Presentation for the 2014 International Summit on the Teaching Profession, by Andreas Schleicher, Acting Director for the Directorate of Education and Skills, and Special Advisor on Education Policy to the Secretary-General, OECD
2. 1.0
1.5
2.0
2.5
3.0
Being Employed High wages Good to
excellent health
Participation in
volunteer
activities
High levels of
political efficacy
High levels of
trust
2 Skills transform lives and drive economies
Odds ratio
Increased likelihood of positive outcomes for adults with higher
literacy skills (scoring at PIAAC Level 4/5 compared with those scoring at Level 1 or below)
5. 55 The false choice between equity and excellence
The false choice between
equity and excellence
Some evidence from PISA 2012
6. Singapore
Hong Kong-ChinaChinese Taipei
Korea
Macao-China
Japan Liechtenstein
Switzerland
Netherlands
Estonia Finland
Canada
Poland
Belgium
Germany Viet Nam
Austria Australia
IrelandSlovenia
DenmarkNew Zealand
Czech Republic France
United Kingdom
Iceland
LatviaLuxembourg Norway
Portugal ItalySpain
Russian Fed.Slovak Republic United States
LithuaniaSwedenHungary
Croatia
Israel
Greece
SerbiaTurkey
Romania
Bulgaria
U.A.E.
Kazakhstan
Thailand
Chile Malaysia
Mexico
410
420
430
440
450
460
470
480
490
500
510
520
530
540
550
560
570
580
Mean score
High mathematics performance
Low mathematics performance
… Shanghai-China performs above this line (613)
… 12 countries perform below this line
Average performance
of 15-year-olds in
Mathematics
Fig I.2.13
Source: PISA 2012
7. Socially equitable
distribution of learning
opportunities
High mathematics performance
Low mathematics performance
Average performance
of 15-year-olds in
mathematics
Strong socio-economic
impact on student
performance
Singapore
Hong Kong-ChinaChinese Taipei
Korea
Macao-China
Japan Liechtenstein
Switzerland
Netherlands
Estonia Finland
Canada
Poland
Belgium
Germany Viet Nam
Austria Australia
IrelandSlovenia
DenmarkNew Zealand
Czech Republic France
United Kingdom
Iceland
LatviaLuxembourg Norway
Portugal ItalySpain
Russian Fed.Slovak Republic United States
LithuaniaSwedenHungary
Croatia
Israel
Greece
SerbiaTurkey
Romania
Bulgaria
U.A.E.
Kazakhstan
Thailand
Chile Malaysia
Mexico
12. 1515 Fostering resilience
The country where students go to class matters
more than what social class students come from
13. 1616
PISA mathematics performance
by decile of social background
300325350375400425450475500525550575600625650675
Mexico
Chile
Greece
Norway
Sweden
Iceland
Israel
Italy
UnitedStates
Spain
Denmark
Luxembourg
Australia
Ireland
UnitedKingdom
Hungary
Canada
Finland
Austria
Turkey
Liechtenstein
CzechRepublic
Estonia
Portugal
Slovenia
SlovakRepublic
NewZealand
Germany
Netherlands
France
Switzerland
Poland
Belgium
Japan
Macao-China
HongKong-China
Korea
Singapore
ChineseTaipei
Shanghai-China
Source: PISA 2012
15. 1919 The rising demand for advanced skills
-20
-15
-10
-5
0
5
10
15
20
25
%
Evolution of employment in occupational groups
defined by PIAAC problem-solving skills
Employment of
workers with advanced
problem-solving skills
Employment of workers with
poor problem-solving skillsEmployment of workers with
medium-low problem-solving
skills (PIAAC)
Source:PIAAC 2011
17. 2121Lessonsfromhighperformers
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Excellence, Equity and Inclusiveness
18. 2222Lessonsfromhighperformers
Low impact on outcomes
High impact on outcomes
Low feasibility High feasibility
Money pits
Must haves
Low hanging fruits
Quick wins
Attract, nurture and retain
high quality teachers for the
schools in greatest need Allocate resources equitably
Make high quality early-
childhood education
accessible
Encourage autonomy in the
context of accountability
Avoid segregation and
stratification
Use assessment and evaluation
to identify and support struggling
students and schools
19. 2323 Align the resources with the challenges
Countering disadvantage
without rewarding
underperformance
20. 2626 Align the resources with the challenges
Hong Kong-China
Brazil
Uruguay
Croatia
Latvia
Chinese Taipei
Thailand
Bulgaria
Jordan
Macao-China
UAE
Argentina
Indonesia
Kazakhstan
Peru
Costa Rica
Montenegro
Tunisia
Qatar
Singapore
Colombia
Malaysia
Serbia
Romania
Viet Nam
Shanghai-China
USA
Poland
New Zealand
Greece
UK
Estonia
Finland
Slovak Rep.
Luxembourg
Germany
AustriaFrance
Japan
Turkey
Sweden Hungary
Australia
Israel
Canada
Ireland
Chile
Belgium
SpainDenmark
Switzerland
Iceland
Slovenia
Portugal
Norway
Mexico
Korea
Italy
R² = 0.19
300
350
400
450
500
550
600
650
700
-0.500.511.5
Mathematicsperformance(scorepoints)
Equity in resource allocation
(index points)
Greater equityLess equity
Adjusted by per capita GDP
Countries with better performance in mathematics tend to
allocate educational resources more equitably
Source: PISA 2012
21. 2727 Adequate resources to address disadvantage
Disadvantaged schools reported
more teacher shortage
Advantaged schools reported
more teacher shortage
-0.5
-0.3
-0.1
0.1
0.3
0.5
0.7
0.9
1.1
1.3
1.5
Korea
Estonia
Israel
Latvia
Slovenia
Italy
Poland
Singapore
Argentina
Netherlands
Portugal
Colombia
France
Finland
Tunisia
Macao-China
Spain
Greece
Switzerland
Norway
RussianFed.
Japan
Austria
Montenegro
Croatia
Canada
OECDaverage
Germany
Denmark
Hungary
UnitedKingdom
Luxembourg
HongKong-China
Belgium
Iceland
VietNam
Ireland
UnitedStates
Chile
CzechRepublic
Serbia
Turkey
Mexico
Indonesia
Uruguay
Shanghai-China
SlovakRepublic
Sweden
Brazil
NewZealand
Australia
ChineseTaipei
Meanindexdifference
Difference between socio-economically disadvantaged and socio-economically advantaged schools
A shortage of qualified teachers is more of concern
in disadvantaged schools
22. 2828 Align the resources with the challenges
Incremental
cost
Administrative
discretion
Formula
funding
Countering disadvantage
without rewarding
underperformance
23. 3232 Reflect student demography among teachers
…it helps not just minority
students but everyone to
better appreciate diversity
and other peoples’ cultures
24. 33
33
33 Prepare for work in disadvantaged schools
Preparation
Prepare
teachers for
work in
disadvantage
Provide
mentoring in
disadvantage
Improve
working
conditions
Career and
financial
incentives
• Reinforce initial teacher training
including curriculum content for
disadvantage
• Strengthening diagnostic capacity
• Include practical field experience
• Both new and experienced
teachers benefit
• Pedagogical and relational
strategies
25. 34
34
34 Attractive employment and careers
Careers
Effective
employment
conditions
Building
careers
around
teaching in
tough contexts
Professional
development
to address
diversity
Educate the
teacher
educators
• Attracting talent
• Flexible employment
• Enhance mobility
• Transparency in teacher labour
market
26. 35
35
35 Achieving equity in devolved school systems
The question is not how many charter schools you have but how
you enable every teacher to assume charter-like autonomy
27. 36
36
36
Hong Kong-China
Brazil
Uruguay
Albania
Croatia
Latvia
Lithuania
Chinese Taipei
ThailandBulgaria
Jordan
Macao-China
UAE Argentina
Indonesia
Kazakhstan
Peru
Costa Rica
Tunisia
Qatar
Singapore
Colombia
Malaysia
Serbia
Romania
Viet Nam
Shanghai-China
USA
Poland
New Zealand
Greece
UK
Estonia
Finland
Slovak Rep.
Luxembourg
Germany
Austria
Czech Rep.
France
Japan
Turkey
Sweden
Hungary
Australia
Israel
Canada
Chile
Belgium
Netherlands
Spain
Denmark
Switzerland
Iceland
Slovenia
Portugal
Norway
Korea
Italy
R² = 0.13
300
350
400
450
500
550
600
650
-1.5 -1 -0.5 0 0.5 1 1.5
Mathematicsperformance(scorepoints)
Index of school responsibility for curriculum and assessment
(index points)
Countries that grant schools autonomy over curricula and
assessments tend to perform better in mathematics
Source: PISA 2012
28. No standardised
math policy
Standardised math
policy455
460
465
470
475
480
485
Less school autonomy
More school autonomy
Schools with more autonomy perform better than schools with
less autonomy in systems with standardised math policies
Score points
School autonomy for curriculum and assessment
x system's extent of implementing a standardised math policy (e.g. curriculum and
instructional materials)
Fig IV.1.16
Source: PISA 2012
29. Schools with more autonomy perform better than schools with
less autonomy in systems with more collaboration
Teachers don't participate
in management
Teachers participate in
management455
460
465
470
475
480
485
Less school autonomy
More school autonomy
Score points
School autonomy for resource allocation x System's level of teachers
participating in school management
Across all participating countries and economies
Fig IV.1.17
Source: PISA 2012
30. Schools with more autonomy perform better than schools with
less autonomy in systems with more accountability arrangements
School data not public
School data public
464
466
468
470
472
474
476
478
Less school autonomy
More school autonomy
Score points
School autonomy for curriculum and assessment
x system's level of posting achievement data publicly
Fig IV.1.16
Source: PISA 2012
33. 0
10
20
30
40
50
60
70
80
Chile
Mexico
Portugal
Korea
Macao-China
Croatia
HongKong-China
Hungary
Germany
Belgium(Fl.Comm.)
%
All parents
Parents in the bottom quarter of socio-economic status
Parents in the top quarter of socio-economic status
Financial aid for school is a greater concern among
disadvantaged parents
Percentage of parents who reported that the availability of financial aid, such as a school
loan, scholarship or grant, is a very important criterion when choosing a school for their child
Fig IV.4.5
Privileged parents value
financial assistance less
Disadvantaged parents value
financial assistance more
Source: PISA 2012
34. 0
10
20
30
40
50
60
70
80
Korea
Chile
Portugal
Mexico
Macao-China
Croatia
HongKong-China
Germany
Italy
Hungary
Belgium(Fl.Comm.)
%
All parents
Parents in the bottom quarter of socio-economic status
Parents in the top quarter of socio-economic status
Advantaged families tend to seek out schools whose students
are high achievers
Percentage of parents who reported that students’ high academic achievement is a very
important criterion in choosing a school for their child
Fig IV.4.5
Privileged parents care much
more about high standards
While disadvantaged parents
worry about other things more
Source: PISA 2012
35. 51
51
51 Square school choice with equity
Financial
incentives
for schools
Assistance for
disadvantaged
parents
Controlled
choice
Financial
incentives
Inform
parents
Foster
collaboration
among
teachers and
schools
Use student
and school
assessments
• Provide support for teachers to exercise leadership in developing and
improving professional practice
• Help teachers to be heard and to influence policy making, including on
the content and structure of the curriculum
• Support teachers in setting the direction of their own professional
development and in contributing to the professional development of
their colleagues
• Enhance the key role teachers play in building collaborative
relationships with parents and the wider community
• Promote the role of teachers in pupil assessment, teacher appraisal
and school evaluation
• Enable teachers to participate in activities that lead to the creation and
transfer of professional knowledge.
36. 5252 Inclusive learning environments
Creating learning environments that
meet the needs of all children
37. 53
53
53 High expectations for all students
United States
Poland
Hong Kong-China
Brazil
New Zealand
Greece
Uruguay
United Kingdom
Estonia
Finland
Albania
Croatia
Latvia
Slovak Republic
Luxembourg
Germany
Lithuania
Austria
Czech Republic
Chinese Taipei
France
Thailand
Japan
Turkey Sweden
Hungary
Australia
Israel
Canada
IrelandBulgaria
Jordan
Chile
Macao-China
U.A.E.
Belgium
Netherlands
Spain
Argentina
Indonesia
Denmark
Kazakhstan
Peru
Costa Rica
Switzerland
Montenegro
Tunisia
Iceland
Slovenia
Qatar
Singapore
Portugal
Norway
Colombia
Malaysia
Mexico
Liechtenstein
Korea
Serbia
Russian Fed.
Romania
Viet Nam
Italy
Shanghai-China
R² = 0.36
300
350
400
450
500
550
600
650
-0.60 -0.40 -0.20 0.00 0.20 0.40 0.60 0.80 1.00 1.20
Meanmathematicsperformance
PISA mean index of mathematics self-efficacy
OECDaverage
Countries where students have stronger beliefs
in their abilities perform better in mathematics
Source: PISA 2012
38. 56
56
56 A continuum of support for struggling students
Make learning central, encourage
engagement and responsibility
Be acutely sensitive to individual
differences
Provide continual assessment with
formative feedback
Be demanding for every student
Ensure that students feel valued and
included and learning is collaborative
39. 58
58
58 A data-rich school environment
National and
school data
School-based
strategies for
analysis
Data for
supporting
learning
40. 59
59
59 Reduce tracking and grade repetition
Both vertical and horizontal
stratification hurt equity
41. 62
62
62 Reach out to communities
Use diverse
communication
channels
Ensure
balanced
communication
Reach out to
disadvantaged
parents
Clear guidelines
on what is
expected from
parents
42. 63
63
63 Strengthen school leadership
Leadership
preparation with
specialised
knowledge on
disadvantage
Reinforce coaching
and strengthen
school networks
Attract great
leaders to tough
schools
43. 6565Lessonsfromhighperformers
65
65 Thank you
Find out more about our work at www.oecd.org
– All publications
– The complete micro-level database
Email: Andreas.Schleicher@OECD.org
Twitter: SchleicherEDU
and remember:
Without data, you are just another person with an opinion
Notas do Editor
The red dot indicates classroom spending per student, relative to the spending capacity of countries, the higher the dot, the more of its GDP a country invests. High salaries are an obvious cost driver. You see Korea paying their teachers very well, the green bar goes up a lot. Korea also has long school days, another cost driver, marked here by the white bar going up. Last but not least, Korea provides their teachers with lots of time for other things than teaching such as teacher collaboration and professional development, which costs money as well. So how does Korea finances all of this? They do this with large classes, the blue bar pulls costs down. If you go to the next country on the list, Luxembourg, you see that the red dot is about where it is for Korea, so Luxembourg spends roughly the same per student as Korea. But parents and teachers in Luxembourg mainly care about small classes, so policy makers have invested mainly into reducing class size, you see the blue bar as the main cost driver. But even Luxembourg can only spend its money once, and the result is that school days are short, teacher salaries are average at best and teachers have little time for anything else than teaching. Finland and the US are a similar contrast.Countries make quite different spending choices. But when you look at this these data long enough, you see that many of the high performing education systems tend to prioritise the quality of teachers over the size of classes.