International Summit on the Teaching Profession - The Future of Teaching and Learning
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The document discusses trends in education based on findings from the OECD's Programme for International Student Assessment (PISA). It shows that student performance in science has increased steadily over time for the OECD average. It also shows graphs comparing science performance to factors like spending per student, learning time, and internet use. The document advocates for the importance of early childhood education, presenting data showing its impact on later student performance and literacy skills. It discusses how access to early childhood programs varies between countries and is often less for children who could benefit most.
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International Summit on the Teaching Profession - The Future of Teaching and Learning
- 1. ISTP 2019 The future of teaching and learning Andreas Schleicher
- 2. Do you remember how many teachers you had through your education? At age 30, people remember the names of an average of 15 teachers Over the past 5 years most had not seen any of them How many of them can you still name? On average, teachers teach 1200 students in their lifetime At the age of their retirement, they accurately remembered the names of an average of almost 200 of their students
- 3. Trends in science performance (PISA) 2006 2009 2012 2015 OECD 450 470 490 510 530 550 570 OECD average Studentperformance
- 4. Trends in science performance (PISA) 450 470 490 510 530 550 570 2006 2009 2012 2015 OECD average
- 5. Luxembourg Switzerland NorwayAustria Singapore United States United Kingdom Malta Sweden Belgium Iceland Denmark Finland NetherlandsCanada Japan Slovenia Australia Germany Ireland France Italy Portugal New Zealand Korea Spain Poland Israel Estonia Czech Rep.Latvia Slovak Rep. Russia CroatiaLithuania Hungary Costa Rica Chinese Taipei Chile Brazil Turkey Uruguay Bulgaria MexicoThailand Montenegro Colombia Dominican Republic PeruGeorgia R² = 0.04 R² = 0.36 300 350 400 450 500 550 600 0 20 40 60 80 100 120 140 160 180 200 Scienceperformance(scorepoints) Average spending per student from the age of 6 to 15 (in thousands USD, PPP) Money is necessary but not sufficient Spending per student from the age of 6 to 15 and science performance Figure II.6.2
- 6. Learning time and science performance (PISA) Figure II.6.23 6 7 8 9 10 11 12 13 14 15 16 0 10 20 30 40 50 60 70 Finland Germany Switzerland Japan Estonia Sweden Netherlands NewZealand Australia CzechRepublic Macao(China) UnitedKingdom Canada Belgium France Norway Slovenia Iceland Luxembourg Ireland Latvia HongKong(China) OECDaverage ChineseTaipei Austria Portugal Uruguay Lithuania Singapore Denmark Hungary Poland SlovakRepublic Spain Croatia UnitedStates Israel Bulgaria Korea Russia Italy Greece B-S-J-G(China) Colombia Chile Mexico Brazil CostaRica Turkey Montenegro Peru Qatar Thailand UnitedArabEmirates Tunisia DominicanRepublic Scorepointsinscienceperhouroflearningtime Hours Intended learning time at school (hours) Study time after school (hours) Score points in science per hour of total learning time Time in school Learning out of school Productivity
- 7. Changing education can be like moving graveyards • The status quo has many protectors – Everyone supports reform – except for their own children – Even those who promote reforms often change their mind when they understand what change entails for them • The frogs rarely clear the swamp – The loss of privilege is pervasive because of the extent of vested interests • Asymmetry of costs and benefits of educational reform – Costs are certain and immediate, benefits are uncertain and long-term • 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 classrooms • 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
- 8. LEADING TOGETHER Knowledge is only as valuable as our capacity to act on it, and the road of educational reform is littered with good ideas that were poorly implemented
- 9. Routine cognitive skills Complex ways of thinking and working Some students learn at high levels All students need to learn at high levels Student inclusion Curriculum, instruction and assessment Standardisation and compliance High-level professional knowledge workers Teacher education ‘Tayloristic’, industrial Flat, collegial, entrepreneurial Work organisation Primarily to authorities Primarily to peers and stakeholders Accountability The past The future When fast gets really fast, being slow to adapt makes education really slow
- 10. The rise of the global middle class 0 1 2 3 4 5 6 7 8 9 0 10 20 30 40 50 60 70 80 90 100 1951 1957 1963 1969 1975 1981 1987 1993 1999 2005 2011 2017 2023 2029 Headcount(billions) %ofworldpopulation World middle class share of world population World middle class World population Within the next decade the majority of the world population will consist of the middle class Estimates of the size of the global middle class, percentage of the world population (left axis) and headcount (right axis) Source: Kharas, H. (2017), The unprecedented expansion of the global middle class, an update, https://www.brookings.edu/wp-content/uploads/2017/02/global_20170228_global-middle-class.pdf. Kharas, H. (2010), The emerging middle class in developing countries, https://www.oecd.org/dev/44457738.pdf. Figure 1.2
- 11. Growing unequal Income gaps continues to grow Trends in real household incomes by percentile, OECD average, 1985-2015 1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1985 1990 1995 2000 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Bottom 10% Mean Median Top 10% Source: OECD (2018), A Broken Social Elevator? How to Promote Social Mobility, https://doi.org/10.1787/9789264301085-en. Figure 2.1 Index 1985 = 1
- 12. Upward educational mobility varies across countries 0 10 20 30 40 50 60 70 80 90 100 Cyprus RussianFederation Singapore Korea Finland Greece Belgium France Ireland Poland Lithuania Canada Netherlands Estonia Sweden Japan PIAACaverage Australia Israel NewZealand Spain NorthernIreland England Slovenia Chile Denmark Norway Italy SlovakRepublic UnitedStates Austria Turkey Germany CzechRepublic % Downward mobility No mobility Upward mobility Adults reported higher educational attainment than their parents
- 13. More people on the move -30 20 70 120 170 220 270 1990 1995 2000 2005 2010 2015 2017 Millionsofpeople Africa Asia Europe Latin America and the Caribbean Northern America Oceania Estimates of international migrant stock by region of destination, 1990-2017 Source: United Nations (2017), "International migrant stock: The 2017 revision" (database), www.un.org/en/development/desa/population/migration/data/. Figure 1.5
- 14. Rising volatility Household savings and debt Household savings (% of disposable income, left axis) and household debt (% of disposable income, right axis), OECD average, 1970-2016 Source: OECD (2018), OECD National Accounts Statistics (database), https://stats.oecd.org/. 0 20 40 60 80 100 120 140 160 0 2 4 6 8 10 12 14 16 18 1970 1972 1974 1976 1978 1980 1982 1984 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 Debtas%ofdisposableincome Savingsas%ofdisposableincome Savings (left axis) Debt (right axis) Figure 3.9
- 15. Public matters Declining voter turnout in OECD countries Change in average voting rates per decade in OECD countries, 1990s and 2010s Source: International IDEA (2018), International Voter Turnout Database, www.idea.int. 40 50 60 70 80 90 100 Australia Luxembourg Belgium Denmark Sweden Turkey Iceland Norway Austria Netherlands NewZealand Italy Germany Spain Israel OECDaverage Ireland Finland UnitedKingdom Hungary Canada Estonia Greece Latvia CzechRepublic SlovakRepublic Slovenia Portugal Korea Japan UnitedStates Mexico Lithuania Poland France Switzerland Chile %ofvotingturnout 1990s 2010s Figure 2.3
- 16. Access to Access Number of mobile broadband subscriptions per 100 inhabitants, OECD average, 2009-2017 Source: OECD (2018), "Mobile broadband subscriptions" (indicator), https://doi.org/10.1787/1277ddc6-en. Figure 5.1 0 20 40 60 80 100 120 2009 2010 2011 2012 2013 2014 2015 2016 2017 Numberofsubscriptions
- 17. The growth in AI technologies… 0 2 000 4 000 6 000 8 000 10 000 12 000 14 000 16 000 18 000 20 000 1991 1994 1997 2000 2003 2006 2009 2012 2015 Numberofpatents Number of patents in artificial intelligence technologies, 1991-2015 Source: OECD (2017), OECD Science, Technology and Industry Scoreboard 2017: The digital transformation, ht tp://dx.doi.org/10.1787/9789264268821-en. Figure 1.10 …pushes us to think harder about what makes us truly human
- 18. 18 Digitalisation Democratizing Concentrating Particularizing Homogenizing Empowering Disempowering
- 20. Students are using more time online outside school on a typical school day (PISA) 0 20 40 60 80 100 120 140 160 180 200 Chile39 Sweden56 Uruguay33 CostaRica31 Spain44 Italy40 Australia52 Estonia50 NewZealand51 Hungary43 Russia42 Netherlands48 Denmark55 SlovakRepublic40 CzechRepublic43 Austria42 Latvia46 Singapore45 Belgium44 Poland46 Iceland51 OECDaverage-2743 Ireland48 Croatia40 Portugal42 Finland48 Israel34 Macao(China)45 Switzerland40 Greece41 HongKong(China)39 Mexico30 Slovenia37 Japan31 Korea20 Minutes per day 2015 2012 Figure III.13.3 Percentage of High Internet Users (spending 2 to 6 hours on line per day), during weekdays
- 21. • be transparent with teachers and school leaders about where reform is heading and what it means for them • be aware of how organisational policies and practices can either facilitate or inhibit transformation • tackle institutional structures that are built around the interests and habits of educators and administrators rather than learners • recognise emerging trends and patterns and see how these might benefit or obstruct the goals of change • use knowledge about what motivates people to convince others to support change • use understanding of power and influence to build the alliances and coalitions needed to get things done • help rules become practice, and good practice to become culture The real obstacle to education reform is not conservative followers but conservative leaders
- 22. Programmes do not scale; it is culture that scales, and culture is the hallmark of effective leadership. Culture is about system learning, system-wide innovation, and purposeful collaboration The real obstacle to education reform is not conservative followers but conservative leaders
- 23. Starting strong Wollongong Andreas Schleicher Building strong foundations
- 24. Brain sensitivity of highly important developmental areas peak in the first three years of a child’s life Sources: Adapted from Council for Early Childhood Development, (2010), in Naudeau S. et al. (2011).
- 25. OECD’s new ‘Baby PISA’ Teacher reports on children literacy development in Estonia 1.0 1.5 2.0 2.5 3.0 3.5 Likes to learn new things Understands others’ feelings, like when they are happy, sad or angry Is emotionally moved by the problems of people in books or stories High literacy Source: IELS Main Study Numberoftimesmorelikely
- 26. Students who attended early childhood education for less than one year are also less likely to be highly proficient in science at the age of 15 Source: OECD (2017) Starting Strong 2017: Key OECD Indicators on Early Childhood Education and Care 0 10 20 30 40 50 60 70 80 90 100 Estonia Korea Canada Latvia Portugal Slovenia Russia UnitedStates Ireland Japan Croatia Lithuania Australia ChineseTaipei NewZealand Finland Norway Denmark HongKong(China) Singapore Macao(China) UnitedKingdom B-S-J-G(China) Italy Switzerland Germany OECDAverage Turkey Spain Iceland Austria CostaRica Luxembourg Bulgaria Montenegro UnitedArabEmirates CzechRepublic Belgium France Chile Sweden Greece Cyprus* Colombia Qatar Mexico Brazil Uruguay Thailand SlovakRepublic Tunisia Peru Israel Hungary DominicanRepublic Percentage 0 to 1 year 1 to 2 years 2 to 3 years 3 years and more Proportion of low performers among 15-years old students according to the number of years spent in early childhood education (2015)
- 27. Enrolment in early childhood education and care 0 10 20 30 40 50 60 70 80 90 100 110 % Enrolment rates for children under the age 3 Enrolment rates at age 3 Enrolment rates at age 4 Enrolment rates at age 5 Source: OECD (2018), Education at a Glance 2018: OECD Indicators Enrolment rates in early childhood education and primary education, by age (2016)
- 28. Children who need it most are less likely to have access to early childhood education and care 0 10 20 30 40 50 60 70 80 90 100 B-S-J-G(China) Croatia Lithuania Colombia DominicanRepublic Montenegro Malaysia CostaRica UnitedStates Turkey Peru SlovakRepublic Qatar Slovenia Russia Uruguay Finland Tunisia Canada Australia Norway Mexico Chile Brazil Sweden UnitedArabEmirates Ireland OECDaverage Luxembourg Austria Portugal Estonia France Spain UnitedKingdom Bulgaria Germany ChineseTaipei Israel Greece *Cyprus CzechRepublic Thailand NewZealand Denmark Belgium HongKong(China) Hungary Iceland Latvia Korea Switzerland Singapore Japan Italy Macao(China) Disadvantaged students (bottom quarter) Advantaged students (top quarter) Source: Starting Strong 2017, Key OECD Indicators on Early Childhood Education and Care; PISA online education database Percentage of 15-year-old students who had attended preschool for two years or more, by socio-economic status (2015)
- 29. The many sources of inequalities in participation in early childhood education and care 2.0 2.2 2.4 2.6 2.8 3.0 3.2 3.4 Bottom quarter Top quarter Public Private Rural area Town City School socio-economic profile Type of school School location In years Differences in duration of attendance at early childhood education and care, by school characteristics Source: OECD, Programme for International Student Assessment database
- 30. Policy levers Policy Review: Quality beyond Regulations (Starting Strong VI) Source: Adapted from OECD (2012). Starting Strong III. OECD Publishing, Paris. Engaging young children: Literature review & Meta-analysis Workforce development and working conditions Curriculum and pedagogy Engaging families and communities Data and monitoring Standards and governance
- 31. Both structural and process aspects relate to children’s development and learning Process quality dimensions favour higher levels of academic and social-behavioural skills. Structural quality features are less directly associated with these skills, but create the conditions for higher process quality. Source: OECD (2018), Engaging Young Children
- 32. Curriculum Pedagogy frameworks and guidelines child and staff centred skills-based cultural traditions play-based holistic free and structured play learning standards specific competencies/ dispositions pedagogical continuity Curriculum design is instrumental in shaping teachers’ and parents’ pedagogical approaches
- 33. Good working conditions are needed to attract a qualified workforce Sources: OECD (2018), Education at a Glance 2018: OECD Indicators -10% 0% 10% 20% 30% 40% 50% 60% Parity of salaries between pre- primary and primary school teachers In almost half of OECD countries, pre-primary teachers are paid less than primary teachers (in % of pre-primary teacher salary) (2016)
- 34. Snapshot of children’s media use (UK) Source: adapted from Ofcom, 2019
- 35. Trends in children’s media use 0 5 10 15 20 25 30 35 Israel6 Denmark Estonia7 Iceland8 HongKong(China)3 Sweden Finland5 Netherlands-9 Australia3 NewZealand-3 Latvia6 Uruguay7 OECDaverage-27¹3 Singapore Poland9 Macao(China)7 Portugal6 Spain2 Hungary8 Slovenia3 Korea3 Belgium Chile1 CzechRepublic7 Croatia6 CostaRica Switzerland Japan3 Austria1 Greece4 Ireland2 Italy1 SlovakRepublic3 Mexico1 Russia3 6 years or younger (PISA 2015) 6 years or younger (PISA 2012)% Change between 2012 and 2015 in the share of children who used the Internet when they were six years old or younger
- 36. The “Goldilocks Effect: time spent online and mental well-being 0 1 2 3 4 5 6 7 Mentalwell-being Daily digital-screen engagement (hours) Mental well-being as a function of screen time (computers) Mental well-being Weekday Mental well-being Weekend Source: Adapted from Przybylski & Weinstein, 2017
- 37. • Adopt “whole school approach” to resolving safety issues • Develop and enact online safety policies and procedures • Establish coherent (cyber)bullying policies • Incorporate e-safety in the curriculum • Support family-school partnerships • Harness the power of peers What policy can do
- 42. Consistent quality Variation in science performance between and within schools Figure I.6.11 120 100 80 60 40 20 0 20 40 60 80 Netherlands114 B-S-J-G(China)119 Bulgaria115 Hungary104 TrinidadandTobago98 Belgium112 Slovenia101 Germany110 SlovakRepublic109 Malta154 UnitedArabEmirates110 Austria106 Israel126 Lebanon91 CzechRepublic101 Qatar109 Japan97 Switzerland110 Singapore120 Italy93 ChineseTaipei111 Luxembourg112 Turkey70 Brazil89 Croatia89 Greece94 Chile83 Lithuania92 OECDaverage100 Uruguay84 CABA(Argentina)82 Romania70 VietNam65 Korea101 Australia117 UnitedKingdom111 Peru66 Colombia72 Thailand69 HongKong(China)72 FYROM80 Portugal94 DominicanRepublic59 Indonesia52 Georgia92 Jordan79 NewZealand121 UnitedStates108 Montenegro81 Tunisia47 Sweden117 Mexico57 Albania69 Kosovo57 Macao(China)74 Algeria54 Estonia88 Moldova83 CostaRica55 Russia76 Canada95 Poland92 Denmark91 Latvia75 Ireland88 Spain86 Norway103 Finland103 Iceland93 Between-school variation Within-school variation Total variation as a proportion of the OECD average OECD average 69% OECD average 30% %
- 43. Aligning resources with needs Average class size in <9th grade>, by quarter of school socio-economic profile 22 23 24 25 26 27 28 Highly disadvantaged Disadvantaged Advantaged Highly advantaged OECD average Averageclasssize Schools by social background
- 44. %scienceteacherswithoutuniversitymajorinscience Science teachers without a university major in science, by school socio-economic profile (OECD Average) 0 5 10 15 20 25 30 35 Highly disadvantaged Disadvantaged Advantaged Highly advantaged OECD average Aligning resources with needs Schools by social background
- 45. Making teaching not just financially, but intellectually more attractive 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 Professional responsibility in the name of the profession and accountability towards the profession
- 46. 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 Policy levers to teacher professionalism
- 47. Teacher professional collaboration 0 10 20 30 40 50 60 70 80 90 100 iscussindividualstudents Shareresources Teamconferences Collaborateforcommon standards Teamteaching CollaborativePD Jointactivities Classroomobservations Percentageofteachers Professional collaboration Percentage of lower secondary teachers who report doing the following activities at least once per month Exchange and co-ordination (OECD countries)
- 48. 11.40 11.60 11.80 12.00 12.20 12.40 12.60 12.80 13.00 13.20 13.40 Never Onceayearorless 2-4timesayear 5-10timesayear 1-3timesamonth Onceaweekormore Teacherself-efficacy(level) 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 Teachers’ self-efficacy and professional collaboration
- 49. Student-teacher ratios and class size Figure II.6.14 CABA (Argentina) Jordan Viet Nam Poland United States Chile Denmark Hungary B-S-G-J (China) Turkey Georgia Chinese Taipei Mexico Russia Albania Hong Kong (China) Japan Belgium Algeria Colombia Peru Macao (China) Switzerland Malta Dominican Republic Netherlands Singapore Brazil Kosovo Finland Thailand R² = 0.25 5 10 15 20 25 30 15 20 25 30 35 40 45 50 Student-teacherratio Class size in language of instruction High student-teacher ratios and small class sizes Low student-teacher ratios and large class sizes OECD average OECDaverage
- 50. Teachers’ job satisfaction and class size 10.00 10.50 11.00 11.50 12.00 12.50 13.00 15 or less 16-20 21-25 26-30 31-35 36 or more Teachers'jobsatisfaction(level) Class size (number of students)
- 51. 0 10 20 30 40 50 60 70 Low professionalism High professionalism Fig II.3.3 Perceptions of teachers’ status Satisfaction with the profession Satisfaction with the work environment Teachers’ self-efficacy Teacher job satisfaction and professionalism
- 52. Making transformation happen Setting the direction Engaging the profession Building capacity Looking outward People are more likely to accept changes that are not solely in their own interests if they understand the reasons for these changes and can see the role they should play within the broad strategy.
- 53. Making transformation happen Setting the direction Engaging the profession Building capacity Looking outward People are more likely to accept changes that are not solely in their own interests if they understand the reasons for these changes and can see the role they should play within the broad strategy. Educational leaders are rarely successful with reform unless they build a shared understanding and collective ownership for change, and unless they build capacity and create the right policy climate, with accountability measures designed to encourage innovation rather than compliance
- 54. Making transformation happen Setting the direction Engaging the profession Building capacity Looking outward People are more likely to accept changes that are not solely in their own interests if they understand the reasons for these changes and can see the role they should play within the broad strategy. Educational leaders are rarely successful with reform unless they build a shared understanding and collective ownership for change, and unless they build capacity and create the right policy climate, with accountability measures designed to encourage innovation rather than compliance Often the resource implications of reform are underestimated in scope, nature and timing. The main shortcoming is often not a lack of financial resources, but a dearth of human capacity at every level of the system.
- 55. Making transformation happen Setting the direction Engaging the profession Building capacity Looking outward People are more likely to accept changes that are not solely in their own interests if they understand the reasons for these changes and can see the role they should play within the broad strategy. Educational leaders are rarely successful with reform unless they build a shared understanding and collective ownership for change, and unless they build capacity and create the right policy climate, with accountability measures designed to encourage innovation rather than compliance Often the resource implications of reform are underestimated in scope, nature and timing. The main shortcoming is often not a lack of financial resources, but a dearth of human capacity at every level of the system. School systems that feel threatened by alternative ways of thinking get trapped in old practice. The ones that progress are those that are open to the world and ready to learn from and with the world’s education leaders.
- 56. 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 Thank you
Notas do Editor
- We did our last PISA assessment of learning outcomes in science in 2006, and it was a quite different world then. It is hard to imagine but we did not have the iphone then. Twitter was still a sound, Skype for most people was a typographical error in those times, the amazon was still a river, there was no android, no video streaming. But science learning outcomes in the industrialised world remained entirely flat during those years. And the world moved on, streetmaps became dynamic, cars became electric and started to drive automatically, drones started to fly, and crowdfunding hugely amplified the potential of each of us individually and of us collectively. But again, this did not translate into improved learning outcomes. And in just the last few years, so many things have happened, virtual reality brought the whole world to each of us in real time, 3D printers can produce right where we are, robotics is changing the lives of people, or think about big data, the cloud, biogenetics and our capacity to affect life as such. But science performance of students remained unfazed by all of this. When you see that, you might be tempted to drop the idea of improving education, as an agenda that is too big, too complex and too politically charged and too entrenched in vested interests to warrant real progress. But dont give up yet, the PISA data also show some amazing success stories.
- Portugal kept moving on from poor to adequate, despite a difficult financial crisis. Singapore kept advancing from good to great. The UK held its ground. So there is hope
- I want to conclude with what we have learned about successful reform trajectories In the past when you only needed a small slice of well-educated people it was efficient for governments to invest a large sum in a small elite to lead the country. But the social and economic cost of low educational performance has risen substantially and all young people now need to leave school with strong foundation skills. When you could still assume that what you learn in school will last for a lifetime, teaching content and routine cognitive skills was at the centre of education. Today, where you can access content on Google, where routine cognitive skills are being digitised or outsourced, and where jobs are changing rapidly, the focus is on enabling people to become lifelong learners, to manage complex ways of thinking and complex ways of working that computers cannot take over easily. In the past, teachers had sometimes only a few years more education than the students they taught. When teacher quality is so low, governments tend to tell their teachers exactly what to do and exactly how they want it done and they tend to use Tayloristic methods of administrative control and accountability to get the results they want. Today the challenge is to make teaching a profession of high-level knowledge workers. But such people will not work in schools organised as Tayloristic workplaces using administrative forms of accountability and bureaucratic command and control systems to direct their work. To attract the people they need, successful education systems have transformed the form of work organisation in their schools to a professional form of work organisation in which professional norms of control complement bureaucratic and administrative forms of control.
- Note: Income refers to real household disposable income. OECD average refers to the unweighted average of the 17 OECD countries for which data are available: Canada, Denmark, Finland, France, Germany, Greece, Israel, Italy, Japan, Luxembourg, Mexico, the Netherlands, New Zealand, Norway, Sweden, the United Kingdom and the United States. Some data points have been interpolated or use the value from the closest available year.
- Notes: The graph refers to the percentage of adults (26 years or older) who reported lower, the same or higher educational attainment than/as their parents. Source: OECD, PIAAC dataset. Upward mobility suggests that younger generations are achieving higher levels of education than their parents, while downward mobility implies that children are achieving lower levels of education than their parents
- Note: Northern America includes Bermuda, Canada, Greenland, Saint Pierre and Miquelon, USA and Mexico.
- Note: OECD average refers to the average of 32 countries: Australia, Austria, Belgium, Canada, Chile, Czech Republic, Germany, Denmark, Spain, Estonia, Finland, France, United Kingdom, Greece, Hungary, Ireland, Italy, Japan, Korea, Luxemburg, Latvia, Mexico, Netherlands, Norway, New Zealand, Poland, Portugal, Slovak Republic, Slovenia, Sweden and the United States
- Note: Countries are ranked in descending order by the average voting rates for the period 2010-18, covering national parliamentary elections from 2010 to the latest year with data available. Voting in Australia, Belgium and Luxembourg is compulsory. Vote was also compulsory in Chile until 2012 (the two elections comprised in this graph for the 2010s period, 2013 and 2017, were thus held under voluntary suffrage.
- Note: Data refer to the number of IP5 patent families in artificial intelligence (AI), by filing date and inventor's country, using fractional counts. AI refers to the "Human interface" and "Cognition and meaning understanding" categories in the ICT patent taxonomy as described in Inaba and Squicciarini (2017). 2014 and 2015 figures are estimated based on available data for those years.
- In about 50% of the OECD countries (15 out of 29), primary education teachers’ salaries are higher than pre-primary education teachers’ salaries; while in about 30% of the countries (9 out of 29), teacher salaries between the two education settings are aligned. Only in four countries, do pre-primary education teachers earn slightly more than primary education teachers.
- There are different models of teacher professionalism across the TALIS systems, these figures present an example of the five most frequent models: High peer networks/low autonomy High autonomy Knowledge emphasis Balance domains/high support for professionalism Balance domains/ low support for professionalism
- So if collaboration is important, how frequently do teachers engage in it? The pictures is actually mixed. When it comes to informal exchange and co-ordination, teachers are generally very active. And Alberta, here marked in red, is no exception to this. However, the kind of deep professional collaboration I referred to in the preceding chart is actually quite rare, as you can see on the right panel. Only one in 5 teachers pursues team teaching, that you saw closely related to job satisfaction, at least one per month. In countries such as Japan, Denmark or Italy it is a bit more common, but still not as frequent as you hope it might be. And the picture is similar for collaborative professional development. Even in Alberta, which together with Singapore, Australia and Israel does best on this you still find only a third of teachers doing this at least once per months. And least frequent is classroom observation that you also saw closely related to job satisfaction.
- Here is some data on this. Teachers who teach more often jointly as a team consistently report higher levels of job satisfaction. The same is true for observing other teachers classes Or engaging in joint activities across different classes Or to take part in collaborative professional learning
- -TALIS data indicates that the type of students who are in a class has the largest association with the teacher’s self-efficacy and job satisfaction. -As seen in the figure, class size has minimum effect on teachers’ job satisfaction compared to the stronger influence of teaching students with behavioural problems (Next slide). - What this also tells us is that teachers need to be better prepared and supported to teach in classes with students who have different achievement levels, special needs or behavioural problems.
- The figure shows teacher’s predicted percentile in the distribution of all teachers, estimated by his or her overall score on the teacher professionalism index. The figure indicates where in the distribution of all teachers a given teacher would be expected to rank if she benefited from only one support, compared to those benefiting from five or ten best practices. As the figure shows, teachers with a value on the overall index of only one are expected to fall in the bottom third of all teachers in terms of their perceived status and self-efficacy and their satisfaction with their profession and work environment. In contrast, teachers with a value of five on the overall professionalism index are in the 40-51st percentile of all teachers in terms of all outcomes. At the top end of the spectrum, teachers with values of ten on the overall index, which corresponds to benefiting from two-thirds of the identified In concrete terms, it appears that gains in support for teacher professionalism matter more at the lower end of the spectrum, such that implementing a few additional best practices matters more for teachers’ perceptions of status and self-efficacy and satisfaction with profession and work environment if they are not benefiting from any. At the top end, additional best practices do not have the same additional effect on teachers’ perceptions and satisfaction. best practices, are likely to rank in the top half of the distribution of all teachers. In terms of variations across teachers’ perceptions and satisfaction, the analysis finds that teacher professionalism is least associated with teachers’ beliefs about the status of teaching in society, and more strongly linked to their perceptions of their own teaching and their satisfaction. The status outcome specifically asks teachers to what extent they believe that teaching is a valued profession in society, which may reflect larger structures of educational requirements and pay than the other three outcomes, which are more personal perceptions of satisfaction and teaching abilities. Nonetheless, we do find that higher values on the knowledge base and peer networks indices are both positively associated with perceived status. A careful look at the domains of teacher professionalism (TP) reveals different patterns of relationships between the different TP domains and teacher outcomes. IN particular it shows particularly the importance knowledge base and peer networks.