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Making education everybody’s business
EPI Annual LectureAndreas Schleicher9 November 2017
What can English education learn from other countries?
Trends in science performance (PISA)
450
470
490
510
530
550
570S
tud
en
t p
erf
orm
an
ce
2006 2009 2012 2015
Trends in science performance (PISA)
450
470
490
510
530
550
570
2006 2009 2012 2015
OECD average
4
Digitalisation
Democratizing
Concentrating
Particularizing
Homogenizing
Empowering
Disempowering
100 80 60 40 20 0 20 40
TurkeyGreece
ChileLithuania
IsraelUnited States
PolandRussian Federation
IrelandSlovak Republic
England (UK)Northern Ireland (UK)
JapanOECD average
SloveniaEstonia
DenmarkAustria
AustraliaCanada
New ZealandGermany
Czech RepublicNorway
Flanders (Belgium)Netherlands
SwedenFinland
KoreaSingapore
Level 2 Level 3 Level 2 Level 3Skills to manage complex digital information
Young adults (16-24 year-olds) Older adults (55-65 year-olds)
Environmental
degradation
Climate change
Migration
Middle class
Polarisation
of societies
Renewable energy
Loss of
biodiversityWater and food
shortagesNatural
disasters
Financial
crisesNationalism
Democratisation
Multinational
companies
Harmonization
of values
Interdependent
markets
Trade
opennessEmerging
economies
Poverty
Ageing
Radicalisation
Tourism
Inequality
International
governance
Global
integration
The multi-faceted world of knowledge
The human world of knowledge
The small world of the curriculum
The small world of the curriculum
The small world of the curriculum
The small world of the curriculum
The small world of the curriculum
The small world of the curriculum
The TrueThe realm of human knowledge The Good
The realm of ethics and judgement
The Just and Well-OrderedThe realm of political and civic life,
binding social capital The BeautifulThe realm of creativity,
esthetics and designThe SustainableThe realm of natural and physical health The Prosperous
The realm of economic life
The big world of learning
• Rigor, focus and coherence
• Remain true to the disciplines– but aim at interdisciplinary learning and the capacity of students to see
problems through multiple lenses
– Balance knowledge of disciplines and knowledge about disciplines
• Focus on areas with the highest transfer value– Requiring a theory of action for how this transfer value occurs
• Authenticity– Thematic, problem-based, project-based, co-creation in conversation
• Some things are caught not taught– Immersive learning propositions
• Equity– Not just a proposition for the few but for the many
•16 Some lessons from high performers
What teachers say and what teachers do
What knowledge, skills and character qualities do
successful teachers require?
96% of teachers: My role as a teacher is to facilitate students own inquiry
What knowledge, skills and character qualities do
successful teachers require?
86%: Students learn best by findings solutions on their own
What knowledge, skills and character qualities do
successful teachers require?
74%: Thinking and reasoning is more important than curriculum content
Prevalence of memorisationrehearsal, routine exercises, drill and
practice and/or repetition
-2.00 -1.50 -1.00 -0.50 0.00 0.00 0.50 1.00 1.50 2.00
Switzerland
Poland
Germany
Japan
Korea
France
Sweden
Shanghai-China
Canada
Singapore
United States
Norway
Spain
Netherlands
United Kingdom
Prevalence of elaborationreasoning, deep learning, intrinsic motivation, critical thinking, creativity, non-routine problems
High Low Low High
Memorisation is less useful as problems become more difficult (OECD average)
R² = 0.81
0.70
1.00
300 400 500 600 700 800
Difficulty of mathematics item on the PISA scale
Source: Figure 4.3
22
Difficult problem
Easy problem
Greater success
Less success
Odds ratio
Control strategies are always helpful but less so as problems become more difficult (OECD average)
R² = 0.31
0.95
1.20
300 400 500 600 700 800Difficulty of mathematics item on the PISA scale
Source: Figure 5.223
Difficult problem
Greater success
Less success
Easy problem
Odds ratio
Elaboration strategies are more useful as problems become more difficult (OECD average)
R² = 0.82
0.80
1.50
300 400 500 600 700 800
Difficulty of mathematics item on the PISA scaleSource: Figure 6.2
24
Difficultproblem
Greater success
Less success
Easy problem
Odds ratio
Students’ use of elaboration strategies
Source: Figure 6.1
Un
ited
Kin
gd
om
2
0
Icela
nd
1
8
Au
str
alia
20
Irela
nd
2
3
Fra
nc
e 1
9
New
Zea
lan
d 1
9
Isra
el 26
Can
ad
a 2
6
Au
str
ia 3
2
Jap
an
2
9
Belg
ium
2
2
Sin
ga
po
re 3
1
Uru
gu
ay
22
Germ
an
y 3
3
Neth
erl
an
ds 2
4
HK
-Ch
ina
3
0
Lu
xem
bo
urg
3
3
Co
sta
Ric
a 3
3
No
rway 2
3
Fin
lan
d 2
3
Un
ited
Sta
tes 3
0
Po
rtu
ga
l 29
OE
CD
avera
ge
3
0
Den
mark
23
Ind
on
es
ia 3
8
Sw
itze
rlan
d 3
2
Bu
lga
ria 2
7
Ma
cao
-Ch
ina
3
2
Ch
ile 2
4
Alb
an
ia 3
3
Sw
ed
en
2
4
Kazakh
sta
n 2
9
Gre
ece 3
5
UA
E 3
2
Hu
ng
ary
37
Bra
zil 2
5
Arg
en
tin
a 3
5
Lie
ch
ten
ste
in 4
1
Es
ton
ia 3
8
Me
xic
o 2
7
Sp
ain
3
9
Tu
rke
y 2
8
Sh
an
gh
ai-
Ch
ina
35
Po
lan
d 2
7
Co
lom
bia
3
3
Ko
rea 4
3
La
tvia
3
2
Cze
ch
Rep
ub
lic
40
Vie
t N
am
41
Cro
ati
a 4
8
Slo
ven
ia 5
6
Ro
man
ia 3
6
Ru
ssia
n F
ed
.
41
Mo
nte
ne
gro
3
9
Ma
laysia
3
8
Pe
ru 3
0
Italy
4
6
Se
rbia
5
0
Slo
vak R
ep
ub
lic 4
0
Lit
hu
an
ia 3
0
Th
ailan
d 3
4
Qata
r 34
Ch
ine
se T
aip
ei 42
Jo
rda
n 4
4
Tu
nis
ia
44
Below the OECD average At the same level as the OECD average Above the OECD average
% of students whounderstand new
concepts by relating them to things they
already know
25
Ela
bo
ra
tio
n
More
Less
Routine cognitive skills Complex ways of thinking, complex ways of doing, collective capacity
Some students learn at high levels (sorting) All students need to learn at high levelsStudent inclusion
Curriculum, instruction and assessment
Standardisation and compliance High-level professional knowledge workersTeacher quality
‘Tayloristic’, hierarchical Flat, collegialWork organisation
Primarily to authorities Primarily to peers and stakeholdersAccountability
System transformationsThe old bureaucratic system The modern enabling system
Some students learn at high levels
All students learn at high levels
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
inic
an R
ep
ub
lic 4
0A
lge
ria 5
2K
oso
vo
10
Qa
tar
3F
YR
OM
13
Tu
nis
ia 3
9M
on
ten
eg
ro 1
1Jord
an 2
1U
nite
d A
rab
Em
ira
tes 3
Ge
org
ia 1
9L
eb
an
on
27
Indo
nesia
74
Me
xic
o 5
3P
eru
50
Co
sta
Ric
a 3
8B
razil
43
Tu
rke
y 5
9M
old
ova 2
8T
haila
nd
55
Co
lom
bia
43
Ice
lan
d 1
Trin
idad
and
Tob
ago
14
Ro
ma
nia
20
Isra
el 6
Bu
lga
ria
13
Gre
ece
13
Russia
5U
rug
ua
y 3
9C
hile
27
Latv
ia 2
5L
ith
uan
ia 1
2S
lova
k R
ep
ub
lic 8
Italy
15
Norw
ay 1
Sp
ain
31
Hun
ga
ry 1
6C
roa
tia
10
De
nm
ark
3O
EC
D a
vera
ge
12
Sw
ed
en
3M
alta 1
3U
nite
d S
tate
s 1
1M
acao
(C
hin
a)
22
Ire
lan
d 5
Au
str
ia 5
Po
rtug
al 2
8L
uxe
mb
ourg
14
Hon
g K
on
g (
Ch
ina
) 2
6C
zech
Rep
ublic
9P
ola
nd
16
Au
str
alia
4U
nite
d K
ing
do
m 5
Ca
nad
a 2
Fra
nce 9
Ko
rea
6N
ew
Zea
land
5S
witze
rlan
d 8
Ne
the
rlan
ds 4
Slo
ve
nia
5B
elg
ium
7F
inla
nd
2E
sto
nia
5V
iet
Na
m 7
6G
erm
an
y 7
Jap
an 8
Ch
ine
se
Ta
ipe
i 1
2B
-S-J
-G (
Chin
a)
52
Sin
ga
pore
11
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
Spending per student from the age of 6 to 15 and science performance
Figure II.6.2
Luxembourg
SwitzerlandNorwayAustria
Singapore
United States
United Kingdom
Malta
Sweden
Belgium
Iceland
Denmark
Finland
Netherlands
Canada
JapanSlovenia
Australia
Germany
IrelandFranceItaly
Portugal
New Zealand
Korea Spain
PolandIsrael
Estonia
Czech Rep.
LatviaSlovak Rep.
Russia
CroatiaLithuania
HungaryCosta Rica
Chinese Taipei
Chile
Brazil
Turkey
UruguayBulgaria
Mexico
Thailand MontenegroColombia
Dominican Republic
Peru
Georgia
11.7, 411
R² = 0.01
R² = 0.41
300
350
400
450
500
550
600
0 20 40 60 80 100 120 140 160 180 200
Scie
nce p
erf
orm
an
ce (
sco
re p
oin
ts)
Average spending per student from the age of 6 to 15 (in thousands USD, PPP)
Differences in educational resourcesbetween advantaged and disadvantaged schools
Figure I.6.14
-3
-2
-2
-1
-1
0
1
1
CA
BA
(A
rgentina
)M
exic
oP
eru
Ma
ca
o (
Ch
ina
)U
nite
d A
rab E
mira
tes
Le
ban
on
Jord
an
Co
lom
bia
Bra
zil
Indon
esia
Tu
rkey
Spain
Do
min
ican
Rep
ublic
Geo
rgia
Uru
guay
Tha
iland
B-S
-J-G
(C
hin
a)
Austr
alia
Japa
nC
hile
Lu
xe
mbo
urg
Ru
ssia
Port
ug
al
Ma
lta
Ma
ssachu
se
tts
Ita
lyN
ew
Zeala
nd
Cro
atia
Irela
nd
Alg
eria
No
rwa
yIs
rael
De
nm
ark
Sw
ede
nU
nite
d S
tate
sM
old
ova
Belg
ium
Slo
ven
iaO
EC
D a
vera
ge
Hu
nga
ryC
hin
ese
Taip
ei
Vie
t N
am
Czech R
epu
blic
Sin
gapo
reT
un
isia
Gre
ece
Trin
ida
d a
nd T
obag
oC
anad
aR
om
an
iaQ
ata
rM
onte
neg
roK
osovo
Ne
therl
and
sK
ore
aF
inla
nd
Sw
itzerl
and
Germ
any
Ho
ng K
on
g (
Chin
a)
Austr
iaF
YR
OM
Pola
nd
Alb
ania
Bulg
aria
Slo
vak R
epub
licLithu
ania
Esto
nia
Icela
nd
Co
sta
Ric
aU
nite
d K
ing
dom
La
tvia
Me
an
in
de
x d
iffe
ren
ce
betw
een
ad
va
nta
ge
d
and
dis
adva
nta
ge
d s
ch
oo
ls
Index of shortage of educational material Index of shortage of educational staff
Disadvantaged schools have more
resources than advantaged schools
Disadvantaged schools have fewer
resources than advantaged schools
Variation in science performance between and within schools
Figure I.6.11
120
100
80
60
40
20
0
20
40
60
80
Ne
therl
and
s
114
B-S
-J-G
(C
hin
a)
119
Bulg
aria
1
15
Hu
nga
ry 1
04
Trin
ida
d a
nd T
obag
o 9
8B
elg
ium
1
12
Slo
ven
ia 1
01
Germ
any 1
10
Slo
vak R
epub
lic
10
9M
alta
1
54
Un
ite
d A
rab E
mira
tes 1
10
Austr
ia
10
6Is
rael 1
26
Le
ban
on
91
Czech R
epu
blic
1
01
Qata
r 10
9Japa
n 9
7S
witzerl
and
1
10
Sin
gapo
re 1
20
Ita
ly 9
3C
hin
ese
Taip
ei 1
11
Lu
xe
mbo
urg
1
12
Turk
ey 7
0B
razil
89
Cro
atia
8
9G
reece
94
Ch
ile 8
3Lithu
ania
9
2O
EC
D a
vera
ge 1
00
Uru
guay 8
4C
AB
A (
Arg
entina
)
82
Ro
man
ia
70
Vie
t N
am
6
5K
ore
a
10
1A
ustr
alia
1
17
Un
ite
d K
ing
dom
1
11
Peru
6
6C
olo
mbia
7
2T
ha
iland
6
9H
ong K
on
g (
Chin
a)
72
FY
RO
M 8
0P
ort
ug
al 94
Do
min
ican
Rep
ublic
5
9In
don
esia
5
2G
eo
rgia
9
2Jord
an
7
9N
ew
Zeala
nd 1
21
Un
ite
d S
tate
s
108
Mo
nte
neg
ro 8
1T
un
isia
4
7S
wede
n 1
17
Me
xic
o 5
7A
lba
nia
6
9K
osovo 5
7M
aca
o (
Ch
ina
) 74
Alg
eria
54
Esto
nia
8
8M
old
ova 8
3C
osta
Ric
a 5
5R
ussia
7
6C
anad
a 9
5P
ola
nd
92
De
nm
ark
9
1La
tvia
7
5Ir
ela
nd
8
8S
pain
8
6N
orw
ay
10
3F
inla
nd
103
Icela
nd
9
3
% Between-school variation Within-school variation
Total variation as a
proportion of the OECD
average
OECD average 69%
OECD average 30%
Prescription
Ownership of professional practice
Powerful learning environments are constantly creating synergies and finding new ways to enhance professional, social and cultural capital with
others. They do that with families and communities, with higher education, with other schools and learning environments, and with businesses.
Developing Teaching
as a profession
Recruit top candidates into the profession
Support teachers in continued
development of practice
Retain and recognise effective teachers –path for growth
Improve the
societal view of
teaching as a
profession
Mean mathematics performance, by school location, after acc
ounting for socio-economic status3
5
Effective teacher policy and practice
Mean mathematics performance, by school location,
after accounting for socio-economic status36
Teachers' perceptions of the value of teaching in society
Percentage of lower secondary education teachers who "agree" or "strongly agree" that teaching is a
valued profession in society
0
10
20
30
40
50
60
70
80
90
100
Mala
ysia
Sin
gapore
Kore
a
Abu D
habi (U
nited A
rab…
Finla
nd
Mexi
co
Alb
erta (Canada)
Flanders
(Belg
ium
)
Neth
erlands
Aust
ralia
Engla
nd (United K
ingdom
)
Rom
ania
Isra
el
United S
tate
s
Chile
Ave
rage
Norw
ay
Japan
Latv
ia
Serb
ia
Bulg
aria
Denm
ark
Pola
nd
Icela
nd
Est
onia
Bra
zil
Italy
Cze
ch R
epublic
Portugal
Cro
atia
Spain
Sw
eden
France
Slo
vak R
epublic
Perc
enta
ge o
f te
ach
ers
Items are ranked in descending order, based on the percentage of teachers who strongly agree or agree that teaching is a valued profession in society.
Mean mathematics performance, by school location,
after accounting for socio-economic statusFig II.3.33
7
Relationship between the perceived value of the teaching
profession and the share of PISA top performers (math)
Relationship between lower secondary education teachers' views on the value of their profession in society and the
share of top mathematics performers in PISA 2012
Australia
Brazil
BulgariaChile
Croatia
Czech Republic
Denmark
Estonia FinlandFrance
IcelandIsrael
Italy
Japan
Korea
Latvia
Mexico
Netherlands
Norway
Poland
Portugal
RomaniaSerbia
Singapore
Slovak Republic
SpainSweden
Alberta (Canada)
England (United
Kingdom)
Flanders (Belgium)
United States
0
5
10
15
20
25
30
35
40
45
0 10 20 30 40 50 60 70 80
Share
of
math
em
atics
top p
erf
orm
ers
Percentage of teachers who agree that teaching is valued in society
38 Teachers’ skillsNumeracy test scores of tertiary graduates and teachers
Numeracy score215 235 255 275 295 315 335 355 375
SpainPolandEstonia
United StatesCanadaIreland
KoreaEngland (UK)
England/N. Ireland (UK)Denmark
Northern Ireland (UK)France
AustraliaSweden
Czech RepublicAustria
NetherlandsNorway
GermanyFlanders (Belgium)
FinlandJapan
Numeracy score
Numeracy skills of middle half of
college graduates
39 Teachers’ skillsNumeracy test scores of tertiary graduates and teachers
Numeracy score215 235 255 275 295 315 335 355 375
SpainPolandEstonia
United StatesCanadaIreland
KoreaEngland (UK)
England/N. Ireland (UK)Denmark
Northern Ireland (UK)France
AustraliaSweden
Czech RepublicAustria
NetherlandsNorway
GermanyFlanders (Belgium)
FinlandJapan
Numeracy score
Numeracy skills of teachers
Student-teacher ratios and class sizeFigure II.6.14
CABA (Argentina)
Jordan
Viet Nam
Poland
United States
Chile
Denmark
Hungary
B-S-G-J(China)
Turkey
Georgia
ChineseTaipei
Mexico
Russia
Albania
Hong Kong(China)
Japan
Belgium
Algeria
Colombia
Peru
Macao(China)
Switzerland
Malta
Dominican Republic
Netherlands
Singapore
Brazil
Kosovo
Finland
Thailand
R² = 0.25
5
10
15
20
25
30
15 20 25 30 35 40 45 50
Stu
den
t-te
ach
er
rati
o
Class size in language of instruction
High student-teacher ratios
and small class sizes
Low student-teacher ratios
and large class sizes
OECD
average
OE
CD
ave
rage
Teaching hoursFigure D4.1
Number of teaching hours per year in general lower secondary public education (2000, 2005 and 2015)
0
200
400
600
800
1 000
1 200
1 400
Cost
a R
ica
Colo
mbia
Chile
Sw
itze
rland
Mexi
co
United S
tate
s
Sco
tland (UK)
New
Zeala
nd
Engla
nd (UK)
Aust
ralia
Denm
ark
Germ
any
Neth
erlands
Canada
Luxe
mbourg
Irela
nd
Spain
OECD
ave
rage
Isra
el
Latv
ia
French
com
. (B
elg
ium
)
Norw
ay
France
Slo
vak R
epublic
Slo
venia
Est
onia
Cze
ch R
epublic
Italy
Lith
uania
Japan
Hungary
Aust
ria
Portugal
Finla
nd
Flem
ish c
om
. (B
elg
ium
)
Kore
a
Gre
ece
Turk
ey
Pola
nd
Russ
ian F
edera
tion
Hours per year 2015 2005 2000
Starting salaries and salary progressionsFigure D3.2
Lower secondary teachers’ statutory salaries at different points in teachers' careers (2015)
0
20
40
60
80
100
120
140
Luxe
mbourg
Sw
itze
rland
Germ
any
Denm
ark
Spain
Aust
ralia
Neth
erlands
United S
tate
s
Canada
Norw
ay
Fle
mish c
om
. (B
elg
ium
)
Fin
land
Sw
eden
Aust
ria
Fre
nch
com
. (B
elg
ium
)
Portugal
OECD
ave
rage
Fra
nce
EU
22 a
vera
ge
Irela
nd
Italy
Japan
New
Zeala
nd
Kore
a
Sco
tland (U
K)
Turk
ey
Slo
venia
Mexi
co
Engla
nd (U
K)
Isra
el
Gre
ece
Chile
Cost
a R
ica
Cze
ch R
epublic
Est
onia
Lith
uania
Colo
mbia
Pola
nd
Hungary
Bra
zil
Slo
vak R
epublic
Latv
ia
Thousa
nds
Starting salary/minimum qualifications Salary after 15 years of experience/typical qualifications
Salary at top of scale/maximum qualifications
Equivalent USD converted using PPPs
Teacher statutory salaries in England fell by 12% and in Scotland by 6% in real terms between 2005 and 2015, while they rose on average across countries by 10% at pre-primary, 6% at primary and lower secondary and
4% at upper secondary levels
Learning time and science performanceFigure II.6.23
Finland
Germany Switzerland
Japan Estonia
Sweden
NetherlandsNew Zealand
Macao(China)
Iceland
Hong Kong(China) Chinese Taipei
Uruguay
Singapore
PolandUnited States
Israel
Bulgaria
Korea
Russia Italy
Greece
B-S-J-G (China)
Colombia
Chile
Mexico
Brazil
CostaRica
Turkey
MontenegroPeru
QatarThailand
UnitedArab
Emirates
Tunisia
Dominican Republic
R² = 0.21
300
350
400
450
500
550
600
35 40 45 50 55 60
PIS
A s
cie
nce s
co
re
Total learning time in and outside of school
OECD average
OECD average
OE
CD
ave
rage
Learning time and science performanceFigure II.6.23
6
7
8
9
10
11
12
13
14
15
16
0
10
20
30
40
50
60
70
Fin
land
Germ
any
Sw
itzerl
and
Japa
nE
sto
nia
Sw
ede
nN
eth
erl
and
sN
ew
Zeala
nd
Austr
alia
Czech R
epu
blic
Ma
ca
o (
Ch
ina
)U
nite
d K
ing
dom
Ca
nad
aB
elg
ium
Fra
nce
No
rwa
yS
loven
iaIc
ela
nd
Lu
xe
mbo
urg
Irela
nd
La
tvia
Ho
ng K
on
g (
Chin
a)
OE
CD
avera
ge
Ch
ine
se
Taip
ei
Austr
iaP
ort
ug
al
Uru
guay
Lithu
ania
Sin
gapo
reD
enm
ark
Hu
nga
ryP
ola
nd
Slo
vak R
epub
licS
pain
Cro
atia
Un
ite
d S
tate
sIs
rael
Bulg
aria
Kore
aR
ussia
Ita
lyG
reece
B-S
-J-G
(C
hin
a)
Co
lom
bia
Ch
ileM
exic
oB
razil
Co
sta
Ric
aT
urk
ey
Mo
nte
neg
roP
eru
Qata
rT
ha
iland
Un
ite
d A
rab E
mira
tes
Tun
isia
Do
min
ican
Rep
ublic
Score
poin
ts in s
cie
nce p
er
hour
of to
tal le
arn
ing t
ime
Hours Intended learning time at school (hours) Study time after school (hours) Score points in science per hour of total learning time
Bureaucratic Look-up
Devolved Look-outward
0
10
20
30
40
50
60
70
80
90
100
Discu
ss indiv
idual
students
Share
reso
urc
es
Team
confe
rence
s
Colla
bora
te for
com
mon s
tandard
s
Team
teach
ing
Colla
bora
tive
PD
Join
t act
ivitie
s
Cla
ssro
om
obse
rvations
Perc
enta
ge o
f te
ach
ers
Average
Professional collaboration
Percentage of lower secondary teachers who report doing the following activities at least once per month
Professional collaboration among teachers
Exchange and co-ordination
(OECD countries)
Teachers Self-Efficacy and Professional Collaboration
11.40
11.60
11.80
12.00
12.20
12.40
12.60
12.80
13.00
13.20
13.40
Never
Once
a y
ear
or
less
2-4
tim
es
a y
ear
5-1
0 t
imes
a y
ear
1-3
tim
es
a m
onth
Once
a w
eek o
r m
ore
Teach
er
self-e
ffic
acy
(le
vel)
Teach jointly as a team in the same class
Observe other teachers’ classes and provide feedback
Engage in joint activities across different classes
Take part in collaborative professional learning
Less frequently
Morefrequently
Delivered wisdom
User-generated wisdom
Recognising both students and adults as resources for the co-creation of communities, for the design
of learning and for the success of students
Professional knowledge
Professional autonomy
A collaborative
culture
External forces exerting pressure and influence
inward on an occupation Internal motivation and efforts of the members of the profession itself
51 Professionalism
Professionalism is the level of autonomy and internal regulation exercised by members of an
occupation in providing services to society
The past was divided
Teachers and content divided by subjects and student destinations
Schools designed to keep students inside, and the rest of the world outside
The future is integratedIntegrated: Emphasising integration of subjects, integration of
students and integration of learning contexts
Connected: with real-world contexts, and permeable to the rich resources in the community
Less subject-based, more project-based
ConformityStandardisation and compliance lead students to be
educated in batches of age, following the same standard curriculum, all assessed at the same time.
Ingenious
Building instruction from student passions and capacities, helping students personalise their learning and
assessment in ways that foster engagement and talents.
Learning a placeSchools as technological islands, that is technology was deployed
mostly to support existing practices for efficiency gains
Learning an activityTechnologies liberating learning from past conventions and connect
learners in new and powerful ways. The past was interactive, the future is participative
20
30
40
50
60
70
80
90
Do
min
ican
Rep
ublic
*C
osta
Ric
aB
razil
Co
lom
bia
Uru
guay *
Sin
gapo
reU
nite
d K
ing
dom
Ne
w Z
eala
nd
Qata
r *
Ita
lyP
eru
Austr
alia
Ch
ine
se
Taip
ei
Ho
ng K
on
g (
Chin
a)
Mo
nte
neg
roU
nite
d S
tate
sP
ort
ug
al
Un
ite
d A
rab E
mira
tes
Japa
nM
aca
o (
Ch
ina
)T
ha
iland
Spain
Sw
ede
nD
enm
ark
Kore
a *
Ca
nad
aS
loven
iaN
orw
ay
B-S
-J-G
(C
hin
a)
Irela
nd
Lithu
ania
Gre
ece
Turk
ey
Bulg
aria
OE
CD
avera
ge
Me
xic
oH
unga
ryE
sto
nia
Ch
ileT
un
isia
Fin
land
Ne
therl
and
s *
Cro
atia
Ru
ssia
Slo
vak R
epub
licF
rance
Icela
nd
Austr
iaIs
rael
Lu
xe
mbo
urg
La
tvia
Pola
nd
Belg
ium
Czech R
epu
blic
Germ
any
Sw
itzerl
and
% Top quarter of science performance Bottom quarter of science performance
Schoolwork-related anxiety among students in the top and
bottom quarters of science performanceG
rea
ter
an
xie
tyFigure III.4.2
Percentage of students who reported that they
"agree" or "strongly agree" with the statement "Even
if I am well prepared for a test, I feel very anxious"
* = no stastistically significant difference
More teacher support and less anxiety Figure III.4.5
5% less likely 4% less likely
16% more likely
29% more likely
9% less likely
17% less likely
44% more likely
60% more likely
The teacher adapts the lesson to my class’s needs
and knowledge
The teacher providesindividual help when astudent has difficulties
understanding a topic or task
Teachers graded me harderthan they graded other
students
Teachers gave me theimpression that they think Iam less smart than I really
am
Odds r
atios
(logarith
mic
scale
)
Even if I am well prepared for a test I feel very anxious
I get very tense when I studyMore likely
Less likely
As likely
Parents’ interest in their child's activities at school and outcomes (OECD)
Figure III.9.7
2.5 times more likely
1.9 times more likely
3.4 times less likely
Twice less likely
Wanting top grades at school Being very satisfied with life Feeling lonely at school Being not satisfied with life
More likely
Less likely
As likely
Students who say their parents are interested in their school activities are…
Administrative control and accountability
Professional forms of work organisation
Management
Leadership
Public vs. private
Public with private
33% of upper secondary UK students were enrolled in
vocational programmes, below the OECD average of 43%Figure C1.1
Enrolment rates of 15-19 year-olds, by programme level and orientation (2015)
0
10
20
30
40
50
60
70
80
90
100
Irel
and
Lith
uan
ia
Slo
ven
ia
Sau
di A
rab
ia
Net
her
lan
ds
Po
lan
d
Au
stra
lia
Latv
ia
Bel
giu
m
Cze
ch R
ep
ub
lic
Esto
nia
Po
rtu
gal
Ger
man
y
Icel
and
EU2
2 a
vera
ge
Spai
n
Den
mar
k
Fin
lan
d
No
rway
Ko
rea
Swed
en
Swit
zerl
and
Fran
ce
Hu
nga
ry
Slo
vak
Rep
ub
lic
Un
ited
Kin
gdo
m
OEC
D a
vera
ge
Ital
y
Ru
ssia
n F
eder
atio
n
New
Ze
alan
d
Un
ited
Sta
tes
Ch
ile
Au
stri
a
Ind
on
esia
Luxe
mb
ou
rg
Arg
enti
na
Turk
ey
Can
ada
Bra
zil
Isra
el
Ch
ina
Mex
ico
Co
sta
Ric
a
Co
lom
bia
Ind
ia
ISCED 3 - General programmes ISCED 3 - Vocational programmes ISCED 3 - No breakdown Other than ISCED 3
%
Different from most OECD countries, the UK spends less per vocational student than for academic student.
1.2% of GDP invested in upper secondary general programmes, 0.5%
in vocational programmes (OECD average 0.6% for both)
Idiosyncratic reforms
Alignment of policies
100
90
80
70
60
50
40
30
20
10
0
Vie
t N
am
4
Ma
ca
o (
Ch
ina
) 3
Esto
nia
5
Ho
ng K
on
g (
Chin
a)
7
Sin
gapo
re 4
Japa
n 1
2C
anad
a 1
1F
inla
nd
4C
hin
ese
Taip
ei 7
Kore
a
8S
loven
ia 4
Irela
nd
5
De
nm
ark
5
B-S
-J-G
(C
hin
a)
0
Pola
nd
9G
erm
any 1
1La
tvia
9
Port
ug
al 15
Un
ite
d K
ing
dom
7
Ne
w Z
eala
nd 1
0A
ustr
alia
1
6R
ussia
9
Spain
9
Sw
itzerl
and
6
Ne
therl
and
s
11
No
rwa
y
6B
elg
ium
1
2U
nite
d S
tate
s
9C
zech R
epu
blic
1
1A
ustr
ia
7O
EC
D a
vera
ge 1
6S
wede
n 9
Fra
nce
10
CA
BA
(A
rgentina
)
16
Ita
ly 1
0C
roa
tia
1
7Lithu
ania
2
Icela
nd
1
2Lu
xe
mbo
urg
6
Hu
nga
ry 1
1S
lovak R
epub
lic
20
Isra
el 9
Ma
lta
7
Gre
ece
7C
hile
3
6B
ulg
aria
9
Ro
man
ia
20
Uru
guay 1
9A
lba
nia
1
6U
nite
d A
rab E
mira
tes 7
Mo
ldova 5
1T
urk
ey 1
0T
rin
ida
d a
nd T
obag
o 1
4C
osta
R
ica 2
8T
ha
iland
2
4M
exic
o 3
0C
olo
mbia
2
1Jord
an
2
5Q
ata
r 29
Geo
rgia
5
Mo
nte
neg
ro 3
7In
don
esia
3
8B
razil
7
Peru
2
6Le
ban
on
29
FY
RO
M 3
2T
un
isia
3
4K
osovo 2
1A
lge
ria
29
Do
min
ican
Rep
ublic
3
2
%
Share of 15-year-olds without foundations (PISA science, 15-year-olds)
23841 bn$159 bn$ 3650 bn$
Find out more about our work at www.oecd.org/pisa
– All publications
– The complete micro-level database
Email: [email protected]
Twitter: SchleicherOECD
Wechat: AndreasSchleicher
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