Responsive Education Systems and Skills for the Knowledge Economy Using education as a lever to compete by working smarter, rather than working harder

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Responsive Education Systems and Skills for the Knowledge

EconomyUsing education as a lever to compete by working

smarter, rather than working harder or cheaper

Organisation for Economic Cooperation and Development (OECD)

Knowledge economy forum

Andreas SchleicherHead, Indicators and Analysis Division

OECD Directorate for Education

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„The world is flat“ (Thomas Friedman)

Key competencies for tomorrow’s world

3333 Key competencies for tomorrow’s world

The personal computer enabled millions of individuals to become authors of their own content in digital form

The spread of the Internet and the emergence of the World Wide Web enabled more people than ever to be connected and to share their knowledge

The emergence of software standards meant that people were able to seamlessly work together and upload and globalise content

4444 Economy-wide measures of routine and non-routine task input

(Levy and Murnane, 2007)

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Delivering high level skills.

Quantity - A world of change.

6666

0

10

20

30

40

50

60

70

80

90

100

Uni

ted S

tate

s

Cze

ch R

epub

lic

Sw

itze

rlan

d

Ger

man

y

Nor

way

Den

mar

k

Can

ada

Sw

eden

Aus

tria

Jap

an

New

Zea

land

Slo

vak

Rep

ublic

Uni

ted K

ingd

om

Fin

land

Net

her

land

s

Hun

gary

Luxem

bou

rg

Aus

tral

ia

Fra

nce

Icel

and

Bel

gium

Pola

nd

Irel

and

Kor

ea

Gre

ece

Ital

y

Spa

in

Tur

key

Mex

ico

Port

ugal

1940-49 1950-59 1960-69 1970-79

Baseline qualifications – A world of change Approximated by the percentage of persons with ISCED 3 qualfication

born in the period shown below (2004)

24

1

23

1

11

14

A1.2a

7777

0

10

20

30

Uni

ted

Sta

tes

Net

herl

ands

Den

mar

k

Nor

way

Can

ada

Sw

eden

Icel

and

Aus

tral

ia

Sw

itze

rlan

d

Uni

ted

Kin

gdom

Fin

land

Ger

man

y

Jap

an1

Fra

nce

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and

Spa

in

New

Zea

land

Luxe

mbou

rg

Slo

vak

Rep

ublic

Kor

ea

Gre

ece

Bel

gium

Mex

ico

Aus

tria

OECD

ave

rage

EU

19 av

erag

e

1940-49 1950-59 1960-69 1970-79

Growth in university-level qualificationsApproximated by the percentage of persons with ISCED 5A/6 qualfication

born in the period shown below (2004)

12

22

3

20

A1.3a

+2.9

+3.5

+3.7

8888

-10 -5 0 5 10 15 20 25

United States

UK

France

Canada

Denmark

I taly

Germany

Netherlands

J apan

Sweden

Taxes Tuition Higher income Lower risk of unemployment Public subsidies

The returns on high level qualificationsPrivate internal rates of return (RoR) for an individual obtaining a

university-level degree (ISCED 5/6) from an upper secondary and post-secondary non-tertiary level of education (ISCED 3/4), MALES

9999

-10 -5 0 5 10 15 20 25

United States

UK

France

Canada

Denmark

I taly

Germany

Netherlands

J apan

Sweden

Taxes Tuition Higher income Lower risk of unemployment Public subsidies

The returns on high level qualificationsPrivate internal rates of return (RoR) for an individual obtaining a university-level degree (ISCED 5/6) from an upper secondary and post-secondary non-

tertiary level of education (ISCED 3/4), MALES

Rising tertiary level qualifications seem generally not to have led to an “inflation” of the labour-market value of qualifications.

In all but three of the 20 countries with available data, the earnings benefit increased between 1997 and 2003, in Germany, Italy and Hungary by between 20% and 40% (UK 9%).

Growing benefits in many of the countries with the steepest attainment growth

16161616Enhancements in human capital contribute

to labour productivity growthAverage annual percentage change (1990-2000)

-2

-1

0

1

2

3

4

5

Irel

and

Fin

land

Sw

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Den

mar

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Port

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Aus

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Uni

ted

Sta

tes

Uni

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Kin

gdom

Ital

y

Nor

way

Ger

man

y

Can

ada

Fra

nce

Net

herl

ands

New

Zea

land

Hours worked Level of education

Hourly GDP per efficient unit of labour Labour productivity

17171717

Delivering high level skills.

Quality – Getting the fundamentals right

18181818 Who will be “safe” from outsourcing, digitalisation and automatisation?

The great collaborators and orchestrators The more complex the globalised world becomes,

the more individuals and companies need various forms of co-ordination and management

The great synthesisers Conventionally, our approach to problems was

breaking them down into manageable bits and pieces, today we create value by synthesising disparate bits together

The great explainers The more content we can search and access, the

more important the filters and explainers become

19191919 Who will be “safe” from outsourcing, digitalisation and automatisation?

The great versatilists Specialists generally have deep skills and narrow scope,

giving them expertise that is recognised by peers but not valued outside their domain

Generalists have broad scope but shallow skills Versatilists apply depth of skill to a progressively widening

scope of situations and experiences, gaining new competencies, building relationships, and assuming new roles.

They are capable not only of constantly adapting but also of constantly learning and growing

The great personalisers A revival of interpersonal skills, skills that have atrhophied to

some degree because of the industrial age and the Internet The great localisers

Localising the global

20202020 Average performanceof 15-year-olds in mathematics

High mathematics performance

Low mathematics performanceGreece

Russian Federation

Liechtenstein

Korea

Hong Kong- China

Finland

Netherlands

Canada

Macao- China Switzerland

New Zealand

Belgium

J apan

Australia

IcelandCzech Republic

SwedenFranceDenmark

I reland GermanyAustria

Slovak Republic

LuxembourgPoland Hungary

Norway

SpainUnited StatesLatvia

PortugalI taly

440

460

480

500

520

540

61626

21212121 Mathematical literacy in PISAThe real world The mathematical World

A real situation

A model of reality A mathematical model

Mathematical results

Real results


Understanding, structuring and simplifying the situation

Making the problem amenable to mathematical treatment

Interpreting the mathematical results

Using relevant mathematical tools to solve the problemValidating

the results


The educators’ challenge The skills that are easiest to

teach and test are also the skills that are easiest to digitise, automatise and offshore

Teaching and evaluating skills in a context of real-world complexity– “expert thinking” – the ability to

structure a problem– “complex communication” – the

ability to convey a particular interpretation of information

24242424 Average performanceof 15-year-olds in mathematics

Low average performance

Large socio-economic disparities

High average performance



High social equity


High social equity

Strong socio-economic impact

on student performance

Socially equitable distribution of

learning opportunities



Russian Federation

Liechtenstein

Korea

Hong Kong- China

Finland

Netherlands

Canada

Macao- China Switzerland

New Zealand

Belgium

J apan

Australia


SwedenFranceDenmark

I reland GermanyAustria

Slovak Republic

LuxembourgPoland Hungary

Norway

SpainUnited StatesLatvia

PortugalI taly

440

460

480

500

520

540

61626

25252525 Durchschnittliche Schülerleistungen im Bereich Mathematik






High social equity


High social equity







Russian Federation

Liechtenstein

Korea

Hong Kong- China

Finland

Netherlands

Canada

Switzerland

New Zealand

Belgium

J apan

Australia


SwedenFrance

Denmark

I relandGermanyAustria

Slovak Republic

LuxembourgPolandHungary

Norway

SpainUnited States Latvia

Portugal I taly

440

460

480

500

520

540

61626

28282828

Using the potential.

Equality in outcomes and equity in opportunities.

29292929Stu

dent

perf

orm

ance

School performance and schools’ socio-economic background – Russian

Federation

AdvantagePISA Index of social backgroundDisadvantage

Figure 4.13

300

500

700

-3 -2 -1 0 1 2 3

School proportional to size

Student performance and student SES

Student performance and student SES within schools

School performance and school SES

OECD

OECD

OECD

30303030

200

500

800

-3 -2 -1 0 1 2 3

Stu

dent

perf

orm

ance

School performance and schools’ socio-economic background - Finland

AdvantagePISA Index of social backgroundDisadvantage

Figure 4.13

Student performance and student SES

Student performance and student SES within schools

School performance and school SES

School proportional to size

33333333High ambitions

and clear standards

Access to best practice and quality

professional development

34343434 Sympathy doesn’t raise standards – aspiration does PISA suggests that students and schools

perform better in a climate characterised by high expectations and the readiness to invest effort, the enjoyment of learning, a strong disciplinary climate, and good teacher-student relations– Among these aspects, students’ perception of

teacher-student relations and classroom disciplinary climate display the strongest relationships

36363636

High ambitions

Access to best

practice and quality

professional

development

Diagnostic knowledge

and intervention in inverse proportion

to success

Devolved responsibility,

the school as the centre of action







High social equity


High social equity







Russian Federation

Liechtenstein

Korea

Hong Kong- China

Finland

Netherlands

Canada

Switzerland

New Zealand

Belgium

J apan

Australia

I celandCzech Republic

SwedenFrance

Denmark


Slovak Republic


Norway


Portugal I taly

440

460

480

500

520

540

61626







Low mathematics performance

School with responsibility for deciding which courses are offered

High degree of autonomy

Low degree of autonomy Greece

Russian Federation

Liechtenstein

Korea

Hong Kong- China

Finland

Netherlands

Canada

Switzerland

New Zealand

Belgium

J apan

Australia


SwedenFrance

Denmark


Slovak Republic


Norway


Portugal I taly

440

460

480

500

520

540

61626







Low mathematics performance

Early selection and institutional differentiation

High degree of stratification

Low degree of stratification Greece

Russian Federation

Liechtenstein

Korea

Hong Kong- China

Finland

Netherlands

Canada

Switzerland

New Zealand

Belgium

J apan

Australia


SwedenFrance

Denmark


Slovak Republic


Norway


Portugal I taly

440

460

480

500

520

540

61626

40404040 Strong ambitions



Accountability

Devolvedresponsibility,


Integrated educational opportunities

Individualisedlearning

Accountability

41414141High ambitions



Diagnostic knowledge

and intervention in inverse proportion

to success

Individualisedlearning

Devolved responsibility,


Integrated educational opportunities

42424242 Paradigm shifts

Prescription Informed profession

Uniformity Embracing diversity

Demarcation Collaboration

Provision Outcomes

Bureaucratic – look up Devolved – look outwards

Talk equity Deliver equity

Hit & miss Universal high standards

Received wisdom Data and best practice

The old bureaucratic education system

The modern enabling education system

43434343 Further information

www.pisa.oecd.org– All national and international publications– The complete micro-level database

email: [email protected]

[email protected]

…and remember:

Without data, you are just another person with an opinion

Documents

Responsive Education Systems and Skills for the Knowledge Economy Using education as a lever to compete by working smarter, rather than working harder