Preparing students for the

4th Industrial Revolution Implications for science education

Andreas SchleicherDirector for Education and Skills

PISA 2015

OECD

Partners

“the ability to engage with science-

related issues, and with the ideas of

science, as a reflective citizen”

Science in PISA

Trends in science performance (PISA)

2006 2009 2012 2015

OECD

450

470

490

510

530

550

570

OECD average

Stu

de

nt

pe

rfo

rma

nc

e

Trends in science performance (PISA)

450

470

490

510

530

550

570

2006 2009 2012 2015

OECD average

Poverty is not destiny - Science performanceby international deciles of the PISA index of economic, social and cultural status (ESCS)

280

330

380

430

480

530

580

630D

om

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razil

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Trin

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and

Tob

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Bu

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Gre

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Russia

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Sp

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Score

poin

ts

Bottom decile Second decile Middle decile Ninth decile Top decile

Figure I.6.7

% of students

in the bottom

international

deciles of

ESCS

OECD median student

Students expecting a career in scienceFigure I.3.2

0

5

10

15

20

25

30

35

40

45

50

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Rep

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%Percentage of students who expect to work in science-related professional and technical occupations when they are 30

Science-related technicians and associate professionals

Information and communication technology professionals

Health professionals

Science and engineering professionals

% o

f st

ud

ents

wit

hva

gu

e o

r m

issi

ng

exp

ecta

tio

ns

0

10

20

30

40

50

300 400 500 600 700

Pe

rce

nta

ge

of

stu

de

nts

ex

pe

cti

ng

a

ca

ree

r in

sc

ien

ce

Score points in science

Low enjoyment of science

High enjoyment of science

Students expecting a career in scienceby performance and enjoyment of learning

Figure I.3.17

9 Looking forward to…Better anticipate the evolution of the demand for 21st century skills and better integrate the world of

work and learning

Leverage the potential of all learners

Find more innovative solutions to what we learn, how we learn, when

we learn and where we learn

Advance from an industrial towards a professional work organisation

Building learning systems that…

The kind of things that are easy to teach are

now easy to automate, digitize or outsource

35

40

45

50

55

60

65

70

1960 1970 1980 1990 2000 2006 2009

Routine manual

Nonroutine manual

Routine cognitive

Nonroutine analytic

Nonroutine interpersonal

Mean task input in percentiles of 1960 task

Robotics

The Auto-auto>1m km,

one minor accident,

occasional human intervention

Augmented Reality

Education in the past

Education now

External forces

exerting pressure and

influence inward on

an occupation

Internal motivation and

efforts of the members

of the profession itself

15 Professionalism

Professionalism is the level of autonomy and internal regulation exercised by members of an

occupation in providing services to society

Policy levers to teacher professionalism

Knowledge base for teaching (initial education and incentives for professional development)

Autonomy: Teachers’ decision-making power over their work (teaching content, course offerings, discipline practices)

Peer networks: Opportunities for exchange and support needed to maintain high standards of teaching (participation in induction,

mentoring, networks, feedback from direct observations)

Teacher

professionalism

Teacher professionalism

Knowledge base for teaching (initial education and incentives for professional development)

Autonomy: Teachers’ decision-making power over their work (teaching content, course offerings, discipline practices)

Peer networks: Opportunities for exchange and support needed to maintain high standards of teaching (participation in induction,

mentoring, networks, feedback from direct observations)

Technology can amplify innovative teaching

• As tools for inquiry-

based pedagogies

with learners as

active participants

• Make it faster

and more granular

• Collaborative platforms

for teachers to share and

enrich teaching materials

• Well beyond textbooks, in

multiple formats, with little

time and space constraints

Expand

access to

content

Collaboration

for

knowledge

creation

Support

new

pedagogies

Feedback

1919Lessons f

rom

hig

h p

erf

orm

ers

19

19 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