The aim of the section is to characterize the admission systems in the participating countries and based on the findings; determine a method of “Best Practice” for addressing both exclusion and admission. For partners in countries where there is need for system improvement, the findings will support suggestions for alterations to the appropriate national authority.
What does teaching look like? Launch of the Global Teaching InSights video studyEduSkills OECD
As education systems and schools around the world are being challenged in unprecedented ways, teachers are playing a central role in both supporting young people to navigate these difficult times and prepare them for the world ahead. But the true complexity of teaching is rarely seen and still little understood. What do we really mean by impactful, high-quality teaching? How does it actually drive learning and growth? What does all it mean in the context of COVID-19?
Andreas Schleicher, OECD Director of Education and Skills, discusses these issues and presents the findings of the Global Teaching InSights report, which looks at what practices teachers use to manage the classroom, provide social-emotional support, and deliver quality instruction. This new international study is unique in the type of evidence collected, using classroom videos from over 700 teachers across eight different countries and economies to understand the nuances of teaching, along with teaching materials, teachers’ and students’ views, and students tests in a pre-post design, all aimed at providing as detailed and rich a picture of teaching as possible.
Higher education during COVID-19: What lessons can we draw?EduSkills OECD
The higher education experience was markedly different than usual for those enrolling during the pandemic.
Higher education institutions of all kinds found their instructional methods profoundly disrupted by the closure of their physical campuses, and the crisis exposed the urgent need for policy makers and institutional leaders to adjust their established educational and policy models.
The OECD has collected comparative statistics across a number of education systems to track developments throughout the pandemic, including the impact on the higher education sector.
Andreas Schleicher presents the results of this data collection and outlines what it means for the future of higher education.
Many countries are seeking a radical transformation of the process and outputs of skill formation as solutions to the economic crisis are sought. One of the consequences of the reality of exponential technological change for the VET curriculum, which has been the cornerstone of skills formation, is that it is already outdated by the time students start their course as the pace and impact of technological change in the workplace removes the need for previously taught skills. Skills obsolescence therefore needs to become a factor in the planning and delivery of the VET curriculum so that it is reviewed and changed on a more regular and routine basis than hitherto. This means more than deploying digital technologies to the aims, objectives, content, activity and assessment of traditional skills formation but reframing skills education itself so that it is presented to the students as a ‘curriculum of problems’ around which resources become available as required. What we see emerging is a heuristics-based model defined by the skills of search, critiquing, collaboration and curation and the practice of real-time application of knowledge.
Over the course of the last year Cathy Ellis has been working with Professor Sugata Mitra and more recently with associates at Harvard School of Education, MIT Media Lab and EdX exploring the implications of this approach and planning a series of controlled curriculum experiments which will be conducted in a number of VET settings over the coming academic year. These experiments will seek to examine the following questions:
Have we reached the point where learning to learn has become a fundamental capability for the VET student and what does this mean in practice?
Can we take the concept of Self-Organised Learning as pioneered by Sugata Mitra in the primary sector and apply it to VET?
Will Self-Organised Learning better equip our students to manage the challenges of continual change in the workplace as previously sought after vocational competencies are rendered obsolete in a world characterised by ‘plug and play’?
In her demo Cathy will outline the work done to date and share the initial findings from the first round of experiments which are planned to take place in October 2012.
This document summarizes a study comparing the university systems and transition to working life for female students in Finland and France. It finds that the Finnish system allows more flexibility in combining studies with work experience, acting as a bridge to employment. In contrast, the rigid French system focuses only on theoretical learning in isolated university "towers", making integration into the labor market more difficult. While reforms aim to standardize degrees across Europe, each country's system still reflects its unique welfare model, and changes risk weakening highly functioning systems like Finland's.
The science of learning. can it make learning more resilient against the risk...dvndamme
Education research is growing, but has not enough impact to tackle the systemic risks of education systems (quality, productivity, equity, innovation). Why? Do we work with outdated theories? And can the science of learning help to do better? Keynote at ECER2019.
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
What does teaching look like? Launch of the Global Teaching InSights video studyEduSkills OECD
As education systems and schools around the world are being challenged in unprecedented ways, teachers are playing a central role in both supporting young people to navigate these difficult times and prepare them for the world ahead. But the true complexity of teaching is rarely seen and still little understood. What do we really mean by impactful, high-quality teaching? How does it actually drive learning and growth? What does all it mean in the context of COVID-19?
Andreas Schleicher, OECD Director of Education and Skills, discusses these issues and presents the findings of the Global Teaching InSights report, which looks at what practices teachers use to manage the classroom, provide social-emotional support, and deliver quality instruction. This new international study is unique in the type of evidence collected, using classroom videos from over 700 teachers across eight different countries and economies to understand the nuances of teaching, along with teaching materials, teachers’ and students’ views, and students tests in a pre-post design, all aimed at providing as detailed and rich a picture of teaching as possible.
Higher education during COVID-19: What lessons can we draw?EduSkills OECD
The higher education experience was markedly different than usual for those enrolling during the pandemic.
Higher education institutions of all kinds found their instructional methods profoundly disrupted by the closure of their physical campuses, and the crisis exposed the urgent need for policy makers and institutional leaders to adjust their established educational and policy models.
The OECD has collected comparative statistics across a number of education systems to track developments throughout the pandemic, including the impact on the higher education sector.
Andreas Schleicher presents the results of this data collection and outlines what it means for the future of higher education.
Many countries are seeking a radical transformation of the process and outputs of skill formation as solutions to the economic crisis are sought. One of the consequences of the reality of exponential technological change for the VET curriculum, which has been the cornerstone of skills formation, is that it is already outdated by the time students start their course as the pace and impact of technological change in the workplace removes the need for previously taught skills. Skills obsolescence therefore needs to become a factor in the planning and delivery of the VET curriculum so that it is reviewed and changed on a more regular and routine basis than hitherto. This means more than deploying digital technologies to the aims, objectives, content, activity and assessment of traditional skills formation but reframing skills education itself so that it is presented to the students as a ‘curriculum of problems’ around which resources become available as required. What we see emerging is a heuristics-based model defined by the skills of search, critiquing, collaboration and curation and the practice of real-time application of knowledge.
Over the course of the last year Cathy Ellis has been working with Professor Sugata Mitra and more recently with associates at Harvard School of Education, MIT Media Lab and EdX exploring the implications of this approach and planning a series of controlled curriculum experiments which will be conducted in a number of VET settings over the coming academic year. These experiments will seek to examine the following questions:
Have we reached the point where learning to learn has become a fundamental capability for the VET student and what does this mean in practice?
Can we take the concept of Self-Organised Learning as pioneered by Sugata Mitra in the primary sector and apply it to VET?
Will Self-Organised Learning better equip our students to manage the challenges of continual change in the workplace as previously sought after vocational competencies are rendered obsolete in a world characterised by ‘plug and play’?
In her demo Cathy will outline the work done to date and share the initial findings from the first round of experiments which are planned to take place in October 2012.
This document summarizes a study comparing the university systems and transition to working life for female students in Finland and France. It finds that the Finnish system allows more flexibility in combining studies with work experience, acting as a bridge to employment. In contrast, the rigid French system focuses only on theoretical learning in isolated university "towers", making integration into the labor market more difficult. While reforms aim to standardize degrees across Europe, each country's system still reflects its unique welfare model, and changes risk weakening highly functioning systems like Finland's.
The science of learning. can it make learning more resilient against the risk...dvndamme
Education research is growing, but has not enough impact to tackle the systemic risks of education systems (quality, productivity, equity, innovation). Why? Do we work with outdated theories? And can the science of learning help to do better? Keynote at ECER2019.
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
The state of education one year into the COVID pandemicEduSkills OECD
In 2020, 1.5 billion students in 188 countries/economies were locked out of their schools.
Students everywhere have been faced with schools that are open one day and closed the next, causing massive disruption to their learning.
With the coronavirus (COVID-19) pandemic still raging, many education systems are still struggling, and the situation is constantly evolving.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and collecting data on how each system is responding to the crisis, from school closures and remote learning, to teacher vaccination and gradual returns to in-class instruction.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings of the survey of around 30 different education systems and their responses to the pandemic, looking at how strategies varied across countries, whether or not certain strategies were favoured, and what the impact of these strategies was.
Read the report: https://www.oecd.org/education/state-of-school-education-one-year-into-COVID.htm
Education at a Glance 2020 - European Union launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the European Union, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
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.
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.
27 January 2020, Bratislava.
This report, “OECD Skills Strategy Slovak Republic: Assessment and Recommendations”, identifies opportunities and makes recommendations to strengthen the skills of youth, reduce skills imbalances, foster greater participation in adult learning and strengthen the use of skills in the workplace.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (London, 23 Marc...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
What can schools do to develop positive, high-achieving students? Insights fr...EduSkills OECD
The work of teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social-emotional skills that are vital for students’ personal development and for their active citizenship. But how do teachers best achieve this?
By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS-PISA link – a new OECD report identifies the teacher and school factors that matter most for student achievement and social-emotional development.
In this presentation, OECD Director for Education and Skills Andreas Schleicher unveils the new findings and looks at the implications for policy makers, students and teachers across the world.
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.
From Access To Success: Improving The Higher Education Learning Experience Fo...Helen Farley
Higher education institutions are increasingly relying on digital technologies that require internet access to support learning and teaching, particularly from a distance. Disadvantaged student groups that do not have access to the internet, such as incarcerated students, are often excluded as a result. This paper reports on a project that will develop and trial a sustainable and innovative learning management system (LMS) called Stand-Alone Moodle (SAM) that is able to operate without internet access. SAM will enable institutions to provide these students with similar course materials, activities and support available to other students, thereby improving the quality of the student learning experience. SAM will be trialled within a Queensland correctional centre and evaluated using a design-based research methodology. The findings and recommendations from the project will be disseminated to learning institutions and correctional centres across Australia to encourage equitable access to education for disadvantaged students. The digital literacies of staff and students, the maintenance of the technology and sufficient access to computer labs all had to be accommodated within the design of the project.
Teacher Policy and Practice - Insights from PISAEduSkills OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
The results of the 2015 assessment were published on 6th December 2016.
Measuring COVID-19’s impact on vocational education and trainingEduSkills OECD
Vocational education faced challenges during the COVID-19 pandemic. Many countries closed vocational education institutions for shorter periods than general education. Distance learning increased but was seen as less suitable than in-person learning. Fewer work-based learning opportunities were available and only 1/3 of vocational students participated in combined school and work programs. Support was provided for remote teaching and assessing learning losses. Looking forward, countries aim to strengthen resilience through flexible training, technology use, and focusing on future-proof jobs.
Successful schools in testing times: Insights from PISA 2018 Volume VEduSkills OECD
Andreas Schleicher presents the latest findings from the most recent cycle of the Programme for International Student Assessment (PISA).
The PISA 2018 Results Volume V report focuses on issues relating to school organisation and the policies and practices that define how education systems work and change over time. The report also covers: school governance, selecting and grouping students, and the human, financial, educational and time resources allocated to teaching and learning. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries.
Preparing Students for the 4th Industrial Revolution Implications for Scien...EduSkills OECD
Presented by Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
The state of education around the world: Findings from Education at a Glance ...EduSkills OECD
On 16 September, the OECD released its 2021 edition of Education at a Glance, the authoritative source for information on the state of education around the world.
It provides data on the structure, finances and performance of education systems across OECD countries and partner economies, looking at everything from the organisation of schools and schooling to the financial resources invested in education institutions.
The 2021 edition of Education at a Glance has a focus on equity in education, offering an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels.
This year’s edition is also accompanied by a spotlight on the impact of COVID-19 in education.
In this presentation, OECD Director for Education and Skills Andreas Schleicher presents the key findings.
Read the report and watch the presentation -- https://oe.cd/EAG
Effectiveness of Online Teaching in Higher Education during Covid19 Pandemic ...ijtsrd
As Covid19 entered the world in the beginning of 2020, India also witnessed rising number of cases as of huge population next to china. As a safety measure against Covid 19 pandemic, as per the government order, university announced holidays for the students from 16 march 2020. Colleges were shut from long time, didn’t even conduct the examination for the first and second year of UG course and first year of PG course. Only final year students appeared for the exams with so much of worry and fear. though Covid 19 started spreading rapidly educationist did not stop teaching . Teachers explored new way of teaching by learning new technology and continue to engage students during pandemic. The universities are meant for traditional teaching ,adopted to online teaching as per the guidelines of UGC. An attempt is made to study to measure the effectiveness of online teaching to university students in Mysore district. around 550 students are surveyed through Google forms and responses are analysed and presented in this paper. Dr. Amulya. M "Effectiveness of Online Teaching in Higher Education during Covid19 Pandemic in Mysore" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38336.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38336/effectiveness-of-online-teaching-in-higher-education-during-covid19-pandemic-in-mysore/dr-amulya-m
Education at a Glance 2020 - Global insightsEduSkills OECD
Andreas Schleicher presents new Education at a Glance data, with a focus on vocational education and training and its role in buffering the negative economic effects of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
HIGHER EDUCATION, DIGITIZATION AND SKILLS:IS QUALITY ASSURANCE ADAPTING AND ...dvndamme
1) Higher education is facing challenges as qualifications are losing their signaling value and skills have become more important. Employers complain that graduates lack needed skills while skills in populations have not increased despite rising educational attainment.
2) Digitalization is transforming work and skills demands, lowering the half-life of qualifications, and opening new opportunities for learning. However, higher education is slow to adapt and not yet attracting older learners to lifelong learning.
3) Quality assurance must address emerging issues from new credentials, skill assessments, and learning routes while maintaining standards. Trust in qualifications requires transparency in learning outcomes and assessment.
Visual data-enriched design technology for blended learningLaia Albó
Presentation at Tallinn University.
Archimedes Foundation fellow - Research visit during 3 months at TLU.
Learning analytics is the most known type of data collected from specific technological environments that allow educators to evaluate how students are learning within a learning context. However, there are more types of data available, less-explored, that may contribute to better design educational practices. These include design analytics, which are the metrics of design decisions and related aspects that inform learning designs. Laia Albó, from Universitat Pompeu Fabra, will talk about how visual representations, authoring support, and design analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. This presentation is based on her PhD thesis work, defended in November 2019.
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar
No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
The state of education one year into the COVID pandemicEduSkills OECD
In 2020, 1.5 billion students in 188 countries/economies were locked out of their schools.
Students everywhere have been faced with schools that are open one day and closed the next, causing massive disruption to their learning.
With the coronavirus (COVID-19) pandemic still raging, many education systems are still struggling, and the situation is constantly evolving.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and collecting data on how each system is responding to the crisis, from school closures and remote learning, to teacher vaccination and gradual returns to in-class instruction.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings of the survey of around 30 different education systems and their responses to the pandemic, looking at how strategies varied across countries, whether or not certain strategies were favoured, and what the impact of these strategies was.
Read the report: https://www.oecd.org/education/state-of-school-education-one-year-into-COVID.htm
Education at a Glance 2020 - European Union launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the European Union, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
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.
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.
27 January 2020, Bratislava.
This report, “OECD Skills Strategy Slovak Republic: Assessment and Recommendations”, identifies opportunities and makes recommendations to strengthen the skills of youth, reduce skills imbalances, foster greater participation in adult learning and strengthen the use of skills in the workplace.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (London, 23 Marc...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
What can schools do to develop positive, high-achieving students? Insights fr...EduSkills OECD
The work of teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social-emotional skills that are vital for students’ personal development and for their active citizenship. But how do teachers best achieve this?
By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS-PISA link – a new OECD report identifies the teacher and school factors that matter most for student achievement and social-emotional development.
In this presentation, OECD Director for Education and Skills Andreas Schleicher unveils the new findings and looks at the implications for policy makers, students and teachers across the world.
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.
From Access To Success: Improving The Higher Education Learning Experience Fo...Helen Farley
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Read the report and watch the presentation -- https://oe.cd/EAG
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2) Digitalization is transforming work and skills demands, lowering the half-life of qualifications, and opening new opportunities for learning. However, higher education is slow to adapt and not yet attracting older learners to lifelong learning.
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Archimedes Foundation fellow - Research visit during 3 months at TLU.
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See http://www.virtualschoolsandcolleges.info/
EFQUEL Innovation Forum
26-28 September 2012,
Granada, Spain
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http://www.qualityfoundation.org/index.php?option=com_content&view=article&id=275&Itemid=110&lang=en
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Formal Barriers to Engineering Education
1. Enhance the Attractiveness of Studies in Science and
Technology
WP 6: Formal Barriers to Engineering
Education
Kevin Kelly
Trinity College Dublin
WP 6 Co-ordinator
2. WP 6: Formal Barriers
to Engineering Education
Aims:
• To examine the formal barriers to engineering
education at third-level
• To facilitate maximally open access to
engineering education without compromising
standards or unfairly exposing ill-equipped
students
2
3. WP6 Key Deliverables
Three phases of work:
1) Survey of education systems in partner countries
2) Comparison Framework
3) Report on formal barriers to engineering higher
education
3
4. WP6 Deliverables
1: Survey of Education Systems
• Extensive questionnaire developed and
distributed to all partners
• Documented national education systems from
primary level to university entry, regarding
provision of science, engineering & technology
(SET) subjects
• Survey data gathered was used to inform other
WP 6 deliverables
4
5. WP6 Deliverables
2: Comparison Framework
• ‘At a glance’ information to compare partner
countries under key headings, relevant to all work
packages
• Provides necessary context to enable conclusions
to be drawn between national structures with
significant variations
• Combination of graphs, tables and textual
information used
5
6. WP6 Deliverables
3: Report on Formal Barriers
The report documents:
• main factors restricting access to engineering
higher education
• research illustrating the impact of these barriers
on access to engineering
• data analysis of the relationship between entry
barriers and subsequent student progression
6
7. Defining the Barriers
What do we mean by barriers?
• Any factors which stand in the way of entry to engineering
programmes
• Can be set by universities, professional bodies, or may
result from structural and/or socio-cultural conditions
Or to put it another way:
How are potential students prevented from studying
engineering?
7
8. Report on Formal Barriers
Main categories identified:
• Entry requirements for engineering courses
• Structures within the school system
– E.g. streams which force students to choose at an early age
between academic or vocational pathways
• Socio-economic factors
– Engineering programmes in several countries appear to be
less diverse in socio-economic terms than other university
programmes
8
10. Structure of Education Systems
Full-time compulsory education Part-time compulsory education
Belgiu
m
Pre-school
Finland
Primary education
Ireland
Secondary
education
Italy
Upper secondary
education
Portuga
l
Sweden
0 5 10 15 20
Student Age (years)
10
11. Structural Factors
• Separation between academic and vocational
branches of high school in most countries
• Choice typically made at ~ age 15
• This impacts on options for higher education
vocational students may not be eligible for
academic study at university
• Subject specialisation creates further restrictions
– students who don’t specialise in science/technology
may be ineligible for engineering programmes
11
12. Comparison Framework
High-school system: proportion of students by type
100%
80%
60%
Other
Vocational
40% Academic
20%
0%
Belgium Finland Ireland Italy Portugal Sweden
12
13. General vs. Specialised
High-School Education
• Many countries operate ‘track-based’
programmes for upper-secondary school
– ‘Tracks’ provide specialised education within a focus
area, e.g. science/technology, humanities, languages
– Students specialise based on interest and/or ability
• Other countries use a more general system where
a broad range of subjects is offered and students
may choose to study a variety of subject areas
13
14. General vs. Specialised High-School
Education
General Track-based
Belgium
Ireland
Italy
Portugal
Finland
Sweden
14
15. Gender and subject specialisation
• Persistent gender differences in uptake of
engineering-relevant subjects, especially Physics
• In Ireland some technology-related subjects are
not taught in all-girls schools
• Research suggests causal relationship between
lower % of girls specialising in Physics, Chemistry
and Mathematics in high school and low numbers
of female students entering engineering
programmes at university
15
23. Yes No
Belgium
Italy
Finland Ireland
Portugal
Sweden
23
24. Overview
Key points:
• No subject requirements set for entry in Italy and
Belgium
– (but all students study a core component of
mathematics and science in high school)
• Mathematics required in all other countries, plus
Physics and Chemistry in most
• Limited students eligible for entry as a result
– max 12% eligible in Sweden and Ireland
24
25. General University Admission Criteria
• Exact criteria vary in each country
• All ATTRACT countries use one, or a
combination, of the following:
– High school certificate exams
– Grades from on-going performance at high
school
– University entrance exams
25
26. Engineering-specific requirements
• Grades in relevant subjects often required
Belgium Finland Ireland Italy Portugal Sweden
Maths No Yes Yes No Yes Yes
Physics No Yes No Yes Yes
10% of
Chemistry No Yes programmes No Yes Yes
require one
of these Required in
Biology No No subjects No No certain
programmes
26
27. High-school students meeting
subject-entry requirements
100%
80%
60%
40%
20%
0%
Belgium Finland Ireland Italy Portugal Sweden
27
28. Do entry requirements serve the intended
purpose?
• Correlation between prior achievement in
subjects required for entry and subsequent
performance in university engineering
programmes (Evidence from IST and TCD)
– in IST students who entered with grades lower than
those now required had significant difficulty in
successfully completing the programme
28
29. Alternatives to Standard
Entry Requirements
• Alternative entry routes exist in most partner
countries
• Function: To facilitate access to university for
non-traditional students & those not meeting
standard entry requirements
• Proportion of students entering via these means
varies from 0% (Italy) to 29% (Sweden)
29
31. Socio-economic Diversity in
Engineering
• Engineering courses in many countries are less accessible
to students from lower socio-economic backgrounds
than other fields (Eurostudent IV)
• This is reflected in several ATTRACT countries
– in Ireland, Sweden and Italy engineering programmes tend to be
less socio-economically diverse than other programmes
• In Ireland, PISA mathematics scores were significantly
higher among students designated as ‘high socio-
economic status’ than among others
31
32. PISA – maths, science & GDP
Finland
Ireland
USA
Sweden Belgium
Italy
Portugal
32
33. PISA – top students in maths & science
“the number of students reaching level 5 or 6
in mathematics and science will be
particularly important for countries wishing
to create a pool of workers able to advance
the frontiers of scientific and technological
knowledge in the future and compete in the
global economy”
– OECD PISA 2009 Results Vol. 1
33
34. % of Students at Level 5(6)
in Maths and Science
Country Maths Science
Shanghai 24(26) 20(4)
Finland 16(6) 15(4)
Belgium 14(5) 8(2)
OECD average 9(3) 7(2)
Sweden 8(3) 7(1)
Portugal 7(3) 3(1)
Italy 7(2) 5(1)
Ireland 5(1) 8(1)
34
36. Motivation for Analysis of Student Data
Is there a relationship between the existing
entry requirements (barriers) and the factors
that increase a student’s chance of successful
progression, or are other variables more
significant?
36
37. Details of Analysis
• Data presented on 3 partner universities: PoliTo
(Italy), Trinity College (Ireland) and IST (Portugal)
• Study of TCD and IST examines student
background and prior educational attainment in
relation to university progression
• Data for PoliTo looks specifically at aptitude test
scores at entry to university and credits gained
during first year
37
38. Data Analysis: PoliTo
• Incoming students sit aptitude tests in
mathematics, logic and comprehension
• Results are for information purposes only, not
admission selection
• Strong correlation between results in these tests
and credits gained during first year of study
38
39.
40.
41. Data Analysis: IST
• Can the information that HEIs have on new
students be used to predict academic
performance?
• Study examined 1235 students admitted in
2004/5
41
42. Dimensional Axis of Analysis
Academic
background
Socioeconomic
Motivations status and
expectations family capital
Contextual
Factors
42
43. Axis 1:
Socio-economic status & family capital
• Parental education level not significant
• Household income: below national average
corresponds to 8% increase in academic
performance (typically scholarship students)
• Gender: Female students 10% more likely to
successfully complete studies than male
43
44. Axis 2:
Academic Background
• Significant relationship between grades from high
school and academic achievement at university
(40% performance increase for every 10 points)
• Having studied Physics at high school correlated
with greater academic achievement at university
(72% increase in probability of success)
44
45. Axis 3:
Student Motivation and Expectations
• Students who don’t gain places in their first
choice of programme experience negative impact
on academic achievement (- 16%)
• Students not expecting to achieve a good average
in all subjects attain lower results (- 9%)
• Having chosen the selected programme early
corresponds to a 22% increase in pass rates
45
46. Axis 4:
Contextual Factors
• Residential status: 17% lower academic
performance for students living away from family
home/usual residence
• Travel time to campus found to be significant
– 10% decrease in performance for those travelling over
1 hour in each direction
46
47. Data Analysis: Trinity College
• Similar question as in IST study:
– How does available student data at time of
entry correspond to performance during first
year?
– Can we identify those students less likely to
progress to second year?
• Study examined 1835 students over ten-year
period (2000 – 2009)
47
48. Factors Analysed
• Inputs
– Whether a student took a particular subject (binary)
– Mark achieved in each subject (0-100)
– Degree (one of two available) programme chosen (binary)
– Gender (binary)
– Year (have things changed over 10 year period) (1-10)
– CAO mark (cumulative grade in best 6 subjects) (0-600)
– Living at home (binary)
• Output
– Progressed to 2nd year (Binary)
48
49. Sample/Notional Student
Exam Results: CAO Points
Mathematics – B1 85
Physics – C2 65
Irish (L) – A2 50
English – A2 90
French – C1 70
Chemistry – B3 75
Economics – B1 85
470 CAO Points total – used to
allocate limited places
49
50. Summary of Results
• Past achievement in Mathematics confers single
biggest advantage to students
• Physics and Chemistry are also significant if
student has scored above a certain threshold
• Gender not significant among engineering cohort
(contrasts with university-wide cohort among
which females are significantly more likely than
males to progress)
50
51. Logistic Analysis of Performance
Input Weighted Logistic
Probability
Variables Sum Function
[0 / 1] [- ∞, + ∞] [0 - 1]
[0 - 100]
51
52. Influence of subject grade on probability
of progression
Exam Mark versus Effect Size
0.2
0.1
0
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
-0.1
Accounting
-0.2
-0.3
-0.4
52
53.
54.
55. Subject Uptake
100.00%
Gender Uptake of Various Subjects
90.00%
80.00%
70.00%
60.00%
Female
50.00%
Male
40.00%
30.00%
20.00%
10.00%
0.00%
55
70. Developing Recommendations
• No ‘one size fits all’ in terms of recommendations as
existing systems and challenges faced are different in each
country
• Therefore each partner developed tailored
recommendations for their own country
• Nonetheless, certain recommendations were common to
most or all partners
• Aim of proposed changes is expand the numbers of
motivated, qualified and suitable students applying for and
taking up places in engineering programmes in our
countries.
70
71. Recommendations
Three categories:
a. Changes to admission requirements
b. Structural Changes to Education System
c. Socio-economic and cultural issues
Relative difficulty of implementation
• Easy, moderate or difficult
– Varies from country to country, see report for details
71
72. Recommendations (a)
Changes to admission requirements
Set required level of attainment in:
• Mathematics
• Physics and/or Chemistry
72
73. Recommendations (b)
Structural changes to education system
• Higher level of preparation in STEM
• Later ‘tracking’ of students
• Higher core STEM content for all students
If entry requirements in STEM subjects are
increased, it will be essential to equip students to
meet these standards
73
74. Recommendations (c)
Socio-economic and cultural issues
• Need to show relevance of STEM to real life
• Encourage more girls to pursue engineering
• Increase participation from marginal socio-
economic groups
74
Editor's Notes
Justification for need to do this – refer to other sources (Eurydice, OECD, etc)