Educating Children and Youths for

Their Future, not Our Past

21st Century Challenges for

Education Policy and Practice

3

Educating youths for their futurenot our past

2018 Vietnam Sustainability Forum

Andreas SchleicherDirector for Education and Skills

Increased likelihood of positive outcomes among adults with higher literacy skills

1,0

1,5

2,0

2,5

3,0

Being Employed High wages Good to excellenthealth

Participation involunteer activities

High levels ofpolitical efficacy

High levels of trust

4

(scoring at Level 4/5 compared with those scoring at Level 1 or below)Odds ratio

PISA Science performance of 15-year-oldsby 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

epublic

40

Alg

eria 5

2K

osovo 1

0Q

ata

r 3

FY

RO

M 1

3T

unis

ia 3

9M

onte

negro

11

Jord

an 2

1U

nited A

rab E

mirate

s 3

Georg

ia 1

9Lebanon 2

7In

donesia

74

Mexic

o 5

3P

eru

50

Costa

Ric

a 3

8B

razil

43

Turk

ey 5

9M

old

ova 2

8T

haila

nd 5

5C

olo

mbia

43

Icela

nd 1

Trinid

ad a

nd T

obago 1

4R

om

ania

20

Isra

el 6

Bulg

aria 1

3G

reece 1

3R

ussia

5U

ruguay 3

9C

hile

27

Latv

ia 2

5Lithuania

12

Slo

vak R

epublic

8Italy

15

Norw

ay 1

Spain

31

Hungary

16

Cro

atia 1

0D

enm

ark

3O

EC

D a

vera

ge 1

2S

weden 3

Malta 1

3U

nited S

tate

s 1

1M

acao (

Chin

a)

22

Irela

nd 5

Austr

ia 5

Port

ugal 28

Luxem

bourg

14

Hong K

ong (

Chin

a)

26

Czech R

epublic

9P

ola

nd 1

6A

ustr

alia

4U

nited K

ingdom

5C

anada 2

Fra

nce 9

Kore

a 6

New

Zeala

nd 5

Sw

itzerland 8

Neth

erlands 4

Slo

venia

5B

elg

ium

7F

inla

nd 2

Esto

nia

5V

iet N

am

76

Germ

any 7

Japan 8

Chin

ese T

aip

ei 12

B-S

-J-G

(C

hin

a)

52

Sin

gapore

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

304% GDP

1,677 bn$

153% GDP

27,929 bn$

Students expecting a career in science

Figure I.3.2

0

5

10

15

20

25

30

35

40

45

50

Dom

inic

an R

ep. 12

Costa

Ric

a 1

1Jord

an

6

United A

rab E

m. 1

1M

exic

o 6

Colo

mb

ia 8

Leb

anon 1

5B

razil

19

Peru

7

Qa

tar

19

United S

tate

s 1

3C

hile

1

8T

unis

ia 1

9C

ana

da 2

1S

lovenia

1

6T

urk

ey

6

Austr

alia

1

5U

nited K

ingd

om

1

7M

ala

ysia

4

Kazakhsta

n 1

4S

pain

1

1N

orw

ay 2

1U

rugua

y

17

Sin

ga

pore

1

4T

rinid

ad

and

T. 13

Isra

el

25

CA

BA

(A

rg.)

1

9P

ort

ugal 18

Bulg

aria 2

5Ir

ela

nd

13

Kosovo 7

Alg

eri

a 1

2M

alta 1

1G

ree

ce

1

2N

ew

Ze

ala

nd

24

Alb

an

ia 2

9E

sto

nia

1

5O

EC

D a

vera

ge

1

9B

elg

ium

1

6C

roatia 1

7F

YR

OM

2

0Lithua

nia

2

1Ic

ela

nd

22

Russia

1

9H

KG

(C

hin

a)

20

Rom

ania

2

0Italy

1

7A

ustr

ia 2

3M

old

ova

7

Latv

ia 1

9M

onte

negro

1

8F

rance 2

1Luxem

bou

rg 1

8P

ola

nd 1

3M

acao (

Chin

a)

10

Chin

ese T

aip

ei

21

Sw

eden

2

1T

haila

nd 2

7V

iet N

am

1

3S

witzerland

22

Kore

a

7H

ung

ary

2

2S

lovak R

epublic

2

4Japan

1

8F

inla

nd

2

4G

eorg

ia 2

7C

zech R

epublic

2

2B

-S-J

-G (

Chin

a)

3

1N

eth

erlan

ds 1

9G

erm

an

y

33

Indonesia

1

9D

enm

ark

4

8

%Percentage of students who expect to work in science-related professional and technical occupations when they are 30

Science-related technicians and associate professionals

Information and communication technology professionals

Health professionals

Science and engineering professionals

% o

f st

ud

en

tsw

ith

vag

ue

or

mis

sin

gex

pec

tati

on

s

0

10

20

30

40

50

300 400 500 600 700

Pe

rce

nta

ge

of

stu

de

nts

ex

pe

cti

ng

a

ca

ree

r in

sc

ien

ce

Score points in science

Low enjoyment of science

High enjoyment of science

Students expecting a career in science

by performance and enjoyment of learning

Figure I.3.17

☺

Educating students for their future

When fast gets really fast, being slow to adapt makes countries really slow

9

Digitalisation

Democratizing

Concentrating

Particularizing

Homogenizing

Empowering

Disempowering

The Race between Technology and Education

Inspired by “The race between technology and education” Pr. Goldin & Katz (Harvard)

Industrial revolution

Digital revolution

Social pain

Universal public schooling

Technology

Education

Prosperity

Social pain

Prosperity

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 distribution

Robotics

The Auto-auto>1m km,

one minor accident,

occasional human intervention

Augmented Reality

Tasks

without

use of ICT

Tasks with

use of ICT

Non routine tasks

Routine tasks

Non routine tasks

Routine tasks

Tasks

without

use of ICT

Tasks with

use of ICT

TWO EFFECTS OF DIGITALISATION

SIGNIFICATION

VARIATIONS

WITHIN OCCUPATIONS

0

0,2

0,4

0,6

0,8

1

ICT

con

tent

Non

-Rou

tine

inte

nsi

ty

ICT

con

tent

Non

-Rou

tine

inte

nsi

ty

ICT

con

tent

Non

-Rou

tine

inte

nsi

ty

ICT

con

tent

Non

-Rou

tine

inte

nsi

ty

ICT

con

tent

Non

-Rou

tine

inte

nsi

ty

ICT

con

tent

Non

-Rou

tine

inte

nsi

ty

ICT

con

tent

Non

-Rou

tine

inte

nsi

ty

ICT

con

tent

Non

-Rou

tine

inte

nsi

ty

ICT

con

tent

Non

-Rou

tine

inte

nsi

ty

Managers Professionals Technicians andAssociate

Professionals

Clerical SupportWorkers

Services andSales Workers

SkilledAgricultural,Forestry and

Fishery Workers

Craft andRelated Trades

Workers

Plant andMachine

Operators andAssemblers

ElementaryOccupations

25th Percentile Median 75th Percentile Average

LIMITED IMPACT OR MILD SUBSTITUTION AND COMPLEMENTARY EFFECTS

STRONGLY AFFECTED BY

ICT DEVELOPMENTSTRONGLY AFFECTED

BY AUTOMATION

Source: Survey of Adult Skills (2012, 2015)

Developing relevant skills

100 80 60 40 20 0 20 40

TurkeyGreece

ChileLithuania

IsraelUnited States

PolandRussian Federation

IrelandSlovak Republic

England (UK)Northern Ireland (UK)

JapanOECD average

SloveniaEstonia

DenmarkAustria

AustraliaCanada

New ZealandGermany

Czech RepublicNorway

Flanders (Belgium)Netherlands

SwedenFinland

KoreaSingapore

Level 2 Level 3 Level 2 Level 3Skills to manage complex digital information

Young adults (16-24 year-olds) Older adults (55-65 year-olds)

Some students learn at high levels

All students learn at high levels

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

Bureaucratic Look-up

Devolved Look-outward

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

teac

hin

g

Colla

bora

tive

PD

Join

t ac

tivi

ties

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

week 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

Morefrequently

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 integratedIntegrated: 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

Uniformity

Diversity

Embracing diversity with differentiated pedagogical practices

Learning a placeSchools as technological islands, that is technology was deployed

mostly to support existing practices for efficiency gains

Learning an activityTechnologies liberating learning from past conventions and connect

learners in new and powerful ways. The past was interactive, the future is participative

Standardisation and ConformityStandardisation and compliance lead students to be

educated in batches of age, following the same standard curriculum, all assessed at the same time.

Ingenious

Building instruction from student passions and capacities, helping students personalise their learning and

assessment in ways that foster engagement and talents.

%

Yes

No

If I am more innovative in my teaching

I will be rewarded (country average)

Creating new value connotes processes of creating, making, bringing into being and formulating; and outcomes that are innovative, fresh and original, contributing something of intrinsic positive worth. The constructs that underpin the competence are imagination, inquisitiveness, persistence, collaboration and self-discipline.

In a structurally imbalanced world, the imperative of reconciling diverse perspectives and interests, in local settings with sometimes global implications, will require young people to become adept in handling tensions, dilemmas and trade-offs. Underlying constructs are empathy, adaptability, trust.

Dealing with novelty, change, diversity and ambiguity assumes that individuals can ‘think for themselves’. This suggests a sense of responsibility, and moral and intellectual maturity, with which a person can reflect upon and evaluate their actions in the light of their experiences and personal and societal goals; what they have been taught and told; and what is right or wrong

Lessons from strong

performers

High quality initial education and lifelong learning• Investing in high quality early

childhood education and initial schooling, particularly for children from disadvantaged backgrounds

• Financial support targeted at disadvantage

• Opportunities and incentives to continued development of proficiency, both outside work and at the workplace.

Lessons from strong

performers

Make learning everybody’s business• Governments, employers,

workers and parents need effective and equitable arrangements as to who does and pays for what, when and how

• Recognise that individuals with poor skills are unlikely to engage in education on their own and tend to receive less employer-sponsored training .

Lessons from strong

performers

Effective links between learning and work• Emphasis on workbased

learning allows people to develop hard skills on modern equipment and soft skills through real-world experience

• Employer engagement in education and training with assistance to SMEs

• Strengthen relevance of learning, both for workplace and workers broader employability .

Lessons from strong

performers

Allow workers to adapt learning to their lives• Flexibility in content and

delivery (part-time, flexible hours, convenient location)

• Distance learning and open education resources .

Lessons from strong

performers

Identify those who can benefit from learning most• Disadvantaged adults need to

be offered and encouraged to improve their learning

• Foreign-language migrants

• Older adults

• Show how adults can benefit from improved skills, both economically and socially .

Lessons from strong

performers

Improve transparency• Easy-to-find information about

adult education activities

• Combination of easily searchable, up-to-date online information and personal guidance and counselling services

• Less educated workers tend to be less aware of the opportunities

• Recognise and certify skills proficiency .

Lessons from strong

performers

Guidance• Timely data about demand for

and supply of skills

• Competent personnel who have the latest labour-market information at their fingertips to steer learners

• Qualifications that are coherent and easy to interpret .

Lessons from strong

performers

Flexible labour-markets• Labour-market arrangements

that facilitate effective skill use and address skill mismatches

• Encourage mobility to optimise skill match .

Lessons from strong

performers

Help employers make better use of workers skills• Flexible work arrangements

that accommodate workers with care obligations and disabilities

• Encourage older workers to remain in the labour market

• Encourage employers to hire those who temporarily withdrew from the labour market .

Lessons from strong

performers

Help economies move up the value chain• Governments can influence

both employer competitiveness strategies and product-market strategies, which determine in what markets the company competes

• Strengthen 21st century skills

• Foster entrepreneurship.

47

47 Thank you

Find out more about our work at www.oecd.org– All publications

– The complete micro-level database

Email: Andreas.Schleicher@OECD.org

Twitter: SchleicherEDU

and remember:

Without data, you are just another person with an opinion