Future of education - Austria

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1 1 Wien, 15. April 2010 Herausforderungen für Bildungssysteme Herausforderungen an Bildungssysteme in einer neuen globalen Relalität Wien, 15. April 2010 Prof. Andreas Schleicher Advisory of the OECD Secretary-General on Education Policy OECD Directorate for Education

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PPT on the future of education

Transcript of Future of education - Austria

Page 1: Future of education - Austria

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Herausforderungen an Bildungssysteme in einer neuen globalen Relalität

Wien, 15. April 2010

Prof. Andreas SchleicherAdvisory of the OECD Secretary-General on Education Policy

OECD Directorate for Education

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Stabil DynamischMärkte

National GlobalWettbewerb

Hierarchisch VernetztOrganisationsformen

Massenproduktion Flexible Produktion –embedded services

Produktion

Mechanisierung Digitalisierung, Miniaturisierung

Wachstumsimpulse

„Economies of scale“

Innovation, ZeitnäheWettbewerbsvorteil

Einzelbetrieb „Co-petition” – AllianzenFirmenmodell

Vollbeschäftigung „Employability”Politische Ziele

Klare Identität im berufsspezifischen Kontext

Konvergenz und Transformation

Berufsprofile

Berufsspezifisch Multi-dimensionalKompetenzen

Formale Qualifikation

Lebensbegleitendes Lernen

Bildung

Neue HerausforderungenGestern Heute

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„The world is flat“ (Thomas Friedman)

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44P

ISA

OE

CD

Pro

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me

for

Inte

rnat

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There is nowhere to hideWhy the yardstick for success is no longer

improvement by national educational standards

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BasisqualifikationenApproximated by percentage of persons with high school or equivalent qualfications

in the age groups 55-64, 45-55, 45-44 und 25-34 years

Unit

ed S

tate

s

Czech R

epublic

Esto

nia

Germ

any

Sw

itzerl

and

Denm

ark

Canada

Norw

ay

Sw

eden

Russia

n F

edera

tion4

Austr

ia3

Slo

venia

Isra

el

Slo

vak R

epublic

New

Zeala

nd

Hungary

Fin

land

Unit

ed K

ingdom

3

Neth

erl

ands

Luxem

bourg

EU

19

avera

ge

OEC

D a

vera

ge

Fra

nce

Austr

alia

Icela

nd

Belg

ium

Pola

nd

Irela

nd

Kore

a

Chile2

Gre

ece

Italy

Spain

Turk

ey

Port

ugal

Mexic

o

Bra

zil2

0

10

20

30

40

50

60

70

80

90

100

1990s 1980s 1970s 1960s

%

1. Excluding ISCED 3C short programmes 2. Year of reference 20043. Including some ISCED 3C short programmes 3. Year of reference 2003.

13

1

1

27

11

10

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AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States

0 10 20 30 40 50 60 700

5000

10000

15000

20000

25000

30000

1995Ex

pend

iture

per

stu

dent

at t

ertia

ry le

vel (

USD

)

Tertiary-type A graduation rate

Spitzenqualifikationen

Graduate supply

Cost

per

stu

den

t

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AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States

0 10 20 30 40 50 60 700

5000

10000

15000

20000

25000

30000

1995Ex

pend

iture

per

stu

dent

at t

ertia

ry le

vel (

USD

)

Tertiary-type A graduation rate

Spitzenqualifikationen

United States

Finland

Graduate supply

Cost

per

stu

den

t Austria

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AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States

0 10 20 30 40 50 60 700

5000

10000

15000

20000

25000

30000

2000Ex

pend

iture

per

stu

dent

at t

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USD

)

Tertiary-type A graduation rate

Spitzenqualifikationen

Australia

FinlandUnited Kingdom

Poland

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AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States

0 10 20 30 40 50 60 700

5000

10000

15000

20000

25000

30000

2001Ex

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Tertiary-type A graduation rate

Spitzenqualifikationen

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AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States

0 10 20 30 40 50 60 700

5000

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15000

20000

25000

30000

2002Ex

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Tertiary-type A graduation rate

Spitzenqualifikationen

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AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States

0 10 20 30 40 50 60 700

5000

10000

15000

20000

25000

30000

2003Ex

pend

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per

stu

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at t

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USD

)

Tertiary-type A graduation rate

Spitzenqualifikationen

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AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States

0 10 20 30 40 50 60 700

5000

10000

15000

20000

25000

30000

2004Ex

pend

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per

stu

dent

at t

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USD

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Tertiary-type A graduation rate

Spitzenqualifikationen

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AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States

0 10 20 30 40 50 60 700

5000

10000

15000

20000

25000

30000

2005Ex

pend

iture

per

stu

dent

at t

ertia

ry le

vel (

USD

)

Tertiary-type A graduation rate

Spitzenqualifikationen

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AustraliaAustriaCzech RepublicDenmarkFinlandGermanyGreeceHungaryIcelandIrelandItalyJapanNetherlandsNew ZealandNorwayPolandPortugalSlovak RepublicSpainSwedenUnited KingdomUnited States

0 10 20 30 40 50 60 700

5000

10000

15000

20000

25000

30000

2006Ex

pend

iture

per

stu

dent

at t

ertia

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USD

)

Tertiary-type A graduation rate

Spitzenqualifikationen

United States

Australia

Finland

Austria

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DenmarkSwedenNorway

New ZealandFranceTurkey

GermanyAustralia

SpainAustria

BelgiumFinlandCanada

OECD averageKorea

IrelandHungary

PolandCzech RepublicUnited States

ItalyPortugal

-250,000 -150,000 -50,000 50,000 150,000 250,000 350,000 450,000

7,34218,802

23,30640,036

40,26041,090

48,02448,714

55,69560,51963,414

64,66469,235

82,00785,586

104,410127,691

146,539146,673

169,945173,889

186,307

Direct cost Gross earnings benefits Income tax effect Social contribution effect

Transfers effect Unemployment effect Net present value in USD equivalent

USD equivalentA8.3

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$

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Latin America then…

Hanushek 2009

GDP/pop 1960

Years schooling

Asia 1891 4

Sub-Saharan Africa 2304 3.3

MENA 2599 2.7

Latin America 4152 4.7

Europe 7469 7.4

Orig. OECD 11252 9.5

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Latin America then and now…

Hanushek 2009

GDP/pop 1960

Years schooling

Growth 1960-2000

GDP/pop 2000

Asia 1891 4 4.5 13571

Sub-Saharan Africa 2304 3.3 1.4 3792

MENA 2599 2.7 2.7 8415

Latin America 4152 4.7 1.8 8063

Europe 7469 7.4 2.9 21752

Orig. OECD 11252 9.5 2.1 26147

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Latin America then and now…Why quality is the key

Hanushek 2009

GDP/pop 1960

Years schooling

Growth 1960-2000

GDP/pop 2000

Test score

Asia 1891 4 4.5 13571 480

Sub-Saharan Africa 2304 3.3 1.4 3792 360

MENA 2599 2.7 2.7 8415 412

Latin America 4152 4.7 1.8 8063 388

Europe 7469 7.4 2.9 21752 492

Orig. OECD 11252 9.5 2.1 26147 500

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Age 19

Age 21

Age 21

048

121620

Level 2Level 3

Level 4Level 5

Increased likelihood of tertiary particip. at age 19/21 associated with PISA reading proficiency at age 15

(Canada)after accounting for school engagement, gender, mother

tongue, place of residence, parental, education and family income (reference group PISA Level 1)

Increased chance of successful tertiary participation

School marks at age 15

PISA performance at age

15

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The world is flat (Thomas Friedman)

Better skills or lower pay

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Moving targetsFuture supply of college graduates

China EU US -

2,000,000

4,000,000

6,000,000

8,000,000

10,000,000

12,000,000

2006

2010

2015

2020

There are more smart kids in China than there are kids in

Europe

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The world is flat (Thomas Friedman)

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Schooling in the medieval age:

The school of the church

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Schooling in the industrial age:

Educating for discipline

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Schooling in the industrial age:

Educating for discipline

The challenges today:

Motivated and self-reliant citizens

Risk-taking entrepreneurs, converging and continuously emerging professions tied to globalising contexts and technological advance

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Veränderungen in der Nachfrage nach KompetenzenEconomy-wide measures of routine and non-routine task input

(US)

1960 1970 1980 1990 200240

45

50

55

60

65 Routine manual

Nonroutine manual

Routine cognitive

Nonroutine analytic

Nonroutine inter-active

(Levy and Murnane)

Mean t

ask

inp

ut

as

perc

en

tile

s of

the 1

960

task

dis

trib

uti

on

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

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Bildung 2.0 Bildungseinrichtungen daran messen, wie sie…

Schülern helfen, sich in einer sich immer schneller verändernden Welt zurechtzufinden

Schüler auf Berufe vorbereiten, die wir noch nicht kennen Schülern helfen Technologien zu nutzen, die erst morgen

erfunden werden Schüler darauf vorbereiten strategische Herausforderungen

zu bewältigen von denen wir heute noch nicht wissen dass es sie gibt

Lernen nicht Ort sondern Aktivität Lehrer als Experten, die Schüler dabei unterstützten, durch

eigenständiges Denken und Handeln selbstständig und kooperativ zu lernen

Lernen als aktiver, sozialer Prozess Kreativität und Erfindungsreichtum anstelle von Konformität Lernerzentrierung anstelle von Lehrplanzentrierung Erarbeitetes Wissen anstelle von vermitteltem Wissen Soziale Intelligenz, emotionale Sicherheit und Gründergeist .

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OECD’s PISA assessment of the knowledge and skills of 15-year-olds

Coverage of world economy 77%81%83%85%86%87%

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ISA

OE

CD

Pro

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Ass

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2007

HandlungsfelderSome policy levers that emerge from international comparisons

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Hohe Erwartungenund anspruchsvolle

Standards

Zugang zu guter Praxis und berufliche

Weiterentwicklung als integraler Bestandteil

des Berufsfeldes

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Standards und Unterstützung

Geringe Unterstützung

Gute Unterstützung der Einrichtungen

Unklare Anforderungen

AnspruchsvolleStandards

Starke Leistungen

Systemische Verbesserungen

Schwache Leistungen

Verbesserungen bleiben Einzelfall

Konflikt

Demoralisierung

Schwache Leistungen

Stagnation

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Hohe Erwartungenund anspruchsvolle

Standards

Zugang zu guter Praxis und berufliche

Weiterentwicklung als integraler Bestandteil

des Berufsfeldes

Freiräume und Handlungsfähigkeit

der Bildungs-einrichtungenEvaluation,

motivierende Leistungsrückmeldungen und Intervention

invers zum Erfolg

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No

Yes

0

10

20

30

40

50

60

70

No

Yes

0

41

46

63

Standards based external

examinations School autonomyin selecting teachers for hire

PISA score in science

School autonomy, standards-based examinations and science performance

School autonomy in selecting teachers for hire

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Freiräume und Handlungsfähigkeit

der Schulen

Evaluation, motivierende

Leistungsrückmeldungen und Intervention

invers zum Erfolg

Hohe Erwartungenund anspruchsvolle

Standards

Zugang zu guter Praxis und berufliche

Weiterentwicklung als integraler Bestandteil

des Berufsfeldes

Individualisierung von Lernen

Offene und vernetzte Bildungswege statt

früher Selektion

Qualifikationsrahmen

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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 science performance

Low science performanceTurkey

AustraliaJ apan

Finland

CanadaNew Zealand

Korea

Czech Republic United KingdomAustria

Germany

Netherlands

SwitzerlandI relandBelgium

PolandSwedenHungary

IcelandFrance Denmark

United States SpainLuxembourg NorwaySlovak Republic

I talyGreecePortugal

420

440

460

480

500

520

540

560

580

21222

Early selection and institutional differentiation

High degree of stratification

Low degree of stratification

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Hohe Erwartungenund anspruchsvolle

Standards

Zugang zu guter Praxis und berufliche

Weiterentwicklung als integraler Bestandteil

des Berufsfeldes

Evaluation und Intervention invers

zum Erfolg

Offene und integrierte

Bildungswege

Freiräume und Handlungsfähigkeit

der Schulen

Individulalisierung von Lernen

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Paradigm shifts

The old bureaucratic system The modern enabling system

Hit and miss Universal high standards

Uniformity Embracing diversity

Provision Outcomes

Bureaucratic look-up Devolved – look outwards

Talk equity Deliver equity

Prescription Informed profession

Conformity Ingenious

Curriculum-centred Learner-centred

Interactive Participative

Individualised Community-centred

Delivered wisdom User-generated wisdom

Management Leadership

Public vs private Public with private

Culture as obstacle Culture as capital

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Thank you !

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