preparing students for their future, not our past...2018/09/11 · 100 000 120 000 140 000 1950...
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Preparing students for their future, not our pastInsights from OECD’s review of Japan’s education system
Andreas Schleicher, Director, OECD – Directorate for Education and Skills
Trends in science performance (PISA)
450
470
490
510
530
550
570
Stud
ent p
erfo
rman
ce
2006 2009 2012 2015
Trends in science performance
450
470
490
510
530
550
570
2006 2009 2012 2015
Mass.
Variation in performance between and within schoolsFigure I.6.11
120
100
80
60
40
20
0
20
40
60
80
Net
herla
nds
114
B-S-
J-G
(Chi
na)
119
Bulg
aria
11
5H
unga
ry
104
Trin
idad
and
Tob
ago
98
Belg
ium
11
2Sl
oven
ia
101
Ger
man
y 1
10Sl
ovak
Rep
ublic
10
9M
alta
15
4U
nite
d Ar
ab E
mira
tes
110
Aust
ria
106
Isra
el
126
Leba
non
91
Cze
ch R
epub
lic
101
Qat
ar
109
Japa
n 9
7Sw
itzer
land
11
0Si
ngap
ore
120
Italy
93
Chi
nese
Tai
pei
111
Luxe
mbo
urg
112
Turk
ey
70Br
azil
89
Cro
atia
89
Gre
ece
94
Chi
le
83Li
thua
nia
92
OEC
D a
vera
ge
100
Uru
guay
84
CAB
A (A
rgen
tina)
82
Rom
ania
70
Viet
Nam
65
Kore
a 1
01Au
stra
lia
117
Uni
ted
King
dom
11
1Pe
ru
66C
olom
bia
72
Thai
land
69
Hon
g Ko
ng (C
hina
) 7
2FY
RO
M
80Po
rtuga
l 9
4D
omin
ican
Rep
ublic
59
Indo
nesi
a 5
2G
eorg
ia
92Jo
rdan
79
New
Zea
land
12
1U
nite
d St
ates
10
8M
onte
negr
o 8
1Tu
nisi
a 4
7Sw
eden
11
7M
exic
o 5
7Al
bani
a 6
9Ko
sovo
57
Mac
ao (C
hina
) 7
4Al
geria
54
Esto
nia
88
Mol
dova
83
Cos
ta R
ica
55
Rus
sia
76
Can
ada
95
Pola
nd
92D
enm
ark
91
Latv
ia
75Ire
land
88
Spai
n 8
6N
orw
ay
103
Finl
and
103
Icel
and
93
Between-school variation Within-school variation
Total variation as a proportion of the OECD
average
OECD average 69%
OECD average 30%
%
Differences in educational resourcesbetween advantaged and disadvantaged schools
Figure I.6.14
-3
-2
-2
-1
-1
0
1
1
CAB
A (A
rgen
tina)
Mex
ico
Peru
Mac
ao (C
hina
)U
nite
d Ar
ab E
mira
tes
Leba
non
Jord
anC
olom
bia
Braz
ilIn
done
sia
Turk
eySp
ain
Dom
inic
an R
epub
licG
eorg
iaU
rugu
ayTh
aila
ndB-
S-J-
G (C
hina
)Au
stra
liaJa
pan
Chi
leLu
xem
bour
gR
ussi
aPo
rtuga
lM
alta
Italy
New
Zea
land
Cro
atia
Irela
ndAl
geria
Nor
way
Isra
elD
enm
ark
Swed
enU
nite
d St
ates
Mol
dova
Belg
ium
Slov
enia
OEC
D a
vera
geH
unga
ryC
hine
se T
aipe
iVi
et N
amC
zech
Rep
ublic
Sing
apor
eTu
nisi
aG
reec
eTr
inid
ad a
nd T
obag
oC
anad
aR
oman
iaQ
atar
Mon
tene
gro
Koso
voN
ethe
rland
sKo
rea
Finl
and
Switz
erla
ndG
erm
any
Hon
g Ko
ng (C
hina
)Au
stria
FYR
OM
Pola
ndAl
bani
aBu
lgar
iaSl
ovak
Rep
ublic
Lith
uani
aEs
toni
aIc
elan
dC
osta
Ric
aU
nite
d Ki
ngdo
mLa
tvia
Mea
n in
dex
diffe
renc
e be
twee
n ad
vant
aged
and
dis
adva
ntag
ed
scho
ols
Index of shortage of educational material Index of shortage of educational staff
Disadvantaged schools have more resources than advantaged schools
Disadvantaged schools have fewer resources than advantaged schools
Japan’s context: some concerning facts
Economy:
75
80
85
90
95
100
1990 1995 2000 2005 2010 2015
%Japan’s per capita relative to the top half of OECD
countries
Source: OECD Eco Database 6
Japan’s context: some concerning facts
Demography:
0
20 000
40 000
60 000
80 000
100 000
120 000
140 000
1950 1960 1970 1980 1990 2000 2010 2020 2030 2040 2050
thousandsJapan’s historical population and projection
65 years old or older 20-64 years old 0-19 years old
Source: OECD Eco Database 7
Japan’s context: some concerning facts
0
2
4
6
8
10
12
14
16
18
20% Poverty rate
Social inequality:
Source: OECD Eco Database 8
Digitalisation
Democratizing
Concentrating
Particularizing
Homogenizing
Empowering
Disempowering
Tasks
without
use of ICT
Tasks with
use of ICT
Non routine tasks
Routine tasks
Non routine tasks
Routine tasks
Tasks
without
use of ICT
Tasks with
use of ICT
TWO EFFECTS OF DIGITALISATION
Non routine tasks,
Low use of ICT
Non routine tasks,
High use of ICT
Routine tasks,
Low use of ICT
Routine tasks,
High use of ICT
Non routine tasks,
Low use of ICT
Non routine tasks,
High use of ICT
Routine tasks,
Low use of ICT
Routine tasks,
High use of ICT
TWO EFFECTS OF DIGITALISATION
(C)
DIGITALISATION RAISES NEEDS FOR TRAINING
0
10
20
30
40
50
Lower secondary or less Upper secondary Post-secondary, non-tertiary Tertiary – professional degree Tertiary – bachelor degree Tertiary – master / research degree
SHARE OF WORKERS REPORTING NEEDING FURTHER TRAINING FOR THEIR JOB BY EDUCATION LEVEL (%)
0
10
20
30
40
50
Lower secondary or less Upper secondary Post-secondary, non-tertiary Tertiary – professional degree Tertiary – bachelor degree Tertiary – master / research degree
Source: Survey of Adult Skills (2012, 2015)
highly digital environment
poorly digital environment
EXPECTED EFFECT OF INCREASE FROM 50TH TO 75TH PCTILE OF DIGITAL EXPOSURE ON COGNITIVE SKILL INTENSITY
0%
20%
40%
60%
80%
100%
Reading at work Writing at work Numeracy at work
ICT USE AND NON-ROUTINE INTENSITY INCREASE COGNITIVE SKILL USE
ICT INTENSITY
NON-ROUTINE INTENSITY
Source: Survey of Adult Skills (2012, 2015)
EXPECTED EFFECT OF INCREASE FROM 50TH TO 75TH PCTILE OF DIGITAL EXPOSURE ON PROBABILITY OF LEARNING AT LEAST ONCE A WEEK
0%
20%
40%
60%
80%
100%
Learning from co-workers Learning by doing Keeping up to date
ICT USE AND NON-ROUTINE INTENSITY ENHANCE FORMS OF LEARNING
ICT INTENSITYNON-ROUTINE
INTENSITY
Source: Survey of Adult Skills (2012, 2015)
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
The biggest risk to education today isn’t its inefficiency, but that our way of education is losing its purpose and relevance
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Proficiency
Adult Literacy Skills in OECD Countries (PIAAC)
Level 4-5
Level 3
Level 2
Level 1 and Below
Near-term computer capabilities
When fast gets really fast, being slow to adapt makes you really slow
The post-truth world where reality becomes fungible• Virality seems privileged over quality
in the distribution of information• Truth and fact are losing currency
Scarcity of attention and abundance of information• Algorithms sort us into groups of like-minded
individuals create echo chambers that amplify our views, leave us uninformed of opposing arguments, and polarise our societies
0
10
20
30
40
50
60
70
80
90
Chi
nese
Tai
pei
-2Sw
eden
-9
Fran
ce
-5Po
rtuga
lG
reec
eSi
ngap
ore
-2
Thai
land
Mac
ao (C
hina
) -7
Braz
il -
2Sp
ain
Uni
ted
King
dom
Bulg
aria
Hon
g Ko
ng (C
hina
)Ko
rea
-7
Belg
ium
-4
Den
mar
k -
4C
roat
ia
-5Is
rael
-1
0N
ew Z
eala
nd
-4N
ethe
rland
s -
3U
rugu
ayH
unga
ry
4Au
stra
liaO
ECD
ave
rage
-3
Dom
inic
an R
epub
licIre
land
-7
Pola
nd
-3C
osta
Ric
a 3
Lith
uani
aJa
pan
-5
Mex
ico
Rus
sia
-8
Cze
ch R
epub
licIta
lyPe
ruC
olom
bia
4Fi
nlan
d -
6C
hile
Latv
iaSl
ovak
Rep
ublic
B-S-
J-G
(Chi
na)
11
Switz
erla
ndAu
stria
-3
Luxe
mbo
urg
Icel
and
Ger
man
yEs
toni
aSl
oven
ia
%Boys Girls
15-year-olds feeling bad if not connected to the Internet (PISA)
Students growing up with a great smartphone but a poor education are going to face unprecedented risks
Students are using more time online outside school on a typical school day (PISA)
0
20
40
60
80
100
120
140
160
180
200
Chi
le
39
Swed
en
56
Uru
guay
3
3
Cos
ta R
ica
31
Spai
n
44
Italy
4
0
Aust
ralia
5
2
Esto
nia
50
New
Zea
land
5
1
Hun
gary
4
3
Rus
sia
42
Net
herla
nds
48
Den
mar
k
55
Slov
ak R
epub
lic
40
Cze
ch R
epub
lic
43
Aust
ria
42
Latv
ia
46
Sing
apor
e
45
Belg
ium
4
4
Pola
nd
46
Icel
and
51
OEC
D a
vera
ge-2
7
43
Irela
nd
48
Cro
atia
4
0
Portu
gal
42
Finl
and
48
Isra
el
34
Mac
ao (C
hina
) 4
5
Switz
erla
nd
40
Gre
ece
41
Hon
g Ko
ng (C
hina
) 3
9
Mex
ico
30
Slov
enia
3
7
Japa
n
31
Kore
a
20
Minutes per day 2015 2012Figure III.13.3
Percentage of High Internet Users (spending 2 to 6 hours on line per day), during weekdays
Creating new value connotes
.
Creating new value connotes processes of creating, making, bringing into being and formulating; and outcomes that are innovative, fresh and original, contributing something of intrinsic positive worth. The constructs that underpin the competence are creativity/ creative thinking/ inventive thinking, curiosity, global mind-set, ….
In a structurally imbalanced world, the imperative of reconciling diverse perspectives and interests, in local settings with sometimes global implications, will require young people to become adept in handling tensions, dilemmas and trade-offs. Underlying constructs are empathy, resilience/stress resistancetrust, …
Dealing with novelty, change, diversity and ambiguity assumes that individuals can think for themselves and work with others. This suggests a sense of responsibility, and moral and intellectual maturity, with which a person can reflect upon and evaluate their actions in the light of their experiences and personal and societal goals; what they have been taught and told; and what is right or wrongUnderlying constructs include critical thinking skills, meta-learning skills (including learning to learn skills), mindfulness, problem solving skills, responsibility, …
Anticipation mobilises cognitive skills, such as analytical or critical thinking, to foresee what may be needed in the future or how actions taken today might have consequences for the future
Reflective practice is the ability to take a critical stance when deciding, choosing and acting, by stepping back from what is known or assumed and looking at a situation from other, different perspectives
Both reflective practice and anticipation contribute to the willingness to take responsible actions
Implications for pedagogy
Current curricula and 2030 aspirationsPreliminary findings of curriculum content mapping (lower secondary; Japan)
0
20
40
60
80
100
120
140
160
Arts Humanities Mathematics National Language/s PE/Health Science Technologies
Num
bero
f map
ped
cont
ent i
tem
s
Skills, Attitudes and Values Key concepts2030 LearningFramework
CompetencyDevelopment Cycle
Compound competencies for 2030
Dominican Rep.Mexico
Costa Rica
Croatia FinlandColombiaLithuania
NetherlandsIceland RussiaMontenegro Switzerland
ThailandUruguay France
Brazil Austria EstoniaPeru Slovak Rep.BulgariaQatar Luxembourg
ChileGermany
IrelandUnited Arab Emirates Poland Slovenia
Hungary Czech Rep.United Kingdom
GreeceTunisia
Italy B-S-J-G (China) Japan
Chinese TaipeiMacao (China)
Hong Kong (China)Korea
Turkey
5.5
6.0
6.5
7.0
7.5
8.0
8.5
9.0
300 350 400 450 500 550 600
Aver
age
life
satis
fact
ion
(on
10-p
oint
sca
le)
Mean science score
Life satisfaction and student performance can go together
OECD average
OE
CD
ave
rage
Life
Satis
fact
ion
Student performance
`̀
`̀
At the hight of its strength, Japan can prepare for the future
26
Strengths
1. Education is a priority: shared commitment to education, high private
investment and high enrollments. Government has prioritized education.
2. A recognised need to go beyondtraditional concepts to develop skills for the
21st century as drivers of the future.
3. Partnership that works in deliveringholistic education for children: conscientious
teachers, engaged students, supportiveparents and community.
4. Existence of lifelong learning high performing institutions and recognition of
the need to develop lifelong learning.
Potential challenges
1. Current education funding can lead to inequities.
2. Curricular reform may not be as simple as it may seem from the ministry.
3. Holistic education may be at risk in future. Need to preserve this unique model.
4. Lifelong learning is not responding to labour market needs, leaving some behind.
• A new National Curriculum Reform to enhance active learning and focus on fostering student competencies related to the three pillars of the reform:
1. motivation to learn and apply learning to life; 2. acquisition of knowledge and technical skills;3. skills to think, make judgements and express oneself.
27
Bold reforms underway
• A new National Curriculum Reform to enhance active learning and focus on fostering student competencies related to the three pillars of the reform:
1. motivation to learn and apply learning to life; 2. acquisition of knowledge and technical skills;3. skills to think, make judgements and express oneself.
• Reforming the teaching career to improve teaching skills, including a revised selection process, comprehensive career training and reorganisation of teachers’ schedules to allow time for training.
28
Bold reforms underway
• A new National Curriculum Reform to enhance active learning and focus on fostering student competencies related to the three pillars of the reform:
1. motivation to learn and apply learning to life; 2. acquisition of knowledge and technical skills;3. skills to think, make judgements and express oneself.
• Reforming the teaching career to improve teaching skills, including a revised selection process, comprehensive career training and reorganisation of teachers’ schedules to allow time for training.
• Strengthening school-community partnerships by involving communities in children’s education and reforming school management (the Team Gakkou[school as a team] programme).
• Ensuring financial support for those in need, including a reduction of the financial burden on low-income families for education in non-mandatory levels (early childhood education and care and tertiary education).
• Improving access to tertiary education and adult learning through the promotion of new programmes to foster lifelong learning in an ageing society. 29
Bold reforms underway
Implementing the new curriculum
And preserving the holistic approach to education
Busy teachers
31Source: TALIS 2013
0 10 20 30 40 50 60
Total working hours
Hours spent on teaching
Hours spent on individual planning or preparation of lessons either at schoolor out of school
Hours spent on team work and dialogue with colleagues within the school
Hours spent marking/correcting of student work
Hours spent on student counselling (including student supervision, virtualcounselling, career guidance and delinquency guidance)
Hours spent in participation in school management
Hours spent on general administrative work (including communication,paperwork, and other clerical duties you undertake in your job as a teacher)
Hours spent on communication and co-operation with parents or guardians
Hours spent engaging in extracurricular activities (e.g., sports and culturalactivities after school)
Hours spent on all other tasks
Teachers’ working hours
Average Japan
Different cost drivers Figure B7.3
Contribution of various factors to salary cost of teachers per student in public institutions, lower secondary education (2015)
- 4
- 3
- 2
- 1
0
1
2
3
4
Luxe
mbou
rg
Switz
erla
nd
Aus
tria
Flem
ish
com
. (Be
lgiu
m)
Ger
man
y
Fren
ch c
om. (
Belg
ium
)
Den
mar
k
Finl
and
Norw
ay
Slov
enia
Aus
tral
ia
Spai
n
Net
herla
nds
Irel
and
Portug
al
Can
ada
Uni
ted S
tate
s
Japan
Kore
a
Ital
y
Gre
ece
Isra
el
Pola
nd
Fran
ce
Hun
gar
y
Esto
nia
Cze
ch R
epub
lic
Slov
ak R
epub
lic
Turk
ey
Chi
le
Latv
ia
Mex
ico
USD
, Tho
usan
ds
Contribution of teachers' salary
Contribution of instruction time
Contribution of teaching time
Contribution of estimated class size
Difference of salary cost of teachers per student from OECD average
Student-teacher ratios and class sizeFigure II.6.14
CABA (Argentina)
Jordan
Viet Nam
Poland
United States
Chile
Denmark
Hungary
B-S-G-J(China) Turkey
Georgia
ChineseTaipei
Mexico
Russia
Albania
Hong Kong(China)
Japan
Belgium
Algeria
Colombia
Peru
Macao(China)
Switzerland
Malta
Dominican Republic
Netherlands
Singapore
Brazil
Kosovo
Finland
Thailand
R² = 0.25
5
10
15
20
25
30
15 20 25 30 35 40 45 50
Stud
ent-t
each
er ra
tio
Class size in language of instruction
High student-teacher ratios and small class sizes
Low student-teacher ratios and large class sizes
OECD average
OEC
D a
vera
ge
Teachers’ job satisfaction and class size
10.00
10.50
11.00
11.50
12.00
12.50
13.00
15 or less 16-20 21-25 26-30 31-35 36 or more
Teac
hers
' job
satis
fact
ion
(leve
l)
Class size (number of students)
0
10
20
30
40
50
60
70
Low professionalism
High professionalism
Fig II.3.3
Perceptions of teachers’ status
Satisfaction with the profession
Satisfaction with the work environment
Teachers’ self-efficacy
Teacher job satisfaction and professionalism
Professionalism
Public confidence in profession and professionals
Professional preparation and learning
Collective ownership of professional practice
Decisions made in accordance with the body of knowledge o the profession
Acceptance of professional responsibility in the name of the profession and accountability towards the profession
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
Policy levers to teacher professionalism
11.40
11.60
11.80
12.00
12.20
12.40
12.60
12.80
13.00
13.20
13.40Ne
ver
Onc
e a
year
or l
ess
2-4
times
a y
ear
5-10
tim
es a
yea
r
1-3
times
a m
onth
Onc
e a
wee
k or
mor
e
Teac
her s
elf-e
ffica
cy (l
evel
)
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
Teachers’ self-efficacy and professional collaboration
Low levels of pedagogical leadership
0
50
100
150
200
250
300
Take action to support co-operation among teachers to develop new teaching practicesTake action to ensure that teachers take responsibility for improving their teaching skillsTake action to ensure that teachers feel responsible for their students' learning outcomes
Cum
ulat
ive
perc
enta
ge
Source: School Leadership for Learning, 2016 40
Engagement in instructional leadership in lower secondary educationPercentage of lower secondary education principals who report having engaged "often" or "very often" in the following instructional leadership activities during the 12 months prior to the study:
Involved parents
41
0
10
20
30
40
50
60
70
80
Assisted infundraising for the
school
Participated in localschool government
Discussed theirchild's progress with
a teacher on theirown initiative
Discussed theirchild's progress onthe initiative of one
of their child'steachers
Discussed theirchild's behaviourwith a teacher ontheir own initiative
Discussed theirchild's behaviour onthe initiative of one
of their child'steachers
Percentage of students' parents who participated in the following school-related activities during the previous academic year:
Japan OECD average
Parental involvementBased on school principals' reports
Source: PISA 2012
Parents’ interest in their child's activities at school and well-being (average)
2.5 times more likely
1.9 times more likely
1.4 times less likely
Twice less likely
Wanting top grades atschool
Being very satisfied with life Feeling lonely at school Being not satisfied with life
More likely
Less likely
As likely
Students who say their parents are interested in their school activities are…
Creating meaningful ways for community relationships
Schools
Successful schools draw on the resources and
support of their communities
Schools are vital to the social health of their local communities
Schools at the centre of their communities are often the
most successful schools.
Communities
Extracurricular activities that enrich communities in sports, social care and volunteering
Research projects offer innovative answers to the needs of local enterprises, while enhancing entrepreneurialism among students and providing real-world experiences.
Service learning
Schools engage parents and families in learning, and also draw on resources of local enterprises, community organisations, social services, and sports and cultural institutions, such as museums, theatres or libraries
Schools can become partners in serving the needs of local communities, especially in disadvantaged communities
Making lifelong learning a reality
65% of adults are expected to enter tertiary education for the first time in 2015 Figure C3.3
First-time tertiary entry rates (2005, 2015)
0
10
20
30
40
50
60
70
80
90
100
New
Zea
land
Chi
le
Den
mar
k
Switz
erla
nd
Rus
sian
Fed
erat
ion
Lith
uani
a
Japan
Icel
and
Pola
nd
Norw
ay
Saud
i Ara
bia
Spai
n
Slove
nia
Aus
tria
Uni
ted K
ingdom
Belg
ium
Isra
el
Net
herlan
ds
Arg
entina
Cze
ch R
epub
lic
OEC
D a
vera
ge
Ger
man
y
India
EU22
ave
rage
Swed
en
Slova
k Rep
ublic
Finl
and
Portug
al
Uni
ted S
tate
s
Ital
y
Colo
mbia
Hun
gar
y
Mex
ico
Luxe
mbour
g
2015 2005%
Share of private expenditure on tertiary institutions Figure B3.2
Distribution of public and private expenditure on educational institutions (2014)
0
10
20
30
40
50
60
70
80
90
100
Finl
and
Norw
ay
Luxe
mbour
g
Den
mar
k
Aus
tria
Icel
and
Swed
en
Belg
ium
Arg
entina
Slove
nia
Ger
man
y
Esto
nia
Pola
nd
Fran
ce
Latv
ia
EU22
ave
rage
Slova
k Rep
ublic
Lith
uani
a
Cze
ch R
epub
lic
Indone
sia
Turk
ey
Irel
and
Mex
ico
OEC
D a
vera
ge
Net
herlan
ds
Hun
gar
y
Spai
n
Rus
sian
Fed
erat
ion
Ital
y
Portug
al
Isra
el
New
Zea
land
Can
ada
Colo
mbia
Aus
tral
ia
Chi
le
Uni
ted S
tate
s
Kore
a
Japan
Uni
ted K
ingdom
% Tertiary education
Public expenditure on educational institutions Household expenditure Expenditure of other private entities All private sources
Private expenditure on tertiary education increased Figure B3.3
Change in private expenditure on tertiary educational institutions, 2010 = 100 (2005 and 2014)
50
60
70
80
90
100
110
120
130
140
150
Aus
tral
ia
Spai
n
Belg
ium
Can
ada
Swed
en
Fran
ce
Isra
el
Icel
and
Uni
ted S
tate
s
Net
herlan
ds
Irel
and
Ger
man
y
Mex
ico
OEC
D a
vera
ge
Portug
al
Cze
ch R
epub
lic
Japan
Ital
y
Norw
ay
EU22
ave
rage
Den
mar
k
Slova
k Rep
ublic
Chi
le
Kore
a
Lith
uani
a
Rus
sian
Fed
erat
ion
Finl
and
Esto
nia
Slove
nia
Latv
ia
Pola
nd
2005 2014Index of change (2010 = 100)
High tuition fees Figure B5.1
Tuition fees charged by public and private institutions at bachelor's or equivalent level (2015/16)
- 1
1
3
5
7
9
11
13
Uni
ted S
tate
s
Chi
le
Japan
Can
ada
Aus
tral
ia
Kore
a
New
Zea
land
Isra
el
Net
herlan
ds
Spai
n
Ital
y
Portug
al
Switz
erla
nd
Aus
tria
Hun
gar
y
Luxe
mbou
rg
Flem
ish
com
. (Be
lgiu
m)
Fren
ch c
om
. (Be
lgiu
m)
Slove
nia
Den
mar
k
Esto
nia
Finl
and
Norw
ay
Pola
nd
Slova
k Rep
ublic
Swed
en
Turk
ey
Mex
ico
Latv
ia
Engla
nd (Uni
ted K
ingdom
)
PPP-
adju
sted
USD
, tho
usan
ds
Public institutions Private institutions21 189
Flexible funding mechanisms help students Figure B5.3
Distribution of financial support to students at bachelor's or equivalent level (2015/16)
11,951
0
4,763
8,202
0
3,095
0
7,654
624 420
1,658914 1,168
0
2,000
4,000
6,000
8,000
10,000
12,000
14,000
0
10
20
30
40
50
60
70
80
90
100
Engla
nd (Uni
ted
King
dom
)*
Norw
ay
Aus
tral
ia
Uni
ted S
tate
s
Turk
ey
Isra
el
Finl
and
Chi
le
Flem
ish
com
.(B
elgiu
m)
Mex
ico
Fren
ch c
om
.(B
elgiu
m)
Ital
y
Aus
tria
Switz
erla
nd
%
Not benefitting from public loans or scholarships/grants Benefitting from public loans and scholarships/grants Benefitting from public loans only
Benefitting from scholarships/grants only Average public tuition fees (USD) (Table B5.1)
*All tertiary institutions are government-dependent private institutions in England (United Kingdom).
The returns are still worth it for individuals Figure A7.2
Private costs and benefits of education for a man or a woman attaining tertiary education (2013)
- 200
- 100
0
100
200
300
400
500
600
Luxe
mbour
g
Irel
and
Chi
le
Uni
ted S
tate
s
Pola
nd
Portug
al
Slove
nia
Kore
a
Spai
n
Turk
ey
Can
ada
Isra
el
Hun
gar
y
EU22
ave
rage
OEC
D a
vera
ge
Cze
ch R
epub
lic
Fran
ce
Aus
tral
ia
Norw
ay
New
Zea
land
Net
herlan
ds
Ger
man
y
Aus
tria
Finl
and
Esto
nia
Ital
y
Den
mar
k
Slova
k Rep
ublic
Japan
千
Man: Total benefits Man: Total costs Woman: Total benefits Woman: Total costs
…and also for taxpayers Figure A7.3
Private costs and benefits of education for a man or a woman attaining tertiary education (2013)
- 200
- 100
0
100
200
300
400
500
600
Net
herlan
ds
Irel
and
Luxe
mbour
g
Slove
nia
Portug
al
Japan
Uni
ted S
tate
s
EU22
ave
rage
Cze
ch R
epub
lic
Ger
man
y
Finl
and
Aus
tral
ia
Pola
nd
Hun
gar
y
Fran
ce
OEC
D a
vera
ge
Aus
tria
Turk
ey
Ital
y
Spai
n
Can
ada
Isra
el
New
Zea
land
Norw
ay
Den
mar
k
Slova
k Rep
ublic
Kore
a
Esto
nia
Chi
le
Switz
erla
nd
千
Man: Total benefits Man: Total costs Woman: Total benefits Woman: Total costs
Making lifelong learning a reality
Adults' participation in formal and/or non-formal education, by type (2012 or 2015)
0
10
20
30
40
50
60
70
80
90
100
%
Participation in non-formal education only Participation in formal education only
Participation in both formal and non-formal education No participation in adult education
In conclusion
53
OECD policy options Japan’s goals for education policy according to the Third Basic Plan
•Promotion of learning to improve the lives of people and continually develop society.
•Preparation of foundation for utilisation of ICT.
•Preparation of sustainable school teaching system for education in the new era.
Prioritise implementation of the curriculum reform
•Enhancing educational abilities in home, community, promoting collaboration, cooperation with schools.
•Consideration of household’s financial situation and geographical conditions.
•Preparation of sustainable school teaching system for education in the new era.
Preserve the provision of well-rounded holistic education by
enhancing school organisation and school-community partnerships
•Promotion of lifelong learning in anticipation of age of “100-year-life”.
•Promotion of recurrent education for adults in order to acquire necessary skills and knowledge for work throughout life.
•Promotion of lifelong learning for persons with disabilities.
•Consideration of household’s financial situation and geographical conditions.
•Providing educational opportunities responding to various needs.
Strengthen lifelong learning and financial arrangements for non-mandatory education to support
equity
Prioritise the implementation of the curriculum reform
54
• Ensure curriculum reform also encompasses new priorities (foreign language, ICT, global competencies).
• Align both formative and summative assessments to the new curriculum.
• Ensure that professional development for teachers and resources for teaching and learning are an integral part of the implementation strategy.
Preserve the provision of well-rounded holistic education
55
• Reform management practices to alleviate teachers’ workload and invest in leadership.
• Focus partnerships with local communities on supporting the introduction of the new curriculum.
• Consider establishing specific structures and sparing resources to mitigate the risk of increased inequalities that could result from school-community partnerships.
Strengthen lifelong learning
56
• Foster relevance with:• Dialogue between employer groups, workers and LLL providers – facilitated by
government• Innovative approaches – for instance, shifting from full qualifications to micro-
credentials.
• Manage cost with:• Mechanisms that allocate costs between employees, employers and the
government to create incentives that will boost the use of LLL to improve the performance of the economy
• Innovative approaches – for instance, shifting from full qualifications to micro-credentials.
• Address time constraints by: • Innovative approaches – for instance, shifting from full qualifications to micro-
credentials• …. With flexible scheduling.
ありがとうございます
Arigato Gozaimasu