making education everybody’s business

Making education everybody’s business

Andreas SchleicherGESF 12 March 2016

Making Education Everybody’s Business

2Time for a Plan B

Mex

ico

Chile

Gre

ece

Nor

way

Swed

enIc

elan

dIs

rael

Ital

yU

nite

d St

ates

Spai

nD

enm

ark

Luxe

mbo

urg

Aust

ralia

Irel

and

Uni

ted

Kin.

..H

unga

ryCa

nada

Finl

and

Aust

ria

Turk

eyLi

echt

enst

ein

Czec

h Re

publ

icEs

toni

aPo

rtug

alSl

oven

iaSl

ovak

Rep

ublic

New

Zea

land

Ger

man

yN

ethe

rlan

dsFr

ance

Swit

zerl

and

Pola

ndBe

lgiu

mJa

pan

Mac

ao-C

hina

Hon

g Ko

ng-C

...Ko

rea

Sing

apor

eCh

ines

e Ta

ipei

Shan

ghai

-Chi

na

300

325

350

375

400

425

450

475

500

525

550

575

600

625

650

675

Source: PISA 2012

Poverty is not destinyPISA performance by decile of social background

Spending per student and learning outcomes

0 20 000 40 000 60 000 80 000 100 000 120 000 140 000 160 000 180 000 200 000300

350

400

450

500

550

600

650

511.338208

385.595556

368.102547

426.737491420.512968

409.291568

447.984415

376.488601387.824630

413.281467409.626613

391.459889

438.738260422.632355

471.131461478.823277

490.571021

477.044455

612.675536

481.644744

498.957882520.545522

466.481430

517.501097

553.766659

487.063181499.749903

518.070400513.525056

484.319298

494.984674

485.321181

573.468314

518.750335

536.406918

501.127422501.497460492.795697

522.971758

478.260636

514.745239

UK

504.150766500.026757

481.366786

505.540743

489.373070

530.931004

489.845098

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

Low spending High spend-ing

PISA

Mat

h Pe

rfor

m-

ance

Kor

ea

Isra

el

Latv

ia

Slo

veni

a

Pol

and

Arg

entin

a

Net

herla

nds

Col

ombi

a

Fran

ce

Tuni

sia

Qat

ar

Thai

land

Gre

ece

Rom

ania

Rus

sian

Fed

.

Aus

tria

Cro

atia

U.A

.E.

Ger

man

y

Hun

gary

Luxe

mbo

urg

Bel

gium

Jord

an

Vie

t Nam

Uni

ted

Sta

tes

Cze

ch R

epub

lic

Turk

ey

Indo

nesi

a

Sha

ngha

i-Chi

na

Sw

eden

New

Zea

land

Chi

nese

Tai

pei-0.5

-0.3

-0.1

0.1

0.3

0.5

0.7

0.9

1.1

1.3

1.5

Mea

n in

dex

diffe

renc

e

More teacher shortage in disadvantaged schools

Less teacher shortage in disadvantaged schools

Few countries attract the most talented teachers to the most challenging classrooms

6Second generation immigrant students’ performance in mathematics, by country of origin and destination

AustriaBelgium

SwitzerlandGermanyDenmark

Netherlands

AustriaBelgium

SwitzerlandGermanyDenmark

Netherlands

370 390 410 430 450 470 490 510

First-generation immigrants' score, after accounting for socio-economic status

PISA score points in mathematics

2nd generation students from

Turkey in:

The country where migrants go to school matters more than the country where they came from

1st generation students from

Turkey in:

First generation immigrant students’ performance in mathematics, by country of origin and destination

7Immigrant students’ performance in mathematics, by country of origin and destination

Australia

Macao-China

New Zealand

Hong Kong-China

Qatar

Finland

Denmark

United Arab Emirates

Netherlands

300 350 400 450 500 550 600

First-generation immigrants' score, after accounting for socio-economic status

PISA score points in mathematics

Students from Arabic-speak-

ing countries in:

Denmark

Qatar

United Arab Emirates

Netherlands

Finland

50 55 60 65 70 75 80 85 90 95%

Percentage of students with an immigrant backgroundwho reported they feel they belong at school

Students from Arabic-speak-

ing countries in:

The country where migrants go to school matters more than the country where they came from

More people on the move

1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010

-20

-15

-10

-5

0

5

10

15

20

25

30

High income OECD members Low incomeMiddle 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.

Technology can amplify innovative teaching

• Make it faster and more granular

• Collaborative platforms for teachers to share andenrich teaching materials

• As tools for in-quiry-based peda-gogies with learn-ers as active par-

ticipants

• Well beyond textbooks, in multiple formats, with little time and space constraints

Expand access to content

Support new ped-agogies

FeedbackCollabora-

tion for knowledge

creation

-2.0 -1.8 -1.6 -1.4 -1.2 -1.0 -0.8 -0.6 -0.4 -0.2 0.0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 1.8 2.0450

460

470

480

490

500

510

520

Scor

e po

ints

Technology 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)

OECD average

Digital reading skills of 15-year-olds

Intensive technology useNo technology use

%

Yes

No

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

Leverage the potential

of all learners

Better anticipate the evolution of the demand for 21s

t

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 sys-tems that…

16 Citizens expect that we…

17

Making education everybody’s business

Everybody’s business

Governments

The profession

The business sector

Families

18 Governments

Government

Resilient to political changeResponsive to new demands

19 Share of 25-34 year-olds with a tertiary degree across OECD and G20 countries

Over the last years, China has been building almost one university per week

Education in the past

Education now

22Knowledge

Systems thinking

Design thinking

Informa-tion liter-

acyDigital literacy

Global literacy

Creativ-ity

Critical Thinking

Problem Solving

Innova-tion

Collab-oration

Data Gathering

Commu-nication

23

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

Empathy Resilience Mindful-ness

Inclusion Curiosity Ethics

Courage Leadership

What knowledge, skills

and character qualities do suc-cessful teachers require?

The Profession



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

own inquiry



86%: Students learn best by findings solutions on their

own



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

Prevalence of memorisation

rehearsal, routine exercises, drill and practice and/or repetition

-1.60 -1.40 -1.20 -1.00 -0.80 -0.60 -0.40 -0.20 0.00Switzerland

PolandGermany

JapanKorea

FranceSweden

Shanghai-ChinaCanada

SingaporeUnited States

NorwaySpain

NetherlandsUnited Kingdom

0.000.200.400.600.801.001.201.401.601.802.00

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

High Low Low High

35

Below Level 1

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6-0.4

-0.3

-0.2

-0.1

0.0

0.1

0.2

0.3

0.4

0.5

0.6Index of student-oriented instructionIndex of teacher-directed instructionIndex of cognitive-activation instruction

Students' proficiency level in PISA math-ematics

Teaching strategies and learning outcomes

Mean Index

Students at Level 5 and 6 can develop and work with models

for complex situations, and work strategically with

advanced reasoning skills

Students below Level 2 have difficulties using basic algorithms, formulae, procedures or convention

Good instructional systems are about…

36

Ensure that students feel valued and included and learning is collaborative

37 Professional knowledge and expertise in teaching

Behaviour

Cognition

• Teachers who are passionate, compassionate and thoughtful, with strategies, decisions and reflections

Content

Character

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

students.

38

SpainPolandEstonia

United StatesCanadaIreland

KoreaEngland (UK)

England/N. Ireland (UK)Denmark

Northern Ireland (UK)France

AustraliaSweden

Czech RepublicAustria

NetherlandsNorway

GermanyFlanders (Belgium)

FinlandJapan

215 235 255 275 295 315 335 355 375Numeracy score

Teachers’ skillsNumeracy test scores of tertiary graduates and teachers

Numeracy score

Numeracy skills of middle half of

college graduates

39

SpainPolandEstonia

United StatesCanadaIreland

KoreaEngland (UK)

England/N. Ireland (UK)Denmark

Northern Ireland (UK)France

AustraliaSweden

Czech RepublicAustria

NetherlandsNorway

GermanyFlanders (Belgium)

FinlandJapan

215 235 255 275 295 315 335 355 375Numeracy score

Teachers’ skillsNumeracy test scores of tertiary graduates and teachers

Numeracy score

Numeracy skills of teachers

40

External forces exerting pressure and influence inward on an occupation

Internal motivation and efforts of the members of the pro-fession itself

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)

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 Em-

phasis

Balanced Domains/High Professional-

ismBalanced Domains/

Low Professionalism

Teacher professionalism

Spa

in

Japa

n

Fran

ce

Bra

zil

Finl

and

Flan

ders

Nor

way

Alb

erta

(Can

ada)

Aus

tralia

Den

mar

k

Isra

el

Kor

ea

Uni

ted

Sta

tes

Cze

ch R

epub

lic

Sha

ngha

i (C

hina

)

Latv

ia

Net

herla

nds

Pol

and

Eng

land

New

Zea

land

Sin

gapo

re

Est

onia

0

1

2

3

4

5

6

7

8

9

10

Networks Autonomy Knowledge

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.34

444 TALIS Teacher professionalism index

Disc

uss

indi

vid.

..

Shar

e re

sour

ces

Team

con

fere

...

Colla

bora

te fo

...

Team

teac

hing

Colla

bora

tive

PD

Join

t act

iviti

es

Clas

sroo

m o

bse.

..

0102030405060708090

100Average

Perc

enta

ge o

f te

ache

rs

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-ordin-ation

(OECD countries)

Teachers Self-Efficacy and Professional Collaboration

Nev

er

Onc

e a

y...

2-4

tim

e...

5-10

tim

...

1-3

tim

...

Onc

e a

...11.40

11.60

11.80

12.00

12.20

12.40

12.60

12.80

13.00

13.20

13.40Teach jointly as a team in the same classObserve other teachers’ classes and provide feedbackEngage in joint activities across different classesTake part in col-laborative pro-fessional learn-ing

Teac

her

self

-effi

cacy

(le

vel)

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.3.34

949 Teacher professionalism index and teacher outcomes

Perceptions of teachers’ status

Satisfaction with the profession

Satisfaction with the work environment

Teachers’ self-efficacy

Predicted percentile

51 Integrating the worlds of work and learning

High qual-ity deliv-

ery

Reliable com-petency-based qualifications

Provisions that match labour-mar-ket needs

Find the appropriate role for government that supports the interests of students and balances the perspectives of employers and unions.

Mechanisms linking provision to needs

Engagement of social partners

Draw on employers’ perspectives and capacity to assess whether content of

curricula and qualifications meet current labour market needs

Systematic, mandatory, credit-bearing and quality assured work-based learning

Ensure that VET teachers and trainers have both pedagogical skills and up-to-date

technical expertise

Provide adequate quality assurance and monitor labour-market outcomes

‘Contextual learning’ of basic skills

Developed together with labour market actors and reflecting labour market needs

Qualifications reflecting labour market needs that are nationally consistent but allow for a

locally negotiated elementHigh quality assesments

Families

Families

Use

di

ver

se

communi

cati

on

channel

s

Public and private returns to educational investment

Turk

ey

Den

mar

k

Spa

in

Est

onia

Sw

eden

New

Zea

land

Gre

ece

Kor

ea

Japa

n

Can

ada

Slo

vak

Rep

ublic

Pol

and

Nor

way

Isra

el

Cze

ch R

epub

lic

Fran

ce

Aus

tralia

Finl

and

OE

CD

ave

rage

Por

tuga

l

EU

21 a

vera

ge

Aus

tria

Uni

ted

Kin

gdom

Net

herla

nds

Italy

Bel

gium

Slo

veni

a

Ger

man

y

Uni

ted

Sta

tes

Hun

gary

Irela

nd

0

50 000

100 000

150 000

200 000

250 000

300 000

350 000

400 000

450 000

500 000

Equ

ival

ent U

SD

Net private and public returns associated with a man attaining tertiary education (2010)

56

Making educational reform happen

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

Shared vision

• Appropriate targets, real-time data, moni-toring, incentives aligned to targets, ac-countability, and the capacity to intervene where necessary.

Performance man-agement

• Building professional capabilities, sharing best practice and innovation, flexible man-agement, 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 architec-ture

57

Resili-ence to political change

Engage stake-

holders

Careful piloting

Sustain-able re-sources

Careful timing

Partner-ship with the pro-fession

• Acknowledge divergent views and interests• Communicate, communicate, communicate

– Feedback reduces the likelihood of strong opposition– Involvement of stakeholders cultivates a sense of joint

ownership over policies, and hence helps build consensus over both the need and the relevance of reforms

• Mechanisms of regular and institutionalised consultation contribute to the development of trust among parties, and help them reach consensus– Regular interactions raise awareness of the concerns of

others, thus fostering a climate of compromise

• External pressures can build a compelling case for change .

Successful reform implementation

Strive for consensus about the aims without

compromising the drive for improvement

58


Engage stake-

holders

Careful piloting


Careful timing


• Regular involvement by teachers in policy design helps to build capacity and shared ideas over time

• Several countries have established teaching councils that provide teachers with both a forum for policy development and, critically, a mechanism for profession-led standard setting and quality assurance in teacher education, teacher induction, teacher performance and career development

• Policy can encourage the formation of such communities .


Engage teachers not just in the

implementation of reform but in their

design

59


Engage stake-

holders

Careful piloting


Careful timing


• Currently only one in ten educational reforms is evaluated

• Policy experimentation can help build consensus on implementation and can prove powerful in testing out policy initiatives and – by virtue of their temporary nature and limited scope – overcoming fears and resistance by specific groups of stakeholders.


Use and evaluate pilot projects before full implementation

60


Engage stake-

holders

Careful piloting


Careful timing


– The benefits for ‘winners’ are often insufficient to mobilise support, the costs for ‘losers’ are concentrated

•That’s the power of interest groups– Need for consistent, co-ordinated efforts

to persuade those affected of the need for change and, in particular, to communicate the costs of inaction


Back reforms with sustainable capacity

61


Engage stake-

holders

Careful piloting


Careful timing


• All political players and stakeholders need to develop realistic expectations about the pace and nature of reforms to improve outcomes

• Certain reform measures are best introduced before others, particularly because of the substantial gap between the time at which the initial cost of reform is incurred, and the time when the intended benefits of reforms materialise

• Time is needed to learn about and understand impact, to build trust and develop capacity for the next stage .


Time implementation carefully

62


Engage stake-

holders

Careful piloting


Careful timing


• Putting the teaching profession at the heart of education reform requires a fruitful dialogue between governments and unions

• Teachers should not just be part of the implementation of reforms but also part of their design

• Conflict isn’t best addressed by weak unions but by strong social partnership .


Build partnerships with education

unions to design and implement reforms

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 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

What it all meansThe old bureaucratic system The modern enabling system

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

Ad ministrative 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

65

65 Thank you

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

Email: [email protected]: SchleicherEDU

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