The role of Education in an interconnected world webinar - Andreas Schleicher presentation- 9 March 2023
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Andreas Schleicher presents Why is Global Competence so Important? at the OECD Webinar - The role of Education in an interconnected world. https://oecdedutoday.com/oecd-education-webinars/ on 9 March 2023. In this webinar a panel including teachers and experts discussed the importance of global competences and kick off the next Global Teaching InSights initiative, where teachers share best practices.
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The role of Education in an interconnected world webinar - Andreas Schleicher presentation- 9 March 2023
- 1. Why is Global Competence so Important? Getting students to think globally and act locally Andreas Schleicher, Director Directorate for Education and Skills
- 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 always surprise us Impact Uncertainty Climate change Ageing Data breaches General Artificial Intelligence Energy cuts Internet disrupted Economic shocks Natural disasters (cyber) war Pandemics
- 4. A balancing act Resilience: Living in an imbalanced world Sustainability: Keeping the world in balance
- 5. 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: Global issues covered in the curriculum (PISA, OECD average) Fig VI.7.8 Based on principals' reports
- 6. 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, OECD average) Fig VI.5.1a
- 7. Understanding and appreciating the perspectives and worldviews of others
- 8. 0 10 20 30 40 50 60 70 80 90 100 "I can adapt easily to a new culture" "I can adapt to different situations even when under stress or pressure" "I am capable of overcoming my difficulties in interacting with people from other cultures" "When encountering difficult situations with other people, I can think of a way to resolve the… "I can deal with unusual situations" "I can change my behaviour to meet the needs of new situations" Percentage of students who reported the following statements describe them well or very well: OECD average Cognitive resilience Fig VI.3.7a
- 10. Connections between students' intercultural attitudes and dispositions Perspective taking Cognitive adaptability Attitudes towards immigrants Interest in learning about other cultures Respect for people from other cultures 0.32 0.37 0.31 0.44 0.45 0.38 Correlation coefficient between 0.4 and 0.45 Correlation coefficient between 0.3 and 0.4 Fig VI.3.14 OECD average Based on students’ reports
- 11. Ability to engage in open, appropriate and effective communication across cultures
- 12. 0 10 20 30 40 50 60 70 80 90 100 In their circle of friends In their family At school In their neighbourhood % Students who reported having contact with people from other countries Fig VI.4.4 OECD average
- 13. -0.10 -0.05 0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35 0.40 Iceland Australia Germany New Zealand Canada Switzerland Ireland Scotland (United Kingdom) Chinese Taipei Hungary France Belarus Malta Austria Slovak Republic Bulgaria OECD average Spain Korea Slovenia Portugal Russia Thailand Latvia Saudi Arabia Moldova Romania Singapore Uruguay Estonia Israel Mexico Panama North Macedonia Montenegro Greece Argentina Chile Croatia Costa Rica Serbia Kosovo Italy Hong Kong (China) Kazakhstan Indonesia Albania Macao (China) Bosnia and Herzegovina Viet Nam Brunei Darussalam Peru Jordan Ukraine Poland Lithuania Baku (Azerbaijan) Colombia Brazil Turkey Malaysia Dominican Republic Philippines Morocco Mean index difference Difference in the index of interest in learning about other cultures between students who reported that they have contact with people from other countries and those who reported that they do not have such contact Contact with people from other countries relates positively to interest in learning about other cultures Fig VI.4.7 Before accounting for students' and schools' socio-demographic profile After accounting for students' and schools' socio-demographic profile Socio-demographic status includes gender, immigrant status and student's and school's index of economic, social and cultural status
- 15. 0 10 20 30 40 50 60 70 80 90 100 Lithuania Poland Bulgaria Latvia Croatia Italy Hungary Estonia Romania Bosnia and Herzegovina Slovenia Montenegro Slovak Republic Serbia Ukraine Belarus Viet Nam North Macedonia Portugal Germany Russia Moldova Greece Austria France Spain Iceland Kazakhstan Albania Korea Kosovo Malta Morocco Costa Rica Singapore Dominican Republic Baku (Azerbaijan) Israel Switzerland Turkey Argentina Thailand Chinese Taipei Uruguay Colombia Panama Macao (China) Indonesia Lebanon OECD average Ireland Chile Brazil Peru Mexico United Arab Emirates Jordan Hong Kong (China) Philippines Brunei Darussalam Saudi Arabia Malaysia Canada New Zealand Australia Scotland (United Kingdom) % None One language Two or more languages Students who learn multiple foreign languages at school Fig VI.4.10
- 16. -0.10 0.00 0.10 0.20 0.30 0.40 0.50 0.60 Estonia Switzerland Austria Germany Hong Kong (China) Malta Latvia Greece Lithuania Brunei Darussalam Montenegro Ukraine Chinese Taipei Belarus Philippines Poland Croatia Portugal Hungary Macao (China) Bosnia and Herzegovina OECD average France Jordan Slovenia Romania Iceland Kazakhstan Serbia United Arab Emirates Uruguay Slovak Republic Scotland (United Kingdom) Chile Moldova Italy Thailand Malaysia Peru Russia Morocco Kosovo Ireland Indonesia Argentina Albania Mexico Turkey New Zealand Baku (Azerbaijan) Colombia Canada Panama Spain Viet Nam Bulgaria Australia Saudi Arabia Costa Rica Singapore Korea Brazil Dominican Republic Mean index difference Difference in the index of respect for people from other cultures between students who reported to speak two or more languages and those who do not Speaking two or more languages relates positively to respect for people from other cultures Fig VI.4.12 Before accounting for students' and schools' socio-demographic profile After accounting for students' and schools' socio-demographic profile
- 17. Learning about other cultures at school
- 18. 0 10 20 30 40 50 60 70 80 90 100 In our school, students learn about different cultural perspectives on historical and social events In our school, students learn about the cultures (e.g. beliefs, norms, values, customs or arts) of diverse cultural groups that live in <country of test> Our school supports activities that encourage students’ expression of diverse identities (e.g. national, religious, ethnic or social identities) In our school, students learn about the histories of diverse cultural groups that live in <country of test> In our school, students learn about the histories of diverse cultural groups that live in other countries Our school adopts different approaches to educate students about cultural differences (e.g. teamwork, peer-to-peer learning, simulations, problem-based… Our school organises multicultural events (e.g. cultural diversity day) In our school, students are encouraged to communicate with people from other cultures via web/Internet/social media Our school offers an exchange programme with schools in other countries In our school, we celebrate festivities from other cultures % Percentage of students whose school principal reported that the following statements reflect teachers’ practices for multicultural learning in their school: Learning about other cultures at school Fig VI.7.5 OECD average Based on principals' reports
- 19. 0 10 20 30 40 50 60 70 80 90 100 Singapore Panama Brazil Moldova Malaysia Thailand Romania Kosovo Macao (China) Albania Philippines New Zealand North Macedonia Kazakhstan Dominican Republic Australia Ukraine Chinese Taipei Hong Kong (China) Scotland (United Kingdom) Canada Montenegro Latvia Portugal Russia Baku (Azerbaijan) Poland Bosnia and Herzegovina Lithuania Lebanon Chile Bulgaria Estonia Belarus Jordan Serbia Colombia Indonesia Brunei Darussalam Morocco Spain Costa Rica OECD average Israel Mexico Ireland Peru Uruguay Slovak Republic Viet Nam Croatia Austria Malta Hungary Slovenia Germany Greece Turkey Argentina Korea Iceland Saudi Arabia Switzerland Italy % In our school, we celebrate festivities from other cultures Celebrations of cultural festivities Fig VI.7.7 Based on principals' reports
- 20. 0.00 0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 Interest in learning about other cultures Awareness of global issues Agency regarding global issues Self-efficacy regarding global issues Cognitive adaptability Perspective taking Awareness of intercultural communication Respect for people from other cultures Attitudes towards immigrants Index change The number of learning activities relates positively to students’ attitudes Fig VI.7.3 Before accounting for gender, immigrant background, and students' and schools' socio-demographic profile After accounting for gender, immigrant background, and students' and schools' socio-demographic profile OECD average
- 21. Find out more about our work at www.oecd.org/pisa PISA 2018: Insights and Implications PISA 2018 Results (Volume I): What Students Know and Can Do PISA 2018 Results (Volume II): Where All Students Can Succeed PISA 2018 Results (Volume III): What School Life Means for Students’ Lives Take the test: www.oecd.org/pisa/test FAQs: www.oecd.org/pisa/pisafaq PISA indicators on Education GPS: http://gpseducation.oecd.org PISA Data Explorer: www.oecd.org/pisa/data Email: Andreas.Schleicher@OECD.org 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
- A balancing act between fostering sustainability, keeping the world we know in balance, and resilience, living in an imbalanced world. Education is 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 science knowledge and skills that underpin a green economy.
- These topics are not new to education – in fact, they are now part of most school curricula in most OECD countries. Pandemics last on our list, hit us first But the environment comes first, 9 out of 10 school leaders say that climate change and global warming feature in in the agenda of their schools