Raising excellence and equity in education
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1 Raising excellence and equity in education Best in Class 2018 a global perspective Andreas Schleicher Director for Education and Skills
2 Mean science performance Higher perfomance Science performance and equity in PISA (2015) Singapore Japan Macao (China) Chinese Tapei Finland Estonia Viet Nam Canada B-S-J-G (China) Slovenia New Zealand Netherlands Korea Hong Kong (China) Germany Australia United Kingdom Belgium Switzerland Portugal Poland Denmark France Austria Ireland United States Norway Czech Rep. Spain Sweden Latvia Russia Luxembourg Italy Hungary Croatia Lithuania Slovak Rep. Iceland Malta Israel Bulgaria Greece Chile Romania Uruguay Moldova Turkey United Arab Emirates Trinidad and Tobago Costa Rica Thailand Colombia Mexico Qatar Jordan Montenegro Indonesia Brazil Peru Tunisia Lebanon FYROM Kosovo Algeria Dominican Rep. (332) More equity Some countries combine excellence with equity
3 Poverty need not be destiny: PISA math performance by decile of social background PISA mathematics performance High math performance Mathematics performance of the 10% most privileged American 15-year-olds (~Japan) Low math performance Mathematics performance of the 10% most disadvantaged American 15-year-olds (~Mexico)
4 Lessons from PISA High impact on outcomes Low impact on outcomes Must haves Quick wins Low feasibility High feasibility Money pits Low hanging fruits
5 Lessons from PISA High impact on outcomes Low impact on outcomes Capacity at point of delivery Must haves Commitment to universal achievement Quick wins Resources where they yield most Coherence Looking outwards Incentive structures and accountability Low feasibility Gateways, instructional systems High feasibility Money pits Low hanging fruits
6 Science performance (score points) Spending per student from the age of 6 to 15 and science performance Figure II Australia Germany Slovenia Japan Chile Czech Rep. Korea Spain Canada Ireland New Zealand Poland Israel France Italy Croatia Latvia Slovak Rep. Portugal Lithuania Costa Rica Hungary Estonia Russia Belgium Mexico Brazil Bulgaria Uruguay Thailand Chinese Montenegro Dominican Taipei Republic Colombia 11.7, 411 Turkey Georgia R² = 0.41 Peru Netherlands Singapore United Kingdom Finland Iceland Austria Norway Denmark United States Malta Sweden R² = 0.01 Switzerland Luxembourg Average spending per student from the age of 6 to 15 (in thousands USD, PPP)
7 Disadvantaged schools often have more teachers Average class size in <9 th grade>, by quarter of school socio-economic profile (OECD average) Students per class Figure Bottom quarter Second quarter Third quarter Top quarter 45th meeting of the PISA Governing Board
8 but teachers in disadvantaged schools are less qualified Science teachers with a university major in science, by school socio-economic profile (OECD Average) % Figure Bottom quarter Second quarter Third quarter Top quarter 45th meeting of the PISA Governing Board
9 and less experienced Average teacher experience, by quarter of school socio-economic profile (Average-18) Figure 3.7 Years of experience Bottom quarter Second quarter Third quarter Top quarter 45th meeting of the PISA Governing Board
10 and principals report more often a lack of teachers Principals' views on lack of teaching staff, by quarter of school socio-economic profile (OECD Average) 40 % Figure Bottom quarter Second quarter Third quarter Top quarter 45th meeting of the PISA Governing Board
11 CABA (Argentina) Mexico Peru Macao (China) United Arab Emirates Lebanon Jordan Colombia Brazil Indonesia Turkey Spain Dominican Republic Georgia Uruguay Thailand B-S-J-G (China) Australia Japan Chile Luxembourg Russia Portugal Malta Italy New Zealand Croatia Ireland Algeria Norway Israel Denmark Sweden United States Moldova Belgium Slovenia OECD average Hungary Chinese Taipei Viet Nam Czech Republic Singapore Tunisia Greece Trinidad and Tobago Canada Romania Qatar Montenegro Kosovo Netherlands Korea Finland Switzerland Germany Hong Kong (China) Austria FYROM Poland Albania Bulgaria Slovak Republic Lithuania Estonia Iceland Costa Rica United Kingdom Latvia Mean index difference between advantaged and disadvantaged schools Differences in educational resources between advantaged and disadvantaged schools Figure I Disadvantaged schools have more resources than advantaged schools Disadvantaged schools have fewer resources than advantaged schools Index of shortage of educational material Index of shortage of educational staff
12 Percentage of students in schools whose principal or the school governing board has considerable responsibility for determining teachers' salary increases Does greater school autonomy go together with greater inequity? % 100 Macao (China) Figure United Arab Emirates United States Chinese Taipei Australia Peru Dominican Republic B-S-J-G (China) Colombia Brazil Spain Germany Korea Portugal Italy Czech Republic Chile R² = 0.39 Hong Kong (China) % dif Difference betwen advantaged and disadvantaged schools in the proportion of non-science teachers who reported that the school's capacity to provide instruction is hindered by a lack of teaching staff at least to some extent No : Where school responsibility for hiring/firing teachers and setting salaries is greater, inequitable teacher sorting appears LESS frequent! 45th meeting of the PISA Governing Board
13 Square school choice with equity Engaging parents and stakeholders Manage/ consolidate school network What can policy do? Formulabased approaches to school financing Financial incentives for schools Foster collaboration /pairing among schools Admission policies, controlled choice Assistance for disadvantaged parents
14 Sweden Estonia Russia Latvia Bulgaria Iceland Norway Hungary Denmark Finland Singapore Israel Belgium Hong Kong (China) Spain Slovak Republic Uruguay France Macao (China) Brazil B-S-J-G (China) Japan Germany Czech Republic Lithuania Slovenia Thailand Austria Croatia Italy Chinese Taipei OECD average Poland Peru Korea Mexico Luxembourg Greece Montenegro Dominican Republic New Zealand United Kingdom United States Switzerland Costa Rica Qatar United Arab Emirates Colombia Australia Canada Chile Ireland Tunisia Portugal Turkey Years Attendance at pre-primary school by schools socio-economic profile Table II Number of years in pre-primary education among students attending socio-economically Disadvantaged schools Advantaged schools 4 3 OECD average 2 1 0
15 Netherlands 114 B-S-J-G (China) 119 Bulgaria 115 Hungary 104 Trinidad and Tobago 98 Belgium 112 Slovenia 101 Germany 110 Slovak Republic 109 Malta 154 United Arab Emirates 110 Austria 106 Israel 126 Lebanon 91 Czech Republic 101 Qatar 109 Japan 97 Switzerland 110 Singapore 120 Italy 93 Chinese Taipei 111 Luxembourg 112 Turkey 70 Brazil 89 Croatia 89 Greece 94 Chile 83 Lithuania 92 OECD average 100 Uruguay 84 CABA (Argentina) 82 Romania 70 Viet Nam 65 Korea 101 Australia 117 United Kingdom 111 Peru 66 Colombia 72 Thailand 69 Hong Kong (China) 72 FYROM 80 Portugal 94 Dominican Republic 59 Indonesia 52 Georgia 92 Jordan 79 New Zealand 121 United States 108 Montenegro 81 Tunisia 47 Sweden 117 Mexico 57 Albania 69 Kosovo 57 Macao (China) 74 Algeria 54 Estonia 88 Moldova 83 Costa Rica 55 Russia 76 Canada 95 Poland 92 Denmark 91 Latvia 75 Ireland 88 Spain 86 Norway 103 Finland 103 Iceland 93 % Figure I.6.11 Variation in performance between and within schools Between-school variation OECD average 69% Within-school variation OECD average 30% Total variation as a proportion of the OECD average
16 Teachers, teaching and learning
17 OECD average PISA science score Learning time and science performance Figure II OECD average Singapore Finland Germany Japan Estonia Macao (China) New Zealand Netherlands Switzerland Sweden Uruguay Iceland Israel Bulgaria Hong Kong (China) Chinese Taipei Korea Poland United States Russia Italy Greece Mexico Colombia Costa Rica Brazil Chile Turkey Montenegro Peru Qatar Thailand B-S-J-G (China) OECD average Tunisia R² = 0.21 United Arab Emirates 350 Dominican Republic Total learning time in and outside of school
18 Finland Germany Switzerland Japan Estonia Sweden Netherlands New Zealand Australia Czech Republic Macao (China) United Kingdom Canada Belgium France Norway Slovenia Iceland Luxembourg Ireland Latvia Hong Kong (China) OECD average Chinese Taipei Austria Portugal Uruguay Lithuania Singapore Denmark Hungary Poland Slovak Republic Spain Croatia United States Israel Bulgaria Korea Russia Italy Greece B-S-J-G (China) Colombia Chile Mexico Brazil Costa Rica Turkey Montenegro Peru Qatar Thailand United Arab Emirates Tunisia Dominican Republic Figure II.6.23 Learning time and science performance (PISA) Score points in science per hour of learning time Hours Intended learning time at school (hours) Study time after school (hours) Score points in science per hour of total learning time
19 28 Teachers skills Numeracy test scores of tertiary graduates and teachers Japan Finland Flanders (Belgium) Germany Norway Netherlands Austria Czech Republic Sweden Australia France Northern Ireland (UK) Denmark England/N. Ireland (UK) England (UK) Korea Ireland Canada United States Estonia Poland Spain Numeracy skills of middle half of college graduates Numeracy score 375 Numeracy score
20 29 Teachers skills Numeracy test scores of tertiary graduates and teachers Japan Finland Flanders (Belgium) Germany Norway Netherlands Austria Czech Republic Sweden Australia France Northern Ireland (UK) Denmark England/N. Ireland (UK) England (UK) Korea Ireland Canada United States Estonia Poland Spain Numeracy skills of teachers Numeracy score 375 Numeracy score
21 What teachers say and what teachers do
22 96% of teachers: My role as a teacher is to facilitate students own inquiry
23 86%: Students learn best by findings solutions on their own
24 74%: Thinking and reasoning is more important than curriculum content
25 Prevalence of memorisation rehearsal, routine exercises, drill and practice and/or repetition Prevalence of elaboration reasoning, deep learning, intrinsic motivation, critical thinking, creativity, non-routine problems United Kingdom Netherlands Spain Norway United States Singapore Canada Shanghai-China Sweden France Korea Japan Germany Poland Switzerland High Low Low High
26 Memorisation is less useful as problems become more difficult (OECD average) Greater success 1.00 Odds ratio Easy problem R² = 0.81 Less 0.70 success Source: Figure 4.3 Difficult problem Difficulty of mathematics item on the PISA scale
27 Elaboration strategies are more useful as problems become more difficult (OECD average) Greater success Odds ratio 1.50 R² = 0.82 Difficult problem Less success 0.80 Easy problem Difficulty of mathematics item on the PISA scale Source: Figure 6.2
28 New Zealand Portugal Brazil Qatar Luxembourg Tunisia Jordan Australia Sweden Belgium Denmark United Arab Emirates Colombia Argentina Chinese Taipei Chile Czech Republic Turkey Netherlands Malaysia Canada Slovak Republic Austria Indonesia Romania Costa Rica Thailand Switzerland Uruguay Bulgaria Latvia Montenegro OECD average Serbia Israel France Greece Finland Peru Mexico Germany United Kingdom Norway Estonia United States Hungary Ireland Poland Viet Nam Japan Shanghai-China 1 Iceland Lithuania Italy Croatia Kazakhstan Slovenia Hong Kong-China Russian Federation Spain Liechtenstein 1 Singapore Macao-China 1 Korea Exposure to pure mathematics Students in disadvantaged schools have less exposure conceptual understanding in math More exposure Bottom quarter (disadvantaged students) One-point difference in exposure to conceptual understanding predicts a 1.23 Std.Dev difference in school performance Top quarter (advantaged students) Less exposure
29 Growing expectations on teachers Be experts on their discipline and experts on how students learn Respond to individual differences with broad pedagogical repertoire Some evidence that well-being factors impact motivation, self-efficacy and job commitment Provide continual assessment with formative feedback Attrition a growing issue, with high costs Growing teacher shortages Be demanding for every student with a high level of cognitive activation Ensure that students feel valued and included and learning is collaborative
30 Teachers job satisfaction I am satisfied with my performance in this school All in all, I am satisfied with my job I enjoy working at this school I would recommend my school as a good place to work If I could decide again, I would still choose to work as a teacher Strongly agree Agree Disagree Strongly disagree The advantages of being a teacher clearly outweigh the disadvantages Percentage of teachers
31 Teachers' job satisfaction (level) Teachers job satisfaction and class size or less or more Class size (number of students)
32 Teacher job satisfaction and professionalism Fig II Low professionalism High professionalism Perceptions of teachers status Satisfaction with the profession Satisfaction with the work environment Teachers self-efficacy
33 Discuss individual students Share resources Team conferences Collaborate for common standards Team teaching Collaborative PD Joint activities Classroom observations Percentage of teachers Professional collaboration among teachers Percentage of lower secondary teachers who report doing the following activities at least once per month Exchange and co-ordination Average (OECD countries) Professional collaboration
34 Never Once a year or less 2-4 times a year 5-10 times a year 1-3 times a month Once a week or more Teacher self-efficacy (level) Teachers Self-Efficacy and Professional Collaboration 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
35 Student-teacher ratio OECD average Student-teacher ratios and class size Figure II High student-teacher ratios and small class sizes Dominican Republic Colombia Brazil Mexico 25 R² = Netherlands Peru Kosovo Chile Thailand OECD average Switzerland Finland Belgium Denmark Malta United States Russia Poland Hungary Albania Algeria Jordan Hong Kong (China) Singapore Chinese Taipei Viet Nam Macao (China) Georgia Japan B-S-G-J (China) CABA (Argentina) Low student-teacher ratios and large class sizes Turkey Class size in language of instruction
36 Professionalism Public confidence in profession and professionals Professional preparation and learning Collective ownership of professional practice Decisions made in accordance with the body of knowledge o the profession Acceptance of professional responsibility in the name of the profession and accountability towards the profession
37 One last thought Research in education
38 Public educational research Public expenditures in education and health as % of GDP (2014) Share (%) of public research budget on education and health (2014) 10 9 OECD average 10 9 OECD average Education Health Education Health
39 Public educational research: budget per student Public budget for education per student (2014)
40 Thank you Find out more about our work at All publications The complete PISA micro-level database Twitter: SchleicherOECD Wechat: AndreasSchleicher
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