1. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Strong Performers and Successful Reformers in Education Francesca Borgonovi Early Childhood and Schools Division, EDU OECD Programme for International Student Assessment

2. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Foundation skills for the future  Rapid pace of change in most work environments requires strong foundation skills even in relatively routine manual occupations  Strong foundation skills are needed to make the most of computerisation and digitisation Literacy to understand descriptions of new procedures for rapidly changing tasks Numeracy to be able to understand the basic mathematics that permeates models used by computers

3. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Advanced skills for the future  Expert thinking and ability to solve problems with no rules-based solutions  Complex communication and the ability of interacting with humans to acquire information, explain it and lead others to action.

4. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Skill use by occupational groups Source: PIAAC Field trial

5. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Skill mismatch by occupational groups Source: PIAAC Field trial

6. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 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

7. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Implications for education systems  Technology can change the nature of work faster than people can change their skills  Education systems need to proactively and continuously re-think about how to develop the advanced skills that will be needed in the unpredictable labour markets and societies of the future

8. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 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, 45-44 und 25-34 years % 1. Excluding ISCED 3C short programmes 2. Year of reference 2004 3. Including some ISCED 3C short programmes 3. Year of reference 2003. 13 1 1 27

9. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 1998 PISA countries in2000 2001 2003 20062009 77%81% 83% 85%86% Coverage of world economy 87% PISA in brief  Methods… Target population 15-year-old students Random samples –PISA 2009: over half a million students… ….representing 28 million 15-year-olds in 74 countries/economies 2 hour paper and pencil test in reading, mathematics and science Item types- constructed response and multiple choice; real life tasks Student background questionnaire –their personal background, their schools and their engagement with learning and school School and system background questionnaires –school policies, practices, resources and institutional factors that help explain performance differences.

10. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 PISA... a (relatively) long story  PISA in 2000, 2003, 2006 and 2009  PISA 2012 – In the field  PISA 2015 – Work in Progress  Focus on students’ capacity to extrapolate from what they know and creatively apply their knowledge in novel situations  Less emphasis on whether they can reproduce what they were taught

11. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Strong Performers and Successful Reformers in Education  Quality of Learning outcomes  Equity of learning opportunities  Factors that make a difference

12. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Quality of Learning Outcomes  High performance  Increasing performance over time  The learning outcomes of poor performing and top performing students

13. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Quality of Learning Outcomes  High performance  Increasing performance over time  The learning outcomes of poor performing and top performing students

14. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Average performance of 15-year-olds in reading High reading performance Low reading performance … 17 countries perform below this line

15. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Performance in reading (2009) 495 539

16. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Quality of Learning Outcomes  High performance  Increasing performance over time  The learning outcomes of poor performing and top performing students

17. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Change in reading performance between 2000 and 2009 Score point change Reading performance improved Reading performance declined

18. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Quality of Learning Outcomes  High performance  Increasing performance over time  The learning outcomes of poor performing and top performing students

19. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Percentage of students below proficiency Level 2 in reading between 2000 and 2009 2000 2009

20. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Percentage of top performers in reading between 2000 and 2009 2000 2009

21. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Equity of learning opportunities  Are students held back because of their socio- economic condition?  The role of schools: between and within school differences in performance  The performance of students with an immigrant background  Gender gap

22. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Equity of learning opportunities  Are students held back because of their socio- economic condition?  The role of schools: between and within school differences in performance  The performance of students with an immigrant background  Gender gap

23. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Measures of the relationship between socio-economic background and reading performance

24. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Percentage of resilient students among disadvantaged students % More than 30% resilient students among disadvantaged students Between 15%-30% of resilient students among disadvantaged students Less than 15% resilient students among disadvantaged students Resilient student: Comes from the bottom quarter of the socially most disadvantaged students but performs among the top quarter of students internationally (after accounting for social background)

25. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Equity of learning opportunities  Are students held back because of their socio- economic condition?  The role of schools: between and within school differences in performance  The performance of students with an immigrant background  Gender gap

26. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 School performance and socio-economic background Denmark Student performance Advantage PISA Index of socio-economic background Disadvantage Private school Public school in rural area Public school in urban area 700

27. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 School performance and socio-economic background Finland Student performance Advantage PISA Index of socio-economic background Disadvantage Private school Public school in rural area Public school in urban area 700

28. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 School performance and socio-economic background Germany Student performance Advantage PISA Index of socio-economic background Disadvantage Private school Public school in rural area Public school in urban area 700

29. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Variability in student performance Variance

30. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Variability in student performance between and within schools Variance Performance variation of students in schools Performance differences between schools

31. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Equity of learning opportunities  Are students held back because of their socio- economic condition?  The role of schools: between and within school differences in performance  The performance of students with an immigrant background  Gender gap

32. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Immigrants and reading performance Native students Second-generation students First-generation students Mean reading performance

33. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Equity of learning opportunities  Are students held back because of their socio- economic condition?  The role of schools: between and within school differences in performance  The performance of students with an immigrant background  Gender gap

34. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Gender Gap in Reading (PISA 2009, girls - boys) Girls perform better

35. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Gender Gap in Mathematics (PISA 2009, girls - boys) Boys perform better

36. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Factors that make a difference

37. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 What factors make a difference?  For the individual student Reading for enjoyment –Very strongly related to performance in all countries –37% of students in OECD countries on average do not read for enjoyment Diversity of reading materials –Better readers tend to read a diversity of materials Knowledge of strategies –High-performing countries are generally those whose students know how to summarise information well  And for system and school policies……

38. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 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 reading performance Low reading performance 2009 Early selection and institutional differentiation High degree of stratification Low degree of stratification

39. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 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

40. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 What does it all mean?

41. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Some lessons from successful systems

42. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Lessons from PISA on successful education 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

43. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Lessons from PISA on successful education systems 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

44. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Lessons from PISA on successful education systems 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

45. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Lessons from PISA on successful education systems 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

46. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Lessons from PISA on successful education systems 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

47. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Lessons from PISA on successful education systems 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

48. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Lessons from PISA on successful education systems 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)

49. PISA OECD Programme for International Student Assessment Strong Performers and Successful Reformers in Education - Copenhagen Francesca Borgonovi 9 May 2012 Find out more about PISA at… www.oecd.org/pisa PISA In Focus www.oecd.org/pisa/infocus Email: Francesca.Borgonovi@oecd.org