benchmarking international best practice
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Benchmarking international best practice
Putting the World into World-Class EducationAsia Society, Washington, July 10, 2009
Prof. Andreas SchleicherHead, Indicators and Analysis Division
OECD Directorate for Education
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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
AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – college education
Graduate supply
Cost
per
stu
den
t
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – college education
United States
Finland
Graduate supply
Cost
per
stu
den
t
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – college education
Australia
United States (2000)
Finland
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – college education
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – college education
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – college education
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – college education
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – college education
United States
Australia
Finland
Israel 5th in university attainment in the
younger generation (but down from 2nd in the older generation)
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – college education
United States
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – college education
United States
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – college education
United States
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – college education
United States
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – college education
United States
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – college education
Expe
nditu
re p
er s
tude
nt a
t ter
tiary
leve
l (U
SD)
Tertiary-type A graduation rate
A world of change – college education
United States
Rising higher education qualifications seem generally not to have led to an “inflation” of the labour-market value of qualifications.
In all but three of the 20 countries with available data, the earnings benefit increased between 1997 and 2003, in Germany, Italy and Hungary by between 20% and 40%
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eMoving targets
Future supply of high school graduates
0
2,000,000
4,000,000
6,000,000
8,000,000
10,000,000
12,000,000
14,000,000
China EU India US
2003
2010
2015
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0
500,000
1,000,000
1,500,000
2,000,000
2,500,000
3,000,000
3,500,000
4,000,000
4,500,000
5,000,000
China EU India US
2003
2010
2015
Future supply of high school graduates
0
2 , 0 0 0 , 0 0 0
4 , 0 0 0 , 0 0 0
6 , 0 0 0 , 0 0 0
8 , 0 0 0 , 0 0 0
10 , 0 0 0 , 0 0 0
12 , 0 0 0 , 0 0 0
14 , 0 0 0 , 0 0 0
China EU India US
2003
2010
2015
Future supply of college graduates
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Schooling in the medieval age:
The school of the church
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Schooling in the industrial age:
Educating for discipline
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Schooling in the industrial age:
Educating for discipline
The challenges today:
Motivated and self-reliant citizens
Risk-taking entrepreneurs, converging and continuously emerging professions tied to globalising contexts and technological advance
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eHow the demand for skills has changed
Economy-wide measures of routine and non-routine task input (US)
1960 1970 1980 1990 200240
45
50
55
60
65 Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine inter-active
(Levy and Murnane)
Mean t
ask
inp
ut
as
perc
en
tile
s of
the 1
960
task
dis
trib
uti
on
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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Deciding what to assess...
looking back at what students were expected to have learned
…or…looking ahead to how well they can extrapolate from what they have
learned and apply their knowledge and skills in novel settings.
For the PISA assessment of the knowledge and skills of 15-year-olds, OECD governments chose the latter
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eMathematics in PISA
The real world The mathematical World
A real situation
A model of reality A mathematical model
Mathematical results
Real results
Understanding, structuring and simplifying the situation
Making the problem amenable to mathematical
treatment
Interpreting the mathematical results
Using relevant mathematical tools to solve the problemValidating
the results
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Coverage of world economy 77%81%83%85%86%87%
OECD’s PISA assessment of the knowledge and skills of 15-year-olds
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eAverage 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 Federation
LuxembourgSlovak Republic,Spain,Iceland Latvia
Croatia
Sweden
DenmarkFrancePoland
Hungary
AustriaBelgiumIreland
Czech Republic SwitzerlandMacao- ChinaGermanyUnited Kingdom
Korea
J apanAustralia
Slovenia
NetherlandsLiechtenstein
New ZealandChinese Taipei
Hong Kong- China
Finland
CanadaEstonia
United States LithuaniaNorway
445
465
485
505
525
545
565
616
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eIncreased likelihood of postsec. particip. at age 19 associated with reading proficiency at age
15 (Canada)after accounting for school engagement, gender, mother
tongue, place of residence, parental, education and family income (reference group Level 1)
0
2
4
6
8
10
12
14
16
18
20
Level 2 Level 3 Level 4 Level 5
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e
0
10
20
30
40
1989
1994
1999
2004
2014
2019
2024
2029
2034
2039
2044
2049
2054
2059
2064
The cost of inactionImproved GDP from achieving the goal of being first in the world by 2000
Note: *K-12 education expenitures are assumed to be constant at the level attained in 2005. These data show that economic benefits from a 1989 reform that raised the U.S. to the highest levels of test performance would cover the cost of K-12 education by 2015
Source:Eric Hanushek
Percent addition to GDP
10-year reform20-year reform30-year reformTotal U.S. K-12 spending
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e The international achievement gap is imposing
on the US economy an invisible yet recurring economic loss that is greater than the output shortfall in what has been called the worst economic crisis since the Great Depression
If the United States had in recent years closed the gap to better-performing nations such as Finland and Korea, GDP in 2008 could have been $1.3 trillion to $2.3 trillion higher (equivalent to 9 – 16% of GDP)
If the gap between black and Latino student performance and white student performance had been similarly narrowed, GDP in 2008 would have been between$310 billion and $525 billion higher– The magnitude of this impact will rise in the years
ahead as demographic shifts result in blacks and Latinos becoming a larger proportion of the population and workforce.
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eAverage performanceof 15-year-olds in science – extrapolate and apply
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High 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 Federation
LuxembourgSlovak Republic,Spain,Iceland Latvia
Croatia
Sweden
DenmarkFrancePoland
Hungary
AustriaBelgiumIreland
Czech Republic SwitzerlandMacao- ChinaGermanyUnited Kingdom
Korea
J apanAustralia
Slovenia
NetherlandsLiechtenstein
New ZealandChinese Taipei
Hong Kong- China
Finland
CanadaEstonia
United States LithuaniaNorway
445
465
485
505
525
545
565
616
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eDurchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High 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 SpainIcelandLatvia
Croatia
Sweden
DenmarkFrancePoland
Hungary
AustriaBelgiumIreland
Czech Republic Switzerland Macao- China
Germany United Kingdom
Korea
J apanAustralia
SloveniaNetherlands
Liechtenstein
New ZealandChinese Taipei
Hong Kong- China
Finland
CanadaEstonai
United StatesLithuania Norway
440
460
480
500
520
540
560
2122215
4343P
ISA
OE
CD
Pro
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me
for
Inte
rnat
iona
l Stu
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Ass
essm
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Brie
fing
of C
ounc
il
14 N
ovem
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2007
How to get thereSome policy levers that emerge from
international comparisons
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eMoney matters - but other things do too
0 10000 20000 30000 40000 50000 60000 70000 80000 90000 100000400
425
450
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575
495
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488
f(x) = 0.000612701270434404 x + 462.612736410929R² = 0.190354458948511
Scienceperformance
Cumulative expenditure (US$ converted using PPPs)
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e
Port
ug
al
Sp
ain
Sw
itze
rlan
d
Tu
rkey
Belg
ium
Kore
a
Lu
xem
bou
rg
Germ
an
y
Gre
ece
Jap
an
Au
stra
lia
Un
ited
Kin
gd
om
New
Zeala
nd
Fra
nce
Neth
erl
an
ds
Den
mark
Italy
Au
stri
a
Cze
ch
Rep
ub
lic
Hu
ng
ary
Norw
ay
Icela
nd
Irela
nd
Mexic
o
Fin
lan
d
Sw
ed
en
Un
ited
Sta
tes
Pola
nd
Slo
vak R
ep
ub
lic
-10
-5
0
5
10
15
Salary as % of GDP/capita Instruction time 1/teaching time 1/class sizePort
ug
al
Sp
ain
Sw
itze
rlan
d
Tu
rkey
Belg
ium
Kore
a
Lu
xem
bou
rg
Germ
an
y
Gre
ece
Jap
an
Au
stra
lia
Un
ited
Kin
gd
om
New
Zeala
nd
Fra
nce
Neth
erl
an
ds
Den
mark
Italy
Au
stri
a
Cze
ch
Rep
ub
lic
Hu
ng
ary
Norw
ay
Icela
nd
Irela
nd
Mexic
o
Fin
lan
d
Sw
ed
en
Un
ited
Sta
tes
Pola
nd
Slo
vak R
ep
ub
lic
-10
-5
0
5
10
15
Difference with OECD average
Spending choices on secondary schoolsContribution of various factors to upper secondary teacher compensation costs
per student as a percentage of GDP per capita (2004)
Percentage points
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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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eChallenge and support
Weak support
Strong support
Lowchallenge
Highchallenge
Strong performance
Systemic improvement
Poor performance
Improvements idiosyncratic
Conflict
Demoralisation
Poor performance
Stagnation
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Human capital
International 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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ePerception of teachers of the impact of appraisal and
feedback in their school
Mal
aysia
Bulga
ria
Polan
dItal
y
Slova
k Rep
ublic
Hunga
ry
Mex
ico
Slove
nia
Turk
ey
Lith
uani
a
TALI
S Ave
rage
Esto
nia
Brazil
Portu
gal
Icel
and
Mal
ta
Austr
ia
Korea
Spain
Denm
ark
Austr
alia
Irel
and
Norway
Belgi
um (F
l.)80
60
40
20
0
20
40
60
80
Teachers who would receive increased monetary or non-monetary rewards if they improve the quality of their teaching
Teachers who would receive increased monetary or non-monetary rewards if they are more innovative in their teaching
%
Countries are ranked in descending order of percentage of teachers reporting to receive increased monetary or non-monetary rewards for an improvement in the quality of their teaching. Source: OECD. Table 5.9.
Figure 5.7
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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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No
Yes
0
10
20
30
40
50
60
70
No
Yes
0
41
46
63
Standards based external
examinations School autonomyin selecting teachers for hire
PISA score in science
School autonomy, standards-based examinations and science performance
School autonomy in selecting teachers for hire
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eLocal responsibility and national
prescription
National prescription
Schools leading reform
Schools todayThe industrial
model, detailed prescription of
what schools do
Schools tomorrow?
Building capacity
Finland todayEvery school an effective school
Towards system-wide sustainable reform
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Ben
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ePublic and private schools
0 20 40 60 80 100
Luxembourg
J apan
I taly
Switzerland
Finland
Denmark
Czech Republic
Sweden
Hungary
Austria
Portugal
United States
Netherlands
Slovak Republic
Korea
I reland
Spain
Canada
Mexico
New Zealand
Germany
OECD
United Kingdom
Government schools
Government dependent private
Government independent private
- 150 - 100 - 50 0 50 100
Observed perf ormance diff erence
Diff erence af ter accounting f or socio-economic background of students and schools
Private schools perform better
Public schools perform better
%Score point difference
5656P
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Wa
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009
Ben
chm
ark
ing
inte
rna
tio
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l b
est
pra
ctic
ePooled international dataset, effects of selected
school/system factors on science performance after accounting for all other factors in the model
OECD (2007), PISA 2006 – Science Competencies from Tomorrow’s World, Table 6.1a
Gross Net30
20
10
0
10
20
30
40
50
60
70
80
90
100
Approx. one school year
Sco
re p
oin
t d
iffe
ren
ce in
sci
en
ce
Schools practicing ability grouping (gross and net)
Academically selective schools (gross and net)
but no system-wide effect
School results posted publicly (gross and net)
One additional hour of science learning at
school (gross and net)
One additional hour of out-of-school lessons
(gross and net)
One additional hour of self-study or homework
(gross and net)
School activities to promote science
learning(gross and net)
Schools with greater autonomy (resources)
(gross and net)
Each additional 10% of public funding(gross only)
Schools with more competing schools
(gross only)
School principal’s perception that lack of
qualified teachers hinders instruction
(gross only)
School principal’s positive evaluation of quality of educational
materials(gross only)
Measured effect
Effect after accounting for the socio-economic
background of students, schools and countries
5757P
uttin
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Wa
shin
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009
Ben
chm
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ing
inte
rna
tio
na
l b
est
pra
ctic
e
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
5858P
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009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
eDurchschnittliche Schülerleistungen im Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High science performance
Low science performanceTurkey
AustraliaJ apan
Finland
CanadaNew Zealand
Korea
Czech Republic United KingdomAustria
Germany
Netherlands
SwitzerlandI relandBelgium
PolandSwedenHungary
IcelandFrance Denmark
United States SpainLuxembourg NorwaySlovak Republic
I talyGreecePortugal
420
440
460
480
500
520
540
560
580
21222
Early selection and institutional differentiation
High degree of stratification
Low degree of stratification
6
5959P
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Wa
shin
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009
Ben
chm
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inte
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tio
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pra
ctic
eParadigm shifts
Prescription Informed profession
Uniformity Embracing diversity
Demarcation Collaboration
Provision Outcomes
Bureaucratic – look up Devolved – look outwards
Talk equity Deliver equity
Hit & miss Universal high standards
Received wisdom Data and best practice
The old bureaucratic education system The modern enabling education system
6060P
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Ben
chm
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inte
rna
tio
na
l b
est
pra
ctic
e
Creating a knowledge-rich profession in which schools and teachers have the authority to act, the necessary
knowledge to do so wisely, and access to effective support systems
The tradition of education systems
has been “knowledge poor”
The future of education systems is “knowledge
rich”
National prescription
Professional judgement
Informed professional judgement, the teacher
as a “knowledge worker”
Informed prescription
Uninformed professional judgement, teachers working in isolation
Uninformed prescription,
teachers implement curricula
6161P
uttin
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Wa
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009
Ben
chm
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ing
inte
rna
tio
na
l b
est
pra
ctic
e
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
6262P
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009
Ben
chm
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inte
rna
tio
na
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est
pra
ctic
e
TALIS AverageTurkey
SpainSlovenia
Slovak RepublicPortugal
PolandNorwayMexicoMalta
MalaysiaLithuania
KoreaItaly
IrelandIceland
HungaryEstonia
DenmarkBulgaria
BrazilBelgium (Fl.)
AustriaAustralia
010
20
30
40
50
60
70
80
90
100
Making a significant educational difference
010
20
30
40
50
60
70
80
90
100 0
10
20
30
40
50
60
70
80
90
100
Successful with students in their class
Making progress with students
Do teachers trust in their own effectiveness?
Light green bars represent teachers
who agree
Dark green bars represent teachers who strongly agree
23%
76%
19%
69%
61%
22%
6363P
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Wa
shin
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0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
eHow much time is actually used for learning?
Bulgar
ia
Esto
nia
Hungar
y
Slova
k Rep
ublic
Lith
uania
Slove
nia
Polan
d
Irel
and
Den
mar
k
Nor
way
Austria
TALI
S Ave
rage
Turk
ey
Belgiu
m (Fl
.)
Korea
Mal
taItal
y
Spain
Austra
lia
Portu
gal
Icel
and
Mal
aysia
Mex
ico
Brazil
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Keeping order in the classroom Administrative tasks
Time actually used for teaching and learning
Figure 4.9Source: OECD, TALIS Database.
8%13%
6464P
uttin
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Wa
shin
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ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
e
Au
str
ali
a
Au
str
ia
Belg
ium
(Fl.
)
Bra
zil
Bu
lgari
a
Den
mark
Esto
nia
Hu
ng
ary
Icela
nd
Irela
nd
Italy
Kore
a
Lit
hu
an
ia
Mala
ysia
Malt
a
Mexic
o
Norw
ay
Pola
nd
Port
ug
al
Slo
vak R
ep
ub
lic
Slo
ven
ia
Sp
ain
Tu
rkey
TA
LIS
Avera
ge
0
10
20
30
40
50
60
70
80
90
100
50th-75th percentile 25th-50th percentile 5th-25th percentile 0-5th percentile%
Some teachers lose much more time than others
Percentiles of time on spent on task
Figure
4.10
Source: OECD, TALIS Database.
6565P
uttin
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009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
e
Professional development Countries are investing significantly in
teachers’ professional development but there appear to be real issues about matching demand and supply, cost and benefit.
There is a lack of suitable development activities on offer to satisfy teachers’ demand and it is notable that those teachers who take part in more days of development are more likely to have to contribute towards the cost themselves
6666P
uttin
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Wa
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009
Ben
chm
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ing
inte
rna
tio
na
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est
pra
ctic
eComparison of the level and intensity of
participation in professional development
70 75 80 85 90 95 1000
5
10
15
20
25
30
35
40
AustraliaAustria
Brazil
Bulgaria
DenmarkEstonia
Hungary
Iceland
Ireland
ItalyKorea
LithuaniaMalaysia
Malta
Mexico
Norway
Poland
Portugal
Slovak Republic Slovenia
Spain
Turkey
Source: OECD. Table 3.1 Figure 3.2
Percentage of teachers undertaking professional development
Avera
ge d
ays o
f p
rofe
ssio
nal d
evelo
pm
en
t u
nd
ert
aken
6767P
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Ben
chm
ark
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est
pra
ctic
e
Impact
Part
icip
ati
on
Impact
Part
icip
ati
on
Impact
Part
icip
ati
on
Impact
Part
icip
ati
on
Impact
Part
icip
ati
on
Impact
Part
icip
ati
on
Impact
Part
icip
ati
on
Impact
Part
icip
ati
on
Impact
Part
icip
ati
on
Individ-ual and collabo-rative
research
Qualifi-cation pro-
grammes
Informal dialogue to im-prove
teaching
Reading profes-sional litera-ture
Courses and
work-shops
Profes-sional devel-
opment network
Mentor-ing and
peer obser-vation
Obser-vation
visits to other
schools
Educa-tion con-ferences and sem-
inars
0102030405060708090
100
%
Fuente: OCDE. Tablas 3.2 y 3.8
Figure
3.15
Impacto?
AverageAustria
Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work
Comparison of teachers participating in professional development activities and teachers reporting
moderate or high level impact by types of activity
6868P
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Wa
shin
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009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
e
Figure
3.15
Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work
Comparison of teachers participating in professional development activities and teachers reporting
moderate or high level impact by types of activity
7070P
uttin
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Wa
shin
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ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
e
Bu
lgari
a
Mexic
o
Italy
Pola
nd
Kore
a
Norw
ay
Port
ug
al
Sp
ain
TA
LIS
Ave..
.
Icela
nd
Bra
zil
Esto
nia
Hu
ng
ary
Belg
ium
(Fl.
)
Den
mark
Slo
ven
ia
Malt
a
Tu
rkey
Slo
vak R
ep
...
Irela
nd
Au
str
ali
a
Au
str
ia
Mala
ysia
Lit
hu
an
ia
0
10
20
30
40
50
60
70
80
90
100
Paid no cost Paid some cost Paid all cost
Countries are ranked in descending order of percentage of teachers having paid all of the cost of development they tookSource: OECD. Table 3.5a
Days of development
The teachers who paid most also did most professional development
Figure
3.10
7171P
uttin
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in
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orld
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duca
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Wa
shin
gton
, Ju
ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
e
Teaching special learning needs
students
ICT teach-ing skills
Student discipline
and behav-iour prob-
lems
Instruc-tional prac-
tices
Subject field
Student counselling
Content and per-formance
standards
Student assessment
practices
Teaching in a multicul-tural set-
ting
Classroom manage-
ment
School manage-ment and
administra-tion
0
10
20
30
40
50
60
70
Areas are ranked in descending order of the international average where teachers report a high level of need for development. Source: OECD. Table 3.2
%
Figure 3.6
It’s not just about more of the sameFor what type of professional development
do teachers report a high level of need?
7676P
uttin
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orld
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ss E
duca
tion
Wa
shin
gton
, Ju
ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
e
Teacher appraisal and feedback
Teachers generally respond positively to appraisal and feedback but such practices are not widespread
Connection between school evaluation and teacher appraisal/feedback can be effective in influencing teaching practices
Three-quarters reported that they would receive no recognition for improving the quality of their work or for being more innovative in their teaching
7777P
uttin
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Wa
shin
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ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
eDoes appraisal and feedback
make a difference for teaching?
Figure 5.6
Mala
ysia
Mexic
o
Bu
lga
ria
Bra
zil
Pola
nd
Slo
ven
ia
Lit
hu
an
ia
Italy
Tu
rke
y
TA
LIS
Avera
ge
Slo
vak R
ep
ub
lic
Kore
a
Port
ug
al
Hu
ng
ary
Malt
a
Esto
nia
Irela
nd
Icela
nd
Norw
ay
Au
str
ali
a
Sp
ain
Belg
ium
(Fl.
)
Au
str
ia
Den
mark
0
10
20
30
40
50
60
70
80
90
100
A development or training plan for teachers to improve their teaching
Emphasis placed by teachers on improving student test scores in their teaching
Teaching of students with special learning needs
Teaching of students in a multicultural setting%
Countries are ranked in descending order of the percentage of teachers who have received no ap-praisal or feedback.Source: OECD. Table 5.1 and 5.3
Percentage of teachers reporting that appraisal and feedback led to a moderate or large change in the following:
7878P
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Wa
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ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
eDoes appraisal and feedback make a difference for the job?
Figure 5.5
Ma
laysia
Lit
hu
an
ia
Bu
lgari
a
Pola
nd
Slo
ven
ia
Esto
nia
Slo
vak R
ep
ub
lic
Bra
zil
Me
xic
o
De
nm
ark
TA
LIS
Avera
ge
Hu
ng
ary
No
rway
Ice
lan
d
Ita
ly
Kore
a
Au
str
ali
a
Ire
lan
d
Sp
ain
Tu
rkey
Port
ug
al
Au
str
ia
Ma
lta
Belg
ium
(Fl.
)
0
10
20
30
40
50
60
70
80
90
100
Opportunities for professional development activitiesA change in the likelihood of career advancementPublic recognition from the principal and/or colleaguesChanges in work responsibilites that make the job more attractive
%
Countries are ranked in descending order of changes in teachers' opportunities for professional develop-ment activities.Source: OECD. Table 5.5.
7979P
uttin
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duca
tion
Wa
shin
gton
, Ju
ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
ePerception of teachers of the impact of appraisal and
feedback in their school
Mal
aysia
Bulga
ria
Polan
dItal
y
Slova
k Rep
ublic
Hunga
ry
Mex
ico
Slove
nia
Turk
ey
Lith
uani
a
TALI
S Ave
rage
Esto
nia
Brazil
Portu
gal
Icel
and
Mal
ta
Austr
ia
Korea
Spain
Denm
ark
Austr
alia
Irel
and
Norway
Belgi
um (F
l.)80
60
40
20
0
20
40
60
80
Teachers who would receive increased monetary or non-monetary rewards if they improve the quality of their teaching
Teachers who would receive increased monetary or non-monetary rewards if they are more innovative in their teaching
%
Countries are ranked in descending order of percentage of teachers reporting to receive increased monetary or non-monetary rewards for an improvement in the quality of their teaching. Source: OECD. Table 5.9.
Figure 5.7
8080P
uttin
g th
e W
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in
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orld
-Cla
ss E
duca
tion
Wa
shin
gton
, Ju
ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
eSome teachers are left alone
Teachers who received no appraisal or feedback and teachers in schools that had no school evaluation in the previous five years
Figure 5.3
Ita
ly
Sp
ain
Po
rtu
ga
l
Ire
lan
d
Bra
zil
Ice
lan
d
No
rwa
y
Au
str
ia
Au
str
ali
a
Be
lgiu
m (
Fl.
)
Ma
lta
Tu
rke
y
Me
xic
o
De
nm
ark
Po
lan
d
Ko
rea
Slo
ve
nia
Hu
ng
ary
Esto
nia
Slo
va
k R
ep
ub
lic
Lit
hu
an
ia
Ma
laysia
Bu
lga
ria
0
10
20
30
40
50
60
70
80
90
100
No appraisal or feedback No school evaluation%
Countries are ranked in descending order of the percentage of teachers who have received no appraisal or feedback.Source: OECD. Table 5.1 and 5.3
8181P
uttin
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Wa
shin
gton
, Ju
ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
eSchool principals according to their level of
management styles by country
-1.0 -0.5 0.0 0.5 1.0 1.5-2.0
-1.5
-1.0
-0.5
0.0
0.5
1.0
1.5
Australia
Austria
Belgium (Fl.)
Brazil
Bulgaria
Denmark
Estonia
Hungary
Iceland
IrelandItaly
Korea
Lithuania
Malaysia
Malta
MexicoNorway
Poland
Portugal Slovak Republic Slovenia
Spain
Turkey
Countries in green have a high average in principal involvement in decision making, while countries in red principals have lower than average.Source: OECD
Figure 6.2
Score on instructional leadership scale
Sco
re o
n a
dm
inis
trati
ve lead
ers
hip
sca
le
8282P
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Wa
shin
gton
, Ju
ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
e
Significan
t variables in
the fina
l net models
: Self
-efficacy
> ISCED5 (Bachelor degree)
FemaleFull-time
employmentPermanent Contract
Years of teaching
Australia + Austria + -
Belgium (Fl.) - + Brazil - Bulgaria - Denmark + + Estonia + Hungary Iceland Ireland Italy + Korea + - + + +Lithuania Malaysia + - +Malta +Mexico + Norway + + Poland - Portugal +
Slovak Republic + +Slovenia + -Spain
Turkey + +
8383P
uttin
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orld
in
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orld
-Cla
ss E
duca
tion
Wa
shin
gton
, Ju
ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
e
Significan
t variables in
the final net models: Self-efficacy
Number of days of
professional developmen
t
School providing induction process
for teachers
School providing
mentor for new
teachers
Australia Austria Belgium (Fl.) Brazil Bulgaria +Denmark + Estonia + +Hungary Iceland + Ireland Italy + Korea + Lithuania + Malaysia + Malta + Mexico + Norway Poland Portugal + Slovak Republic Slovenia + Spain
Turkey
8484P
uttin
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in
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orld
-Cla
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duca
tion
Wa
shin
gton
, Ju
ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
e
Significan
t variables in
the final
net models:
Self-
efficacy
Index of teacher-student relations
Index of classroom teaching practice:
structuring
Index of classroom teaching practice: student-oriented
Index of classroom teaching practice: enhanced activities
Index of direct transmission beliefs about instruction
Australia + + Austria + + + - +Belgium (Fl.) + + +Brazil + +Bulgaria + +Denmark + +Estonia + + Hungary + + Iceland + + Ireland + + + +Italy + + +Korea + + + +Lithuania + + +Malaysia + + Malta + Mexico + + +Norway + + +Poland + - + +Portugal + + + +
Slovak Republic + + +Slovenia + + +Spain + + +
Turkey + + +
8585P
uttin
g th
e W
orld
in
to W
orld
-Cla
ss E
duca
tion
Wa
shin
gton
, Ju
ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
e
Significant variables in
the fina
l net models
: Self
-efficacy
Index of constructivi
st beliefs about
instruction
Index of exchange and coordination for teaching
Index of professional collaboration
Australia + Austria + +Belgium (Fl.) + +Brazil Bulgaria +Denmark + Estonia + +Hungary + +Iceland + +Ireland + Italy + Korea + +Lithuania + Malaysia + Malta + Mexico Norway + + Poland + +Portugal + +
Slovak Republic + Slovenia + Spain + +
Turkey +
8686P
uttin
g th
e W
orld
in
to W
orld
-Cla
ss E
duca
tion
Wa
shin
gton
, Ju
ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
e
Significan
t variables in
the final
net models:
Self-
efficacy
Never received
appraisal or feedback from any source
Work in schools that did not have an evaluation
within the last 5 years
Effective teachers receive more monetary
or non-monetary
rewards in the school.
Important aspect for teacher
appraisal: student test
scores*
Important aspect for teacher
appraisal: innovative teaching
practices* Australia Austria
Belgium (Fl.) Brazil + + +Bulgaria Denmark Estonia - Hungary Iceland +Ireland Italy Korea Lithuania Malaysia Malta Mexico Norway Poland Portugal +
Slovak Republic Slovenia Spain
Turkey
8787P
uttin
g th
e W
orld
in
to W
orld
-Cla
ss E
duca
tion
Wa
shin
gton
, Ju
ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
e
Significan
t variables in
the fina
l net models:
Self-
efficacy
Important aspect for teacher appraisal:
professional development undertaken*
Appraisal impact: a change in salary*
Appraisal impact: opportunities for
professional development activities*
Appraisal impact: public
recognition from the
principal and/or your
colleagues*
Australia Austria +
Belgium (Fl.) +Brazil Bulgaria Denmark Estonia +Hungary +Iceland Ireland +Italy +Korea +Lithuania +Malaysia Malta +Mexico Norway +Poland Portugal
Slovak Republic Slovenia Spain +
Turkey
8888P
uttin
g th
e W
orld
in
to W
orld
-Cla
ss E
duca
tion
Wa
shin
gton
, Ju
ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
e
Significan
t variables in
the final
net models:
Self-
efficacy
Appraisal impact: changes in teachers' work responsibilities
that make the job more attractive*
School evaluation published*
Important aspect for school evaluations:
student test scores*
Australia Austria Belgium (Fl.) Brazil + Bulgaria + Denmark Estonia + Hungary Iceland Ireland Italy Korea Lithuania Malaysia Malta Mexico Norway Poland Portugal +
Slovak Republic Slovenia + Spain
Turkey
8989P
uttin
g th
e W
orld
in
to W
orld
-Cla
ss E
duca
tion
Wa
shin
gton
, Ju
ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
e
Significant variables in
the fina
l net models
: Self
-efficacy
Index of framing and
communicating the school goals and curricular
development
Index of promoting
instructional improvement
s and professional development
Index of supervision of instruction in
the school
Index of accountability
role of the principal
Index of bureaucratic rule-following
Australia Austria
Belgium (Fl.) Brazil Bulgaria Denmark Estonia Hungary Iceland Ireland + Italy Korea Lithuania + Malaysia Malta Mexico Norway Poland Portugal + Slovak Republic Slovenia Spain
Turkey
9090P
uttin
g th
e W
orld
in
to W
orld
-Cla
ss E
duca
tion
Wa
shin
gton
, Ju
ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
e
Significant variables in the fina
l net models
: Self
-efficacy
Index of school
climate: student
delinquency
Index of school
climate: teachers’ working morale
Index of a lack of
personnel
Index of school
resources: shortage of materials
Index of school
autonomy in hiring
teachers and determining
salariesAustralia Austria - +
Belgium (Fl.) -Brazil Bulgaria Denmark Estonia Hungary Iceland Ireland Italy Korea Lithuania Malaysia Malta Mexico Norway Poland Portugal Slovak Republic - Slovenia Spain
Turkey
9191P
uttin
g th
e W
orld
in
to W
orld
-Cla
ss E
duca
tion
Wa
shin
gton
, Ju
ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
e
Significant variables in the fina
l net models: Self
-efficacy
Index of school
autonomy in budgeting
(formulating and allocating
the school budget)
Index of school
autonomy: student policy and textbooks
Index of school
autonomy in curriculum (courses offered, course
content)
School average class
size Public school
Australia Austria Belgium (Fl.) Brazil Bulgaria Denmark Estonia Hungary - Iceland Ireland -Italy Korea Lithuania Malaysia Malta Mexico Norway +Poland - Portugal - Slovak Republic Slovenia Spain
Turkey
9292P
uttin
g th
e W
orld
in
to W
orld
-Cla
ss E
duca
tion
Wa
shin
gton
, Ju
ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
e
Table 4.13
Job satisfaction (dependent on…)
Direct transmission beliefs about
teaching
Constructivist beliefs about
teaching
Structuring teaching practices
Student oriented teaching practices
Australia
Austria
Belgium (Fl.) -
Brazil - +
Bulgaria +
Denmark
Estonia
Hungary +
Iceland
Ireland
Italy
Korea +
Lithuania + +
Malaysia
Malta
Mexico
Norway -
Poland
Portugal + - + Slovak Republic +
Slovenia -
Spain + +
Turkey +
9393P
uttin
g th
e W
orld
in
to W
orld
-Cla
ss E
duca
tion
Wa
shin
gton
, Ju
ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
e
Job satisfaction
(depende
nt on…)
Enhanced activities
Classroom disciplinary
climate
Teacher-student relations
Teacher's self-efficacy
Australia + + +Austria + + +
Belgium (Fl.) + + +Brazil + + +Bulgaria + + +Denmark + + +Estonia + + +Hungary + + +Iceland + + +Ireland + + +Italy + + +Korea + + +Lithuania + + +Malaysia + + +Malta + + +Mexico + + +Norway + + +Poland + + +Portugal + + +
Slovak Republic + + +Slovenia + + +Spain + + +
Turkey + + +
Table 4.13
9494P
uttin
g th
e W
orld
in
to W
orld
-Cla
ss E
duca
tion
Wa
shin
gton
, Ju
ly 1
0, 2
009
Ben
chm
ark
ing
inte
rna
tio
na
l b
est
pra
ctic
e
Thank you !