21st century learners demand post industrial education systems
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21ST-CENTURY LEARNERS DEMAND POST-INDUSTRIAL EDUCATION SYSTEMS
Dirk Van DammeHead of the Innovation and Measuring
Progress division – OECD/EDU
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SOME REFLECTIONS ON TIME AND CHANGE IN
EDUCATION
1
3
“Education is only the image and reflection of society. It imitates and reproduces the latter…it does not create it”Emile Durkheim
“Education is a social process. Education is growth. Education is not a preparation for life; education is life
itself”John Dewey
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Time, continuity, change
• Durkheim – and ‘reproduction theories’ after him – sees education as a kind of ‘condensation’ of a society’s history, social structure etc., thus following social change
• John Dewey – and progressive educators in his footsteps – see education as driving social change by stressing the transformative capacities of education
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• Designing 21st Century education systems:– Expansion: “more of the same”?– Regression: ‘taylorism’, tightening control,
raising productivity and efficiency by standardisation
– Transformation: innovative learning systems approach to education
• How can best performing systems help us to identify challenges and solutions?
Questions
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INDUSTRIAL AND POST-INDUSTRIAL
EDUCATION SYSTEMS:SKILLS & PEDAGOGY
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7
Industrial Post-industrial
Cognitive skillsCognitive & non-cognitive
skills
Discipline Character
Routine skills Non-routine skills
Curriculum centred Skills centred
Linear concepts of learning Non-linearity
‘Learning to the test’ ‘Joy of learning’
Formal education centredContinuum from formal to
informal learning
Evidence-poor teaching and learning environments
Evidence-rich teaching and learning environments
Pedagogy for selection of few Pedagogy of success of all
Industrial and post-industrial education compared skills and pedagogy
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Cognitive skills matter for life(OECD/PIAAC data)
Odds are adjusted for age, gender, and immigration status.
Level 5 Level 4 Level 3 Level 2 Level 11.0
1.2
1.4
1.6
1.8
2.0
2.2
2.4
2.6Has fair to poor health
Does not volunteer for charity or non-profit orga-nizations
Poor understanding of polit-ical issues facing country
Poor level of general trust
Higher propensity of believ-ing people try to take of advantage of others
Lower propensity to recip-rocate
Poor political efficacy
Odds ratios
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Cognitive skills Non-cognitive skills0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
Alcohol dependencyObesity
∆S
tand
ard
devi
atio
nBut non-cognitive skills matter as well(OECD/ESP data)
Causal effects of skills on health
Source: ZEW 2012
∆standard deviation in outcomes due to ∆standard deviation of skills
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Changing skill demand
40
45
50
55
60
65
1960 1970 1980 1990 2000
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interactive
Source: Levy and Murnane, 2005
Mea
n ta
sk in
put
as p
erce
ntile
s of
th
e 19
60 t
ask
dist
ribut
ion
Economy-wide measures of routine and non-routine task input (US)
assert your authoritynegociate
knowledge of other fieldsperform under pressure
write reports or documentswork productively with others
mobilize capacities of othersuse time efficiently
make your meaning clearuse computers and internet
write and speak a foreign languagecoordinate activities
master of your own fieldanalytical thinking
present ideas in audiencealertness to opportunities
willingness to question ideasacquire new knowledge
come with news ideas/solutions
1.00
1.56
1.76
1.76
1.81
1.94
1.95
1.97
1.98
1.99
2.00
2.02
2.05
2.11
2.15
2.18
2.24
2.34
2.44
2.97
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Critical skills for the most innovative jobs
Likelihood (odds ratios) of reporting the following job requirements: people in the most innovative jobs vs. least innovative jobs
Source: OECD, based on REFLEX and HEGESCO data
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Science scores and interest in science are not always fostered simultaneously
380 400 420 440 460 480 500 520 540 560 580 600 620440
460
480
500
520
540
560
580
600
620
640
BRA
HKGMAC
IDN
RUS
AUS
AUT
BEL
CAN
CHL
CZE
DNK
EST
FIN
FRADEU
GRC
HUN
ISL
IRL
ISR
ITA
JPN
KOR
LUX
MEX
NLD
NZL
NOR
POL
PRT
SVK
SVN
ESP
SWE
CHE
GBR
TUR
USA
PISA 2006 Science score
Inte
rest
in s
cie
nce
sco
re
HIGH SCOREHIGH INTEREST
LOW SCORELOW INTEREST
LOW SCOREHIGH INTEREST
HIGH SCORELOW INTEREST
Pedagogies matter...OECD/PISA 2006 data
appl
icatio
n
hand
s-on
inte
racti
on
inve
stiga
tion
-0.15
-0.1
-0.0500000000000002
-2.22044604925031E-16
0.0499999999999998
0.0999999999999998
0.15
0.2
0.25
0.3
48
1
-1-2 -2
-10
Science score
appli
catio
n
hand
s-on
inter
actio
n
inves
tigat
ion
-0.15
-0.1
-0.0500000000000002
-2.22044604925031E-16
0.0499999999999998
0.0999999999999998
0.15
0.2
0.25
0.3
20
36
0
-2-1 -1
Interest in Science score
13
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• Technology?– Innovative pedagogies will be technology-rich, but
technology is a tool, not a goal in itself– Technology can also lead to regressive pedagogy
• From teaching to learning?– Also post-industrial education will need strong
professionalised support– Autonomous learning can be very ineffective
• From schooling to learning?– De-institutionalisation of learning is not an option– 21st century learning needs strong institutional
frameworks
Inadequate concepts
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INDUSTRIAL AND POST-INDUSTRIAL
EDUCATION SYSTEMS:ORGANISATION
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Industrial Post-industrial
Educational provision Supported learning
Standardisation and uniformity Personalisation and flexibility
Focused on the median Fostering all talents
Confined in time and space Time and space independent
Bureaucratic control Devolved local responsibility
Vertical accountability Horizontal accountability
Capacity at the top Capacity at point of delivery
Reform by prescription Schools and teachers reform
Teachers as administrators Teachers as professionals
Management Leadership
Industrial and post-industrial education compared
organisation
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Accountability
Vertical
Regulatory accountabilit
y
School performance accountabilit
y
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Accountability
Horizontal
Professional accountability
Multiple stakeholder accountability
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INDUSTRIAL AND POST-INDUSTRIAL
EDUCATION SYSTEMS:SYSTEM
3
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Industrial Post-industrial
Weak research evidence baseStrong research evidence
base
Weak innovation in educationVery innovative education
sector
Low knowledge dynamics High knowledge dynamics
Schools as servicesSchools as learning
organisations
Industrial and post-industrial education compared system
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Research as engine of innovation
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4135.6
0
10
20
30
40
50
60
70
Education is poor in innovating technology and tools
Source: Paul (2007)
Sector innovation index for process, instruments and tools
Au
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stra
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Be
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Fl.)
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Est
on
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Ma
lta
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ark
No
rwa
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Ko
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Ire
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Slo
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ia
Hu
ng
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Slo
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Me
xico
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Bra
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Sp
ain
Lith
ua
nia
Po
rtu
ga
l
Bu
lga
ria
Ma
lays
ia
Italy
-0.5
0.0
0.5
Constructivist beliefs - Experienced teachers Constructivist beliefs - New teachersDirect transmission beliefs - Experienced teachers Direct transmission beliefs - New teachers
Ipsa
tive
me
an
s
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New teachers act not as innovators in the profession (OECD/TALIS data)
