Preparing students for the 4 th Industrial Revolution Implications for science education. Andreas Schleicher Director for Education and Skills
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1 Preparing students for the 4 th Industrial Revolution Implications for science education Andreas Schleicher Director for Education and Skills
2 PISA 2015 OECD Partners
3 Science in PISA the ability to engage with sciencerelated issues, and with the ideas of science, as a reflective citizen
4 Student performance 570 Trends in science performance (PISA) OECD OECD average
5 570 Trends in science performance (PISA) OECD average
6 Dominican Republic 40 Algeria 52 Kosovo 10 Qatar 3 FYROM 13 Tunisia 39 Montenegro 11 Jordan 21 United Arab Emirates 3 Georgia 19 Lebanon 27 Indonesia 74 Mexico 53 Peru 50 Costa Rica 38 Brazil 43 Turkey 59 Moldova 28 Thailand 55 Colombia 43 Iceland 1 Trinidad and Tobago 14 Romania 20 Israel 6 Bulgaria 13 Greece 13 Russia 5 Uruguay 39 Chile 27 Latvia 25 Lithuania 12 Slovak Republic 8 Italy 15 Norway 1 Spain 31 Hungary 16 Croatia 10 Denmark 3 OECD average 12 Sweden 3 Malta 13 United States 11 Macao (China) 22 Ireland 5 Austria 5 Portugal 28 Luxembourg 14 Hong Kong (China) 26 Czech Republic 9 Poland 16 Australia 4 United Kingdom 5 Canada 2 France 9 Korea 6 New Zealand 5 Switzerland 8 Netherlands 4 Slovenia 5 Belgium 7 Finland 2 Estonia 5 Viet Nam 76 Germany 7 Japan 8 Chinese Taipei 12 B-S-J-G (China) 52 Singapore 11 Score points Poverty is not destiny - Science performance by international deciles of the PISA index of economic, social and cultural status (ESCS) 630 Figure I Bottom decile Second decile Middle decile Ninth decile Top decile 530 OECD median student % of students in the bottom international deciles of ESCS
7 % of students with vag ue or missing expectati ons Dominican Rep. 12 Costa Rica 11 Jordan 6 United Arab Em. 11 Mexico 6 Colombia 8 Lebanon 15 Brazil 19 Peru 7 Qatar 19 United States 13 Chile 18 Tunisia 19 Canada 21 Slovenia 16 Turkey 6 Australia 15 United Kingdom 17 Malaysia 4 Kazakhstan 14 Spain 11 Norway 21 Uruguay 17 Singapore 14 Trinidad and T. 13 Israel 25 CABA (Arg.) 19 Portugal 18 Bulgaria 25 Ireland 13 Kosovo 7 Algeria 12 Malta 11 Greece 12 New Zealand 24 Albania 29 Estonia 15 OECD average 19 Belgium 16 Croatia 17 FYROM 20 Lithuania 21 Iceland 22 Russia 19 HKG (China) 20 Romania 20 Italy 17 Austria 23 Moldova 7 Latvia 19 Montenegro 18 France 21 Luxembourg 18 Poland 13 Macao (China) 10 Chinese Taipei 21 Sweden 21 Thailand 27 Viet Nam 13 Switzerland 22 Korea 7 Hungary 22 Slovak Republic 24 Japan 18 Finland 24 Georgia 27 Czech Republic 22 B-S-J-G (China) 31 Netherlands 19 Germany 33 Indonesia 19 Denmark 48 Students expecting a career in science Figure I.3.2 % Percentage of students who expect to work in science-related professional and technical occupations when they are 30 Science-related technicians and associate professionals Information and communication technology professionals Health professionals Science and engineering professionals
8 Percentage of students expecting a career in science Students expecting a career in science by performance and enjoyment of learning Figure I Low enjoyment of science High enjoyment of science Score points in science
9 9 Looking forward to Better anticipate the evolution of the demand for 21 st century skills and better integrate the world of work and learning Leverage the potential of all learners Building learning systems that Find more innovative solutions to what we learn, how we learn, when we learn and where we learn Advance from an industrial towards a professional work organisation
10 70 65 The kind of things that are easy to teach are now easy to automate, digitize or outsource Mean task input in percentiles of 1960 task Routine manual Nonroutine manual Routine cognitive Nonroutine analytic Nonroutine interpersonal
11 Robotics The Auto-auto >1m km, one minor accident, occasional human intervention
12 Augmented Reality
13 Education in the past
14 Education now
15 15 Professionalism Professionalism is the level of autonomy and internal regulation exercised by members of an occupation in providing services to society External forces exerting pressure and influence inward on an occupation Internal motivation and efforts of the members of the profession itself
16 Policy levers to teacher professionalism Autonomy: Teachers decisionmaking 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 Knowledge base for teaching (initial education and incentives for professional development)
17 Teacher professionalism Autonomy: Teachers decisionmaking 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) Knowledge base for teaching (initial education and incentives for professional development)
18 Technology can amplify innovative teaching Well beyond textbooks, in multiple formats, with little time and space constraints Expand access to content Collaboration for knowledge creation Collaborative platforms for teachers to share and enrich teaching materials Make it faster and more granular Feedback Support new pedagogies As tools for inquirybased pedagogies with learners as active participants
19 Lessons from high performers Thank you Find out more about our work at All publications The complete micro-level database Twitter: SchleicherEDU and remember: 19
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