Keynote Zukunftskompetenzen sind die globale Währung des 21. Jahrhunderts Die Welt der Bildung und Fortbildung steht vor einem epochalen Umbruch - weltweit Prof. Dr. Andreas Schleicher, Direktor für Bildung OECD
Preparing students for their future, not our past Learning for the 21st century EduAction, Mannheim Andreas Schleicher
The post-truth world where reality becomes fungible Virality seems privileged over quality in the distribution of information Truth and fact are losing currency Scarcity of attention and abundance of information Algorithms which sort us into groups of like-minded individuals create echo chambers that amplify our views, leave us uninformed of opposing arguments, and polarise our societies
15-year-olds feeling bad if not connected to the Internet (PISA) % 90 80 70 60 50 40 30 20 10 0 Boys Girls Chinese Taipei -2 Sweden -9 France -5 Portugal Greece Singapore -2 Thailand Macao (China) -7 Brazil -2 Spain United Kingdom Bulgaria ong Kong (China) Korea -7 Belgium -4 Denmark -4 Croatia -5 Israel -10 New Zealand -4 Netherlands -3 Uruguay Hungary 4 Australia OECD average -3 ominican Republic Ireland -7 Poland -3 Costa Rica 3 Lithuania Japan -5 Mexico Russia -8 Czech Republic Italy Peru Colombia 4 Finland -6 Chile Latvia Slovak Republic B-S-J-G (China) 11 Switzerland Austria -3 Luxembourg Iceland Germany Estonia Slovenia
Students are using more time online outside school on a typical school day (PISA) Minutes per day 200 2015 2012 Figure III.13.3 180 160 140 120 100 80 60 40 20 0 Percentage of High Internet Users (spending 2 to 6 hours on line per day), during weekdays Chile 39 Sweden 56 Uruguay 33 Costa Rica 31 Spain 44 Italy 40 Australia 52 Estonia 50 New Zealand 51 Hungary 43 Russia 42 Netherlands 48 Denmark 55 Slovak Republic 40 Czech Republic 43 Austria 42 Latvia 46 Singapore 45 Belgium 44 Poland 46 Iceland 51 OECD average-27 43 Ireland 48 Croatia 40 Portugal 42 Finland 48 Israel 34 Macao (China) 45 Switzerland 40 Greece 41 Hong Kong (China) 39 Mexico 30 Slovenia 37 Japan 31 Korea 20
7 Digitalisation Democratizing Particularizing Empowering Concentrating Homogenizing Disempowering
8 and interconnected global risks
The multi-faceted world of knowledge
The human world of knowledge
The small world of the curriculum
The small world of the curriculum
The small world of the curriculum
The small world of the curriculum
The small world of the curriculum
The small world of the curriculum
The big world of learning The True The realm of human knowledge The Just and Well-Ordered The realm of political and civic life, binding social capital The Sustainable The realm of natural and physical health The Good The realm of ethics and judgement The Beautiful The realm of creativity, esthetics and design The Prosperous The realm of economic life
The future will be about pairing the artificial intelligence of computers with the cognitive, social and emotional skills and values of humans
Creating new value connotes processes of creating, making, bringing into being and formulating; and outcomes that are innovative, fresh and original, contributing something of intrinsic positive worth. The constructs that underpin the competence are creativity/ creative thinking/ inventive thinking, curiosity, global mind-set,. In a structurally imbalanced world, the imperative of reconciling diverse perspectives and interests, in local settings with sometimes global implications, will require young people to become adept in handling tensions, dilemmas and trade-offs. Underlying constructs are empathy, resilience/stress resistance trust, Dealing with novelty, change, diversity and ambiguity assumes that individuals can think for themselves and work with others. This suggests a sense of responsibility, and moral and intellectual maturity, with which a person can reflect upon and evaluate their actions in the light of their experiences and personal and societal goals; what they have been taught and told; and what is right or wrong Underlying constructs include critical thinking skills, meta-learning skills (including learning to learn skills), mindfulness, problem solving skills, responsibility,
Anticipation mobilises cognitive skills, such as analytical or critical thinking, to foresee what may be needed in the future or how actions taken today might have consequences for the future Reflective practice is the ability to take a critical stance when deciding, choosing and acting, by stepping back from what is known or assumed and looking at a situation from other, different perspectives Implications for pedagogy Both reflective practice and anticipation contribute to the willingness to take responsible actions
Current curricula and 2030 aspirations Preliminary findings of curriculum content mapping (lower secondary; Ontario, Canada) Number of mapped content items 80 70 60 50 40 30 20 10 0 Skills, Attitudes and Values Critical Thinking Communication Problem Solving Cooperation/Collaboration Respect Self-Regulation Persistence/Resilience Empathy Key concepts 2030 Learning Framework Creative Thinking Conflict Resolution Responsibility Student Agency Competency Development Cycle Reflection Action Anticipation Compound competencies for 2030 Global Competency Digital Literacy Literacy for SD Computational Thinking Entrepreneurship Arts Humanities Mathematics National Language/s PE/Health Science Technologies
Current curricula and 2030 aspirations Preliminary findings of curriculum content mapping (lower secondary; Japan) Number of mapped content items 160 140 120 100 80 60 40 20 0 Skills, Attitudes and Values Critical Thinking Communication Problem Solving Cooperation/Collaboration Respect Self-Regulation Persistence/Resilience Empathy Key concepts 2030 Learning Framewo rk Creative Thinking Conflict Resolution Responsibility Student Agency Competency Development Cycle Reflection Action Anticipation Compound competencies for 2030 Global Competency Digital Literacy Literacy for SD Computational Thinking Entrepreneurship Arts Humanities Mathematics National Language/s PE/Health Science Technologies
Changing education seems like moving graveyards The status quo has many protectors Everyone supports reform except for their own children Those who promote reforms often change their mind when they understand what change actually entails You can lose an election but you don t win one over education Complexity and length of reform trajectory that extend electoral cycles A substantial gap between the time when the cost of reform is incurred, and the time when benefits materialise Asymmetry of costs and benefits of educational reform Reform is easy to derail by vocal interest groups Costs are certain, benefits not
Changing education seems like moving graveyards The frogs rarely clear the swamp The loss of privilege is pervasive simply because of the extent of vested interests in maintaining the status quo. Lack of systematic reform evaluation Lack of supportive ecosystems Lack of an education industry that pushes innovation and absorbs risks A research sector that is often disengaged from the real needs of real people and real classrooms Lack of leadership capacity Limited career structures
Figure II.6.2 Money is necessary but not sufficient Spending per student from the age of 6 to 15 and science performance Science performance (score points) 600 550 500 450 400 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 Netherlands Singapore United Kingdom Finland Iceland Austria Norway Denmark United States Malta Sweden R² = 0,01 Switzerland Luxembourg Georgia R² = 0,41 350 Peru 300 0 20 40 60 80 100 120 140 160 180 200 Average spending per student from the age of 6 to 15 (in thousands USD, PPP)
Figure II.6.23 Learning time and science performance (PISA) Hours Intended learning time at school (hours) Study time after school (hours) Score points in science per hour of total learning time 70 60 50 40 30 20 10 0 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 16 15 14 13 12 11 10 9 8 7 6 Score points in science per hour of learning time
Some learn at high levels
All learn at high levels
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 28 27,7 27 27,0 26 25,8 25 24 24,2 23 Bottom quarter Second quarter Third quarter Top quarter
but teachers in disadvantaged schools are less qualified Science teachers without a university major in science, by school socio-economic profile (OECD Average) Figure 3.5 35 33 31 29 27 25 23 21 19 17 15 31 26 25 21 Bottom quarter Second quarter Third quarter Top quarter
Bureaucratic Look-up
Devolved Look-outward
Policy levers to teacher professionalism 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)
Teacher professional collaboration Percentage of lower secondary teachers who report doing the following activities at least once per month 100 90 Exchange and co-ordination (OECD countries) Professional collaboration 80 70 60 50 40 30 20 10 0 iscuss individual students Share resources Team conferences Collaborate for common standards Team teaching Collaborative PD Joint activities Classroom observations Percentage of teachers
Teachers self-efficacy and professional collaboration 13,40 Teacher self-efficacy (level) 13,20 13,00 12,80 12,60 12,40 12,20 12,00 11,80 11,60 11,40 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 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 More frequently
Student-teacher ratios and class size Figure II.6.14 Student-teacher ratio 30 25 20 High student-teacher ratios and small class sizes Netherlands OECD average Peru Kosovo Dominican Republic Colombia Chile Brazil Thailand Mexico R² = 0,25 Algeria Jordan United States Chinese Russia Taipei Viet Nam B-S-G-J 15 OECD Macao Turkey (China) average Denmark Hong Kong (China) Georgia Switzerland (China) Singapore Japan CABA (Argentina) 10 Finland Hungary Belgium Poland Albania Malta Low student-teacher ratios and large class sizes 5 15 20 25 30 35 40 45 50 Class size in language of instruction
Teachers job satisfaction and class size 13,00 12,50 Teachers' job satisfaction (level) 12,00 11,50 11,00 10,50 10,00 15 or less 16-20 21-25 26-30 31-35 36 or more Class size (number of students)
Teacher job satisfaction and professionalism Fig II.3.3 70 60 50 40 30 Low professionalism High professionalism 20 10 0 Perceptions of teachers status Satisfaction with the profession Satisfaction with the work environment Teachers self-efficacy
Prescription
Ownership of professional practice Powerful learning environments are constantly creating synergies and finding new ways to enhance professional, social and cultural capital with others. They do that with families and communities, with higher education, with other schools and learning environments, and with businesses.
The past was divided Teachers and content divided by subjects and student destinations Schools designed to keep students inside, and the rest of the world outside
The future is integrated Integrated: Emphasising integration of subjects, integration of students and integration of learning contexts Connected: with real-world contexts, and permeable to the rich resources in the community Less subject-based, more project-based
Standardisation and Conformity Standardisation and compliance lead students to be e ducated in batches of age, following the same standar d curriculum, all assessed at the same time.
Ingenious Building instruction from student passions and capacities, helping students personalise their learning and assessme nt in ways that foster engagement and talents.
Yes No % If I am more innovative in my teaching I will be rewarded (country average)
When fast gets really fast, being slow to adapt makes education really slow Industrial systems World class systems Student inclusion Some students learn at high levels (sorting) All students need to learn at high levels Routine cognitive skills Standardisation and compliance Curriculum, instruction and assessment Complex ways of thinking, complex ways of doing, collective capacity Teacher education High-level professional knowledge workers Tayloristic, hierarchical Work organisation Flat, collegial Primarily to authorities Accountability Primarily to peers and stakeholders
Thank you Find out more about our work at www.oecd.org/pisa All publications The complete micro-level database Email: Andreas.Schleicher@OECD.org Twitter: SchleicherOECD Wechat: AndreasSchleicher