educating students not our past 7 sept/3 andreas... · educating students for their future not our...

Educating students

for their future

not our past Rosobrnadzor, 7 September 2017

Andreas Schleicher Director for Education and Skills

Trends in science performance (PISA)

250

300

350

400

450

500

550

600

650

2003 2006 2009

Score points

Belo

w L

evel 1

Level 1

Level 3

Level

4

Le

v

5

Level 2

450

470

490

510

530

550

570

2006 2009 2012 2015

OECD

450

470

490

510

530

550

570

OECD average

Stu

de

nt

pe

rfo

rma

nc

e

Trends in science performance (PISA)

250

300

350

400

450

500

550

600

650

2003 2006 2009

Score points

Belo

w L

evel 1

Level 1

Level 3

Level

4

Le

v

5

Level 2

450

470

490

510

530

550

570

450

470

490

510

530

550

570

2006 2009 2012 2015

OECD average

4 Looking forward to… Better anticipate the evolution of the demand for 21st century skills and better integrate the world of

work and learning

Leverage the potential of all learners

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

Building learning systems that…

The kind of things that are easy to teach are

now easy to automate, digitize or outsource

35

40

45

50

55

60

65

70

1960 1970 1980 1990 2000 2006 2009

Routine manual

Nonroutine manual

Routine cognitive

Nonroutine analytic

Nonroutine interpersonal

Mean task input in percentiles of 1960 task

Robotics

The Auto-auto >1m km,

one minor accident,

occasional human intervention

Augmented Reality

A lot more to come

• 3D printing

• Synthetic biology

• Brain enhancements

• Nanomaterials

• Etc.

Environmental

degradation

Climate change

Migration

Middle class

Polarisation

of societies

Renewable energy

Loss of

biodiversity Water and food

shortages Natural

disasters

Financial

crises Nationalism

Democratisation

Multinational

companies

Harmonization

of values

Interdependent

markets

Trade

openness Emerging

economies

Poverty

Ageing

Radicalisation

Tourism

Inequality

International

governance

Global

integration

The multi-faceted world of knowledge

The human world of knowledge

The small world of the curriculum

The True The realm of human knowledge The Good

The realm of ethics and judgement

The Just and Well-Ordered The realm of political and civic life,

binding social capital The Beautiful The realm of creativity,

esthetics and design The Sustainable The realm of natural and physical health The Prosperous

The realm of economic life

The big world of learning

OECD Learning Framework 2030

• Rigor, focus and coherence

• Remain true to the disciplines – but aim at interdisciplinary learning and the capacity of students to see

problems through multiple lenses

– Balance knowledge of disciplines and knowledge about disciplines

• Focus on areas with the highest transfer value – Requiring a theory of action for how this transfer value occurs

• Authenticity – Thematic, problem-based, project-based, co-creation in conversation

• Some things are caught not taught – Immersive learning propositions

• Equity – Not just a proposition for the few but for the many

•20 Reimagining learning

Multi-layered, coherent assessment systems from classrooms to schools to regional to national to international levels that…

• Support improvement of learning at all levels of the education system

• Are largely performance-based

• Make students’ thinking visible and allow for divergent thinking Are adaptable and responsive to new developments

• Add value for teaching and learning by providing information that can be acted on by students, teachers, and administrators Are part of a comprehensive and well-aligned continuum, communicate what is expected and hold relevant stakeholders accountable .

What this means for evaluation and assessment

• 2012: Financial literacy

• 2015: Social skills

– Collaborative problem-solving

• 2018: Global competency

– Skills, knowledge, understanding

• 2021: Creative thinking

• PISA for schools

PISA

• Can we sufficiently distinguish the role of context from that of the underlying cognitive construct ?

• Do new types of items that are enabled by computers and networks change the constructs that are being measured ?

• Can we drink from the firehose of increasing data streams that arise from new assessment modes ?

• Can we utilise new technologies and new ways of thinking of assessments to gain more information from the classroom without overwhelming the classroom with more assessments ?

• What is the right mix of crowd wisdom and traditional validity information ?

• How can we create assessments that are activators of students’ own learning ?

Some methodological challenges

Routine cognitive skills Complex ways of thinking, complex ways of doing, collective capacity

Some students learn at high levels (sorting) 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

System transformations The old bureaucratic system The modern enabling system

Some students learn at high levels

All students learn at high levels

Uniformity

Diversity

Embracing diversity with differentiated pedagogical practices

Poverty is not destiny - Science performance by international deciles of the PISA index of economic, social and cultural status (ESCS)

280

330

380

430

480

530

580

630

Ru

ssia

5

OE

CD

avera

ge

12

Vie

t N

am

76

B-S

-J-G

(C

hin

a)

52

Sin

ga

pore

11

Score

poin

ts

Bottom decile

Second decile

Middle decile

Ninth decile

Top decile

Figure I.6.7

Poverty is not destiny - Science performance by international deciles of the PISA index of economic, social and cultural status (ESCS)

280

330

380

430

480

530

580

630D

om

inic

an R

ep

ub

lic 4

0A

lge

ria 5

2K

oso

vo

10

Qa

tar

3F

YR

OM

13

Tu

nis

ia 3

9M

on

ten

eg

ro 1

1Jord

an 2

1U

nite

d A

rab

Em

ira

tes 3

Ge

org

ia 1

9L

eb

an

on

27

Indo

nesia

74

Me

xic

o 5

3P

eru

50

Co

sta

Ric

a 3

8B

razil

43

Tu

rke

y 5

9M

old

ova 2

8T

haila

nd

55

Co

lom

bia

43

Ice

lan

d 1

Trin

idad

and

Tob

ago

14

Rom

an

ia 2

0Is

rae

l 6

Bu

lga

ria

13

Gre

ece

13

Russia

5U

rug

ua

y 3

9C

hile

27

Latv

ia 2

5L

ith

uan

ia 1

2S

lova

k R

ep

ub

lic 8

Italy

15

Norw

ay 1

Sp

ain

31

Hun

ga

ry 1

6C

roa

tia

10

De

nm

ark

3O

EC

D a

vera

ge

12

Sw

ed

en

3M

alta 1

3U

nite

d S

tate

s 1

1M

acao

(C

hin

a)

22

Ire

lan

d 5

Au

str

ia 5

Po

rtug

al 2

8L

uxe

mb

ourg

14

Ho

ng K

on

g (

Ch

ina

) 2

6C

zech

Rep

ublic

9P

ola

nd

16

Au

str

alia

4U

nite

d K

ing

do

m 5

Can

ad

a 2

Fra

nce 9

Ko

rea

6N

ew

Zea

land

5S

witze

rlan

d 8

Ne

the

rlan

ds 4

Slo

ve

nia

5B

elg

ium

7F

inla

nd

2E

sto

nia

5V

iet

Nam

76

Ge

rma

ny 7

Jap

an 8

Chin

ese

Ta

ipe

i 1

2B

-S-J

-G (

Chin

a)

52

Sin

ga

pore

11

Score

poin

ts

Bottom decile Second decile Middle decile Ninth decile Top decile

Figure I.6.7

% of students

in the bottom

international

deciles of

ESCS

OECD median student

Spending per student from the age of 6 to 15 and

science performance

Figure II.6.2

Luxembourg

Switzerland Norway Austria

Singapore

United States

United Kingdom

Malta

Sweden

Belgium

Iceland

Denmark

Finland

Netherlands

Canada

Japan Slovenia

Australia

Germany

Ireland France Italy

Portugal

New Zealand

Korea Spain

Poland Israel

Estonia

Czech Rep.

Latvia Slovak Rep.

Russia

Croatia Lithuania

Hungary Costa Rica

Chinese Taipei

Chile

Brazil

Turkey

Uruguay Bulgaria

Mexico

Thailand Montenegro Colombia

Dominican Republic

Peru

Georgia

11,7; 411

R² = 0,01

R² = 0,41

300

350

400

450

500

550

600

0 20 40 60 80 100 120 140 160 180 200

Scie

nce p

erf

orm

an

ce (

sco

re p

oin

ts)

Average spending per student from the age of 6 to 15 (in thousands USD, PPP)

Bureaucratic Look-up

Devolved Look-outward

Developing Teaching

as a profession

Recruit top candidates into the profession

Support teachers in continued

development of practice

Retain and recognise effective teachers – path for growth

Improve the

societal view of

teaching as a

profession

Mean mathematics performance, by school location, after acc

ounting for socio-economic status 3

4

Effective teacher policy and practice

Mean mathematics performance, by school location,

after accounting for socio-economic status 35

Teachers' perceptions of the value of teaching in society

Percentage of lower secondary education teachers who "agree" or "strongly agree" that teaching is a

valued profession in society

0

10

20

30

40

50

60

70

80

90

100

Mala

ysia

Sin

gapore

Kore

a

Abu D

habi (U

nited A

rab…

Finla

nd

Mexi

co

Alb

erta (Canada)

Flanders

(Belg

ium

)

Neth

erlands

Aust

ralia

Engla

nd (United K

ingdom

)

Rom

ania

Isra

el

United S

tate

s

Chile

Ave

rage

Norw

ay

Japan

Latv

ia

Serb

ia

Bulg

aria

Denm

ark

Pola

nd

Icela

nd

Est

onia

Bra

zil

Italy

Cze

ch R

epublic

Portugal

Cro

atia

Spain

Sw

eden

France

Slo

vak

Republic

Perc

enta

ge o

f te

ach

ers

Items are ranked in descending order, based on the percentage of teachers who strongly agree or agree that teaching is a valued profession in society.


after accounting for socio-economic status Fig II.3.3 3

6

Relationship between the perceived value of the teaching

profession and the share of PISA top performers (math)

Relationship between lower secondary education teachers' views on the value of their profession in society and the

share of top mathematics performers in PISA 2012

Australia

Brazil

Bulgaria Chile

Croatia

Czech Republic

Denmark

Estonia Finland France

Iceland Israel

Italy

Japan

Korea

Latvia

Mexico

Netherlands

Norway

Poland

Portugal

Romania Serbia

Singapore

Slovak Republic

Spain Sweden

Alberta (Canada)

England (United

Kingdom)

Flanders (Belgium)

United States

0

5

10

15

20

25

30

35

40

45

0 10 20 30 40 50 60 70 80

Share

of

math

em

atics

top p

erf

orm

ers

Percentage of teachers who agree that teaching is valued in society

37 Teachers’ skills Numeracy test scores of tertiary graduates and teachers

Numeracy score 215 235 255 275 295 315 335 355 375

SpainPolandEstonia

United StatesCanadaIreland

KoreaEngland (UK)

England/N. Ireland (UK)Denmark

Northern Ireland (UK)France

AustraliaSweden

Czech RepublicAustria

NetherlandsNorway

GermanyFlanders (Belgium)

FinlandJapan

Numeracy score

Numeracy skills of middle half of

college graduates

38 Teachers’ skills Numeracy test scores of tertiary graduates and teachers

Numeracy score 215 235 255 275 295 315 335 355 375

SpainPolandEstonia

United StatesCanadaIreland

KoreaEngland (UK)

England/N. Ireland (UK)Denmark

Northern Ireland (UK)France

AustraliaSweden

Czech RepublicAustria

NetherlandsNorway

GermanyFlanders (Belgium)

FinlandJapan

Numeracy score

Numeracy skills of teachers

Student-teacher ratios and class size Figure II.6.14

CABA (Argentina)

Jordan

Viet Nam

Poland

United States

Chile

Denmark

Hungary

B-S-G-J (China)

Turkey

Georgia

Chinese Taipei

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

Stu

den

t-te

ach

er

rati

o

Class size in language of instruction

High student-teacher ratios

and small class sizes

Low student-teacher ratios

and large class sizes

OECD

average

OE

CD

ave

rage

The ‘productivity’ puzzle

Making learning time productive so that students can build their academic, social and emotional

skills in a balanced way

Learning time and science performance Figure II.6.23

Finland

Germany Switzerland

Japan Estonia

Sweden

Netherlands New Zealand

Macao (China)

Iceland

Hong Kong (China) Chinese Taipei

Uruguay

Singapore

Poland United States

Israel

Bulgaria

Korea

Russia Italy

Greece

B-S-J-G (China)

Colombia

Chile

Mexico

Brazil

Costa Rica

Turkey

Montenegro Peru

Qatar Thailand

United Arab

Emirates

Tunisia

Dominican Republic

R² = 0,21

300

350

400

450

500

550

600

35 40 45 50 55 60

PIS

A s

cie

nce s

co

re

Total learning time in and outside of school

OECD average

OECD average

OE

CD

ave

rage

Learning time and science performance Figure II.6.23

6

7

8

9

10

11

12

13

14

15

16

0

10

20

30

40

50

60

70

Fin

land

Germ

any

Sw

itzerl

and

Japa

nE

sto

nia

Sw

ede

nN

eth

erl

and

sN

ew

Zeala

nd

Austr

alia

Czech R

epu

blic

Ma

ca

o (

Ch

ina

)U

nite

d K

ing

dom

Ca

nad

aB

elg

ium

Fra

nce

No

rwa

yS

loven

iaIc

ela

nd

Lu

xe

mbo

urg

Ire

land

La

tvia

Ho

ng K

on

g (

Chin

a)

OE

CD

avera

ge

Ch

ine

se

Taip

ei

Austr

iaP

ort

ug

al

Uru

guay

Lithu

ania

Sin

gapo

reD

enm

ark

Hu

nga

ryP

ola

nd

Slo

vak R

epub

licM

assachu

se

tsS

pain

Cro

atia

Un

ite

d S

tate

sIs

rael

Bulg

aria

Kore

aR

ussia

Ita

lyG

reece

B-S

-J-G

(C

hin

a)

Co

lom

bia

Ch

ileM

exic

oB

razil

Co

sta

Ric

aT

urk

ey

Mo

nte

neg

roP

eru

Qata

rT

ha

iland

Un

ite

d A

rab E

mira

tes

Tun

isia

Do

min

ican

Rep

ublic

Score

poin

ts in s

cie

nce p

er

hour

of to

tal le

arn

ing t

ime

Hours Intended learning time at school (hours) Study time after school (hours) Score points in science per hour of total learning time

More teacher support and less anxiety Figure III.4.5

5% less likely 4% less likely

16% more likely

29% more likely

9% less likely

17% less likely

44% more likely

60% more likely

The teacher adapts the lesson to my class’s needs

and knowledge

The teacher providesindividual help when astudent has difficulties

understanding a topic or task

Teachers graded me harderthan they graded other

students

Teachers gave me theimpression that they think Iam less smart than I really

am

Odds r

atios (

logarith

mic

scale

)

Even if I am well prepared for a test I feel very anxious

I get very tense when I studyMore likely

Less likely

As likely

Delivered wisdom

User-generated wisdom

Recognising both students and adults as resources for the co-creation of communities, for the design

of learning and for the success of students

What teachers say and what teachers do

What knowledge, skills and character qualities do

successful teachers require?

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

-2,00 -1,50 -1,00 -0,50 0,00 0,00 0,50 1,00 1,50 2,00

Switzerland

Poland

Germany

Japan

Korea

France

Sweden

Shanghai-China

Canada

Singapore

United States

Norway

Spain

Netherlands

United Kingdom

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

High Low Low High

Memorisation is less useful as problems become more difficult (OECD average)

R² = 0,81

0,70

1,00

300 400 500 600 700 800

Difficulty of mathematics item on the PISA scale

Source: Figure 4.3

Difficult problem

Easy problem

Greater success

Less success

Odds ratio

Control strategies are always helpful but less so as problems become more difficult (OECD average)

R² = 0,31

0,95

1,20

300 400 500 600 700 800Difficulty of mathematics item on the PISA scale

Source: Figure 5.2 52

Difficult problem

Greater success

Less success

Easy problem

Odds ratio

Elaboration strategies are more useful as problems become more difficult (OECD average)

R² = 0,82

0,80

1,50

300 400 500 600 700 800

Difficulty of mathematics item on the PISA scale Source: Figure 6.2

Difficult problem

Greater success

Less success

Easy problem

Odds ratio

Teaching and learning strategies in mathematics

R² = 0,10

More teacher-directed

instruction Teaching

More memorisation

Lea

rnin

g

OECD average

More elaboration

More student-oriented

instruction

Chinese Taipei

Vietnam

Macao-China Korea

Hong-Kong China

Japan

Shanghai- China

Ireland

Hungary

France

Croatia

United Kingdom

Australia New Zealand

Approaches to teaching

Better

Engagement and career expectations Better

Learning outcomes

Student-oriented Teacher-directed

The past was divided

Teachers and content divided by subjects and student destinations

Schools designed to keep students inside, and the rest of the world outside

The future is integrated Integrated: Emphasising integration of subjects, integration of

students and integration of learning contexts

Connected: with real-world contexts, and permeable to the rich resources in the community

Less subject-based, more project-based

Prescription

Informed profession

Professional knowledge

Professional autonomy

A collaborative

culture

External forces

exerting pressure and

influence inward on

an occupation

Internal motivation and

efforts of the members

of the profession itself

60 Professionalism

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

occupation in providing services to society



1 6

1

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)

Teacher

professionalism



2 6

2

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)

0

1

2

3

4

5

6

7

8

9

10S

pain

Ja

pa

n

Fra

nce

Bra

zil

Fin

land

Fla

nd

ers

No

rway

Alb

ert

a (

Canada)

Au

str

alia

De

nm

ark

Isra

el

Ko

rea

United S

tate

s

Cze

ch R

epu

blic

Sh

an

gh

ai (C

hin

a)

Latv

ia

Ne

the

rla

nd

s

Po

land

En

gla

nd

Ne

w Z

ea

land

Sin

ga

po

re

Esto

nia

Networks Autonomy Knowledge

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 63 63 TALIS Teacher professionalism index

0

10

20

30

40

50

60

70

80

90

100

Discu

ss indiv

idual

students

Share

reso

urc

es

Team

confe

rence

s

Colla

bora

te for

com

mon s

tandard

s

Team

teach

ing

Colla

bora

tive

PD

Join

t act

ivitie

s

Cla

ssro

om

obse

rvations

Perc

enta

ge o

f te

ach

ers

Average

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-ordination

(OECD countries)

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

Never

Once

a y

ear

or

less

2-4

tim

es

a y

ear

5-1

0 t

imes

a y

ear

1-3

tim

es

a m

onth

Once

a w

eek o

r m

ore

Teach

er

self-e

ffic

acy

(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

More frequently

Idiosyncratic policies

Alignment of policies

Find out more about our work at www.oecd.org/pisa

– All publications

– The complete micro-level database

Email: [email protected]

Twitter: SchleicherOECD

Wechat: AndreasSchleicher

and remember:

Without data, you are just another person with an opinion

Thank you

educating students not our past 7 sept/3 andreas... · educating students for their future not our...

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