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Excellence in Education Educating talented students. Beijing, 14 October 2010 Andreas Schleicher Education Policy Advisor of the OECD Secretary-General. There is nowhere to hide. The yardstick for success is no longer improvement by national standards but the best performing education systems. - PowerPoint PPT Presentation
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Excellence in EducationEducating talented
studentsBeijing, 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
st
uden
t
Tertiary-type A graduation rate
A world of change – higher education
United States
Finland
Graduate supply
Cost
per
st
uden
t
Tertiary-type A graduation rate
A world of change – higher education
AustraliaFinlandUnited
Kingdom
Tertiary-type A graduation rate
A world of change – higher education
Tertiary-type A graduation rate
A world of change – higher education
Tertiary-type A graduation rate
A world of change – higher education
Tertiary-type A graduation rate
A world of change – higher education
Tertiary-type A graduation rate
A world of change – higher education
Tertiary-type A graduation rate
A world of change – higher education
United States
Australia
Finland
United Kingdom
14141414 E
duca
tion
Indi
cato
rs
Prog
ram
me
2009
edi
tion
of
Educ
atio
n at
a G
lanc
e 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)
Mea
n ta
sk in
put a
s per
cent
iles o
f th
e 19
60 ta
sk d
istrib
utio
n
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-oldsCoverage 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 FederationLuxembourgSlovak Republic,Spain,
Iceland LatviaCroatia
SwedenDenmarkFrancePolandHungary
AustriaBelgiumIrelandCzech Republic SwitzerlandMacao- China
GermanyUnited Kingdom
Korea
J apanAustralia
SloveniaNetherlandsLiechtenstein
New ZealandChinese Taipei
Hong Kong- China
Finland
CanadaEstonia
United States LithuaniaNorway
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465
485
505
525
545
565
616
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Average performanceof 15-year-olds in science – extrapolate and apply
Low average performanceLarge socio-economic disparities
High average performanceLarge socio-economic disparities
Low average performanceHigh social equity
High average performanceHigh social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High science performance
Low science performance
I srael
I talyPortugal Greece
Russian FederationLuxembourgSlovak Republic,Spain,
Iceland LatviaCroatia
SwedenDenmarkFrancePolandHungary
AustriaBelgiumIrelandCzech Republic SwitzerlandMacao- China
GermanyUnited Kingdom
Korea
J apanAustralia
SloveniaNetherlandsLiechtenstein
New ZealandChinese Taipei
Hong Kong- China
Finland
CanadaEstonia
United States LithuaniaNorway
445
465
485
505
525
545
565
616
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tionDurchschnittliche Schülerleistungen im Bereich Mathematik
Low average performanceLarge socio-economic disparities
High average performanceLarge socio-economic disparities
Low average performanceHigh social equity
High average performanceHigh social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High science performance
Low science performance
I srael
GreecePortugal I talyRussian Federation
LuxembourgSlovak Republic SpainIcelandLatviaCroatia
Sweden
DenmarkFrancePoland
HungaryAustriaBelgium Ireland
Czech Republic Switzerland Macao- ChinaGermany United Kingdom
Korea
J apanAustralia
SloveniaNetherlandsLiechtenstein
New ZealandChinese Taipei
Hong Kong- China
Finland
CanadaEstonia
United States Lithuania Norway
440
460
480
500
520
540
560
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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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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 exampleCan students distinguish between evidence-based explanations and personal opinions ?
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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 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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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
Interest in science, support for scientific enquiry, responsibility for the environmentThis 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 ratio
College 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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tion 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 performanceSystemic improvement
Poor performanceImprovements idiosyncratic
ConflictDemoralisation
Poor performanceStagnation
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Human capitalInternational 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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tion 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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tion 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 wellFor 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]
…and remember:Without data, you are just another person with an opinion