Andreas Schleicher 14 October 2010 Excellence in Education Excellence in Education Educating talented students Beijing, 14 October 2010 Andreas Schleicher Education Policy Advisor of the OECD Secretary-General

Andreas Schleicher 14 October 2010 Excellence in Education ThenNow Learning a place  Learning an activity Prescription  Informed profession Delivered wisdom  User-generated wisdom Uniformity  Embracing diversity Conformity  Ingenious Curriculum-centred  Learner-centred Provision  Outcomes Bureaucratic look-up  Devolved – look outwards Management  Leadership Public vs private  Public with private Culture as obstacle  Culture as capital

Andreas Schleicher 14 October 2010 Excellence in Education There is nowhere to hide The yardstick for success is no longer improvement by national standards but the best performing education systems

Andreas Schleicher 14 October 2010 Excellence in Education A world of change in the global talent pool Approximated by percentage of persons with high school or equivalent qualfications in the age groups 55-64, 45-55, und years % 1. Excluding ISCED 3C short programmes 2. Year of reference Including some ISCED 3C short programmes 3. Year of reference

Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate A world of change – higher education Graduate supply Cost per student

Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate A world of change – higher education United States Finland Graduate supply Cost per student

Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate A world of change – higher education Australia Finland United Kingdom

Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate A world of change – higher education

Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate A world of change – higher education

Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate A world of change – higher education

Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate A world of change – higher education

Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate A world of change – higher education

Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate A world of change – higher education United States Australia Finland United Kingdom

Education Indicators Programme 2009 edition of Education at a Glance  Education needs to prepare students… …to deal with more rapid change than ever before… …for jobs that have not yet been created… …using technologies that have not yet been invented… …to solve problems that we don’t yet know will arise  It’s about new… Ways of thinking –involving creativity, critical thinking, problem-solving and decision-making Ways of working –including communication and collaboration Tools for working –including the capacity to recognise and exploit the potential of new technologies The capacity to live in a multi-faceted world as active and responsible citizens. New skills for new jobs The quality and excellence challenge

Andreas Schleicher 14 October 2010 Excellence in Education Components of the private net present value for a male with higher education Net present value in USD equivalent 35K$ 56K$ 367K$ 105K$ 27K$ 26K$ 170K$

Andreas Schleicher 14 October 2010 Excellence in Education Public cost and benefits for a male obtaining post-secondary education Public benefits Public costs Net present value, USD equivalent (numbers in orange show negative values) Net present value, USD equivalent (numbers in orange show negative values) USD equivalent

Andreas Schleicher 14 October 2010 Excellence in Education How the demand for skills has changed Economy-wide measures of routine and non-routine task input (US) (Levy and Murnane) Mean task input as percentiles of the 1960 task distribution The dilemma of schools: The skills that are easiest to teach and test are also the ones that are easiest to digitise, automate and outsource

Andreas Schleicher 14 October 2010 Excellence in Education OECD’s PISA assessment of the knowledge and skills of 15-year-olds Coverage of world economy 77%81% 83% 85%86%87%

Andreas Schleicher 14 October 2010 Excellence in Education Average performance of 15-year-olds in science – extrapolate and apply High science performance Low science performance … 18 countries perform below this line

Andreas Schleicher 14 October 2010 Excellence in Education Average performance of 15-year-olds in science – extrapolate and apply 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 science performance Low science performance

Andreas Schleicher 14 October 2010 Excellence in Education 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 science performance Low science performance

Andreas Schleicher 14 October 2010 Excellence in Education PISA defines science performance in terms of a student’s: Scientific knowledge and use/extrapolation of that knowledge to… …identify scientific issues, …explain scientific phenomena, and …draw evidence-based conclusions about science-related issues Understanding of the characteristic features of science as a form of human knowledge and enquiry Awareness of how science and technology shape our material, intellectual and cultural environments Willingness to engage with science-related issues For example When reading about a health issue, can students separate scientific from non- scientific aspects of the text, apply knowledge and justify personal decisions ?

Andreas Schleicher 14 October 2010 Excellence in Education PISA defines science performance in terms of a student’s: Scientific knowledge and use/extrapolation of that knowledge to… …identify scientific issues, …explain scientific phenomena, and …draw evidence-based conclusions about science-related issues Understanding of the characteristic features of science as a form of human knowledge and enquiry Awareness of how science and technology shape our material, intellectual and cultural environments Willingness to engage with science-related issues For example Can students distinguish between evidence-based explanations and personal opinions ?

Andreas Schleicher 14 October 2010 Excellence in Education PISA defines science performance in terms of a student’s: Scientific knowledge and use/extrapolation of that knowledge to… …identify scientific issues, …explain scientific phenomena, and …draw evidence-based conclusions about science-related issues Understanding of the characteristic features of science as a form of human knowledge and enquiry Awareness of how science and technology shape our material, intellectual and cultural environments Willingness to engage with science-related issues For example Can individuals recognise and explain the role of technologies as they influence a nation’s economy ? Or are they aware of environmental changes and the effects of those changes on economic/social stability ?

Andreas Schleicher 14 October 2010 Excellence in Education PISA defines science performance in terms of a student’s: Scientific knowledge and use/extrapolation of that knowledge to… …identify scientific issues, …explain scientific phenomena, and …draw evidence-based conclusions about science-related issues Understanding of the characteristic features of science as a form of human knowledge and enquiry Awareness of how science and technology shape our material, intellectual and cultural environments Willingness to engage with science-related issues Interest in science, support for scientific enquiry, responsibility for the environment This addresses the value students place on science, both in terms of topics and in terms of the scientific approach to understanding the world and solving problems

Andreas Schleicher 14 October 2010 Excellence in Education Context - Personal - Social/public - Global Competencies Competencies -Identify scientific issues -Explain phenomena scientifically -Use scientific evidence Knowledge -Knowledge of science -Knowledge about science Attitudes -Interest in science -Support for scientific enquiry -Responsibility Identifying Recognising issues that can be investigated scientifically Identifying keywords in a scientific investigation Recognising the key features of a scientific investigation Explaining Applying knowledge of science in a situation Describing or interpreting phenomena scientifically or predicting change Using evidence Interpreting scientific evidence and drawing conclusions Identifying the assumptions, evidence and reasoning behind conclusions Knowledge of science Physical systems (structure of matter, properties of matter, chemical changes of matter, motions and forces, energy and its transformations, energy and matter) Living systems (cells, humans, populations, ecosystems, biosphere) Earth and space (structures of the earth system, energy in the earth system, change in the earth system, earth’s history, space) Technology systems (Concepts and principles, science and technology) Knowledge about science Scientific enquiry (purpose, experiments, data, measurement, characteristics of results) Scientific explanations (types, rules, outcomes) Interest science Indicate curiosity in science and science-related issues and endeavours Demonstrate willingness to acquire additional scientific knowledge and skills, using variety of resources and methods Demonstrate willingness to seek information and have an interest in science, including consideration of science-related careers Support for science Acknowledge the importance of considering different scientific perspectives and arguments Support the use of factual information and rational explanation Logical and careful processes in drawing conclusions

Andreas Schleicher 14 October 2010 Excellence in Education Context - Personal - Social/public - Global Competencies Competencies -Identify scientific issues -Explain phenomena scientifically -Use scientific evidence Knowledge -Knowledge of science -Knowledge about science Attitudes -Interest in science -Support for scientific enquiry -Responsibility Identifying Recognising issues that can be investigated scientifically Identifying keywords in a scientific investigation Recognising the key features of a scientific investigation Explaining Applying knowledge of science in a situation Describing or interpreting phenomena scientifically or predicting change Using evidence Interpreting scientific evidence and drawing conclusions Identifying the assumptions, evidence and reasoning behind conclusions OECD Level 6 OECD Level 2 Students can demonstrate ability to understand and articulate the complex modelling inherent in the design of an investigation. Students can determine if scientific measurement can be applied to a given variable in an investigation. Students can appreciate the relationship between a simple model and the phenomenon it is modelling. Students can draw on a range of abstract scientific knowledge and concepts and the relationships between these in developing explanations of processes Students can recall an appropriate, tangible, scientific fact applicable in a simple and straightforward context and can use it to explain or predict an outcome. Students demonstrate ability to compare and differentiate among competing explanations by examining supporting evidence. They can formulate arguments by synthesising evidence from multiple sources. Students can point to an obvious feature in a simple table in support of a given statement. They are able to recognise if a set of given characteristics apply to the function of everyday artifacts.

Andreas Schleicher 14 October 2010 Excellence in Education Large proportion of top performers Top and bottom performers in science 20 Large prop. of poor perf. These students often confuse key features of a scientific investigation, apply incorrect information, mix personal beliefs with facts in support of a position… These students can consistently identify, explain and apply scientific knowledge, link different information sources and explanations and use evidence from these to justify decisions, demonstrate advanced scientific thinking in unfamiliar situations…

Andreas Schleicher 14 October 2010 Excellence in Education Increased likelihood of postsec. particip. at age 19/21 associated with PISA reading proficiency at age 15 (Canada) after accounting for school engagement, gender, mother tongue, place of residence, parental, education and family income (reference group PISA Level 1) Odds ratio College entry School marks at age 15 PISA performance at age 15

Andreas Schleicher 14 October 2010 Excellence in Education Top performance

Andreas Schleicher 14 October 2010 Excellence in Education Top performance Top and average performance in science are related but not the same New Zealand Avg: 530 Top: 18% United States Avg: 489 Top: 9% Estonia Avg: 531 Top: 11% Spain Avg: 488 Top: 5% Country average minus OECD mean (500 and 9%), sorted by average

Andreas Schleicher 14 October 2010 Excellence in Education Top performing students No immediate trade-off between top, low, and average performance New Zealand (530, 18%, 14%) Estonia (531, 11%, 10%)

Andreas Schleicher 14 October 2010 Excellence in Education Top and equality performance ? It is possible to achieve both at the same time Above-average level of top performance in science Below-average impact of socio-economic background Above-average level of top performance in science Above-average impact of socio-economic background

Andreas Schleicher 14 October 2010 Excellence in Education Who are top performers? Well trained students, not “just smart”

Andreas Schleicher 14 October 2010 Excellence in Education Who are top performers? % of top performers in

Andreas Schleicher 14 October 2010 Excellence in Education Gender: Who are top performers? Female and male students? Higher proportion of top performers among female than male students Higher proportion of top performers among male than female students Sorted by proportion of females who are not top performers in any subject area (+3%)

Andreas Schleicher 14 October 2010 Excellence in Education Background:Who are top performers? A heterogeneous group

Andreas Schleicher 14 October 2010 Excellence in Education Who are top performers? Proportion of top performers among:

Andreas Schleicher 14 October 2010 Excellence in Education ESCS: Who are top performers? An advantaged background helps but a disadvantaged background is no curse

Andreas Schleicher 14 October 2010 Excellence in Education Which type of schools? Accounting for background, private have no significant advantage over public ones

Andreas Schleicher 14 October 2010 Excellence in Education Confidence and engagement Top performers are engaged and confident learners L: Low performers M: Moderate performers S: Strong performers T: Top performers

Andreas Schleicher 14 October 2010 Excellence in Education … even accounting for background Index of science related activities

Andreas Schleicher 14 October 2010 Excellence in Education Want to pursue science careers … but do not feel particularly well informed L: Low performers M: Moderate performers S: Strong performers T: Top performers Students would like to: Students know:

Andreas Schleicher 14 October 2010 Excellence in Education High ambitions and universal standards Rigor, focus and coherence Great systems attract great teachers and provide access to best practice and quality professional development

Andreas Schleicher 14 October 2010 Excellence in Education Challenge and support Weak support Strong support Low challenge High challenge Strong performance Systemic improvement Poor performance Improvements idiosyncratic Conflict Demoralisation Poor performance Stagnation

Andreas Schleicher 14 October 2010 Excellence in Education Human capital International Best Practice Principals who are trained, empowered, accountable and provide instructional leadership Attracting, recruiting and providing excellent training for prospective teachers from the top third of the graduate distribution Incentives, rules and funding encourage a fair distribution of teaching talent The past Principals who manage ‘a building’, who have little training and preparation and are accountable but not empowered Attracting and recruiting teachers from the bottom third of the graduate distribution and offering training which does not relate to real classrooms The best teachers are in the most advantaged communities

Andreas Schleicher 14 October 2010 Excellence in Education Human capital (cont…) International Best Practice Expectations of teachers are clear; consistent quality, strong professional ethic and excellent professional development focused on classroom practice Teachers and the system expect every child to succeed and intervene preventatively to ensure this The past Seniority and tenure matter more than performance; patchy professional development; wide variation in quality Wide achievement gaps, just beginning to narrow but systemic and professional barriers to transformation remain in place

Andreas Schleicher 14 October 2010 Excellence in Education High ambitions Access to best practice and quality professional development Accountability and intervention in inverse proportion to success Devolved responsibility, the school as the centre of action

Andreas Schleicher 14 October 2010 Excellence in Education Strong ambitions Access to best practice and quality professional development Accountability Devolved responsibility, the school as the centre of action Integrated educational opportunities From prescribed forms of teaching and assessment towards personalised learning

Andreas Schleicher 14 October 2010 Excellence in Education Policies and practices Learning climate Discipline Teacher behaviour Parental pressure Teacher-student relationships Dealing with heterogeneity Grade repetition Prevalence of tracking Expulsions Ability grouping (all subjects) Standards /accountability Nat. examination Standardised tests Posting results Governing schools School autonomy (content) Choice and competition Private schools Managing resources Prioritising pay Student-staff ratios Length of pre-school Policy System    R School      R Equity      E

Andreas Schleicher 14 October 2010 Excellence in Education Some lessons from successful systems

Andreas Schleicher 14 October 2010 Excellence in Education Some lessons from successful systems r 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… …as opposed to a belief that students have different destinations to be met with different expectations, and selection/stratification as the approach to heterogeneity Clear articulation who is responsible for ensuring student success and to whom r 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 r 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 r A learning system An outward orientation of the system to keep the system learning, international benchmarks as the ‘eyes’ and ‘ears’ of the system Recognising challenges and potential future threats to current success, learning from them, designing responses and implementing these r 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) r Clear ambitious goals that are shared across the system and aligned with high stakes gateways and instructional systems Well established delivery chain through which curricular goals translate into instructional systems, instructional practices and student learning (intended, implemented and achieved) High level of metacognitive content of instruction r 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

Andreas Schleicher 14 October 2010 Excellence in Education –All national and international publications –The complete micro-level database …and remember: Without data, you are just another person with an opinion