andreas schleicher 14 october 2010 excellence in education excellence in education educating...

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Excellence in EducationEducating talented

students

Beijing, 14 October 2010

Andreas SchleicherEducation Policy Advisor of the OECD Secretary-General

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Then Now

Learning a place Learning an activity

Prescription Informed profession

Delivered wisdom User-generated wisdom

Uniformity Embracing diversity

Conformity Ingenious

Curriculum-centred Learner-centred

Provision Outcomes

Bureaucratic look-up Devolved – look outwards

Management Leadership

Public vs private Public with private

Culture as obstacle Culture as capital

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There is nowhere to hideThe yardstick for success is no longer improvement by national

standards but the best performing education systems

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A world of change in the global talent pool

Approximated by percentage of persons with high school or equivalent qualfications in the age groups 55-64, 45-55, 45-44 und 25-34 years

%

1. Excluding ISCED 3C short programmes 2. Year of reference 20043. Including some ISCED 3C short programmes 3. Year of reference 2003.

13

1

1

27

Tertiary-type A graduation rate

A world of change – higher education

Graduate supply

Cost

per

stu

den

t



United States

Finland

Graduate supply

Cost

per

stu

den

t



Australia

FinlandUnited Kingdom



United States

Australia

Finland

United Kingdom

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09 e

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lance

Education needs to prepare students……to deal with more rapid change than ever before……for jobs that have not yet been created……using technologies that have not yet been

invented……to solve problems that we don’t yet know will arise

It’s about new… Ways of thinking

– involving creativity, critical thinking, problem-solving and decision-making

Ways of working– including communication and collaboration

Tools for working– including the capacity to recognise and exploit the

potential of new technologies The capacity to live in a multi-faceted world as

active and responsible citizens.

New skills for new jobs The quality and excellence challenge

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How the demand for skills has changedEconomy-wide measures of routine and non-routine task input

(US)

(Levy and Murnane)

Mean t

ask

inp

ut

as

perc

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les

of

th

e 1

960 t

ask

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on

The dilemma of schools:The skills that are easiest to teach and test are also the ones that are easiest to digitise, automate and outsource

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OECD’s PISA assessment of the knowledge and skills of 15-year-olds

Coverage of world economy 77%81%83%85%86%87%

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

High science performance

Low science performance

… 18 countries perform below this line

I srael

I talyPortugal Greece

Russian Federation

LuxembourgSlovak Republic,Spain,Iceland Latvia

Croatia

Sweden

DenmarkFrancePoland

Hungary

AustriaBelgiumIreland

Czech Republic SwitzerlandMacao- ChinaGermanyUnited Kingdom

Korea

J apanAustralia

Slovenia

NetherlandsLiechtenstein

New ZealandChinese Taipei

Hong Kong- China

Finland

CanadaEstonia

United States LithuaniaNorway

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616

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Average 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



I srael

I talyPortugal Greece

Russian Federation

LuxembourgSlovak Republic,Spain,Iceland Latvia

Croatia

Sweden

DenmarkFrancePoland

Hungary


Czech Republic SwitzerlandMacao- ChinaGermanyUnited Kingdom

Korea

J apanAustralia

Slovenia



Hong Kong- China

Finland

CanadaEstonia

United States LithuaniaNorway

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465

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505

525

545

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616

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Durchschnittliche Schülerleistungen im Bereich Mathematik






High social equity


High social equity

Strong socio-economic impact on

student performance

Socially equitable distribution of

learning opportunities



I srael

GreecePortugal I talyRussian Federation

LuxembourgSlovak Republic SpainIcelandLatvia

Croatia

Sweden

DenmarkFrancePoland

Hungary


Czech Republic Switzerland Macao- China

Germany United Kingdom

Korea

J apanAustralia

Slovenia



Hong Kong- China

Finland

CanadaEstonia

United States Lithuania Norway

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PISA defines science performancein terms of a student’s:

Scientific knowledge and use/extrapolation of that knowledge to…

… identify scientific issues, … explain scientific phenomena, and … draw evidence-based conclusions about

science-related issues

Understanding of the characteristic features of science as a form of human knowledge and enquiry

Awareness of how science and technology shape our material, intellectual and cultural environments

Willingness to engage with science-related issues

For exampleWhen reading about a health issue, can students separate scientific from non-scientific aspects of the text, apply knowledge and justify personal decisions ?

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For exampleCan students distinguish between evidence-based explanations and personal opinions ?

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For exampleCan individuals recognise and explain the role of technologies as they influence a nation’s economy ? Or are they aware of environmental changes and the effects of those changes on economic/social stability ?

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Interest in science, support for scientific enquiry, responsibility for the environment

This addresses the value students place on science, both in terms of topics and in terms of the scientific approach to understanding the world and solving problems

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ContextContext- Personal- Personal- Social/publicSocial/public- GlobalGlobal

CompetenciesCompetencies-Identify scientific issuesIdentify scientific issues-Explain phenomena scientificallyExplain phenomena scientifically-Use scientific evidenceUse scientific evidence

KnowledgeKnowledge-Knowledge of scienceKnowledge of science-Knowledge about scienceKnowledge about science

AttitudesAttitudes-Interest in science-Interest in science

-Support for scientific enquiry-Support for scientific enquiry

-Responsibility-Responsibility

IdentifyingRecognising issues that can be investigated scientificallyIdentifying keywords in a scientific investigationRecognising the key features of a scientific investigation

ExplainingApplying knowledge of science in a situationDescribing or interpreting phenomena scientifically or predicting change

Using evidenceInterpreting scientific evidence and drawing conclusionsIdentifying the assumptions, evidence and reasoning behind conclusions

Knowledge of sciencePhysical systems (structure of matter, properties of matter, chemical changes of matter, motions and forces, energy and its transformations, energy and matter)Living systems (cells, humans, populations, ecosystems, biosphere)Earth and space (structures of the earth system, energy in the earth system, change in the earth system, earth’s history, space)Technology systems (Concepts and principles, science and technology)Knowledge about scienceScientific enquiry (purpose, experiments, data, measurement, characteristics of results)Scientific explanations (types, rules, outcomes)

Interest scienceIndicate curiosity in science and science-related issues and endeavoursDemonstrate willingness to acquire additional scientific knowledge and skills, using variety of resources and methodsDemonstrate willingness to seek information and have an interest in science, including consideration of science-related careers Support for scienceAcknowledge the importance of considering different scientific perspectives and argumentsSupport the use of factual information and rational explanationLogical and careful processes in drawing conclusions

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ContextContext- Personal- Personal- Social/publicSocial/public- GlobalGlobal

CompetenciesCompetencies-Identify scientific issuesIdentify scientific issues-Explain phenomena scientificallyExplain phenomena scientifically-Use scientific evidenceUse scientific evidence

KnowledgeKnowledge-Knowledge of scienceKnowledge of science-Knowledge about scienceKnowledge about science

AttitudesAttitudes-Interest in science-Interest in science

-Support for scientific enquiry-Support for scientific enquiry

-Responsibility-Responsibility

IdentifyingRecognising issues that can be investigated scientificallyIdentifying keywords in a scientific investigationRecognising the key features of a scientific investigation

ExplainingApplying knowledge of science in a situationDescribing or interpreting phenomena scientifically or predicting change

Using evidenceInterpreting scientific evidence and drawing conclusionsIdentifying the assumptions, evidence and reasoning behind conclusions

OECD Level 6

OECD Level 2 Students can demonstrate

ability to understand and articulate the complex modelling inherent in the design of an investigation.

Students can determine ifscientific measurement can be applied to a given variable in an investigation. Students can appreciate the relationship between a simple model and the phenomenon it is modelling.

Students can draw ona range of abstract scientific knowledge and concepts andthe relationships between these in developing explanations ofprocesses

Students can recall anappropriate, tangible, scientific fact applicable in a simple and straightforward context and can use it to explain or predict an outcome.

Students demonstrateability to compare and differentiate among competing explanations byexamining supporting evidence. They can formulate arguments by synthesising evidence from multiplesources.

Students can point to an obvious feature in a simple table in support of a given statement. They are able to recognise if a set of given characteristics apply to the function of everydayartifacts.

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Large proportion of top performers

Top and bottom performers in science

Large prop. of poor perf.

These students often confuse key features of a scientific investigation, apply incorrect information, mix personal beliefs with facts in support of a position…

These students can consistently identify, explain and apply scientific knowledge, link different information sources and explanations and use evidence from these to justify decisions, demonstrate advanced scientific thinking in unfamiliar situations…

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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 ratioCollege entry

School marks at age 15

PISA performance at age

15

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Top performance

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Who are top performers?Well trained students, not “just smart”

82.1%

Science, reading and mathematics : 4.1%Science and

mathematics : 2.8%

Mathematics : 5.3%

Reading : 2.3%

Reading and mathematics: 1.4%

Science : 1.3%

Non top performers in any of the three domains: 82.1%

Science and reading: 0.8%

Top performers in science (9%) are

the focus of this paper.

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Who are top performers?

% of top performers in

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Gender: Who are top performers?Female and male students?

Higher proportion of top performers among female than male students

Higher proportion of top performers among male than female students

Sorted by proportion of females who are not top performers in any subject area (+3%)

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ESCS: Who are top performers?An advantaged background helps but a

disadvantaged background is no curse

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Confidence and engagementTop performers are engaged and confident learners

L: Low performersM: Moderate performersS: Strong performersT: Top performers

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Want to pursue science careers… but do not feel particularly well informed

L: Low performersM: Moderate performersS: Strong performersT: Top performers

Students would like to: Students know:

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High ambitions and universal

standards

Rigor, focus and coherence

Great systems attract great teachers and

provide access to best practice and quality

professional development

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Challenge and support

Weak support

Strong support

Lowchallenge

Highchallenge

Strong performance

Systemic improvement

Poor performance

Improvements idiosyncratic

Conflict

Demoralisation

Poor performance

Stagnation

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Human capital

International Best Practice•Principals who are trained, empowered, accountable and provide instructional leadership

•Attracting, recruiting and providing excellent training for prospective teachers from the top third of the graduate distribution

•Incentives, rules and funding encourage a fair distribution of teaching talent

The past

•Principals who manage ‘a building’, who have little training and preparation and are accountable but not empowered

•Attracting and recruiting teachers from the bottom third of the graduate distribution and offering training which does not relate to real classrooms

•The best teachers are in the most advantaged communities

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Human capital (cont…)

International Best Practice•Expectations of teachers are clear; consistent quality, strong professional ethic and excellent professional development focused on classroom practice

•Teachers and the system expect every child to succeed and intervene preventatively to ensure this

The past

•Seniority and tenure matter more than performance; patchy professional development; wide variation in quality

•Wide achievement gaps, just beginning to narrow but systemic and professional barriers to transformation remain in place

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High ambitions

Access to best practice and quality professional development

Accountability and intervention in

inverse proportion to success

Devolved responsibility,

the school as the centre of action

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Strong ambitions

Access to best practice and quality professional development

Accountability

Devolvedresponsibility,

the school as the centre of action

Integrated educational

opportunities

From prescribed forms of teaching and assessment towards personalised learning

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Some lessons Some lessons from successful from successful

systemssystems

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

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

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

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

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)

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

Incentives, accountability, knowledge management

Aligned incentive structuresFor 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

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Thank you !Thank you !

www.oecd.org; www.pisa.oecd.org– All national and international publications– The complete micro-level database

email: [email protected]

[email protected]

…and remember:

Without data, you are just another person with an opinion

andreas schleicher 14 october 2010 excellence in education excellence in education educating...

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