Upload
eduskills-oecd
View
1.610
Download
0
Embed Size (px)
Citation preview
Making education everybody’s business
GESF 2017 Andreas Schleicher 18 March 2017
Educating Global Citizens
Digitalisation Systems thinking
Design thinking
Information literacy
Digital literacy
Global competence
Digitalisation
Democratizing
Concentrating
Particularizing
Homogenizing
Empowering
Disempowering
1m $ / employee
120 k$ / employee
Scale without mass
More people on the move
-20
-15
-10
-5
0
5
10
15
20
25
1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010
High income OECD membersLow income Middle income
Source : OECD (2013), Trends Shaping Education.
Primary source: World Bank (2012), World Databank: Net Migration.
Net migration (in millions of people) into regions, with countries grouped by income level and OECD members, 1960-2010.
Sources: World Bank (2015), World Development Indicators: Foreign Direct Investment.
5
Increasingly global and volatile investment patterns Foreign direct investment in reporting country, in millions of USD, 1970-2012
0
500
1,000
1,500
2,000
2,500
1970 1974 1978 1982 1986 1990 1994 1998 2002 2006 2010
Mill
ion
s o
f U
SD
Low-income countries Middle-income countries OECD members World
Sources: OECD (2015) In It Together – Why Less Inequality Benefits All.
6
Lower and lowest incomes increasingly left behind Trends in real household incomes at the bottom, the middle and the top, OECD average, 1985-2011
1.00
1.10
1.20
1.30
1.40
1.50
1.60
1985 1990 1995 2000 2005 2007 2011
Bottom 10% Bottom 40% middle 50-90% Top 10%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Pe
rc
en
tag
e o
f T
ota
l
Autocracies Democracies
Source: Centre for Systemic Peace (2014), Polity IV.
From autocracy to democracy Categorization of type of political system, 1960 to 2014, as a % of total
Environmental
degradation
Climate change
Migration
Middle class
Polarisation
of societies
Renewable energy
Loss of
biodiversity Water and food
shortages Natural
disasters
Financial
crises Nationalism
Democratisation
Multinational
companies
Harmonization
of values
Interdependent
markets
Trade
openness Emerging
economies
Poverty
Ageing
Radicalisation
Tourism
Inequality
International
governance
Global
integration
The multi-faceted world of knowledge
The human world of knowledge
The small world of the curriculum
The small world of the curriculum
The small world of the curriculum
The small world of the curriculum
The small world of the curriculum
The small world of the curriculum
Trends in science performance (PISA)
250
300
350
400
450
500
550
600
650
2003 2006 2009
Score points
Belo
w L
evel 1
Level 1
Level 3
Level
4
Lev
5
Level 2
450
470
490
510
530
550
570
2006 2009 2012 2015
OECD
450
470
490
510
530
550
570
Country average science performance
Stu
de
nt
pe
rfo
rma
nc
e
Trends in science performance
250
300
350
400
450
500
550
600
650
2003 2006 2009
Score points
Belo
w L
evel 1
Level 1
Level 3
Level
4
Lev
5
Level 2
450
470
490
510
530
550
570
450
470
490
510
530
550
570
2006 2009 2012 2015
Country average science performance
20 Time for a Plan B
Routine cognitive skills Complex ways of thinking, complex ways of doing, collective capacity
Some students learn at high levels (sorting) All students need to learn at high levels Student inclusion
Curriculum, instruction and assessment
Standardisation and compliance High-level professional knowledge workers Teacher quality
‘Tayloristic’, hierarchical Flat, collegial Work organisation
Primarily to authorities Primarily to peers and stakeholders Accountability
System transformations The old bureaucratic system The modern enabling system
The small world of the curriculum
The True The realm of human knowledge The Good
The realm of ethics and judgement
The Just and Well-Ordered The realm of political and civic life,
binding social capital The Beautiful The realm of creativity,
esthetics and design The Sustainable The realm of natural and physical health The Prosperous
The realm of economic life
The big world of learning – Global citizenship
Curriculum design
Global citizenship
How well are students prepared for life, citizenship and employment in diverse societies?
To what degree are students able to examine contemporary issues?
Are students able to understand and appreciate multiple cultural perspectives
(including their own) and manage differences and conflicts?
To what degree are students prepared to interact with others with respect for the
inviolable rights and dignity of every individual?
To what degree do students care about the world and take action to make a difference?
26 Global competency in PISA
Some students learn at high levels
All students learn at high levels
Poverty is not destiny – Learning outcomes and social background by 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
Rom
an
ia 2
0Is
rae
l 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
Bureaucratic Look-up
Devolved Look-outward
0
10
20
30
40
50
60
70
80
90
100
Discu
ss indiv
idual
students
Share
reso
urc
es
Team
confe
rence
s
Colla
bora
te for
com
mon s
tandard
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
Professional collaboration
Percentage of lower secondary teachers who report doing the following activities at least once per month
Professional collaboration among teachers
Exchange and co-ordination
(OECD countries)
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
More frequently
The power of reputationational metrics
Delivered wisdom
User-generated wisdom
Recognising both students and adults as resources for the co-creation of communities, for the design
of learning and for the success of students
The past was divided
Teachers and content divided by subjects and student destinations
Schools designed to keep students inside, and the rest of the world outside
The future is integrated Integrated: Emphasising integration of subjects, integration of
students and integration of learning contexts
Connected: with real-world contexts, and permeable to the rich resources in the community
Less subject-based, more project-based
Uniformity
Diversity
Embracing diversity with differentiated pedagogical practices
Standardisation and Conformity Standardisation and compliance lead students to be
educated in batches of age, following the same standard curriculum, all assessed at the same time.
Ingenious
Building instruction from student passions and capacities, helping students personalise their learning and
assessment in ways that foster engagement and talents.
Learning a place Schools as technological islands, that is technology was deployed
mostly to support existing practices for efficiency gains
Learning an activity Technologies liberating learning from past conventions and connect
learners in new and powerful ways. The past was interactive, the future is participative
Prescription
Informed profession
Professional knowledge
Professional autonomy
A collaborative
culture
Administrative control and accountability
Professional forms of work organisation
Public vs. private
Public with private
The great unbundling
• Content
• Delivery
• Accreditation
Find out more about our work at www.oecd.org/pisa
– All publications
– The complete micro-level database
Email: [email protected]
Twitter: SchleicherOECD
Wechat: AndreasSchleicher
and remember:
Without data, you are just another person with an opinion
Thank you