Preparing students for the 4th Industrial Revolution Implications for science educationAndreas SchleicherDirector for Education and Skills
PISA 2015 OECDPartners
“the ability to engage with science-related issues, and with the ideas of science, as a reflective citizen”
Science in PISA
Trends in science performance (PISA)
2006 2009 2012 2015450
470
490
510
530
550
570
OECD
450
470
490
510
530
550
570
OECD average
Stud
ent p
erfo
rman
ce
Trends in science performance (PISA)
450
470
490
510
530
550
570
2006 2009 2012 2015450
470
490
510
530
550
570
OECD average
Poverty is not destiny - Science performanceby international deciles of the PISA index of economic, social and cultural status (ESCS)
Dom
inica
n Re
publ
ic 40
Koso
vo 1
0
FYRO
M 13
Mont
eneg
ro 1
1
Unite
d Ar
ab E
mira
tes 3
Leba
non
27Me
xico
53
Cost
a Ri
ca 3
8
Turk
ey 5
9
Thail
and
55
Icela
nd 1
Rom
ania
20
Bulg
aria
13
Russ
ia 5
Chile
27
Lithu
ania
12
Italy
15Sp
ain 3
1
Croa
tia 1
0
OECD
ave
rage
12
Malta
13
Maca
o (C
hina
) 22
Aust
ria 5
Luxe
mbo
urg
14
Czec
h Re
publ
ic 9
Aust
ralia
4
Cana
da 2
Kore
a 6
Switz
erlan
d 8
Slov
enia
5
Finlan
d 2
Viet
Nam
76
Japa
n 8
B-S-
J-G (C
hina
) 52
280
330
380
430
480
530
580
630
Bottom decile Second decile Middle decile Ninth decile Top decile
Scor
e po
ints
Figure I.6.7
% of students in the bottom international
deciles of ESCS
OECD median student
Students expecting a career in scienceFigure I.3.2
Dom
inica
n Re
p. ..
.Jo
rdan
6
Mexi
co
6Le
bano
n 1
5Pe
ru
7Un
ited
Stat
es
13Tu
nisia
19
Slov
enia
16
Aust
ralia
15
Mala
ysia
4
Spai
n 1
1Ur
ugua
y 1
7Tr
inid
ad a
nd T
. 1
3CA
BA (A
rg.)
19
Bulg
aria
25
Koso
vo
7Ma
lta
11Ne
w Ze
alan
d 2
4Es
toni
a 1
5Be
lgiu
m
16FY
ROM
20
Icela
nd
22HK
G (C
hina
) 2
0Ita
ly
17Mo
ldov
a
7Mo
nten
egro
18
Luxe
mbo
urg
18
Maca
o (C
hina
) 1
0Sw
eden
21
Viet
Nam
13
Kore
a
7Sl
ovak
Rep
ublic
...
Finla
nd
24Cz
ech
Repu
blic
22
Neth
erla
nds
19
Indo
nesia
19
05
101520253035404550
Percentage of students who expect to work in science-related professional and technical occupations when they are 30Science-related technicians and associate pro-
fessionalsInformation and communication technology pro-fessionalsHealth professionals
%
% o
f stu
dent
s with
va
gue
or m
issin
g ex
-pe
ctati
ons
300 400 500 600 7000
10
20
30
40
50 Low enjoyment of scienceHigh enjoyment of science
Score points in science
Perc
enta
ge o
f st
uden
ts e
xpec
ting
a
care
er in
sci
ence
Students expecting a career in scienceby performance and enjoyment of learning
Figure I.3.17
9 Looking forward to…
Better anticipate the evolution of the demand for 21st century skills and better integrate the world of
work and learning
Leverage the potential of all learners
Find more innovative solutions to what we learn, how we learn, when we learn and where we
learn
Advance from an industrial towards a professional work organisation
Building learning systems that…
The kind of things that are easy to teach are
now easy to automate, digitize or outsource
1960 1970 1980 1990 2000 2006 200935
40
45
50
55
60
65
70
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interpersonal
Mean task input in percentiles of 1960 task distribution
Robotics
The Auto-auto>1m km,
one minor accident, occasional human intervention
Augmented Reality
Education in the past
Education now
15
External forces exerting pressure and influence in-ward on an occu-
pationInternal motivation and efforts of the members of the profession itself
Professionalism
Professionalism is the level of autonomy and internal regulation exercised by members of an
occupation in providing services to society
Policy levers to teacher professionalism
Knowledge base for teaching (initial education and incentives for professional development)
Autonomy: Teachers’ decision-making power over their work (teaching content, course offerings, discipline practices)
Peer networks: Opportunities for exchange and support needed to maintain high standards of teaching (participation in induction, mentoring, networks, feedback from direct observations)
Teacherprofessionalism
Teacher professionalism
Knowledge base for teaching (initial education and incentives for professional development)
Autonomy: Teachers’ decision-making power over their work (teaching content, course offerings, discipline practices)
Peer networks: Opportunities for exchange and support needed to maintain high standards of teaching (participation in induction, mentoring, networks, feedback from direct observations)
Technology can amplify innovative teaching
• As tools for in-quiry-based peda-gogies with learn-ers as active par-ticipants
• Make it faster and more granular
• Collaborative platforms
for teachers to share andenrich teaching mate-rials
• Well beyond textbooks, in multiple formats, with little time and space constraints
Expand access to content
Collabora-tion for knowl-edge cre-ation
Support new ped-agogies
Feedback
1919Le
sson
s fro
m h
igh
perfo
rmer
s
19
19 Thank you
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