Andreas Schleicher presents important data that should be considered for the Future of Education looking at digitalisation, labour markets and changes in the work force, inclusion, the need for creativity and other social and emotional skills and the importance of teachers in building the Future of Education.
Find out more about the OECD work in Education at https://www.oecd.org/education/
Education at a Glance 2022 Andreas Schleicher Global AnalysisEduSkills OECD
This document provides a summary of key findings from the OECD's 2022 report "Education at a Glance". It finds that while school closures due to COVID-19 were rare in 2021/22, assessing the pandemic's impact was a priority. Most countries implemented various recovery measures and digital tools use increased. It also examines trends in tertiary education like increasing attainment rates, employment and wage benefits of degrees, and differences in completion rates and fields of study by gender. Spending on tertiary education varies more between countries than other levels.
Trends Shaping Education 2022 by Andreas SchleicherEduSkills OECD
1) The future will continue to surprise us with uncertainties like climate change, pandemics, and technological disruptions that will shape education.
2) Trends include growing inequality, new sources of economic growth in technology companies, and people pursuing better work-life balance through reduced working hours.
3) Knowledge and power are shifting as access to information increases through the internet and artificial intelligence, while science becomes more open through academic publishing and citizen participation in governance grows.
4) Identities and belonging are changing with more international migration, greater civic engagement in politics and associations, and younger minimum voting ages worldwide.
Two years into the pandemic: How education systems have coped with the second...EduSkills OECD
Two years into the pandemic: How education systems have coped with the second year of COVID
The COVID-19 pandemic has caused massive disruptions to the learning of students at all levels of education. Although the availability of vaccines has improved the situation in most OECD countries, the school year 2021/22 was still marked by – sometimes severe – restriction to regular teaching and learning activities.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and is collecting data on how each education system is responding to the crisis, from school closures and remote learning to remedial measures. The latest round of data collection covers the impact of COVID-19 during the school year 2021/22 and the recovery policies implemented by countries during this period.
This presentation show the findings from a survey of more than 30 OECD education systems.
The document discusses the Education For All (EFA) global movement led by UNESCO which aims to meet the learning needs of all children, youth, and adults by 2015. It provides a brief history of how EFA was launched in 1990 with six goals to be achieved by 2015: (1) expand early childhood care and education, (2) provide free and compulsory primary education, (3) promote learning for youth and adults, (4) increase adult literacy by 50%, (5) achieve gender parity in education by 2005 and gender equality by 2015, and (6) improve the quality of education.
The state of education one year into the COVID pandemicEduSkills OECD
In 2020, 1.5 billion students in 188 countries/economies were locked out of their schools.
Students everywhere have been faced with schools that are open one day and closed the next, causing massive disruption to their learning.
With the coronavirus (COVID-19) pandemic still raging, many education systems are still struggling, and the situation is constantly evolving.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and collecting data on how each system is responding to the crisis, from school closures and remote learning, to teacher vaccination and gradual returns to in-class instruction.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings of the survey of around 30 different education systems and their responses to the pandemic, looking at how strategies varied across countries, whether or not certain strategies were favoured, and what the impact of these strategies was.
Read the report: https://www.oecd.org/education/state-of-school-education-one-year-into-COVID.htm
Equity and Inclusion in Education PPT Webinar 7 February 2023 Andreas SchleicherEduSkills OECD
Andreas Schleicher presents findings from Equity and Inclusion in Education: Finding Strength through Diversity at a webinar of the same name on 7 February 2023.
At the webinar OECD analysts and country experts outlined how education systems can cater to students from different background with varied needs. It follows the release of a report by OECD’s Strength in Diversity project that highlights six key steps to reforming education systems to help all students achieve their potential.
If you are a policy maker, teacher or are interested in learning more about how to respond to the challenges, please check out the webinar recording at https://oecdedutoday.com/oecd-education-webinars/
You can find the report at https://www.oecd-ilibrary.org/education/equity-and-inclusion-in-education_e9072e21-en
You can also check out our blog space https://oecdedutoday.com/equity-and-inclusion-in-education/ which contains the six key steps plus more context for the report Equity and Inclusion in Education: Finding Strength through Diversity
The key principles of Finnish education policy are quality, efficiency, equity and internationalization. Education is free at all levels from pre-primary to higher education. The education system consists of pre-primary education, nine years of compulsory basic education, upper secondary education and higher education. Education policy priorities are outlined in five-year development plans which currently focus on promoting equality, quality and lifelong learning. Legislation governs each level of education and most education is publicly funded through state and local authorities. Evaluation of education focuses on both self-evaluation of schools and national evaluations.
This document contains data and statistics from PISA and other international education assessments related to equity in education outcomes and opportunities across OECD countries. It includes data on performance differences between socioeconomically advantaged and disadvantaged students, access to resources like technology and qualified teachers in advantaged vs. disadvantaged schools, gender gaps in education and employment outcomes, private vs. public spending on education levels, and other metrics related to equity.
Education at a Glance 2022 Andreas Schleicher Global AnalysisEduSkills OECD
This document provides a summary of key findings from the OECD's 2022 report "Education at a Glance". It finds that while school closures due to COVID-19 were rare in 2021/22, assessing the pandemic's impact was a priority. Most countries implemented various recovery measures and digital tools use increased. It also examines trends in tertiary education like increasing attainment rates, employment and wage benefits of degrees, and differences in completion rates and fields of study by gender. Spending on tertiary education varies more between countries than other levels.
Trends Shaping Education 2022 by Andreas SchleicherEduSkills OECD
1) The future will continue to surprise us with uncertainties like climate change, pandemics, and technological disruptions that will shape education.
2) Trends include growing inequality, new sources of economic growth in technology companies, and people pursuing better work-life balance through reduced working hours.
3) Knowledge and power are shifting as access to information increases through the internet and artificial intelligence, while science becomes more open through academic publishing and citizen participation in governance grows.
4) Identities and belonging are changing with more international migration, greater civic engagement in politics and associations, and younger minimum voting ages worldwide.
Two years into the pandemic: How education systems have coped with the second...EduSkills OECD
Two years into the pandemic: How education systems have coped with the second year of COVID
The COVID-19 pandemic has caused massive disruptions to the learning of students at all levels of education. Although the availability of vaccines has improved the situation in most OECD countries, the school year 2021/22 was still marked by – sometimes severe – restriction to regular teaching and learning activities.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and is collecting data on how each education system is responding to the crisis, from school closures and remote learning to remedial measures. The latest round of data collection covers the impact of COVID-19 during the school year 2021/22 and the recovery policies implemented by countries during this period.
This presentation show the findings from a survey of more than 30 OECD education systems.
The document discusses the Education For All (EFA) global movement led by UNESCO which aims to meet the learning needs of all children, youth, and adults by 2015. It provides a brief history of how EFA was launched in 1990 with six goals to be achieved by 2015: (1) expand early childhood care and education, (2) provide free and compulsory primary education, (3) promote learning for youth and adults, (4) increase adult literacy by 50%, (5) achieve gender parity in education by 2005 and gender equality by 2015, and (6) improve the quality of education.
The state of education one year into the COVID pandemicEduSkills OECD
In 2020, 1.5 billion students in 188 countries/economies were locked out of their schools.
Students everywhere have been faced with schools that are open one day and closed the next, causing massive disruption to their learning.
With the coronavirus (COVID-19) pandemic still raging, many education systems are still struggling, and the situation is constantly evolving.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and collecting data on how each system is responding to the crisis, from school closures and remote learning, to teacher vaccination and gradual returns to in-class instruction.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings of the survey of around 30 different education systems and their responses to the pandemic, looking at how strategies varied across countries, whether or not certain strategies were favoured, and what the impact of these strategies was.
Read the report: https://www.oecd.org/education/state-of-school-education-one-year-into-COVID.htm
Equity and Inclusion in Education PPT Webinar 7 February 2023 Andreas SchleicherEduSkills OECD
Andreas Schleicher presents findings from Equity and Inclusion in Education: Finding Strength through Diversity at a webinar of the same name on 7 February 2023.
At the webinar OECD analysts and country experts outlined how education systems can cater to students from different background with varied needs. It follows the release of a report by OECD’s Strength in Diversity project that highlights six key steps to reforming education systems to help all students achieve their potential.
If you are a policy maker, teacher or are interested in learning more about how to respond to the challenges, please check out the webinar recording at https://oecdedutoday.com/oecd-education-webinars/
You can find the report at https://www.oecd-ilibrary.org/education/equity-and-inclusion-in-education_e9072e21-en
You can also check out our blog space https://oecdedutoday.com/equity-and-inclusion-in-education/ which contains the six key steps plus more context for the report Equity and Inclusion in Education: Finding Strength through Diversity
The key principles of Finnish education policy are quality, efficiency, equity and internationalization. Education is free at all levels from pre-primary to higher education. The education system consists of pre-primary education, nine years of compulsory basic education, upper secondary education and higher education. Education policy priorities are outlined in five-year development plans which currently focus on promoting equality, quality and lifelong learning. Legislation governs each level of education and most education is publicly funded through state and local authorities. Evaluation of education focuses on both self-evaluation of schools and national evaluations.
This document contains data and statistics from PISA and other international education assessments related to equity in education outcomes and opportunities across OECD countries. It includes data on performance differences between socioeconomically advantaged and disadvantaged students, access to resources like technology and qualified teachers in advantaged vs. disadvantaged schools, gender gaps in education and employment outcomes, private vs. public spending on education levels, and other metrics related to equity.
The document provides an overview and comparison of the textbooks "Comparative Education: Exploring Issues in International Context" by Kubow and Fossum and "Comparative Education" by Mazurek and Winzer. It summarizes the key differences between the textbooks, including their focuses, countries examined, and educational concerns addressed. It also outlines several of the main topics covered in Kubow and Fossum's book, such as the rationale for studying comparative education, what comparative education entails, and its value.
Poverty in India remains widespread, with 1/4 of the population living on less than $0.40 per day. Lack of access to education exacerbates poverty, as 87% of people in poverty have not completed high school. Living in poverty has significant physical, emotional, social, and educational effects on children, including feelings of inadequacy, anxiety, and not belonging. Improving access to education is key to alleviating poverty in the long term by providing opportunities for employment, healthcare knowledge, and breaking the intergenerational cycle of poverty.
Book review global issues in comparative education - 142-fss-ph-d_edu-f17 - ...Fazal Hakeem
Book Review as an assignment
Title: "Global Issues and Comparative Education"
Author: Wendy Bignold and Liz Gayton
A CIP record for this book is available from the British Library.
ISBN: 978 1 84445 208 8
The rights of the authors and editors to be identified as the Authors of this Work
have been asserted by them in accordance with the Copyright, Designs and Patents
Act 1988.
Contributed Book, Edited Volume or Edited Collection (OUP, n.d.)
EFA is a government movement launched in 1990 at the World Conference on Education for All to provide quality basic education for all children, youth and adults in the Philippines. It aims to reform and improve the quality of basic education for every Filipino by 2015 through six goals including expanding early childhood education, providing free primary education, promoting youth and adult skills, increasing adult literacy, achieving gender parity, and improving overall education quality.
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
The document discusses the digital transformation of education through technology. It notes that while hardware and connectivity in schools have increased, technology has not significantly improved educational outcomes. Barriers to effective technology integration include teachers needing more training to develop strong digital skills and understanding of new pedagogies. Students also have varying degrees of digital literacy. The document concludes that investments should focus on teacher professional development, using technology strategically in ways that enhance learning, and developing new interactive and collaborative instructional designs.
This document discusses human capital theory and the relationship between investment in education and economic growth. It defines human capital as the skills and knowledge gained through education and experience. Human capital theory posits that investment in education increases worker productivity and contributes to national economic growth. While education improves individual earnings and benefits society, the impact on economic growth depends on how educational capital is utilized and whether the skills learned match labor market demands. Maintaining an equilibrium between education supply and demand is important to avoid unemployment or skills shortages that could limit growth. For education to meaningfully support growth, countries need a focused, responsive education system of high quality that meets the economy's skill needs.
Global trends in education that apply at the elementary, secondary, tertiary and adult education levels in many countries across the globe. This was a Spotlight Session hosted by the Center for Interactive Learning and Collaboration in September, 2010.
The document discusses investment in education from various perspectives. It notes that investment in education is made to develop human resources and skills, with the expected return being a resourceful person. It outlines different sources of investment in education, including from governments, private organizations, communities, and individuals like parents. The document also examines investment in education throughout history, from ancient to medieval to British rule periods, and how the sources and focus of investment have changed over time and may continue to change in the future.
This presentation discusses the state of art of Innovation in Education and goes beyond technical advances to include the changing students and educational paradigms. It encompasses a wide range of sources- please feel free to email me if you have any questions.
The document discusses equity in education and outlines key points regarding policy implications. It identifies different perspectives on educational policies and reasons for promoting equity, such as strengthening social cohesion and reducing costs. It then discusses dimensions of educational disadvantage, signs of selectivity in education systems, and ways policy can promote equitable, quality education for all students. The document proposes "transition compatible" policy tools to monitor achievement, target resources, and support schools serving disadvantaged students.
This EUA presentation provides an overview of institutional, national and EU responses to the coronavirus pandemic, with special attention given to the higher education and research sectors.
It offers an outlook on the short- to medium-term challenges and opportunities presented by the crisis, as well as a reflection on the lessons learnt so far.
How to ensure education is relevant for all in a fast-changing world - Andrea...EduSkills OECD
Andreas Schleicher, Director for Education and Skills, OECD presents findings of the OECD’s Education Policy Outlook 2022: Transforming Pathways for Lifelong Learners during the OECD Education Webinar: How to ensure education is relevant for all in a fast-changing world on the 5 April 2023
What will education look like in the future?EduSkills OECD
The document outlines 4 scenarios for the future of schooling presented by the OECD:
1) Schooling Extended - Formal education continues to expand with individualized learning supported by technology. Traditional school structures and roles remain.
2) Education Outsourced - Learning occurs through diverse private arrangements as schooling systems compete in an education market. Structures are varied and teaching roles are diversified.
3) Schools as Learning Hubs - Schools prioritize local partnerships and resources to support flexible learning arrangements and community involvement. Teachers work within networks.
4) Learn-as-you-go - Distinctions between formal and informal learning disappear as technology allows education to occur anywhere. Traditional schooling is dismantled
This presentation discusses equity in education. It defines equity in education as raising achievement for all students while narrowing gaps between groups. The document outlines key principles of ensuring equity, such as raising awareness, listening to students and parents, and addressing discrimination. It also discusses the purpose of equity in education, which includes knowledge of relevant laws and policies, professional development, and monitoring progress. Finally, it provides steps for achieving equity, such as collaborating with parents, using local curricula, collecting data, and defining the role of teachers.
Lifelong learning is the concept that learning should continue throughout a person's life across formal and informal contexts. International organizations like UNESCO, the OECD, and the EU have promoted lifelong learning as important for both personal and economic reasons. Lifelong learning encompasses learning from childhood through old age through formal education as well as informal learning experiences. Key aspects of lifelong learning include learning to know, learning to do, learning to live together, and learning to be as outlined in the Delors report. Information literacy is also closely related to lifelong learning as it enables people to learn independently throughout their lives.
Presentation: Higher Education in Pakistan: An ICT Integration ViewpointZaffar Ahmed Shaikh
This document summarizes a study examining challenges in integrating information and communication technology (ICT) into Pakistan's higher education system. A literature review found that ICT can improve education but its use faces barriers like lack of infrastructure and policy. The study used a Delphi method survey of 30 experts to evaluate ICT issues. Findings showed current ICT use is around 50% of potential and barriers include uneven ICT distribution and lack of funding. Recommendations include improving ICT skills, generating financial support, and developing a robust long-term ICT policy and implementation plan.
Professional Development of Teachers: Use of ICT for Capacity BuildingDrSK Pulist
The document discusses professional development for teachers in using information and communication technologies (ICT). It describes the UNESCO ICT Competency Framework for Teachers which outlines six major areas where ICT can support teachers: understanding ICT in education, curriculum and assessment, pedagogy, organization and administration, and teacher professional development. The framework aims to support professional development for teachers, teacher trainers, and educational staff working with ICT in education. The document also lists various synchronous and asynchronous ICT tools that are available for use in education.
Learning during crisis insights from across the globe for education in Ukrain...EduSkills OECD
Andreas Schleicher presents at the webinar Learning during crisis: insights from across the globe for education in Ukraine on the 27 June 2023.
Andreas was joined on the panel by Liliia Hrynevych, former Minister of Education & Science, Ukraine, Suzanne Dillon, Chair of the OECD Future of Education and Skills 2030 project and João Costa, Minister of Education, Portugal. At the webinar the OECD launched Learning during crisis: insights for education in Ukraine, a series of case studies from national educational reform programmes.
The Schools + Network: Connecting and Empowering SchoolsEduSkills OECD
This presentation by Andreas Schleicher, OECD Director of Education and Skills, was presented during the launch of the OECD School + Network.
This network brings schools together & provide a space to share & learn from one another.
The document provides an overview and comparison of the textbooks "Comparative Education: Exploring Issues in International Context" by Kubow and Fossum and "Comparative Education" by Mazurek and Winzer. It summarizes the key differences between the textbooks, including their focuses, countries examined, and educational concerns addressed. It also outlines several of the main topics covered in Kubow and Fossum's book, such as the rationale for studying comparative education, what comparative education entails, and its value.
Poverty in India remains widespread, with 1/4 of the population living on less than $0.40 per day. Lack of access to education exacerbates poverty, as 87% of people in poverty have not completed high school. Living in poverty has significant physical, emotional, social, and educational effects on children, including feelings of inadequacy, anxiety, and not belonging. Improving access to education is key to alleviating poverty in the long term by providing opportunities for employment, healthcare knowledge, and breaking the intergenerational cycle of poverty.
Book review global issues in comparative education - 142-fss-ph-d_edu-f17 - ...Fazal Hakeem
Book Review as an assignment
Title: "Global Issues and Comparative Education"
Author: Wendy Bignold and Liz Gayton
A CIP record for this book is available from the British Library.
ISBN: 978 1 84445 208 8
The rights of the authors and editors to be identified as the Authors of this Work
have been asserted by them in accordance with the Copyright, Designs and Patents
Act 1988.
Contributed Book, Edited Volume or Edited Collection (OUP, n.d.)
EFA is a government movement launched in 1990 at the World Conference on Education for All to provide quality basic education for all children, youth and adults in the Philippines. It aims to reform and improve the quality of basic education for every Filipino by 2015 through six goals including expanding early childhood education, providing free primary education, promoting youth and adult skills, increasing adult literacy, achieving gender parity, and improving overall education quality.
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
The document discusses the digital transformation of education through technology. It notes that while hardware and connectivity in schools have increased, technology has not significantly improved educational outcomes. Barriers to effective technology integration include teachers needing more training to develop strong digital skills and understanding of new pedagogies. Students also have varying degrees of digital literacy. The document concludes that investments should focus on teacher professional development, using technology strategically in ways that enhance learning, and developing new interactive and collaborative instructional designs.
This document discusses human capital theory and the relationship between investment in education and economic growth. It defines human capital as the skills and knowledge gained through education and experience. Human capital theory posits that investment in education increases worker productivity and contributes to national economic growth. While education improves individual earnings and benefits society, the impact on economic growth depends on how educational capital is utilized and whether the skills learned match labor market demands. Maintaining an equilibrium between education supply and demand is important to avoid unemployment or skills shortages that could limit growth. For education to meaningfully support growth, countries need a focused, responsive education system of high quality that meets the economy's skill needs.
Global trends in education that apply at the elementary, secondary, tertiary and adult education levels in many countries across the globe. This was a Spotlight Session hosted by the Center for Interactive Learning and Collaboration in September, 2010.
The document discusses investment in education from various perspectives. It notes that investment in education is made to develop human resources and skills, with the expected return being a resourceful person. It outlines different sources of investment in education, including from governments, private organizations, communities, and individuals like parents. The document also examines investment in education throughout history, from ancient to medieval to British rule periods, and how the sources and focus of investment have changed over time and may continue to change in the future.
This presentation discusses the state of art of Innovation in Education and goes beyond technical advances to include the changing students and educational paradigms. It encompasses a wide range of sources- please feel free to email me if you have any questions.
The document discusses equity in education and outlines key points regarding policy implications. It identifies different perspectives on educational policies and reasons for promoting equity, such as strengthening social cohesion and reducing costs. It then discusses dimensions of educational disadvantage, signs of selectivity in education systems, and ways policy can promote equitable, quality education for all students. The document proposes "transition compatible" policy tools to monitor achievement, target resources, and support schools serving disadvantaged students.
This EUA presentation provides an overview of institutional, national and EU responses to the coronavirus pandemic, with special attention given to the higher education and research sectors.
It offers an outlook on the short- to medium-term challenges and opportunities presented by the crisis, as well as a reflection on the lessons learnt so far.
How to ensure education is relevant for all in a fast-changing world - Andrea...EduSkills OECD
Andreas Schleicher, Director for Education and Skills, OECD presents findings of the OECD’s Education Policy Outlook 2022: Transforming Pathways for Lifelong Learners during the OECD Education Webinar: How to ensure education is relevant for all in a fast-changing world on the 5 April 2023
What will education look like in the future?EduSkills OECD
The document outlines 4 scenarios for the future of schooling presented by the OECD:
1) Schooling Extended - Formal education continues to expand with individualized learning supported by technology. Traditional school structures and roles remain.
2) Education Outsourced - Learning occurs through diverse private arrangements as schooling systems compete in an education market. Structures are varied and teaching roles are diversified.
3) Schools as Learning Hubs - Schools prioritize local partnerships and resources to support flexible learning arrangements and community involvement. Teachers work within networks.
4) Learn-as-you-go - Distinctions between formal and informal learning disappear as technology allows education to occur anywhere. Traditional schooling is dismantled
This presentation discusses equity in education. It defines equity in education as raising achievement for all students while narrowing gaps between groups. The document outlines key principles of ensuring equity, such as raising awareness, listening to students and parents, and addressing discrimination. It also discusses the purpose of equity in education, which includes knowledge of relevant laws and policies, professional development, and monitoring progress. Finally, it provides steps for achieving equity, such as collaborating with parents, using local curricula, collecting data, and defining the role of teachers.
Lifelong learning is the concept that learning should continue throughout a person's life across formal and informal contexts. International organizations like UNESCO, the OECD, and the EU have promoted lifelong learning as important for both personal and economic reasons. Lifelong learning encompasses learning from childhood through old age through formal education as well as informal learning experiences. Key aspects of lifelong learning include learning to know, learning to do, learning to live together, and learning to be as outlined in the Delors report. Information literacy is also closely related to lifelong learning as it enables people to learn independently throughout their lives.
Presentation: Higher Education in Pakistan: An ICT Integration ViewpointZaffar Ahmed Shaikh
This document summarizes a study examining challenges in integrating information and communication technology (ICT) into Pakistan's higher education system. A literature review found that ICT can improve education but its use faces barriers like lack of infrastructure and policy. The study used a Delphi method survey of 30 experts to evaluate ICT issues. Findings showed current ICT use is around 50% of potential and barriers include uneven ICT distribution and lack of funding. Recommendations include improving ICT skills, generating financial support, and developing a robust long-term ICT policy and implementation plan.
Professional Development of Teachers: Use of ICT for Capacity BuildingDrSK Pulist
The document discusses professional development for teachers in using information and communication technologies (ICT). It describes the UNESCO ICT Competency Framework for Teachers which outlines six major areas where ICT can support teachers: understanding ICT in education, curriculum and assessment, pedagogy, organization and administration, and teacher professional development. The framework aims to support professional development for teachers, teacher trainers, and educational staff working with ICT in education. The document also lists various synchronous and asynchronous ICT tools that are available for use in education.
Learning during crisis insights from across the globe for education in Ukrain...EduSkills OECD
Andreas Schleicher presents at the webinar Learning during crisis: insights from across the globe for education in Ukraine on the 27 June 2023.
Andreas was joined on the panel by Liliia Hrynevych, former Minister of Education & Science, Ukraine, Suzanne Dillon, Chair of the OECD Future of Education and Skills 2030 project and João Costa, Minister of Education, Portugal. At the webinar the OECD launched Learning during crisis: insights for education in Ukraine, a series of case studies from national educational reform programmes.
The Schools + Network: Connecting and Empowering SchoolsEduSkills OECD
This presentation by Andreas Schleicher, OECD Director of Education and Skills, was presented during the launch of the OECD School + Network.
This network brings schools together & provide a space to share & learn from one another.
Presentation made by Andreas Schleicher, Director for the OECD Directorate of Education and Skills, at the Education World Forum, 21st January 2019, London
Did you ever wonder whether education has a role to play in preparing our societies for an age of artificial intelligence? Or what the impact of climate change might be on our schools, families and communities?
Trends Shaping Education ( http://www.oecd.org/edu/trends-shaping-education-22187049.htm) examines major economic, political, social and technological trends affecting education. While the trends are robust, the questions raised in this book are suggestive, and aim to inform strategic thinking and stimulate reflection on the challenges facing education – and on how and whether education can influence these trends.
This book covers a rich array of topics related to globalisation, democracy, security, ageing and modern cultures. The content for this 2019 edition has been updated and also expanded with a wide range of new indicators. Along with the trends and their relationship to education, the book includes a new section on future’s thinking inspired by foresight methodologies.
This book is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non specialist source of international comparative trends shaping education, whether in schools, universities or in programmes for older adults. It will also be of interest to students and the wider public, including parents.
Envisioning the future of education and jobsEduSkills OECD
Revolution. Contained within that often-frightening word is another, less-destabilising one: evolution. If we look at this fourth Industrial Revolution as the end result of a series of advances propelled by the force of global trends, then we have a better chance of meeting the challenges it presents, rather than being ambushed by it. We will also be better equipped to help our children prepare for their future.
This report, the product of a collaboration between the Organisation for Economic Co-operation and Development (OECD) and the UK-based charity, Education and Employers, offers a glimpse of how children see their future, and the forces that, if properly understood and harnessed, will drive them forward to realise their dreams. Through concerted actions by educators and business leaders, we can help our children develop the kinds of skills needed not only to weather, but to take advantage of this revolution.
The future will be about pairing the artificial intelligence of computers with the cognitive, social and emotional capabilities of humans, so that we educate first-class humans, not second-class robots. It is our responsibility, as concerned adults, to acknowledge and understand the trends that are shaping this industrial revolution, and to impart that understanding to our children as early as possible. It is our responsibility, in other words, to help our children get ready for their future.
Download the paper at http://www.oecd.org/education/Envisioning-the-future-of-education-and-jobs.pdf
Mega trends impacting on higher education - riga, 6 november 2017dvndamme
1) Several mega-trends are impacting higher education globally, including population aging, economic integration, inequality, skills mismatches, and new technologies.
2) Higher education is becoming more globalized and internationalized, with growing student mobility, cross-border research collaborations, and expansion of universities and online courses.
3) However, globalization and new technologies also risk exacerbating inequalities and social exclusion if access to opportunities remains unequal.
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.
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
The document discusses trends in education based on findings from the OECD's Programme for International Student Assessment (PISA). It shows that student performance in science has increased steadily over time for the OECD average. It also shows graphs comparing science performance to factors like spending per student, learning time, and internet use. The document advocates for the importance of early childhood education, presenting data showing its impact on later student performance and literacy skills. It discusses how access to early childhood programs varies between countries and is often less for children who could benefit most.
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.
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.
Working together to help education reforms work out EduSkills OECD
Andreas Schleicher
Special Advisor on Education Policy to the Secretary General - OECD
Director for Education and Skills
Taking the perspective of institutions and the system, Education Policy Outlook 2019: Working Together to Help Students Achieve their Potential, analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2019) with various education policies adopted between 2008 and 2014. This report includes around 460 education policy developments (with evidence of progress or impact for over 200 of them) spanning from early childhood education and care to higher education and lifelong learning on topics related to school improvement, evaluation and assessment, governance and funding. It looks into “what is being done”, as well as “why and how it works” to help education systems gain better understanding of how policies can have greater opportunities of success in their specific contexts.
Slides from OECD & NEA webinar Are education policies doing enough to enhance...EduSkills OECD
The document discusses gender gaps in education and skills. It provides data showing:
1) Women are less likely than men to not have an upper secondary degree, though fields of study tend to differ significantly between girls and boys.
2) Girls perform slightly below boys in mathematics on average internationally, though differences exist between countries.
3) Due to differences in fields of study, male university students tend to have higher numeracy skills than females.
4) Numeracy skills are linked to higher earnings potential. Initiatives to improve gender balance in STEM could boost economic outcomes.
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.
Skills: Global Trends, Challenges and OpportunitiesEduSkills OECD
Global trends are presenting both opportunities and challenges for skills development. The kinds of routine jobs that can be easily automated are declining, while jobs requiring social, creative, and analytical skills are growing. Technology is also changing how we work and live, with impacts like rising inequality, slowing productivity growth, and changing skill needs. Developing a wider range of cognitive, social, emotional, and metacognitive skills will help countries and individuals adapt and prosper in this changing environment.
PowerPoint by Mr. Andreas Schleicher, OECD Director for Education and Skills, Skills Summit 2018, Porto.
SESSION 2: DESIGN – Rethinking education and lifelong learning policies
Objective: Discuss how education and skills policies need to be redesigned to make the most of the digital transformation; discuss whether digitalisation is creating the need to adopt a lifelong learning approach to skills development
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.
PISA: Where is real progress being made in provinding equitable education?IIEP-UNESCO
Autor: Speaker: Andreas Schleicher, Director, Directorate for Education and Skills, OECD.
Presentation made for the first IIEP Strategic Debate of 2017.
More information: http://www.iiep.unesco.org/en/strategic-debate-real-progress-being-made-equitable-provision-education-pisaresults-3879
ISTP 2014 - Equity, Excellence and Inclusiveness in EducationEduSkills OECD
Presentation for the 2014 International Summit on the Teaching Profession, by Andreas Schleicher, Acting Director for the Directorate of Education and Skills, and Special Advisor on Education Policy to the Secretary-General, OECD
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.
OECD Education and Skills Ministerial: Digitalisation
Presentation from Andreas Schleicher about digitalisation in education and skills.
Find out more about the ministerial meeting at : https://www.oecd.org/education/ministerial/
Find out more about our work in education and skills: https://www.oecd.org/education/
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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.
Andreas Schleicher_OECD-ISSA webinar_Diversity plus Quality, does it equal Eq...EduSkills OECD
This document summarizes key findings from the TALIS Starting Strong 2018 survey on diversity and quality in early childhood education. It finds that socioeconomic gaps in child development emerge early. While early childhood education can help disadvantaged children, quality varies between more and less diverse centers. More diverse centers often face greater shortages and lower parental involvement, though staff may have more diversity training and use adaptive practices. Ensuring resources for diverse centers, reducing diversity concentrations, and supporting family engagement could help reduce inequalities.
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’.
Andreas Schleicher - Teach for All 8 February 2024.pptxEduSkills OECD
- PISA 2022 assessed the math performance of nearly 690,000 15-year-old students across 81 countries. It found the average math performance dropped by almost 15 score points across OECD countries since 2018, a larger decline than ever seen before.
- Factors like insufficient education resources, a shortage of qualified teachers, and more time spent on digital devices for leisure rather than learning were linked to lower math scores. However, stronger teacher support during remote learning and feeling prepared for independent learning were associated with higher performance and confidence.
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
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
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
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. Many disconnects
Financial economy
Infinite growth imperative
Gross domestic product
The wealthy
Technology
Governance
Real economy
Finite resources of planet
Well-being of people
The poor
Social needs
Voicelessness of people
3. The future will continue to surprise us
Impact
Uncertainty
Climate change
Ageing
Data breaches
General Artificial Intelligence
Energy cuts
Internet disrupted
Economic shocks
Natural disasters
(cyber) war
Pandemics
The future will always surprise us
5. Figure 1.4
The rise of Big Tech
Annual revenue of top four companies from the Fortune 500 in 1960 vs “Big Four” tech companies, 2005-2020
Source: OECD(2019), An Introduction to Online Platforms and Their Role in the Digital Transformation,
https://doi.org/10.1787/53e5f593-en; companies’ annual reports; and https://macrotrends.net
0
100
200
300
400
500
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
Annual
revenue
(USD
billion)
Apple
Facebook
Amazon
Google
0
100
200
300
400
500
2005 2008 2011 2014 2017 2020
General Motors Exxon Mobil
Ford Motor General Electric
8. Tasks
without
use of ICT
Tasks with
use of ICT
Non routine tasks
Routine tasks
Non routine tasks
Routine tasks
Tasks
without
use of ICT
Tasks with
use of ICT
Two effects of digitalisation
9. Non routine tasks,
Low use of ICT
Non routine tasks,
High use of ICT
Routine tasks,
Low use of ICT
Routine tasks,
High use of ICT
Non routine tasks,
Low use of ICT
Non routine tasks,
High use of ICT
Routine tasks,
Low use of ICT
Routine tasks,
High use of ICT
(
Two effects of digitalisation
11. Many teenagers aspire to jobs that are at high risk of automation (PISA)
0%
10%
20%
30%
40%
50%
60%
Australia
United
Kingdom
Ireland
New
Zealand
United
States
Finland
Norway
Canada
Singapore
Israel
Sweden
ECD
-
Sample
Average
Belgium
Denmark
Korea
Chile
Austria
Netherlands
Italy
Spain
Estonia
France
Czech
Republic
Poland
Slovenia
Cyprus
Greece
Germany
Japan
Lithuania
Slovak
Republic
Advantaged Disadvantaged
13. The wisdom of crowds
Number of pages in all wikis, 2001-2021
Figure 3.2
Source: Wikimedia (2021), Pages to Date, All Wikis, https://stats.wikimedia.org/
0
50
100
150
200
250
300 2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
Number
of
wikis
(Millions)
14. Digital navigation skills (PISA)
0
10
20
30
40
50
60
70
80
90
100
Singapore
38
Korea
39
B-S-J-Z
(China)
39
Hong
Kong
(China)
34
Chinese
Taipei
46
Macao
(China)
39
United
Kingdom
22
Japan
34
United
States
30
Canada
26
New
Zealand
30
Netherlands
22
Australia
26
Finland
20
Ireland
20
Israel
17
UAE
25
Slovenia
20
Russia
22
Poland
29
Brunei
Darussalam
26
Malta
18
Croatia
19
Estonia
24
Austria
22
Malaysia
27
Belarus
27
OECD
average
24
Germany
22
Belgium
27
Lithuania
22
Czech
Republic
27
Overall
average
22
France
28
Latvia
18
Turkey
36
Thailand
24
Qatar
23
Hungary
25
Portugal
26
Italy
25
Switzerland
23
Albania
11
Denmark
16
Luxembourg
28
Norway
16
Bulgaria
14
Indonesia
14
Spain¹
23
Chile
25
Sweden
18
Slovak
Republic
19
Philippines
19
Costa
Rica
21
Greece
18
Iceland
31
Serbia
18
Mexico
15
Brazil
15
Kazakhstan
20
Montenegro
14
Georgia
15
BiH
12
Panama
17
Uruguay
8
Peru
18
Colombia
22
Dominican
Republic
9
Baku
(Azerbaijan)
15
Kosovo
7
Morocco
6
Strictly focused navigation Actively explorative navigation No navigation Column2
%
Fig 3.7
Percentage
of
students
who
self
activated
the
multiple-source
by
clicking
hyperlink
Highly effective navigation
Actively explorative navigation
Limited navigation
No navigation
15. -75
-50
-25
0
25
Bogota Daegu Helsinki Houston Istanbul Manizales Moscow Ottawa Suzhou
mean scale difference (students and
parents)
mean scale difference (teachers)
15
Figure 4.3
15-year-olds report lower creativity than 10-year-olds
Age gaps in creativity
18. Resilience: Living in an
imbalanced world
Sustainability: Keeping
the world in balance
A balancing act
19. Education…
• Change in consumption
and lifestyle patterns
• Personal finance and
investment choices
• Employment choices
• Social influence
• Volunteering
• Community services
• Voting for candidates
• Financing parties
• Social activism
…shapes
political
commitments
…impacts on
local
communities
…influences
business
practices
…influences
others‘
behaviour
Education can shape individual behaviour that…
20. Global issues covered in the curriculum (PISA)
0
10
20
30
40
50
60
70
80
90
100
Climate change
and global
warming
Equality
between men
and women in
different parts of
the world
International
conflicts
Causes of
poverty
Migration
(movement of
people)
Hunger or
malnutrition in
different parts of
the world
Global health
(e.g. epidemics)
%
Principals who reported that there is a formal curriculum for the following topics:
21. 0 10 20 30 40 50 60 70 80 90 100
"I think my behaviour can impact
people in other countries"
"I can do something about the
problems of the world"
"It is right to boycott companies that
are known to provide poor…
"When I see the poor conditions that
some people in the world live…
"I think of myself as a citizen of the
world"
"Looking after the global
environment is important to me"
Percentage of students who agreed or strongly agreed with the following statements:
Students’ agency regarding global issues (PISA, average)
Fig VI.5.1a
24. Student agency
Students learn and develop their agency in interactions with others e.g.
peers and friends, teachers, parents, siblings, others from any communities
they belong to etc. (co-agency), and also in dynamics of a group (collective
agency).
26. -0.05
-0.04
-0.03
-0.02
-0.01
0.00
0.01
0.02
0.03
0.04
Motivation to master
tasks
Self-efficacy Fear of failure Learning goals Value of school
Change
in
the
index Growth mindset and student attitudes
Change in the following indices when students disagreed or strongly disagreed that "your intelligence is
something about you that you can’t change very much“:
Fig III.14.5
All linear regression models account for
students' and schools' socio-economic profile
27. Participation in formal education continues to expand. International collaboration and
technological advances support more individualised learning. The structures and
processes of schooling remain.
Educational monopolies remain: Schools are
key actors in socialisation, qualification, care
and credentialing.
International collaboration and digital
technologies power more personalised
teaching and learning practices.
Distinct teacher corps remain, although with
new divisions of tasks and greater economies
of scale.
Goals and
functions
Organisation and
structures
The teaching
workforce
Governance and
geopolitics
Scenario 1: Schooling Extended
28. Traditional schooling systems break down as society becomes more directly involved
in educating its citizens. Learning takes place through more diverse, possibly
privatised and flexible arrangements, with digital technology a key driver.
Fragmentation of demand with self-reliant
“clients” looking for flexible services.
Schooling systems as players in a wider
(local, national, global) education market.
Diversification of structures: multiple
organisational forms available to individuals.
Diversity of instructional roles and teaching
status operating within and outside of schools.
Goals and
functions
Organisation and
structures
The teaching
workforce
Governance and
geopolitics
Scenario 2: Education digitised
29. 0
10
20
30
40
50
60
70
80
90
100
Progressive return of
students (e.g. by age
cohorts)
Classroom based
teaching and learning
in shifts
Hybrid model of
distance and
classroom based
teaching and learning
Return to normal
scheduling and
student attendance
Student and teacher
returns contingent
upon results of
antibody testing
Classroom teaching
conducted in schools’
outdoor spaces
Strategies beyond the pandemic
(Averages across 36 countries, May 2020)
Table 17
%
30. • Many online and distance learning and other innovative approaches such as AR, VR
and AI were created, adapted and expanded.
New learning experiences
Image sources: Electude
Classroom and Labster Labs’
virtual labs; Oxford University’s
LIFE project, a smartphone-
based virtual learning platform
31. Learning analytics
• Learning analytics helps educators
personalise learning
• in real time
• as a reflective tool
• Data come from sensors, learning
management systems and digital activities
of learners
• When should you shift to a new activity?
• Are you losing the attention of learners?
• How do you struture instruction time
(lecture, small group, discussion,
assessment, practice, etc.)?
• Which students do you talk to and support
the most?
32. Assessments and exams
New types of
assessments through
simulations and games
Adaptive assessments
Hands-on assessment in
vocational settings
Increasing reliability of
machine rating for essays
Predictive models may
disrupt the exam model
33. Schools remain, but diversity and experimentation have become the norm. Opening the
“school walls” connects schools to their communities, favouring ever-changing forms of
learning, civic engagement and social innovation.
Strong focus on local decisions; self-
organising units in diverse partnerships.
Schools as hubs function to organise multiple
configurations of local-global resources.
Flexible schooling arrangements permit greater
personalisation and community involvement.
Professional teachers as nodes of wider
networks of flexible expertise.
Goals and
functions
Organisation and
structures
The teaching
workforce
Governance and
geopolitics
Scenario 3: Schools as Learning Hubs
34. 34
Psychological well-being of 10-year-olds
I felt calm and relaxed
I felt cheerful and in good spirits
I felt active and vigorous
I woke up feeling fresh and rested
My daily life is filled with things that interest me
Percentage of 10-year-old students who reported feeling like this “most of the time” or “all of the time” (international
average)
Figure 3.2
0 20 40 60 80 100
10-year old boys 10-year old girls
35. 35
Psychological well-being of 15-year-olds
I felt calm and relaxed
I felt cheerful and in good spirits
I felt active and vigorous
I woke up feeling fresh and rested
My daily life is filled with things that interest me
Percentage of 15-year-old students who reported feeling like this “most of the time” or “all of the time” (international
average)
Figure 3.2
0 20 40 60 80 100
15-year old boys 15-year old girls
36. Students who are more stress resistant, optimistic and energetic
indicated higher current psychological well-being amongst 15-year-olds
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Bogota Daegu Helsinki Houston Istanbul Manizales Moscow Ottawa Sintra Suzhou
Change
in
well-being
related
to
a
one
standard
deviation
increase
in
skills
Stress resistance Optimism Energy
Social and emotional skills most strongly associated with current psychological well-being, by city
36
Figure 3.8
38. Some students learn at high levels All students learn at high levels
Routine cognitive skills Complex ways of thinking and working
Curriculum, instruction and assessment
Student inclusion
Standardisation and compliance High-level professional knowledge workers
Role of teachers
‘Tayloristic’, industrial Flat, collegial, entrepreneurial
Work organisation
Primarily to authorities Primarily to peers and stakeholders
Accountability
The past The future
When fast gets really fast, being slow to adapt
can make education really slow
40. Find out more about our work at
www.oecd.org/education
Email: Andreas.Schleicher@OECD.org
Twitter: SchleicherOECD
Wechat: AndreasSchleicher
and remember:
Without data, you are just another person with an opinion
Thank you
Editor's Notes
Education has fueled amazing progress, but it also leaves us with some fundamental disconnects. Think of the growing disconnect between the infinite growth imperative and the finite resources of our planet; between the financial economy and the real economy; between the wealthy and the poor; between the concept of our gross domestic product and the well-being of people; and between technology and social needs;
And, at the same time, we know that strategic investments in education can help reduce economic inequality in the long run. In fact, one of the most powerful features of education is that it can help tackle the sources of economic inequality, and not just tinker with its consequences.
At this moment, our eyes are still focused on the pandemic, which has massively disrupted education
Some believe that nothing in education will be like in the days before
Looking to the future, there are new sources of growth
Intangibles are key in today’s economy. An example of their power is the growth of a few tech companies compared to the declining revenue of the traditional companies that dominated the Fortune 500 decades ago
The great thing is that unlike tangible assets, knowledge can be used repeatedly and in multiple places at the same time, and that’s what explains the rapid growth of Big Tech companies in just a few years.
The way we live and work also shapes the future of education
The dynamics behind that are not difficult to understand
The kind of things that are easy to teach and test have also become easy to digitise and automate
And technology intensive tasks are a on the rise
You put the two things together and you see the future of work
All of this has consequences.
When you look at the career aspirations more closely, you also see that between 30 and 40 per cent of teenagers aspire to jobs that are at high risk of automation, particularly youths from poor families aim for jobs that are likely to disappear.
Knowledge also means power
The world is more connected. Before, people engaged with and learned from those near them. Now, people engage with and learn from people around the world, instantly.
For example, only an elite few produced traditional encyclopaedias or the mass media of the 20th century (newspapers, radio and TV), today’s social media and internet sites like Wikipedia are fed by the masses who generate the content.
As you can see here, the number of pages in all wikis grew from about 10 000 to over 250 million in just 20 years.
Are we equipping young people to deal with this kind of diversity and knowledge? What happens when they encounter each other, and different knowledge?
Being a digital native doesn’t mean you are digitally skilled.
Here you see the share of 15-year-olds who are highly effective navigators on the internet or at least capable to actively explore information. As you see there is no country in the Western world with at least half of the student population good at navigating the digital world.
Some students have limited navigation skills but often a majority did not even demonstrate basic navigation strategies.
So technology seems way ahead of student capacities.
Now I had already mentioned that students’ creativity and curiosity were lower among 15-year-olds than among 10-year-olds.
That’s not just reflected in student self-reports, also the ratings from parents and from teachers gave a similar picture, at least in most jurisdictions, although you can see in Suzhou that the drop reported by students is much larger than what parents say. And teachers don’t seem to observe a drop.
That drop in creativity could be a reflection of the fact that education systems often expect compliance from students, with the potential consequence of driving out curiosity and creativity as students grow older and stay longer in the education system.
And not surprisingly, let me conclude with a look at the environment
As you can see here, since 1970, our ecological footprint has consistently exceeded Earth’s biocapacity, which you see here marked by the dotted line. In 2021, we exceeded it by over 70%, which means that globally, we lived as if we had 1.7 planets available instead of just one. Rates of consumption vary by country: for example, the United States consumes as if it had five Earths available, France three and Colombia slightly over one. On average, OECD countries consume the equivalent of over three Earths.
Preparing for that will always be a balancing act.
A balancing act between fostering sustainability, keeping the world we know in balance, and resilience, living in a structurally imbalanced world.
Education is the key on both fronts, particularly when it comes to issues like climate change that oblige us to see the bigger picture, make better trade-offs between the present and the future, and between situational values – I will do whatever the current situation allows me to do – and sustainable values that help us align individual and collective well-being.
Most obviously, education provides people with the scientific knowledge and skills that underpin a green economy. And according to PISA, knowledge about the science of the environment was the single best predictor for the environmental attitudes and behaviour of young people.
But education can also shape individual behaviour that influences political commitments, whether that is financing parties or social activism
It can shape behaviour that impacts on local communities, think of volunteering or community services
It can shape individual behaviour that influences business practices, think about changes in consumption and lifestyle patterns, personal investment choices or employment choices.
And of course, our own behaviour will always influence the behaviour of others.
Look at this. At the surface, the sustainability agenda has made it into school curricula. Among OECD countries, close to 90% of school principals say they have a formal curriculum dealing with climate change and global warming, and that’s true also for issues like poverty or migration.
But things look different when you look at this through the lens of students. In our latest PISA survey, over three quarters of 15-year-olds said that the climate agenda is important and urgent to them, and that they think of themselves as world citizens.
But when we asked them do you feel you can do something about this or do you think what you do matters for people in other places, the bars got much shorter.
That’s the crux of education today, we make young people passive consumers of prefabricated knowledge, but we don’t do enough
to empower them to mobilise their cognitive, social and emotional resources.
Singaporean and Korean students excel when they had to explain how carbon-dioxide emissions affect global climate change. They have an amazing level of academic knowledge…
But just a minority of Singaporean and Korean 15-year-olds said they would choose certain products for ethical or environmental reasons even if they are a bit more expensive. That’s the disconnect between knowledge and behaviour.
A growth mindset is a good example of the kind of social and emotional skills that matter
You can see here that where education systems succeed with equipping young people with a growth mindset, they are much more likely to see better results in academic results too.
Niemand weiss, wie die Zukunft aussehen wird, aber ein Weg wie wir uns besser auf die Zukunft vorbereiten können liegt darin, uns auch verschiedene Zukunftsszenarien einzulassen.
Ein Szenario ist die Fortschreibung des Status Quo.
But what’s most interesting, just 22% of the OECD countries were aiming to return to the status quo. Over half of them looked to hybrid models as the new normal, where virtual and on-site learning environments are integrated.
Think about, something that was at best at the margins of education six months ago, has now become the new normal. At least in ambitions.
The most visible benefit has been greater personalisation. While you study math on a computer, the computer can now study you and then make your learning experience so much more granular, so much more adaptive and so much more interactive. The pandemic has brought a tiny niche out in the mainstream.
Learning analytics holds perhaps the greatest promise. Together with sensors and learning management systems, teachers can now get a real sense of how different students learn differently, where students get interested and where they get bored, where they advance and where they get stuck. And so teachers get a much better sense of how they can structure learning time and which students need what extra support. Again, an area the pandemic has greatly accelerated in some parts of the world.
We are also seeing big leaps in assessment and exams, whether you talk about assessments through simulations, hands-on assessment in vocational settings, or machine learning algorithms scoring essays. The time of multiple choice bubble sheets is over and learning and assessment are becoming fully integrated.
The WHO has an interesting metric to assess the psychological well-being of students which we used here for 10-year-olds. You can see a generally positive picture although you see consistently lower results for girls than for boys.
Psychological well-being dips in adolescence, the bars are generally shorter for 15-year-olds than for 10-year-olds, and that dip is particularly pronounced for girls.
The results show that students’ social and emotional skills are closely related to students’ psychological well-being after accounting for socio-economic status and gender. This is particularly the case for stress resistance, optimism and energy. So being optimistic is consistently related to both a higher level of life satisfaction and current psychological well-being, and you see this works across cities.
And this seems to matter too. Students who get along well with their teachers report higher social and emotional skills, particularly greater curiosity, optimism and achievement motivation. Curiosity and achievement motivation both indicate a love for learning and doing well at school. So it seems that students who get along well with their teachers are more engaged, want to do well in school and like learning more. To the extent that you can read a causal nature into this relationship, improving social and emotional skills could be a way to help students enjoy better social relations in school and vice versa.
And there is a lot more that the future will demand from tomorrow’s teachers.
When you could still assume that what you learn in school will last for a lifetime, teaching content was at the centre of education. Today, the dilemma for teachers is that the kinds of things that are easy to teach and test have also become easy to digitise and automate. Tomorrows teachers need to enable students to become lifelong learners, to manage complex ways of thinking and complex ways of working that computers cannot take over easily.
In the past when you only needed a small slice of well-educated people it was efficient for governments to invest a lot 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 skills.
In the past, governments tended to tell their teachers exactly what to do and exactly how they want it done, with 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 knowledge workers don’t like to work in schools organised as industrial workplaces, the future is flat, collegial and entrepreneurial, and people look outwards rather than upwards.
You can help governments navigate the risks and leveraging the opportunities.
What is the right balance between modernising and disruption.
How do we reconcile new goals with old structures
How do we support globally minded and locally rooted students and teachers
How do we foster innovation while recognising the socially highly conservative nature of education
How do we leverage potential with existing capacity
How do we reconfigure the spaces, the people, the time and the technologies to create powerful learning environments.
Again, this is not a government project, this is a whole of society project and I believe the philantrophic sector can make such a difference.