Effective policy forteaching, testing, talent and technology

Andreas SchleicherDirector for Education and Skills

Trends in science performance (PISA)

2006 2009 2012 2015

OECD

450

470

490

510

530

550

570

OECD average

Stu

de

nt

pe

rfo

rma

nc

e

Trends in science performance (PISA)

450

470

490

510

530

550

570

2006 2009 2012 2015

OECD average

Poverty is not destiny - Science performanceby international deciles of the PISA index of economic, social and cultural status (ESCS)

280

330

380

430

480

530

580

630D

om

inic

an R

ep

ub

lic 4

0A

lge

ria 5

2K

oso

vo

10

Qa

tar

3F

YR

OM

13

Tu

nis

ia 3

9M

on

ten

eg

ro 1

1Jord

an 2

1U

nite

d A

rab

Em

ira

tes 3

Ge

org

ia 1

9L

eb

an

on

27

Indo

nesia

74

Me

xic

o 5

3P

eru

50

Co

sta

Ric

a 3

8B

razil

43

Tu

rke

y 5

9M

old

ova 2

8T

haila

nd

55

Co

lom

bia

43

Ice

lan

d 1

Trin

idad

and

Tob

ago

14

Ro

ma

nia

20

Isra

el 6

Bu

lga

ria

13

Gre

ece

13

Russia

5U

rug

ua

y 3

9C

hile

27

Latv

ia 2

5L

ith

uan

ia 1

2S

lova

k R

ep

ub

lic 8

Italy

15

Norw

ay 1

Sp

ain

31

Hun

ga

ry 1

6C

roa

tia

10

De

nm

ark

3O

EC

D a

vera

ge

12

Sw

ed

en

3M

alta 1

3U

nite

d S

tate

s 1

1M

acao

(C

hin

a)

22

Ire

lan

d 5

Au

str

ia 5

Po

rtug

al 2

8L

uxe

mb

ourg

14

Hon

g K

on

g (

Ch

ina

) 2

6C

zech

Rep

ublic

9P

ola

nd

16

Au

str

alia

4U

nite

d K

ing

do

m 5

Can

ad

a 2

Fra

nce 9

Ko

rea

6N

ew

Zea

land

5S

witze

rlan

d 8

Ne

the

rlan

ds 4

Slo

ve

nia

5B

elg

ium

7F

inla

nd

2E

sto

nia

5V

iet

Nam

76

Ge

rma

ny 7

Jap

an 8

Chin

ese

Ta

ipe

i 1

2B

-S-J

-G (

Chin

a)

52

Sin

ga

pore

11

Score

poin

ts

Bottom decile Second decile Middle decile Ninth decile Top decile

Figure I.6.7

% of students

in the bottom

international

deciles of

ESCS

OECD median student

Students expecting a career in scienceFigure I.3.2

0

5

10

15

20

25

30

35

40

45

50

Do

min

ican

Rep

. 1

2C

osta

Ric

a 1

1Jord

an

6

Un

ite

d A

rab E

m.

11

Me

xic

o

6C

olo

mbia

8Le

ban

on

15

Bra

zil

19

Peru

7Q

ata

r 19

Un

ite

d S

tate

s

13

Ch

ile 1

8T

un

isia

1

9C

anad

a 2

1S

loven

ia 1

6T

urk

ey 6

Austr

alia

1

5U

nite

d K

ing

dom

1

7M

ala

ysia

4

Kazakhsta

n

14

Spain

1

1N

orw

ay

21

Uru

guay 1

7S

ing

apo

re 1

4T

rin

ida

d a

nd T

. 13

Isra

el 2

5C

AB

A (

Arg

.)

19

Port

ug

al 18

Bulg

aria

2

5Ir

ela

nd

1

3K

osovo

7A

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12

Ma

lta

1

1G

reece

12

Ne

w Z

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4A

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2

9E

sto

nia

1

5O

EC

D a

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9B

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1

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7F

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OM

2

0Lithu

ania

2

1Ic

ela

nd

2

2R

ussia

1

9H

KG

(C

hin

a)

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om

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ia

20

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ly 1

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ustr

ia

23

Mo

ldova

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tvia

1

9M

onte

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ro 1

8F

rance

21

Lu

xe

mbo

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1

8P

ola

nd

13

Ma

ca

o (

Ch

ina

) 10

Ch

ine

se

Taip

ei 2

1S

wede

n 2

1T

ha

iland

2

7V

iet

Nam

1

3S

witzerl

and

2

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ore

a

7

Hu

nga

ry 2

2S

lovak R

epub

lic

24

Japa

n 1

8F

inla

nd

24

Geo

rgia

2

7C

zech R

epu

blic

2

2B

-S-J

-G (

Chin

a)

31

Ne

therl

and

s

19

Germ

any 3

3In

don

esia

1

9D

enm

ark

4

8

%Percentage of students who expect to work in science-related professional and technical occupations when they are 30

Science-related technicians and associate professionals

Information and communication technology professionals

Health professionals

Science and engineering professionals

% o

f st

ud

ents

wit

hva

gu

e o

r m

issi

ng

exp

ecta

tio

ns

0

10

20

30

40

50

300 400 500 600 700

Pe

rce

nta

ge

of

stu

de

nts

ex

pe

cti

ng

a

ca

ree

r in

sc

ien

ce

Score points in science

Low enjoyment of science

High enjoyment of science

Students expecting a career in scienceby performance and enjoyment of learning

Figure I.3.17

SingaporeCanadaSloveniaAustralia

United KingdomIreland

Portugal

Chinese TaipeiHong Kong (China)

New ZealandDenmark

JapanEstoniaFinland

Macao (China)Viet Nam

B-S-J-G (China)Korea

GermanyNetherlandsSwitzerland

BelgiumPoland

SwedenLithuaniaCroatiaIcelandGeorgiaMalta

United StatesSpainIsrael

United Arab Emirates

BrazilBulgaria

ChileColombiaCosta Rica

Dominican RepublicJordanKosovo

LebanonMexico

PeruQatar

Trinidad and TobagoTunisiaTurkey

Uruguay

Above-average science performance

Stronger than average beliefs in science

Above-average percentage of students expecting to work in a science-related occupation

Norway

Multip

le o

utc

om

es

8 Looking forward to…Better anticipate the evolution of the demand for 21st century skills and better integrate the world of

work and learning

Leverage the potential of all learners

Find more innovative solutions to what we learn, how we learn, when

we learn and where we learn

Advance from an industrial towards a professional work organisation

Building learning systems that…

The kind of things that are easy to teach are

now easy to automate, digitize or outsource

35

40

45

50

55

60

65

70

1960 1970 1980 1990 2000 2006 2009

Routine manual

Nonroutine manual

Routine cognitive

Nonroutine analytic

Nonroutine interpersonal

Mean task input in percentiles of 1960 task

Robotics

The Auto-auto>1m km,

one minor accident,

occasional human intervention

Augmented Reality

A lot more to come

• 3D printing

• Synthetic biology

• Brain enhancements

• Nanomaterials

• Etc.

Education in the past

Education now

What teachers say and what teachers do

What knowledge, skills and character qualities do

successful teachers require?

96% of teachers: My role as a teacher is to facilitate students own inquiry

What knowledge, skills and character qualities do

successful teachers require?

86%: Students learn best by findings solutions on their own

What knowledge, skills and character qualities do

successful teachers require?

74%: Thinking and reasoning is more important than curriculum content

Prevalence of memorisationrehearsal, routine exercises, drill and

practice and/or repetition

-2.00 -1.50 -1.00 -0.50 0.00 0.00 0.50 1.00 1.50 2.00

Switzerland

Poland

Germany

Japan

Korea

France

Sweden

Shanghai-China

Canada

Singapore

United States

Norway

Spain

Netherlands

United Kingdom

Prevalence of elaborationreasoning, deep learning, intrinsic motivation, critical thinking, creativity, non-routine problems

High Low Low High

Learning time and science performanceFigure II.6.23

Finland

Germany Switzerland

Japan Estonia

Sweden

NetherlandsNew Zealand

Macao(China)

Iceland

Hong Kong(China) Chinese Taipei

Uruguay

Singapore

PolandUnited States

Israel

Bulgaria

Korea

Russia Italy

Greece

B-S-J-G (China)

Colombia

Chile

Mexico

Brazil

CostaRica

Turkey

MontenegroPeru

QatarThailand

UnitedArab

Emirates

Tunisia

Dominican Republic

R² = 0.21

300

350

400

450

500

550

600

35 40 45 50 55 60

PIS

A s

cie

nce s

co

re

Total learning time in and outside of school

OECD average

OECD average

OEC

D a

vera

ge

Learning time and science performanceFigure II.6.23

6

7

8

9

10

11

12

13

14

15

16

0

10

20

30

40

50

60

70

Fin

land

Germ

any

Sw

itzerl

and

Japa

nE

sto

nia

Sw

ede

nN

eth

erl

and

sN

ew

Zeala

nd

Austr

alia

Czech R

epu

blic

Ma

ca

o (

Ch

ina

)U

nite

d K

ing

dom

Ca

nad

aB

elg

ium

Fra

nce

No

rwa

yS

loven

iaIc

ela

nd

Lu

xe

mbo

urg

Irela

nd

La

tvia

Ho

ng K

on

g (

Chin

a)

OE

CD

avera

ge

Ch

ine

se

Taip

ei

Austr

iaP

ort

ug

al

Uru

guay

Lithu

ania

Sin

gapo

reD

enm

ark

Hu

nga

ryP

ola

nd

Slo

vak R

epub

licS

pain

Cro

atia

Un

ite

d S

tate

sIs

rael

Bulg

aria

Kore

aR

ussia

Ita

lyG

reece

B-S

-J-G

(C

hin

a)

Co

lom

bia

Ch

ileM

exic

oB

razil

Co

sta

Ric

aT

urk

ey

Mo

nte

neg

roP

eru

Qata

rT

ha

iland

Un

ite

d A

rab E

mira

tes

Tun

isia

Do

min

ican

Rep

ublic

Score

poin

ts in s

cie

nce p

er

hour

of to

tal le

arn

ing t

ime

Hours Intended learning time at school (hours) Study time after school (hours) Score points in science per hour of total learning time

23 Teachers’ skillsNumeracy test scores of tertiary graduates and teachers

Numeracy score215 235 255 275 295 315 335 355 375

SpainPolandEstonia

United StatesCanadaIreland

KoreaEngland (UK)

England/N. Ireland (UK)Denmark

Northern Ireland (UK)France

AustraliaSweden

Czech RepublicAustria

NetherlandsNorway

GermanyFlanders (Belgium)

FinlandJapan

Numeracy score

Numeracy skills of middle half of

college graduates

24 Teachers’ skillsNumeracy test scores of tertiary graduates and teachers

Numeracy score215 235 255 275 295 315 335 355 375

SpainPolandEstonia

United StatesCanadaIreland

KoreaEngland (UK)

England/N. Ireland (UK)Denmark

Northern Ireland (UK)France

AustraliaSweden

Czech RepublicAustria

NetherlandsNorway

GermanyFlanders (Belgium)

FinlandJapan

Numeracy score

Numeracy skills of teachers

25 Professional knowledge and expertise in teaching

Behaviour

Cognition

Content

Character

• Effectiveness is evidenced by teacher

behaviour and student learning outcomes

• Teachers as thoughtful, sentient beings,

characterised by intentions, strategies,

decisions and reflections

• The nature and adequacy of teacher

knowledge of the substance of the

curriculum being taught

• The teachers serve as moral agents,

deploying a moral-pedagogical craft

Teacher knowledge of, and sensitivity to, cultural, social and political contexts and the environments of their students.

External forces

exerting pressure and

influence inward on

an occupation

Internal motivation and

efforts of the members

of the profession itself

26 Professionalism

Professionalism is the level of autonomy and internal regulation exercised by members of an

occupation in providing services to society

Policy levers to teacher professionalism

Knowledge base for teaching (initial education and incentives for professional development)

Autonomy: Teachers’ decision-making power over their work (teaching content, course offerings, discipline practices)

Peer networks: Opportunities for exchange and support needed to maintain high standards of teaching (participation in induction,

mentoring, networks, feedback from direct observations)

Teacher

professionalism

Teacher professionalism

Knowledge base for teaching (initial education and incentives for professional development)

Autonomy: Teachers’ decision-making power over their work (teaching content, course offerings, discipline practices)

Peer networks: Opportunities for exchange and support needed to maintain high standards of teaching (participation in induction,

mentoring, networks, feedback from direct observations)

High Peer Networks/Low Autonomy

High Autonomy Knowledge Emphasis

Balanced Domains/High Professionalism

Balanced Domains/Low Professionalism

Teacher professionalism

0

1

2

3

4

5

6

7

8

9

10S

pain

Ja

pa

n

Fra

nce

Bra

zil

Fin

land

Fla

nd

ers

No

rwa

y

Alb

ert

a (

Ca

na

da

)

Au

str

alia

De

nm

ark

Isra

el

Ko

rea

Un

ite

d S

tate

s

Cze

ch R

epu

blic

Sh

an

gh

ai (C

hin

a)

Latv

ia

Ne

the

rla

nd

s

Po

land

En

gla

nd

Ne

w Z

ea

land

Sin

ga

po

re

Esto

nia

Networks Autonomy Knowledge

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33030 TALIS Teacher professionalism index

0

10

20

30

40

50

60

70

80

90

100D

iscu

ss indiv

idual

students

Share

reso

urc

es

Team

confe

rence

s

Colla

bora

te for

com

mon

standard

s

Team

teach

ing

Colla

bora

tive

PD

Join

t act

ivitie

s

Cla

ssro

om

obse

rvations

Perc

enta

ge o

f te

ach

ers

Average Shanghai (China)

Professional collaboration

Percentage of lower secondary teachers who report doing the following activities at least once per month

Teacher co-operation

Informal exchange

Teachers Self-Efficacy and Professional Collaboration

11.40

11.60

11.80

12.00

12.20

12.40

12.60

12.80

13.00

13.20

13.40

Never

Once

a y

ear

or

less

2-4

tim

es

a y

ear

5-1

0 t

imes

a y

ear

1-3

tim

es

a m

onth

Once

a w

eek o

r m

ore

Teach

er

self-e

ffic

acy

(le

vel)

Teach jointly as a team in the same class

Observe other teachers’ classes and provide feedback

Engage in joint activities across different classes

Take part in collaborative professional learning

Less frequently

Morefrequently

Technology can amplify innovative teaching

• As tools for inquiry-

based pedagogies

with learners as

active participants

• Make it faster

and more granular

• Collaborative platforms

for teachers to share and

enrich teaching materials

• Well beyond textbooks, in

multiple formats, with little

time and space constraints

Expand

access to

content

Collaboration

for

knowledge

creation

Support

new

pedagogies

Feedback

450

460

470

480

490

500

510

520

-2 -1 0 1 2

Sco

repoin

tsTechnology in schools and digital skills still don’t square

Source: Figure 6.5

Relationship between students’ skills in reading and computer use at school (average across OECD countries)

OECDaverage

Digital readingskills of 15-year-olds

Intensive technology useNo technology use

Routine cognitive skills Conceptual understanding, complex ways of thinking, ways of working

Some students learn at high levels All students need to learn at high levelsStudent inclusion

Curriculum, instruction and assessment

Standardisation and compliance High-level professional knowledge workersTeacher quality

‘Tayloristic’, hierarchical Flat, collegialWork organisation

Primarily to authorities Primarily to peers and stakeholdersAccountability

What it all meansThe old bureaucratic system The modern enabling system

3838Lessons f

rom

hig

h p

erf

orm

ers

38

38 Thank you

Find out more about our work at www.oecd.org/edu– All publications

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Email: Andreas.Schleicher@OECD.org

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