1. Exploring the dimensions of quality in education - OECD perspective -
Tanja Bastianić
Organisation for Economic Co-operation and Development (OECD)
26th October 2018 – Belgrade, Serbia

2. Better policies for better lives
Organisation for Economic Co-operation and Development (OECD) – quick facts
Paris based, staff of 3 000
around 200 in Education and Skills Directorate
Better policies for better lives
250 publications/year, PISA test, Economic Outlook, OECD.Stat, etc.
35 member countries: 23 of the 28 EU countries plus US, Canada, Australia, New Zealand, Japan, Korea, Mexico, etc.

3. OECD – Education and Skills expertise
Measuring outcomes
conduct international assessments of learning outcomes (like PISA, PIAAC, TALIS)
Teaching and learning
understanding of how students learn and teachers teach is at the core of education policy
Policy development and implementation
review the education and skills systems in countries, and assist in developing and implementing policies to improve those systems
Innovation and the future of education
provide policy makers with a deeper understanding of how the way we innovate is changing, and what this implies for education and training policies

4. Why does quality in education matter?

5. The demand for skills is changing…

6. Building the skills needed to thrive in the 21st century…
Creativity
Critical Thinking
Problem Solving
Innovation
Collaboration
Data Gathering
Communication

7. …and the ability to apply them successfully together
Character qualities
Empathy
Resilience
Mindfulness
Inclusion
Curiosity
Ethics
Courage
Leadership

8. What are different dimensions of quality in education?

9. What do we mean by quality education?

10. Quality teachers…

11. Quality learning environment…

12. Fair and inclusive education…

13. Quality assurance

14. How can quality in education be measured?

15. What PISA offers?
instrument to monitor quality and equity of education system in countries
tool to learn and improve:
Collaboration between countries, experts and stakeholders, sharing experiences, policies and best practices
Data triangulation combining the perspectives from students, teachers, principals, parents and policy-makers
Evidence-based and constructive dialogue

16. What is PISA? Approximately 540 000 students…
representing about 29 million 15-year-olds in the schools of the 72 participating countries and economies
… took a computer-based test lasting a total of 2 hours…
Not only evaluates if students can reproduce what they have learned at school…
…assesses students’ capacity to apply creatively their knowledge and skills in a variety of situations related to science, reading, mathematics, financial literacy and collaborative problem solving
… and answered questions about their schools, personal context and attitudes towards learning
Parents, principals, teachers and policy-makers provided information about …
School policies, practices, resources and institutional factors that can explain the differences in performance

17. PISA scores in South-Eastern European and selected countries
Source: OECD, PISA 2015 , 2012 Database

18. Overall educational performance of South-Eastern European education systems
OECD average
Source: OECD, PISA 2015 Database, Tables I.2.3, I.6.1 and I.6.3a, OECD, PISA 2012 Database, Tables I.5.3a and II.2.1

19. Academic equity and excellence are compatible…
Above-average performance
Below-average equity
Above-average performance
Above-average equity in education
Source: OECD, PISA 2015 Database

20. Positive association with science performance
The socio-economic status of students is the strongest predictor of student performance
Positive association with science performance
Source: OECD, PISA 2015 Database

21. More spending does not ensure better performance
Positive relationship
No relationship
Source: OECD, PISA 2015 Database

22. How can quality education be fostered at the school level?

23. Global quest for better teaching & learning
Schools around the world are seeking ways to:
Equip their students with 21st century skills
Introduce competence-based assessment
Build capacity for data-driven school improvement
Benchmark their performance internationally
Connect with, and learn from, other schools

24. PISA for Schools - Vision and mission
Our vision
Excellence in teaching and learning for all students
Our mission
To improve student learning and well-being by empowering teachers and school leaders through international data and global connections

25. PISA and PISA-based Test for Schools
PISA and PISA-based Test for Schools (PBTS) measure how well students can extrapolate from what they know and apply their knowledge creatively in novel contexts
PISA
Shows how well a country is performing
PISA-based Test for Schools
Shows how well a school is performing
COMPARABLE

26. PISA-based Test for Schools: key facts

27. What information can the PISA-based Test for Schools data provide?
Example 1

28. What information can the PISA-based Test for Schools data provide?
Example 2

29. Concluding remarks Why? How? The demand for skills is changing…
Skills drive prosperity and social inclusion
The quality of education can be a strong predictor of a country’s economic and social prosperity
How?
Policy alignment foster high quality and equity education systems
Monitoring and assessment generate insights for action

30. Questions
What are the most challenging dimensions of quality education in SEE countries?
What difficulties do SEE countries face in improving their education system?
How could OECD be most useful?

31. Hvala Tanja.Bastianic@oecd.org
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Hvala