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Quality of Education Teachers’ Professional Training and Development Athens, 2-3 June 2003

Organisation for Economic Co-Operation and Development Indicators on the Quality of Educational Performance. Quality of Education Teachers’ Professional Training and Development Athens, 2-3 June 2003 Andreas Schleicher Head, Indicators and Analysis Division Directorate for Education.

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Quality of Education Teachers’ Professional Training and Development Athens, 2-3 June 2003

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  1. Organisation for Economic Co-Operation and DevelopmentIndicators on the Quality of Educational Performance Quality of Education Teachers’ Professional Training and DevelopmentAthens, 2-3 June 2003 Andreas Schleicher Head, Indicators and Analysis Division Directorate for Education

  2. PISA - The OECD Programme for International Student Assessment • An assessment of the yield of education • including and beyond the curriculum • Comparable skill measures • that can guide policy decisions • Insights into the mix of factors which contribute to the development of knowledge and skills • and how these factors operate similarly or differently across countries • A strong substantive and cross-culturalcore for defining performance targets

  3. About the capacity of young adults to access, manage, integrate, evaluate and reflect on written information To analyse, compare, contrast, and evaluate To think imaginatively Literacy in PISA To apply knowledge in real-life situations To communicate thoughts and ideas effectively

  4. Indicators on the Quality of Educational Performance 1. Where we are today • What PISA shows about student performance and attitudes 2. Where we can be • What the best performing countries show can be achieved 3. How we might get there

  5. HighPerformance High performance Low social equity High performance High social equity  UK Low Social equity HighSocial equity  Italy Low performance Low social equity Low performance High social equity Low Performance

  6. HighPerformance High performance Low social equity High performance High social equity Low Social equity HighSocial equity Low performance Low social equity Low performance High social equity Low Performance .

  7. HighPerformance • Student engagement in reading • Highest engagement • Lowest engagement Low Social equity HighSocial equity Low Performance .

  8. HighPerformance • E.g. Learning environment and course offering • High degree of autonomy • Low degree of autonomy • % Variance between schools 11% 20% 9% 76% 7% Low Social equity HighSocial equity 75% 71% r=.51 Low Performance .

  9. HighPerformance • Early selection and institutional stratification • Low degree of stratification • High degree of stratification Low Social equity HighSocial equity Low Performance .

  10. The learning environmentInstructional climate • Percentage of 15-year-olds who report teacher: • shows interest in every student‘s learning: 56% • gives students an opportunity to express opinions: 66% • helps students with their work: 59% • continues teaching until the students understand: 60% • does a lot to help students: 60% • checks students‘ homework regularly: 54% • Significant relationship with performance

  11. The learning environmentDisciplinary climate • Percentage of 15-year-olds who report that: • students cannot work well: 19% • students don‘t listen to what the teacher says: 24% • there is noice and disorder: 30% • at the start of class, more than 5 minutes are spent doing nothing: 39% • Significant relationship with performance

  12. How we might get there Outputs and OutcomesImpact of Learning Policy LeversThat shape Outcomes Antecedentsthat contextualise or constrain policy Overall outcomes of education System-wide structures, resources and policies National educational, social and economic context Country or system 1 5 9 Community and school characteristics Output of institutions and institutional performance The learning environment at school Schools and other institutions 2 6 10 Teaching and learning practices and classroom climate Quality of instructional delivery Student learning conditions and teacher working conditions Instructional settings 3 7 11 Individual learner Quality and distribution of knowledge and skills Individual attitudes, engagement and behaviour Background of the learners 4 8 12

  13. Further information • www.oecd.org • www.pisa.oecd.org • email: pisa@oecd.org • Andreas.Schleicher@OECD.org … and remember: Without data, you are just another person with an opinion

  14. The expansion of upper secondary educationPercentage of the population that has attained at least upper secondary education, by age group 12 8 1 5 22 15 18 15 21 4 13 24

  15. Is it all innate ability?Variation in student performance 1917-21 1 53-9 64-9 109-11 2221-25 75-9 2119-24 83-10 1610-20

  16. Is it all innate ability?Variation in student performance 1917-21 1 53-9 64-9 109-11 2221-25 75-9 2119-24 83-10 1610-20

  17. Is it all innate ability?Variation in student performance Variation of performance within schools Variation of performance between schools 1917-21 1 53-9 64-9 109-11 2221-25 75-9 2119-24 83-10 1610-20

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