how to best shape effective learning and...

1 1 Elige Educar

How to best shape effective learning and teaching?

15 October 2014, Santiago

Andreas Schleicher

2 2 Quantitative expansion is the easy part

The dilemma for educators

The kinds of things that are easy to teach and test are also easy to digitise,

automate and outsource

35

40

45

50

55

60

65

70

1960 1970 1980 1990 2000 2006 2009

Routine manual

Nonroutine manual

Routine cognitive

Nonroutine analytic

Nonroutine interpersonal

Mean task input in percentiles of 1960 task distribution

3 Changes in the demand for skills Trends in different tasks in occupations (United States)

Source: Autor, David H. and Brendan M. Price. 2013. "The Changing Task Composition of the US Labor Market: An Update of Autor, Levy, and Murnane (2003)." MIT Mimeograph, June.

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 4 4 Most teachers value 21st century pedagogies…

Percentage of lower secondary teachers who "agree" or "strongly agree" that:

0 10 20 30 40 50 60 70 80 90 100

Students learn best by finding solutions to problems on theirown

Thinking and reasoning processes are more important thanspecific curriculum content

Students should be allowed to think of solutions to practicalproblems themselves before the teacher shows them how they

are solved

My role as a teacher is to facilitate students' own inquiry

Chile Average

0 20 40 60 80 100

Students work on projects that require at least one week tocomplete

Students use ICT for projects or class work

Give different work to the students who have difficultieslearning and/or to those who can advance faster

Students work in small groups to come up with a jointsolution to a problem or task

Let students practice similar tasks until teacher knows thatevery student has understood the subject matter

Refer to a problem from everyday life or work to demonstratewhy new knowledge is useful

Check students' exercise books or homework

Present a summary of recently learned content

Chile Average

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 5 5 …but teaching practices do not always reflect that

Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons"

6 6 Aligning priorities

Combining equity and excellence

Singapore

Hong Kong-China Chinese Taipei Korea

Macao-China Japan Liechtenstein Switzerland

Netherlands Estonia Finland Canada Poland Belgium Germany Viet Nam

Austria Australia Ireland Slovenia Denmark New Zealand

Czech Republic France United Kingdom Iceland Latvia Luxembourg Norway

Portugal Italy Spain Russian Fed. Slovak Republic United States Lithuania Sweden Hungary Croatia

Israel

Greece Serbia Turkey

Romania Bulgaria U.A.E. Kazakhstan Thailand

Chile Malaysia Mexico

410

420

430

440

450

460

470

480

490

500

510

520

530

540

550

560

570

580Mean score

High mathematics performance

Low mathematics performance

… Shanghai-China performs above this line (613)

… 12 countries perform below this line

Average performance of 15-year-olds in

Mathematics Fig I.2.13

No measurable difference between public and private

schools (after accounting for social background)

Socially equitable distribution of learning

opportunities

High mathematics performance

Low mathematics performance

Average performance of 15-year-olds in

mathematics

Strong socio-economic impact on student

performance

Singapore

Hong Kong-China Chinese Taipei Korea

Macao-China Japan Liechtenstein Switzerland

Netherlands Estonia Finland Canada Poland Belgium Germany Viet Nam

Austria Australia Ireland Slovenia Denmark New Zealand

Czech Republic France United Kingdom Iceland Latvia Luxembourg Norway

Portugal Italy Spain Russian Fed. Slovak Republic United States Lithuania Sweden Hungary Croatia

Israel

Greece Serbia Turkey

Romania Bulgaria U.A.E. Kazakhstan Thailand

Chile Malaysia Mexico

Australia Austria

Belgium Canada

Chile

Czech Rep. Denmark

Estonia

Finland

France

Germany

Greece

Hungary

Iceland Ireland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain Sweden

Switzerland

Turkey

UK

US

Singapore

Hong Kong-China Chinese Taipei

Macao-China Liechtenstein

Viet Nam

Latvia

Russian Fed. Lithuania

Croatia

Serbia Romania

Bulgaria United Arab Emirates

Kazakhstan Thailand

Malaysia

02468101214161820222426

2012


opportunities


performance

Australia Austria

Belgium Canada

Chile

Czech Rep. Denmark

Estonia

Finland

France

Germany

Greece

Hungary

Iceland Ireland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain Sweden

Switzerland

Turkey

UK

US

Australia Austria Belgium Canada Chile Czech Rep. Denmark Estonia Finland France Germany Greece Hungary Iceland Ireland Israel Italy Japan Korea Luxembourg Mexico Netherlands New Zealand Norway Poland Portugal Slovak Rep. Slovenia Spain Sweden Switzerland Turkey UK US

2012


opportunities


performance

Australia Austria

Belgium Canada

Chile

Czech Rep. Denmark

Estonia

Finland

France

Germany

Greece

Hungary

Iceland Ireland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain Sweden

Switzerland

Turkey

UK

US


Australia Austria

Belgium Canada

Chile

Czech Rep. Denmark

Estonia

Finland

France

Germany

Greece

Hungary

Iceland Ireland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain Sweden

Switzerland

Turkey

UK

US


Singapore

Shanghai

Singapore

2003 - 2012

Chile 2001

Turkey 2003

14 14 Strengthening resilience

The country where students go to class matters more than what social class students come from

15 15 Resilience in education PISA performance by decile of social background

300

325

350

375

400

425

450

475

500

525

550

575

600

625

650

675

Mex

ico

Chi

leG

reec

eN

orw

aySw

eden

Icel

and

Isra

elItal

yU

nite

d S

tate

sSp

ain

Den

mar

kLu

xem

bour

gAus

tral

iaIrel

and

Uni

ted K

ingdom

Hung

ary

Can

ada

Finla

nd

Aus

tria

Turk

eyLi

echt

enst

ein

Cze

ch R

epub

licEs

toni

aPort

ugal

Slove

nia

Slova

k Rep

ublic

New

Zea

land

Ger

man

yN

ether

lands

Fran

ceSw

itze

rlan

dPola

ndBel

giu

mJa

pan

Mac

ao-C

hina

Hong

Kong

-Chin

aKore

aSi

ngap

ore

Chi

nes

e Ta

ipei

Shan

gha

i-Chi

na

Source: PISA 2012

16 16 Le

sson

s fro

m h

igh

perfo

rmer

s

Catching up with the top-performers

Low impact on outcomes

High impact on outcomes

Low feasibility High feasibility

Money pits

Must haves

Low hanging fruits

Quick wins

17 17 Le

sson

s fro

m h

igh

perfo

rmer

s




Money pits

Must haves

Low hanging fruits

Quick wins

Commitment to universal achievement

Gateways, instructional systems

Capacity at point of delivery

Incentive structures and accountability

Resources where they yield most

A learning system Coherence

18 18 Le

sson

s fro

m h

igh

perfo

rmer

s




Money pits

Must haves

Low hanging fruits

Quick wins







A commitment to education and the belief that competencies can be learned and therefore all children can achieve Universal educational standards and personalization 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

United States

Poland

Hong Kong-China

Brazil

New Zealand

Greece

Uruguay

United Kingdom

Estonia Finland

Albania

Croatia

Latvia

Slovak Republic Luxembourg

Germany

Lithuania

Austria

Czech Republic

Chinese Taipei

France Thailand

Japan

Turkey Sweden

Hungary Australia

Israel

Canada

Ireland Bulgaria

Jordan

Chile

Macao-China

U.A.E.

Belgium Netherlands

Spain

Argentina

Indonesia

Denmark

Kazakhstan

Peru

Costa Rica

Switzerland

Montenegro

Tunisia

Iceland

Slovenia

Qatar

Singapore

Portugal

Norway

Colombia

Malaysia

Mexico

Liechtenstein

Korea

Serbia

Russian Fed.

Romania

Viet Nam

Italy

Shanghai-China

R² = 0.36

300

350

400

450

500

550

600

650

-0,60 -0,40 -0,20 0,00 0,20 0,40 0,60 0,80 1,00 1,20

Mea

n m

athe

mat

ics

perf

orm

ance

Mean index of mathematics self-efficacy

OEC

D a

vera

ge

Countries where students have stronger beliefs in their abilities perform better in mathematics 19 Fig III.4.5

Perceived self-responsibility for failure in mathematics

Percentage of students who reported "agree" or "strongly agree" with the following statements:

0 20 40 60 80 100

I’m not very good at solving mathematics problems

My teacher did not explain the concepts wellthis week

This week I made bad guesses on the quiz

Sometimes the course material is too hard

The teacher did not get students interested inthe material

Sometimes I am just unlucky

%

Japan Chile OECD average

Fig III.3.6 23

24

24

24 A continuum of support

Make learning central, encourage engagement and responsibility

Be acutely sensitive to individual differences

Provide continual assessment with formative feedback

Be demanding for every student

Ensure that students feel valued and included and learning is collaborative

25 25 Le

sson

s fro

m h

igh

perfo

rmer

s




Money pits

Must haves

Low hanging fruits

Quick wins







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 …

26 26 Le

sson

s fro

m h

igh

perfo

rmer

s




Money pits

Must haves

Low hanging fruits

Quick wins







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 …

-1,5

-1

-0,5

0

0,5

1

1,5

2

2,5

3

Luxe

mbo

urg

Jord

anTh

aila

ndTu

rkey

Shan

ghai

-Chi

naIs

rael

Col

ombi

aPe

ruC

hile

Net

herla

nds

Mex

ico

Ger

man

yVi

et N

amR

ussi

an F

ed.

Uru

guay

Nor

way

Kaza

khst

anIn

done

sia

Belg

ium

Italy

Mal

aysi

aAu

stra

liaBr

azil

Icel

and

U.A

.E.

Sing

apor

eN

ew Z

eala

ndKo

rea

Switz

erla

ndEs

toni

aM

acao

-Chi

naC

osta

Ric

aO

ECD

ave

rage

Swed

enAr

gent

ina

Tuni

sia

Aust

riaQ

atar

Irela

ndC

hine

se T

aipe

iFr

ance

Den

mar

kU

nite

d Ki

ngdo

mH

ong

Kong

-Chi

naAl

bani

aJa

pan

Can

ada

Slov

ak R

epub

licLa

tvia

Gre

ece

Uni

ted

Stat

esC

zech

Rep

ublic

Cro

atia

Finl

and

Mon

tene

gro

Rom

ania

Hun

gary

Lith

uani

aSl

oven

iaSp

ain

Serb

iaPo

rtuga

lBu

lgar

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land

Mea

n in

dex

Mean index Top quarter of this index Bottom quarter of this index

Teacher shortage Fig IV.3.5

28 28 Adequate resources to address disadvantage

Disadvantaged schools reported more teacher shortage

Advantaged schools reported more teacher shortage

-0,5

-0,3

-0,1

0,1

0,3

0,5

0,7

0,9

1,1

1,3

1,5

Kor

eaEs

toni

aIs

rael

Latv

iaSl

oven

iaIta

lyPo

land

Sing

apor

eA

rgen

tina

Net

herla

nds

Port

ugal

Col

ombi

aFr

ance

Finl

and

Tuni

sia

Mac

ao-C

hina

Spai

nG

reec

eSw

itzer

land

Nor

way

Rus

sian

Fed

.Ja

pan

Aus

tria

Mon

tene

gro

Cro

atia

Can

ada

OEC

D a

vera

geG

erm

any

Den

mar

kH

unga

ryU

nite

d K

ingd

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xem

bour

gH

ong

Kon

g-C

hina

Bel

gium

Icel

and

Viet

Nam

Irela

ndU

nite

d St

ates

Chi

leC

zech

Rep

ublic

Serb

iaTu

rkey

Mex

ico

Indo

nesi

aU

rugu

aySh

angh

ai-C

hina

Slov

ak R

epub

licSw

eden

Bra

zil

New

Zea

land

Aus

tral

iaC

hine

se T

aipe

i

Mea

n in

dex

diffe

renc

e

Difference between socio-economically disadvantaged and socio-economically advantaged schools

A shortage of qualified teachers is more of concern in disadvantaged schools

29

29

29 Prepare for work in disadvantaged schools

Preparation

Prepare teachers for

work in disadvantage

Provide mentoring in disadvantage

Improve working

conditions

Career and financial

incentives

• Reinforce initial teacher training including curriculum content for disadvantage

• Strengthening diagnostic capacity • Include practical field experience

• Both new and experienced teachers benefit

• Pedagogical and relational strategies

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 30 30 Teachers' perceptions of the value of teaching

Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society

0

10

20

30

40

50

60

70

80

90

100

Mal

aysia

Sing

apor

e

Kore

a

Abu

Dha

bi (U

AE)

Finl

and

Mex

ico

Alb

erta

(Can

ada)

Flan

der

s (B

elgiu

m)

Net

herlan

ds

Aus

tral

ia

Engla

nd (UK)

Rom

ania

Isra

el

Uni

ted S

tate

s

Chi

le

Ave

rage

Norw

ay

Japan

Latv

ia

Serb

ia

Bulg

aria

Den

mar

k

Pola

nd

Icel

and

Esto

nia

Braz

il

Ital

y

Cze

ch R

epub

lic

Portug

al

Cro

atia

Spai

n

Swed

en

Fran

ce

Slova

k Rep

ublic

Perc

enta

ge

of tea

cher

s

Above-average performers in PISA

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 31 31

Countries where teachers believe their profession is valued show higher levels of student achievement

Relationship between lower secondary teachers' views on the value of their profession in society and the country’s share of top mathematics performers in PISA 2012

Australia

Brazil

Bulgaria

Chile

Croatia

Czech Republic

Denmark

Estonia Finland France

Iceland Israel

Italy

Japan

Korea

Latvia

Mexico

Netherlands

Norway

Poland

Portugal

Romania

Serbia

Singapore

Slovak Republic

Spain Sweden

Alberta (Canada)

England (UK)

Flanders (Belgium)

United States

0

5

10

15

20

25

30

35

40

45

0 10 20 30 40 50 60 70 80

Shar

e of

mat

hem

atic

s to

p p

erfo

rmer

s

Percentage of teachers who agree that teaching is valued in society

R2 = 0.24 r= 0.49

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 32 32 Teachers and feedback

On average across TALIS countries,

...and only one in 5 receive feedback from three sources.

Just above half of the teachers report receiving feedback on

their teaching from one or two sources

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 33 33

Teachers feedback : direct classroom observations

0

10

20

30

40

50

60

70

80

90

100

Bul

garia

Pol

and

Uni

ted

Sta

tes

Rom

ania

Alb

erta

(Can

ada)

Cro

atia

Cze

ch R

epub

lic

Abu

Dha

bi (U

AE

)

Flan

ders

(Bel

gium

)

Ser

bia

Slo

vak

Rep

ublic

Japa

n

Isra

el

Ave

rage

Sin

gapo

re

Latv

ia

Bra

zil

Mex

ico

Mal

aysi

a

Sw

eden

Est

onia

Eng

land

(UK

)

Nor

way

Finl

and

Por

tuga

l

Den

mar

k

Kor

ea

Chi

le

Italy

Net

herla

nds

Fran

ce

Spa

in

Icel

and

Aus

tralia

Perc

enta

ge o

f tea

cher

s

Principals School Management Other teachers

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 34 34 Feedback and change in behavior

Percentage of lower secondary teachers who report a "moderate" or "large" positive change in the following issues after they received feedback on their work

0

10

20

30

40

50

60

70

80

90

100

Con

fiden

ce a

s a

teac

her

Mot

ivat

ion

Job

satis

fact

ion

Kno

wle

dge

and

unde

rsta

ndin

g of

mai

nsu

bjec

t fie

ld(s

)

Teac

hing

pra

ctic

es

Stu

dent

ass

essm

ents

to im

prov

e st

uden

tle

arni

ng

Cla

ssro

om m

anag

emen

t pra

ctic

es

Met

hods

for t

each

ing

stud

ents

with

spe

cial

need

s Pub

lic re

cogn

ition

Job

resp

onsi

bilit

ies

Rol

e in

sch

ool d

evel

opm

ent i

nitia

tives

Am

ount

of p

rofe

ssio

nal d

evel

opm

ent

Like

lihoo

d of

car

eer a

dvan

cem

ent

Sal

ary

and/

or fi

nanc

ial b

onus

Average Chile

Personal Pedagogical Professional

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 35 35 Consequences of feedback

Percentage of lower secondary teachers who "agree" or "strongly agree" that:

0 20 40 60 80

If a teacher is consistently underperforming, he/she would bedismissed

The best performing teachers in this school receive the greatestrecognition

Teacher appraisal and feedback have little impact upon the wayteachers teach in the classroom

A mentor is appointed to help teachers improve his/her teaching

A development or training plan is established to improve theirwork as a teacher

Average Average

Math teaching ≠ math teaching PISA = reason mathematically and understand, formulate, employ

and interpret mathematical concepts, facts and procedures

36

0,00

0,50

1,00

1,50

2,00

2,50Vi

et N

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Aust

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Mex

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Col

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Fed

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Mon

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Finl

and

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ance

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wor

d pr

oble

ms

Focus on word problems Fig I.3.1a 37

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

2,50Sw

eden

Icel

and

Tuni

sia

Arge

ntin

aSw

itzer

land

Braz

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xem

bour

gIre

land

Net

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New

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land

Cos

ta R

ica

Aust

riaLi

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Mal

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Den

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d K

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nia

Ger

man

yAu

stra

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hile

OEC

D a

vera

geSl

ovak

Rep

ublic

Thai

land

Qat

arFi

nlan

dPo

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lC

olom

bia

Mex

ico

Peru

Cze

ch R

epub

licIs

rael

Italy

Belg

ium

Hon

g K

ong-

Chi

naPo

land

Fran

ceSp

ain

Mon

tene

gro

Gre

ece

Turk

eySl

oven

iaVi

et N

amH

unga

ryBu

lgar

iaKa

zakh

stan

Chi

nese

Tai

pei

Can

ada

Uni

ted

Sta

tes

Esto

nia

Rom

ania

Latv

iaSe

rbia

Japa

nKo

rea

Cro

atia

Alba

nia

Rus

sian

Fed

erat

ion

Uni

ted

Ara

b Em

irate

sJo

rdan

Mac

ao-C

hina

Sing

apor

eSh

angh

ai-C

hina

Icel

and

Inde

x of

exp

osur

e to

form

al m

athe

mat

ics

Focus on conceptual understanding Fig I.3.1b 38

39 39 Le

sson

s fro

m h

igh

perfo

rmer

s




Money pits

Must haves

Low hanging fruits

Quick wins







Incentives, accountability, knowledge management Aligned incentive structures

For students 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

40 40 Le

sson

s fro

m h

igh

perfo

rmer

s

40

40 Align autonomy with accountability

The question is not how many charter schools you have but how you enable every teacher to assume charter-like autonomy

No standardisedmath policy

Standardised mathpolicy455

460

465

470

475

480

485

Less school autonomy

More school autonomy

Schools with more autonomy perform better than schools with less autonomy in systems with standardised math policies

Score points

School autonomy for curriculum and assessment x system's extent of implementing a standardised math policy (e.g. curriculum and instructional materials)

Fig IV.1.16

Schools with more autonomy perform better than schools with less autonomy in systems with more collaboration

Teachers don't participate inmanagement

Teachers participate inmanagement455

460

465

470

475

480

485

Less school autonomy

More school autonomy

Score points

School autonomy for resource allocation x System's level of teachers participating in school management Across all participating countries and economies

Fig IV.1.17

0 20 40 60 80 100

Written specification of the school's curriculum andeducational goals

Written specification of student-performance standards

Systematic recording of data, including teacher andstudent attendance and graduation rates, test results…

Internal evaluation/self-evaluation

External evaluation

Written feedback from students (e.g. regarding lessons,teachers or resources)

Teacher mentoring

Regular consultation with one or more experts over aperiod of at least six months with the aim of improving…

Implementation of a standardised policy for mathematics

%

Percentage of students in schools whose principal reported that their schools have the following for quality assurance and improvement:

Chile Singapore OECD average

Quality assurance and school improvement Fig IV.4.14 44

45 45 Le

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Money pits

Must haves

Low hanging fruits

Quick wins







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

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 46 46 What teachers do beyond teaching

Average number of 60-minute hours teachers report spending on the following tasks in an average week

Finland Malaysia

Abu Dhabi (United Arab Emirates) Flanders (Belgium)

Israel Italy Malaysia

Japan Malaysia Sweden

Finland Korea

Finland Malaysia

Finland Korea

Finland Malaysia Portugal Singapore

Croatia Finland Japan

0 1 2 3 4 5 6 7 8 9 10Number of hours

School management

Communication with parents

All other tasks

Extracurricular activities

Student counselling

Team work

Administrative work

Marking

Planning

47 47 Align the resources with the challenges

Hong Kong-China

Brazil Uruguay

Croatia

Latvia

Chinese Taipei

Thailand Bulgaria

Jordan

Macao-China

UAE Argentina

Indonesia Kazakhstan

Peru

Costa Rica Montenegro

Tunisia

Qatar

Singapore

Colombia

Malaysia Serbia

Romania

Viet Nam

Shanghai-China

USA

Poland

New Zealand

Greece

UK

Estonia

Finland Slovak Rep.

Luxembourg

Germany Austria France

Japan

Turkey Sweden Hungary Australia Israel

Canada Ireland

Chile

Belgium

Spain Denmark

Switzerland

Iceland

Slovenia

Portugal Norway

Mexico

Korea

Italy

R² = 0,19

300

350

400

450

500

550

600

650

700

-0,500,511,5

Mat

hem

atic

s pe

rfor

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ce (s

core

poi

nts)

Equity in resource allocation (index points)

Greater equity Less equity

Adjusted by per capita GDP

Countries with better performance in mathematics tend to allocate educational resources more equitably

Source: PISA 2012

48

48

48 Square school choice with equity

Financial incentives

for schools

Assistance for disadvantaged

parents

Controlled choice

Financial incentives

Inform parents

Foster collaboration

among teachers and

schools

Use student and school

assessments

49 49 Le

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Money pits

Must haves

Low hanging fruits

Quick wins







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)

50 50 Le

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Money pits

Must haves

Low hanging fruits

Quick wins







51 51 Le

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Some students learn at high levels All students need to learn at high levels

Student inclusion

Routine cognitive skills, rote learning Learning to learn, complex ways of thinking, ways of working

Curriculum, instruction and assessment

Few years more than secondary High-level professional knowledge workers

Teacher quality

‘Tayloristic’, hierarchical Flat, collegial

Work organisation

Primarily to authorities Primarily to peers and stakeholders

Accountability

What it all means

The old bureaucratic system The modern enabling system

52 52 Le

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52

52 Thank you

Find out more about our work at www.oecd.org – All publications – The complete micro-level database

Email: [email protected] Twitter: SchleicherEDU

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