A proposal for the PISA 2018 Assessment of Global Competence

 

EduSkills OECD

“The more interdependent the world becomes, the more we rely on collaborators and orchestrators who are able to join others in work and life. Schools need to prepare students for a world in which people need to work with others of diverse cultural origins, and appreciate different ideas, perspectives and values; a world in which people need to develop trust to collaborate across such differences; and a world in which people’s lives will be affected by issues that transcend national boundaries.” Andreas Schleicher Director, OECD Directorate for Education and Skills, and Special Advisor on Education Policy to the Secretary-General

How PISA Is Changing to Reflect 21st Century Workforce Needs and Skills

Andreas Schleicher, the director for the Directorate of Education and Skills at the OECD, believes he has the answers. “We look very carefully at how the world and the skills that people need are changing and then we try to reflect that in our measure,” says the German statistician who has been involved with PISA since its beginning.

We look at the skills that are important for the success of people and we make sure this is appropriate for the 80 countries that take part of PISA.

Interview

Technology can always make good teaching better, but it cannot replace poor teaching. Putting technology on top of traditional teaching will not improve traditional teaching.

Collaborative problem solving (CPS)

 Skills for Social Progress

Students, Computers and Learning

Low-Performing Students

Why They Fall Behind and How To Help Them Succeed 

PISA Estudiantes de bajo rendimiento 

POR QUÉ SE QUEDAN ATRÁSY CÓMO AYUDARLES A TENER ÉXITO

Skills: Global Trends, Challenges and Opportunities:Andreas Schleicher, Director for Education and Skills, OECD,

Skills: Global Trends, Challenges and Opportunities from EduSkills OECD

International Summit on the Teaching Profession - Framing the Issues

International Summit on the Teaching Profession - Framing the Issues from EduSkills OECD

 Andreas Schleicher, Director for Education and Skills, OECD. - If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the sixth International Summit on the Teaching Profession, describes the knowledge, skills and character qualities common to the most effective teachers. It examines the education policies and practices that help teachers to acquire these tools, including through induction and mentoring programmes, ongoing professional development activities, student assessments, and collaboration with colleagues. The publication also discusses the importance of involving all stakeholders – especially teachers – in the process of education reform.

OECD BACKGROUND REPORTS

Skilled for Life - by Andreas Schleicher - PIAAC

Skilled for Life - Presentation by Andreas Schleicher at the PIAAC International Conference held in Haarlem, the Netherlands 22 November 2015.

Skilled for Life - Presentation by Andreas Schleicher at the PIAAC International Conference held in Haarlem, the Netherlands 22 November 2015. from EduSkills OECD

What teachers know and how that compares with college graduates around the world

(...) we published results from our first Survey of Adult Skills, which tested the skills of countries’ workforces – including teachers – in key areas such as numeracy, literacy and problem-solving. With a back-of-the-envelope calculation (teachers are only a small group of the 5000+ workers in each country who were tested) it is possible to compare the numeracy and literacy skills of teachers with those of other college and university graduates (see the chart above).

(..) While, in each country, teachers tend to score similarly to college graduates on our numeracy test, the numeracy skills of the workforce themselves differ substantially across countries, and so the numeracy skills of teachers vary too: Teachers in Japan and Finland come out on top, followed by their Flemish (Belgium), German, Norwegian and Dutch colleagues, while teachers in Italy, the Russian Federation, Spain, Poland, Estonia and the United States come out at the bottom.

We will all find out on 3 December when results from the next PISA round, the global metric of student performance.