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Preparing students for the 4 th Industrial Revolution Implications for science education Andreas Schleicher Director for Education and Skills

Preparing Students for the 4th Industrial Revolution Implications for Science Education

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Page 1: Preparing Students for the 4th Industrial Revolution   Implications for Science Education

Preparing students for the 4th Industrial Revolution Implications for science educationAndreas SchleicherDirector for Education and Skills

Page 2: Preparing Students for the 4th Industrial Revolution   Implications for Science Education

PISA 2015 OECDPartners

Page 3: Preparing Students for the 4th Industrial Revolution   Implications for Science Education

“the ability to engage with science-related issues, and with the ideas of science, as a reflective citizen”

Science in PISA

Page 4: Preparing Students for the 4th Industrial Revolution   Implications for Science Education

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

Page 5: Preparing Students for the 4th Industrial Revolution   Implications for Science Education

Trends in science performance (PISA)

450

470

490

510

530

550

570

2006 2009 2012 2015450

470

490

510

530

550

570

OECD average

Page 6: Preparing Students for the 4th Industrial Revolution   Implications for Science Education

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

Page 7: Preparing Students for the 4th Industrial Revolution   Implications for Science Education

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

Page 8: Preparing Students for the 4th Industrial Revolution   Implications for Science Education

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

Page 9: Preparing Students for the 4th Industrial Revolution   Implications for Science Education

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…

Page 10: Preparing Students for the 4th Industrial Revolution   Implications for Science Education

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

Page 11: Preparing Students for the 4th Industrial Revolution   Implications for Science Education

Robotics

The Auto-auto>1m km,

one minor accident, occasional human intervention

Page 12: Preparing Students for the 4th Industrial Revolution   Implications for Science Education

Augmented Reality

Page 13: Preparing Students for the 4th Industrial Revolution   Implications for Science Education

Education in the past

Page 14: Preparing Students for the 4th Industrial Revolution   Implications for Science Education

Education now

Page 15: Preparing Students for the 4th Industrial Revolution   Implications for Science Education

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

Page 16: Preparing Students for the 4th Industrial Revolution   Implications for Science Education

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

Page 17: Preparing Students for the 4th Industrial Revolution   Implications for Science Education

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)

Page 18: Preparing Students for the 4th Industrial Revolution   Implications for Science Education

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

Page 19: Preparing Students for the 4th Industrial Revolution   Implications for Science Education

1919Le

sson

s fro

m h

igh

perfo

rmer

s

19

19 Thank you

Find out more about our work at www.oecd.org/edu– All publications– The complete micro-level database

Discover PISA 2015 results by country www.compareyourcountry.org/pisa

Email: [email protected]: SchleicherOECDand remember:Without data, you are just another person with an opinion