
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.
International Summit on the Teaching Profession - Framing the IssuesEduSkills OECD
by Andreas Schleicher, Director for Education and Skills, OECD. - If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the sixth International Summit on the Teaching Profession, describes the knowledge, skills and character qualities common to the most effective teachers. It examines the education policies and practices that help teachers to acquire these tools, including through induction and mentoring programmes, ongoing professional development activities, student assessments, and collaboration with colleagues. The publication also discusses the importance of involving all stakeholders – especially teachers – in the process of education reform.
Reviews of National Policies for Education - Netherlands 2016EduSkills OECD
How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
Supporting Teacher Professionalism Insights From TALIS 2013EduSkills OECD
This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.
The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.
Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another. Education systems that have succeeded in improving student outcomes show that the way forward is by making teachers the top priority. The adaptability of education systems and their ability to evolve ultimately depends on enabling teachers to transform what and how students learn. This requires strong support and training for teachers, both before and after they enter the profession, with new forms of professional development to help teachers engage in more direct instruction and adapt it to the needs of their diverse classrooms. Education systems need to perform well in two dimensions: excellence and equity. Many high performers do well on both, demonstrating that they are not mutually exclusive. To do so requires specific measures to overcome factors that can hinder student performance, such as socio-economic background, immigrant status and gender.
Academic Resilience - What Schools and Countries do to Help Disadvantaged St...EduSkills OECD
Researchers and policy makers have been focusing on socio-economic disparities in academic achievement since the 1960s. Decades of empirical studies show that socioeconomically disadvantaged students are more likely to: drop out of school, repeat a grade, finish their studies at the same time as their more advantaged peers with less prestigious qualifications, and, in general, have lower learning outcomes as indicated by their poor performance in standardised assessments such as the Programme for International Student Assessment (PISA)
OECD PISA 2018 Results - U.S. Media Briefing EduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (Paris, 23 Mar...EduSkills OECD
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.
by Andreas Schleicher, Director for the Directorate of Education and Skills
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. Yet countries across the world share the goal of minimising any adverse impact of students’ socio-economic status on their performance in school. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.
Balancing school choice and equity - an international perspective based on PISAEduSkills OECD
Many countries are struggling to reconcile greater flexibility in school choice with the need to ensure quality, equity and coherence in their school systems. This report provides an international perspective on issues related to school choice, especially how certain aspects of school-choice policies may be associated with sorting students into different schools. A key question fuelling the school-choice debate is whether greater competition among schools results in more sorting of students by ability or socio-economic status. At the macro level, school segregation can deprive children of opportunities to learn, play and communicate with other children from different social, cultural and ethnic backgrounds, which can, in turn, threaten social cohesion. The report draws a comprehensive picture of school segregation, using a variety of indicators in order to account for the diversity of the processes by which students are allocated to schools.
This presentation was given by Tracey Burns of the OECD at the GCES Conference on Trust and Education in The Hague on 7 December during the Workshop B on Building trust through education.
The resilience of students with an immigrant background - factors that shape ...EduSkills OECD
The Resilience of Students with an Immigrant Background: Factors that Shape Well-being reveals some of the difficulties students with an immigrant background encounter and where they receive the support they need. The report provides an in-depth analysis of the risk and protective factors that can undermine or promote the resilience of immigrant students. It explores the role that education systems, schools and teachers can play in helping these students integrate into their communities, overcome adversity, and build their academic, social, emotional and motivational resilience.
Raising Performance in Lithuanian Education - An International PerspectiveEduSkills OECD
Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania’s education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system.
OECD PISA 2018 Results - U.K Media BriefingEduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Education in Latvia - Progress, Challenges and RecommendationsEduSkills OECD
How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia’s policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia’s education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education system.
TALIS 2018 - What do teachers tell us about their work and what matters to them?EduSkills OECD
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.
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)
Immigrant Students at School: Easing the Journey towards IntegrationEduSkills OECD
How school systems respond to immigration has an enormous impact on the economic and social well-being of all members of the communities they serve, whether they have an immigrant background or not. Immigrant Students at School: Easing the Journey towards Integration reveals some of the difficulties immigrant students encounter – and some of the contributions they offer – as they settle into their new communities and new schools. Results from the OECD Programme for International Student Assessment (PISA) indicate that students with an immigrant background tend to perform worse in school than students without an immigrant background. Several factors are associated with this disparity, including the concentration of disadvantage in the schools immigrant students attend, language barriers and certain school policies, like grade repetition and tracking, that can hinder immigrant students’ progress through school. But successful integration is measured in more than academic achievement; immigrant students’ well-being and hopes for the future are just as telling. This report examines not only immigrant students’ aspirations and sense of belonging at school, but also recent trends in Europeans’ receptiveness to welcoming immigrants into their own countries – the context that could make all the difference in how well immigrant students integrate into their new communities. The report includes a special section on refugees and education, and an extensive discussion on education policy responses to immigration.
Effective Policy for Teaching, Testing, Talent and TechnologyEduSkills 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.
What can schools do to develop positive, high-achieving students? Insights fr...EduSkills OECD
The work of teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social-emotional skills that are vital for students’ personal development and for their active citizenship. But how do teachers best achieve this?
By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS-PISA link – a new OECD report identifies the teacher and school factors that matter most for student achievement and social-emotional development.
In this presentation, OECD Director for Education and Skills Andreas Schleicher unveils the new findings and looks at the implications for policy makers, students and teachers across the world.
Key questions for mathematics teachers - and how PISA can answer themEduSkills OECD
Ten Questions for Mathematics Teachers… and how PISA can help answer them aims to change that.
This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help them
reflect on their teaching strategies and how students learn.
Contents
Introduction: A teacher’s guide to mathematics teaching and learning
Question 1: How much should I direct student learning in my mathematics classes?
Question 2: Are some mathematics teaching methods more effective than others?
Question 3: As a mathematics teacher, how important is the relationship I have with my students?
Question 4: What do we know about memorisation and learning mathematics?
Question 5: Can I help my students learn how to learn mathematics?
Question 6: Should I encourage students to use their creativity in mathematics?
Question 7: Do students’ backgrounds influence how they learn mathematics?
Question 8: Should my teaching emphasise mathematical concepts or how those concepts are applied in the real world?
Question 9: Should I be concerned about my students’ attitudes towards mathematics?
Question 10: What can teachers learn from PISA?
Collaborative problem solving - Key findingsEduSkills OECD
PISA 2015 Results (Volume V): Collaborative Problem Solving, is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It examines students’ ability to work with two or more people to try to solve a problem. The volume provides the rationale for assessing this particular skill and describes performance within and across countries. In addition, it highlights the relative strengths and weaknesses of each school system and examines how they are related to individual student characteristics, such as gender, immigrant background and socio-economic status. The volume also explores the role of education in building young people’s skills in solving problems collaboratively.
Education Transformation and PISA - Andreas Schleicher, OECD Director for Edu...EduSkills OECD
600,000 students representing about 32 million 15-year-olds in the schools of the 79 participating countries and economies, sat the 2-hour PISA test in 2018.
Education Policy Outlook - Making Reforms HappenEduSkills OECD
Education Policy Outlook in Brief Looks at education reforms across 34 OECD countries that can touch the lives of more than 150 million students. There are common trends from the more than 450 reforms adopted across countries. With the crisis they are becoming more strategic. Education policy is not only about design. implementation and follow up are vital for success of reforms. The Outlook aims to support policy makers and others to make reform happen that translates into better education in our schools and classrooms
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
This report discusses policies and practices that shape quality and equity in early childhood education and care. It examines how the work environment, including the educational background of staff, and the policies that shape teaching approaches affect the quality of the education provided to our youngest learners. The book concludes with an overview of current thinking about how young children use, and are affected by, information and communication technologies (ICT). Linking the way children interact with ICT inside of school to the way they already use it outside of school could be the key to unlocking technology’s potential for learning.Children learn at a faster rate during the first five years of their life than at any other time, developing cognitive, and social and emotional skills that are fundamental to their future achievements and well-being throughout childhood and as adults. Despite compelling evidence that high quality early childhood education and care programmes can make a crucial difference to children’s progress through school and success in adult life, large differences in access to and the quality of these programmes persist within and across countries.
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
Educating students for their future, rather than our past (Education World F...EduSkills OECD
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
Valuing our teachers and raising their status - how communities can helpEduSkills OECD
There is increasing recognition that teachers will play a key role in preparing students for the challenges of the future. We expect teachers to equip students with the skill set and knowledge required for success in an increasingly global, digital, complex, uncertain and volatile world. This will involve teachers and schools forging stronger links with parents and local communities, building a sense of social responsibility and problem solving skills among their students. It also means that teachers need to adopt effective and individualised pedagogies that foster student learning and nurture their social and emotional skills. How can education systems help them engage in continuous innovation and professional development to enhance their own practice?
This report shows how education systems can support teachers to meet these new demands and encourage a paradigm shift on what teaching and learning are about and how they should happen. Education systems need to create the conditions that encourage and enable innovation. They need to promote best practice through policies focused on professionalism, efficacy and effectiveness in order to help build teachers’ capacity for adopting new pedagogies. Due attention should also be paid to teachers’ sense of well-being so that classroom learning environments remain conducive to students’ own well-being and development.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (Paris, 23 Mar...EduSkills OECD
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.
by Andreas Schleicher, Director for the Directorate of Education and Skills
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. Yet countries across the world share the goal of minimising any adverse impact of students’ socio-economic status on their performance in school. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.
Balancing school choice and equity - an international perspective based on PISAEduSkills OECD
Many countries are struggling to reconcile greater flexibility in school choice with the need to ensure quality, equity and coherence in their school systems. This report provides an international perspective on issues related to school choice, especially how certain aspects of school-choice policies may be associated with sorting students into different schools. A key question fuelling the school-choice debate is whether greater competition among schools results in more sorting of students by ability or socio-economic status. At the macro level, school segregation can deprive children of opportunities to learn, play and communicate with other children from different social, cultural and ethnic backgrounds, which can, in turn, threaten social cohesion. The report draws a comprehensive picture of school segregation, using a variety of indicators in order to account for the diversity of the processes by which students are allocated to schools.
This presentation was given by Tracey Burns of the OECD at the GCES Conference on Trust and Education in The Hague on 7 December during the Workshop B on Building trust through education.
The resilience of students with an immigrant background - factors that shape ...EduSkills OECD
The Resilience of Students with an Immigrant Background: Factors that Shape Well-being reveals some of the difficulties students with an immigrant background encounter and where they receive the support they need. The report provides an in-depth analysis of the risk and protective factors that can undermine or promote the resilience of immigrant students. It explores the role that education systems, schools and teachers can play in helping these students integrate into their communities, overcome adversity, and build their academic, social, emotional and motivational resilience.
Raising Performance in Lithuanian Education - An International PerspectiveEduSkills OECD
Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania’s education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system.
OECD PISA 2018 Results - U.K Media BriefingEduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Education in Latvia - Progress, Challenges and RecommendationsEduSkills OECD
How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia’s policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia’s education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education system.
TALIS 2018 - What do teachers tell us about their work and what matters to them?EduSkills OECD
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.
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)
Immigrant Students at School: Easing the Journey towards IntegrationEduSkills OECD
How school systems respond to immigration has an enormous impact on the economic and social well-being of all members of the communities they serve, whether they have an immigrant background or not. Immigrant Students at School: Easing the Journey towards Integration reveals some of the difficulties immigrant students encounter – and some of the contributions they offer – as they settle into their new communities and new schools. Results from the OECD Programme for International Student Assessment (PISA) indicate that students with an immigrant background tend to perform worse in school than students without an immigrant background. Several factors are associated with this disparity, including the concentration of disadvantage in the schools immigrant students attend, language barriers and certain school policies, like grade repetition and tracking, that can hinder immigrant students’ progress through school. But successful integration is measured in more than academic achievement; immigrant students’ well-being and hopes for the future are just as telling. This report examines not only immigrant students’ aspirations and sense of belonging at school, but also recent trends in Europeans’ receptiveness to welcoming immigrants into their own countries – the context that could make all the difference in how well immigrant students integrate into their new communities. The report includes a special section on refugees and education, and an extensive discussion on education policy responses to immigration.
Effective Policy for Teaching, Testing, Talent and TechnologyEduSkills 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.
What can schools do to develop positive, high-achieving students? Insights fr...EduSkills OECD
The work of teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social-emotional skills that are vital for students’ personal development and for their active citizenship. But how do teachers best achieve this?
By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS-PISA link – a new OECD report identifies the teacher and school factors that matter most for student achievement and social-emotional development.
In this presentation, OECD Director for Education and Skills Andreas Schleicher unveils the new findings and looks at the implications for policy makers, students and teachers across the world.
Key questions for mathematics teachers - and how PISA can answer themEduSkills OECD
Ten Questions for Mathematics Teachers… and how PISA can help answer them aims to change that.
This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help them
reflect on their teaching strategies and how students learn.
Contents
Introduction: A teacher’s guide to mathematics teaching and learning
Question 1: How much should I direct student learning in my mathematics classes?
Question 2: Are some mathematics teaching methods more effective than others?
Question 3: As a mathematics teacher, how important is the relationship I have with my students?
Question 4: What do we know about memorisation and learning mathematics?
Question 5: Can I help my students learn how to learn mathematics?
Question 6: Should I encourage students to use their creativity in mathematics?
Question 7: Do students’ backgrounds influence how they learn mathematics?
Question 8: Should my teaching emphasise mathematical concepts or how those concepts are applied in the real world?
Question 9: Should I be concerned about my students’ attitudes towards mathematics?
Question 10: What can teachers learn from PISA?
Collaborative problem solving - Key findingsEduSkills OECD
PISA 2015 Results (Volume V): Collaborative Problem Solving, is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It examines students’ ability to work with two or more people to try to solve a problem. The volume provides the rationale for assessing this particular skill and describes performance within and across countries. In addition, it highlights the relative strengths and weaknesses of each school system and examines how they are related to individual student characteristics, such as gender, immigrant background and socio-economic status. The volume also explores the role of education in building young people’s skills in solving problems collaboratively.
Education Transformation and PISA - Andreas Schleicher, OECD Director for Edu...EduSkills OECD
600,000 students representing about 32 million 15-year-olds in the schools of the 79 participating countries and economies, sat the 2-hour PISA test in 2018.
Education Policy Outlook - Making Reforms HappenEduSkills OECD
Education Policy Outlook in Brief Looks at education reforms across 34 OECD countries that can touch the lives of more than 150 million students. There are common trends from the more than 450 reforms adopted across countries. With the crisis they are becoming more strategic. Education policy is not only about design. implementation and follow up are vital for success of reforms. The Outlook aims to support policy makers and others to make reform happen that translates into better education in our schools and classrooms
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
This report discusses policies and practices that shape quality and equity in early childhood education and care. It examines how the work environment, including the educational background of staff, and the policies that shape teaching approaches affect the quality of the education provided to our youngest learners. The book concludes with an overview of current thinking about how young children use, and are affected by, information and communication technologies (ICT). Linking the way children interact with ICT inside of school to the way they already use it outside of school could be the key to unlocking technology’s potential for learning.Children learn at a faster rate during the first five years of their life than at any other time, developing cognitive, and social and emotional skills that are fundamental to their future achievements and well-being throughout childhood and as adults. Despite compelling evidence that high quality early childhood education and care programmes can make a crucial difference to children’s progress through school and success in adult life, large differences in access to and the quality of these programmes persist within and across countries.
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
Educating students for their future, rather than our past (Education World F...EduSkills OECD
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
Valuing our teachers and raising their status - how communities can helpEduSkills OECD
There is increasing recognition that teachers will play a key role in preparing students for the challenges of the future. We expect teachers to equip students with the skill set and knowledge required for success in an increasingly global, digital, complex, uncertain and volatile world. This will involve teachers and schools forging stronger links with parents and local communities, building a sense of social responsibility and problem solving skills among their students. It also means that teachers need to adopt effective and individualised pedagogies that foster student learning and nurture their social and emotional skills. How can education systems help them engage in continuous innovation and professional development to enhance their own practice?
This report shows how education systems can support teachers to meet these new demands and encourage a paradigm shift on what teaching and learning are about and how they should happen. Education systems need to create the conditions that encourage and enable innovation. They need to promote best practice through policies focused on professionalism, efficacy and effectiveness in order to help build teachers’ capacity for adopting new pedagogies. Due attention should also be paid to teachers’ sense of well-being so that classroom learning environments remain conducive to students’ own well-being and development.
Conferencia inaugural del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Andreas Schleicher, Director del Directorate for Education and Skills (OCDE).
TALIS 2018 Pre-launch Webinar - New insights on teaching and learning - What ...EduSkills OECD
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.
This is a company profile created and delivered to the Future Innovation Thailand institute discussing educational challenges in Thailand and measures Learn Education has taken to tackle those issues.
Kudos to Viria Vichit-Vadakan for putting this together.
Conferencia de Alfonso Echazarra, analista de la OCDE, sobre los resultados de PISA 2015 y el futuro de esta evaluación presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
PISA 2012 Evaluating school systems to improve educationEduSkills OECD
PISA 2012 is the programme’s 5th survey. It assessed the competencies of 15-year-olds in reading, mathematics and science (with a focus on mathematics) in 65 countries and economies.
Around 510 000 students between the ages of 15 years 3 months and 16 years 2 months participated in the assessment, representing about 28 million 15-year-olds globally.
The students took a paper-based test that lasted 2 hours. The tests were a mixture of open-ended and multiple-choice questions that were organised in groups based on a passage setting out a real-life situation. A total of about 390 minutes of test items were covered. Students took different combinations of different tests. They and their school principals also answered questionnaires to provide information about the students' backgrounds, schools and learning experiences and about the broader school system and learning environment.
PISA 2018 looks at reading, mathematics, science, financial literacy and global competency of around 600,000 students across 79 countries.
Latest results:
What students know and can do
Where all students can succeed
What school life means for students' lives
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Andreas Schleicher presents at the launch of What does child empowerment mean...EduSkills OECD
Andreas Schleicher presents at the launch of ‘What does child empowerment mean today? Implications for education and well-being’ on the 15 May 2024. The report was launched by Mathias Cormann, OECD Secretary-General and can be found here: https://www.oecd-ilibrary.org/education/what-does-child-empowerment-mean-today_8f80ce38-en
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar
No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
AI & cheating on high-stakes exams in upper secondary - Introduction by Shivi...EduSkills OECD
Shivi Chandra, Analyst at the OECD, presents slides to set the scene at the OECD Education Directorates Webinar 'AI and cheating in education: How can we safeguard the integrity of exams?' on 17 April 2024
Advancing Gender Equality The Crucial Role of Science and Technology 4 April ...EduSkills OECD
Eric Charbonnier, Analyst in the Innovation and Measuring Progress Division, OECD presents at the webinar 'Advancing Gender Equality: The Crucial Role of Science and Technology' on 4 April 2024.
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...EduSkills OECD
Camilla Stronati, Junior Policy Analyst, Transitions in Upper Secondary Education project, Directorate for Education and Skills, OECD, presents at the webinar 'The art of balancing curricular choice in upper secondary education' on 29 February 2024
Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...EduSkills OECD
Andreas Schleicher presentation at the OECD webinar 'Lights, Camera, Fluency: How pop music, podcasts, and Tik Tok are impacting English language learning' on 20 February 2024 which launched the OECD report 'How 15-Year-Olds Learn English: Case Studies from Finland, Greece, Israel, the Netherlands and Portugal'
Andreas Schleicher - Making learning resilient in a changing climate - 8 Febr...EduSkills OECD
Andreas Schleicher presents at the OECD webinar 'Making learning resilient in a changing climate ' on 8 February 2024. The discussion was based on the OECD Skills Outlook 2023 publication, ‘Skills for a Resilient Green and Digital Transition’.
Jordan Hill - Presentation of Engaging with education research- With a little...EduSkills OECD
Jordan Hill from the OECD Strengthening the Impact of Education Research project presents at the OECD webinar 'Engaging with education research- With a little help from the system' on 26 January 2024.
RETHINKING ASSESSMENT OF SOCIAL AND EMOTIONAL SKILLS by Adriano Linzarini OEC...EduSkills OECD
Adriano Linzarini (Lead Analyst, Rethinking Assessment of Social and Emotional Skills project, OECD) presents at the OECD webinar 'Social and Emotional Learning – does it make a difference in children’s lives?' on 17 January 2024
Moving up into upper secondary by Hannah Kitchen - OECD Education Webinar 23N...EduSkills OECD
Hannah Kitchen, Project Leader of Above and Beyond: Transitions in Upper Secondary Project at the OECD presents at the webinar Moving up into upper secondary on the 23 November 2023
Ana Carrero -European year of skills – EU updateEduSkills OECD
Ana Carrero, Deputy Head of Unit, DG EMPL, European Commission, presents European year of skills – EU update at the webinar Charting the Future of Vocational Education and Training: Insights and Strategies for Tomorrow’s Workforce on 26 October 2023
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter 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.
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.
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
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
4. Spending per student and learning outcomes
Slovak Republic
Czech Republic
Estonia
Israel
Poland
Korea
Portugal
New Zealand
Canada
Germany
Spain
France
Italy
Singapore
Finland
Japan
Slovenia Ireland
Iceland
Netherlands
Sweden
Belgium
UK
Australia
Denmark
United States
Austria
Norway
Switzerland
Luxembourg
Viet Nam
Jordan
Peru
Thailand
Malaysia
Uruguay
Turkey
Colombia
Tunisia
Mexico
Montenegro
Brazil
Bulgaria
Chile
Croatia
Lithuania
Latvia
Hungary
Shanghai-China
300
350
400
450
500
550
600
650
0 20 000 40 000 60 000 80 000 100 000 120 000 140 000 160 000 180 000 200 000
Average spending per student from the age of 6 to 15 (USD, PPPs)
Low spending High spending
PISAMathPerformance
6. 6
Second generation immigrant students’ performance
in mathematics, by country of origin and destination
370 390 410 430 450 470 490 510
Austria
Belgium
Switzerland
Germany
Denmark
Netherlands
Austria
Belgium
Switzerland
Germany
Denmark
Netherlands
PISA score points in mathematics
First-generation immigrants' score, after accounting for socio-economic…
2nd generation
students from
Turkey in:
The country where migrants go to school matters more
than the country where they came from
1st generation
students from
Turkey in:
First generation immigrant students’ performance in mathematics,
by country of origin and destination
7. 7
Immigrant students’ performance in mathematics,
by country of origin and destination
300 350 400 450 500 550 600
Australia
Macao-China
New Zealand
Hong Kong-China
Qatar
Finland
Denmark
United Arab…
Netherlands
PISA score points in mathematics
First-generation immigrants' score, after accounting for socio-economic…
Students from
Arabic-speaking
countries in:
50 55 60 65 70 75 80 85 90 95
Denmark
Qatar
United Arab Emirates
Netherlands
Finland
%
Percentage of students with an immigrant background
who reported they feel they belong at school
Students from
Arabic-speaking
countries in:
The country where migrants go to school matters more
than the country where they came from
8. 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.
9. Technology can amplify innovative teaching
• Make it faster and
more granular
• Collaborative platforms
for teachers to share and
enrich teaching materials
• As tools for inquiry-
based pedagogies
with learners as
active participants
• Well beyond textbooks, in
multiple formats, with little
time and space constraints
Expand
access to
content
Support
new
pedagogies
Feedback
Collaboration
for
knowledge
creation
10. 450
460
470
480
490
500
510
520
-2 -1 0 1 2
Scorepoints
Technology in schools and digital skills still don’t square
Source: Figure 6.5
Relationship between students’ skills in reading and computer use at school (average across OECD countries)
OECD
average
Digital reading skills
of 15-year-olds
Intensive technology useNo technology use
11. %
Yes
No
If I am more innovative in my teaching
I will be rewarded (country average)
12. Leverage the potential
of all learners
Better anticipate the evolution of
the demand for 21st century skills
and better integrate the world of
work and learning
Find more innovative solutions to
what we learn, how we learn, when
we learn and where we learn
Advance from an industrial towards
a professional work organisation
…build learning
systems that…
16 Citizens expect that we…
15. 19
Share of 25-34 year-olds with a tertiary degree
across OECD and G20 countries
Over the last years, China has been building almost one university per week
20. 24
Can we make the differentiator of yesterday’s elite schools
the key for success in every school?
Empathy Resilience Mindfulness
Inclusion Curiosity Ethics
Courage Leadership
22. What knowledge, skills
and character qualities do
successful teachers require?
96% of teachers: My role as a teacher
is to facilitate students own inquiry
23. What knowledge, skills
and character qualities do
successful teachers require?
86%: Students learn best
by findings solutions on their own
24. What knowledge, skills
and character qualities do
successful teachers require?
74%: Thinking and reasoning is more
important than curriculum content
25. Prevalence of memorisation
rehearsal, routine exercises, drill and
practice and/or repetition
-2.00 -1.50 -1.00 -0.50 0.00 0.00 0.50 1.00 1.50 2.00
Switzerland
Poland
Germany
Japan
Korea
France
Sweden
Shanghai-China
Canada
Singapore
United States
Norway
Spain
Netherlands
United Kingdom
Prevalence of elaboration
reasoning, deep learning, intrinsic
motivation, critical thinking,
creativity, non-routine problems
High Low Low High
26. -0.4
-0.3
-0.2
-0.1
0.0
0.1
0.2
0.3
0.4
0.5
0.6
Below Level
1
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Index of student-oriented instruction
Index of teacher-directed instruction
Index of cognitive-activation instruction
Students' proficiency level in PISA mathematics
35 Teaching strategies and learning outcomes
Mean
Index
Students at Level 5 and 6 can
develop and work with models
for complex situations, and
work strategically with
advanced reasoning skills
Students below Level 2 have
difficulties using basic
algorithms, formulae,
procedures or convention
27. Good instructional systems are about…
36
Make learning central, encourage
engagement and responsibility
Be acutely sensitive to individual
differences
Provide continual assessment with
formative feedback
Be demanding for every student with a
high level of cognitive activation
Ensure that students feel valued and
included and learning is collaborative
28. 37 Professional knowledge and expertise in teaching
Behaviour
Cognition
Content
Character
• Effectiveness is evidenced by teacher
behaviour and student learning outcomes
• Teachers who are passionate,
compassionate and thoughtful, with
strategies, decisions and reflections
• The nature and adequacy of teacher
knowledge of the substance of the
curriculum being taught
• The teachers serve as moral agents,
deploying a moral-pedagogical craft
Teacher knowledge of, and sensitivity to, cultural, social and
political contexts and the environments of their students.
29. 215 235 255 275 295 315 335 355 375
Spain
Poland
Estonia
United States
Canada
Ireland
Korea
England (UK)
England/N. Ireland (UK)
Denmark
Northern Ireland (UK)
France
Australia
Sweden
Czech Republic
Austria
Netherlands
Norway
Germany
Flanders (Belgium)
Finland
Japan
Numeracy score
38 Teachers’ skills
Numeracy test scores of tertiary graduates and teachers
Numeracy score
Numeracy skills of
middle half of
college graduates
30. 215 235 255 275 295 315 335 355 375
Spain
Poland
Estonia
United States
Canada
Ireland
Korea
England (UK)
England/N. Ireland (UK)
Denmark
Northern Ireland (UK)
France
Australia
Sweden
Czech Republic
Austria
Netherlands
Norway
Germany
Flanders (Belgium)
Finland
Japan
Numeracy score
39 Teachers’ skills
Numeracy test scores of tertiary graduates and teachers
Numeracy score
Numeracy skills of
teachers
31. External forces
exerting pressure and
influence inward on
an occupation
Internal motivation and
efforts of the members
of the profession itself
40 Professionalism
Professionalism is the level of autonomy and
internal regulation exercised by members of an
occupation in providing services to society
32. Policy levers to teacher professionalism
Knowledge base for teaching
(initial education and incentives for
professional development)
Autonomy: Teachers’ decision-
making power over their work
(teaching content, course offerings,
discipline practices)
Peer networks: Opportunities for
exchange and support needed
to maintain high standards of
teaching (participation in induction,
mentoring, networks, feedback from direct
observations)
Teacher
professionalism
33. Teacher professionalism
Knowledge base for teaching
(initial education and incentives for
professional development)
Autonomy: Teachers’ decision-
making power over their work
(teaching content, course offerings,
discipline practices)
Peer networks: Opportunities for
exchange and support needed
to maintain high standards of
teaching (participation in induction,
mentoring, networks, feedback from direct
observations)
34. High Peer Networks/
Low Autonomy
High Autonomy Knowledge Emphasis
Balanced Domains/
High Professionalism
Balanced Domains/
Low Professionalism
Teacher professionalism
37. 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
38. 0
10
20
30
40
50
60
70
Low professionalism
High professionalism
Mean mathematics performance, by school location, after
accounting for socio-economic status Fig II.3.3
4949 Teacher professionalism index and teacher outcomes
Perceptions of
teachers’ status
Satisfaction with
the profession
Satisfaction with the
work environment
Teachers’
self-efficacy
Predicted percentile
39. 51 Integrating the worlds of work and learning
High quality
delivery
Reliable competency-
based qualifications
Provisions that
match labour-
market needs
Find the appropriate
role for government
that supports the
interests of students
and balances the
perspectives of
employers and unions.
Mechanisms linking provision to needs
Engagement of social partners
Draw on employers’ perspectives and
capacity to assess whether content of
curricula and qualifications meet current
labour market needs
Systematic, mandatory, credit-bearing and
quality assured work-based learning
Ensure that VET teachers and trainers have
both pedagogical skills and up-to-date
technical expertise
Provide adequate quality assurance and
monitor labour-market outcomes
‘Contextual learning’ of basic skills
Developed together with labour market
actors and reflecting labour market needs
Qualifications reflecting labour market needs
that are nationally consistent but allow for a
locally negotiated element
High quality assesments
41. Public and private returns to educational investment
0
50 000
100 000
150 000
200 000
250 000
300 000
350 000
400 000
450 000
500 000
Turkey
Denmark
Spain
Estonia
Sweden
NewZealand
Greece
Korea
Japan
Canada
SlovakRepublic
Poland
Norway
Israel
CzechRepublic
France
Australia
Finland
OECDaverage
Portugal
EU21average
Austria
UnitedKingdom
Netherlands
Italy
Belgium
Slovenia
Germany
UnitedStates
Hungary
Ireland
EquivalentUSD
Private net returns Public net returns
Net private and public returns associated with a man attaining tertiary education (2010)
42. 56
Making educational reform happen
• Clear and consistent priorities (across
governments and across time), ambition and
urgency, and the capacity to learn rapidly.
Shared vision
• Appropriate targets, real-time data, monitoring,
incentives aligned to targets, accountability, and
the capacity to intervene where necessary.
Performance
management
• Building professional capabilities, sharing best
practice and innovation, flexible management, and
frontline ethos aligned with system objectives.
Frontline capacity
• Strong leadership at every level, including teacher
leadership, adequate process design and
consistency of focus across agencies.
Delivery architecture
43. Resilience to
political
change
Engage
stakeholders
Careful
piloting
Sustainable
resources
Careful
timing
Partnership
with the
profession
• Acknowledge divergent views and interests
• Communicate, communicate, communicate
– Feedback reduces the likelihood of strong opposition
– Involvement of stakeholders cultivates a sense of joint
ownership over policies, and hence helps build consensus
over both the need and the relevance of reforms
• Mechanisms of regular and institutionalised
consultation contribute to the development of trust
among parties, and help them reach consensus
– Regular interactions raise awareness of the concerns of
others, thus fostering a climate of compromise
• External pressures can build a compelling case for
change .
57 Successful reform implementation
Strive for
consensus about
the aims without
compromising the drive
for improvement
44. Resilience to
political
change
Engage
stakeholders
Careful
piloting
Sustainable
resources
Careful
timing
Partnership
with the
profession
• Regular involvement by teachers in policy design helps
to build capacity and shared ideas over time
• Several countries have established teaching councils
that provide teachers with both a forum for policy
development and, critically, a mechanism for
profession-led standard setting and quality assurance
in teacher education, teacher induction, teacher
performance and career development
• Policy can encourage the formation of such
communities .
58 Successful reform implementation
Engage teachers
not just in the
implementation of
reform but in their
design
47. Resilience to
political
change
Engage
stakeholders
Careful
piloting
Sustainable
resources
Careful
timing
Partnership
with the
profession
• All political players and stakeholders need
to develop realistic expectations about the
pace and nature of reforms to improve
outcomes
• Certain reform measures are best
introduced before others, particularly
because of the substantial gap between the
time at which the initial cost of reform is
incurred, and the time when the intended
benefits of reforms materialise
• Time is needed to learn about and
understand impact, to build trust and
develop capacity for the next stage .
61 Successful reform implementation
Time implementation
carefully
48. Resilience to
political
change
Engage
stakeholders
Careful
piloting
Sustainable
resources
Careful
timing
Partnership
with the
profession
• Putting the teaching profession at the heart
of education reform requires a fruitful
dialogue between governments and unions
• Teachers should not just be part of the
implementation of reforms but also part of
their design
• Conflict isn’t best addressed by weak
unions but by strong social partnership .
62 Successful reform implementation
Build partnerships
with education
unions to design and
implement reforms
49. Routine cognitive skills Conceptual understanding, complex ways
of thinking, ways of working
Some students learn at high levels 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
What it all means
The old bureaucratic system The modern enabling system
50. The old bureaucratic system The modern enabling system
Some students learn at high levels All students learn at high levels
Uniformity Embracing diversity
Curriculum-centred Learner-centred
Learning a place Learning an activity
Prescription Informed profession
Delivered wisdom User-generated wisdom
51. 65
65 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:
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).
*
When we looked at this more closely in 2008, many teachers talked about schools as rather innovation-hostile environments. For example, just a quarter of teachers said that if they were more innovative in their teaching, they would be rewarded, and this is not just about money, we looked at any form of recognition. The figures are particularly low in Belgium, Ireland, Denmark and Australia.
A higher percentage of teachers, though, said that innovative practices would be considered in appraisal and feedback, though you would really want to see this figure to be closer to 100%.
What skills will students need to develop in order to use and leverage technological advancements effectively and wisely in 2030?
As a response to the question, the participating experts listed skills such as creativity, critical thinking, problem-solving, innovation, collaboration, data gathering, and communication.
When we have more experts, we plan to analyse the most frequently cited responses so that we can not only identify but also select the most relevant competencies viewed by experts in the domain of skills.
Also, we will compare and contrast the definitions given by experts to ensure the same thoughts are shared, such as for “innovation” or “creativity”, which often have different concepts in mind.
Solid lines depict probability of self-reported four-year college completion, and dotted lines, 2.5-97.5% confidence intervals. Results are based on
the OECD’s longitudinal analyses (Box 3.1). The sample is limited to white males with at least a high-school degree or a GED (high-school equivalent)
diploma. Cognitive skills are captured by a latent cognitive skill factor estimated using measures of mathematical knowledge, numerical operations
and coding speed. Social and emotional skills are captured by a latent social and emotional skill factor estimated using measures of self-esteem
(Rosenberg Scale) and locus of control (Rotter Scale). These measures were assessed before individuals left high school.
Solid lines depict the probability of being very happy at age 20 based on self-reports, and dotted lines, 2.5-97.5% confidence intervals. Results
are based on the OECD’s longitudinal analyses (Box 3.1). Cognitive skills are captured by a latent cognitive skill factor estimated using measures of
achievement tests and problem-solving tests at age 8. Social and emotional skills are captured by a latent social and emotional skill factor estimated
using measures of perseverance, responsibility and social skills.
Finally, what constructs would experts come up with for “metacognition”?
(Fig. II.4.5)
These are just some of the examples… Society now expects teachers to deal effectively with students of different backgrounds and mother tongues, to be sensitive to culture and gender issues, to promote tolerance and social cohesion, to work with disadvantaged and immigrant students, and with students who have learning or behavioural problems, to use new technologies, and to keep pace with rapidly developing fields of knowledge and approaches to student assessment.
On the school level, also:
Projects between schools and international co-operation. It is becoming more common for schools to collaborate on
joint projects and to develop links with schools in other countries. These programmes require teachers with leadership
and organisational skills, and the capacity to work and communicate effectively in a range of different settings.
• Managing and sharing leadership. In most countries, decision making in schools has become more decentralised in
recent years, especially with regard to the organisation of instruction. An increase in the number and range of decisions
taken at the school level has led to new managerial tasks for teachers; and in some countries teachers are expected
to participate in and contribute to school leadership.
Also on the community level:
Providing professional advice to the parents
Building community partnership for learning
The quality of education can never exceed the quality of teaching and teachers. But what exactly are the knowledge,
skills and character qualities that will make teachers successful? How and to what extent are these related to teachers’
education?
Some people explain poor learning outcomes in their country by claiming that their teachers come from the bottom
third of their college graduates, while high-performing countries recruit their teachers from the top third. Surely, top
school systems pay a great deal of attention to how they select their staff. They work hard to improve the performance of
teachers who are struggling, they provide an environment in which teachers work together to frame good practice, and
they establish intelligent pathways for teachers to grow in their careers. But does all that mean that in those countries the
top third of graduates chose to become teachers rather than lawyers, doctors or engineers?
The quality of education can never exceed the quality of teaching and teachers. But what exactly are the knowledge,
skills and character qualities that will make teachers successful? How and to what extent are these related to teachers’
education?
Some people explain poor learning outcomes in their country by claiming that their teachers come from the bottom
third of their college graduates, while high-performing countries recruit their teachers from the top third. Surely, top
school systems pay a great deal of attention to how they select their staff. They work hard to improve the performance of
teachers who are struggling, they provide an environment in which teachers work together to frame good practice, and
they establish intelligent pathways for teachers to grow in their careers. But does all that mean that in those countries the
top third of graduates chose to become teachers rather than lawyers, doctors or engineers?
The quality of education can never exceed the quality of teaching and teachers. But what exactly are the knowledge,
skills and character qualities that will make teachers successful? How and to what extent are these related to teachers’
education?
Some people explain poor learning outcomes in their country by claiming that their teachers come from the bottom
third of their college graduates, while high-performing countries recruit their teachers from the top third. Surely, top
school systems pay a great deal of attention to how they select their staff. They work hard to improve the performance of
teachers who are struggling, they provide an environment in which teachers work together to frame good practice, and
they establish intelligent pathways for teachers to grow in their careers. But does all that mean that in those countries the
top third of graduates chose to become teachers rather than lawyers, doctors or engineers?
The quality of education can never exceed the quality of teaching and teachers. But what exactly are the knowledge,
skills and character qualities that will make teachers successful? How and to what extent are these related to teachers’
education?
Some people explain poor learning outcomes in their country by claiming that their teachers come from the bottom
third of their college graduates, while high-performing countries recruit their teachers from the top third. Surely, top
school systems pay a great deal of attention to how they select their staff. They work hard to improve the performance of
teachers who are struggling, they provide an environment in which teachers work together to frame good practice, and
they establish intelligent pathways for teachers to grow in their careers. But does all that mean that in those countries the
top third of graduates chose to become teachers rather than lawyers, doctors or engineers?
OECD average
Results from PISA show that, on average across OECD countries, students who scored at the lower levels of mathematics proficiency, particularly at or below Level 1, most frequently reported that they are exposed to student-oriented, formative-assessment and teacher-directed instruction. Conversely, students who reported greater exposure to cognitive activation instruction scored, on average, at higher levels of proficiency in mathematics, notably at Level 5 or 6.
Before accounting for other teaching strategies, cognitive-activation instruction is associated with an increase of about five score points on the PISA mathematics assessment. After accounting for the other three teaching strategies, the average improvement in mathematics performance associated with cognitive-activation instruction is as large as 19 score points. Remarkably, after accounting for the other teaching strategies, there is a positive association between cognitive-activation instruction and mean mathematics performance in every country and economy that participated in PISA 2012, except Albania.
Results from PISA also show that these teaching strategies are associated with the learning environment and organisation of schools. For example, schools in which these teaching strategies are used more frequently tend to be those with more supportive teachers, where there are good teacher-student relations, where teachers are skilled in managing their classrooms and maintain discipline, and are those whose students reported feeling a greater sense of belonging at school. The strength of the relationship between the learning environment and instructional strategies is greater with teacher directed
and cognitive-activation strategies, and is weaker with student-oriented strategies. Student-oriented instruction is something of an exception in that its relationship with classroom discipline is weak and often negative, most likely because small-group discussions or other methods that aim to give students a more active role in the learning process can generate or require a more dynamic – and, to some, louder – classroom environment.
Based on PIAAC, the blue bar shows the middle half of the distribution of numeracy skills of 16-64 year-old tertiary graduates (the end points are the 25th and 75th percentiles of the test scores) and the red segment shows the average nueracy scores of 16-64 year-old teachers (with a 95% confidence interval).
The results show that, among countries with comparable data, there is no country where teachers are in the top third of proficiency in these skills among all college-educated workers; and there is no country where they are among the bottom third of college graduates in these skills. In fact, teachers’ skills in numeracy, literacy and problem solving tend to be similar to those of the average university educated worker. There are just a few exceptions to this general trend: in Japan and Finland, for example, the average teacher has better numeracy skills than the average college graduate while in the Czech Republic, Denmark, Estonia, the Slovak Republic and Sweden, the reverse is true.
There is another way of looking at this. While, in each country, teachers tend to score similarly to college graduates on the numeracy test, the numeracy skills of the workforce as a whole differ substantially across countries. Consequently, the numeracy skills of teachers vary across countries too: teachers in Japan and Finland come out on top, followed by their Flemish (Belgium), German, Norwegian and Dutch counterparts. Teachers in Estonia, Italy, Poland and the United States come out at the bottom.
Based on PIAAC, the blue bar shows the middle half of the distribution of numeracy skills of 16-64 year-old tertiary graduates (the end points are the 25th and 75th percentiles of the test scores) and the red segment shows the average nueracy scores of 16-64 year-old teachers (with a 95% confidence interval).
The results show that, among countries with comparable data, there is no country where teachers are in the top third of proficiency in these skills among all college-educated workers; and there is no country where they are among the bottom third of college graduates in these skills. In fact, teachers’ skills in numeracy, literacy and problem solving tend to be similar to those of the average university educated worker. There are just a few exceptions to this general trend: in Japan and Finland, for example, the average teacher has better numeracy skills than the average college graduate while in the Czech Republic, Denmark, Estonia, the Slovak Republic and Sweden, the reverse is true.
There is another way of looking at this. While, in each country, teachers tend to score similarly to college graduates on the numeracy test, the numeracy skills of the workforce as a whole differ substantially across countries. Consequently, the numeracy skills of teachers vary across countries too: teachers in Japan and Finland come out on top, followed by their Flemish (Belgium), German, Norwegian and Dutch counterparts. Teachers in Estonia, Italy, Poland and the United States come out at the bottom.
There are different models of teacher professionalism across the TALIS systems, these figures present an example of the five most frequent models:
High peer networks/low autonomy
High autonomy
Knowledge emphasis
Balance domains/high support for professionalism
Balance domains/ low support for professionalism
There are different models of teacher professionalism across the TALIS systems, these figures present an example of the five most frequent models:
High peer networks/low autonomy
High autonomy
Knowledge emphasis
Balance domains/high support for professionalism
Balance domains/ low support for professionalism
There are different models of teacher professionalism across the TALIS systems, these figures present an example of the five most frequent models:
High peer networks/low autonomy
High autonomy
Knowledge emphasis
Balance domains/high support for professionalism
Balance domains/ low support for professionalism
The figure presents and overview of teacher professionalism looks like across TALIS systems, by plotting the teacher professionalism index. The index measures the extent to which education systems support teachers’ professionalism in each of TP domains. Each of the domains of teacher professionalism is scaled from 0 to 5, with 5 representing a theoretical maximum where all practices within the domain are observed. The overall index of teacher professionalism adds up values on the three domains, with values ranging from a theoretical minimum of 0 to a possible maximum of 15. In reality, as the figure shows, most teachers find themselves in environments where these practices are partially observed.
So if collaboration is important, how frequently do teachers engage in it?
The pictures is actually mixed. When it comes to informal exchange and co-ordination, teachers are generally very active.
And Alberta, here marked in red, is no exception to this.
However, the kind of deep professional collaboration I referred to in the preceding chart is actually quite rare, as you can see on the right panel. Only one in 5 teachers pursues team teaching, that you saw closely related to job satisfaction, at least one per month. In countries such as Japan, Denmark or Italy it is a bit more common, but still not as frequent as you hope it might be. And the picture is similar for collaborative professional development. Even in Alberta, which together with Singapore, Australia and Israel does best on this you still find only a third of teachers doing this at least once per months. And least frequent is classroom observation that you also saw closely related to job satisfaction.
Here is some data on this.
Teachers who teach more often jointly as a team consistently report higher levels of job satisfaction.
The same is true for observing other teachers classes
Or engaging in joint activities across different classes
Or to take part in collaborative professional learning
Teachers who reported that they are provided with opportunities to participate in decision making at school
reported greater job satisfaction (in all TALIS-participating countries and economies) and a greater sense of self-efficacy
(in most countries/economies). The relationship between job satisfaction and teacher participation in school decision
making is particularly strong in all countries.
The figure shows teacher’s predicted percentile in the distribution of all teachers, estimated by his or her overall score on the teacher professionalism index. The figure indicates where in the distribution of all teachers a given teacher would be expected to rank if she benefited from only one support, compared to those benefiting from five or ten best practices. As the figure shows, teachers with a value on the overall index of only one are expected to fall in the bottom third of all teachers in terms of their perceived status and self-efficacy and their satisfaction with their profession and work environment. In contrast, teachers with a value of five on the overall professionalism index are in the 40-51st percentile of all teachers in terms of all outcomes. At the top end of the spectrum, teachers with values of ten on the overall index, which corresponds to benefiting from two-thirds of the identified
In concrete terms, it appears that gains in support for teacher professionalism matter more at the lower end of the spectrum, such that implementing a few additional best practices matters more for teachers’ perceptions of status and self-efficacy and satisfaction with profession and work environment if they are not benefiting from any. At the top end, additional best practices do not have the same additional effect on teachers’ perceptions and satisfaction. best practices, are likely to rank in the top half of the distribution of all teachers.
In terms of variations across teachers’ perceptions and satisfaction, the analysis finds that teacher professionalism is least associated with teachers’ beliefs about the status of teaching in society, and more strongly linked to their perceptions of their own teaching and their satisfaction. The status outcome specifically asks teachers to what extent they believe that teaching is a valued profession in society, which may reflect larger structures of educational requirements and pay than the other three outcomes, which are more personal perceptions of satisfaction and teaching abilities. Nonetheless, we do find that higher values on the knowledge base and peer networks indices are both positively associated with perceived status.
A careful look at the domains of teacher professionalism (TP) reveals different patterns of relationships between the different TP domains and teacher outcomes. IN particular it shows particularly the importance knowledge base and peer networks.
First, this figure shows that larger proportions of teachers, on average, reported that they had undertaken professional development focused on the content (73%) or pedagogical knowledge (68%) of the subject they teach rather than in the areas identified by TALIS as emerging competency areas and areas where there is a shortage of skills. For example, 16% of teachers reported that they had participated in professional development on teaching in a multicultural setting, and around 33% of teachers participated in professional development on teaching students with special needs. Second, teachers are less likely to report a moderate or large positive impact on their teaching from professional development in these emerging competency areas. Some 77% of teachers reported a moderate or large positive impact on their teaching from professional development activities that focused on teaching students with special needs or teaching in a multicultural or multilingual setting. In contrast, 91% of teachers who participated in professional development in subject-matter content and 87% of teachers who participated in such activities focusing on pedagogy reported such positive impact on their teaching.
Individual teacher development, in turn, needs to be associated with school improvement. To be most effective, professional development programmes should be co-ordinated at the school level so that teachers are aware of the learning goals pursued by their colleagues and potential areas for collaboration. Such joint efforts can contribute to establishing learning communities. Schools that associate the individual teacher’s needs with the school’s priorities,
and that also manage to provide the corresponding professional development activities, are likely to perform well.
I want to conclude with what we have learned about successful reform trajectories
In the past when you only needed a small slice of well-educated people it was efficient for governments to invest a large sum in a small elite to lead the country. But the social and economic cost of low educational performance has risen substantially and all young people now need to leave school with strong foundation skills.
When you could still assume that what you learn in school will last for a lifetime, teaching content and routine cognitive skills was at the centre of education. Today, where you can access content on Google, where routine cognitive skills are being digitised or outsourced, and where jobs are changing rapidly, the focus is on enabling people to become lifelong learners, to manage complex ways of thinking and complex ways of working that computers cannot take over easily.
In the past, teachers had sometimes only a few years more education than the students they taught. When teacher quality is so low, governments tend to tell their teachers exactly what to do and exactly how they want it done and they tend to use Tayloristic methods of administrative control and accountability to get the results they want. Today the challenge is to make teaching a profession of high-level knowledge workers.
But such people will not work in schools organised as Tayloristic workplaces using administrative forms of accountability and bureaucratic command and control systems to direct their work.
To attract the people they need, successful education systems have transformed the form of work organisation in their schools to a professional form of work organisation in which professional norms of control complement bureaucratic and administrative forms of control.