München, 19 November 2011 Schule 2.0 München, 19 November 2011 Prof. Andreas Schleicher Advisory of the OECD Secretary-General on Education Policy OECD Directorate for Education

München, 19 November 2011 Schule 2.0 Immer mehr Menschen erreichen immer höhere Bildungsziele

München, 19 November 2011 Schule 2.0 A world of change – higher education Tertiary-type A graduation rate Graduate supply Cost per student

München, 19 November 2011 Schule 2.0 A world of change – higher education Tertiary-type A graduation rate Graduate supply Cost per student United States Finland Deutschland

München, 19 November 2011 Schule 2.0 A world of change – higher education Tertiary-type A graduation rate United Kingdom

München, 19 November 2011 Schule 2.0 A world of change – higher education Tertiary-type A graduation rate Australia

München, 19 November 2011 Schule 2.0 A world of change – higher education Tertiary-type A graduation rate

München, 19 November 2011 Schule 2.0 A world of change – higher education Tertiary-type A graduation rate

München, 19 November 2011 Schule 2.0 A world of change – higher education Tertiary-type A graduation rate

München, 19 November 2011 Schule 2.0 A world of change – higher education Tertiary-type A graduation rate

München, 19 November 2011 Schule 2.0 A world of change – higher education Tertiary-type A graduation rate

München, 19 November 2011 Schule 2.0 A world of change – higher education Tertiary-type A graduation rate

München, 19 November 2011 Schule 2.0 A world of change – higher education Tertiary-type A graduation rate Finland Deutschland

München, 19 November 2011 Schule 2.0 A world of change – higher education Tertiary-type A graduation rate United States

OECD Skills Strategy EDPC, 15 November 2011 Translating better skills into better social and economic outcomes The composition of the global talent pool has changed… Countries’ share in the population with tertiary education, for and year- old age groups, percentage (2009) year-old population year-old population About 39 million people who attained tertiary level About 81 million people who attained tertiary level

OECD Skills Strategy EDPC, 15 November 2011 Translating better skills into better social and economic outcomes The composition of the global talent pool has changed… Countries’ share in the population with tertiary education, for and year- old age groups, percentage (2009)

München, 19 November 2011 Schule 2.0 Nie zuvor haben die, die gut gebildet sind, so gute Lebenschancen gehabt wie heute

Council, 18 September 2008 Education at a Glance Components of the private net present value for a male with higher education Net present value in USD equivalent 35K$ 56K$ 367K$ 105K$ 27K$ 26K$ 170K$

Council, 18 September 2008 Education at a Glance Public cost and benefits for a male obtaining post-secondary education Public benefits Public costs Net present value, USD equivalent (numbers in orange show negative values) Net present value, USD equivalent (numbers in orange show negative values) USD equivalent

München, 19 November 2011 Schule 2.0 Neue Herausvorderungen

München, 19 November 2011 Schule 2.0 Stabil Dynamisch Märkte National Global Wettbewerb HierarchischVernetzt Organisationsformen Massenproduktion Flexible Produktion – embedded services Produktion Mechanisierung Digitalisierung, Miniaturisierung Wachstumsimpulse „Economies of scale“ Innovation, Zeitnähe Wettbewerbsvorteil Einzelbetrieb „Co-petition” – Allianzen Firmenmodell Vollbeschäftigung „Employability” Politische Ziele Klare Identität im berufsspezifischen Kontext Konvergenz und Transformation Berufsprofile Berufsspezifisch Multi-dimensional Kompetenzen Formale Qualifikation Lebensbegleitendes Lernen Bildung Neue Herausforderungen Gestern Heute

München, 19 November 2011 Schule 2.0 Zusammenhang zwischen Erwachsenenkompetenzen und individuellem und sozialen Erfolg

München, 19 November 2011 Schule 2.0 Low skills and social outcomes Odds are adjusted for age, gender, pand immigration status.

München, 19 November 2011 Schule 2.0 Zukunftskompetenzen

München, 19 November 2011 Schule 2.0 Veränderungen in der Nachfrage nach Kompetenzen 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

München, 19 November 2011 Schule 2.0 Skills for the 21 st century r The great collaborators and orchestrators The more complex the globalised world becomes, the more individuals and companies need various forms of co-ordination and management r The great synthesisers Conventionally, our approach to problems was breaking them down into manageable bits and pieces, today we create value by synthesising disparate bits together r The great explainers The more content we can search and access, the more important the filters and explainers become

München, 19 November 2011 Schule 2.0 Skills for the 21 st century r The great versatilists Specialists generally have deep skills and narrow scope, giving them expertise that is recognised by peers but not valued outside their domain Generalists have broad scope but shallow skills Versatilists apply depth of skill to a progressively widening scope of situations and experiences, gaining new competencies, building relationships, and assuming new roles. They are capable not only of constantly adapting but also of constantly learning and growing r The great personalisers A revival of interpersonal skills, skills that have atrhophied to some degree because of the industrial age and the Internet r The great localisers Localising the global

PISA OECD Programme for International Student Assessment Briefing of Council 14 November 2007 Handlungsfelder Some policy levers that emerge from international comparisons

München, 19 November 2011 Schule 2.0 Some students learn at high levels All students need to learn at high levels Student inclusion Routine cognitive skills, rote learning Learning to learn, complex ways of thinking, ways of working Curriculum, instruction and assessment Few years more than secondary High-level professional knowledge workers Teacher quality ‘Tayloristic’, hierarchical Flat, collegial Work organisation Primarily to authorities Primarily to peers and stakeholders Accountability Schule 2.0 The old bureaucratic systemThe modern enabling system

München, 19 November 2011 Schule 2.0 Average performance of 15-year-olds in reading – extrapolate and apply High reading performance Low reading performance … 17 countries perform below this line

München, 19 November 2011 Schule 2.0 Average performance of 15-year-olds in science – extrapolate and apply 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

München, 19 November 2011 Schule 2.0 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

München, 19 November 2011 Schule 2.0 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

München, 19 November 2011 Schule 2.0 High performing systems often prioritize the quality of teachers over the size of classes Contribution of various factors to upper secondary teacher compensation costs per student as a percentage of GDP per capita (2004) Percentage points

München, 19 November 2011 Schule 2.0 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

München, 19 November 2011 Schule 2.0 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 2000

München, 19 November 2011 Schule 2.0 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 2000

München, 19 November 2011 Schule 2.0 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

München, 19 November 2011 Schule 2.0 School performance and social 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

München, 19 November 2011 Schule 2.0 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

München, 19 November 2011 Schule 2.0 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

München, 19 November 2011 Schule 2.0 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

München, 19 November 2011 Schule 2.0 PISA score in reading School autonomy, accountability and student performance Impact of s chool autonomy on performance in systems with and without accountability arrangements

München, 19 November 2011 Schule 2.0 Local responsibility and system-level prescription System-level prescription ‘Tayloristic’ work organisation Schools leading reform Teachers as ‘knowledge workers’ The past The industrial model, detailed prescription of what schools do Schools today Building capacity Finland today Every school an effective school Trend in OECD countries

München, 19 November 2011 Schule 2.0 Public and private schools Private schools perform better Public schools perform better % Score point difference

München, 19 November 2011 Schule 2.0 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

München, 19 November 2011 Schule 2.0 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

München, 19 November 2011 Schule 2.0 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)

München, 19 November 2011 Schule 2.0 ThenNow Learning a place  Learning an activity Prescription  Informed profession Delivered wisdom  User-generated wisdom Uniformity  Embracing diversity Conformity  Ingenious Curriculum-centred  Learner-centred Provision  Outcomes Bureaucratic look-up  Devolved – look outwards Management  Leadership Public vs private  Public with private Culture as obstacle  Culture as capital

München, 19 November 2011 Schule –All national and international publications –The complete micro-level database …and remember: Without data, you are just another person with an opinion