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Schooling disrupted – schooling rethoughtOECD Parliamentary Network
Andreas Schleicher
• 1.5bn students (and their parents) learned over the last months that learning is not a place but an activity
• Remote learning has become the lifeline for learning but doesn’t address the social functions of schools
• Access, use and quality of online resources amplify inequality• Accreditation at stake• Huge needs for just-in-time professional development• Re-prioritisation of curricula to embrace wider range of
cognitive, social and emotional skills• But lots of highly innovative learning environments emerging
Present value of lost GDP due to Corona-induced learning loss (average 1/3 school year lost)
-Bn $16,000
-Bn $14,000
-Bn $12,000
-Bn $10,000
-Bn $8,000
-Bn $6,000
-Bn $4,000
-Bn $2,000
Bn $0
Source: Hanushek and Woessmann (OECD, 2020)
0
10
20
30
40
50
60
70
80
90
100
Existing onlineinstructional
resources
Online instructiondelivered by thesame teachers of
the studentslearning
Instructionalpackages
(textbooks,worksheets,
printouts)
Educationaltelevision
Radio education Online instructionprovided by private
tutors
%
Instructional resources used (Averages across 36 countries, May 2020)
0
10
20
30
40
50
60
70
80
90
100De
nmar
kN
ew Z
eala
ndAu
stra
liaU
nite
d Ar
ab E
mira
tes
Colo
mbi
aRu
ssia
Mex
ico
Turk
eyKa
zakh
stan
Albe
rta
(Can
ada)
CABA
(Arg
entin
a)Ch
ileSw
eden
Lith
uani
aU
nite
d St
ates
Port
ugal
Rom
ania
Icel
and
Geor
gia
OEC
D av
erag
e-31
Isra
elSp
ain
Net
herla
nds
Finl
and
Saud
i Ara
bia
Latv
iaH
unga
ryM
alta
Slov
ak R
epub
licIta
lyCr
oatia
Esto
nia
Bulg
aria
Viet
Nam
Sing
apor
eBr
azil
Engl
and
(UK)
Sout
h Af
rica
Flem
ish
(Bel
gium
)Sl
oven
iaFr
ance
Czec
h Re
publ
icAu
stria
Kore
aBe
lgiu
mSh
angh
ai (C
hina
)Fr
ench
(Bel
gium
)Ja
pan
2018 2013
Tables I.2.1 and I.2.4
Technology is only as good as its use (TALIS 2018)Percentage of teachers who “frequently” or “always” let students use ICT for projects or class work%
Working together
0 10 20 30 40 50 60 70 80 90 100
It was fairly chaotic
There were conflicts between schools and the government
There were conflicts with parents
There were conflicts with teachers
It was designed in a collaborative manner including the community
It was designed in a collaborative manner including parents
It was designed in a top down fashion by the government
There was strong collaboration between public and private sectors
Communications were well managed
It was well executed
It was well planned
It was designed in a collaborative manner including teachers
Everybody did all they could to helpCompletely agree Agree
%
Evaluation of contingency strategies(Averages across 36 countries, May 2020)
0 20 40 60 80 100
Ensure medical attention of students affected by Covid-19
Support students at risk of violence at home
Ensure medical attention to teachers affected by Covid-19
Ensure provision of other social services to students
Revise graduation/grade transition policy to allow student…
Ensure well-being of teachers
Ensure well-being of students
Support education of disadvantaged students
Ensure support for parents and caregivers to support student…
Ensure social development of students
Provide professional support, advice to teachers
Ensure continuity/integrity of the assessment of student learning
Ensure the continuity of the academic learning of students
To a great extent To some extent
Focus of contingency strategies (Averages across 36 countries, May 2020)
Table 10
%
Re-opening schoolsStrategies for the new normal
0 10 20 30 40 50 60 70 80 90 100
Other
Mandatory use of gloves for all students, teachers and school staff
Installation of additional open-air handwashing facilities outside the school building
Closure of all common areas in school
Mandatory use of antiseptic wipes for students and teachers to clean their desksevery day
Mandatory use of masks for all students, teachers and school staff
Mandatory use of antiseptic gel by students, teachers and school staff beforeentering a classroom or the canteen
Mandatory application of social distancing protocols
Training students, teachers and staff on basic hygiene and barrier gestures
Extremely likely Somewhat likely Neither likely nor unlikely Somewhat unlikely Extremely unlikely No answer
Health measures included in the reopening plans (Averages across 36 countries, May 2020)
Table 22
%
0
10
20
30
40
50
60
70
80
90
100
Progressive return ofstudents (e.g. by age
cohorts)
Classroom basedteaching and learning
in shifts
Hybrid model ofdistance and
classroom basedteaching and learning
Return to normalscheduling and
student attendance
Student and teacherreturns contingent
upon results ofantibody testing
Classroom teaching conducted in schools’
outdoor spaces
What strategies will be used for school reopening? (Averages across 36 countries, May 2020)
Table 17%
Technology can amplify and scale innovative teaching
Capital flows and digitalisation of education
Global vs Education Capital Flows <3% of global education expenditure on technology
Education is still at an early technology adoption stage, with comparatively low market capitalisation
Education Technology Total Education Expenditure
Sources: HolonIQ, World Health Organization, Goldman Sachs, Standard & Poors. All figures are rounded estimates based on source research.
0
1
2
3
4
5
6
7
8
9
10
Global health caremarket
Global health caremarket capitalisation
Global educationmarket
Global educationmarket capitalisation
Global markets in trillion USD
0.15 !
Global education venture capital is boosted by China
0.62.0 1.6
2.3
5.2
1.0
1.5
1.1
1.3
1.6
0.4
0.7
0.3
0.5
0
1
2
3
4
5
6
7
8
9
2014 2015 2016 2017 2018
China Unied States India European Union Others
1.8
4.2
3.2
4.4
8.2
33%48% 50% 52%
63%
56%36% 34% 30%
20%
3%
26% 9% 9%
4%
2%3% 7% 6%
4%12%
6%2% 2%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2014 2015 2016 2017 2018
China Unied States India European Union Others
Venture capitalists have invested USD 8B in 2018, up from USD 2B in 2014 – mainly from China
Source: HolonIQ, January 2019
EdTech expenditure
12.6
6.1
3.1
0.6
1.8
0.81.3
0.10
2
4
6
8
10
12
14
AR/VR AI Robotics Blockchain
2025 2018
Advanced Education Technology Expenditure, 2018 and 2025 estimate, USD Billions
Source: HolonIQ, January 2019
Personalised learning
• Providing studentswith personalisedlearning materials(content map) and teach them
• Assignment of individual work, peer work and lectures
Assessments and exams
New types of assessments throughsimulations and gamesAdaptive assessmentsHands-on assessment in vocational settingsIncreasing reliability of machine rating for essaysPredictive models maydisrupt the exam model
Classroom analytics
• Learning analytics helps teachers to manage their class:
• In real time during teaching• As a reflective tool after teaching (professional
learning)
• Data come from sensors in the classroom, learning management systems or digital activities of students
• When should you shift to a new activity?• Are you losing the attention of your students?
Are they engaged in their learning?• How do you struture your instruction time
(lecture, small group, discussion, assessment, practice, etc.)?
• Which students do you talk to and support youthe most?
Robotics in the classroom
Robots are currently mainly used in the teaching and learning of coding(or computational thinking)
Social robots can take on the roles of teaching aides, tutors, peers and sometimes even students
Blockchain in education
Verification of degrees and credentials
Development of digital degrees
Secure and trustworthy transfer of academic records
Lowers risks of privacy breach (givenits decentralised nature)
Prevalence of pedagogical strategies (TALIS 2018)
0 10 20 30 40 50 60 70 80 90 100
Tell students to follow classroom rulesTell students to listen to what I say
Calm students who are disruptiveWhen the lesson begins, tell students to quieten down quickly
Explain to students what I expect them to learnExplain how new and old topics are related
Set goals at the beginning of instructionRefer to a problem from everyday life or work
Present a summary of recently learned contentLet students practise similar tasks
Give tasks that require students to think criticallyHave students work in small groups to come up with a solution
Let students to solve complex tasksPresent tasks for which there is no obvious solution
Let students use ICT for projects or class workGive students projects that require at least one week to complete
Teaching practices Percentage of teachers who frequently or always use the following practices in their class (OECD average-31)
Classroom management
Clarity of instruction
Cognitive activation
Enhanced activities
%
Some students learn at high levels All students learn at high levels
Routine cognitive skills Complex ways of thinking and workingCurriculum, instruction and assessment
Student inclusion
Standardisation and compliance High-level professional knowledge workersRole of teachers
‘Tayloristic’, industrial Flat, collegial, entrepreneurialWork organisation
Primarily to authorities Primarily to peers and stakeholdersAccountability
Industrial systems World class systems
When fast gets really fast, being slow to adapt makes education really slow
Find out more about our work https://oecdedutoday.com/coronavirus/– Schooling disrupted – schooling rethought - the complete report– Country implementation examples– Innovative education resources– Country notes
Emails: [email protected] Twitter: SchleicherOECDWechat: AndreasSchleicher
Thank you
