Schleicher, OECD, Bildung in die Zukunft steuern
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Transcript of Schleicher, OECD, Bildung in die Zukunft steuern
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Bildung in die Zukunft steuern
Wien, 15. April 2010
Prof. Andreas SchleicherAdvisor of the OECD Secretary-General on Education Policy
OECD Directorate for Education
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Stabil DynamischMärkte
National GlobalWettbewerb
Hierarchisch VernetztOrganisationsformen
Massenproduktion Flexible Produktion –embedded services
Produktion
Mechanisierung Digitalisierung, Miniaturisierung
Wachstumsimpulse
„Economies of scale“
Innovation, ZeitnäheWettbewerbsvorteil
Einzelbetrieb „Co-petition” – AllianzenFirmenmodell
Vollbeschäftigung „Employability”Politische Ziele
Klare Identität im berufsspezifischen Kontext
Konvergenz und Transformation
Berufsprofile
Berufsspezifisch Multi-dimensionalKompetenzen
Formale Qualifikation
Lebensbegleitendes Lernen
Bildung
Neue HerausforderungenGestern Heute
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ISA
OE
CD
Pro
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Inte
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Ass
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Brie
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of C
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14 N
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There is nowhere to hideWhy the yardstick for success is no longer
improvement by national educational standards
Tertiary-type A graduation rate
Spitzenqualifikationen
Graduate supply
Cost
per
stu
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Tertiary-type A graduation rate
Spitzenqualifikationen
United States
Finland
Graduate supply
Cost
per
stu
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t Austria
Tertiary-type A graduation rate
Spitzenqualifikationen
Australia
FinlandUnited Kingdom
Poland
Tertiary-type A graduation rate
Spitzenqualifikationen
Tertiary-type A graduation rate
Spitzenqualifikationen
Tertiary-type A graduation rate
Spitzenqualifikationen
Tertiary-type A graduation rate
Spitzenqualifikationen
Tertiary-type A graduation rate
Spitzenqualifikationen
Tertiary-type A graduation rate
Spitzenqualifikationen
United States
Australia
Finland
Austria
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eVeränderungen in der Nachfrage nach KompetenzenEconomy-wide measures of routine and non-routine task input
(US)
40
45
50
55
60
65
1960 1970 1980 1990 2002
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interactive
(Levy and Murnane)
Mean t
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960 t
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The dilemma of schools:The skills that are easiest to teach and test are also the ones that are easiest to digitise, automate and outsource
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Latin America then…
Hanushek 2009
GDP/pop 1960
Years schooling
Asia 1891 4
Sub-Saharan Africa 2304 3.3
MENA 2599 2.7
Latin America 4152 4.7
Europe 7469 7.4
Orig. OECD 11252 9.5
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Latin America then and now…
Hanushek 2009
GDP/pop 1960
Years schooling
Growth 1960-2000
GDP/pop 2000
Asia 1891 4 4.5 13571
Sub-Saharan Africa 2304 3.3 1.4 3792
MENA 2599 2.7 2.7 8415
Latin America 4152 4.7 1.8 8063
Europe 7469 7.4 2.9 21752
Orig. OECD 11252 9.5 2.1 26147
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Latin America then and now…Why quality is the key
Hanushek 2009
GDP/pop 1960
Years schooling
Growth 1960-2000
GDP/pop 2000
Test score
Asia 1891 4 4.5 13571 480
Sub-Saharan Africa 2304 3.3 1.4 3792 360
MENA 2599 2.7 2.7 8415 412
Latin America 4152 4.7 1.8 8063 388
Europe 7469 7.4 2.9 21752 492
Orig. OECD 11252 9.5 2.1 26147 500
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eIncreased likelihood of tertiary particip. at age 19/21 associated with PISA reading proficiency at age 15
(Canada)after accounting for school engagement, gender, mother
tongue, place of residence, parental, education and family income (reference group PISA Level 1)
Increased chance of successful tertiary participation
School marks at age 15
PISA performance at age
15
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eParadigm shifts
The old bureaucratic system
The modern enabling system
Hit and miss Universal high standards
Uniformity Embracing diversity
Provision Outcomes
Bureaucratic look-up Devolved – look outwards
Talk equity Deliver equity
Prescription Informed profession
Conformity Ingenious
Curriculum-centred Learner-centred
Interactive Participative
Individualised Community-centred
Delivered wisdom User-generated wisdom
Management Leadership
Public vs private Public with private
Culture as obstacle Culture as capital
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Thank you !Thank you !
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