100 things we’ve learned from PISA

On high-performing or rapidly improving education systems : 

1. Among the countries that showed improvements in average reading performance between 2000 and 2009, most can attribute those gains to large improvements among their lowest-performing students. (from PiF no. 2)

2. In countries where schools have greater autonomy over what is taught and how students are assessed, students tend to perform better. (from PiF no. 9)

3. Greater national wealth or higher expenditure on education does not guarantee better student performance./School systems that perform well in PISA believe that all students can achieve, and give them the opportunity to do so. (from PiF no. 13)

4.  Some countries and economies have shown that improvements in equity can be achieved at the same time as improvements in overall performance, and in a relatively short time. (from PiF no. 25)

5.  Among high-performing countries, differences in performance between schools are generally smaller than those in the average OECD country. (from PiF no. 27)

6.  Strong performers and successful reformers in education share some characteristics: a belief in the potential of all of their students, strong political will, and the capacity of all stakeholders to make sustained and concerted efforts towards improvement. (from PiF no. 34)

7.  How educational resources are allocated across schools is just as important as the amount of resources available. (from PiF no. 44)

8.  Countries where 15-year-old students perform at high levels internationally tend to be those where 26-28 year-olds also perform well. (from PiF no. 45)

9.  Improvement in PISA performance is not related to geography, national wealth or culture. (from PiF no. 47)

10.  The quantity and quality of resources available to schools improved significantly between 2003 and 2012, on average across OECD countries. (from PiF no. 52)

More in : https://oecdedutoday.com/pisa-100-findings-education-learning/

Trends Shaping Education 2019

Trends Shaping Education 2019

Does education have a role to play in stemming the obesity epidemic? Are new technologies really changing the way our children think and learn? OECD CERI’s work on Trends Shaping Education provides an overview of key economic,  social, demographic and technological trends and their potential links to education.  It uses a variety of robust international sources of data, including the OECD, the World Bank and the United Nations. All of education is explored, from early childhood education and care through to tertiary education and lifelong learning.  This work is a stimulus for thinking about major tendencies that have the potential to influence education:  “What does this trend mean for my education system and my work?”

https://read.oecd-ilibrary.org/education/109

Why access to quality early childhood education and care is a key driver of women’s labour market participation

Why access to quality early childhood education and care is a key driver of women’s labour market participation

(..) This may seem strange now, but just try to think of society in the 1960s. Just think how far we have come since then: In 1961, only 38 % of women were employed in the United States. In 2015, this figure was at 70%.

(..) Society has progressed a lot in fifty-seven years. Who would have thought in 1961 that someday women would no longer have to make a choice between their career and raising a family? Stronger access and provision to early childhood education and care services has greatly contributed to more equity in the workforce, but more is needed to ensure fully equal participation of men and women, whether at work or at home. Hopefully we will not have to wait another half century to see that happen. 

How does access to early childhood services affect the participation of women in the labour market? EDUCATIONINDICATORSIN FOCUSFEBRUARY 2018#59

The number of hours per week children can attend early childhood education and care services greatly influences whether women work full or part time: 

Countries with both high levels of participation in ECEC and greater intensity of participation (in hours per week) are in general those in which most mothers work full time. These include all the Nordic countries except Finland, and France, Luxembourg, Slovenia and Portugal. By contrast, in the Netherlands and New Zealand, an above-average proportion of children under the age of 3 attend ECEC, but for fewer hours per week. As a consequence, more than 40% of women with at least one child aged 0-14 are employed part time in these two countries.

Children from poor families still face barriers to accessing early childhood education and care services and their mothers to entering the labour market:

The bottom line 

While the benefits of early childhood education and care (ECEC) services to better learning are now widely acknowledged, a widespread and accessible provision for these services also helps support gender equality in the workforce. In particular, the availability, intensity, reliability and affordability of ECEC play an important role in engaging women full time in the labour market. While ECEC has experienced a surge of policy attention over the last decades, wide variations still exist across countries and its costs remains a barrier to accessing paid work for poor families and lone parents, mostly mothers. More efforts are needed to increase the provision and accessibility of free ECEC services, especially for children under the age of 3. 

Re-thinking from Finland - New education system

Conoce el nuevo sistema educativo que se utiliza en Finlandia desde 2016 "Phenomenom based learning". Un modelo de enseñanza holística y real como base para el aprendizaje.

In Phenomenon Based Learning (PhenoBL) and teaching, holistic real-world phenomena provide the starting point for learning. The phenomena are studied as complete entities, in their real context, and the information and skills related to them are studied by crossing the boundaries between subjects. Phenomena are  holistic topics like human, European Union, media and technology, water or energy.The starting point differs from the traditional school culture divided into subjects, where the things studied are often split into relatively small, separate parts (decontextualisation).

Read more

Why Finland is changing its top-ranking education system

Finland is rethinking how it teaches in the digital age - and is seeking to place skills, as much as subjects, at the heart of what it does.

But some fear it will harm academic standards. Finland has long been renowned for the quality of its education and always scores highly in international league tables.

Read more: Could subjects soon be a thing of the past in Finland?

MOTIVATIONAL FACTORS

LEARNING STARTS WITH THE GOAL OF UNDERSTANDING REAL-WORLD PHENOMENA

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LEARNERS SEE UTILITY VALUE IN THE THEORIES AND INFORMATION IN THE LEARNING SITUATION

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THE LEARNERS THEMSELVES CAN SET INTERESTS AND POSE PROBLEMS AS STARTING POINTS FORTHE 

LEARNING PROCESS

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PHENOMENON-BASED TEACHING IS LEARNER-CENTRED; THE LEARNERS ARE ACTIVE CREATORS AND ACTORS

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THE THEORETICAL THINGS TO BE LEARNED ARE ANCHORED IN PRACTICAL SITUATIONS AND PHENOMENA

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AUTHENTIC METHODS, SOURCES AND TOOLS ARE USED IN THE LEARNING SITUATION

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LEARNING IS A INTENTIONAL, GOAL-ORIENTED ACTIVITY; THE LEARNERS KNOW THE LEARNING GOALS 

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LEARNING OCCURS IN A REAL, HOLISTIC CONTEXT (CONTEXTUALITY, C.F. INDIVIDUAL, DECONTEXTUALISED AND DISCONNECTED SMALL TASKS

AS ITS OPPOSITE)

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THE LEARNING PROCESS IS A COMPLETE GOAL-ORIENTED CONTINUUM

Succeeding with resilience – Lessons for schools - PISA evaluation

Succeeding with resilience – Lessons for schools

Many children entering school today are likely to end up working in jobs that do not yet exist. Preparing students for these unchartered territories means that we not only have to make sure that they have the right technical capabilities but that we have to strengthen their emotional and social skills. Resilience, the individual capacity to overcome adverse circumstances and use them as sources for personal development, lies at the core of being able to successfully adapt to change and thus actively engage with our digital world.

The 2017 edition of the OECD Employment Outlook shows rising levels of socio-economic inequality driven, among other factors, by automation in the labour market. Understanding how to support resilience in students is essential not only for equipping them to thrive in a digital future but also for creating more equal opportunities in education and thereby strengthening social cohesion.

In which countries and schoolsdo disadvantaged students succeed?

Despite being from among the poorest 25% in their country, one in four disadvantaged students is academically resilient, meaning that he or she performs at Level 3 or above in all three core PISA subjects. 

• In Canada, Denmark, Estonia, Finland, Germany, Hong Kong (China), Ireland, Japan, Korea, the Netherlands, Norway, Singapore, Slovenia and Viet Nam, more than 30% of disadvantaged 15-year-old students are academically resilient. 

• Across the vast majority of education systems, schools in which students have the greatest chances of being academically resilient share some common attributes – chief among which is a good disciplinary climate, meaning that students can focus in class and teachers can provide well-paced instruction.

The bottom line 

Socio-economically disadvantaged students often encounter obstacles that prevent them from developing their full potential at school – and thus limit their ability to contribute to society and benefit from learning opportunities later on in life. 

Removing these obstacles is one of the principal goals for education systems. By ensuring that disadvantaged students learn in orderly classrooms, and enriching their learning with purposeful extracurricular activities, schools can be at the vanguard of creating more inclusive and fair societies.

Academic resilience 

WHAT SCHOOLS AND COUNTRIES DO TO HELP DISADVANTAGED STUDENTS SUCCEED IN PISA

Is labour market demand keeping pace with the rising educational attainment of the population?

is labour market demand keeping pace with the rising educational attainment of the population?

Hide / Show Abstract

Across OECD countries, more and more individuals have attained tertiary education and the share of those with less education has declined. Although there are more tertiary-educated individuals than ever before, they still achieve good labour market outcomes. This confirms that labour market demand is generally keeping pace with rising educational attainment. Only in about one-quarter of OECD countries, the employment advantage of tertiary-educated adults over adults with upper-secondary or post-secondary education has declined over the past two decades, which may be a sign that demand for tertiary-educated people is slowing down. Countries also need to address the situation of young men and women who have not completed upper secondary school and who face low employment prospects. 

Risky Business - OCDE Education Globalization

Risky Business

Education can prepare the future workforce with the skills required to address emerging risks.

Education can be a catalyst for changing knowledge, attitude and behaviour.

Education can reduce the impact of risk and crises.

Education can protect and prevent young people from engaging in risky behaviour. 

We can't entirely prevent the next outbreak of a communicable disease, a cyber-attack or another bank crashing. But we can continue to equip our citizens with the tools they need to protect themselves, and we can continue to support innovative solutions to minimise these risks. Any challenge is also an opportunity. The biggest contribution education can make it is to help develop the capacity and skills to build a safer future for all.

PISA 2015 Competencia Financiera: resultados y niveles de rendimiento

22% of students do not have basic financial skills across OECD countries

By 2040, most of Australia, Chile, Italy, Greece, Mexico, Spain, Turkey, and the USA will have a high to extremely high chance of severe water stress (World Resources Institute, 2015).

OECD PISA financial literacy assessment of students

Global Education Industry Summit - Educating for innovation and innovation in education

Are low performers missing learning opportunities?

Are low performers missinglearning opportunities?

Although low performers should invest more time and effort in their studies, they seldom do. One reason is because they often feel that they get no return on their investment: more studying does not automatically lead to better marks in school. But with the right kind of in-school support, including creative and engaging mathematics-related activities, low performers might begin to develop an interest in mathematics and positive attitudes towards learning – both of which could propel them back to their books.

In almost every country and economy that participated in PISA 2012, low performers showed less perseverance than better-performing students. For instance, about 32% of low performers said they give up on solving problems easily compared to only 13% of better-performing students who so reported. Low performers perceive their efforts in after-school learning activities to be unproductive. Despite similar self-reported efforts invested in studying for mathematics quizzes, 81% of top performers in mathematics agreed that they were prepared for mathematics exams compared to only 56% of low performers. Low performers who did mathematics as an extracurricular activity were much more interested in mathematics than those who did not..

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 well are teachers doing in solving problems using ICT?

How well are teachers doing in solving problems using ICT? 

The most recent Education Indicators in Focus brief compares teachers’ ICT and problem-solving skills with those of the working population as a whole and with other tertiary-educated professionals. 

New generations of teachers who are better trained and who participate in professional development activities throughout their careers will probably be able to adopt innovative practices that are more suited to 21st-century learning environments. Governments should not blame older teachers for having poor problem-solving and ICT skills; equally, they cannot afford to miss the opportunity to fill the teaching posts left vacant by retirees with younger, more tech-savvy problem solvers. -

Innovative Teaching for Effective Learning (ITEL) - Teacher Knowledge Survey

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

Skills: Global Trends, Challenges and Opportunities from EduSkills OECD

How Bad Is Being Poor for Educational Performance? -PISA 2012

Equality of opportunity is a lofty ideal, but some societies get closer to achieving it than others. Regarding compulsory education, results from PISA show that socio-economically disadvantaged students in the OECD have much higher chances of being low performers than their socio-economically advantaged peers. And also, that they have much lower chances of being high performers.

(..) disadvantaged students are four times more likely to have competencies that put them at risk for their future participation in the labour market and society more broadly. In contrast, advantaged students are five times more likely than their disadvantaged peers to enjoy competencies that give them much better chances for the future.

- See more at: http://oecdeducationtoday.blogspot.com.es/2016/04/how-far-from-tree-does-leaf-fall.html#sthash.AGc50Sa4.dpuf


How Bad Is Being Poor for Educational Performance?  
A Message from PISA 2012, by Antonio Villar  -