2. Why focus on education?
• Education contributes to:
– economic and social development
– innovation and sustainable growth
– social mobility and mitigating inequalities
Main OECD goal: to help
countries to improve the quality,
equity, effectiveness and
efficiency of their educational
systems
2
3. Innovation and research: CERI
Centre for Educational
Research and Innovation
• Established in 1968; 40th
anniversary in 2008
• Mission: forward-looking
research on education at all
levels (micro, meso, macro),
with special focus on
innovation in teaching and
learning
5. CERI – some basic facts
• Relies on its own ear-marked budget from members
plus voluntary contributions, diverse sources
• Aims to inform long-term policy development by:
– generating forward-looking research analyses and
syntheses;
– identifying and stimulating educational innovation;
– promoting international exchange of knowledge and
experience
• Approx. 20 staff based in Paris
• Programme overseen by a Governing Board of all
Member countries, meets bi-annually
5
6. CERI’s 42 years
• 1970s: equality in education, innovation in
educational management, curriculum
development, recurrent education
• 1980s – 1990s: indicators, technology,
youth/youth unemployment, environmental
education
• 1990s: futures (schooling, HE), learning,
knowledge/the knowledge economy, the
international dimension
• 2000s: shift of focus to innovation
6
7. Programme of Work 2009-10
• INES: EAG, TALIS, VET
• Innovation Strategy for Education
• Teacher Education for Diversity
• Educational R&D indicators
• New Millennium Learners
• Innovative Learning Environments
• Globalisation and Linguistic Competences
• Market Mechanisms in Education
7
8. 2005: Teachers Matter
• Countries report serious concerns about :
– maintaining an adequate supply of good quality
teachers
– long-term trends for the teaching workforce (e.g.
fewer “high achievers”, fewer males, ageing)
– perception of initial teacher education as low
quality, with little connection to induction and
on-going professional development
– high rates of teacher attrition, especially among
new teachers
8
9. 2007-09: TALIS 1
• Teaching and Learning International Survey
– Teachers of lower secondary education and the
principals of their schools
– Representative samples
– Data collected through questionnaires
– 24 participating countries
• Netherlands did not achieve the sampling
standards
– Data collection school year 2007-08
– www.oecd.org/edu/talis
9
10. Teacher background
characteristics
Professional
development of teachers
Teaching beliefs,
practices and attitudes
School evaluation,
appraisal and feedback
of teachers
School leadership
School autonomy and
resources
Socio-economic
background of students
Teachers’
self-efficacy
Classroom
disciplinary
climate
10
11. 11
Creating Effective Teaching and
Learning Environments
First Results from TALIS
OECD Teaching and Learning International Survey (TALIS)
12. Teacher Education for Diversity
• Project started in 2009, ending in 2010
• Q: How can we best prepare for diverse
classrooms:
– pre-service teachers
– in-service teachers
– teacher educators?
• Looking for evidence base, gaps
– Building analytic framework: literature
review/research synthesis, expert meetings
– Adding: views from practitioners
12
13. Teacher Education for Diversity
• Why focus on diversity?
– Migration is one of the most important social
phenomena affecting 21st century education
– Evidence from PISA and other data that migrant
students are performing extremely bad in many
countries, and are performing reasonably well in
others
– Evidence from TALIS that there is a great need
for pre-service and in-service training for
teachers to cope with diverse classrooms
13
14. Immigration into the OECD area has
increased over the past fifteen years
0
50
100
150
200
250
300
350
1990 1992 1994 1996 1998 2000 2002 2004 2006
EEA+Switzerland except Germany Australia and Canada
Germany Japan
United States
Gross inflows of foreigners in selected OECD countries, 1990-2006, 1990=100
14
16. TALIS
0
25
50
75
100
Data from TALIS 2009
% of teachers reporting a high or moderate need for prof dev for
“teaching in a multicultural setting”
17. New Publication
Part 1:
Concepts, Research
and Context
Part 2:
Preparing Teachers for
Diverse Classrooms
Part 3:
Moving into Practice
Part 4:
The Pending Agenda
18. From homogeneity to diversity
Classroom Practices?
•crossing cultural borders
•tools for critical reflection
19. 2011-12 PWB
• ‘Teachers, teaching quality and learning’ is one
of the four core themes
– Effective teaching strategies (CERI)
– Innovative learning environments (CERI)
– Assesment and evaluation (EDPC)
– TALIS 2013 (EDPC)
19
20. 2010 Education Ministerial
Investing in Human Capital: New Challenges
4-5 November 2010, OECD Conference Centre, Paris
Tackling the effects of the
crisis
Investing in human capital: matching
skills to emerging needs
Equipping effective teachers for
the 21st century
Optimising the social impact
of education
20
OECD countries are now primarily destinations for migrants from other countries. The speed with which change can happen is illustrated by cases in the European Union such as Spain and Ireland, until a generation or two ago such important sources of emigration in Europe - they are now clear destinations for immigration. Note: EEA: European Economic Area is the European Union (EU15 for these data) plus Iceland and Norway.This net immigration translates into substantial percentages of “foreign-borns” in many countries. The largest shares are in Luxembourg (35%), Australia and Switzerland (24 each%) and New Zealand (21% (Canada 19%)). Austria and Ireland next at 14%.
1) Self report. What’s underlying responses? Context, tradition, composition of actual teacher educationPath analysis reveals importance of overall evaluative framework in such teaching. Interesting correlations overall. Esp : importance placed on teaching in a multicultural setting in teacher appraisal and feedback and the amount of change in teaching practices and teachers’ work following that appraisal and feedback (r = .51). Greater the changes in teaching practices and teachers’ work in multicultural settings, the greater reported need for prof dev in that area.
Diversity’ a broad term with multiple meanings. Need to carefully consider particular context and tradition;When diversity viewed as asset rather than liability, easier to consider and implement advantages to classrooms, schools and systems;Part OneConcepts and definitions of diversityLarge/smaller scale data : TALIS/ESL studentsPart TwoTeacher education (initial and in-service): sabine, rich, russellPart ThreeClassroom practices and country examples: germany, n ireland, spain, USAPart FourThe Pending Agenda
What about practice? Part 3 focuses on moving into practice. In figure, one way of visualizing how societies move from relative homogeneity (difference..) to heterogeneity to one that embraces diversity. What about classroom practices? How to move, in classrooms, towards a place where differences seen can be seen as an asset and capitalized on? Chapter on principles for practice on teaching for diversity—outlines
Last but not least: Planned Meeting of Ministers of Education, OECD, Paris :18-19 November 2010 On “Investing in Human Capital: new challenges”Three subthemes – meets interests of majority of countries (see slide) and is timely.Will be good occasion to: invite Enhanced Engagement ministers welcome Ministers from accession and new member countries build upon results of OECD high level meetings: including Sept 2009 Labour Ministers meeting and June 2010 Meeting of Council at Ministerial level (MCM) draw upon international events hosted by Member countries: for example in June 2009, Canada and Alberta hosted the International Conference on “Competing for Skills: Vocational Education and Training (VET) in the 21st Century”, in cooperation with the OECD Learning for Jobs Project. It focused on innovations in, and the role of VET, in meeting emerging labour market needs and competencies for a new, emerging innovations-based knowledge economy. Seeing this discussion continue at the Ministerial Meeting is a logical next step and will help guide officials in how to better meet labour market needs of an emerging post-recession economy.Finally, the Education Ministerial will provide valuable input to the 2011 MCM in area of skills, education and human capital for green growthA paper outlining preparations for the Ministerial and requesting Council approval: [Was discussed/approved this morning by EDPC? ]Will be submitted to Executive Committee before ChristmasWill be before Council in early January 2010
