strong performers and successful reformers in education lessons from global comparisons

11P

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2

Strong performers and successful reformers in

educationLessons from global comparisons

Austin, 30 July 2012

Andreas SchleicherSpecial advisor to the Secretary-General on Education Policy

Head of the Indicators and Analysis Division, EDU

Programme for International Student Assessment

22P

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The composition of the global talent pool has changed…

Countries’ share in the population with tertiary education, for 25-34 and 55-64 year-old age groups, percentage (2009)

55-64-year-old population 25-34-year-old population

About 39 million people who attained tertiary level

About 81 million people who attained tertiary level

albiser_e

EAG 2011: chart A4.2OK

33P

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11

United States, 35.8

Japan, 12.4

China, 6.9Germany, 6.3

United Kingdom, 5.3

Canada, 4.2

France, 3.5

Brazil, 3.5

Spain, 2.1Italy, 1.9

Mexico, 1.8

Australia, 1.7

Korea, 1.6other, 12.9

55-64-year-old population

United States, 20.5

Japan, 10.9

China, 18.3

Germany, 3.1United Kingdom, 4.4

Canada, 3.1France, 4.1

Brazil, 4.5

Spain, 3.5

Italy, 2.0

Mexico, 3.9

Australia, 1.6

Korea, 5.7

other, 14.5

25-34-year-old population

The composition of the global talent pool has changed…

Countries’ share in the population with tertiary education, for 25-34 and 55-64 year-old age groups, percentage (2009)

albiser_e

EAG 2011: chart A4.2OK

44P

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11

TurkeyDenmark

SpainSweden

New ZealandNorwayFranceJapan

CanadaCzech Republic

ItalyAustralia

IrelandKorea

PortugalAustria

OECD AveragePoland

NetherlandsUnited Kingdom

FinlandSloveniaHungaryBelgium

GermanyUnited States

0 50,000 100,000 150,000 200,000 250,000

21,724

28,621

29,58237,542

46,482

43,41963,701

67,411

79,77481,307

82,93284,532

85,91789,034

89,46489,705

91,036

94,12595,030

95,322

100,177155,664

166,872167,241

168,649

193,584

Public benefits Public costs

In equivalent USD

Public cost and benefits for a man obtaining tertiary education (2007 or latest available year)

Net present value

albiser_e

EAG 2011: chart A9.5 (tertiary)OK

55P

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11How the demand for skills has changed

Economy-wide measures of routine and non-routine task input (US)

1960 1970 1980 1990 200240

45

50

55

60

65

Routine manual

Nonroutine manual

Routine cognitive

Nonroutine analytic

Nonroutine inter-active

(Levy and Murnane)

Mean t

ask

inp

ut

as

perc

en

tile

s of

the 1

960

task

dis

trib

uti

on

The dilemma for education and training:The skills that are easiest to teach and test are also the ones that are easiest to digitise, automate and outsource

66P

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2

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

99P

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What 15-year-olds can do

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2Average 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

Northeast

Midwest

WestSouth

Urban schools

Suburban schools

Performance distribution in US

18% do not reach baseline Level 2 (16% when excluding immigrants) (Finland 6%, Canada 9%)

Economic cost: 72 trillion $

10% are top performers (Shanghai 20%)

1111P

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2Average performanceof 15-year-olds in science – extrapolate and apply

Low average performance

Large socio-economic disparities

High average performance



High social equity


High social equity

Strong socio-economic impact on

student performance

Socially equitable distribution of

learning opportunities


Low reading performance

1212P

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2Durchschnittliche Schülerleistungen im Bereich Mathematik






High social equity


High social equity


student performance





AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS

2009

1525354555

2009

1313P

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High social equity


High social equity


student performance






2009

1414P

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Port

ug

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Sp

ain

Sw

itze

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d

Belg

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Kore

a

Lu

xem

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Germ

an

y

Gre

ece

Jap

an

Au

stra

lia

Un

ited

Kin

gd

om

New

Zeala

nd

Fra

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Neth

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an

ds

Den

mark

Italy

Au

stri

a

Cze

ch

Rep

ub

lic

Hu

ng

ary

Norw

ay

Icela

nd

Irela

nd

Mexic

o

Fin

lan

d

Sw

ed

en

Un

ited

Sta

tes

Pola

nd

Slo

vak R

ep

ub

lic

-10

-5

0

5

10

15

Salary as % of GDP/capita Instruction time 1/teaching time 1/class sizePort

ug

al

Sp

ain

Sw

itze

rlan

d

Belg

ium

Kore

a

Lu

xem

bou

rg

Germ

an

y

Gre

ece

Jap

an

Au

stra

lia

Un

ited

Kin

gd

om

New

Zeala

nd

Fra

nce

Neth

erl

an

ds

Den

mark

Italy

Au

stri

a

Cze

ch

Rep

ub

lic

Hu

ng

ary

Norw

ay

Icela

nd

Irela

nd

Mexic

o

Fin

lan

d

Sw

ed

en

Un

ited

Sta

tes

Pola

nd

Slo

vak R

ep

ub

lic

-10

-5

0

5

10

15

Difference with OECD average

High performing systems often prioritize the quality of teachers over the size of classes

Contribution of various factors to upper secondary teacher compensation costsper student as a percentage of GDP per capita (2004)

Percentage points

1515P

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High social equity


High social equity


student performance






2009

1616P

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High social equity


High social equity


student performance






2000

1717P

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High social equity


High social equity


student performance






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

1818P

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2

Changes in performance by type of taskIncrease percentage correct

Multiple-choice - reproducing knowledge

Open-ended - constructing knowledge

0

1

2

3

4

5

6

7

8

9

10

0.8

1.71.7

6.5

OECD Japan

OECDOECDJapan

Japan

1919P

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2

-2 -1 0 1 2350

643

School performance and socio-economic background United States

Stu

dent

perf

orm

ance

AdvantagePISA Index of socio-economic background

Disadvantage

Private school Public school in rural area Public school in urban area

2020P

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2

0

10

20

30

40

50

60

70

80

Percentage of resilient students among disadvantaged students%

More than 30% resilient students

among disadvantaged students

Between 15%-30% of resilient students among

disadvantaged students

Less than 15% resilient students among disadvantaged

students

Resilient student: Comes from the bottom quarter of the socially most disadvantaged

students but performs among the top quarter of students internationally (after

accounting for social background)

21212121P

ISA

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11Policies 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

2222P

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2

What does it all mean?

23232323P

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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

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2


Goals, gateways,



Incentives and

accountability


A learning system

Coherence


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

2525P

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2


Goals, gateways,



Incentives and

accountability


A learning system

Coherence


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

FIN, Sahl, SIN

2626P

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2


education systems


Goals, gateways,



Incentives and

accountability


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

2727P

ISA

OE

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Pro

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for

Inte

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Ass

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2

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

2828P

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2Public 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

2929P

ISA

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2Local 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

3030P

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2


Goals, gateways,



Incentives and

accountability


A learning system

Coherence


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

CHN

3131P

ISA

OE

CD

Pro

gram

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Inte

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on

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2


Goals, gateways,



Incentives and

accountability


A learning system

Coherence


education systems

A learning system An outward orientation to keep the system

learning, technology, 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

SIN

3232P

ISA

OE

CD

Pro

gram

me

for

Inte

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Ass

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on

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Goals, gateways,



Incentives and

accountability


A learning system

Coherence


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)

CAN

3333P

ISA

OE

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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

3434P

ISA

OE

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for

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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

http://www.pisa.oecd.org/

http://www.data.gov/

strong performers and successful reformers in education lessons from global comparisons

Documents