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ITEM 3: DIRECTOR’S REPORT CERI Governing Board, 12-13 April 2016
EVENTS AT MINISTERIAL LEVEL
Events with Ministers/Vice Ministers
International Summit on the Teaching
Profession
Berlin, Germany 3-4 March 2016
What knowledge, skills and character qualities do
successful teachers require?
96% of teachers: My role as a teacher is to facilitate students own inquiry
What knowledge, skills and character qualities do
successful teachers require?
86%: Students learn best by findings solutions on their own
What knowledge, skills and character qualities do
successful teachers require?
74%: Thinking and reasoning is more important than curriculum content
Prevalence of memorisation rehearsal, routine exercises, drill
and practice and/or repetition
-2.00 -1.50 -1.00 -0.50 0.00 0.00 0.50 1.00 1.50 2.00
Switzerland
Poland
Germany
Japan
Korea
France
Sweden
Shanghai-China
Canada
Singapore
United States
Norway
Spain
Netherlands
United Kingdom
Prevalence of elaboration reasoning, deep learning, intrinsic motivation, critical thinking, creativity, non-routine problems
High Low Low High
-0.4
-0.3
-0.2
-0.1
0.0
0.1
0.2
0.3
0.4
0.5
0.6
Below Level
1
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Index of student-oriented instruction
Index of teacher-directed instruction
Index of cognitive-activation instruction
Students' proficiency level in PISA mathematics
9 Teaching strategies and learning outcomes
Mean Index
Students at Level 5 and 6 can develop and work with models
for complex situations, and work strategically with
advanced reasoning skills
Students below Level 2 have difficulties using basic algorithms, formulae, procedures or convention
0.00
0.50
1.00
1.50
2.00
2.50V
iet N
am
Ma
ca
o-C
hin
aS
ha
ngh
ai-
Ch
ina
Turk
ey
Uru
gua
yG
reece
Hong
Kon
g-C
hin
aC
hin
ese
Taip
ei
Port
ug
al
Bra
zil
Serb
iaB
ulg
aria
Sin
ga
po
reN
eth
erla
nds
Ja
pa
nA
rgen
tin
aC
osta
Ric
aL
ithu
ania
Tunis
iaN
ew
Ze
ala
nd
Czech R
ep
ub
licIs
rael
Kore
aL
atv
iaQ
ata
rIt
aly
United
Sta
tes
Esto
nia
Irela
nd
Austr
alia
Me
xic
oU
nited
Ara
b E
mira
tes
Norw
ay
Ma
laysia
Kaza
kh
sta
nU
nited
Kin
gd
om
Rom
ania
OE
CD
ave
rag
eA
lban
iaC
olo
mb
iaIn
do
ne
sia
Sw
ede
nB
elg
ium
Peru
Thaila
nd
Denm
ark
Ru
ssia
n F
ede
ratio
nC
ana
da
Slo
vak R
epu
blic
Hu
ng
ary
Germ
any
Cro
atia
Luxe
mb
ou
rgM
on
ten
eg
roC
hile
Pola
nd
Fin
land
Austr
iaS
loven
iaF
ran
ce
Sw
itze
rla
nd
Jo
rdan
Lie
ch
tenste
inS
pa
inIc
ela
nd
Ind
ex
of
ex
po
su
re t
o w
ord
pro
ble
ms
Focus on word problems Fig I.3.1a 10
Word problems- Formal math situated in a word problem, where it
is obvious to students what mathematical knowledge and skills
are needed
0.00
0.50
1.00
1.50
2.00
2.50S
wede
nIc
ela
nd
Tunis
iaA
rgen
tin
aS
witze
rla
nd
Bra
zil
Luxe
mb
ou
rgIr
ela
nd
Ne
the
rla
nds
New
Ze
ala
nd
Costa
Ric
aA
ustr
iaL
iech
tenste
inM
ala
ysia
Ind
one
sia
Denm
ark
United
Kin
gd
om
Uru
gua
yL
ithu
ania
Germ
any
Austr
alia
Chile
OE
CD
ave
rag
eS
lovak R
epu
blic
Thaila
nd
Qata
rF
inla
nd
Port
ug
al
Colo
mb
iaM
exic
oP
eru
Czech R
ep
ub
licIs
rael
Italy
Belg
ium
Hong
Kon
g-C
hin
aP
ola
nd
Fra
nce
Spa
inM
on
ten
eg
roG
reece
Turk
ey
Slo
ven
iaV
iet N
am
Hu
ng
ary
Bulg
aria
Kaza
kh
sta
nC
hin
ese
Taip
ei
Cana
da
United
Sta
tes
Esto
nia
Rom
ania
Latv
iaS
erb
iaJa
pa
nK
ore
aC
roa
tia
Alb
an
iaR
ussia
n F
ede
ratio
nU
nited
Ara
b E
mira
tes
Jo
rdan
Ma
ca
o-C
hin
aS
inga
po
reS
ha
ngh
ai-
Ch
ina
Ind
ex
of
ex
po
su
re t
o f
orm
al m
ath
em
ati
cs
Focus on conceptual understanding Fig I.3.1b
11
Focus on conceptual understanding
External forces
exerting pressure and
influence inward on
an occupation
Internal motivation and
efforts of the members
of the profession itself
12 Professionalism
Professionalism is the level of autonomy and internal regulation exercised by members of an
occupation in providing services to society
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 1
3 1
3
Policy levers to teacher professionalism
Knowledge base for teaching (initial education and incentives for professional development)
Autonomy: Teachers’ decision-making power over their work (teaching content, course offerings, discipline practices)
Peer networks: Opportunities for exchange and support needed to maintain high standards of teaching (participation
in induction, mentoring, networks, feedback from direct observations)
Teacher
professionalism
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 1
4 1
4
Teacher professionalism
Knowledge base for teaching (initial education and incentives for professional development)
Autonomy: Teachers’ decision-making power over their work (teaching content, course offerings, discipline practices)
Peer networks: Opportunities for exchange and support needed to maintain high standards of teaching (participation
in induction, mentoring, networks, feedback from direct observations)
High Peer Networks/ Low Autonomy
High Autonomy Knowledge Emphasis
Balanced Domains/ High Professionalism
Balanced Domains/ Low Professionalism
Teacher professionalism
0
10
20
30
40
50
60
70
80
90
100D
iscu
ss indiv
idual
students
Share
reso
urc
es
Team
confe
rence
s
Colla
bora
te for co
mm
on
standard
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)
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 17 17 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
EVENTS AT MINISTERIAL LEVEL
COMING UP
OECD MCM, 1-2 June
Enhancing Productivity for Inclusive Growth
• Exploring policies that respond to productivity growth and inclusion goals in mutually reinforcing ways.
• Trade and investment outlook
• Impact of GVCs on employment and inclusive growth
• Supporting the 2030 Agenda for Sustainable Development to help Members and Partners achieve the Sustainable Development Goals (SDGs)
G7 Education Ministerial: Okayama, Japan 13-15 May 2016
• Innovation in Education – Innovating Education for Building Peaceful, Prosperous, and Sustainable Societies
– i) Role and priority of education in the new era
– ii) How to improve and enhance teaching and learning
– iii) New paradigms for international co-operation
2016 Skills Summit: Skills Strategies for Productivity, Innovation and Inclusion
• To be held in Bergen, Norway on 29-30 June 2016
• Ministers of Education, Employment, Industry, Science & Technology
• Attendance confirmed from 10 countries and EC Commissioner
• Draft agenda available on OLIS
• Registration now open via EMS and dedicated website
Global Education Industry Summit Jerusalem (Israel) – 26-27 September 2016
• Following a successful first edition in Helsinki (Finland), the second GEIS will be hosted by Israel in Jerusalem
• Overall theme: “Educating for Innovation and Innovation in Education”
• Session themes:
– The teacher in the innovative world
– Educating for Entrepreneurship
– Educational Technology
– Technology as a Tool for Innovation
• Horizontal themes: partnerships, start-up culture, regulation, ethics
• Joint OECD-Israel invitation letter to Ministers to be sent out in May 2016
RECENT DEVELOPMENTS
24
Education Sustainable Development Goals
5 out of 7 Education SDG targets are focused on learning outcomes and skills. Increased demand for measuring learning outcomes on a global scale and PISA is included as part of the SDG monitoring framework for education that includes 43 thematic indicators, 10 of which will be used for global monitoring
OECD and SDG 4 - Education
• The Education and Skills Directorate has already mapped its policy instruments and indicators against the 10 targets and 43 Education 2030 Framework for Action thematic indicators, including the 10 being considered for global monitoring.
• The latest edition of Education at a Glance included an editorial that sets out OECD’s intention to internalise the education SDG, its associated 10 targets and the global and thematic indicators and the contribution it will make to global and thematic monitoring
The Future of Education and Skills: OECD
Education 2030 Project • Exploring the 21st skills which modern education
systems need to foster
• Multidimensional framework of learning outcomes as part of wider well-being agenda:
– Knowledge and Cognitive Skills
– Character qualities (e.g. Social and Emotional qualities anchored by Values)
– Metacognitive Skills
• Framework tested with stakeholders (policymakers, experts, school networks, social partners)
• Building knowledge base to make curriculum design more evidence-based and systematic
• Later stage: learning environments and education systems that support development of these skills
• 3-4 May Informal Working Group Meeting, Paris
OECD Reviews of School Resources
• Estonia (6 April)
Highly successful launch event in Tallinn with impressive media impact
• Lithuania (25 March)
Conference with local governments (14 April), high level of interest of stakeholders
• Slovak Republic (19 February)
Launch in Bratislava by OECD’s Secretary-General
• Belgium (Flemish Community) (11 December, 2015)
Public hearing organised at the Flemish Parliament (1 March)
RECENT PUBLICATIONS
• Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World
• Trends Shaping Education 2016
• Supporting Teacher Professionalism: Insights from TALIS 2013
• Open Educational Resources: A Catalyst for Innovation
• Governing Education in a Complex World
Recent publications
Low-Performing Students: Why They Fall
Behind and How To Help Them Succeed
30
03
25
35
03
75
40
04
25
45
04
75
50
05
25
55
05
75
60
06
25
65
06
75
Source: PISA 2012
Poverty is not destiny PISA performance by decile of social background
31
The risk of low performance is cumulative and multidimensional
Source: Figure 2.19.
Demographic background Progress through education
0
10
20
30
40
50
60
70
80
90
DisadvantagedSES
Girl Immigrantbackground
Differentlanguage
Livesin a
rural area
Single-parent
A year orless of pre-
primary
Has nopre-
primary
Repeateda grade
Vocationaltrack
Socio-economically advantaged studentSocio-economically disadvantaged student
Probability of low performance (%)
Cumulative probability of becoming a low performer
Socio-economic
status
32
The economic value of eliminating low performance
0%
100%
200%
300%
400%
500%
600%
700%
800%
900%
1000%
1100%
1200%
1300%
1400%
Baseline skills Full enrolment withoutincrease in quality
Baseline skills and fullenrolment
Lower middle incomecountriesUpper middle incomecountriesHigh income non-OECD
High income OECD
Value of improvement in terms of current GDP
over working life of today’s 15-year-olds
The increase in GDP among high income OECD countries would still
exceed total current spending on schooling
33
0
10
20
30
40
50
60
70
80
90
Percentage of students below Level 2 in 2012
Percentage of students below Level 2 in 2003%
Uneven progress in reducing low performance in mathematics
Source: Figure 1.11.
34
• A Skills beyond School Review of the Slovak Republic
• Education Policy Outlook Profiles: Estonia; Iceland; Israel; Luxembourg; Slovenia
• OECD Reviews of School Resources: Estonia; Lithuania, Slovak Republic
• Building Skills for All: A Review of England
Recent country reviews
• Released on 14 April 2016:
– Estonia
– Iceland
– Israel
– Luxembourg
– Slovenia
• Upcoming (November 2016): Austria, Belgium, Greece,
Italy, Korea, Latvia and Sweden (work now in progress).
Education Policy Outlook:
New Country Profiles released
FORTHCOMING PUBLICATIONS
• 28 June 2016 The Survey of Adult Skills (PIAAC): 2nd Round of results from 9 additional countries (Chile, Greece, Indonesia, Israel, Lithuania, New Zealand, Singapore, Slovenia, Turkey)
• 13 September 2016 Education at a Glance: 2016 Indicators
• 6 December 2016 PISA 2015 initial results Volume I: Student performance in science, reading and mathematics Volume II: School and system characteristics
Forthcoming releases
www.oecd.org/edu
www.oecd.org/skills
Andreas.Schleicher@oecd.org
Follow us on:
@OECDEduSkills @EduSkills OECD @ EduSkills OECD
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