responsive education systems and skills for the knowledge economy using education as a lever to...
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Responsive Education Systems and Skills for the Knowledge
EconomyUsing education as a lever to compete by working
smarter, rather than working harder or cheaper
Organisation for Economic Cooperation and Development (OECD)
Knowledge economy forum
Andreas SchleicherHead, Indicators and Analysis Division
OECD Directorate for Education
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„The world is flat“ (Thomas Friedman)
Key competencies for tomorrow’s world
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3333 Key competencies for tomorrow’s world
The personal computer enabled millions of individuals to become authors of their own content in digital form
The spread of the Internet and the emergence of the World Wide Web enabled more people than ever to be connected and to share their knowledge
The emergence of software standards meant that people were able to seamlessly work together and upload and globalise content
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4444 Economy-wide measures of routine and non-routine task input
(Levy and Murnane, 2007)
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Delivering high level skills.
Quantity - A world of change.
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Baseline qualifications – A world of change Approximated by the percentage of persons with ISCED 3 qualfication
born in the period shown below (2004)
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Growth in university-level qualificationsApproximated by the percentage of persons with ISCED 5A/6 qualfication
born in the period shown below (2004)
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+2.9
+3.5
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-10 -5 0 5 10 15 20 25
United States
UK
France
Canada
Denmark
I taly
Germany
Netherlands
J apan
Sweden
Taxes Tuition Higher income Lower risk of unemployment Public subsidies
The returns on high level qualificationsPrivate internal rates of return (RoR) for an individual obtaining a
university-level degree (ISCED 5/6) from an upper secondary and post-secondary non-tertiary level of education (ISCED 3/4), MALES
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United States
UK
France
Canada
Denmark
I taly
Germany
Netherlands
J apan
Sweden
Taxes Tuition Higher income Lower risk of unemployment Public subsidies
The returns on high level qualificationsPrivate internal rates of return (RoR) for an individual obtaining a university-level degree (ISCED 5/6) from an upper secondary and post-secondary non-
tertiary level of education (ISCED 3/4), MALES
Rising tertiary level qualifications seem generally not to have led to an “inflation” of the labour-market value of qualifications.
In all but three of the 20 countries with available data, the earnings benefit increased between 1997 and 2003, in Germany, Italy and Hungary by between 20% and 40% (UK 9%).
Growing benefits in many of the countries with the steepest attainment growth
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16161616Enhancements in human capital contribute
to labour productivity growthAverage annual percentage change (1990-2000)
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Hours worked Level of education
Hourly GDP per efficient unit of labour Labour productivity
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Delivering high level skills.
Quality – Getting the fundamentals right
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18181818 Who will be “safe” from outsourcing, digitalisation and automatisation?
The great collaborators and orchestrators The more complex the globalised world becomes,
the more individuals and companies need various forms of co-ordination and management
The great synthesisers Conventionally, our approach to problems was
breaking them down into manageable bits and pieces, today we create value by synthesising disparate bits together
The great explainers The more content we can search and access, the
more important the filters and explainers become
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19191919 Who will be “safe” from outsourcing, digitalisation and automatisation?
The great versatilists Specialists generally have deep skills and narrow scope,
giving them expertise that is recognised by peers but not valued outside their domain
Generalists have broad scope but shallow skills Versatilists apply depth of skill to a progressively widening
scope of situations and experiences, gaining new competencies, building relationships, and assuming new roles.
They are capable not only of constantly adapting but also of constantly learning and growing
The great personalisers A revival of interpersonal skills, skills that have atrhophied to
some degree because of the industrial age and the Internet The great localisers
Localising the global
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20202020 Average performanceof 15-year-olds in mathematics
High mathematics performance
Low mathematics performanceGreece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Macao- China Switzerland
New Zealand
Belgium
J apan
Australia
IcelandCzech Republic
SwedenFranceDenmark
I reland GermanyAustria
Slovak Republic
LuxembourgPoland Hungary
Norway
SpainUnited StatesLatvia
PortugalI taly
440
460
480
500
520
540
61626
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21212121 Mathematical literacy in PISAThe real world The mathematical World
A real situation
A model of reality A mathematical model
Mathematical results
Real results
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22222222 Mathematical literacy in PISAThe real world The mathematical World
Understanding, structuring and simplifying the situation
Making the problem amenable to mathematical treatment
Interpreting the mathematical results
Using relevant mathematical tools to solve the problemValidating
the results
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23232323 Mathematical literacy in PISAThe real world The mathematical World
The educators’ challenge The skills that are easiest to
teach and test are also the skills that are easiest to digitise, automatise and offshore
Teaching and evaluating skills in a context of real-world complexity– “expert thinking” – the ability to
structure a problem– “complex communication” – the
ability to convey a particular interpretation of information
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24242424 Average performanceof 15-year-olds in mathematics
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact
on student performance
Socially equitable distribution of
learning opportunities
High mathematics performance
Low mathematics performanceGreece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Macao- China Switzerland
New Zealand
Belgium
J apan
Australia
IcelandCzech Republic
SwedenFranceDenmark
I reland GermanyAustria
Slovak Republic
LuxembourgPoland Hungary
Norway
SpainUnited StatesLatvia
PortugalI taly
440
460
480
500
520
540
61626
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25252525 Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact
on student performance
Socially equitable distribution of
learning opportunities
High mathematics performance
Low mathematics performanceGreece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Switzerland
New Zealand
Belgium
J apan
Australia
IcelandCzech Republic
SwedenFrance
Denmark
I relandGermanyAustria
Slovak Republic
LuxembourgPolandHungary
Norway
SpainUnited States Latvia
Portugal I taly
440
460
480
500
520
540
61626
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28282828
Using the potential.
Equality in outcomes and equity in opportunities.
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29292929Stu
dent
perf
orm
ance
School performance and schools’ socio-economic background – Russian
Federation
AdvantagePISA Index of social backgroundDisadvantage
Figure 4.13
300
500
700
-3 -2 -1 0 1 2 3
School proportional to size
Student performance and student SES
Student performance and student SES within schools
School performance and school SES
OECD
OECD
OECD
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30303030
200
500
800
-3 -2 -1 0 1 2 3
Stu
dent
perf
orm
ance
School performance and schools’ socio-economic background - Finland
AdvantagePISA Index of social backgroundDisadvantage
Figure 4.13
Student performance and student SES
Student performance and student SES within schools
School performance and school SES
School proportional to size
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33333333High ambitions
and clear standards
Access to best practice and quality
professional development
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34343434 Sympathy doesn’t raise standards – aspiration does PISA suggests that students and schools
perform better in a climate characterised by high expectations and the readiness to invest effort, the enjoyment of learning, a strong disciplinary climate, and good teacher-student relations– Among these aspects, students’ perception of
teacher-student relations and classroom disciplinary climate display the strongest relationships
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36363636
High ambitions
Access to best
practice and quality
professional
development
Diagnostic knowledge
and intervention in inverse proportion
to success
Devolved responsibility,
the school as the centre of action
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37373737 Durchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact
on student performance
Socially equitable distribution of
learning opportunities
High mathematics performance
Low mathematics performanceGreece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Switzerland
New Zealand
Belgium
J apan
Australia
I celandCzech Republic
SwedenFrance
Denmark
I relandGermanyAustria
Slovak Republic
LuxembourgPolandHungary
Norway
SpainUnited States Latvia
Portugal I taly
440
460
480
500
520
540
61626
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38383838 Durchschnittliche Schülerleistungen im Bereich Mathematik
Strong socio-economic impact
on student performance
Socially equitable distribution of
learning opportunities
High mathematics performance
Low mathematics performance
School with responsibility for deciding which courses are offered
High degree of autonomy
Low degree of autonomy Greece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Switzerland
New Zealand
Belgium
J apan
Australia
I celandCzech Republic
SwedenFrance
Denmark
I relandGermanyAustria
Slovak Republic
LuxembourgPolandHungary
Norway
SpainUnited States Latvia
Portugal I taly
440
460
480
500
520
540
61626
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39393939 Durchschnittliche Schülerleistungen im Bereich Mathematik
Strong socio-economic impact
on student performance
Socially equitable distribution of
learning opportunities
High mathematics performance
Low mathematics performance
Early selection and institutional differentiation
High degree of stratification
Low degree of stratification Greece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Switzerland
New Zealand
Belgium
J apan
Australia
I celandCzech Republic
SwedenFrance
Denmark
I relandGermanyAustria
Slovak Republic
LuxembourgPolandHungary
Norway
SpainUnited States Latvia
Portugal I taly
440
460
480
500
520
540
61626
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40404040 Strong ambitions
Access to best practice and quality
professional development
Accountability
Devolvedresponsibility,
the school as the centre of action
Integrated educational opportunities
Individualisedlearning
Accountability
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41414141High ambitions
Access to best practice and quality
professional development
Diagnostic knowledge
and intervention in inverse proportion
to success
Individualisedlearning
Devolved responsibility,
the school as the centre of action
Integrated educational opportunities
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42424242 Paradigm shifts
Prescription Informed profession
Uniformity Embracing diversity
Demarcation Collaboration
Provision Outcomes
Bureaucratic – look up Devolved – look outwards
Talk equity Deliver equity
Hit & miss Universal high standards
Received wisdom Data and best practice
The old bureaucratic education system
The modern enabling education system
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43434343 Further information
www.pisa.oecd.org– All national and international publications– The complete micro-level database
email: [email protected]
…and remember:
Without data, you are just another person with an opinion