Presentation Transcript

1. Schule 2.0 München, 19 November 2011 Prof. Andreas SchleicherAdvisory of the OECD Secretary-General on Education PolicyOECD Directorate for Education
2. ImmermehrMenschenerreichenimmer höhere Bildungsziele
3. A world of change – highereducation Cost per student Graduate supply Tertiary-typeA graduation rate
4. A world of change – highereducation United States Cost per student Finland Deutschland Graduate supply Tertiary-typeA graduation rate
5. A world of change – highereducation United Kingdom Tertiary-typeA graduation rate
6. A world of change – highereducation Australia Tertiary-typeA graduation rate
7. A world of change – highereducation Tertiary-typeA graduation rate
8. A world of change – highereducation Tertiary-typeA graduation rate
9. A world of change – highereducation Tertiary-typeA graduation rate
10. A world of change – highereducation Tertiary-typeA graduation rate
11. A world of change – highereducation Tertiary-typeA graduation rate
12. A world of change – highereducation Tertiary-typeA graduation rate
13. A world of change – highereducation Finland Deutschland Tertiary-typeA graduation rate
14. A world of change – highereducation United States Tertiary-typeA graduation rate
15. 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 81 million people who attained tertiary level About 39 million people who attained tertiary level
16. 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)
17. Nie zuvor haben die, die gut gebildet sind, so gute Lebenschancen gehabt wie heute
18. Components of the private net present value for a male with higher education 27K$ 56K$ 170K$ 105K$ 35K$ 26K$ 367K$ Net present value in USD equivalent
19. Public cost and benefits for a male obtaining post-secondary education Public costs Public benefits Net present value, USD equivalent (numbers in orange shownegative values) USD equivalent
20. Neue Herausvorderungen
21. NeueHerausforderungen Gestern Heute Stabil Märkte Dynamisch National Wettbewerb Global Hierarchisch Vernetzt Organisationsformen Flexible Produktion –embedded services Massenproduktion Produktion Mechanisierung Wachstumsimpulse Digitalisierung, Miniaturisierung „Economies of scale“ Wettbewerbsvorteil Innovation, Zeitnähe Einzelbetrieb Firmenmodell „Co-petition” – Allianzen Vollbeschäftigung Politische Ziele „Employability” Klare Identität im berufsspezifischen Kontext Berufsprofile Konvergenz und Transformation Berufsspezifisch Kompetenzen Multi-dimensional Lebensbegleitendes Lernen Formale Qualifikation Bildung
22. Zusammenhang zwischen Erwachsenenkompetenzen und individuellem und sozialen Erfolg
23. Low skills and social outcomes Odds are adjusted for age, gender, pandimmigration status.
24. Zukunftskompetenzen
25. Veränderungen in der NachfragenachKompetenzenEconomy-wide measures of routine and non-routine task input (US) Mean task input as percentiles of the 1960 task distribution 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 (Levy and Murnane)
26. Skills for the 21st century 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
27. Skills for the 21st century 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

28. Handlungsfelder

    Some policy levers that emerge from international comparisons
29. The old bureaucratic system The modern enabling system Student inclusion Some students learn at high levels All students need to learn at high levels Curriculum, instruction and assessment Routine cognitive skills, rote learning Learning to learn, complex ways of thinking, ways of working Schule 2.0 Teacher quality Few years more than secondary High-level professional knowledge workers Work organisation ‘Tayloristic’, hierarchical Flat, collegial Accountability Primarily to authorities Primarily to peers and stakeholders
30. 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 Lessons from PISA on successful education systems
31. Student performance PISA Index of socio-economic background Disadvantage Advantage School performance and social background Germany Private school Public school in rural area Public school in urban area 700
32. 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 Lessons from PISA on successful education systems
33. 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 Lessons from PISA on successful education systems
34. Incentives, accountability, knowledge management Aligned incentive structures Forstudents 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 Lessons from PISA on successful education systems
35. School autonomy, accountability and student performanceImpact of school autonomy on performance in systems with and without accountability arrangements PISA score in reading
36. 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
37. 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 Lessons from PISA on successful education systems
38. 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) Lessons from PISA on successful education systems
39. Thank you ! www.oecd.org; www.pisa.oecd.org All national and international publications The complete micro-level database email: pisa@oecd.org Andreas.Schleicher@OECD.org … and remember: Without data, you are just another person with an opinion