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PISA para Centros Educativos (3 de 5)

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Subido el 2 de octubre de 2015 por EducaMadrid

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Ponente: D. Andreas Schleicher. Director General OCDE

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In English, but fortunately our organisers have taken care of this and will provide you 00:00:00
with a translation. 00:00:16
I must say this is real. 00:00:18
If I have to do a Spanish pizza test, I will just make it to a level one. 00:00:19
Actually, the difficulties that pose to me are real. 00:00:28
If I buy a metro ticket, it takes me about five minutes to figure out how much I have 00:00:32
to pay for what. 00:00:37
If I'm going to explain my way to someone, I have real difficulties. 00:00:39
Nobody in Spain is going to offer me a job. 00:00:44
These difficulties are real. 00:00:49
The only good thing is that I'm not the only one. 00:00:50
In fact, this is the one thing that our pizza data shows. 00:00:53
There's about one in every five students in Spain at age 15 facing the same difficulties. 00:00:57
We label them as sort of level one students and think, well, you know, that's the normal 00:01:06
kind of thing that some students are not doing so well. 00:01:10
But these young people are going to face real difficulties. 00:01:13
This is not a very abstract number. 00:01:17
This is a real difficulty they are going to face. 00:01:20
And now you can say, well, that's a Spanish problem. 00:01:25
Typically, when we ask parents in Spain about the quality of schools, they would say, oh, 00:01:27
well, you know, our school system has a lot of problems. 00:01:33
But you know, my child's school is really, really good. 00:01:35
So we always sort of say these problems exist somewhere else, but not where we are working 00:01:40
on. 00:01:44
And the Pizza for Schools exercise is really about bringing pizza from a very abstract 00:01:46
level to the schools to help schools understand, you know, where are our relative strengths 00:01:50
and weaknesses? 00:01:56
How can we improve? 00:01:58
How can we learn from other schools, from other schools in our city, in our region, 00:02:00
in our country? 00:02:05
That's really the idea underlying that assessment. 00:02:08
And the good thing is we cover much of the globe with the assessment. 00:02:12
So you can find out, you know, what can I learn from schools in Spain? 00:02:15
What can I learn from schools in Europe? 00:02:19
What can I learn from schools anywhere around the world? 00:02:21
That's the fundamental idea behind this. 00:02:25
We test about, you know, half a million students every three years to give us a picture of 00:02:28
what's happened. 00:02:34
And what makes the pizza assessment really special is that we are not so much interested 00:02:36
in whether students can just reproduce what they learn in school. 00:02:41
In fact, if I were to test Spanish students on that point, they do really, really well. 00:02:47
Most students can remember very well what they learn in school, but when we give students 00:02:52
tasks where they have to extrapolate from what they know, where they have to use their 00:02:58
knowledge in a new context creatively, many students have great, great difficulties. 00:03:02
Why is this important? 00:03:09
Well, you know, the modern world no longer rewards people just for what they know. 00:03:11
Google knows everything. 00:03:19
The world rewards people for what they can do with what they know. 00:03:22
That's the main differentiator today. 00:03:26
That's why we test people on that dimension. 00:03:27
It's a very, very important question. 00:03:31
So you can actually say pizza for schools is unfair to Spain, unfair to your school. 00:03:33
It challenges students on tasks which are not so common to those students. 00:03:40
But the moment your students are leaving school for life, nobody's going to ask them, you 00:03:46
know, what you learned in school. 00:03:51
Everybody asks them, you know, can you do something? 00:03:53
Can you invent your new field? 00:03:56
Can you extrapolate what you learned to the real problems that you face? 00:03:58
That's a really important dimension, and we have actually also challenged schools in all 00:04:03
countries with very innovative assessment areas. 00:04:08
Now we always do reading, math, and science. 00:04:13
These are the essential foundations for everybody's success. 00:04:16
If you can't read, you're like me in Spain, you know, you cannot access the world's knowledge. 00:04:20
You cannot manage, integrate, talk to other people. 00:04:24
If you don't know math, you know math is the single biggest, mathematics is the single 00:04:28
biggest predictor for your success in life. 00:04:33
Surprisingly, even trust in our societies is related to the math skills of people. 00:04:36
Social engagement, all of this. 00:04:42
Science obviously, we live in an increasingly science-intentive world, but it doesn't stop 00:04:44
there. 00:04:49
In fact, one of the most rapidly rising skill requirements for people is what we call social 00:04:50
skills. 00:04:57
The capacity of people to collaborate, to compete, to connect with other people. 00:04:59
So in the latest PISA assessment, we actually test collaborative skills, whether students 00:05:06
cannot solve problems just themselves, but whether they can work with other students. 00:05:11
And you'll be surprised how great difficulties many 15-year-olds have with those tasks. 00:05:16
Every day they sit in a row in a school, and they expect at the end of the school year 00:05:23
they have to demonstrate a certain skill. 00:05:28
But very few opportunities for students actually to share jointly developed knowledge. 00:05:32
We once had a really simple task for them. 00:05:38
We asked the students, you know, you work on a computer network, and you have to fly 00:05:40
a rocket to the moon. 00:05:44
You know, you're going to manage the fuel supply, you're going to manage the navigation, 00:05:46
you manage the kind of technical infrastructure, you manage the people. 00:05:50
Sounds very simple. 00:05:55
It takes students a long time to actually understand, actually I cannot solve the problem 00:05:57
on my own, I need to collaborate with other people to help me solve those kinds of problems. 00:06:01
Big challenges for students. 00:06:07
Very important challenges for students when you think about it through a real-life sense. 00:06:11
In the next round of PISA, we're going to add an assessment of global competences. 00:06:16
Everybody talks about globalization these days. 00:06:21
But globalization, it's not all about what happens in other countries. 00:06:24
Globalization is what happens to you today, you know, when you go to the supermarket, 00:06:30
you find a lot of products, when you turn on the television, you see a lot about other 00:06:35
parts of the world. 00:06:39
When you go to apply for a job there, people in China and India are applying for the very 00:06:40
same job for you. 00:06:44
Globalization, something that's become a very local phenomenon. 00:06:45
How able are young people to see the world through different lenses, integrate different 00:06:50
fields of knowledge, connect the dots? 00:06:56
Again, you may say, well, that's not something you should be assessing ourselves with because 00:06:59
we haven't taught our students to do those things. 00:07:04
But these are important dimensions. 00:07:08
So PISA for schools really gives you a tool to see your school in a very different perspective, 00:07:10
in a perspective how other countries see their systems as well. 00:07:14
The test is not designed to tell, you know, have I taught my students well, do I manage? 00:07:19
And that's why we are not ranking schools. 00:07:25
We are not putting sort of a rank order out of schools. 00:07:28
We are providing a diagnostic, a diagnostic that helps you to understand, you know, compared 00:07:30
with schools in my neighborhood, with anywhere in the world, what are my relative strengths 00:07:36
and weaknesses? 00:07:40
Very, very important. 00:07:41
And then we collect a lot of data from actually students because we want to understand, you 00:07:43
know, why, if some students struggle, what makes them struggle? 00:07:47
Is it their social background? 00:07:52
Is it their attitudes, their expectations? 00:07:53
Has it to do with their parents, you know, that parents have too low aspirations? 00:07:56
Or their teachers? 00:08:00
All of those kinds of things is what we collect. 00:08:02
We don't want to see assessment in isolation. 00:08:04
We don't think that's very useful. 00:08:08
If you just know, you know, this is your score. 00:08:09
We want to connect the results with the kind of things that you can do in your school to 00:08:11
actually improve results and learn from across it. 00:08:16
We have a number of key principles that I want to highlight that are really important 00:08:20
for us. 00:08:24
First of all, you ask yourself, you know, who can actually develop such a global test? 00:08:25
And there's no single organization in the world who could do that. 00:08:32
Who has the knowledge of what is being taught in 80 countries that are now taking part in 00:08:35
PISA? 00:08:40
Nobody. 00:08:41
So what we do is actually something that people nowadays call crowdsourcing. 00:08:42
We actually work with the experts from all of the countries. 00:08:46
We sit together and think about, you know, how is mathematics taught in your schools, 00:08:49
in your country? 00:08:54
You're going to see enormous differences. 00:08:55
This is very important to PISA. 00:08:59
We bring together the expertise from all over the world to think through the kind of skills 00:09:00
that are important. 00:09:04
How do we measure them? 00:09:06
How do we quantify them? 00:09:07
And so on. 00:09:09
How do we compare things? 00:09:12
How do we compare things in meaningful ways? 00:09:13
This is far from trivial. 00:09:16
Many contexts in which students of Spain are deeply familiar with in their daily life are 00:09:19
foreign, completely foreign to students in other parts of the world. 00:09:25
So we need to actually adapt those instruments very, very carefully. 00:09:28
Triangulation. 00:09:32
Ismail has talked about disciplinary climate. 00:09:33
We measure disciplinary climate. 00:09:36
And you get very different stories about it. 00:09:39
If you ask the students about it, if you ask the teachers, if you ask the principals. 00:09:42
It's amazing. 00:09:47
In some countries, they all tell you the same story. 00:09:48
In other countries, you know, the principal tells you a very different story from what 00:09:49
the students tell you. 00:09:52
It's very important for us to do triangulation. 00:09:55
Same for the teachers. 00:09:58
Sometimes the teachers, you know, tell us something about what they perceive to be doing 00:10:00
in the classroom. 00:10:04
And we ask the students. 00:10:05
And actually, students tell us, no, actually, we think something else is happening. 00:10:06
We need to look at education through different lenses, different perspectives. 00:10:10
And triangulate it, put it together, it's very important. 00:10:13
So there's some really important principles of this assessment. 00:10:16
This is just sort of a very simple task that we gave students. 00:10:21
You know, Helen has just got a new bike. 00:10:24
And she has to figure out, you know, she knows the speed of the bike for a trip. 00:10:26
She knows the distance. 00:10:32
And what we basically want to know whether students have some idea, you know, that distance 00:10:33
is the product of speed and time. 00:10:39
And so it basically gives these kind of tasks. 00:10:42
Then we sort of figure out what the answer is. 00:10:45
And you see countries basically on a map like this. 00:10:49
And it looks like a simple task, you know. 00:10:52
Actually, there are many students at age 15 traveling by bicycle. 00:10:55
But, you know, only about half of the students on average can figure out what is a quite 00:10:58
simple mathematical operation. 00:11:04
And now you tell me, no, that can't be true. 00:11:06
Every student in Spain can divide to numbers. 00:11:09
Yeah, that's correct. 00:11:12
Every student in Spain can divide to numbers. 00:11:14
But actually to apply that knowledge to a real world context, that's where half of the 00:11:16
students struggle. 00:11:20
It's a good illustration of the difficulties, of the challenges that PISA puts to students. 00:11:22
If I give students the formula, you know, or ask them to reproduce it, they can do really 00:11:27
well. 00:11:32
But a simple task embedded in a real life context is actually quite difficult for students. 00:11:33
And so one of the things you can always do is, you know, you can look at how countries 00:11:39
come out. 00:11:42
You know, you look at the average of countries and you can see particularly in East Asia 00:11:43
these days education systems are improving at amazing speeds. 00:11:47
Look at Singapore, Hong Kong, Korea, China, in Europe, Switzerland, Finland, and so on 00:11:52
in the case of mathematics. 00:11:58
Some education systems have really developed great strengths. 00:11:59
And they're not standing still. 00:12:04
We actually see also that those education systems seem to be the most dynamic in terms 00:12:05
of improving their outcomes. 00:12:10
And then Spain comes out sort of at the average and then you have countries at the low end 00:12:12
that are really, really struggling with lots of students standing behind. 00:12:16
But again, you know, it doesn't tell you really very much. 00:12:21
What you all want to know is actually what makes some of the systems so successful and 00:12:24
where do others struggle? 00:12:30
I want to introduce another aspect into this and this is about equity. 00:12:33
You know, in some education systems, social background is a very important determinant 00:12:36
of student success. 00:12:42
Now, students from poor families basically are not doing really well and students from 00:12:43
wealthy families all get the great teachers and do really, really well. 00:12:47
In other countries, we see that student success actually isn't heavily influenced by social 00:12:51
background. 00:12:59
It's one of the most amazing examples from PESA now. 00:13:00
That in some countries, it doesn't matter in which family context you're born, but you're 00:13:05
going to see good results irrespective of that. 00:13:10
It varies across countries. 00:13:14
So if you look at this diagram, you know, you have quality on the vertical axis, equity 00:13:15
on the horizontal axis, everybody wants to be in the green area where, you know, results 00:13:19
are very good and where everybody succeeds. 00:13:24
Nobody wants to be in the red area where, you know, results are not very good and where 00:13:28
there are large social disparities. 00:13:31
That's obvious. 00:13:34
But if you actually listen to the media discussion, Spain is no exception, by the way, you open 00:13:35
the newspapers, they all say, well, you know, either you are doing well on quality, then 00:13:41
you just have to forget about equity, or you focus on equity, and then you have to 00:13:45
accept mediocrity. 00:13:50
That's the public debate about education, but it's wrong. 00:13:53
In fact, you know, the PESA for schools example in Spain shows us, and the PESA example internationally 00:13:58
shows us, you can actually really well combine those aspects. 00:14:02
You have many nations and many schools in Spain that are able actually to deliver strong 00:14:07
results for students from all social backgrounds, or from most social backgrounds. 00:14:13
And there are countries who are not doing well on either side of this, and there are 00:14:19
regions in the yellow diagrams. 00:14:22
We find countries all over the place. 00:14:24
The important message is, quality and equity are not conflicting policy objectives. 00:14:28
You can actually manage to achieve them at the very, very same time. 00:14:35
And that's a really interesting challenge for each school. 00:14:39
How can we ensure that we do not compromise excellence when we put the premium on equity, 00:14:43
and vice versa? 00:14:49
The first thing when people see that map is, it's all a question of money. 00:14:51
If I invest more in education, I'm going to get better results. 00:14:56
And there's some truth in this, but it's not so simple. 00:14:59
You know, here I basically show you in a coloured dot the amount of money that is being spent 00:15:01
per student. 00:15:07
The larger the bubble, the more is being invested per student. 00:15:08
The smaller the bubble, the less we pay. 00:15:12
If money would tell you everything about the quality of a school system, you'd see all 00:15:16
the large bubbles at the top and all the small bubbles at the bottom, but that is not what 00:15:22
you see. 00:15:26
In fact, you know, how much is spent is only explaining about 20% of the differences that 00:15:27
we see here. 00:15:36
What is much more important is actually how countries, how schools invest their resources. 00:15:38
And we can study that. 00:15:44
You would be amazed how differently different schools and education systems invest their 00:15:46
resources. 00:15:51
One of the things, for example, that PISA shows us, you know, if you look at the countries 00:15:54
that are doing really, really well, whenever they have to make a choice between, you know, 00:15:58
a better teacher or a smaller class, they go for the better teacher. 00:16:03
Many high-performing countries make very, very conscious choices about how they spend 00:16:08
their money. 00:16:13
Not how much they spend, but how they invest their resources, and we can see those things. 00:16:14
So money is important, but actually the choices that we make with money are even more important. 00:16:18
Some people who see this picture now say, well, it may not be the amount of money, but, 00:16:25
you know, it's all about culture. 00:16:30
These Asian systems, it's hard to compete with because, you know, they value education 00:16:35
so much and they're investing everything, you know, and that's really true. 00:16:38
You know, Chinese parents and grandparents are going to spend the last euro in the education 00:16:42
of their children. 00:16:46
They invest in the future. 00:16:48
In Europe, we have already spent the money of our children for our consumption today. 00:16:51
We have already spent our future in a way. 00:16:56
That's a real difference in the way different cultures prioritise education. 00:16:58
In the East Asian countries, education is the most important thing for everybody. 00:17:03
It's not true in Europe. 00:17:06
Culture matters, but if culture would be all of the story here, this picture would not 00:17:09
change. 00:17:15
You would see it today, tomorrow, in three years, in five years, in ten years, and so 00:17:16
on. 00:17:19
But that's not true. 00:17:20
I want to show, have a look at the high end of the performance distribution. 00:17:22
If you look, for example, here, countries like Shanghai keep moving upwards, Singapore 00:17:25
keep moving upwards. 00:17:30
At the low end, Turkey, you can see the blue dot, moving upwards and rightwards. 00:17:32
Few people know anything about the Turkish education system. 00:17:38
We don't have that on our radar screen, but it's actually one system that has been raising 00:17:40
performance and narrowing the gap very successfully. 00:17:44
Germany, moving upwards and rightwards, closing many of the social gaps. 00:17:48
I know people in Spain talk a lot about inequalities in schooling. 00:17:55
Actually Germany had bigger inequalities than Spain in the year 2000, but it's been able 00:17:59
to reduce them and lift performance. 00:18:05
If you look to Italy, another improver. 00:18:07
If you look to Poland, one of the most rapid improvement stories. 00:18:09
Portugal, raising performance, moving a bit backwards on equity. 00:18:13
But still, a very important success. 00:18:17
The world is not standing still. 00:18:20
This is not about culture. 00:18:21
What we do in our schools, what we do in our education system actually has a huge influence 00:18:24
on the success of our children tomorrow. 00:18:28
Very important lesson from this, you can actually move. 00:18:32
If you improve in your school, that's very important, but don't forget, other schools 00:18:37
in other countries are improving as well. 00:18:42
That's why in this kind of comparative economy, it's no longer enough to do well and do better, 00:18:44
but to think about how are others improving and why. 00:18:51
Last point I want to really make on this is that we often attribute too much to social 00:18:56
disadvantage. 00:19:02
When you ask teachers, when you ask schools, social disadvantage is one of the biggest 00:19:03
challenges facing education. 00:19:07
You have students with an immigrant background. 00:19:10
They didn't exist 15 years ago in Spain. 00:19:13
Today, there's a significant share in your schools of students who come from very, very 00:19:16
disadvantaged families. 00:19:21
Inequalities in societies are rising. 00:19:25
This is a big challenge, but I want to show you some very encouraging data on this. 00:19:26
Here I have ordered the performance of students by their decile of social background. 00:19:32
The red dot are the students from the 10% least privileged families, and everywhere 00:19:38
they do worse. 00:19:44
The green dots are the students from the 10% of the most privileged families, and everywhere 00:19:47
they do better, but what is so interesting is how differently students in the red dots 00:19:53
come out in different countries now. 00:20:00
Yes, social background is an impediment, but in some countries, the same students do 00:20:02
so much better than in others. 00:20:08
The most interesting example is you go to the province of Shanghai in China, and you 00:20:10
look at the 10% of the most disadvantaged students in Shanghai, and they typically come 00:20:15
from families who are immigrants, who work on construction sites, who may not have any 00:20:20
housing, who live in temporary shelter in terrible conditions. 00:20:28
These are the poorest of the poorest children, and they do better than some of the wealthiest 00:20:32
children in Europe, and this shows us actually what education could be achieving. 00:20:38
You never get that perspective in a national framework. 00:20:45
If you just limit yourself to Spain or to Europe, you won't see it, but once you look 00:20:48
outwards, you can actually see even the toughest problems can be addressed. 00:20:53
Actually, I've travelled many times to Shanghai because I was really intrigued by those results. 00:20:58
At first, I could not believe it. 00:21:03
How would they be doing this? 00:21:05
And step by step, I discovered it. 00:21:08
They are very, very good in attracting the most talented teachers to the most challenging 00:21:10
schools. 00:21:14
If you are a vice-principal in one of the top-performing schools in Shanghai, and one 00:21:16
day you say to yourself, I really like to become a principal, the government will tell 00:21:21
you that's a fantastic aspiration, but first help us turn around one of the lowest-performing 00:21:26
schools. 00:21:32
Help us to improve one of the most struggling schools in a rural area, in a disadvantaged 00:21:33
area, and everyone is evaluated on their capacity to improve the school, the system. 00:21:37
The same for the teachers. 00:21:43
In Spain, you're a teacher, and you remain a teacher, and you remain a teacher. 00:21:45
That's very little in terms of a real career. 00:21:49
The only way to get a better salary is to become older, really. 00:21:51
But if you are in Shanghai, you have to every day improve. 00:21:55
There's a career for you as a teacher. 00:22:01
You can help other teachers. 00:22:03
You can move into leadership. 00:22:04
You can move into curriculum development. 00:22:05
The country or the province invests 240 hours in your professional development every two 00:22:08
years. 00:22:14
You teach, but you also work a lot with other colleagues. 00:22:17
You continue to learn. 00:22:19
Shape your profession. 00:22:21
That's how they mobilize the support. 00:22:23
I once asked a teacher, how do you deal with all these parents who cannot read and write 00:22:25
themselves? 00:22:30
How do you actually get them on board for your education mission? 00:22:32
And the teacher said to me, oh, well, that's natural, we have lots of them, but I call 00:22:37
every one of these parents twice per week. 00:22:42
I try to find out where they are, and if I can't reach them by phone, I go to visit them 00:22:44
on their school, and they get the time and the resources to do that. 00:22:48
It's actually very, very impressive how those systems make investments to leverage the improvement 00:22:52
of the least performing students. 00:22:57
Going to skip that. 00:23:01
I want to sort of touch on some of the things that go more toward the substance of the assessment. 00:23:03
When you think about mathematics teaching in Spain, you think, oh, it's all clear. 00:23:12
You know, there's a mathematics textbook, you follow that, every teacher does it in 00:23:15
the same way, reasonably standardized curriculum at least within each of the communities. 00:23:19
But mathematics is taught very, very differently around the world. 00:23:26
And you can actually see this at PESA. 00:23:29
Really interesting. 00:23:32
You know, one way in which you can teach mathematics is by focusing on word problems. 00:23:33
And when I tell you what word problems are, you will see, ah, very familiar to me. 00:23:39
And you can see, actually, Spain comes out second at the top. 00:23:44
In most classrooms in Spain, mathematics is taught through word problems. 00:23:48
Basically what this means is you take very simple mathematics, you put them in the context 00:23:53
of a problem, and you present it to the students. 00:23:57
And you think that's natural. 00:24:01
Actually, I must say, when I studied in school, I was taught in the same way, and I hated 00:24:02
that kind of mathematics most, you know, because all you had to do is figure out what 00:24:07
the numbers are, solve the problem, and then you're done, I said. 00:24:11
And what's so interesting, you look at this across the world, on the left side, you go 00:24:15
to Shanghai or to Singapore, they don't do those kinds of things. 00:24:19
They don't teach mathematics in word problems. 00:24:25
They teach mathematics in a different way. 00:24:29
So, suddenly, PESA for schools tells you, actually, you know, you can actually work 00:24:30
in very, very different ways. 00:24:35
It doesn't tell you what's right and what's wrong, what's good and what's bad. 00:24:37
PESA for schools can never tell you what you need to do in your school, but it can tell 00:24:41
you what everybody else has been doing, and you suddenly see, actually, mathematics teaching 00:24:46
can be done in very, very different ways. 00:24:50
Word problems, very different. 00:24:54
This is interesting. 00:24:57
Conceptual understanding. 00:24:58
Who is on the right, at the top of the league, among the countries, Shanghai and China? 00:24:59
When they teach mathematics, they don't give you lots of little problems that students 00:25:06
have to solve. 00:25:09
They try to focus squarely on whether students understand the fundamentals of mathematics. 00:25:10
Do students understand the concept of probability, of change, of a relationship? 00:25:17
Usually, you know, they solve one problem of mathematics in one mathematics lesson, 00:25:23
not 50. 00:25:29
One problem. 00:25:30
The teacher starts with something that no students can solve. 00:25:31
And then they divide the students into groups, because it's a very large class. 00:25:35
They have usually 50, 60 students in a class. 00:25:38
They divide students into groups. 00:25:40
Students have to come up with their own solution strategies. 00:25:43
And then, in the last part of the lesson, it's all about, you know, comparing and contrasting 00:25:45
solution strategies. 00:25:50
Have students understand the fundamentals of mathematics, and they do the same in history. 00:25:52
In history, they don't learn, you know, lots of names, lots of dates, lots of places. 00:25:57
It's about, you know, can I think like a historian? 00:26:01
Can I think like a scientist? 00:26:05
Do I know what evidence is? 00:26:08
How to draw evidence-based conclusions? 00:26:09
It's very interesting. 00:26:11
And you can see this around the world. 00:26:13
If you are in Sweden, this doesn't happen. 00:26:15
Mathematics and other subjects are taught very differently. 00:26:20
Suddenly, with PISA 4 schools, you have a window to the world. 00:26:22
You can see, actually, how the same things are being taught very differently across the 00:26:26
world in different countries. 00:26:30
Discipline. 00:26:33
Everybody talks about discipline. 00:26:36
Indeed, you know, one of the things that PISA 4 schools and PISA shows is that discipline 00:26:38
is a very important predictor for success in school. 00:26:43
And the interesting thing is, when you ask principals about discipline, it predicts very 00:26:47
little. 00:26:51
When you ask students about discipline, it actually predicts a lot. 00:26:52
Now, where there's a lot of noise and disorder, according to the students, where there's a 00:26:55
lot of time left in the lessons, actually, students usually learn less well. 00:26:59
Discipline is very important. 00:27:06
And again, you think this is about culture. 00:27:07
No, it's not about culture. 00:27:09
In fact, most countries, Spain included, have seen a lot of improvement in disciplinary 00:27:10
climate over the last 10 years. 00:27:15
And that's really interesting. 00:27:17
You look at the Spanish newspapers every day, and they say, well, you know, when I went 00:27:20
to school, it was so nice, and now it's this chaos everywhere, and so on. 00:27:24
Discipline is getting worse. 00:27:29
No, actually. 00:27:30
Let's look at the data. 00:27:31
Discipline in Spanish schools has actually got better. 00:27:32
It's still not perfect. 00:27:35
Still a lot of time gets lost in lesson, but actually things are improving. 00:27:36
But you know, Spain is not the only country. 00:27:40
In most countries, actually, we're doing better today. 00:27:42
Pedagogy has advanced. 00:27:45
Teachers are better at engaging students. 00:27:47
Lessons become more interesting. 00:27:48
Students waste less time. 00:27:50
Things are going forward. 00:27:53
And we have now the metrics around it. 00:27:54
What you can do with PISA for schools is you can actually say, how about my school? 00:27:56
How about the disciplinary climate in my school compared with other Spanish schools, with 00:28:00
other schools around the world? 00:28:05
Yet another dimension. 00:28:08
And this is a very interesting question, you know. 00:28:10
One of the things that we ask students in PISA is, what do you believe makes you successful 00:28:13
in mathematics? 00:28:19
It's about, we call it self-efficacy. 00:28:22
Your own belief to overcome difficulties. 00:28:24
And many students in Spain say to us, oh, well, that's very clear, you know. 00:28:28
Success in mathematics has to do something with talent, you know. 00:28:33
If I'm not born as a genius, I'm going to study something else. 00:28:36
If you ask that very same question to students in Shanghai or Singapore, nine out of ten 00:28:40
students tell you, if I study really, really hard, if I try very, very hard, I trust my 00:28:46
teacher is going to help me and I'm going to be really successful. 00:28:53
So those students believe in their own ability to overcome difficulties, whatever their social 00:28:56
background. 00:29:01
And students in Spain or many other European countries say, well, you know, education is 00:29:02
just sorting me. 00:29:06
There's nothing I can do myself. 00:29:07
And those beliefs are very strongly related to the quality of learning outcomes. 00:29:11
Where the education system conveys the message to every student, well, you know, you may 00:29:16
have bad luck, you know, when you're home and your social background, but we are going 00:29:21
to expect you to succeed as well as everybody else and we're going to help you to do this 00:29:25
and we're going to make lessons as demanding for you than for anybody else. 00:29:29
Those children start to believe in their own success. 00:29:35
And where we actually say to students, oh, well, you know, you didn't do so well, you're 00:29:38
a poor child, we're going to make it a bit easier for you, we're seeing actually larger 00:29:42
disparities. 00:29:47
And it's so interesting how those things can vary across countries. 00:29:49
That's what PISA for Schools really is about. 00:29:54
School autonomy is probably one of the biggest challenges for Spain. 00:29:57
If you think about, you know, how schools are managed and organized across the world, 00:30:03
you'd find Spain at one end of the spectrum, where schools actually have very limited real 00:30:07
this question. 00:30:16
There are a lot of things they can do in theory, but when you think about, you know, how much 00:30:17
money does a school actually have to, you know, invest in sort of differences. 00:30:21
Decide on class size, for example. 00:30:28
Can I, as a school, decide, you know, I'm going to invest my next euro into better teacher 00:30:30
salaries or more instructional material and I'm going to save by making classes bigger? 00:30:34
No, you can't do that. 00:30:38
Can I decide, you know, I have someone who really teaches a very, very important subject, 00:30:40
it's very hard to find people, I need to pay those people more. 00:30:44
No, you can't. 00:30:47
Well, that is very different in different countries. 00:30:48
In some countries, schools get a budget and they have to figure out, you know, how do 00:30:52
I invest those kinds of resources. 00:30:56
In many countries, schools have to hire their own teachers. 00:30:58
They have to figure out, you know, how do I find the right people, how do I promote 00:31:01
them, how do I retain them. 00:31:05
Varies across countries. 00:31:08
But what is very interesting is that those things vary. 00:31:09
It's not about more school autonomy, less school autonomy that predicts success on the 00:31:14
PISA test. 00:31:18
There are always things in combination. 00:31:19
For example, one thing, very controversial, I picked it for that. 00:31:22
If you have a school system in which there's very little transparency, nobody talks about 00:31:25
results. 00:31:31
We actually see that the more autonomous schools do worse than the less autonomous schools. 00:31:32
School autonomy can actually be quite poisonous in a system where actually everybody works 00:31:37
in isolation. 00:31:42
But if you have an education system where, you know, there's a lot of transparency, where 00:31:44
schools know what other schools are doing, you tend to have school autonomy positively 00:31:48
related to success. 00:31:53
One of the most impressive outcomes is in Finland, you know, yeah, you can say they 00:31:55
do very well on average, fine, but what makes them really special is that only 5% of the 00:31:58
performance variation in the student population lies between schools. 00:32:05
Every school succeeds. 00:32:11
Why? 00:32:13
Because every school knows what every other school is doing. 00:32:14
Every school, the teachers know each other, the principals know each other. 00:32:16
They work as one profession. 00:32:19
And you know, there's no magic behind it. 00:32:22
This is actually part of the design of the school system. 00:32:25
If you are a school principal in Spain or in Germany, my country, you are a principal 00:32:28
of a school. 00:32:32
Now, that's your job. 00:32:33
If you're a principal in Finland, you spend two-thirds of your time in the school, and 00:32:34
one-third of the time, you work in the Ministry of Education, regionally, nationally, wherever. 00:32:40
Why do you do this? 00:32:46
Well, because you're not only delivering prefabricated knowledge, but you are the owners of the education 00:32:47
system. 00:32:53
You work with your colleagues. 00:32:54
That's where you meet your peers. 00:32:55
You are not only responsible for your schools, that's just one part. 00:32:57
You're responsible for the education system. 00:33:01
You're going to help us devise the next curriculum. 00:33:03
You're going to help us to shape the teaching profession. 00:33:06
You're going to help us manage the human resources in our education system. 00:33:08
And then at the end of the day, you get quite cohesive results. 00:33:13
It's a combination of transparency and responsibility that actually link to better outcomes. 00:33:16
Same on this. 00:33:24
There's been a lot of discussion in Spain on the curriculum. 00:33:25
Who owns the curriculum? 00:33:29
One of the things that I can tell you very clearly, if there is not a clear, shared understanding 00:33:31
of what good mathematics is, if there is not a transparent, open, public curriculum, 00:33:36
school autonomy works against you. 00:33:43
Where you do have a profession that owns its professional standards, that all know what 00:33:45
good mathematics is, or what science is, or what history is, you actually see how autonomy 00:33:51
becomes a predictor of success. 00:33:56
And again, you're going to see yourself through that lens in the PISA for Schools reports. 00:33:58
One point I want to highlight here, and that goes sort of a bit beyond the PISA test alone. 00:34:06
We surveyed teachers as well. 00:34:12
One of the questions that we asked teachers is, what do you believe society thinks about 00:34:15
you? 00:34:22
And I saw the principal talking about how important it is that we value teaching as 00:34:24
a profession. 00:34:28
Very important. 00:34:32
If you do not value the teaching profession, you're never going to attract the best and 00:34:33
brightest into the teaching profession, even if you pay them well, as you do in Spain. 00:34:36
Well, you look at this data, and you can see it's only about seven out of 100 teachers 00:34:40
in Spain who believe that society respects their work, values their work. 00:34:48
If you go to Singapore, or Malaysia, or Korea, and so on, or Finland, everybody, or two-thirds 00:34:56
or more of the teachers say, well, you know, I have the greatest job in the country. 00:35:01
Everybody wants to become a teacher. 00:35:06
Everybody likes what teachers do. 00:35:08
Everybody respects what teachers do. 00:35:09
You go to many countries, Spain, France, and so on, and you find a lot of teachers who 00:35:12
basically say, you know, every day I go to a job which is really, really tough. 00:35:16
I have the most important job that exists in the country, the most difficult job that 00:35:20
exists in the country. 00:35:24
But you know, society doesn't really respect and value this. 00:35:25
There's something to work on. 00:35:30
This is again where PISA for Schools provides a perspective that makes the work of schools 00:35:32
better understood. 00:35:37
You can ask yourself, you know, is it important? 00:35:39
Maybe this is just teachers complaining about, you know, their lack of respect. 00:35:41
But in fact, you know, you can line those results up with the PISA results. 00:35:45
On the horizontal axis, I show you the share of teachers who believe that society respects 00:35:49
and values them. 00:35:54
And on the vertical axis, I show you the performance of education system, and you can actually 00:35:55
line up countries pretty much on that. 00:35:59
In countries where teachers are revered and respected, performance tends to be better. 00:36:03
In countries where performance tends to be low, teachers say they have a lower social 00:36:07
status. 00:36:12
That is where things are today, and I think that's a very important perspective. 00:36:14
Of course, you know, the causal nature of that relationship, it's not so clear. 00:36:18
Maybe it's, you know, where teachers are really, really good, do a great job. 00:36:24
Society will say, fantastic. 00:36:28
Or maybe, you know, where society says teaching is the most important thing, everybody wants 00:36:30
to become a teacher. 00:36:34
The best and brightest actually going to do a great job. 00:36:35
We do not know that from this data. 00:36:38
But it shows us, you know, this is not just about schools. 00:36:40
This is a whole of society project, and we've got to think about the value of teaching in 00:36:43
the broader perspectives. 00:36:48
I want to be very brief because Ismail has actually shown most of the things I wanted 00:36:50
to introduce here. 00:36:53
But essentially, the PISA and the PISA for schools are compatible perspectives. 00:36:55
PISA is a story about Spain, a story about the communities. 00:37:00
PISA for schools is, you know, putting yourself on the map, you know, getting the diagnostics 00:37:05
that basically show you how you perform relative to those kinds of others. 00:37:08
And the results are comparable, so you can put them on the same metric. 00:37:14
You get information about how schools are performing, you get the background of individual 00:37:20
schools, and so on. 00:37:24
You get the main results reading math and science. 00:37:26
And as PISA evolves, you know, I talked about collaborative problem solving, I talked about 00:37:29
global competencies. 00:37:34
We are going to embed those new developments also in the PISA for schools assessment. 00:37:35
So the assessment will evolve well. 00:37:40
It's going to allow you to test students on many social and emotional skills that are 00:37:43
well beyond the kind of tests that they're currently exposed to. 00:37:48
So I'll leave it here. 00:37:55
Basically, we have done the pilot 2013-2014. 00:37:57
That's done. 00:38:00
And the first administration is the one that you have in your hands. 00:38:01
And again, you know, it will be extremely valuable for us to learn from you how useful 00:38:05
those reports are and what information you find is missing so that we can complete the 00:38:09
gaps and make sure that this assessment is evolving. 00:38:13
One of our dreams at the OECD and our plans is, in fact, that we build a global community 00:38:16
of schools that will actually connect, not only the schools within Spain, that's already 00:38:21
happening, you're sitting here, at least 19 of you are sitting here, but actually globally 00:38:25
so that you can actually link to schools in other countries, in other places that are 00:38:30
of interest to you, where you see yourself in an interesting perspective, schools that 00:38:35
may be doing differently on disciplinary climate, on performance that may have different instructional 00:38:38
techniques. 00:38:43
That's really the idea behind this, to build a global community of the profession at the 00:38:44
level of the people who can make a real difference in schools. 00:38:49
Thank you very much. 00:38:52
Thank you. 00:38:53
Thank you. 00:38:54
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