Presentación del Director de Educación de la OCDE, Andreas Schleicher en la Comisión de Educación, Cultura y Deporte del Congreso de los Diputados. 15 de julio de 2013.
2. 66Madrid,15July2013Strongperformersandsuccessfulreformers
AndreasSchleicher
Strong socio-
economic impact on
student performance
Socially equitable
distribution of learning
opportunities
High reading performance
Low reading performance
Australia
Belgium
Canada
Chile
Czech Rep
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Israel
Italy
Japan
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Spain
Sweden
Switzerland
UK
US
125354555
2009
3. 77Madrid,15July2013Strongperformersandsuccessfulreformers
AndreasSchleicher
Durchschnittliche
Schülerleistungen im
Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-
economic impact on
student performance
Socially equitable
distribution of learning
opportunities
High reading performance
Low reading performance
Australia
Belgium
Canada
Chile
Czech Rep
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Israel
Italy
Japan
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Spain
Sweden
Switzerland
UK
US
2009
4. 88Madrid,15July2013Strongperformersandsuccessfulreformers
AndreasSchleicher
-3 000
-2 000
-1 000
0
1 000
2 000
3 000
4 000
Belgium(Fl.)
Portugal
Spain
Germany
Austria
Norway
Australia
Netherlands
Ireland
France
Canada
UnitedStates
Italy
England
Korea
Finland
Iceland
Slovenia
Israel
CzechRepublic
Poland
Turkey
Hungary
Chile
SlovakRepublic
Estonia
Contribution of estimated class size Contribution of teaching time
Contribution of instruction time Contribution of teachers' salary
US$
Contribution of various factors
to salary cost of teachers per student
at the upper secondary level of education (2010)
In USD
Spain has above-average
statutory class sizes but
high fragmentation of
subjects contributes to low
student/staff ratio
Spain has fourth-highest
number of instruction hours
but below-average share of
math and science
5. 99
London,10.September2012
AndreasSchleicher
EducationataGlance2012
Contribution of various factors
to the change in the salary cost of teacher per
student at the lower secondary level (2000, 2010)
-1000
-500
0
500
1000
1500
2000
2500
3000
Austria
Denmark
Finland
Australia
Italy
Spain
Japan
Portugal
UnitedStates
Ireland
France
Iceland
Korea
Hungary
CzechRepublic
Mexico
Contribution of teachers' salary
Contribution of instruction time
Contribution of teaching time
Contribution of estimated class size
Change in salary cost between 2000 and 2010
In equivalent USD using PPPs
6. 1313Madrid,15July2013Strongperformersandsuccessfulreformers
AndreasSchleicher
Durchschnittliche
Schülerleistungen im
Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-
economic impact on
student performance
Socially equitable
distribution of learning
opportunities
High reading performance
Low reading performance
Australia
Belgium
Canada
Chile
Czech Rep
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Israel
Italy
Japan
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Spain
Sweden
Switzerland
UK
US
2009
7. 1414Madrid,15July2013Strongperformersandsuccessfulreformers
AndreasSchleicher
Durchschnittliche
Schülerleistungen im
Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-
economic impact on
student performance
Socially equitable
distribution of learning
opportunities
High reading performance
Low reading performance
Australia
Belgium
Canada
Chile
Czech Rep
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Israel
Italy
Japan
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Spain
Sweden
Switzerland
UK
US
2000
8. 1515Madrid,15July2013Strongperformersandsuccessfulreformers
AndreasSchleicher
Durchschnittliche
Schülerleistungen im
Bereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-
economic impact on
student performance
Socially equitable
distribution of learning
opportunities
High reading performance
Low reading performance
Australia
Belgium
Canada
Chile
Czech Rep
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Israel
Italy
Japan
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Spain
Sweden
Switzerland
UK
US
2000
11. 2020Madrid,15July2013Strongperformersandsuccessfulreformers
AndreasSchleicher
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal
achievement
Gateways, instructiona
l systems
Capacity
at point of delivery
Incentive structures
and accountability
Resources
where they yield most
Coherence
12. 2121Madrid,15July2013Strongperformersandsuccessfulreformers
AndreasSchleicher
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal
achievement
Gateways, instructiona
l systems
Capacity
at point of delivery
Incentive structures
and accountability
Resources
where they yield most
Coherence
A commitment to education and the belief
that competencies can be learned and
therefore all children can achieve
Universal educational standards and
personalisation as the approach to
heterogeneity in the student body.
Clear articulation who is responsible for
ensuring student success and to whom
13. 2222Madrid,15July2013Strongperformersandsuccessfulreformers
AndreasSchleicher
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal
achievement
Gateways, instructiona
l systems
Capacity
at point of delivery
Incentive structures
and accountability
Resources
where they yield most
Coherence
Clear goals that are shared across the
system and aligned with high stakes
examinations and instructional systems
Well established delivery chain through which
curricular goals translate into instructional
systems, instructional practices and student
learning (intended, implemented and achieved)
Use evaluation to raise educational attainment:
track individuals and cohorts over time to
inform policy changes.
High level of metacognitive content of
instruction
14. 2323Madrid,15July2013Strongperformersandsuccessfulreformers
AndreasSchleicher
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal
achievement
Gateways, instructiona
l systems
Capacity
at point of delivery
Incentive structures
and accountability
Resources
where they yield most
Coherence
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
15. 2424Madrid,15July2013Strongperformersandsuccessfulreformers
AndreasSchleicher
Schools with less autonomy
Schools with more autonomy
480
490
500
Systems with more
accountability Systems with less
accountability
495
School autonomy in resource
allocation
System’s accountability arrangements
PISA score in reading
School autonomy, accountability
and student performance
Impact of school autonomy on performance in systems with and without
accountability arrangements
16. 2525Madrid,15July2013Strongperformersandsuccessfulreformers
AndreasSchleicher
0% 20% 40% 60% 80% 100%
Establishing student assessment
policies, OECD average
Spain
Choosing which textbooks are
used, OECD average
Spain
Determining course content, OECD
average
Spain
Deciding which courses are
offered, OECD average
Spain
Only "regional
and/or national
education
authority"
Both "principals
and/or teachers"
and "regional
and/or national
education
authority"
Only "principals
and/or teachers"
How much autonomy individual schools have
over curricula and assessment
17. 2626Madrid,15July2013Strongperformersandsuccessfulreformers
AndreasSchleicher
How much autonomy individual schools have
over resource allocation
0% 20% 40% 60% 80% 100%
Selecting teachers for hire, OECD…
Spain
Firing teachers, OECD average
Spain
Establishing teachers’ starting…
Spain
Determining teachers’ salaries…
Spain
Formulating the school budget, OECD…
Spain
Deciding on budget allocations within…
Spain
Only "regional
and/or national
education authority"
Both "principals
and/or teachers"
and "regional and/or
national education
authority"
Only "principals
and/or teachers"
19. 3030Madrid,15July2013Strongperformersandsuccessfulreformers
AndreasSchleicher
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal
achievement
Gateways, instructiona
l systems
Capacity
at point of delivery
Incentive structures
and accountability
Resources
where they yield most
Coherence
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
20. 3131Madrid,15July2013Strongperformersandsuccessfulreformers
AndreasSchleicher
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal
achievement
Gateways, instructiona
l systems
Capacity
at point of delivery
Incentive structures
and accountability
Resources
where they yield most
Coherence
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
21. 3232Madrid,15July2013Strongperformersandsuccessfulreformers
AndreasSchleicher
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal
achievement
Gateways, instructiona
l systems
Capacity
at point of delivery
Incentive structures
and accountability
Resources
where they yield most
Coherence
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)
22. 3333Madrid,15July2013Strongperformersandsuccessfulreformers
AndreasSchleicher
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal
achievement
Gateways, instructiona
l systems
Capacity
at point of delivery
Incentive structures
and accountability
Resources
where they yield most
Coherence
23. 3434Madrid,15July2013Strongperformersandsuccessfulreformers
AndreasSchleicher
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Commitment to universal
achievement
Gateways, instructiona
l systems
Capacity
at point of delivery
Incentive structures
and accountability
Resources
where they yield most
Coherence
24. 3535Madrid,15July2013Strongperformersandsuccessfulreformers
AndreasSchleicher
Average school systems High performers in PISA
Some students learn
at high levels
All students learn
at high levels
Uniformity Embracing diversity
Curriculum-centred Learner-centred
Learning a place Learning an activity
Low status of the
teaching profession
Countries attract and develop
high quality teachers
Prescription Informed profession
25. 3636Madrid,15July2013Strongperformersandsuccessfulreformers
AndreasSchleicher
Keeping learning beyond school
Cross-sectional skill-age profiles for youths by education and work status
220
230
240
250
260
270
280
290
300
310
320
16 17 18 19 20 21 22 23 24 25
Age
Linear (In education only) Linear (In education and work)
Linear (NEET)
Mean skill score
Youth in
education
Youth in education
and work
Not in education,
not in work
We started to develop PISA in 1998 with 28 OECD countries, but since then country participation has grown and our latest PISA assessment covers 74 education systems that make up 86% of the world economy. Coverage in China and India is still patchy though, in China we have now covered 12 provinces and in India we are working in two states only.One aspect that makes PISA stand apart from traditional school tests is that PISA puts less emphasis on whether students can reproduce what they were taught, but focuses on their capacity to extrapolate from what they know and creatively apply what they know in novel situations. Some people complain that PISA is unfair, because it confronts students with tasks they have not dealt with before, but if you take that line, then you should consider life unfair, because in this fast-changing world, that is precisely what will expect students later in life. You will see that in the callout box.Students also provided data on their socio-economic context, their schools and their attitudes and engagement with school and learning.In addition, PISA collected data from parents, principals and system leaders to yield insights on school policies, practices, resources and institutional factors that help explain performance differences.
The yellow bar on this chart shows you the performance variability among schools. The larger the bar, the more school quality varies. The orange bar tells you about performance variation within schools.What the yellow bar tells you is that the quality of schools differs greatly in countries such as Italy, Turkey, Israel or Germany, while in Finland the yellow bar is very short, virtually every school performs at high levels. Now you might say Finland is a special case because it is not so heterogeneous, but then take Shanghai, a socio-economically every heterogeneous province and you see also here a fairly consistent high level of performance among schools. That has not come about by chance, but is the result of a concerted effort to convert “weaker schools” into stronger schools. If you are a successful school principal in a high performing school in Shanghai, you will get a salary raise, but they then put you in a disadvantaged school to create another success. And you will not be alone but you can take part of your teachers with you. Listen to how the Director of the Education Bureau in Pudong explains that success.
Let me briefly summarise the influences that we have measured in PISA.