Making education everybody’s business

Andreas SchleicherAlmaty, 11 March 2016

Learning environments as a third teacher

The kind of things that are easy to teach are

now easy to automate, digitize or outsource

Robotics

>1m km,

one minor accident,

occasional human intervention

Augmented Reality

The Race between Technology and Education

Inspired by “The race between technology and education” Pr. Goldin & Katz (Harvard)

Industrial revolution

Digital revolution

Social pain

Universal public schooling

Technology

Education

Prosperity

Social pain

Prosperity

Leverage the potential of all learners

Better anticipate the evolution of the demand for 21st century skills and better integrate the world of

work and learning

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

…build learning systems that…

Citizens expect that we…8

Education in the past

Education now

Knowledge

Systems

thinking

Design

thinking

Information

literacy

Digital

literacy

Global

literacy

11

Creativity Critical Thinking Problem Solving

Innovation Collaboration Data Gathering

Communication

Some examples of skills12

Can we make the differentiator of yesterday’s elite schools the key for success in every school?

Empathy Resilience Mindfulness

Inclusion Curiosity Ethics

Courage Leadership

13

Metacognition

Self-

awarenessSelf-

regulation

Self-

reflection

Self-

adaptation

Lifelong

Learning

Learning

Strategies

14

United States

Poland

Hong Kong-China

Brazil

New Zealand

Greece

Uruguay

United Kingdom

EstoniaFinland

Albania

Croatia

Latvia

Slovak RepublicLuxembourg

Germany

Lithuania

Austria

Czech Republic

Chinese Taipei

FranceThailand

Japan

Turkey SwedenHungary Australia

Canada

IrelandBulgaria

Jordan

Chile

Macao-China

U.A.E.

BelgiumNetherlands

Spain

Argentina

Indonesia

Denmark

Kazakhstan

Peru

Costa Rica

Switzerland

Montenegro

Tunisia

Iceland

Slovenia

Qatar

Singapore

Portugal

Norway

Colombia

Malaysia

Mexico

Liechtenstein

Korea

Serbia

Russian Fed.

Romania

Viet Nam

Italy

Shanghai-China

R² = 0.36

300

350

400

450

500

550

600

650

-0.60 -0.40 -0.20 0.00 0.20 0.40 0.60 0.80 1.00 1.20

Mea

n m

athe

mat

ics

perf

orm

ance

Mean index of mathematics self-efficacy

OEC

D

aver

age

Countries where students have stronger beliefsin their abilities perform better in mathematics Fig III.4.515

A continuum of support16

Make learning central, encourage

engagement and responsibility

Be acutely sensitive to individual

differences

Provide continual assessment with

formative feedback

Be demanding for every student with a

high level of cognitive activation

Ensure that students feel valued and

included and learning is collaborative16

OECD EMPLOYER BRANDPlaybook

1717

Learning environments

Spending per student and learning outcomes

Slovak Republic

Czech RepublicEstonia

Israel

Poland

Korea

PortugalNew Zealand

CanadaGermany

Spain

France

Italy

Singapore

FinlandJapan

Slovenia IrelandIceland

Netherlands

Sweden

Belgium

UK

AustraliaDenmark

United States

Austria

Norway

Switzerland

Luxembourg

Viet Nam

Jordan

Peru

ThailandMalaysia

Uruguay

Turkey

ColombiaTunisia

MexicoMontenegro

Brazil

BulgariaChile

CroatiaLithuania

Latvia

Hungary

Shanghai-China

300

350

400

450

500

550

600

650

0 20 000 40 000 60 000 80 000 100 000 120 000 140 000 160 000 180 000 200 000

Average spending per student from the age of 6 to 15 (USD, PPPs)

Low spending High spending

PIS

A M

ath P

erfo

rman

ce

Making change happen

Innovation

inspired by

science (15/1)

Innovation

inspired by

practitioners

Innovation

inspired by

users

Entrepreneurial

development of

new products

and services

19

%

Yes

No

If I am more innovative in my teaching I will be rewarded (country average)

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.32

121

Most teachers value 21st century pedagogies…

Percentage of lower secondary teachers who "agree" or "strongly agree" that:

0 10 20 30 40 50 60 70 80 90 100

Students learn best by finding solutions toproblems on their own

Thinking and reasoning processes are moreimportant than specific curriculum content

Students should be allowed to think of solutionsto practical problems themselves before the

teacher shows them how they are solved

My role as a teacher is to facilitate students'own inquiry

Average

0 20 40 60 80 100

Students work on projects that require atleast one week to complete

Students use ICT for projects or class work

Give different work to the students who havedifficulties learning and/or to those who…

Students work in small groups to come upwith a joint solution to a problem or task

Let students practice similar tasks untilteacher knows that every student has…

Refer to a problem from everyday life or workto demonstrate why new knowledge is useful

Check students' exercise books orhomework

Present a summary of recently learnedcontent

Average

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.32

2…but teaching practices do not always reflect that

Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons"

22

Innovative learning environments

Four

dimensions

Regrouping

educators

Regrouping

learners

Rescheduling

learning

Widening

pedagogic

repertoires

• To gain the benefits of collaborative planning, work, and shared professional development strategies

• To open up pedagogical options • To give extra attention to groups

of learners • To give learners a sense of belonging & engagement

• To mix students of different ages• To mix different abilities and

strengths• To widen pedagogical options,

including peer teaching• To allow for deeper learning• To create flexibility for more

individual choices• To accelerate learning• To use out-of-school learning

in effective & innovative ways

• Inquiry, authentic learning, collaboration, and formative assessment

• A prominent place for student voice & agency

23

External forces

exerting pressure and

influence inward on

an occupation

Internal motivation and

efforts of the members

of the profession itself

Professionalism

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

occupation in providing services to society

24

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)

Teacherprofessionalism

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

10Sp

ain

Japa

n

Fran

ce

Braz

il

Finl

and

Flan

ders

Nor

way

Albe

rta (C

anad

a)

Aust

ralia

Den

mar

k

Isra

el

Kore

a

Uni

ted

Stat

es

Cze

ch R

epub

lic

Shan

ghai

(Chi

na)

Latv

ia

Net

herla

nds

Pola

nd

Engl

and

New

Zea

land

Sing

apor

e

Esto

nia

Networks Autonomy Knowledge

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.32828 TALIS Teacher professionalism index

0

10

20

30

40

50

60

70

80

90

100

Discu

ss ind

ivid

ual

stud

ents

Shar

e re

sour

ces

Team

conf

eren

ces

Colla

bora

te for

com

mon

stan

dar

ds

Team

tea

chin

g

Colla

bora

tive

PD

Join

t ac

tiviti

es

Cla

ssro

om

obse

rvat

ions

Perc

enta

ge

of

teac

her

s

Average

Professional collaboration

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

Teacher co-operation29

Exchange and co-ordination

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

Nev

er

Once

a y

ear

or

less

2-4

tim

es a

yea

r

5-10

tim

es a

yea

r

1-3

tim

es a

month

Once

a w

eek

or

more

Teac

her

sel

f-ef

fica

cy (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

0

10

20

30

40

50

60

70

Low professionalism

High professionalism

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.33131 Teacher professionalism index and teacher outcomes

Perceptions of teachers’ status

Satisfaction with the profession

Satisfaction with the work environment

Teachers’ self-efficacy

Predicted percentile

Making educational reform happen

32

• Clear and consistent priorities (across governments and across time), ambition and urgency, and the capacity to learn rapidly.

Shared vision

• Appropriate targets, real-time data, monitoring, incentives aligned to targets, accountability, and the capacity to intervene where necessary.

Performance

management

• Building professional capabilities, sharing best practice and innovation, flexible management, and frontline ethos aligned with system objectives.

Frontline capacity

• Strong leadership at every level, including teacher leadership, adequate process design and consistency of focus across agencies.

Delivery architecture

Successful reform delivery33

The old bureaucratic system The modern enabling system

Some students learn at high levels All students learn at high levels

Uniformity Embracing diversity

Curriculum-centred Learner-centred

Learning a place Learning an activity

Prescription Informed profession

Delivered wisdom User-generated wisdom

Provision Outcomes

Bureaucratic look-up Devolved – look outwards

Administrative control and accountability Professional forms of work organisation

Conformity Ingenious

Standardise distribution of resources Attract the most talented teachers to the most challenging classrooms

Management Leadership

Public vs private Public with private

Idiosyncratic reforms Alignment of policies, coherence over time, fidelity of implementation

35 Thank you

Find out more about our work at www.oecd.org– All publications– The complete micro-level database

Email: Andreas.Schleicher@OECD.orgTwitter: SchleicherEDU

and remember:Without data, you are just another person with an opinion 35