What do 15-year-olds know……and what can they do with what they know? Students in Peru still perform at low levels, but significant gains in reading skills show that improvement is possible
Strong performers and successful reformers in PISA 2012 - Policy lessons for ...EduSkills OECD
This document discusses key findings from PISA 2012 related to student performance in Norway and other countries. It shows that Norway performs above average in mathematics but has seen a decline in the percentage of top-performing students since 2003. The document also discusses factors correlated with student performance, such as equitable access to learning opportunities regardless of socioeconomic background. Additionally, it examines policies and practices of high-performing education systems that Norway could consider adopting, such as setting ambitious standards for all students and ensuring coherence across the education system.
Strong performers and successful reformers - lessons from PISA for TurkeyEduSkills OECD
The document provides an overview of results from the Programme for International Student Assessment (PISA). Key points:
- PISA assesses over 500,000 15-year-olds in 65 countries on mathematics, reading and science literacy every 3 years. It examines real-world problem solving abilities rather than just knowledge reproduction.
- Top-performing education systems have equitable access to learning opportunities regardless of socioeconomic background and students have strong self-beliefs in their abilities.
- High-performing countries emphasize developing students' metacognitive skills and see all students as capable of high achievement given the right support and instruction.
- Teaching is an attractive profession in high-performing systems which invest in ongoing teacher
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.
Why do gender gaps in education and work persistEduSkills OECD
1) Gender gaps in educational attainment have largely closed in developed countries, but gaps persist in labor market outcomes. 2) These labor market gaps are often traced back to differences in attitudes towards learning and aspirations that develop during secondary school. 3) Specifically, differences in attitudes towards STEM subjects between girls and boys in high school can affect their college majors and careers, leading to occupational segregation and unequal labor market outcomes.
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.
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.
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.
PISA 2012 - Creative Problem Solving: Students’ skills in tackling real-life ...EduSkills OECD
The capacity to engage creatively in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious (including motivational and affective aspects).
Strong performers and successful reformers in PISA 2012 - Policy lessons for ...EduSkills OECD
This document discusses key findings from PISA 2012 related to student performance in Norway and other countries. It shows that Norway performs above average in mathematics but has seen a decline in the percentage of top-performing students since 2003. The document also discusses factors correlated with student performance, such as equitable access to learning opportunities regardless of socioeconomic background. Additionally, it examines policies and practices of high-performing education systems that Norway could consider adopting, such as setting ambitious standards for all students and ensuring coherence across the education system.
Strong performers and successful reformers - lessons from PISA for TurkeyEduSkills OECD
The document provides an overview of results from the Programme for International Student Assessment (PISA). Key points:
- PISA assesses over 500,000 15-year-olds in 65 countries on mathematics, reading and science literacy every 3 years. It examines real-world problem solving abilities rather than just knowledge reproduction.
- Top-performing education systems have equitable access to learning opportunities regardless of socioeconomic background and students have strong self-beliefs in their abilities.
- High-performing countries emphasize developing students' metacognitive skills and see all students as capable of high achievement given the right support and instruction.
- Teaching is an attractive profession in high-performing systems which invest in ongoing teacher
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.
Why do gender gaps in education and work persistEduSkills OECD
1) Gender gaps in educational attainment have largely closed in developed countries, but gaps persist in labor market outcomes. 2) These labor market gaps are often traced back to differences in attitudes towards learning and aspirations that develop during secondary school. 3) Specifically, differences in attitudes towards STEM subjects between girls and boys in high school can affect their college majors and careers, leading to occupational segregation and unequal labor market outcomes.
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.
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.
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.
PISA 2012 - Creative Problem Solving: Students’ skills in tackling real-life ...EduSkills OECD
The capacity to engage creatively in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious (including motivational and affective aspects).
Low-Performing Students- Why They Fall Behind and How to Help Them Succeed EduSkills OECD
by Andreas Schleicher, Director for Education and Skills, OECD Low-performing Students: Why they Fall Behind and How to Help them Succeed examines low performance at school by looking at low performers’ family background, education career and attitudes towards school. The report also analyses the school practices and educational policies that are more strongly associated with poor student performance. Most important, the evidence provided in the report reveals what policy makers, educators, parents and students themselves can do to tackle low performance and succeed in school.
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.
Universal Basic Skills - What Countries Stand to Gain EduSkills OECD
(Andreas Schleicher - Director, OECD Directorate for Education and Skills)
While access to schooling has expanded around the world, many countries have not realised the hoped-for improvements in economic and social well-being. Access to education by itself is an incomplete goal for development; many students leave the education system without basic proficiency in literacy and numeracy. As the world coalesces around new sustainable development targets towards 2030, the focus in education is shifting towards access and quality. Using projections based on data from the OECD Programme for International Student Assessment (PISA) and other international student assessments, this report offers a glimpse of the stunning economic and social benefits that all countries, regardless of their national wealth, stand to gain if they ensure that every child not only has access to education but, through that education, acquires at least the baseline level of skills needed to participate fully in society.
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.
The well-being of students - new insights from PISAEduSkills OECD
Children spend a considerable amount of time in the classroom: following lessons, socialising with classmates, and interacting with teachers and other staff members. What happens in school – as well as at home – is therefore key to understanding whether students enjoy good physical and mental health, how happy and satisfied they are with different aspects of their life, how connected to others they feel, and the aspirations they have for their future.
PISA is the OECD's Programme for International Student Assessment. PISA measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges.
Use of PISA in quality improvement polices – Richard Yelland, OECD Head of Po...unicefmne
The document provides information about the Programme for International Student Assessment (PISA), which assesses the skills and knowledge of 15-year-old students around the world. PISA tests students in reading, mathematics, and science every 3 years and surveys students, parents, teachers, and school leaders. It aims to evaluate education systems worldwide and see how well they prepare students for adulthood. The document outlines PISA's methodology, subject areas tested over time, sample questions, and results showing performance differences between countries and genders. It also discusses factors like resources, equity, and resilience that relate to student achievement levels.
This presentation by Andreas Schleicher, presented on 3 April 2017, takes a closer look at the PISA 2015 results for Sweden and what can be done to improve equity in its education system.
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.
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.
This document discusses education systems and student performance based on PISA test results from 65 countries. It finds that students who score higher on literacy skills tests as 15-year-olds are more likely to have positive adult outcomes. Countries with more equitable education systems and less socioeconomic impact on performance tend to have higher average scores. High-performing education systems emphasize universal standards, accountability, and coherence across the system.
On April 6, 2014, Andreas Scheleicher shared this presentation as part of an event hosted by the Rodel Foundation of Delaware. "What Delaware Can Learn from the Rest of the World" brought together members of the Rodel Foundation of Delaware's International Advisory Group (IAG) to Wilmington, Delaware. Schleicher kicked off the event with this presentation, and Joanne Weiss facilitated a conversation with fellow IAG members Jim Dueck of Canada and Ben Jensen of Australia to respond to Schleicher and audience questions.
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 document discusses the relationship between education and interpersonal trust. It analyzes data from the Program for the International Assessment of Adult Competencies (PIAAC) regarding levels of trust among adults in different countries. It finds that countries with higher average literacy scores on PIAAC also tend to have populations with higher levels of trust. Additionally, it shows that individuals with higher educational attainment themselves, as well as those who had fathers with higher education, are more likely to express trust in others. Overall, the document argues that education plays an important role in building and maintaining interpersonal trust through enhancing skills, socialization, and occupational outcomes.
Dream jobs? - Teenagers' career aspirations and the future of workEduSkills OECD
Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
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?
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.
The ABC of Gender Equality in Education - Aptitude, Behaviour, Confidence EduSkills OECD
Presentation by Andreas Schleicher, Director for the OECD Directorate for Education and Skills
The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence tries to determine why 15-year-old boys are more likely than girls, on average, to be overall low achievers, and why high-performing 15-year-old girls underachieve in mathematics, science and problem solving compared to high-achieving boys. As the evidence in the report makes clear, gender disparities in school performance stem from students’ attitudes towards learning and their behaviour in school, from how they choose to spend their leisure time, and from the confidence they have – or do not have – in their own abilities as students.
Students, Computers and Learning: Making the Connection (Andreas Schleiche...EduSkills OECD
Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.
Facebook Marketing for Small Business Development ConferenceMaverick Mav
A simple but handy guide for small businesses on how Facebook can be utilised effectively to promote your business, connect with your customers and generate revenue.
Paul faced two main difficulties according to the passages: 1) Being misunderstood by others who heard false rumors about what he preached. This led people like the elders in Jerusalem to question him. 2) Being directly attacked and persecuted for preaching about Christianity. In the temple, Paul was seized by a mob, dragged out, and they tried to kill him due to accusations that he taught against Jewish law. Both of these difficulties stemmed from spreading the message of Christianity.
Low-Performing Students- Why They Fall Behind and How to Help Them Succeed EduSkills OECD
by Andreas Schleicher, Director for Education and Skills, OECD Low-performing Students: Why they Fall Behind and How to Help them Succeed examines low performance at school by looking at low performers’ family background, education career and attitudes towards school. The report also analyses the school practices and educational policies that are more strongly associated with poor student performance. Most important, the evidence provided in the report reveals what policy makers, educators, parents and students themselves can do to tackle low performance and succeed in school.
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.
Universal Basic Skills - What Countries Stand to Gain EduSkills OECD
(Andreas Schleicher - Director, OECD Directorate for Education and Skills)
While access to schooling has expanded around the world, many countries have not realised the hoped-for improvements in economic and social well-being. Access to education by itself is an incomplete goal for development; many students leave the education system without basic proficiency in literacy and numeracy. As the world coalesces around new sustainable development targets towards 2030, the focus in education is shifting towards access and quality. Using projections based on data from the OECD Programme for International Student Assessment (PISA) and other international student assessments, this report offers a glimpse of the stunning economic and social benefits that all countries, regardless of their national wealth, stand to gain if they ensure that every child not only has access to education but, through that education, acquires at least the baseline level of skills needed to participate fully in society.
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.
The well-being of students - new insights from PISAEduSkills OECD
Children spend a considerable amount of time in the classroom: following lessons, socialising with classmates, and interacting with teachers and other staff members. What happens in school – as well as at home – is therefore key to understanding whether students enjoy good physical and mental health, how happy and satisfied they are with different aspects of their life, how connected to others they feel, and the aspirations they have for their future.
PISA is the OECD's Programme for International Student Assessment. PISA measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges.
Use of PISA in quality improvement polices – Richard Yelland, OECD Head of Po...unicefmne
The document provides information about the Programme for International Student Assessment (PISA), which assesses the skills and knowledge of 15-year-old students around the world. PISA tests students in reading, mathematics, and science every 3 years and surveys students, parents, teachers, and school leaders. It aims to evaluate education systems worldwide and see how well they prepare students for adulthood. The document outlines PISA's methodology, subject areas tested over time, sample questions, and results showing performance differences between countries and genders. It also discusses factors like resources, equity, and resilience that relate to student achievement levels.
This presentation by Andreas Schleicher, presented on 3 April 2017, takes a closer look at the PISA 2015 results for Sweden and what can be done to improve equity in its education system.
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.
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.
This document discusses education systems and student performance based on PISA test results from 65 countries. It finds that students who score higher on literacy skills tests as 15-year-olds are more likely to have positive adult outcomes. Countries with more equitable education systems and less socioeconomic impact on performance tend to have higher average scores. High-performing education systems emphasize universal standards, accountability, and coherence across the system.
On April 6, 2014, Andreas Scheleicher shared this presentation as part of an event hosted by the Rodel Foundation of Delaware. "What Delaware Can Learn from the Rest of the World" brought together members of the Rodel Foundation of Delaware's International Advisory Group (IAG) to Wilmington, Delaware. Schleicher kicked off the event with this presentation, and Joanne Weiss facilitated a conversation with fellow IAG members Jim Dueck of Canada and Ben Jensen of Australia to respond to Schleicher and audience questions.
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 document discusses the relationship between education and interpersonal trust. It analyzes data from the Program for the International Assessment of Adult Competencies (PIAAC) regarding levels of trust among adults in different countries. It finds that countries with higher average literacy scores on PIAAC also tend to have populations with higher levels of trust. Additionally, it shows that individuals with higher educational attainment themselves, as well as those who had fathers with higher education, are more likely to express trust in others. Overall, the document argues that education plays an important role in building and maintaining interpersonal trust through enhancing skills, socialization, and occupational outcomes.
Dream jobs? - Teenagers' career aspirations and the future of workEduSkills OECD
Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
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?
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.
The ABC of Gender Equality in Education - Aptitude, Behaviour, Confidence EduSkills OECD
Presentation by Andreas Schleicher, Director for the OECD Directorate for Education and Skills
The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence tries to determine why 15-year-old boys are more likely than girls, on average, to be overall low achievers, and why high-performing 15-year-old girls underachieve in mathematics, science and problem solving compared to high-achieving boys. As the evidence in the report makes clear, gender disparities in school performance stem from students’ attitudes towards learning and their behaviour in school, from how they choose to spend their leisure time, and from the confidence they have – or do not have – in their own abilities as students.
Students, Computers and Learning: Making the Connection (Andreas Schleiche...EduSkills OECD
Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.
Facebook Marketing for Small Business Development ConferenceMaverick Mav
A simple but handy guide for small businesses on how Facebook can be utilised effectively to promote your business, connect with your customers and generate revenue.
Paul faced two main difficulties according to the passages: 1) Being misunderstood by others who heard false rumors about what he preached. This led people like the elders in Jerusalem to question him. 2) Being directly attacked and persecuted for preaching about Christianity. In the temple, Paul was seized by a mob, dragged out, and they tried to kill him due to accusations that he taught against Jewish law. Both of these difficulties stemmed from spreading the message of Christianity.
Reforms and Developments in Finnish Adult Education Policy - A Decade of Cont...EduSkills OECD
This document summarizes reforms to adult education policy in Finland over the past decade. It outlines programs like NOSTE from 2003-2007 that aimed to raise skills for low-skilled workers aged 30-59. It also discusses how reviews from the OECD and Nordic countries influenced reforms to increase participation among those over 40 without qualifications. Subsequent governments committed to strategies that updated skills across the workforce through increased provision of adult education and public funding for programs.
Angela Frye and Corey Cook are getting married on Saturday April 25, 2015 at 2:00pm at Christian Life Assembly. A reception will follow at The Wright Place. Angela Frye can provide more details and those interested in attending should RSVP to her.
The document summarizes the simulation and fabrication of an even mode filter for WCDMA bands. The filter design was based on previous work using microstrip bandpass filters with attenuation poles. Simulation results showed an insertion loss of -0.67 dB and return loss of -35 dB. Fabrication of the filter achieved the same insertion loss and return loss as the simulation.
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My dear daughter, while technology allows us to connect across great distances, an online relationship is no substitute for truly knowing someone. Before committing your life and heart to this man, I gently encourage you to spend meaningful time with him in person so you can truly understand each other and determine if you are compatible for the long run. Look beyond just words and photos online - see how you interact face to face and know his character through real experiences together. Please be cautious, think carefully, and don't rush into life-changing decisions based on limited virtual contact. I'm here if you ever want to talk or need help discerning your path. But for now, focus on really getting to know each other in reality before deciding on marriage. Your happiness is
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Pisa 2012 strong performers and successful reformers in education - lessons for peru
1. PISA 2012
Strong performers
and successful reformers
in education
OECD EMPLOYER
Lessons for Peru
BRAND
Playbook
Andreas Schleicher
Peru, February 2014
1
2. 2
PISA in brief
• Over half a million students…
– representing 28 million 15-year-olds in 65 countries/economies
… took an internationally agreed 2-hour test…
– Goes beyond testing whether students can
reproduce what they were taught…
… to assess students’ capacity to extrapolate from what they know
and creatively apply their knowledge in novel situations
– Mathematics, reading, science, problem-solving, financial literacy
– Total of 390 minutes of assessment material
… and responded to questions on…
– their personal background, their schools
and their engagement with learning and school
• Parents, principals and system leaders provided data on…
– school policies, practices, resources and institutional factors that
help explain performance differences .
3. 3
What do 15-year-olds know…
…and what can they do with what they know?
Students in Peru still perform at low levels, but significant
gains in reading skills show that improvement is possible
4. Change in performance between PISA 2003 and 2012
4
5
PISA 2003 performance
above the OECD average
PISA 2003 performance below the OECD average
Mexico
3
Turkey
Tunisia
Portugal
Italy
Poland
2
1
Thailand
Germany
Russian Fed.
Greece
Hong Kong-China
Macao-China
Korea
Improving performance
Peru (R)
Brazil
4
Latvia
Switzerland
Japan
United States
Austria
Liechtenstein
Spain
Luxembourg
OECD average
Norway
Ireland
Indonesia
Peru (M)
0
-1
Slovak Republic
France
Hungary
Uruguay
Denmark
-2
Canada
Belgium
Iceland
Netherlands
Australia
New Zealand
Czech Republic
-3
Finland
Sweden
Deteriorating performance
Average annual mathematics score change
Fig I.2.18
-4
350
400
450
500
Average mathematics performance in PISA 2003
550
600
5. 5
Performance of countries
in a level playing field
How the world would look if students around the world
were living in similar social and economic conditions
6. 340
Shanghai-China
Singapore
Hong Kong-China
Chinese Taipei
Viet Nam
Macao-China
Korea
Japan
Liechtenstein
Poland
Switzerland
Estonia
Netherlands
Germany
Belgium
Finland
Canada
Portugal
Austria
Czech Republic
New Zealand
Latvia
France
Slovenia
Ireland
Australia
OECD average
Turkey
Slovak Republic
Spain
Hungary
Luxembourg
Italy
Russian Federation
United Kingdom
Denmark
Lithuania
Croatia
United States
Norway
Sweden
Iceland
Romania
Israel
Serbia
Thailand
Greece
Bulgaria
Chile
Uruguay
Malaysia
Kazakhstan
Cyprus5, 6
Mexico
Costa Rica
United Arab…
Brazil
Montenegro
Tunisia
Indonesia
Peru
Argentina
Colombia
Jordan
Qatar
Mean mathematics score
6
Mathematics performance in a level playing field
Mean mathematics performance after accounting for socio-economic status
Fig II.3.3
Mean score at the country level before adjusting for socio-economic status
Mean score at the country level after adjusting for socio economic status
600
580
560
540
520
500
480
460
440
420
400
380
360
7. 7
The dream of social mobility
In some countries it is close to a reality
8. 0.50
-1.50
Peru
Costa Rica
Mexico
Brazil
Indonesia
Thailand
Colombia
New Zealand
Turkey
Argentina
United States
Uruguay
Australia
Chile
Viet Nam
Jordan
Shanghai-China
U.A.E.
Romania
Sweden
Israel
Bulgaria
Chinese Taipei
Malaysia
Ireland
Greece
Tunisia
Poland
Canada
Japan
Macao-China
OECD average
Luxembourg
Qatar
Russian Fed.
Iceland
Belgium
France
Switzerland
Portugal
Hong Kong-China
Spain
Lithuania
Denmark
Kazakhstan
Italy
Czech Republic
Netherlands
Estonia
Hungary
Slovenia
Austria
Singapore
Latvia
Slovak Republic
Montenegro
Korea
Germany
Serbia
United Kingdom
Norway
Croatia
Finland
Liechtenstein
Albania
Mean index difference
Educational resources are more problematic in disadvantaged
schools in most countries
Fig IV.3.8
Difference between socio-economically disadvantaged and socio-economically advantaged schools
Disadvantaged and public schools
reported better educational
resources
0.00
-0.50
-1.00
Advantaged and private schools
reported better educational
resources
-2.00
9. Social background and school performance - Peru
9
Score
Level 5
700
Private school
Level 4
Public school in rural area
Level 3
Public school in urban area
Below level 1
Level 1
Level 2
494
200
-3
B
-2
-1
0
1
PISA index of social, economic and cultural status
2
3
10. 2
Shanghai-China
Hong Kong-China
Macao-China
Viet Nam
Singapore
Korea
Chinese Taipei
Japan
Liechtenstein
Switzerland
Estonia
Netherlands
Poland
Canada
Finland
Belgium
Portugal
Germany
Turkey
OECD average
Italy
Spain
Latvia
Ireland
Australia
Thailand
Austria
Luxembourg
Czech Republic
Slovenia
United Kingdom
Lithuania
France
Norway
Iceland
New Zealand
Russian Fed.
United States
Croatia
Denmark
Sweden
Hungary
Slovak Republic
Mexico
Serbia
Greece
Israel
Tunisia
Romania
Malaysia
Indonesia
Bulgaria
Kazakhstan
Uruguay
Brazil
Costa Rica
Chile
Colombia
Montenegro
U.A.E.
Argentina
Jordan
Peru
Qatar
10
Percentage of resilient students
12
% 10
8
More than 10
% resilient
Fig II.2.4
20
18
16
14
Socio-economically disadvantaged students not
only score lower in mathematics, they also report
lower levels of engagement, drive, motivation and
self-beliefs. Resilient students break this link and
share many characteristics of advantaged highachievers.
6
4
Between 5%-10% of resilient students
Less than 5%
0
11. 11
It is not just about poor kids
in poor neighbourhoods…
…but about many kids in many neighbourhoods
12. 60
20
80
Albania
Finland
Iceland
Sweden
Norway
Denmark
Estonia
Ireland
Spain
Canada
Poland
Latvia
Kazakhstan
United States
Mexico
Colombia
Costa Rica
Russian Fed.
Malaysia
Jordan
New Zealand
Lithuania
Greece
Montenegro
United Kingdom
Argentina
Australia
Brazil
Portugal
Indonesia
Chile
Thailand
Romania
Tunisia
Switzerland
Peru
Uruguay
Croatia
U.A.E.
Macao-China
Serbia
Viet Nam
Korea
ong Kong-China
Singapore
Austria
Italy
Luxembourg
Czech Republic
Japan
Bulgaria
Israel
Qatar
Shanghai-China
Germany
Slovenia
Slovak Republic
Turkey
Belgium
Hungary
Liechtenstein
Netherlands
Chinese Taipei
Variation in student performance as % of OECD average variation
12
Variability in student mathematics performance
between and within schools
Fig II.2.7
100
80
Performance differences
between schools
40
OECD average
20
0
Performance variation of
students within schools
40
60
OECD average
100
14. High impact on outcomes
14
14
Quick wins
Lessons from high performers
Must haves
Catching up with the top-performers
Low feasibility
High feasibility
Money pits
Low hanging fruits
Low impact on outcomes
15. High impact on outcomes
15
15
Quick wins
Must haves
Lessons from high performers
Commitment to universal achievement
Capacity
at point of delivery
Resources
where they yield most
Gateways, instructional
systems
Coherence
A learning system
Low feasibility
High feasibility
Incentive structures and
accountability
Money pits
Low hanging fruits
Low impact on outcomes
16. High impact on outcomes
16
16
Lessons from high performers
Quick
Must to education and the belief that wins
A commitmenthaves
Commitment to universal therefore
competencies can be learned andachievementall
children can achieve
Capacity
personalization as
at Universal educational standards andResources
point of delivery
the approach to heterogeneitywhere they yield most
in the student body…
… as opposed to a belief that students have different
Gateways, instructional
destinations to be met with different expectations, and
systems
selection/stratification as the approach to
Coherence
heterogeneity
A learning system
Clear articulation who is responsible for ensuring
Low feasibility
High feasibility
student success and to whom
Incentive structures and
accountability
Money pits
Low hanging fruits
Low impact on outcomes
17. 17
Countries where students have stronger beliefs
in their abilities perform better in mathematics
Fig III.4.5
OECD average
650
Mean mathematics performance
600
550
500
450
400
350
300
-0.60
Shanghai-China
Singapore
Hong Kong-China
Korea
R² =
Chinese Taipei
Macao-China
Japan
Switzerland
Netherlands Estonia Canada
Liechtenstein
Finland
Germany
Poland
Belgium
Viet Nam
Slovenia
Denmark
New Zealand
Latvia
Portugal
Italy
Austria
Australia
Russian Fed.
Hungary
Luxembourg Spain
Croatia
Slovak Republic
Greece
Norway
Turkey Israel
Sweden
Serbia
Czech Republic
Lithuania
U.A.E.
Iceland
Romania
United Kingdom
Malaysia
Thailand
United States
Ireland
Bulgaria Kazakhstan
Chile
Montenegro
France
Costa Rica
Mexico
Uruguay
Albania
Brazil
Argentina
Tunisia
Colombia
Qatar
Jordan
Indonesia
Peru
-0.40
-0.20
0.00
0.20
0.40
0.60
Mean index of mathematics self-efficacy
0.80
0.36
1.00
1.20
18. 18
Perceived self-responsibility for failure
in mathematics
Fig III.3.6
Percentage of students who reported "agree" or "strongly agree" with the following statements:
Peru
Shanghai-China
OECD average
Sometimes I am just unlucky
The teacher did not get students interested in
the material
Sometimes the course material is too hard
This week I made bad guesses on the quiz
My teacher did not explain the concepts well
this week
I’m not very good at solving mathematics
problems
0
B
US
20
40
60
%
80
100
19. 19
The parent factor
Students whose parents have high educational expectations for
them tend to report more perseverance, greater intrinsic
motivation to learn mathematics, and more confidence in their
own ability to solve mathematics problems than students of
similar background and academic performance, whose parents
hold less ambitious expectations for them.
20. Parents’ expectations for their child have a strong
influence on students’ behaviour towards school
20
Fig III.6.11
Percentage-point change in arriving late for school that is associated with parents
expecting the child to complete a university degree
4
2
-2
-4
-6
-8
-10
-12
-14
Hungary
Korea
Croatia
Hong Kong-China
Macao-China
Italy
Portugal
Chile
Mexico
Belgium (Flemish)
-16
Germany
Percentage-point change
0
21. Parents’ high expectations can nurture
students’ enjoyment in learning mathematics
21
Fig III.6.11
Change in the index of intrinsic motivation to learn mathematics that is associated
with parents expecting the child to complete a university degree
0.50
0.45
0.35
0.30
0.25
0.20
0.15
0.10
0.05
Germany
Mexico
Macao-China
Croatia
Hungary
Portugal
Chile
Hong Kong-China
Italy
Korea
0.00
Belgium (Flemish)
Mean index change
0.40
22. Parents’ high expectations can foster
perseverance in their child
22
Fig III.6.11
Change in the index of perseverance that is associated with parents expecting the
child to complete a university degree
0.35
0.25
0.20
0.15
0.10
0.05
Macao-China
Korea
Croatia
Germany
Hong Kong-China
Chile
Hungary
Mexico
Belgium (Flemish)
Italy
0.00
Portugal
Mean index change
0.30
23. High impact on outcomes
23
23
Quick wins
Must haves
Lessons from high performers
Commitment to universal achievement
Clear ambitious goals that are shared across the
Capacity
system and aligned with high stakes gateways and
Resources
at point of delivery
where
instructional systemsthey yield most
Coherence
Low feasibility
Well established delivery chain through which
Gateways, instructional
curricular goals translate into instructional systems,
systems
instructional practices and student learning (intended,
implemented andlearning system
A achieved)
High level of metacognitive content of instruction …
High feasibility
Incentive structures and
accountability
Money pits
Low hanging fruits
Low impact on outcomes
24. Grade repetition is negatively related to equity
Fig IV.1.4
Adjusted by per capita GDP
Greater equity
2
Variation in mathematics performance explained by socioeconomic status (%)
4
Macao-China
6
Kazakhstan
Hong Kong-China
Estonia Jordan
Indonesia
Norway
Qatar
Thailand
Iceland
Mexico
Finland
Canada
Tunisia
Japan
Korea
Italy
UAE
Serbia
Croatia
Russian Fed. Sweden
Montenegro Lithuania
Viet Nam
Australia
Turkey
Argentina
Latvia
Switzerland
Netherlands
UK
Brazil
Greece
Colombia
Belgium
Slovenia
Ireland USA
Shanghai-China
Poland Czech Rep.
Spain
Singapore
Israel
Austria
R2=0.05
Denmark
Costa Rica
Romania
Germany
New Zealand
Chinese Taipei
R2=0.07
Portugal
8
10
12
14
16
18
20
Bulgaria
22
Chile Peru Luxembourg
Hungary
France
Slovak Rep.
24
Uruguay
26
-5
Less equity
0
5
10
15
20
25
30
Percentage of students who have repeated at least one grade
35
40
45
25. Belgium
Netherlands
France
Spain
Germany
Portugal
Italy
Austria
United States
Ireland
Canada
Australia
Slovak Republic
New Zealand
Denmark
Finland
Sweden
Korea
Czech Republic
Poland
Slovenia
United Kingdom
Israel
Iceland
Estonia
Norway
Japan
USD, PPPs
Grade repetition is an expensive policy
Fig IV.1.5
Total cost per repeater (one grade year)
Total annual cost, relative to total expenditure on primary and secondary education (%)
60000
14
50000
12
10
40000
8
30000
%
6
20000
4
10000
2
0
0
26. 26
High impact on outcomes
26
Capacity at
Lessons from high performers
the point of delivery
Quick wins
Must haves
Attracting, developing and retaining high quality
Commitment a universal achievement
teachers and school leaders andto work organisation in
which they can use their potential
Capacity
Instructional leadership and human resource
Resources
at point of delivery
management in schools
where they yield most
Keeping teaching an attractive profession
Gateways, instructional
System-wide career development …
FIN systems
Coherence
A learning system
Low feasibility
High feasibility
Incentive structures and
accountability
Money pits
Low hanging fruits
Low impact on outcomes
28. Singapore
Qatar
Australia
Chinese Taipei
Switzerland
United Kingdom
Hong Kong-China
Japan
Slovenia
France
United States
U.A.E.
Poland
Macao-China
Belgium
Canada
Austria
Romania
New Zealand
Netherlands
Hungary
Portugal
Lithuania
Shanghai-China
Uruguay
Ireland
Germany
Korea
OECD average
Sweden
Czech Republic
Italy
Luxembourg
Latvia
Spain
Bulgaria
Denmark
Estonia
Norway
Finland
Malaysia
Iceland
Greece
Israel
Chile
Turkey
Albania
Jordan
Russian Fed.
Viet Nam
Montenegro
Croatia
Brazil
Argentina
Slovak Republic
Serbia
Thailand
Kazakhstan
Indonesia
Mexico
Costa Rica
Peru
Tunisia
Colombia
Mean index
Adequacy of educational resources
Mean index
Top quarter of this index
Fig IV.3.8
Bottom quarter of this index
3.00
2.00
1.00
0.00
-1.00
-2.00
-3.00
-4.00
29. High impact on outcomes
29
29
Lessons from high performers
Quick wins
Must haves
Incentives, accountability, knowledge management
Commitment to universal achievement
Aligned incentive structures
For students
Capacity
Resources
How gateways
at point of delivery affect the strength, direction, clarity and nature of the
incentives operating on students at each stage of their education
where they yield most
Degree to which students have incentives to take tough courses and study hard
Gateways,
Opportunity costs for staying in school and performing well instructional
For teachers
Coherenceinnovations in pedagogy and/or organisation
Make
A learning system
Low feasibility
Improve their own performance
and the performance of their colleagues
Pursue professional development opportunities
that lead to stronger pedagogical practices
systems
High feasibility
Incentive structures and
A balance between vertical and lateral accountability
accountability
Effective instruments to manage and share knowledge and spread
innovation – communication within the system and with
stakeholders around it
Money pits
Low hanging
A capable centre with authority and legitimacy to act fruits
Low impact on outcomes
30. Countries that grant schools autonomy over curricula and
assessments tend to perform better in mathematics
650
Fig IV.1.15
Shanghai-China
Mathematics performance (score points)
600
Chinese Taipei
Viet Nam
550
500
450
400
Korea
Estonia
Singapore
Hong Kong-China
Japan
Poland
Latvia
Slovenia Belgium
Czech Rep.
Switzerland Canada Germany
Finland New Zealand
Lithuania Netherlands
Portugal
Hungary
Austria
Croatia
Italy
Spain France Australia
Serbia
UK
Macao-China
Turkey
Norway
Iceland
Denmark
R² = 0.13
Slovak Rep.
Bulgaria
Thailand
Greece
Romania
Kazakhstan
Israel
Malaysia
Chile
Uruguay
USA Sweden
Jordan
Costa Rica
Indonesia
Brazil Albania
Luxembourg
Tunisia
Colombia
UAE Argentina
Peru
350
Qatar
300
-1.5
-1
-0.5
0
0.5
Index of school responsibility for curriculum and assessment
(index points)
1
1.5
31. Schools with more autonomy perform better than schools with
less autonomy in systems with more collaboration
School autonomy for resource allocation x System's level of teachers
participating in school management
Across all participating countries and economies
Score points
485
480
475
470
465
460
Teachers participate in
management
455
Teachers don't participate
in management
Less school autonomy
More school autonomy
Fig IV.1.17
32. Schools with more autonomy perform better than schools with
less autonomy in systems with standardised math policies
Fig IV.1.16
School autonomy for curriculum and assessment
x system's extent of implementing a standardised math policy (e.g. curriculum and
instructional materials)
Score points
485
480
475
470
465
460
Standardised math
policy
455
No standardised
math policy
Less school autonomy
More school autonomy
34. 34
Quality assurance and school improvement
Fig IV.4.14
Percentage of students in schools whose principal reported that their schools have the
following for quality assurance and improvement:
Singapore
OECD average
Implementation of a standardised policy for
mathematics
Regular consultation with one or more experts over a
period of at least six months with the aim of improving…
Teacher mentoring
Written feedback from students (e.g. regarding
lessons, teachers or resources)
External evaluation
Internal evaluation/self-evaluation
Systematic recording of data, including teacher and
student attendance and graduation rates, test results…
Written specification of student-performance standards
Written specification of the school's curriculum and
educational goals
SIN
0
20
40
%
60
80
100
35. 35
The issue is not how many charter schools
a country has…
…but how countries enable every school
to assume charter type autonomy
36. 100
-50
Chinese Taipei
Hong Kong-China
Thailand
Viet Nam
Luxembourg
Switzerland
Indonesia
Italy
Kazakhstan
Japan
Czech Republic
Netherlands
Estonia
Albania
Ireland
United States
Hungary
Sweden
Korea
United Kingdom
Finland
Denmark
OECD average
France
Shanghai-China
Australia
Spain
Slovak Republic
Mexico
Germany
Austria
Colombia
Chile
Canada
Poland
Jordan
Argentina
United Arab Emirates
Portugal
Peru
Costa Rica
Brazil
New Zealand
Malaysia
Slovenia
Uruguay
Qatar
Score-point difference
Differences in mathematics performance between private and public
schools shrink considerably after accounting for socio-economic status
50
Fig IV.1.19
Observed performance difference
After accounting for students’ and schools’ socio-economic status
75
Performance advantage of public schools
25
0
-25
Performance advantage of private schools
-75
-100
-125
37. High impact on outcomes
37
37
Quick wins
Lessons from high performers
Must haves
Commitment to universal achievement
Investing resources where they can
make most
of
Capacity a difference
Resources
Alignment of resources with key challenges (e.g.
at point of delivery
where they teachers
attracting the most talentedyield mostto the most
challenging classrooms)
Gateways, instructional
Effective spending choices that prioritise high quality
systems
teachers over smaller classes
Coherence
A learning system
Low feasibility
High feasibility
Incentive structures and
accountability
Money pits
Low hanging fruits
Low impact on outcomes
39. Spending per student from the age of 6 to 15 and
mathematics performance in PISA 2012
Fig IV.1.8
650
Cumulative expenditure per student less than USD 50 000
Mathematics performance (score points)
Shanghai-China
Cumulative expenditure per student USD 50 000 or more
600
Singapore
Korea
550
Japan
Switzerland
PolandCanada
Finland Netherlands
Viet Nam
Estonia
Belgium
Germany
Czech Republic
Australia Austria
New Zealand
Slovenia Ireland
Denmark
Latvia
France
UK
Norway
Portugal
Iceland
Lithuania
Slovak Republic
Croatia
Italy Sweden United States
Israel
Hungary
Spain
Turkey
500
R² = 0.01
Luxembourg
450
Bulgaria
Thailand
Chile
Mexico
Montenegro
Uruguay
Malaysia
400
Tunisia Brazil
Jordan
Colombia
Peru
350
R² = 0.37
300
0
20 000
40 000
60 000
80 000
100 000
120 000
140 000
160 000
Average spending per student from the age of 6 to 15 (USD, PPPs)
180 000
200 000
40. Countries with better performance in mathematics tend
to allocate educational resources more equitably
700
Adjusted by per capita GDP
650
Mathematics performance (score points)
Fig IV.1.11
Shanghai-China
600
550
500
450
Mexico
Costa Rica
400
Chinese Taipei
Korea
R² = 0.19
Viet Nam Singapore
Hong Kong-China
Estonia
Japan Poland
Slovenia
Switzerland
Latvia
Finland
Canada
Belgium
Germany
Macao-China
Slovak Rep.
New Zealand
UK
IrelandIceland France
DenmarkSpain Austria
Australia
Croatia
Hungary
Israel
Romania Portugal
Sweden
Bulgaria
Turkey
USA
Greece
Norway
Italy
Serbia
Thailand
Malaysia
Chile
Kazakhstan
Uruguay
Jordan
Brazil
Indonesia UAE
Montenegro
Colombia
Tunisia
Argentina
Luxembourg
Peru
350
Qatar
300
1.5
SHA
1
Less
equity
0.5
Equity in resource allocation
(index points)
0
-0.5
Greater
equity
41. High impact on outcomes
41
41
Quick wins
Must haves
Lessons from high performers
Commitment to universal achievement
Capacity
at point of delivery
Coherence of policies and practices
Alignment of policies
across all aspects of the system
Coherence
Coherence of policies
over sustained periods of time
LowConsistency of implementation
feasibility
Fidelity of implementation
(without excessive control)
Money pits
CAN
Resources
where they yield most
Gateways, instructional
systems
A learning system
High feasibility
Incentive structures and
accountability
Low hanging fruits
Low impact on outcomes
42. High impact on outcomes
42
42
Quick wins
Must haves
Lessons from high performers
Commitment to universal achievement
Capacity
at point of delivery
Resources
where they yield most
Gateways, instructional
systems
Coherence
A learning system
Low feasibility
High feasibility
Incentive structures and
accountability
Money pits
Low hanging fruits
Low impact on outcomes
43. What it all means
43
43
Lessons from high performers
The old bureaucratic system
The modern enabling system
Student inclusion
Some students learn at high levels
All students need to learn at high levels
Curriculum, instruction and assessment
Routine cognitive skills, rote learning
Learning to learn, complex ways of thinking, ways
of working
Teacher quality
Few years more than secondary
High-level professional knowledge workers
Work organisation
‘Tayloristic’, hierarchical
Flat, collegial
Accountability
Primarily to authorities
Primarily to peers and stakeholders
44. Find out more about PISA at www.pisa.oecd.org
• All national and international publications
• The complete micro-level database
Thank you !
Email: Andreas.Schleicher@OECD.org
Twitter: SchleicherEDU
and remember:
Without data, you are just another person with an opinion
Editor's Notes
Figure I.2.15
(Fig. II.4.5)
(Fig. II.4.5)
(Fig. II.4.5)
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.