2011 c-oslo [english] - rev 1.1
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11P
ISA
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Inte
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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
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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
1960 1970 1980 1990 200240
45
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65Routine manual
Nonroutine manual
Routine cog-nitive
Nonroutine ana-lytic
Nonroutine interactive
Changes in skill demand
44P
ISA
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11
What 15-year-olds can do
55P
ISA
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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
66P
ISA
OE
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Pro
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Inte
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Ass
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11Average performanceof 15-year-olds in science – extrapolate and apply
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
77P
ISA
OE
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Pro
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Inte
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11Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS
2009
1525354555
2009
88P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
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10
Ma
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11Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS
2009
99P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
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Ass
essm
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Str
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g p
erf
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10
Ma
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11Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS
2000
1010P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
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Ass
essm
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Str
on
g p
erf
orm
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an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
10
Ma
rch
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11Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance
AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS
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
1111P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
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Ass
essm
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Str
on
g p
erf
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efo
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chle
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10
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11
Quality differences between schools
1212P
ISA
OE
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11
-1.3 -0.3 0.7300
593
Score
School performance and socio-economic background
NorwayStu
dent
perf
orm
ance
AdvantagePISA Index of socio-economic background
Disadvantage
700
1414P
ISA
OE
CD
Pro
gram
me
for
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rnat
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Ass
essm
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11
Finla
nd
Singap
ore
New Z
eala
nd
Nether
lands
Norway
Switzer
land
Liech
tenst
ein
Germ
any
France
United K
ingdom
OECD ave
rage
Mac
ao-C
hina
Slove
nia
Spain
Croat
ia
Luxem
bourg
Dubai (U
AE)
Serbia
Trinid
ad a
nd Tobag
o
Monte
negro
Argen
tina
Qatar
Azerb
aija
n300
350
400
450
500
550
600
Native Students Second-generation students
Immigrants and reading performance
Native students
Second-generation students
First-generation students
Mea
n r
ead
ing
per
form
ance
1616P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
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Ass
essm
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ucc
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efo
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chle
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10
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11
Student engagement with learning and school
1717P
ISA
OE
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Pro
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me
for
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rnat
iona
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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
Norway OECD average
Percentage of students
1818P
ISA
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10
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11Students’ views of how well teachers motivate them to
read Index of teachers’ stimulation of students’ reading engagement based on students’ reports
The teacher shows students how the information in texts builds on what they already know
The teacher helps students relate the stories they read to their lives
The teacher encourages students to express their opinion about a text
The teacher recommends a book or author to read
The teacher gives students enough time to think about their answers
The teacher asks questions that challenge students to get a better understanding of a
text
The teacher asks students to explain the meaning of a text
0 25 50 75 100
Norway OECD average
%
1919P
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
2020P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
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Ass
essm
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Str
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g p
erf
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ucc
ess
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efo
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s S
chle
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10
Ma
rch
20
11
Does it all matter?
2121P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
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Ass
essm
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Str
on
g p
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10
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
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
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efo
rme
rsA
nd
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s S
chle
ich
er
10
Ma
rch
20
11
What does it all mean?
2323P
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
10
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
2424P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
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efo
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nd
rea
s S
chle
ich
er
10
Ma
rch
20
11Challenge and support
Weak support
Strong support
Lowchallenge
Highchallenge
Strong performance
Systemic improvement
Poor performance
Improvements idiosyncratic
Conflict
Demoralisation
Poor performance
Stagnation
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
10
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
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
2727P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
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an
d s
ucc
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efo
rme
rsA
nd
rea
s S
chle
ich
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10
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
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
2828P
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
10
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
Norway OECD average
%
2929P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
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Ass
essm
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Str
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erf
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efo
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s S
chle
ich
er
10
Ma
rch
20
11
School principals’ views of their involvement in school matters
Index of schools principal’s leadership based on school principals’ report (part 2/2)
I inform teachers about possibilities for updating their knowledge and skills
I check to see whether classroom activities are in keeping with our educational goals
I take exam results into account in decisions regarding curriculum development
I ensure that there is clarity concerning the responsibility for coordinating the curriculum
When a teacher brings up a classroom problem, we solve the problem together
I pay attention to disruptive behaviour in classrooms
I take over lessons from teachers who are unexpectedly absent
0 25 50 75 100
Norway OECD average
%
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
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rea
s S
chle
ich
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10
Ma
rch
20
11
Lessons from PISA on successful
education systems
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 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
3333P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
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an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
10
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
3434P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
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efo
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s S
chle
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10
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
3535P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
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Ass
essm
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Str
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10
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
3636P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
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Ass
essm
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Str
on
g p
erf
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an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
10
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 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
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
10
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 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
3838P
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
10
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
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
10
Ma
rch
20
11Performance difference between students who had attended pre-primary school for more than one year and those who did
not
Sco
re p
oin
t d
iffe
ren
ce
Isra
el
Belgiu
m
Mac
ao-C
hina
France
Switzer
land
United K
ingdom
Dubai (U
AE)
Kyrgyz
stan
Argen
tina
Germ
any
New Z
eala
nd
Slova
k Rep
ublic
Brazil
Luxem
bourg
Thaila
nd
Canad
a
Chines
e Tai
pei
Poland
Kazak
hstan
Roman
ia
Japan
Peru
Jord
an
Norway
Azerb
aija
n
Colom
biaChile
Lithuan
ia
Serbia
Nether
lands
Slove
nia
Finla
nd
Latvi
a0
20
40
60
80
100
120
Observed performance advantage
Performance advantage after accounting for socio-economic
factors
4040P
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
10
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
4545P
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
10
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