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

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EduSkills OECD
EduSkills OECD

Presented by Andreas Schleicher - Director for the Directorate of Education and Skills, OECD The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.

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Preparing students for the 4th Industrial Revolution Implications for science education Andreas Schleicher Director for Education and Skills
PISA 2015 OECD Partners
“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 2015 OECD 450 470 490 510 530 550 570 OECD average Studentperformance
Trends in science performance (PISA) 450 470 490 510 530 550 570 2006 2009 2012 2015 OECD average
Poverty is not destiny - Science performance by international deciles of the PISA index of economic, social and cultural status (ESCS) 280 330 380 430 480 530 580 630 DominicanRepublic40 Algeria52 Kosovo10 Qatar3 FYROM13 Tunisia39 Montenegro11 Jordan21 UnitedArabEmirates3 Georgia19 Lebanon27 Indonesia74 Mexico53 Peru50 CostaRica38 Brazil43 Turkey59 Moldova28 Thailand55 Colombia43 Iceland1 TrinidadandTobago14 Romania20 Israel6 Bulgaria13 Greece13 Russia5 Uruguay39 Chile27 Latvia25 Lithuania12 SlovakRepublic8 Italy15 Norway1 Spain31 Hungary16 Croatia10 Denmark3 OECDaverage12 Sweden3 Malta13 UnitedStates11 Macao(China)22 Ireland5 Austria5 Portugal28 Luxembourg14 HongKong(China)26 CzechRepublic9 Poland16 Australia4 UnitedKingdom5 Canada2 France9 Korea6 NewZealand5 Switzerland8 Netherlands4 Slovenia5 Belgium7 Finland2 Estonia5 VietNam76 Germany7 Japan8 ChineseTaipei12 B-S-J-G(China)52 Singapore11 Scorepoints Bottom decile Second decile Middle decile Ninth decile Top decile Figure I.6.7 % of students in the bottom international deciles of ESCS OECD median student
Students expecting a career in science Figure I.3.2 0 5 10 15 20 25 30 35 40 45 50 DominicanRep.12 CostaRica11 Jordan6 UnitedArabEm.11 Mexico6 Colombia8 Lebanon15 Brazil19 Peru7 Qatar19 UnitedStates13 Chile18 Tunisia19 Canada21 Slovenia16 Turkey6 Australia15 UnitedKingdom17 Malaysia4 Kazakhstan14 Spain11 Norway21 Uruguay17 Singapore14 TrinidadandT.13 Israel25 CABA(Arg.)19 Portugal18 Bulgaria25 Ireland13 Kosovo7 Algeria12 Malta11 Greece12 NewZealand24 Albania29 Estonia15 OECDaverage19 Belgium16 Croatia17 FYROM20 Lithuania21 Iceland22 Russia19 HKG(China)20 Romania20 Italy17 Austria23 Moldova7 Latvia19 Montenegro18 France21 Luxembourg18 Poland13 Macao(China)10 ChineseTaipei21 Sweden21 Thailand27 VietNam13 Switzerland22 Korea7 Hungary22 SlovakRepublic24 Japan18 Finland24 Georgia27 CzechRepublic22 B-S-J-G(China)31 Netherlands19 Germany33 Indonesia19 Denmark48 % Percentage of students who expect to work in science-related professional and technical occupations when they are 30 Science-related technicians and associate professionals Information and communication technology professionals Health professionals Science and engineering professionals %ofstudentswithvag ueormissingexpectati ons
0 10 20 30 40 50 300 400 500 600 700 Percentageofstudentsexpectinga careerinscience Score points in science Low enjoyment of science High enjoyment of science Students expecting a career in science by 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 35 40 45 50 55 60 65 70 1960 1970 1980 1990 2000 2006 2009 Routine manual Nonroutine manual Routine cognitive Nonroutine analytic Nonroutine interpersonal Mean task input in percentiles of 1960 task
Robotics The Auto-auto >1m km, one minor accident, occasional human intervention
Augmented Reality
Education in the past
Education now
External forces exerting pressure and influence inward on an occupation Internal motivation and efforts of the members of the profession itself 15 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) Teacher professionalism
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 inquiry- based pedagogies with learners as active participants • Make it faster and more granular • Collaborative platforms for teachers to share and enrich teaching materials • Well beyond textbooks, in multiple formats, with little time and space constraints Expand access to content Collaboration for knowledge creation Support new pedagogies Feedback
1919Lessonsfromhighperformers 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: Andreas.Schleicher@OECD.org Twitter: SchleicherOECD

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

  • 1. Preparing students for the 4th Industrial Revolution Implications for science education Andreas Schleicher Director for Education and Skills
  • 3. “the ability to engage with science- related issues, and with the ideas of science, as a reflective citizen” Science in PISA
  • 4. Trends in science performance (PISA) 2006 2009 2012 2015 OECD 450 470 490 510 530 550 570 OECD average Studentperformance
  • 5. Trends in science performance (PISA) 450 470 490 510 530 550 570 2006 2009 2012 2015 OECD average
  • 6. Poverty is not destiny - Science performance by international deciles of the PISA index of economic, social and cultural status (ESCS) 280 330 380 430 480 530 580 630 DominicanRepublic40 Algeria52 Kosovo10 Qatar3 FYROM13 Tunisia39 Montenegro11 Jordan21 UnitedArabEmirates3 Georgia19 Lebanon27 Indonesia74 Mexico53 Peru50 CostaRica38 Brazil43 Turkey59 Moldova28 Thailand55 Colombia43 Iceland1 TrinidadandTobago14 Romania20 Israel6 Bulgaria13 Greece13 Russia5 Uruguay39 Chile27 Latvia25 Lithuania12 SlovakRepublic8 Italy15 Norway1 Spain31 Hungary16 Croatia10 Denmark3 OECDaverage12 Sweden3 Malta13 UnitedStates11 Macao(China)22 Ireland5 Austria5 Portugal28 Luxembourg14 HongKong(China)26 CzechRepublic9 Poland16 Australia4 UnitedKingdom5 Canada2 France9 Korea6 NewZealand5 Switzerland8 Netherlands4 Slovenia5 Belgium7 Finland2 Estonia5 VietNam76 Germany7 Japan8 ChineseTaipei12 B-S-J-G(China)52 Singapore11 Scorepoints Bottom decile Second decile Middle decile Ninth decile Top decile Figure I.6.7 % of students in the bottom international deciles of ESCS OECD median student
  • 7. Students expecting a career in science Figure I.3.2 0 5 10 15 20 25 30 35 40 45 50 DominicanRep.12 CostaRica11 Jordan6 UnitedArabEm.11 Mexico6 Colombia8 Lebanon15 Brazil19 Peru7 Qatar19 UnitedStates13 Chile18 Tunisia19 Canada21 Slovenia16 Turkey6 Australia15 UnitedKingdom17 Malaysia4 Kazakhstan14 Spain11 Norway21 Uruguay17 Singapore14 TrinidadandT.13 Israel25 CABA(Arg.)19 Portugal18 Bulgaria25 Ireland13 Kosovo7 Algeria12 Malta11 Greece12 NewZealand24 Albania29 Estonia15 OECDaverage19 Belgium16 Croatia17 FYROM20 Lithuania21 Iceland22 Russia19 HKG(China)20 Romania20 Italy17 Austria23 Moldova7 Latvia19 Montenegro18 France21 Luxembourg18 Poland13 Macao(China)10 ChineseTaipei21 Sweden21 Thailand27 VietNam13 Switzerland22 Korea7 Hungary22 SlovakRepublic24 Japan18 Finland24 Georgia27 CzechRepublic22 B-S-J-G(China)31 Netherlands19 Germany33 Indonesia19 Denmark48 % Percentage of students who expect to work in science-related professional and technical occupations when they are 30 Science-related technicians and associate professionals Information and communication technology professionals Health professionals Science and engineering professionals %ofstudentswithvag ueormissingexpectati ons
  • 8. 0 10 20 30 40 50 300 400 500 600 700 Percentageofstudentsexpectinga careerinscience Score points in science Low enjoyment of science High enjoyment of science Students expecting a career in science by performance and enjoyment of learning Figure I.3.17  
  • 9. 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…
  • 10. The kind of things that are easy to teach are now easy to automate, digitize or outsource 35 40 45 50 55 60 65 70 1960 1970 1980 1990 2000 2006 2009 Routine manual Nonroutine manual Routine cognitive Nonroutine analytic Nonroutine interpersonal Mean task input in percentiles of 1960 task
  • 11. Robotics The Auto-auto >1m km, one minor accident, occasional human intervention
  • 15. External forces exerting pressure and influence inward on an occupation Internal motivation and efforts of the members of the profession itself 15 Professionalism Professionalism is the level of autonomy and internal regulation exercised by members of an occupation in providing services to society
  • 16. 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) Teacher professionalism
  • 17. 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)
  • 18. Technology can amplify innovative teaching • As tools for inquiry- based pedagogies with learners as active participants • Make it faster and more granular • Collaborative platforms for teachers to share and enrich teaching materials • Well beyond textbooks, in multiple formats, with little time and space constraints Expand access to content Collaboration for knowledge creation Support new pedagogies Feedback
  • 19. 1919Lessonsfromhighperformers 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: Andreas.Schleicher@OECD.org Twitter: SchleicherOECD