On April 6, 2014, Andreas Scheleicher shared this presentation as part of an event hosted by the Rodel Foundation of Delaware. "What Delaware Can Learn from the Rest of the World" brought together members of the Rodel Foundation of Delaware's International Advisory Group (IAG) to Wilmington, Delaware. Schleicher kicked off the event with this presentation, and Joanne Weiss facilitated a conversation with fellow IAG members Jim Dueck of Canada and Ben Jensen of Australia to respond to Schleicher and audience questions.
Pisa 2012 strong performers and successful reformers in education - less...EduSkills OECD
What do 15-year-olds know……and what can they do with what they know? Students in Peru still perform at low levels, but significant gains in reading skills show that improvement is possible
PISA 2012 - Creative Problem Solving: Students’ skills in tackling real-life ...EduSkills OECD
The capacity to engage creatively in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious (including motivational and affective aspects).
PISA 2012 Evaluating school systems to improve educationEduSkills OECD
PISA 2012 is the programme’s 5th survey. It assessed the competencies of 15-year-olds in reading, mathematics and science (with a focus on mathematics) in 65 countries and economies.
Around 510 000 students between the ages of 15 years 3 months and 16 years 2 months participated in the assessment, representing about 28 million 15-year-olds globally.
The students took a paper-based test that lasted 2 hours. The tests were a mixture of open-ended and multiple-choice questions that were organised in groups based on a passage setting out a real-life situation. A total of about 390 minutes of test items were covered. Students took different combinations of different tests. They and their school principals also answered questionnaires to provide information about the students' backgrounds, schools and learning experiences and about the broader school system and learning environment.
Low-Performing Students- Why They Fall Behind and How to Help Them Succeed EduSkills OECD
by Andreas Schleicher, Director for Education and Skills, OECD Low-performing Students: Why they Fall Behind and How to Help them Succeed examines low performance at school by looking at low performers’ family background, education career and attitudes towards school. The report also analyses the school practices and educational policies that are more strongly associated with poor student performance. Most important, the evidence provided in the report reveals what policy makers, educators, parents and students themselves can do to tackle low performance and succeed in school.
Universal Basic Skills - What Countries Stand to Gain EduSkills OECD
(Andreas Schleicher - Director, OECD Directorate for Education and Skills)
While access to schooling has expanded around the world, many countries have not realised the hoped-for improvements in economic and social well-being. Access to education by itself is an incomplete goal for development; many students leave the education system without basic proficiency in literacy and numeracy. As the world coalesces around new sustainable development targets towards 2030, the focus in education is shifting towards access and quality. Using projections based on data from the OECD Programme for International Student Assessment (PISA) and other international student assessments, this report offers a glimpse of the stunning economic and social benefits that all countries, regardless of their national wealth, stand to gain if they ensure that every child not only has access to education but, through that education, acquires at least the baseline level of skills needed to participate fully in society.
Use of PISA in quality improvement polices – Richard Yelland, OECD Head of Po...unicefmne
Presentation at the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
Pisa 2012 strong performers and successful reformers in education - less...EduSkills OECD
What do 15-year-olds know……and what can they do with what they know? Students in Peru still perform at low levels, but significant gains in reading skills show that improvement is possible
PISA 2012 - Creative Problem Solving: Students’ skills in tackling real-life ...EduSkills OECD
The capacity to engage creatively in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious (including motivational and affective aspects).
PISA 2012 Evaluating school systems to improve educationEduSkills OECD
PISA 2012 is the programme’s 5th survey. It assessed the competencies of 15-year-olds in reading, mathematics and science (with a focus on mathematics) in 65 countries and economies.
Around 510 000 students between the ages of 15 years 3 months and 16 years 2 months participated in the assessment, representing about 28 million 15-year-olds globally.
The students took a paper-based test that lasted 2 hours. The tests were a mixture of open-ended and multiple-choice questions that were organised in groups based on a passage setting out a real-life situation. A total of about 390 minutes of test items were covered. Students took different combinations of different tests. They and their school principals also answered questionnaires to provide information about the students' backgrounds, schools and learning experiences and about the broader school system and learning environment.
Low-Performing Students- Why They Fall Behind and How to Help Them Succeed EduSkills OECD
by Andreas Schleicher, Director for Education and Skills, OECD Low-performing Students: Why they Fall Behind and How to Help them Succeed examines low performance at school by looking at low performers’ family background, education career and attitudes towards school. The report also analyses the school practices and educational policies that are more strongly associated with poor student performance. Most important, the evidence provided in the report reveals what policy makers, educators, parents and students themselves can do to tackle low performance and succeed in school.
Universal Basic Skills - What Countries Stand to Gain EduSkills OECD
(Andreas Schleicher - Director, OECD Directorate for Education and Skills)
While access to schooling has expanded around the world, many countries have not realised the hoped-for improvements in economic and social well-being. Access to education by itself is an incomplete goal for development; many students leave the education system without basic proficiency in literacy and numeracy. As the world coalesces around new sustainable development targets towards 2030, the focus in education is shifting towards access and quality. Using projections based on data from the OECD Programme for International Student Assessment (PISA) and other international student assessments, this report offers a glimpse of the stunning economic and social benefits that all countries, regardless of their national wealth, stand to gain if they ensure that every child not only has access to education but, through that education, acquires at least the baseline level of skills needed to participate fully in society.
Use of PISA in quality improvement polices – Richard Yelland, OECD Head of Po...unicefmne
Presentation at the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
Raising Social Mobility Through Teacher PolicyEduSkills OECD
Andreas Schleicher
Director for Education and Skills
OECD
Challenges for teachers
Student-level
Initiating and managing learning processes, including active learning
Responding to the learning needs of individual learners
Integrating formative and summative assessment
Classroom level
Teaching in multicultural classrooms
Emphasising cross-curricular studies
Integrating students with special needs
School level
Working and planning in teams and partner with other schools
Evaluating and planning for improvement
Using ICT for teaching and administration, etc.
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.
The ABC of Gender Equality in Education: Aptitude, Behaviour, ConfidenceOECD Berlin Centre
The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence.
Presentation Andreas Schleicher, Director, Education and Skills Directorate, OECD.
Valuing our teachers and raising their status - how communities can helpEduSkills OECD
There is increasing recognition that teachers will play a key role in preparing students for the challenges of the future. We expect teachers to equip students with the skill set and knowledge required for success in an increasingly global, digital, complex, uncertain and volatile world. This will involve teachers and schools forging stronger links with parents and local communities, building a sense of social responsibility and problem solving skills among their students. It also means that teachers need to adopt effective and individualised pedagogies that foster student learning and nurture their social and emotional skills. How can education systems help them engage in continuous innovation and professional development to enhance their own practice?
This report shows how education systems can support teachers to meet these new demands and encourage a paradigm shift on what teaching and learning are about and how they should happen. Education systems need to create the conditions that encourage and enable innovation. They need to promote best practice through policies focused on professionalism, efficacy and effectiveness in order to help build teachers’ capacity for adopting new pedagogies. Due attention should also be paid to teachers’ sense of well-being so that classroom learning environments remain conducive to students’ own well-being and development.
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD. Poverty is not destiny The country where migrants go to school matters more than the country where they came from. Technology can amplify innovative teaching. Countries where students have stronger beliefs in their abilities perform better in mathematics.
Key questions for mathematics teachers - and how PISA can answer themEduSkills OECD
Ten Questions for Mathematics Teachers… and how PISA can help answer them aims to change that.
This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help them
reflect on their teaching strategies and how students learn.
Contents
Introduction: A teacher’s guide to mathematics teaching and learning
Question 1: How much should I direct student learning in my mathematics classes?
Question 2: Are some mathematics teaching methods more effective than others?
Question 3: As a mathematics teacher, how important is the relationship I have with my students?
Question 4: What do we know about memorisation and learning mathematics?
Question 5: Can I help my students learn how to learn mathematics?
Question 6: Should I encourage students to use their creativity in mathematics?
Question 7: Do students’ backgrounds influence how they learn mathematics?
Question 8: Should my teaching emphasise mathematical concepts or how those concepts are applied in the real world?
Question 9: Should I be concerned about my students’ attitudes towards mathematics?
Question 10: What can teachers learn from PISA?
Collaborative problem solving - Key findingsEduSkills OECD
PISA 2015 Results (Volume V): Collaborative Problem Solving, is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It examines students’ ability to work with two or more people to try to solve a problem. The volume provides the rationale for assessing this particular skill and describes performance within and across countries. In addition, it highlights the relative strengths and weaknesses of each school system and examines how they are related to individual student characteristics, such as gender, immigrant background and socio-economic status. The volume also explores the role of education in building young people’s skills in solving problems collaboratively.
The well-being of students - new insights from PISAEduSkills OECD
Children spend a considerable amount of time in the classroom: following lessons, socialising with classmates, and interacting with teachers and other staff members. What happens in school – as well as at home – is therefore key to understanding whether students enjoy good physical and mental health, how happy and satisfied they are with different aspects of their life, how connected to others they feel, and the aspirations they have for their future.
International Summit on the Teaching Profession - Framing the IssuesEduSkills OECD
by Andreas Schleicher, Director for Education and Skills, OECD. - If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the sixth International Summit on the Teaching Profession, describes the knowledge, skills and character qualities common to the most effective teachers. It examines the education policies and practices that help teachers to acquire these tools, including through induction and mentoring programmes, ongoing professional development activities, student assessments, and collaboration with colleagues. The publication also discusses the importance of involving all stakeholders – especially teachers – in the process of education reform.
Academic Resilience - What Schools and Countries do to Help Disadvantaged St...EduSkills OECD
Researchers and policy makers have been focusing on socio-economic disparities in academic achievement since the 1960s. Decades of empirical studies show that socioeconomically disadvantaged students are more likely to: drop out of school, repeat a grade, finish their studies at the same time as their more advantaged peers with less prestigious qualifications, and, in general, have lower learning outcomes as indicated by their poor performance in standardised assessments such as the Programme for International Student Assessment (PISA)
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.
Science Teachers' Satisfaction - Evidence from the PISA 2015 Teacher SurveyEduSkills OECD
Teachers play a vital role in the lives of their students. They impart knowledge, provide pastoral care, act as role models and, above all, create an effective learning environment. However, teaching is fraught with numerous challenges that could lead to dissatisfaction and to eventually leaving the profession
Balancing school choice and equity - an international perspective based on PISAEduSkills OECD
Many countries are struggling to reconcile greater flexibility in school choice with the need to ensure quality, equity and coherence in their school systems. This report provides an international perspective on issues related to school choice, especially how certain aspects of school-choice policies may be associated with sorting students into different schools. A key question fuelling the school-choice debate is whether greater competition among schools results in more sorting of students by ability or socio-economic status. At the macro level, school segregation can deprive children of opportunities to learn, play and communicate with other children from different social, cultural and ethnic backgrounds, which can, in turn, threaten social cohesion. The report draws a comprehensive picture of school segregation, using a variety of indicators in order to account for the diversity of the processes by which students are allocated to schools.
The resilience of students with an immigrant background - factors that shape ...EduSkills OECD
The Resilience of Students with an Immigrant Background: Factors that Shape Well-being reveals some of the difficulties students with an immigrant background encounter and where they receive the support they need. The report provides an in-depth analysis of the risk and protective factors that can undermine or promote the resilience of immigrant students. It explores the role that education systems, schools and teachers can play in helping these students integrate into their communities, overcome adversity, and build their academic, social, emotional and motivational resilience.
OECD PISA 2018 Results - U.K Media BriefingEduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
PISA Students’ Financial Literacy - Results from PISA 2015EduSkills OECD
Wednesday 24 May 2017 Financial Literacy and Education Commission - Washington DC
In 2015, around 48 000 students were assessed in financial literacy, representing about 12 million 15-year-olds in the schools of the 15 participating countries and economies
Students in countries and economies that participated in the financial literacy answered a two-hour combination of tasks in science, reading and mathematics.
A one-hour test in financial literacy (43 items) after the core assessment
Questions about their experience with money such as discussing money matters with parents, basic financial products and sources of money (through a ‘money management questionnaire).
OECD PISA 2018 Results - U.S. Media Briefing EduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Educating students for their future, rather than our past (Education World F...EduSkills OECD
Addressing educational under-performance makes economic growth more inclusive and expands the size of the economy The increase in average earnings from attaining universal basic skills amounts to some 4.2% across the 28 countries with universal enrolment in secondary schools. This increase is accompanied by a 5.2% average reduction in the achievement-induced part of the standard deviation of earnings and thus differs from simple tax and redistribution schemes that might change income distribution but would not add to societal output. Policies to improve knowledge capital will also promote inclusion and a more equitable income distribution
Raising Social Mobility Through Teacher PolicyEduSkills OECD
Andreas Schleicher
Director for Education and Skills
OECD
Challenges for teachers
Student-level
Initiating and managing learning processes, including active learning
Responding to the learning needs of individual learners
Integrating formative and summative assessment
Classroom level
Teaching in multicultural classrooms
Emphasising cross-curricular studies
Integrating students with special needs
School level
Working and planning in teams and partner with other schools
Evaluating and planning for improvement
Using ICT for teaching and administration, etc.
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.
The ABC of Gender Equality in Education: Aptitude, Behaviour, ConfidenceOECD Berlin Centre
The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence.
Presentation Andreas Schleicher, Director, Education and Skills Directorate, OECD.
Valuing our teachers and raising their status - how communities can helpEduSkills OECD
There is increasing recognition that teachers will play a key role in preparing students for the challenges of the future. We expect teachers to equip students with the skill set and knowledge required for success in an increasingly global, digital, complex, uncertain and volatile world. This will involve teachers and schools forging stronger links with parents and local communities, building a sense of social responsibility and problem solving skills among their students. It also means that teachers need to adopt effective and individualised pedagogies that foster student learning and nurture their social and emotional skills. How can education systems help them engage in continuous innovation and professional development to enhance their own practice?
This report shows how education systems can support teachers to meet these new demands and encourage a paradigm shift on what teaching and learning are about and how they should happen. Education systems need to create the conditions that encourage and enable innovation. They need to promote best practice through policies focused on professionalism, efficacy and effectiveness in order to help build teachers’ capacity for adopting new pedagogies. Due attention should also be paid to teachers’ sense of well-being so that classroom learning environments remain conducive to students’ own well-being and development.
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD. Poverty is not destiny The country where migrants go to school matters more than the country where they came from. Technology can amplify innovative teaching. Countries where students have stronger beliefs in their abilities perform better in mathematics.
Key questions for mathematics teachers - and how PISA can answer themEduSkills OECD
Ten Questions for Mathematics Teachers… and how PISA can help answer them aims to change that.
This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help them
reflect on their teaching strategies and how students learn.
Contents
Introduction: A teacher’s guide to mathematics teaching and learning
Question 1: How much should I direct student learning in my mathematics classes?
Question 2: Are some mathematics teaching methods more effective than others?
Question 3: As a mathematics teacher, how important is the relationship I have with my students?
Question 4: What do we know about memorisation and learning mathematics?
Question 5: Can I help my students learn how to learn mathematics?
Question 6: Should I encourage students to use their creativity in mathematics?
Question 7: Do students’ backgrounds influence how they learn mathematics?
Question 8: Should my teaching emphasise mathematical concepts or how those concepts are applied in the real world?
Question 9: Should I be concerned about my students’ attitudes towards mathematics?
Question 10: What can teachers learn from PISA?
Collaborative problem solving - Key findingsEduSkills OECD
PISA 2015 Results (Volume V): Collaborative Problem Solving, is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It examines students’ ability to work with two or more people to try to solve a problem. The volume provides the rationale for assessing this particular skill and describes performance within and across countries. In addition, it highlights the relative strengths and weaknesses of each school system and examines how they are related to individual student characteristics, such as gender, immigrant background and socio-economic status. The volume also explores the role of education in building young people’s skills in solving problems collaboratively.
The well-being of students - new insights from PISAEduSkills OECD
Children spend a considerable amount of time in the classroom: following lessons, socialising with classmates, and interacting with teachers and other staff members. What happens in school – as well as at home – is therefore key to understanding whether students enjoy good physical and mental health, how happy and satisfied they are with different aspects of their life, how connected to others they feel, and the aspirations they have for their future.
International Summit on the Teaching Profession - Framing the IssuesEduSkills OECD
by Andreas Schleicher, Director for Education and Skills, OECD. - If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the sixth International Summit on the Teaching Profession, describes the knowledge, skills and character qualities common to the most effective teachers. It examines the education policies and practices that help teachers to acquire these tools, including through induction and mentoring programmes, ongoing professional development activities, student assessments, and collaboration with colleagues. The publication also discusses the importance of involving all stakeholders – especially teachers – in the process of education reform.
Academic Resilience - What Schools and Countries do to Help Disadvantaged St...EduSkills OECD
Researchers and policy makers have been focusing on socio-economic disparities in academic achievement since the 1960s. Decades of empirical studies show that socioeconomically disadvantaged students are more likely to: drop out of school, repeat a grade, finish their studies at the same time as their more advantaged peers with less prestigious qualifications, and, in general, have lower learning outcomes as indicated by their poor performance in standardised assessments such as the Programme for International Student Assessment (PISA)
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.
Science Teachers' Satisfaction - Evidence from the PISA 2015 Teacher SurveyEduSkills OECD
Teachers play a vital role in the lives of their students. They impart knowledge, provide pastoral care, act as role models and, above all, create an effective learning environment. However, teaching is fraught with numerous challenges that could lead to dissatisfaction and to eventually leaving the profession
Balancing school choice and equity - an international perspective based on PISAEduSkills OECD
Many countries are struggling to reconcile greater flexibility in school choice with the need to ensure quality, equity and coherence in their school systems. This report provides an international perspective on issues related to school choice, especially how certain aspects of school-choice policies may be associated with sorting students into different schools. A key question fuelling the school-choice debate is whether greater competition among schools results in more sorting of students by ability or socio-economic status. At the macro level, school segregation can deprive children of opportunities to learn, play and communicate with other children from different social, cultural and ethnic backgrounds, which can, in turn, threaten social cohesion. The report draws a comprehensive picture of school segregation, using a variety of indicators in order to account for the diversity of the processes by which students are allocated to schools.
The resilience of students with an immigrant background - factors that shape ...EduSkills OECD
The Resilience of Students with an Immigrant Background: Factors that Shape Well-being reveals some of the difficulties students with an immigrant background encounter and where they receive the support they need. The report provides an in-depth analysis of the risk and protective factors that can undermine or promote the resilience of immigrant students. It explores the role that education systems, schools and teachers can play in helping these students integrate into their communities, overcome adversity, and build their academic, social, emotional and motivational resilience.
OECD PISA 2018 Results - U.K Media BriefingEduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
PISA Students’ Financial Literacy - Results from PISA 2015EduSkills OECD
Wednesday 24 May 2017 Financial Literacy and Education Commission - Washington DC
In 2015, around 48 000 students were assessed in financial literacy, representing about 12 million 15-year-olds in the schools of the 15 participating countries and economies
Students in countries and economies that participated in the financial literacy answered a two-hour combination of tasks in science, reading and mathematics.
A one-hour test in financial literacy (43 items) after the core assessment
Questions about their experience with money such as discussing money matters with parents, basic financial products and sources of money (through a ‘money management questionnaire).
OECD PISA 2018 Results - U.S. Media Briefing EduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Educating students for their future, rather than our past (Education World F...EduSkills OECD
Addressing educational under-performance makes economic growth more inclusive and expands the size of the economy The increase in average earnings from attaining universal basic skills amounts to some 4.2% across the 28 countries with universal enrolment in secondary schools. This increase is accompanied by a 5.2% average reduction in the achievement-induced part of the standard deviation of earnings and thus differs from simple tax and redistribution schemes that might change income distribution but would not add to societal output. Policies to improve knowledge capital will also promote inclusion and a more equitable income distribution
Public education is universally required at the K–12 level, and is available at state colleges and universities for all students. K–12 public school curricula, budgets, and policies are set through locally elected school boards, who have jurisdiction over individual school districts. State governments set overall educational standards, often mandate standardized tests for K–12 public school systems, and supervise, usually through a board of regents, state colleges and universities. Funding comes from the state, local, and federal government.[4]
Private schools are generally free to determine their own curriculum and staffing policies, with voluntary accreditation available through independent regional accreditation authorities. About 87% of school-age children attend public schools, about 10% attend private schools,[5] and roughly 3% are home-schooled.
Conferencia inaugural del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Andreas Schleicher, Director del Directorate for Education and Skills (OCDE).
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre 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 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
by Andreas Schleicher, Director for the Directorate of Education and Skills
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. Yet countries across the world share the goal of minimising any adverse impact of students’ socio-economic status on their performance in school. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.
HLEG thematic workshop on "Inequality of Opportunity", Dirk van DammeStatsCommunications
Presentation at the HLEG thematic workshop on "Inequality of Opportunity", 14 January 2015, Paris, France, http://oe.cd/HLEG-workshop-inequality-opportunity-2015
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
Strong performers and successful reformers in PISA 2012 lessons for SwedenEduSkills OECD
What do 15-year-old Swedes know……and what can they do with what they know? Of the 65 countries in PISA 40 improved at least in one of the three subjects – Sweden saw a decline
Achieving Equity and Inclusion in Education: An OECD PerspectiveEduSkills OECD
Invited to present and discuss "Achieving Equity and Inclusion in Public Education Systems", Beatriz Pont gave a keynote speech at the Education International Global Education Conference, Unite for Quality Education, 27-28 May, Montreal, Canada. Beatriz’s presentation builds on the Equity and Quality in Education and the Education Policy Outlook series.
More information at www.oecd.org/edu/policyoutlook.htm
Skills have become the global currency of 21st century economies. Without sufficient investment in skills people languish on the margins of society, technological progress does not translate into productivity growth, and countries can no longer compete in an increasingly knowledge-based global economy. And, at a time when growing economic and social inequalities are a major challenge, effective skills policies must be part of any response to address this challenge. But this ‘currency’ depreciates as skill requirements of labour markets evolve and individuals lose the skills they do not use. For skills to retain their value, they must be continuously maintained and upgraded throughout life so that people can collaborate, compete and connect in ways that drive economies forward.
With its skill assessment programmes PISA and PIAAC, the OECD has developed global metrics not only to assess the quality and quantity of the skills available in the population, but also to help policy-makers determine and anticipate the skills required in the labour market; develop and deploy those skills in the most effective and equitable ways; and establish sustainable approaches to who should pay for what, when and how. By Andreas Schleicher, OECD Deputy Director and Special Advisor on Education Policy to the Secretary-General, Directorate for Education and Skills.
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
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.
PISA 2018 looks at reading, mathematics, science, financial literacy and global competency of around 600,000 students across 79 countries.
Latest results:
What students know and can do
Where all students can succeed
What school life means for students' lives
Reviews of National Policies for Education - Netherlands 2016EduSkills OECD
How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
Education Fast Forward: Turning School Performance to Economic SuccessEduSkills OECD
Much has been written about the role education plays in the success of economies and the relationship between school performance in today’s economic climate could not be more important. The relationship between learning today and the needs of society are intertwined in a complex world where global economies are only one dimension. Conflict and economic stability and education may well be forming new equations for individual students as well as national systems.
Conferencia de Alfonso Echazarra, analista de la OCDE, sobre los resultados de PISA 2015 y el futuro de esta evaluación presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Perfromance Information in the Education Sector by Paulo SantiagoOECD Governance
Presentation by Paulo Santiago at the 10th annual meeting of the Senior Budget Officials Performance and Results Network held on 24-25 November 2014. Find more information at http://www.oecd.org/gov/budgeting
These days, virality seems privileged over quality in the distribution of news with truth and fact losing currency in decision making and democratic choices. Assertions which “feel right” but have no basis in fact seem to be accepted as valid on the grounds that they challenge elites and vested interests. Algorithms that sort us into groups of like-minded individuals create echo chambers that amplify our views, leave us uninformed of opposing arguments, and polarise our societies. Those algorithms are not a design flaw. They are the heart of why social media work.
In this context, what can countries do to foster trust, as a fundamental prerequisite for social and economic well-being, for enhancing social cohesion and strengthening resilience, and for maintaining security and order in our societies? OECD’s Survey of Adult Skills (PIAAC) shows that education strengthens the cognitive and analytical capacities needed to develop, maintain, and (perhaps) restore trust in both close relationships as well as in anonymous others. It does so both directly, through building and reinforcing literacy and numeracy in individuals, and indirectly, through facilitating habits and reinforcing behaviours such as reading and writing at home and at work. Education and trust are thus fundamentally intertwined and dependent on each other.
Similar to U.S. Education vs. Other Nations: Evaluating school systems to improve education (20)
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. Increased likelihood of positive outcomes
among adults with higher literacy skills
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
Being
Employed
High wages Good to
excellent
health
Participation
in volunteer
activities
High levels of
political
efficacy
High levels of
trust
United States
2
(scoring at Level 4/5 compared with those scoring at Level 1 or below)
Odds ratio
3. 3 PISA in brief
• Over half a million students…
– representing 28 million 15-year-olds in 65 countries/economies
… took an internationally agreed 2-hour test…
– Goes beyond testing whether students can
reproduce what they were taught…
… to assess students’ capacity to extrapolate from what they know
and creatively apply their knowledge in novel situations
– Mathematics, reading, science, problem-solving, financial literacy
– Total of 390 minutes of assessment material
… and responded to questions on…
– their personal background, their schools
and their engagement with learning and school
• Parents, principals and system leaders provided data on…
– school policies, practices, resources and institutional factors that
help explain performance differences .
4. What do 15-year-olds know…
…and what can they do with what they know?
Mathematics (2012)
4
Each year OECD countries spend 200bn$ on math education in school
5. Singapore
Hong Kong-ChinaChinese Taipei
Korea
Macao-China
Japan Liechtenstein
Switzerland
Netherlands
Estonia Finland
Canada
Poland
Belgium
Germany Viet Nam
Austria Australia
IrelandSlovenia
DenmarkNew Zealand
Czech Republic France
United Kingdom
Iceland
LatviaLuxembourg Norway
Portugal ItalySpain
Russian Fed.Slovak Republic United States
LithuaniaSwedenHungary
Croatia
Israel
Greece
SerbiaTurkey
Romania
Bulgaria
U.A.E.
Kazakhstan
Thailand
Chile Malaysia
Mexico
410
420
430
440
450
460
470
480
490
500
510
520
530
540
550
560
570
580
Mean score
High mathematics performance
Low mathematics performance
… Shanghai-China performs above this line (613)
… 12 countries perform below this line
Average performance
of 15-year-olds in
Mathematics
Fig I.2.13
US
Massachusetts
Connecticut
Florida
26% of American 15-year-olds
do not reach PISA Level 2
(OECD average 23%, Shanghai
4%, Japan 11%, Canada 14%, Some
estimate long-term economic cost to be US$72
trillion )
6. Socially equitable
distribution of learning
opportunities
High mathematics performance
Low mathematics performance
Average performance
of 15-year-olds in
mathematics
Strong socio-economic
impact on student
performance
Singapore
Hong Kong-ChinaChinese Taipei
Korea
Macao-China
Japan Liechtenstein
Switzerland
Netherlands
Estonia Finland
Canada
Poland
Belgium
Germany Viet Nam
Austria Australia
IrelandSlovenia
DenmarkNew Zealand
Czech Republic France
United Kingdom
Iceland
LatviaLuxembourg Norway
Portugal ItalySpain
Russian Fed.Slovak Republic United States
LithuaniaSwedenHungary
Croatia
Israel
Greece
SerbiaTurkey
Romania
Bulgaria
U.A.E.
Kazakhstan
Thailand
Chile Malaysia
Mexico
13. 1515 Fostering resilience
The country where students go to class matters
more than what social class students come from
14. 1616
PISA mathematics performance
by decile of social background
300325350375400425450475500525550575600625650675
Mexico
Chile
Greece
Norway
Sweden
Iceland
Israel
Italy
UnitedStates
Spain
Denmark
Luxembourg
Australia
Ireland
UnitedKingdom
Hungary
Canada
Finland
Austria
Turkey
Liechtenstein
CzechRepublic
Estonia
Portugal
Slovenia
SlovakRepublic
NewZealand
Germany
Netherlands
France
Switzerland
Poland
Belgium
Japan
Macao-China
HongKong-China
Korea
Singapore
ChineseTaipei
Shanghai-China
Source: PISA 2012
15. It is not just about poor kids
in poor neighbourhoods…
…but about many kids in many neighbourhoods
18
17. 2121Lessonsfromhighperformers
Catching up with the top-performers
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
18. 2222Lessonsfromhighperformers
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional
systems
Capacity
at point of delivery
Incentive structures and
accountability
Resources
where they yield most
A learning system
Coherence
19. 2323Lessonsfromhighperformers
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional
systems
Capacity
at point of delivery
Incentive structures and
accountability
Resources
where they yield most
A learning system
Coherence
A commitment to education and the belief that
competencies can be learned and therefore all
children can achieve
Universal educational standards and personalization as
the approach to heterogeneity in the student body…
… as opposed to a belief that students have different
destinations to be met with different expectations, and
selection/stratification as the approach to
heterogeneity
Clear articulation who is responsible for ensuring
student success and to whom
20. United States
Poland
Hong Kong-China
Brazil
New Zealand
Greece
Uruguay
United Kingdom
Estonia
Finland
Albania
Croatia
Latvia
Slovak Republic
Luxembourg
Germany
Lithuania
Austria
Czech Republic
Chinese Taipei
France
Thailand
Japan
Turkey Sweden
Hungary
Australia
Israel
Canada
IrelandBulgaria
Jordan
Chile
Macao-China
U.A.E.
Belgium
Netherlands
Spain
Argentina
Indonesia
Denmark
Kazakhstan
Peru
Costa Rica
Switzerland
Montenegro
Tunisia
Iceland
Slovenia
Qatar
Singapore
Portugal
Norway
Colombia
Malaysia
Mexico
Liechtenstein
Korea
Serbia
Russian Fed.
Romania
Viet Nam
Italy
Shanghai-China
R² = 0.36
300
350
400
450
500
550
600
650
-0.60 -0.40 -0.20 0.00 0.20 0.40 0.60 0.80 1.00 1.20
Meanmathematicsperformance
Mean index of mathematics self-efficacy
OECDaverage
Countries where students have stronger beliefs
in their abilities perform better in mathematics24 Fig III.4.5
21. Perceived self-responsibility for failure
in mathematics
Percentage of students who reported "agree" or "strongly agree" with the following statements:
0 20 40 60 80 100
I’m not very good at solving mathematics
problems
My teacher did not explain the concepts well
this week
This week I made bad guesses on the quiz
Sometimes the course material is too hard
The teacher did not get students interested in
the material
Sometimes I am just unlucky
%
France Shanghai-China OECD average
Fig III.3.6
25
US
22. The parent factor
Students whose parents have high educational expectations for
them tend to report more perseverance, greater intrinsic
motivation to learn mathematics, and more confidence in their
own ability to solve mathematics problems than students of
similar background and academic performance, whose parents
hold less ambitious expectations for them.
26
24. 2828Lessonsfromhighperformers
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional
systems
Capacity
at point of delivery
Incentive structures and
accountability
Resources
where they yield most
A learning system
Coherence
Clear ambitious goals that are shared across the
system and aligned with high stakes gateways and
instructional systems
Well established delivery chain through which
curricular goals translate into instructional systems,
instructional practices and student learning (intended,
implemented and achieved)
High level of metacognitive content of instruction …
25. 2929Lessonsfromhighperformers
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional
systems
Capacity
at point of delivery
Incentive structures and
accountability
Resources
where they yield most
A learning system
Coherence
Capacity at the point of delivery
Attracting, developing and retaining high quality
teachers and school leaders and a work organisation in
which they can use their potential
Instructional leadership and human resource
management in schools
Keeping teaching an attractive profession
System-wide career development …
26. 3030Lessonsfromhighperformers
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional
systems
Capacity
at point of delivery
Incentive structures and
accountability
Resources
where they yield most
A learning system
Coherence
Incentives, accountability, knowledge management
Aligned incentive structures
For students
How gateways affect the strength, direction, clarity and nature of the
incentives operating on students at each stage of their education
Degree to which students have incentives to take tough courses and study hard
Opportunity costs for staying in school and performing well
For teachers
Make innovations in pedagogy and/or organisation
Improve their own performance
and the performance of their colleagues
Pursue professional development opportunities
that lead to stronger pedagogical practices
A balance between vertical and lateral accountability
Effective instruments to manage and share knowledge and spread
innovation – communication within the system and with
stakeholders around it
A capable centre with authority and legitimacy to act
27. 3131Lessonsfromhighperformers
Hong Kong-China
Brazil
Uruguay
Albania
Croatia
Latvia
Lithuania
Chinese Taipei
ThailandBulgaria
Jordan
Macao-China
UAE Argentina
Indonesia
Kazakhstan
Peru
Costa Rica
Tunisia
Qatar
Singapore
Colombia
Malaysia
Serbia
Romania
Viet Nam
Shanghai-China
USA
Poland
New Zealand
Greece
UK
Estonia
Finland
Slovak Rep.
Luxembourg
Germany
Austria
Czech Rep.
France
Japan
Turkey
Sweden
Hungary
Australia
Israel
Canada
Chile
Belgium
Netherlands
Spain
Denmark
Switzerland
Iceland
Slovenia
Portugal
Norway
Korea
Italy
R² = 0.13
300
350
400
450
500
550
600
650
-1.5 -1 -0.5 0 0.5 1 1.5
Mathematicsperformance(scorepoints)
Index of school responsibility for curriculum and assessment
(index points)
Countries that grant schools autonomy over curricula and
assessments tend to perform better in mathematics
Fig IV.1.15
28. No standardised
math policy
Standardised math
policy455
460
465
470
475
480
485
Less school autonomy
More school autonomy
Schools with more autonomy perform better than schools with
less autonomy in systems with standardised math policies
Score points
School autonomy for curriculum and assessment
x system's extent of implementing a standardised math policy (e.g. curriculum and
instructional materials)
Fig IV.1.16
29. Schools with more autonomy perform better than schools with
less autonomy in systems with more collaboration
Teachers don't participate
in management
Teachers participate in
management455
460
465
470
475
480
485
Less school autonomy
More school autonomy
Score points
School autonomy for resource allocation x System's level of teachers
participating in school management
Across all participating countries and economies
Fig IV.1.17
30. Schools with more autonomy perform better than schools with
less autonomy in systems with more accountability arrangements
School data not public
School data public
464
466
468
470
472
474
476
478
Less school autonomy
More school autonomy
Score points
School autonomy for curriculum and assessment
x system's level of posting achievement data publicly
Fig IV.1.16
31. 0 20 40 60 80 100
Written specification of the school's curriculum and
educational goals
Written specification of student-performance standards
Systematic recording of data, including teacher and
student attendance and graduation rates, test results…
Internal evaluation/self-evaluation
External evaluation
Written feedback from students (e.g. regarding
lessons, teachers or resources)
Teacher mentoring
Regular consultation with one or more experts over a
period of at least six months with the aim of improving…
Implementation of a standardised policy for
mathematics
%
Percentage of students in schools whose principal reported that their schools have the
following for quality assurance and improvement:
Singapore OECD average
Quality assurance and school improvement Fig IV.4.14
35
32. 3636Lessonsfromhighperformers
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional
systems
Capacity
at point of delivery
Incentive structures and
accountability
Resources
where they yield most
A learning system
Coherence
Investing resources where they can make most
of a difference
Alignment of resources with key challenges (e.g.
attracting the most talented teachers to the most
challenging classrooms)
Effective spending choices that prioritise high quality
teachers over smaller classes
33. 3737 Align the resources with the challenges
Hong Kong-China
Brazil
Uruguay
Croatia
Latvia
Chinese Taipei
Thailand
Bulgaria
Jordan
Macao-China
UAE
Argentina
Indonesia
Kazakhstan
Peru
Costa Rica
Montenegro
Tunisia
Qatar
Singapore
Colombia
Malaysia
Serbia
Romania
Viet Nam
Shanghai-China
USA
Poland
New Zealand
Greece
UK
Estonia
Finland
Slovak Rep.
Luxembourg
Germany
AustriaFrance
Japan
Turkey
Sweden Hungary
Australia
Israel
Canada
Ireland
Chile
Belgium
SpainDenmark
Switzerland
Iceland
Slovenia
Portugal
Norway
Mexico
Korea
Italy
R² = 0.19
300
350
400
450
500
550
600
650
700
-0.500.511.5
Mathematicsperformance(scorepoints)
Equity in resource allocation
(index points)
Greater equityLess equity
Adjusted by per capita GDP
Countries with better performance in mathematics tend to
allocate educational resources more equitably
Source: PISA 2012
34. 3838 Adequate resources to address disadvantage
Disadvantaged schools reported
more teacher shortage
Advantaged schools reported
more teacher shortage
-0.5
-0.3
-0.1
0.1
0.3
0.5
0.7
0.9
1.1
1.3
1.5
Korea
Estonia
Israel
Latvia
Slovenia
Italy
Poland
Singapore
Argentina
Netherlands
Portugal
Colombia
France
Finland
Tunisia
Macao-China
Spain
Greece
Switzerland
Norway
RussianFed.
Japan
Austria
Montenegro
Croatia
Canada
OECDaverage
Germany
Denmark
Hungary
UnitedKingdom
Luxembourg
HongKong-China
Belgium
Iceland
VietNam
Ireland
UnitedStates
Chile
CzechRepublic
Serbia
Turkey
Mexico
Indonesia
Uruguay
Shanghai-China
SlovakRepublic
Sweden
Brazil
NewZealand
Australia
ChineseTaipei
Meanindexdifference
Difference between socio-economically disadvantaged and socio-economically advantaged schools
A shortage of qualified teachers is more of concern
in disadvantaged schools
36. 4141Lessonsfromhighperformers
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional
systems
Capacity
at point of delivery
Incentive structures and
accountability
Resources
where they yield most
A learning system
Coherence
Coherence of policies and practices
Alignment of policies
across all aspects of the system
Coherence of policies
over sustained periods of time
Consistency of implementation
Fidelity of implementation
(without excessive control)
37. 4242Lessonsfromhighperformers
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal achievement
Gateways, instructional
systems
Capacity
at point of delivery
Incentive structures and
accountability
Resources
where they yield most
A learning system
Coherence
38. 4343Lessonsfromhighperformers
Some students learn at high levels All students need to learn at high levels
Student inclusion
Routine cognitive skills, rote learning Learning to learn, complex ways of thinking, ways
of working
Curriculum, instruction and assessment
Few years more than secondary High-level professional knowledge workers
Teacher quality
‘Tayloristic’, hierarchical Flat, collegial
Work organisation
Primarily to authorities Primarily to peers and stakeholders
Accountability
What it all means
The old bureaucratic system The modern enabling system
39. Thank you !
Find out more about PISA at www.pisa.oecd.org
• All national and international publications
• The complete micro-level database
Email: Andreas.Schleicher@OECD.org
Twitter: SchleicherEDU
and remember:
Without data, you are just another person with an opinion
Editor's Notes
(2) Here are some results. The first thing we found is that what people know and what they do with what they know has a major impact on their life chances. You see that highly skilled adults are twice as likely to be employed and almost three-times more likely to earn an above-median salary than poorly skilled adults. In short, poor skills severely limit people’s access to better-paying and more-rewarding jobs. Highly skilled people are also more likely to volunteer, and they see themselves as actors rather than as objects of political process. People with better skills are even more likely to trust others, so trust isn’t just about how you were brought up or about the people with whom you live, it closely relates to your skills. And that tells us that we can do something about trust by giving people the right skills. And that’s important, because without trust in public institutions, public support for ambitious and innovative policies is hard to mobilise, particularly where we ask people to make short-term sacrifices for long-term benefits. Without trust, citizens and businesses also avoid taking risks, and delay decisions on investment and innovation that are so important. So in the end, fairness, integrity and inclusiveness in public policy all hinge on the skills of citizens.
The red dot indicates classroom spending per student, relative to the spending capacity of countries, the higher the dot, the more of its GDP a country invests. High salaries are an obvious cost driver. You see Korea paying their teachers very well, the green bar goes up a lot. Korea also has long school days, another cost driver, marked here by the white bar going up. Last but not least, Korea provides their teachers with lots of time for other things than teaching such as teacher collaboration and professional development, which costs money as well. So how does Korea finances all of this? They do this with large classes, the blue bar pulls costs down. If you go to the next country on the list, Luxembourg, you see that the red dot is about where it is for Korea, so Luxembourg spends roughly the same per student as Korea. But parents and teachers in Luxembourg mainly care about small classes, so policy makers have invested mainly into reducing class size, you see the blue bar as the main cost driver. But even Luxembourg can only spend its money once, and the result is that school days are short, teacher salaries are average at best and teachers have little time for anything else than teaching. Finland and the US are a similar contrast.Countries make quite different spending choices. But when you look at this these data long enough, you see that many of the high performing education systems tend to prioritise the quality of teachers over the size of classes.
(Fig. II.4.5)
(Fig. II.4.5)
I want to conclude with what we have learned about successful reform trajectories In the past when you only needed a small slice of well-educated people it was efficient for governments to invest a large sum in a small elite to lead the country. But the social and economic cost of low educational performance has risen substantially and all young people now need to leave school with strong foundation skills.When you could still assume that what you learn in school will last for a lifetime, teaching content and routine cognitive skills was at the centre of education. Today, where you can access content on Google, where routine cognitive skills are being digitised or outsourced, and where jobs are changing rapidly, the focus is on enabling people to become lifelong learners, to manage complex ways of thinking and complex ways of working that computers cannot take over easily.In the past, teachers had sometimes only a few years more education than the students they taught. When teacher quality is so low, governments tend to tell their teachers exactly what to do and exactly how they want it done and they tend to use Tayloristic methods of administrative control and accountability to get the results they want. Today the challenge is to make teaching a profession of high-level knowledge workers. But such people will not work in schools organised as Tayloristic workplaces using administrative forms of accountability and bureaucratic command and control systems to direct their work. To attract the people they need, successful education systems have transformed the form of work organisation in their schools to a professional form of work organisation in which professional norms of control complement bureaucratic and administrative forms of control.