strong performers and successful reformerslessons from pisa - aurora illinois 14th work force summit
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11P
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Pro
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Strong performers and successful reformers
Lessons from PISA
Aurora Illinois 14th Work Force Summit
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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OE
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Pro
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Inte
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11Then 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
33P
ISA
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A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
1995
Expe
ndit
ure
per
stud
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at t
ertia
ry le
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USD
)
Tertiary-type A graduation rate
Graduate supply
Cost
per
stu
den
t
44P
ISA
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Pro
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Inte
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Str
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11AustraliaAustriaBelgiumCanadaChileCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandNew ZealandNorwayPolandPortugalSlovak RepublicSloveniaSpainSwedenSwitzerlandTurkeyUnited KingdomUnited States
A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
1995
Expe
ndit
ure
per
stud
ent
at t
ertia
ry le
vel (
USD
)
Tertiary-type A graduation rate
Graduate supply
Cost
per
stu
den
t
United States
Finland
Japan
55P
ISA
OE
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Pro
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Inte
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Ass
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Str
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11AustraliaAustriaBelgiumCanadaChileCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandNew ZealandNorwayPolandPortugalSlovak RepublicSloveniaSpainSwedenSwitzerlandTurkeyUnited KingdomUnited States
A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
2000
Expe
ndit
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Tertiary-type A graduation rate
United Kingdom
66P
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A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
2001
Expe
ndit
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77P
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A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
2002
Expe
ndit
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stud
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)
Tertiary-type A graduation rate
88P
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A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
2003
Expe
ndit
ure
per
stud
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)
Tertiary-type A graduation rate
99P
ISA
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Pro
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A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
2004
Expe
ndit
ure
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stud
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1010P
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A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
2005
Expe
ndit
ure
per
stud
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)
Tertiary-type A graduation rate
1111P
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Pro
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11AustraliaAustriaBelgiumCanadaChileCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandNew ZealandNorwayPolandPortugalSlovak RepublicSloveniaSpainSwedenSwitzerlandTurkeyUnited KingdomUnited States
A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
2006
Expe
ndit
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)
Tertiary-type A graduation rate
1212P
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11AustraliaAustriaBelgiumCanadaChileCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandNew ZealandNorwayPolandPortugalSlovak RepublicSloveniaSpainSwedenSwitzerlandTurkeyUnited KingdomUnited States
A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
2007
Expe
ndit
ure
per
stud
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)
Tertiary-type A graduation rate
1313P
ISA
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Pro
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A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
30,000.0
2008 Ex
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Finland
1414P
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A world of change – higher education
0 10 20 30 40 50 60 700.0
5,000.0
10,000.0
15,000.0
20,000.0
25,000.0
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2008 Ex
pend
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1515P
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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
1616P
ISA
OE
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Pro
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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)
1717P
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11…and will continue to change
Share of new entrants into tertiary education in 2009 (all OECD and G20 countries)
China, 36.6%
United States, 12.9%
Russian Federa-tion, 10.0%
Indonesia, 4.9%Japan, 4.2%Turkey, 3.7%
United Kingdom, 3.3%
Mexico, 3.1%Korea, 3.1%
Argentina, 2.7%Germany, 2.5%
Poland, 2.1%
Spain, 1.6%Italy, 1.4%
Australia, 1.3%Chile, 1.3%
Netherlands, 0.5%
Other countries, 4.8%
OtherPortugal 0.5%Czech Republic 0.4%Israel 0.4%Sweden 0.4%Belgium 0.4%Hungary 0.4%Austria 0.4%New Zealand 0.3%Switzerland 0.3%Slovak Republic 0.3%Denmark 0.2%Norway 0.2%Ireland 0.2%Finland 0.2%Slovenia 0.1%Estonia 0.1%Iceland 0.0%
1818P
ISA
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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
1919P
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PISA 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
2323P
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Average 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%)
2424P
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Average performanceof 15-year-olds in science – extrapolate and apply
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 reading performance
Low reading performance
2525P
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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 reading performance
Low reading performance
AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS
2009
1525354555
2009
2626P
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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 reading performance
Low reading performance
AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS
2009
2727P
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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
2828P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
uro
ra I
llin
ois
14
th W
ork
Fo
rce
Su
mm
it1
4 O
cto
be
r 2
011
, A
nd
rea
s S
chle
ich
er
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 reading performance
Low reading performance
AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS
2009
2929P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
uro
ra I
llin
ois
14
th W
ork
Fo
rce
Su
mm
it1
4 O
cto
be
r 2
011
, A
nd
rea
s S
chle
ich
er
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 reading performance
Low reading performance
AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS
2000
3030P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
uro
ra I
llin
ois
14
th W
ork
Fo
rce
Su
mm
it1
4 O
cto
be
r 2
011
, A
nd
rea
s S
chle
ich
er
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 reading performance
Low reading performance
AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS
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
3131P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
uro
ra I
llin
ois
14
th W
ork
Fo
rce
Su
mm
it1
4 O
cto
be
r 2
011
, A
nd
rea
s S
chle
ich
er
-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
700
3535P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
uro
ra I
llin
ois
14
th W
ork
Fo
rce
Su
mm
it1
4 O
cto
be
r 2
011
, A
nd
rea
s S
chle
ich
er
What does it all mean?
38383838P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
nd
rea
s S
chle
ich
er
13
Oct
ob
er
20
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
3939P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
uro
ra I
llin
ois
14
th W
ork
Fo
rce
Su
mm
it1
4 O
cto
be
r 2
011
, A
nd
rea
s S
chle
ich
er
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
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
4141P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
uro
ra I
llin
ois
14
th W
ork
Fo
rce
Su
mm
it1
4 O
cto
be
r 2
011
, A
nd
rea
s S
chle
ich
er
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
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
4646P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
uro
ra I
llin
ois
14
th W
ork
Fo
rce
Su
mm
it1
4 O
cto
be
r 2
011
, A
nd
rea
s S
chle
ich
er
Lessons from PISA on successful
education systems
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
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
4949P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
uro
ra I
llin
ois
14
th W
ork
Fo
rce
Su
mm
it1
4 O
cto
be
r 2
011
, A
nd
rea
s S
chle
ich
er
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
5252P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
uro
ra I
llin
ois
14
th W
ork
Fo
rce
Su
mm
it1
4 O
cto
be
r 2
011
, A
nd
rea
s S
chle
ich
er
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 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
5353P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
uro
ra I
llin
ois
14
th W
ork
Fo
rce
Su
mm
it1
4 O
cto
be
r 2
011
, A
nd
rea
s S
chle
ich
er
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 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
5555P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
uro
ra I
llin
ois
14
th W
ork
Fo
rce
Su
mm
it1
4 O
cto
be
r 2
011
, A
nd
rea
s S
chle
ich
er
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
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)
5656P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
uro
ra I
llin
ois
14
th W
ork
Fo
rce
Su
mm
it1
4 O
cto
be
r 2
011
, A
nd
rea
s S
chle
ich
er
Performance difference between students who had attended pre-primary school for more than one year and those who did
not
Sco
re p
oin
t d
iffe
ren
ce
Isra
el
Belgiu
m
Mac
ao-C
hina
France
Switzer
land
United K
ingdom
Dubai (U
AE)
Kyrgyz
stan
Argen
tina
Germ
any
New Z
eala
nd
Slova
k Rep
ublic
Brazil
Luxem
bourg
Thaila
nd
Canad
a
Chines
e Tai
pei
Poland
Kazak
hstan
Roman
ia
Japan
Peru
Jord
an
Norway
Azerb
aija
n
Colom
biaChile
Lithuan
ia
Serbia
Nether
lands
Slove
nia
Finla
nd
Latvi
a0
20
40
60
80
100
120
Observed performance advantage
Performance advantage after accounting for socio-economic
factors
5757P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
uro
ra I
llin
ois
14
th W
ork
Fo
rce
Su
mm
it1
4 O
cto
be
r 2
011
, A
nd
rea
s S
chle
ich
er
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
6262P
ISA
OE
CD
Pro
gram
me
for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent
Str
on
g p
erf
orm
ers
an
d s
ucc
ess
ful r
efo
rme
rsA
uro
ra I
llin
ois
14
th W
ork
Fo
rce
Su
mm
it1
4 O
cto
be
r 2
011
, A
nd
rea
s S
chle
ich
er
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