Education in Portugal

11P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11

Strong performers and successful reformers

Lessons from PISA

Andreas SchleicherSpecial advisor to the Secretary-General on Education Policy

Head of the Indicators and Analysis Division, EDU

Programme for International Student Assessment

22P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11

1998PISA countries in

2000200120032006200977%81%83%85%86%

Coverage of world economy 87%

PISA 2009 in brief

Over half a million students… representing 28 million 15-year-olds in 74*

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

…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 .

* Data for Costa Rica, Georgia, India, Malaysia, Malta, Mauritius, Venezuela and Vietnam will be published in December 2011

33P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11How the demand for skills has changed

Economy-wide measures of routine and non-routine task input (US)

1960 1970 1980 1990 200240

45

50

55

60

65

Routine manual

Nonroutine manual

Routine cognitive

Nonroutine analytic

Nonroutine inter-active

(Levy and Murnane)

Mean t

ask

inp

ut

as

perc

en

tile

s of

the 1

960

task

dis

trib

uti

on

The dilemma of schools:The skills that are easiest to teach and test are also the ones that are easiest to digitise, automate and outsource

55P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11

What 15-year-olds can do

66P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11Average performanceof 15-year-olds in reading – extrapolate and apply

High reading performance

Low reading performance … 17 countries perform below this line

1525354555440.000

460.000

480.000

500.000

520.000

540.000

560.000

Shanghai-China

KoreaFinlandHong Kong-China

Singapore CanadaNew Zealand

JapanAustralia

NetherlandsBelgiumNorway, EstoniaSwitzerlandPoland,IcelandUnited States LiechtensteinSwedenGermany,

IrelandFrance, Chinese TaipeiDenmarkUnited KingdomHungary,Portugal

Macao-China ItalyLatvia

Slovenia GreeceSpain

Czech RepublicSlovak Republic, CroatiaIsraelLuxembourg,

Austria LithuaniaTurkey

Dubai (UAE) Russian Federation

Chile

Serbia

77P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11Average performanceof 15-year-olds in science – extrapolate and apply

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


Low reading performance

88P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11Durchschnittliche Schülerleistungen im Bereich Mathematik






High social equity


High social equity


student performance





AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS

2009

1525354555

2009

99P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20







High social equity


High social equity


student performance






2009

1010P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20







High social equity


High social equity


student performance






2000

1111P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20







High social equity


High social equity


student performance






2000

Other rapid improvers in reading:Peru, Indonesia, Latvia, Israel and Brazil

Rapid improvers in mathematics:Mexico, Brazil, Turkey, Greece, Portugal, Italy

and GermanyRapid improvers in science:

Qatar, Turkey, Portugal, Korea, Brazil, Colombia, Italy, Norway, United States, Poland

1212P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11

Quality differences between schools

1313P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11

-2 -1 0 1 2300

593

Score

School performance and socio-economic background

PortugalStu

dent

perf

orm

ance

AdvantagePISA Index of socio-economic background

Disadvantage

Private school Public school in rural area Public school in urban area

700

1414P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11

0

10

20

30

40

50

60

70

80

Percentage of resilient students among disadvantaged students%

More than 30% resilient students

among disadvantaged students

Between 15%-30% of resilient students among

disadvantaged students

Less than 15% resilient students among disadvantaged

students

Resilient student: Comes from the bottom quarter of the socially most disadvantaged

students but performs among the top quarter of students internationally (after

accounting for social background)

1616P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11

Student engagement with learning and school

1717P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11Students' views of their teacher-

student relations

I get along well with most of my teachers.

Most of my teachers are interested in my well-being.

Most of my teachers really listen to what I have to say.

If I need extra help, I will receive it from my teachers.

0 10 20 30 40 50 60 70 80 90 100

Portugal OECD average

Percentage of students

1818P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Wha

t stu

dent

s kn

ow a

nd c

an d

oA

nd

rea

s S

chle

ich

er

7 D

ece

mb

er

20

10

Policies and practices

Learning climate

Discipline

Teacher behaviour

Parental pressure

Teacher-student relationships

Dealing with heterogeneity

Grade repetition

Prevalence of tracking

Expulsions

Ability grouping (all subjects)

Standards /accountability

Nat. examination

Standardised tests

PolicySystem

RSchool

REquity

E

1919P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11

Does it all matter?

2020P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11

Age 19

Age 21

Age 21

048

121620

Level 2Level 3

Level 4Level 5

Increased likelihood of postsec. particip. at age 19/21 associated with PISA reading proficiency at age 15

(Canada)after accounting for school engagement, gender, mother

tongue, place of residence, parental, education and family income (reference group PISA Level 1)

Odds ratiohigher education entry

School marks at age 15

PISA performance at age

15

2121P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11

What does it all mean?

2222P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11

Commitment to universal achievement

Goals, gateways,

instructional systems

Capacity at point of delivery

Incentives and

accountability

Resources where they yield most

A learning system

Coherence

Lessons from PISA on successful

education systems

A commitment to education and the belief that competencies can be learned and therefore all children can achieve

Universal educational standards and personalisation 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

2525P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11


Goals, gateways,



Incentives and

accountability


A learning system

Coherence


education systems

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

2626P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11


Goals, gateways,



Incentives and

accountability


A learning system

Coherence


education systems

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

2727P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11

School principals’ reportsof their involvement in school matters

Index of schools principal’s leadership based on school principals’ report (part 1/2)

Professional development activities of teachers in accordance with the teaching goals of the

school

I ensure that teachers work according to the school’s educational goals

I observe instruction in classrooms

I use student performance results to develop the school’s educational goals

I give teachers suggestions as to how they can improve their teaching

I monitor students’ work

When a teacher has problems in his/her classroom, I take the initiative to discuss

matters

0 25 50 75 100

Portugal OECD average

%

garciadeleon_p

Select the set of countries you want to display in the associated data sheet by ticking them on the list that will dropdown from the arrow in the upper cell of column A.

2929P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11


education systems


Goals, gateways,



Incentives and

accountability


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

3030P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11

Establishing student assessment policies, OECD average

Portugal

Choosing which textbooks are used, OECD average

Portugal

Determining course content, OECD average

Portugal

Deciding which courses are offered, OECD average

Portugal

0% 20% 40% 60% 80% 100%

Only "regional and/or national education au-thority"

Both "principals and/or teach-ers" and "re-gional and/or national educa-tion authority"

Only "principals and/or teach-ers"

How much autonomy individual schools have over curricula and assessment

3232P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11

Systems with more accountability Systems with less

accountability

480

490

500

Schools with less autonomy

Schools with more autonomy

495

School autonomy in re-source allocation

System’s accountability arrangements

PISA score in reading

School autonomy, accountability and student performance

Impact of school autonomy on performance in systems with and without accountability arrangements

3333P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11Local responsibility

and system-level prescription

System-level prescription‘Tayloristic’ work organisation

Schools leading reformTeachers as ‘knowledge workers’

Schools todayThe industrial

model, detailed prescription of

what schools do

Schools tomorrow?

Building capacity

Finland todayEvery school an effective school

Trend in OECD countries

3434P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11Public and private schools

AustraliaAustriaCanada

ChileCzech Republic

DenmarkEstoniaFinland

GermanyGreece

HungaryIcelandIreland

IsraelItaly

JapanKorea

LuxembourgMexico

NetherlandsNew Zealand

NorwayPoland

PortugalSlovak Republic

SloveniaSpain

SwedenSwitzerland

TurkeyUnited Kingdom

United StatesArgentina

BrazilHong Kong-China

IndonesiaJordan

Russian FederationShanghai-China

SingaporeChinese Taipei

0 20 40 60 80 100

Government schools

Government dependent private

Government independent private

-150 -100 -50 0 50 100

Difference after accounting for socio-economic background of students and schools

Observed performance difference

Private schools perform better

Public schools perform better

%

Score point difference

3535P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11


Goals, gateways,



Incentives and

accountability


A learning system

Coherence


education systems 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

3636P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11


Goals, gateways,



Incentives and

accountability


A learning system

Coherence


education systems

A learning system An outward orientation of the system to

keep the system learning, international benchmarks as the ‘eyes’ and ‘ears’ of the system

Recognising challenges and potential future threats to current success, learning from them, designing responses and implementing these

3737P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11


Goals, gateways,



Incentives and

accountability


A learning system

Coherence


education systems

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)

3939P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11

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 workingCurriculum, 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

Education reform trajectories

The old bureaucratic system The modern enabling system

4444P

ISA

OE

CD

Pro

gram

me

for

Inte

rnat

iona

l Stu

dent

Ass

essm

ent

Str

on

g p

erf

orm

ers

an

d s

ucc

ess

ful r

efo

rme

rsA

nd

rea

s S

chle

ich

er

Lis

bo

n,

28

Ma

rch

20

11

Thank you !

Find out more about PISA at… OECD www.pisa.oecd.org

– All national and international publications– The complete micro-level database

U.S. White House www.data.gov

Email: [email protected]

…and remember:

Without data, you are just another person with an opinion

http://www.pisa.oecd.org/

http://www.data.gov/