global education and skills forum 2017 - educating global citizens

Making education everybody’s business

GESF 2017 Andreas Schleicher 18 March 2017

Educating Global Citizens

Digitalisation Systems thinking

Design thinking

Information literacy

Digital literacy

Global competence

Digitalisation

Democratizing

Concentrating

Particularizing

Homogenizing

Empowering

Disempowering

1m $ / employee

120 k$ / employee

Scale without mass

More people on the move

-20

-15

-10

-5

0

5

10

15

20

25

1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010

High income OECD membersLow income Middle income

Source : OECD (2013), Trends Shaping Education.

Primary source: World Bank (2012), World Databank: Net Migration.

Net migration (in millions of people) into regions, with countries grouped by income level and OECD members, 1960-2010.

Sources: World Bank (2015), World Development Indicators: Foreign Direct Investment.

5

Increasingly global and volatile investment patterns Foreign direct investment in reporting country, in millions of USD, 1970-2012

0

500

1,000

1,500

2,000

2,500

1970 1974 1978 1982 1986 1990 1994 1998 2002 2006 2010

Mill

ion

s o

f U

SD

Low-income countries Middle-income countries OECD members World

Sources: OECD (2015) In It Together – Why Less Inequality Benefits All.

6

Lower and lowest incomes increasingly left behind Trends in real household incomes at the bottom, the middle and the top, OECD average, 1985-2011

1.00

1.10

1.20

1.30

1.40

1.50

1.60

1985 1990 1995 2000 2005 2007 2011

Bottom 10% Bottom 40% middle 50-90% Top 10%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pe

rc

en

tag

e o

f T

ota

l

Autocracies Democracies

Source: Centre for Systemic Peace (2014), Polity IV.

From autocracy to democracy Categorization of type of political system, 1960 to 2014, as a % of total

Environmental

degradation

Climate change

Migration

Middle class

Polarisation

of societies

Renewable energy

Loss of

biodiversity Water and food

shortages Natural

disasters

Financial

crises Nationalism

Democratisation

Multinational

companies

Harmonization

of values

Interdependent

markets

Trade

openness Emerging

economies

Poverty

Ageing

Radicalisation

Tourism

Inequality

International

governance

Global

integration

The multi-faceted world of knowledge

The human world of knowledge

The small world of the curriculum

The small world of the curriculum

The small world of the curriculum

The small world of the curriculum

The small world of the curriculum

The small world of the curriculum

Trends in science performance (PISA)

250

300

350

400

450

500

550

600

650

2003 2006 2009

Score points

Belo

w L

evel 1

Level 1

Level 3

Level

4

Lev

5

Level 2

450

470

490

510

530

550

570

2006 2009 2012 2015

OECD

450

470

490

510

530

550

570

Country average science performance

Stu

de

nt

pe

rfo

rma

nc

e

Trends in science performance

250

300

350

400

450

500

550

600

650

2003 2006 2009

Score points

Belo

w L

evel 1

Level 1

Level 3

Level

4

Lev

5

Level 2

450

470

490

510

530

550

570

450

470

490

510

530

550

570

2006 2009 2012 2015

Country average science performance

20 Time for a Plan B

Routine cognitive skills Complex ways of thinking, complex ways of doing, collective capacity

Some students learn at high levels (sorting) All students need to learn at high levels Student inclusion

Curriculum, instruction and assessment

Standardisation and compliance High-level professional knowledge workers Teacher quality

‘Tayloristic’, hierarchical Flat, collegial Work organisation

Primarily to authorities Primarily to peers and stakeholders Accountability

System transformations The old bureaucratic system The modern enabling system

The small world of the curriculum

The True The realm of human knowledge The Good

The realm of ethics and judgement

The Just and Well-Ordered The realm of political and civic life,

binding social capital The Beautiful The realm of creativity,

esthetics and design The Sustainable The realm of natural and physical health The Prosperous

The realm of economic life

The big world of learning – Global citizenship

Curriculum design

Global citizenship

How well are students prepared for life, citizenship and employment in diverse societies?

To what degree are students able to examine contemporary issues?

Are students able to understand and appreciate multiple cultural perspectives

(including their own) and manage differences and conflicts?

To what degree are students prepared to interact with others with respect for the

inviolable rights and dignity of every individual?

To what degree do students care about the world and take action to make a difference?

26 Global competency in PISA

Some students learn at high levels

All students learn at high levels

Poverty is not destiny – Learning outcomes and social background by 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

ep

ub

lic 4

0A

lge

ria 5

2K

oso

vo

10

Qa

tar

3F

YR

OM

13

Tu

nis

ia 3

9M

on

ten

eg

ro 1

1Jord

an 2

1U

nite

d A

rab

Em

ira

tes 3

Ge

org

ia 1

9L

eb

an

on

27

Indo

nesia

74

Me

xic

o 5

3P

eru

50

Co

sta

Ric

a 3

8B

razil

43

Tu

rke

y 5

9M

old

ova 2

8T

haila

nd

55

Co

lom

bia

43

Ice

lan

d 1

Trin

idad

and

Tob

ago

14

Rom

an

ia 2

0Is

rae

l 6

Bu

lga

ria

13

Gre

ece

13

Russia

5U

rug

ua

y 3

9C

hile

27

Latv

ia 2

5L

ith

uan

ia 1

2S

lova

k R

ep

ub

lic 8

Italy

15

Norw

ay 1

Sp

ain

31

Hun

ga

ry 1

6C

roa

tia

10

De

nm

ark

3O

EC

D a

vera

ge

12

Sw

ed

en

3M

alta 1

3U

nite

d S

tate

s 1

1M

acao

(C

hin

a)

22

Ire

lan

d 5

Au

str

ia 5

Po

rtug

al 2

8L

uxe

mb

ourg

14

Hon

g K

on

g (

Ch

ina

) 2

6C

zech

Rep

ublic

9P

ola

nd

16

Au

str

alia

4U

nite

d K

ing

do

m 5

Can

ad

a 2

Fra

nce 9

Ko

rea

6N

ew

Zea

land

5S

witze

rlan

d 8

Ne

the

rlan

ds 4

Slo

ve

nia

5B

elg

ium

7F

inla

nd

2E

sto

nia

5V

iet

Nam

76

Ge

rma

ny 7

Jap

an 8

Chin

ese

Ta

ipe

i 1

2B

-S-J

-G (

Chin

a)

52

Sin

ga

pore

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

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

teach

ing

Colla

bora

tive

PD

Join

t act

ivitie

s

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 w

eek 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

More frequently

The power of reputationational metrics

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

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 integrated Integrated: 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

Standardisation and Conformity Standardisation 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.

Learning a place Schools as technological islands, that is technology was deployed

mostly to support existing practices for efficiency gains

Learning an activity Technologies liberating learning from past conventions and connect

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

Prescription

Informed profession

Professional knowledge

Professional autonomy

A collaborative

culture

Administrative control and accountability

Professional forms of work organisation

Public vs. private

Public with private

The great unbundling

• Content

• Delivery

• Accreditation

Find out more about our work at www.oecd.org/pisa

– All publications

– The complete micro-level database

Email: Andreas.Schleicher@OECD.org

Twitter: SchleicherOECD

Wechat: AndreasSchleicher

and remember:

Without data, you are just another person with an opinion

Thank you