1. Quality, equity and employment
Opplæringskonferansen 1
Quality, equity and employment
Bodo 26 January 2016
Andreas Schleicher

2. The kind of things that are easy to teach are now easy to automate, digitize or outsource
Half of the jobs in the industrialised world are potentially automatable, because the things that are easy to teach and easy to test are also the things that are easy to automate, digitize and outsource.

3. Changes in the demand for skills Trends in different tasks in occupations (United States)
Source: Autor, David H. and Brendan M. Price "The Changing Task Composition of the US Labor Market: An Update of Autor, Levy, and Murnane (2003)." MIT Mimeograph, June.

4. Where people lost and gained jobs between 2010-14
Source: OECD Science, Technology and Industry Scoreboard © OECD 2015

5. Robotics
Or robotics. They run whole factories these days.

6. >1m km, one minor accident, occasional human intervention
But my favourite example is this. In 2000, people predicted that computers will take over many jobs, but that that they wont affect jobs like that of a car driver. Now we have a car that went for a million kilometres all by itself. Of course, that’s fascinating, but what does it mean for the jobs of millions of taxi or lorry drivers?

7. Augmented Reality
Or think about augmented reality, the capacity to integrate the world’s knowledge into what we do in real time. The world no longer pays you for what you know – Google knows everything – but for what you can do with what you know.

8. 3D printing Synthetic biology Brain enhancements Nanomaterials Etc.
A lot more to come
3D printing
Synthetic biology
Brain enhancements
Nanomaterials
Etc.
And there is a lot more to come.
So what does this mean for education?

9. The Race between Technology and Education
Prosperity
Digital revolution
Social pain
Prosperity
Industrial revolution
Goldin and Katz call this the race between technology and educaiton.,
Universal public schooling
Social pain
Technology
Education
Inspired by “The race between technology and education”
Pr. Goldin & Katz (Harvard)

10. Technology can amplify innovative teaching
Expand access to content
As specialised materials well beyond textbooks, in multiple formats, with little time and space constraints
Support new pedagogies with learners as active participants
As tools for inquiry-based pedagogies and collaborative workspaces
Collaboration for knowledge creation
Collaboration platforms for teachers to share and enrich teaching materials
Feedback
Make it faster and more granular
Automatise data-intensive processes
Visualisation

11. Technology can amplify innovative teaching
Experiential learning
E.g. remote and virtual labs, project-based and enquiry-based pedagogies
Hands-on pedagogies
E.g. game development
Cooperative learning
E.g. local and global collaboration
Interactive and metacognitive pedagogies
E.g. real-time assessment

12. Teachers' needs for professional development
Mean mathematics performance, by school location, after accounting for socio-economic status 12
Fig II.3.3
Percentage of lower secondary teachers indicating they have a high level of need for professional development in the following areas
So where do teachers feel they need to improve?
On average across countries, teaching students with special needs comes first, followed by ICT skills for teaching and new technologies at the workplace.
But there is considerable variability. Teachers in Alberta generally see less of a need for professional development than teachers in other countries. Maybe because they already have greater skills, or maybe because they are less ambitious.
Almost 40% of teachers in Japan and Korea want to become better to teach students with special needs. In England and Belgium that’s less than 10%.
30% of Korean teachers look for more education on pedagogy, less than 2% of Britisch teachers do. That’s somewhat puzzling, we know that Korean teachers achieve good results in PISA, much better than England, so expressing a need for more professional development could well be an indicator for being more ambitious, and a low rate could indicate complaceny.
Korean teachers also want to become better in knowledge of the curriculum, whereas Spanish teachers seem to tell us, no thank you, I know everything I need to know when it comes to the curriculum.

13. Dimensions for learning

14. Knowledge

15. Disciplinary/practical use (e.g. concepts, processes, tools)
Three aspects of value
Emotional (e.g. beauty)
Cognitive (e.g. creativity, critical thinking)
Disciplinary/practical use (e.g. concepts, processes, tools)
Source: Center for curriculum redesign(

16. Some examples of themes in which knowledge can be developed
Systems thinking
Design thinking
Information literacy
Digital literacy
Global literacy

17. Focus on word problems
Fig I.3.1a
Formal math situated in a word problem, where it is obvious to students what mathematical knowledge and skills are needed

18. Focus on conceptual understanding
Fig I.3.1b

20. Some examples of skills
Creativity
Critical Thinking
Problem Solving
Innovation
Collaboration
Data Gathering
Communication
What skills will students need to develop in order to use and leverage technological advancements effectively and wisely in 2030?
As a response to the question, the participating experts listed skills such as creativity, critical thinking, problem-solving, innovation, collaboration, data gathering, and communication.
When we have more experts, we plan to analyse the most frequently cited responses so that we can not only identify but also select the most relevant competencies viewed by experts in the domain of skills.
Also, we will compare and contrast the definitions given by experts to ensure the same thoughts are shared, such as for “innovation” or “creativity”, which often have different concepts in mind.

21. Character
How about “character”?

22. Some examples of character qualities
Empathy
Resilience
Mindfulness
Inclusion
Curiosity
Ethics
Courage
Leadership
Under such conditions, what character qualities will students need to develop in order to address migration and an increasingly more complex world in 2030?
As a response to the question, the experts listed character qualities such as empathy, resilience, inclusion, global openness, acceptance, respect, multicultural sensitivity, and celebration of diversity.
When we have more experts, we plan to analyse the most frequently cited responses so that we can not only identify but also select the most relevant competencies viewed by experts in the domain of skills.
We will continue to pilot and conduct a real study to ensure that the framework will not miss any major elements, while at the same time to be able to highlight the most frequently cited responses. Qualities such as “empathy” “resilience” “respect” and “openness” can be often found in the existing frameworks too.

23. College Completion (USA)
Source: NLSY
Solid lines depict probability of self-reported four-year college completion, and dotted lines, % confidence intervals. Results are based on
the OECD’s longitudinal analyses (Box 3.1). The sample is limited to white males with at least a high-school degree or a GED (high-school equivalent)
diploma. Cognitive skills are captured by a latent cognitive skill factor estimated using measures of mathematical knowledge, numerical operations
and coding speed. Social and emotional skills are captured by a latent social and emotional skill factor estimated using measures of self-esteem
(Rosenberg Scale) and locus of control (Rotter Scale). These measures were assessed before individuals left high school.
Cognitive skills deciles
Social & emotional skills deciles　
OECD (2015)

24. Happy at 20 (New Zealand) Source: CC OECD (2015)
Solid lines depict the probability of being very happy at age 20 based on self-reports, and dotted lines, % confidence intervals. Results
are based on the OECD’s longitudinal analyses (Box 3.1). Cognitive skills are captured by a latent cognitive skill factor estimated using measures of
achievement tests and problem-solving tests at age 8. Social and emotional skills are captured by a latent social and emotional skill factor estimated
using measures of perseverance, responsibility and social skills.
OECD (2015)

25. Metacognition
Finally, what constructs would experts come up with for “metacognition”?

26. Some examples reflecting on learning goals, strategies and results
Self-awareness
Self-regulation
Self-reflection
Self-adaptation
Lifelong Learning
Learning Strategies
Under such conditions, What meta-cognition will students need to develop in order to be ready for the changing and unpredictable labour market demands in 2030?
As a response to the question, the experts listed metacognition such as self-awareness, self-regulation, self-reflection, self-adaptation, lifelong learning and learning strategies.
As you can see, the constructs given by experts doing the data exercise are clearer and more common in everyday language than those found in academic papers and literature.
To further the definitions to be internationally validated, we will continue our triangulation with both the research-based and demand-driven approaches. In the future, these terminologies will be tested with key stakeholders like today’s audiences.
This brings me to invite you to be part of our project.

27. Countries where students have stronger beliefs in their abilities perform better in mathematics
Fig III.4.5
(Fig. II.4.5)

28. Curriculum, instruction and assessment
What it all means
The old bureaucratic system
The modern enabling system
Student inclusion
Some students learn at high levels
All students need to learn at high levels
Curriculum, instruction and assessment
Routine cognitive skills
Conceptual understanding, complex ways of thinking, ways of working
Teacher quality
Standardisation and compliance
High-level professional knowledge workers
Work organisation
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.
‘Tayloristic’, hierarchical
Flat, collegial
Accountability
Primarily to authorities
Primarily to peers and stakeholders

29. Find out more about our work at www.oecd.org
Thank you 29
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