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.
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/
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.
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
Education at a Glance 2022 Andreas Schleicher Global AnalysisEduSkills OECD
Andreas Schleicher presents the Global Analysis of Education at a Glance 2022:the authoritative source of education around the world. This years edition of looks at tertiary education. Slides include COVID-19: From crisis management to recovery. Find out more at www.oecd.org/education/education-at-a-glance
What will education look like in the future?EduSkills OECD
Looking ahead and beyond the current pandemic, how do we envisage education changing? The events of the past year have accelerated our increasing familiarity and use of technology and online learning, making us wonder whether our education systems are keeping pace. What new possibilities does this present? And what are the challenges to some of the structures we have in place now, for example in higher education?
And crucially, how do we best prepare our young people for the future, while at the same time ensuring that we have the workforce we need?
This presentation was part of an interactive webinar, hosted by the OECD and Education and Employers, where we outlined four different scenarios describing what education might look like in the future, and then discussed what each might mean for students.
How are education policies supporting students to think creatively.pptxEduSkills OECD
Andreas Schleicher (OECD Directorate for Education and Skills) presents at the webinar 'How are education policies supporting students to think creatively?'
Creative thinking is consistently named among the top skills that employers are looking for. But OECD research suggests that creativity in students drops as they pass through the school system.
How can education systems ensure that all young people can develop and strengthen their creative thinking skills as part of their formal education? What policies are needed?
The OECD webinar explored how education systems worldwide are handling this issue.
Speakers include:
Angela Bravo Chacon, Unesco Perú, former National Director of Secondary and Primary Education at Peruvian Ministry of Education
Bo Stjerne Thomsen, Chair of Learning through Play, LEGO Foundation
Andreas Schleicher, OECD Directorate for Education and Skills
Moderated by Bill Lucas, Professor of Learning and Director of the Centre for Real-World Learning at the University of Winchester
It can be found via the website :https://oecdedutoday.com/oecd-education-webinars/
Education 4.0 - Teacher for the Future (Teacher 4.0)Thiyagu K
Education 4.0 is a purposeful approach to learning that lines up the fourth industrial revolution and about transforming the future of education using advanced technology and automation. This presentation slide explains the innovative practices of incorporating advanced technology in our classroom practice.
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/
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.
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
Education at a Glance 2022 Andreas Schleicher Global AnalysisEduSkills OECD
Andreas Schleicher presents the Global Analysis of Education at a Glance 2022:the authoritative source of education around the world. This years edition of looks at tertiary education. Slides include COVID-19: From crisis management to recovery. Find out more at www.oecd.org/education/education-at-a-glance
What will education look like in the future?EduSkills OECD
Looking ahead and beyond the current pandemic, how do we envisage education changing? The events of the past year have accelerated our increasing familiarity and use of technology and online learning, making us wonder whether our education systems are keeping pace. What new possibilities does this present? And what are the challenges to some of the structures we have in place now, for example in higher education?
And crucially, how do we best prepare our young people for the future, while at the same time ensuring that we have the workforce we need?
This presentation was part of an interactive webinar, hosted by the OECD and Education and Employers, where we outlined four different scenarios describing what education might look like in the future, and then discussed what each might mean for students.
How are education policies supporting students to think creatively.pptxEduSkills OECD
Andreas Schleicher (OECD Directorate for Education and Skills) presents at the webinar 'How are education policies supporting students to think creatively?'
Creative thinking is consistently named among the top skills that employers are looking for. But OECD research suggests that creativity in students drops as they pass through the school system.
How can education systems ensure that all young people can develop and strengthen their creative thinking skills as part of their formal education? What policies are needed?
The OECD webinar explored how education systems worldwide are handling this issue.
Speakers include:
Angela Bravo Chacon, Unesco Perú, former National Director of Secondary and Primary Education at Peruvian Ministry of Education
Bo Stjerne Thomsen, Chair of Learning through Play, LEGO Foundation
Andreas Schleicher, OECD Directorate for Education and Skills
Moderated by Bill Lucas, Professor of Learning and Director of the Centre for Real-World Learning at the University of Winchester
It can be found via the website :https://oecdedutoday.com/oecd-education-webinars/
Education 4.0 - Teacher for the Future (Teacher 4.0)Thiyagu K
Education 4.0 is a purposeful approach to learning that lines up the fourth industrial revolution and about transforming the future of education using advanced technology and automation. This presentation slide explains the innovative practices of incorporating advanced technology in our classroom practice.
Starting Strong - Empowering Young Children in the Digital Age - EDU Webinar ...EduSkills OECD
OECD’s Director for Education and Skills Andreas Schleicher presents findings from the report 'Empowering Young Children in the Digital Age' at the OECD Education Webinar on 23 May 2023.
Digitalisation and AI are transforming social and economic life at lightning speeds, creating new demands for education systems.
The use of new technologies can help develop the digital skills of young children and enrich their learning environment. But what are the challenges? And how can we support parents and early educators and carers in creating positive technology experiences for young children whilst also understanding and managing the risks that exist?
The webinar recording is available on https://oecdedutoday.com/oecd-education-webinars/
The role of Education in an interconnected world webinar - Andreas Schleiche...EduSkills OECD
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.
Lessons for Education from COVID: A policy maker's handbook for more resilien...EduSkills OECD
The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move.
When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo.
Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal.
This Handbook provides practical guidance to support them to do just that.
It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic.
It proposes three key lessons and related policy pointers for the current academic term and beyond.
Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity.
The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy.
As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.
This is a presentation I prepared for a course on emerging technologies and concepts for my students. I discuss the concept of Education 4.0 as a tool to help to rethink education to better align future workers, today's life-long learners, with the new business requirements of industrie 4.0
The value of digitally influenced spending in emerging markets will approach $4 trillion by 2022, amounting to about 50% of all retail spending in Asia, Latin America, and Africa. But the dynamics will vary widely between markets, requiring B2C companies to “de-average” their offerings in order to succeed.
2015. What education do we need for the 21st century? What is the purpose of education
in the current context of societal transformation? How should learning be organized?
These questions inspired the ideas presented in this publication.
In the spirit of two landmark UNESCO publications, Learning to Be: The world of
education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure
within (1996), the ‘Delors Report,’ I am convinced we need to think big again today
about education
Booz Allen Hamilton and Market Connections: C4ISR Survey ReportBooz Allen Hamilton
Booz Allen Hamilton partnered with government market research firm Market Connections, Inc. to conduct the survey of military decision-makers. The research examined the main features of Integrated C4ISR through Enterprise Integration: engineering, operations and acquisition. Two-thirds of respondents (65 percent) agree agile incremental delivery of modular systems with integrated capabilities can enable rapid insertion of new technologies.
Education is a very important role in our lives. Everyone has been being educated since the day they were
born. There is a rapidly growing demand for a higher education in the world today. Although a higher
education is difficult to receive, the rewards of self-improvement, job insurance, a development of
character, and social improvements etc satisfy individuals. Sure it is hard to attain formal education
longer, but learning for personal knowledge greatly improves individuals. Individuals learn skills like
problem solving which will teach them to figure things out for themselves. A better education will also
gain individuals’ experience. Individuals would never know what they liked or did not like if they never
had a chance to experience it. If one doesn’t know how to make educated decisions, s/he will never be
content with herself / himself. How good does it feel to outsmart someone when an individual applies
what s/he have been taught or have been able to help somebody just from the education which s/he
received? Knowledge is a very powerful thing that can change the lives of others and self.
This presentation briefly describes about the education systems on different countries of the world, what policies they follow for best results and their rankings.
Equity in education - Breaking down barriers to social mobilityEduSkills OECD
In times of growing economic inequality, improving equity in education becomes more urgent. While some countries and economies that participate in the OECD Programme for International Student Assessment (PISA) have managed to build education systems where socio-economic status makes less of a difference to students’ learning and well-being, every country can do more.
Equity in Education: Breaking Down Barriers to Social Mobility shows that high performance and more positive attitudes towards schooling among disadvantaged 15-year-old students are strong predictors of success in higher education and work later on. The report examines how equity in education has evolved over several cycles of the OECD Programme for International Student Assessment (PISA). It identifies the policies and practices that can help disadvantaged students succeed academically and feel more engaged at school.
Using longitudinal data from five countries (Australia, Canada, Denmark, Switzerland, and the United States), the report also describes the links between a student’s performance near the end of compulsory education and upward social mobility – i.e. attaining a higher level of education or working in a higher-status job than one’s 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
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.
Starting Strong - Empowering Young Children in the Digital Age - EDU Webinar ...EduSkills OECD
OECD’s Director for Education and Skills Andreas Schleicher presents findings from the report 'Empowering Young Children in the Digital Age' at the OECD Education Webinar on 23 May 2023.
Digitalisation and AI are transforming social and economic life at lightning speeds, creating new demands for education systems.
The use of new technologies can help develop the digital skills of young children and enrich their learning environment. But what are the challenges? And how can we support parents and early educators and carers in creating positive technology experiences for young children whilst also understanding and managing the risks that exist?
The webinar recording is available on https://oecdedutoday.com/oecd-education-webinars/
The role of Education in an interconnected world webinar - Andreas Schleiche...EduSkills OECD
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.
Lessons for Education from COVID: A policy maker's handbook for more resilien...EduSkills OECD
The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move.
When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo.
Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal.
This Handbook provides practical guidance to support them to do just that.
It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic.
It proposes three key lessons and related policy pointers for the current academic term and beyond.
Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity.
The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy.
As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.
This is a presentation I prepared for a course on emerging technologies and concepts for my students. I discuss the concept of Education 4.0 as a tool to help to rethink education to better align future workers, today's life-long learners, with the new business requirements of industrie 4.0
The value of digitally influenced spending in emerging markets will approach $4 trillion by 2022, amounting to about 50% of all retail spending in Asia, Latin America, and Africa. But the dynamics will vary widely between markets, requiring B2C companies to “de-average” their offerings in order to succeed.
2015. What education do we need for the 21st century? What is the purpose of education
in the current context of societal transformation? How should learning be organized?
These questions inspired the ideas presented in this publication.
In the spirit of two landmark UNESCO publications, Learning to Be: The world of
education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure
within (1996), the ‘Delors Report,’ I am convinced we need to think big again today
about education
Booz Allen Hamilton and Market Connections: C4ISR Survey ReportBooz Allen Hamilton
Booz Allen Hamilton partnered with government market research firm Market Connections, Inc. to conduct the survey of military decision-makers. The research examined the main features of Integrated C4ISR through Enterprise Integration: engineering, operations and acquisition. Two-thirds of respondents (65 percent) agree agile incremental delivery of modular systems with integrated capabilities can enable rapid insertion of new technologies.
Education is a very important role in our lives. Everyone has been being educated since the day they were
born. There is a rapidly growing demand for a higher education in the world today. Although a higher
education is difficult to receive, the rewards of self-improvement, job insurance, a development of
character, and social improvements etc satisfy individuals. Sure it is hard to attain formal education
longer, but learning for personal knowledge greatly improves individuals. Individuals learn skills like
problem solving which will teach them to figure things out for themselves. A better education will also
gain individuals’ experience. Individuals would never know what they liked or did not like if they never
had a chance to experience it. If one doesn’t know how to make educated decisions, s/he will never be
content with herself / himself. How good does it feel to outsmart someone when an individual applies
what s/he have been taught or have been able to help somebody just from the education which s/he
received? Knowledge is a very powerful thing that can change the lives of others and self.
This presentation briefly describes about the education systems on different countries of the world, what policies they follow for best results and their rankings.
Equity in education - Breaking down barriers to social mobilityEduSkills OECD
In times of growing economic inequality, improving equity in education becomes more urgent. While some countries and economies that participate in the OECD Programme for International Student Assessment (PISA) have managed to build education systems where socio-economic status makes less of a difference to students’ learning and well-being, every country can do more.
Equity in Education: Breaking Down Barriers to Social Mobility shows that high performance and more positive attitudes towards schooling among disadvantaged 15-year-old students are strong predictors of success in higher education and work later on. The report examines how equity in education has evolved over several cycles of the OECD Programme for International Student Assessment (PISA). It identifies the policies and practices that can help disadvantaged students succeed academically and feel more engaged at school.
Using longitudinal data from five countries (Australia, Canada, Denmark, Switzerland, and the United States), the report also describes the links between a student’s performance near the end of compulsory education and upward social mobility – i.e. attaining a higher level of education or working in a higher-status job than one’s 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
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.
Trends Shaping Education 2016 provides an overview of key economic, social, demographic and technological trends and raises pertinent questions about their potential impact on education. This compilation makes use of a variety of robust international sources of data, including the OECD, the World Bank and the United Nations.
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.
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.
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.
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.
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
This report discusses policies and practices that shape quality and equity in early childhood education and care. It examines how the work environment, including the educational background of staff, and the policies that shape teaching approaches affect the quality of the education provided to our youngest learners. The book concludes with an overview of current thinking about how young children use, and are affected by, information and communication technologies (ICT). Linking the way children interact with ICT inside of school to the way they already use it outside of school could be the key to unlocking technology’s potential for learning.Children learn at a faster rate during the first five years of their life than at any other time, developing cognitive, and social and emotional skills that are fundamental to their future achievements and well-being throughout childhood and as adults. Despite compelling evidence that high quality early childhood education and care programmes can make a crucial difference to children’s progress through school and success in adult life, large differences in access to and the quality of these programmes persist within and across countries.
Facing the Future of Technology and Learning OLC Nov 2020Maria H. Andersen
In the last decade, innovations like adaptive learning, smartphones, learning analytics, OER, and MOOCs have been chipping away at the corners of traditional education. Then came COVID-19, causing a rapid acceleration of the adoption of these kinds of technology and new pedagogies in under a month. The next wave of disruption to higher ed will not come from more technology to incorporate into teaching, but will be caused by the existence of advanced technology in the workforce. The existence of technology like AI will force us to alter the content we teach, how we assess, and how we design programs, modalities, and curriculum in order to stay relevant as educational institutions.
Hello everyone. My name is Zane and I am a student in Digital Marketing Academy in Ireland.
I’m 32 years old and feel lots of passion towards digital marketing.
Today I would like to discuss a technology impact on the consumers life.
Investment Opportunities in the New Normal - AirTree VenturesMelissa Ran
“There are decades where nothing happens; and there are weeks where decades happen” - Lenin.
It’s not every day that a VC gets to quote Lenin, but it is hard to disagree with him in light of our current reality. In 5 short months, Covid-19 stimulated 5 years’ worth of digital adoption. Its impact on consumers and businesses will be profound and long-lasting.
AirTree Ventures Partner John Henderson and Portfolio Analyst Kevin Lu zoomed in on a few of these effects and presented their findings at AirTree’s Investor Summit in September 2020.
These are the slides. Topics covered include:
- SaaS tools to support a remote-first world
- A digital kick in the butt for healthcare and education
- E-commerce was a wave, now it’s a tsunami
- The blossoming of the creator economy
- eSport is sport; gaming is the new social
Investment opportunities in the new normal John Henderson
I recently spoke with AirTree's investors about the economic impact of Covid-19 and some of the investment opportunities arising from it. Here are my slides (sans voiceover I'm afraid!).
If you're an entrepreneur building a company supported by the themes I covered, I'd love to meet you!
- SaaS tools to support a remote-first world
- A digital kick in the butt for healthcare and education
- E-commerce was a wave, now it’s a tsunami
- The blossoming of the creator economy
- eSport is sport; gaming is the new social
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2. 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
Trends shaping education
3. • Pulling future trends into the present to learn and prepare
– Growth
– Living and working
– Knowledge and power
– Identity and belonging
– Our changing future
Trends shaping education
6. 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
8. 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
9. Source: WIPO (2020), World Intellectual Property Indicators 2020, https://www.wipo.int/
Figure 1.3
Intangible innovation
Trademark applications for the top five offices, 1940-2019
0
500
1 000
1 500
2 000
2 500
1940
1943
1946
1949
1952
1955
1958
1961
1964
1967
1970
1973
1976
1979
1982
1985
1988
1991
1994
1997
2000
2003
2006
2009
2012
2015
2018
Number
of
applications
(Thousands)
United States India Brazil Korea China
2019
10. Work to live or live to work?
Working and living
12. Germany
Greece
Norway
Turkey
United Kingdom
United States
OECD average
1 300
1 400
1 500
1 600
1 700
1 800
1 900
2 000
2 100
1971 1977 1983 1989 1995 2001 2007 2013 2019
Hours
per
Year
Germany Greece Norway Turkey United Kingdom United States OECD average
Figure 2.1
In pursuit of a work-life balance
Average annual hours actually worked per worker, 1971-2019
Source: OECD (2021), OECD Labour Force Statistics (database), https://stats.oecd.org/
14. 75
100
125
150
175
200
Online
Labour
Index
Digital Taylorism
Online Labour Index (OLI), May 2016-May 2021
Source: Kässi, O., C. Hadley and V. Lehdonvirta (2019), Online Labour Index: Measuring the Online Gig Economy for Policy
and Research, figshare Dataset. https://doi.org/10.6084/m9.figshare.3761562.v1842. Figure 2.4
22. Figure 3.3
Our world in data
Global internet traffic, exabytes per month, 1984-2022
0
50
100
150
200
250
300
350
400
450
1984 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 2018 2020 2022
Exabytes
per
month
KB kilobyte 103 bytes
MB megabyte 106 bytes
GB gigabyte 109 bytes
TB terabyte 1012 bytes
PB petabyte 1015 bytes
EB exabyte 1018 bytes
ZB zettabyte 1021 bytes
YB yottabyte 1024 bytes
Source: Sumits (28 August 2015), “The history and future of internet traffic”, https://blogs.cisco.com/, and Cisco (2016; 2017;
2018) Cisco Visual Networking Index, https://www.cisco.com/.
23. Figure 3.4
Source: OECD.AI (2021), “AI Publication Time Series by Country” (indicator), OECD.AI Policy Observatory Live Data,
https://oecd.ai/.
The advent of smart machines?
Top producers of AI research worldwide by number of AI research publications, 1980-2021
0
100 000
200 000
300 000
400 000
500 000
600 000
1980 1985 1990 1995 2000 2005 2010 2015 2020
Number
of
research
publications
United States EU (27) China United Kingdom Japan India Canada Australia Korea Brazil
2021
25. 0
200
400
600
800
1 000
1 200
1 400
1 600
1980 1985 1990 1995 2000 2005 2010 2015 2020
Number
of
academic
papers
Figure 3.5
Source: Sharma (2021), “Team size and retracted citations reveal the patterns of retractions from 1981 to 2020”,
https://doi.org/10.1007/s11192-021-04125-4.
Opening up science
Rate of academic paper retraction, Web of Science, 1981-2020
26. 0
100
200
300
400
500
600
700
2001 2003 2005 2007 2009 2011 2013 2015 2017 2019
Cumulative
number
of
journals
Technology
Social Sciences
Natural Sciences
Multidisciplinary
Medical and Health
Sciences
Humanities
Figure 3.6
Full disclosure: The rise of open peer review
Rate of academic paper retraction, Web of Science, 1981-2020
Source: Wolfram et al. (2020), “Open peer review: Promoting transparency in open science”,
https://doi.org/10.1007/s11192-020-03488-4.
29. Figure 3.9
A public's right to know
Rate of adoption of right to information laws, OECD countries, 1766-2019
Source: RTI Rating (2019), Historical Data on Country RTI Rating Scores, 2019, https://www.rti-rating.org/.
0
5
10
15
20
25
30
35
40
1766 1789 1812 1835 1858 1881 1904 1927 1950 1973 1996 2019
Number
of
countries
30. 0
10
20
30
40
50
60
1979 1982 1985 1988 1991 1994 1997 2000 2003 2006 2009 2012 2015 2018 2021
Number
of
processes
Figure 3.10
A wave of deliberative politics
Number of representative deliberative processes over time, OECD countries, 1979-2021
Source: OECD (2021), OECD Database of Representative Deliberative Processes and Institutions (database),
https://airtable.com/.
31. It’s a small world after all
Identity and belonging
34. 1
2
3
1950 1960 1970 1980 1990 2000 2010 2020
Level
of
engagement
Political Non-political
Figure 4.5
Get up, stand up
Engagement in political and non-political independent associations, OECD countries, 1950-2020
Source: Coppedge et al. (2021), “V-Dem Dataset v11.1”, Varieties of Democracy Project, https://doi.org/10.23696/vdemds21.
35. 16
18
20
22
24
26
28
1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 2010 2020
Minimum
voting
age
Figure 4.6
From the schoolyard to the ballot box
Average minimum voting age across OECD countries, 1900-2020
Source: Coppedge et al. (2021), “V-Dem Dataset v11.1”, Varieties of Democracy Project, https://doi.org/10.23696/vdemds21.
39. 0
1 000
2 000
3 000
4 000
5 000
6 000
7 000
8 000
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
Number
of
patents
Where the (virtual) wild things are
Global number of new patents/applications related to AR/VR in gaming, 2000–2020
Source: MaxVal Group, Inc. (19 August 2020), “Tracking Influential Augmented and Virtual Reality Patents In Gaming”,
https://www.maxval.com/. Figure 5.9
40. 0
500
1 000
1 500
2 000
2 500
3 000
3 500
4 000
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
Cumulative
number
of
emojis
A picture is worth a thousand words
Number of emoji characters by year of addition to Unicode standard and notable emojis, 1995-2021
Source: OECD calculations from Buchholz, K. (2021), https://www.statista.com/; and Unicode Consortium (2019),
http://www.unicode.org/emoji/charts-12.0/emoji-versions.html and (2021), https://unicode.org/emoji/charts/emoji-versions.html. Figure 5.10
43. CO2de red
Global energy-related CO2 emission, gigatonnes (Gt), 1900-2021
Source: IEA (2020), Global Energy Review 2020, https://www.iea.org/reports/global-energy-review-2020; IEA (2021),
Global Energy Review 2021, https://www.iea.org/reports/global-energy-review-2021. Figure 5.2
0
5
10
15
20
25
30
35
1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 2010 2020
Emissions
(Gt)
Financial
Crisis
Second
Oil
Shock
World
War
II
Great
Depression
COVID-19
2021
44. Shocks and surprises
Source: OECD (2022), Trends Shaping Education 2022,
What future for Our changing nature?
Breakthroughs in anti-ageing
technologies increase
average life expectancy to
110 years
Massive technological
advancements have permitted
humans to colonise the moon,
Mars and even send out pioneers
to Venus
Almost half of the world population
has now acquired the status of
climate refugees and is protected
under international law
Pharmacology and human-
machine interfaces allow us to
enhance cognitive functions and
modify emotional states at will,
including our sense of what is
morally acceptable (moral
bioenhancement)
Supercentenarians
Enhanced humans
Climate refugees
Planets B, C and D
Editor's Notes
Note: Baseline OECD projections, devised under a no-policy-change assumption, highlight that population ageing may negatively affect growth in living standards. However, improvements in labour productivity can help offset this effect and lift GDP per capita growth.
The real cost of solar photovoltaic systems fell by almost 80% since 2010, in tandem with rising solar photovoltaic annual installation reaching almost 135 GW in 2020.
Note: Other includes heat, solar thermal and geothermal energy.
While the availability and affordability of renewables have increased, fossil fuels like oil and natural gas continue to comprise the largest shares of total final energy consumption globally. In 2018, oil accounted for about 41% of total final energy consumption, while natural gas accounted for 16%.
In 1957, the Soviet Union launched the first satellite, Sputnik 1, into space. Since then, the number of countries participating in space activities has increased dramatically. Between 2008 and 2021, for example the number of countries with registered satellites increased from 50 to 87. Private sector actors are increasingly participating in the space economy to take advantage of the vast opportunities it has to offer.
Since 1958, the amount of space debris increased almost 11 000 times. By the start of 2021, around 22 000 debris-related objects were in orbit.
Despite the best laid plans, the future likes to surprise us. What would these shocks mean for education and learning if they came to pass? Can you see signs of other potential disruptions emerging?
At present, a full-time worker in the OECD spends on average 63% (or 15 hours) of the day on leisure and personal care, including eating and sleeping.
Across the OECD, minimum requirements for paid annual leave have been established in all countries except for the United States.
In 2020, temporary employment accounted for 24% of dependent employment for youths, up by 7 percentage points from 1980.
What are the consequences for on-the-job learning and training if increasing numbers of workers have no permanent fixed employer to sponsor such education? What does this shift mean for education systems, formal or non-formal, and for education professionals?
What is the potential of new training opportunities emerging from the gig economy, such as peer networks and crowdcurated resources, to fill this gap?
Note: Active Fitbit users are those who use their device (at least) once a week. Apple net sales include sales of AirPods, Apple TV, Apple Watch, Beats products, HomePod, iPod touch and other Apple-branded and third-party accessories.
Smart and wearable technologies are ubiquitous and increasingly part of our lives. The list of things these tools can measure continues to grow, including breathing and heart rate, oxygen saturation, hours slept, calorie intake and physical activity.
The number of paid subscriptions to the dating platform Tinder skyrocketed from 304 000 to almost 7 million in five years. It is estimated that Tinder currently has over 66 million monthly users - a true mass phenomenon.
Note: Information refers to entitlements that can be used only by fathers and cannot be transferred to mothers, and any weeks of sharable paid leave that must be taken by the father in order for the family to qualify for 'bonus' weeks of parental leave. OECD average includes 38 countries.
While marriage is evolving, other family matters are slow to change. Women still spend twice as much time in unpaid and care work as men across the OECD, with tasks such as cooking, cleaning, caring and shopping taking on average four-and-a-half hours of their time every day.
To address this, many countries have expanded paid paternity, parental and home care leave for fathers over the last three decades – increasingly preventing leave entitlements from being transferred to the mother.
Note: Gender ratios are calculated by dividing the share of women who feel safe walking alone at night, by the share of men who feel safe.
In 2020, around 74% of people reported feeling safe when walking alone at night in their neighbourhood, up from 66% in 2006. Yet, significant differences exist across countries and between population groups. For example, those aged 30-49 and university educated are more likely to feel safe.
From a gender perspective, men feel safer than women when walking alone at night in all OECD countries – on average, eight in ten men compared to six in ten women. The gap is particularly high in Australia and New Zealand: around 80% of men feel safe compared to around 50% of women. Yet, the gender gap in feelings of safety has narrowed slightly between 2006-13 and 2014-20 in several OECD countries – notably in France, Italy and United Kingdom.
Note: Where data were unavailable, figures from the closest year are used. See StatLink for further detail.
Between 1980-2020 rents increased on average more than 350% across OECD countries. Since 2005, rents have more than doubled in Estonia, Iceland, Lithuania and Turkey.
These trends disproportionately affect the poor. Nearly three in ten households in the bottom 20% of the income distribution spend on average over 40% of their disposable income on rent or mortgage payments. They are also more likely to live in poor quality and overcrowded dwellings. Prior to the COVID-19 pandemic, over 3 million formal eviction procedures had been initiated in the OECD and homeless rates had been rising in one-third of OECD countries, affecting over 2 million people
Despite the best laid plans, the future likes to surprise us. What would these shocks mean for education and learning if they came to pass? Can you see signs of other potential disruptions emerging?
Note: This chart displays figures for 37 OECD countries.
In recent years, governments have changed the ways they support business enterprise expenditure on R&D (BERD), relying increasingly on indirect support measures like tax incentives, rather than direct support tools, such as R&D grants. Across OECD countries, tax incentives represented around 56% of total government support of business R&D in 2018, compared to 36% in 2006.
But these trends might be changing: in recent years, there has been a push for governments to strategically guide private innovation efforts to where they are most needed, encouraging risk-taking R&D that private actors are not always willing to take on.
And how does knowledge contribute to keeping power in check?
As you can see, the number of countries adopting right to information laws has risen steeply. Sweden’s Freedom of the Press Act dates back to 1766, but for most countries, it’s a very recent development.
How can we promote the production of educational research that is relevant for policy and practice? How can we promote its use? What is the role for knowledge “brokers”, who work to ensure the quality of the evidence and translate research for policy makers and practitioners?
How do different actors, institutional incentives and relationships shape the quality of academic research?
Wisdom acquired through experience is crucial to good teaching. How can we develop better knowledge management tools to leverage such tacit expertise?
Here you see the intensity of representative deliberative processes. Basically, we take randomly selected groups of people who are broadly representative of a community and look at how they spend time collaborating through facilitated deliberation to form collective recommendations for policy maker.
Again, this raises questions for education. Does more knowledge lead to more action – and if so, what kind? Does a classroom culture that promotes respectful dissent and debate support better learning? Are learners given the time and space to form and articulate their own opinions?
Despite the best laid plans, the future likes to surprise us. What would these shocks mean for education and learning if they came to pass? Can you see signs of other potential disruptions emerging?
OECD average includes 36 countries. Where the data for countries were not consistently available in the same years, figures from the closest years are used
Since the early 1990s, the number of individuals who identify religion as important in their life has declined 6% on average across the OECD. This average masks large differences. Religiosity grew 14% in Greece and 8-11% in Estonia, Latvia, Poland and the Slovak Republic, but these gains pale compared to decreases of 18% or more in Chile, Ireland, Switzerland and the United States. The biggest decline over the time period, 27%, was seen in Canada.
However, a huge range of religiosity exists across countries: in Turkey and Colombia, 80% or more continue to identify religion as important, compared to 14% in Japan.
Note: These data are based on estimated values.
In 2019, union density ranged from almost 91% in Iceland to 6% in Estonia. Nordic countries have maintained trade union densities of 60% or more, while other countries, such as Chile, Germany, Japan, Turkey and the United States, always had lower density levels and now lies at 17% or less.
Here you see the international migration stock in OECD countries.
As social diversity rises, connecting to others through open and appropriate multi-cultural interactions is increasingly relevant. How can education foster understanding, tolerance and appreciation of different cultural perspectives and world views within society?
Nowadays, migration is increasingly temporary or circular rather than permanent. What does this mean for teaching citizenship and identity? And for education planning and delivery?
Note: Data represent number of multilateral development organisations receiving funding per OECD's Credit Reporting System (CRS).
Transnational networks are expanding. Since 1944, the number of multilateral development organisations has grown from 9 to over 182. Along with this, an international civil society is also growing. For example, since its first campaign in Portugal in 1961, by 2020 Amnesty International had expanded operations to 149 countries.
Legal LGBTI inclusivity includes general provisions to prevent discrimination and violence, and group-specific ones (i.e. LGB and TI), such as legalising same-sex partnerships or declassifying transgender identity as a disease.
General anti-discrimination provisions are most common across the OECD, followed by provisions that are specific to lesbian, gay and bisexual groups. Fewer provisions specific to transgender and intersex groups are enacted on average across the OECD.
In 2021, 163 countries and 4 537 athletes participated in the Tokyo Paralympic games, in contrast with the 23 countries and 400 athletes in Rome in 1960.
Note: Average includes any streaming channels that were live at least once per month.
The live-streaming site, Twitch, allows users to film and share their activities, mostly video gaming, in real time. It has grown from 300 000 average monthly broadcasters in 2012 to over 8.84 million in 2021.
Despite the best laid plans, the future likes to surprise us. What would these shocks mean for education and learning if they came to pass? Can you see signs of other potential disruptions emerging?
Note: OECD average includes all member countries except Turkey, as no data are submitted for Turkey. BRICS economies include Brazil, Russia, India, Indonesia, China and South Africa.
Regular connection to nature has many benefits for learning and well-being. How can education systems ensure that these benefits reach all students, even those in the densest urban centres? What kind of partnerships, resources and pedagogies are needed? Can you experience nature in a virtual environment, or is that a contradiction in terms? Is the environment in and surrounding education institutions always healthy or, indeed, “natural”? How can urban planning, design and regulation contribute to ensuring safety and well-being in education institutions and their communities? Is teaching in rural areas and multi-grade classrooms – typical of small rural schools – part of all teachers’ pre- and in-service education? Could this improve the pedagogical repertoire of urban teachers while helping attract and retain teachers in rural areas?
#
Note: Historical data used for 1975-2015. Projections are from 2016-2050.
Note: Data for 2020-2030 are projections. Agricultural production data start from 1960. Agricultural land data include crops and pasture.
Since 1960, food production and land use have been increasingly decoupled, with food production more than tripling while agricultural land volume has grown by only 10-15%. This decoupling was initially achieved through more intensive use of inputs such as fertilisers, pesticides and irrigation water. Since the 1990s, growth in food production has increasingly been driven by greater efficiency and productivity.
While not yet a silver bullet, alternative approaches to intensive agriculture such as conservation agriculture, agroecology and data-driven precision agriculture have emerged. These approaches all aim to continue increasing food production capacity while also improving its environmental sustainability.
Note: Data for 2024 are projections.
The industrialisation and globalisation of food systems have helped drive the growth of ultra-processed food in human diets. Per capita sales of ultra-processed food are rising worldwide, and are highest in Australasia, North America and Western Europe.
While processed food can support safe, affordable and nutritious diets, the regular or excessive consumption of energy-dense and nutritionally poor ultra-processed food - rich in sugars, salt, oils and fats - is associated with higher prevalence of obesity, cancer and other non-communicable diseases.
The past century has seen a significant improvement in average life expectancy around the globe, although progress has slowed down in recent years in many countries. Importantly, gains in life expectancy have been largely in good health.
For major causes of death like cancer, the raw numbers of deaths have increased as the population has grown and aged. But improved treatment and better awareness and prevention have been key to reducing the overall probability of cancer death: when controlling for population ageing, death rates have indeed decreased by 15% between 1990 and 2019.
Note: Only companies with an explicit self-described focus on ageing or where the core platform or technology seems to have the capability to treat (for therapies) and/or measure (for diagnostics) an aspect of ageing are included. Palliative effects to compensate for ageing are excluded.
There is a growing investment in and market for anti-ageing science, with the number of ageing biotech firms increasing from only two companies in 1999 to 161 by 2020. These companies aim to impede ageing by intervening with the biological changes driving the process – something that, if successful, has led some futurologists to claim humans could eventually live forever.