'

ISTP 2014 Equity, excellence and inclusiveness in education

Понравилась презентация – покажи это...





Слайд 0

ISTP 2014 Equity, excellence and inclusiveness in education Wellington, 28 March Andreas Schleicher


Слайд 1

2 Skills transform lives and drive economies Odds ratio Increased likelihood of positive outcomes for adults with higher literacy skills (scoring at PIAAC Level 4/5 compared with those scoring at Level 1 or below)


Слайд 2

3 3 Inequality in skills relates to how wealth is shared in nations


Слайд 3

4 4 Inequality in skills relates to how wealth is shared in nations


Слайд 4

5 5 The false choice between equity and excellence The false choice between equity and excellence Some evidence from PISA 2012


Слайд 5

6 PISA in brief Over half a million students… representing 28 million 15-year-olds in 65 countries/economies … took an internationally agreed 2-hour test… Goes beyond testing whether students can reproduce what they were taught… … to assess students’ capacity to extrapolate from what they know and creatively apply their knowledge in novel situations Mathematics, reading, science, problem-solving, financial literacy Total of 390 minutes of assessment material … and responded to questions on… their personal background, their schools and their engagement with learning and school Parents, principals and system leaders provided data on… school policies, practices, resources and institutional factors that help explain performance differences .


Слайд 6

High mathematics performance Low mathematics performance … Shanghai-China performs above this line (613) … 12 countries perform below this line Source: PISA 2012


Слайд 7

Socially equitable distribution of learning opportunities High mathematics performance Low mathematics performance Strong socio-economic impact on student performance


Слайд 8

2012 Socially equitable distribution of learning opportunities Strong socio-economic impact on student performance


Слайд 9

2012 Socially equitable distribution of learning opportunities Strong socio-economic impact on student performance


Слайд 10


Слайд 11

Contribution of various factors to upper secondary teacher compensation costs, per student as a percentage of GDP per capita (2004) Percentage points


Слайд 12


Слайд 13

Singapore Shanghai Singapore 2003 - 2012 Germany, Turkey and Mexico improved both their mathematics performance and equity levels Brazil, Italy, Macao-China, Poland, Portugal, Russian Federation, Thailand and Tunisia improved their mathematics performance (no change in equity) Liechtenstein, Norway, the United States and Switzerland improved their equity levels (no change in performance)


Слайд 14

15 15 Fostering resilience The country where students go to class matters more than what social class students come from


Слайд 15

16 16 PISA mathematics performance by decile of social background Source: PISA 2012


Слайд 16

Percentage of resilient students More than 10% resilient Between 5%-10% of resilient students Less than 5% Fig II.2.4 17 Socio-economically disadvantaged students not only score lower in mathematics, they also report lower levels of engagement, drive, motivation and self-beliefs. Resilient students break this link and share many characteristics of advantaged high-achievers. A resilient student is situated in the bottom quarter of the PISA index of economic, social and cultural status (ESCS) in the country of assessment and performs in the top quarter of students among all countries, after accounting for socio-economic status. Massachusetts Connecticut Florida


Слайд 17

18 Don’t close achievement gaps the wrong way Performance differences between top and bottom quarter of socio-economic distribution Quarter of most disadvantaged students PISA performance (mathematics) Quarter of most privileged students Source: PISA 2012


Слайд 18

19 19 The rising demand for advanced skills Evolution of employment in occupational groups defined by PIAAC problem-solving skills Employment of workers with advanced problem-solving skills Employment of workers with poor problem-solving skills Employment of workers with medium-low problem-solving skills (PIAAC) Source:PIAAC 2011


Слайд 19

Building excellence Percentage of top performers in mathematics 20 Tab I.2.1a Across OECD, 13% of students are top performers (Level 5 or 6). They can develop and work with models for complex situations, and work strategically with advanced thinking and reasoning skills Source: PISA 2012


Слайд 20

Low impact on outcomes High impact on outcomes Low feasibility High feasibility Money pits Must haves Low hanging fruits Quick wins Excellence, Equity and Inclusiveness


Слайд 21

Low impact on outcomes High impact on outcomes Low feasibility High feasibility Money pits Must haves Low hanging fruits Quick wins Attract, nurture and retain high quality teachers for the schools in greatest need Allocate resources equitably Make high quality early-childhood education accessible Encourage autonomy in the context of accountability Avoid segregation and stratification Use assessment and evaluation to identify and support struggling students and schools


Слайд 22

23 23 Align the resources with the challenges Countering disadvantage without rewarding underperformance


Слайд 23

Spending per student from the age of 6 to 15 and mathematics performance in PISA 2012 Fig IV.1.8 Source: PISA 2012


Слайд 24

Teacher shortage Fig IV.3.5 Source: PISA 2012


Слайд 25

26 26 Align the resources with the challenges Adjusted by per capita GDP Countries with better performance in mathematics tend to allocate educational resources more equitably  Source: PISA 2012


Слайд 26

27 27 Adequate resources to address disadvantage Disadvantaged schools reported more teacher shortage Advantaged schools reported more teacher shortage A shortage of qualified teachers is more of concern in disadvantaged schools


Слайд 27

28 28 Align the resources with the challenges Countering disadvantage without rewarding underperformance


Слайд 28

Adequacy of educational resources Fig IV.3.8


Слайд 29

Educational resources are more problematic in disadvantaged schools Advantaged and private schools reported better educational resources Disadvantaged and public schools reported better educational resources Fig IV.3.8


Слайд 30

Proportion of immigrant students in socio-economically disadvantaged and advantaged schools Fig II.3.9 Percentage of immigrant students 31


Слайд 31

32 32 Reflect student demography among teachers …it helps not just minority students but everyone to better appreciate diversity and other peoples’ cultures


Слайд 32

33 33 Prepare for work in disadvantaged schools Reinforce initial teacher training including curriculum content for disadvantage Strengthening diagnostic capacity Include practical field experience Both new and experienced teachers benefit Pedagogical and relational strategies


Слайд 33

34 34 Attractive employment and careers Attracting talent Flexible employment Enhance mobility Transparency in teacher labour market


Слайд 34

35 35 Achieving equity in devolved school systems The question is not how many charter schools you have but how you enable every teacher to assume charter-like autonomy


Слайд 35

36 36 Countries that grant schools autonomy over curricula and assessments tend to perform better in mathematics   Source: PISA 2012


Слайд 36

Schools with more autonomy perform better than schools with less autonomy in systems with standardised math policies Score points School autonomy for curriculum and assessment x system's extent of implementing a standardised math policy (e.g. curriculum and instructional materials) Fig IV.1.16 Source: PISA 2012


Слайд 37

Schools with more autonomy perform better than schools with less autonomy in systems with more collaboration Score points School autonomy for resource allocation x System's level of teachers participating in school management Across all participating countries and economies Fig IV.1.17 Source: PISA 2012


Слайд 38

Schools with more autonomy perform better than schools with less autonomy in systems with more accountability arrangements Score points School autonomy for curriculum and assessment x system's level of posting achievement data publicly Fig IV.1.16 Source: PISA 2012


Слайд 39

Holistic approach to quality assurance and school improvement Fig IV.4.14 40 Effective accountability 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


Слайд 40

41 41 School choice - what parents value


Слайд 41

A school’s particular approach to teaching is not a determining factor when parents choose a school for their child Percentage of parents who reported that a particular approach to pedagogy is a very important criterion when choosing a school for their child Fig IV.4.5 Source: PISA 2012


Слайд 42

Financial aid for school is a greater concern among disadvantaged parents Percentage of parents who reported that the availability of financial aid, such as a school loan, scholarship or grant, is a very important criterion when choosing a school for their child Fig IV.4.5 Privileged parents value financial assistance less Disadvantaged parents value financial assistance more Source: PISA 2012


Слайд 43

Advantaged families tend to seek out schools whose students are high achievers Percentage of parents who reported that students’ high academic achievement is a very important criterion in choosing a school for their child Fig IV.4.5 Privileged parents care much more about high standards While disadvantaged parents worry about other things more Source: PISA 2012


Слайд 44

Advantaged parents tend to seek out schools with an active and pleasant climate Percentage of parents who reported that an active and pleasant climate is a very important criterion when choosing a school for their child Fig IV.4.5 Source: PISA 2012


Слайд 45

Parents everywhere look for a safe school environment for their child Percentage of parents who reported that a safe school environment is a very important criterion in choosing a school for their child Fig IV.4.5 Source: PISA 2012


Слайд 46

Parents’ expectations for their child have a strong influence on students’ behaviour towards school 47 Fig III.6.11 Source: PISA 2012


Слайд 47

Parents’ high expectations can nurture students’ enjoyment in learning mathematics 48 Fig III.6.11 Source: PISA 2012


Слайд 48

Parents’ high expectations can foster perseverance in their child 49 Fig III.6.11 Source: PISA 2012


Слайд 49

Difference in mathematics performance, by attendance at pre-primary school Students who attended pre-primary school perform better Fig III.4.12 50 Invest early Source: PISA 2012


Слайд 50

51 51 Square school choice with equity Financial incentives for schools Assistance for disadvantaged parents Provide support for teachers to exercise leadership in developing and improving professional practice Help teachers to be heard and to influence policy making, including on the content and structure of the curriculum Support teachers in setting the direction of their own professional development and in contributing to the professional development of their colleagues Enhance the key role teachers play in building collaborative relationships with parents and the wider community Promote the role of teachers in pupil assessment, teacher appraisal and school evaluation Enable teachers to participate in activities that lead to the creation and transfer of professional knowledge.


Слайд 51

52 52 Inclusive learning environments Creating learning environments that meet the needs of all children


Слайд 52

53 53 High expectations for all students Countries where students have stronger beliefs in their abilities perform better in mathematics Source: PISA 2012


Слайд 53

Disadvantaged students tend to skip school 54 Fig III.2.10 B Source: PISA 2012


Слайд 54

Countries with large proportions of truants perform worse in mathematics Fig IV.1.22 B Source: PISA 2012


Слайд 55

56 56 A continuum of support for struggling students


Слайд 56

57 57 Supportive school climate


Слайд 57

58 58 A data-rich school environment


Слайд 58

59 59 Reduce tracking and grade repetition Both vertical and horizontal stratification hurt equity


Слайд 59

Grade repetition sets the wrong incentives  Fig IV.1.4 R2=0.05 Greater equity Less equity R2=0.07 Source: PISA 2012


Слайд 60

Grade repetition is an expensive policy Fig IV.1.5 Source: PISA 2012


Слайд 61

62 62 Reach out to communities


Слайд 62

63 63 Strengthen school leadership


Слайд 63

64 64 Systemic approach to restructuring schools


Слайд 64

65 65 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


×

HTML:





Ссылка: