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

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Sin

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Ric

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Ze

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Kore

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United

Sta

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nd

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alia

Me

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ay

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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

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Tunis

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nd

Ne

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rla

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New

Ze

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nd

Costa

Ric

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Ind

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sia

Denm

ark

United

Kin

gd

om

Uru

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Germ

any

Austr

alia

Chile

OE

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ave

rag

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lovak R

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Thaila

nd

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Port

ug

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Colo

mb

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exic

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eru

Czech R

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ub

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Italy

Belg

ium

Hong

Kon

g-C

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aP

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nd

Fra

nce

Spa

inM

on

ten

eg

roG

reece

Turk

ey

Slo

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iaV

iet N

am

Hu

ng

ary

Bulg

aria

Kaza

kh

sta

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ese

Taip

ei

Cana

da

United

Sta

tes

Esto

nia

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Latv

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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

http://52.17.239.10/BerufeAPOK/

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