PISA and Skills Outlook - Parliamentary Days 2014

OECD EMPLOYER

BRAND

Playbook

1

Better skills, better jobs,

better lives

Andreas Schleicher

5 February 2014

100 80 60 40 20 0 20 40 60 80 100

Poland

Ireland

Slovak Republic

Estonia

Korea

United States

Austria

Czech Republic

Average

Flanders (Belgium)

Japan

England/N. Ireland (UK)

Germany

Canada

Australia

Denmark

Norway

Netherlands

Finland

Sweden

Basic digital problem-solving skills

Advanced digital problem-solving skills

Young adults (16-24 year-olds) All adults (16-65 year-olds)

Problem solving skills in a digital environment

%

2

Evolution of employment in occupational groups defined by problem-solving skills

3

-20

-15

-10

-5

0

5

10

15

20

25

Medium-low

level of problem-solving

Low level of problem-solving

Medium-high

level of problem-solving

%

4 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 .

Singapore

Hong Kong-ChinaChinese Taipei

Korea

Macao-ChinaJapan LiechtensteinSwitzerland

NetherlandsEstonia FinlandCanada

PolandBelgiumGermany Viet Nam

Austria AustraliaIrelandSlovenia

DenmarkNew ZealandCzech Republic France

United KingdomIceland

LatviaLuxembourg NorwayPortugal ItalySpain

Russian Fed.Slovak Republic United StatesLithuaniaSwedenHungary

CroatiaIsrael

GreeceSerbiaTurkey

Romania

BulgariaU.A.E.KazakhstanThailand

ChileMalaysia

Mexico410

420

430

440

450

460

470

480

490

500

510

520

530

540

550

560

570

580

Mean score

High mathematics performance

Low mathematics performance

… Shanghai-China performs above this line (613)

… 12 countries perform below this line

Average performance

of 15-year-olds in

MathematicsFig I.2.13

Massachusetts

Connecticut

Florida

Socially equitable

distribution of learning

opportunities

High mathematics performance

Low mathematics performance

Average performance

of 15-year-olds in

mathematics

Strong socio-economic

impact on student

performance

Singapore


Korea

Macao-ChinaJapan LiechtensteinSwitzerland

NetherlandsEstonia FinlandCanada

PolandBelgiumGermany Viet Nam

Austria AustraliaIrelandSlovenia

DenmarkNew ZealandCzech Republic France

United KingdomIceland

LatviaLuxembourg NorwayPortugal ItalySpain

Russian Fed.Slovak Republic United StatesLithuaniaSwedenHungary

CroatiaIsrael

GreeceSerbiaTurkey

Romania

BulgariaU.A.E.KazakhstanThailand

ChileMalaysia

Mexico

AustraliaAustria

Belgium Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

IcelandIreland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain Sweden

Switzerland

Turkey

UK

US

Singapore


Macao-China

Liechtenstein

Viet Nam

Latvia

Russian Fed.Lithuania

Croatia

SerbiaRomania

Bulgaria United Arab Emirates

Kazakhstan

Thailand

Malaysia

02468101214161820222426

2012Shanghai-China

Socially equitable


opportunities


impact on student

performance

AustraliaAustria

BelgiumCanada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

IcelandIreland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain Sweden

Switzerland

Turkey

UK

US

Singapore


Macao-China

Liechtenstein

Viet Nam

Latvia

Russian Fed.Lithuania

Croatia

SerbiaRomania

BulgariaUnited Arab Emirates

Kazakhstan

Thailand

Malaysia

024681012141618202224

AustraliaAustria

Belgium Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

IcelandIreland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain Sweden

Switzerland

Turkey

UK

US

Australia

Austria

Belgium

Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

Iceland

Ireland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain

Sweden

Switzerland

Turkey

UK

US

2012

Socially equitable


opportunities


impact on student

performance

AustraliaAustria

Belgium Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

IcelandIreland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain Sweden

Switzerland

Turkey

UK

US

Australia

Austria

Belgium

Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

Iceland

Ireland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain

Sweden

Switzerland

Turkey

UK

US

-10

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0

5

10

15

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nd

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nd

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Repu

blic

Salary as % of GDP/capita Instruction time 1/teaching time 1/class size

Contribution of various factors to upper secondary teacher

compensation costs, per student as a percentage of GDP per capita (2004)

Percentage points

Difference with OECD average

AustraliaAustria

Belgium Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

IcelandIreland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain Sweden

Switzerland

Turkey

UK

US

Australia

Austria

Belgium

Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

Iceland

Ireland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain

Sweden

Switzerland

Turkey

UK

US

AustraliaAustria

Belgium Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

IcelandIreland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain Sweden

Switzerland

Turkey

UK

US

Australia

Austria

Belgium

Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

Iceland

Ireland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain

Sweden

Switzerland

Turkey

UK

US

Singapore

Shanghai

Singapore

2003 - 2012

The American dream of social mobility

In some countries it is close to a reality

13

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10

20

30

40

50

60

70

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%

Percentage of resilient students

More than 40

% resilient Between 20%-40% of resilient students Less than 20%

Fig II.2.414

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.

1515L

essons f

rom

hig

h p

erf

orm

ers

Catching up with the top-performers

Low impact on outcomes

High impact on outcomes

Low feasibility High feasibility

Money pits

Must haves

Low hanging fruits

Quick wins

1616L

essons f

rom

hig

h p

erf

orm

ers

Low impact on outcomes

High impact on outcomes

Low feasibility High feasibility

Money pits

Must haves

Low hanging fruits

Quick wins

Commitment to universal achievement

Gateways, instructional systems

Capacity at point of delivery

Incentive structures and accountability

Resources where they yield most

A learning systemCoherence

Thank you !

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PISA and Skills Outlook - Parliamentary Days 2014