1 00:00:00,000 --> 00:00:16,560 In English, but fortunately our organisers have taken care of this and will provide you 2 00:00:16,560 --> 00:00:18,720 with a translation. 3 00:00:18,720 --> 00:00:19,920 I must say this is real. 4 00:00:19,920 --> 00:00:28,120 If I have to do a Spanish pizza test, I will just make it to a level one. 5 00:00:28,120 --> 00:00:32,040 Actually, the difficulties that pose to me are real. 6 00:00:32,040 --> 00:00:37,920 If I buy a metro ticket, it takes me about five minutes to figure out how much I have 7 00:00:37,920 --> 00:00:39,560 to pay for what. 8 00:00:39,560 --> 00:00:44,760 If I'm going to explain my way to someone, I have real difficulties. 9 00:00:44,760 --> 00:00:49,200 Nobody in Spain is going to offer me a job. 10 00:00:49,200 --> 00:00:50,240 These difficulties are real. 11 00:00:50,240 --> 00:00:53,280 The only good thing is that I'm not the only one. 12 00:00:53,280 --> 00:00:57,320 In fact, this is the one thing that our pizza data shows. 13 00:00:57,320 --> 00:01:06,360 There's about one in every five students in Spain at age 15 facing the same difficulties. 14 00:01:06,360 --> 00:01:10,400 We label them as sort of level one students and think, well, you know, that's the normal 15 00:01:10,400 --> 00:01:13,440 kind of thing that some students are not doing so well. 16 00:01:13,440 --> 00:01:17,560 But these young people are going to face real difficulties. 17 00:01:17,560 --> 00:01:20,680 This is not a very abstract number. 18 00:01:20,680 --> 00:01:25,320 This is a real difficulty they are going to face. 19 00:01:25,320 --> 00:01:27,680 And now you can say, well, that's a Spanish problem. 20 00:01:27,680 --> 00:01:33,360 Typically, when we ask parents in Spain about the quality of schools, they would say, oh, 21 00:01:33,360 --> 00:01:35,800 well, you know, our school system has a lot of problems. 22 00:01:35,800 --> 00:01:40,000 But you know, my child's school is really, really good. 23 00:01:40,000 --> 00:01:44,440 So we always sort of say these problems exist somewhere else, but not where we are working 24 00:01:44,440 --> 00:01:46,560 on. 25 00:01:46,560 --> 00:01:50,720 And the Pizza for Schools exercise is really about bringing pizza from a very abstract 26 00:01:50,720 --> 00:01:56,840 level to the schools to help schools understand, you know, where are our relative strengths 27 00:01:56,840 --> 00:01:58,320 and weaknesses? 28 00:01:58,320 --> 00:02:00,040 How can we improve? 29 00:02:00,040 --> 00:02:05,760 How can we learn from other schools, from other schools in our city, in our region, 30 00:02:05,760 --> 00:02:08,000 in our country? 31 00:02:08,000 --> 00:02:12,360 That's really the idea underlying that assessment. 32 00:02:12,360 --> 00:02:15,920 And the good thing is we cover much of the globe with the assessment. 33 00:02:15,920 --> 00:02:19,560 So you can find out, you know, what can I learn from schools in Spain? 34 00:02:19,560 --> 00:02:20,560 What can I learn from schools in Europe? 35 00:02:21,000 --> 00:02:25,960 What can I learn from schools anywhere around the world? 36 00:02:25,960 --> 00:02:28,880 That's the fundamental idea behind this. 37 00:02:28,880 --> 00:02:34,120 We test about, you know, half a million students every three years to give us a picture of 38 00:02:34,120 --> 00:02:36,000 what's happened. 39 00:02:36,000 --> 00:02:41,000 And what makes the pizza assessment really special is that we are not so much interested 40 00:02:41,000 --> 00:02:47,640 in whether students can just reproduce what they learn in school. 41 00:02:47,680 --> 00:02:52,840 In fact, if I were to test Spanish students on that point, they do really, really well. 42 00:02:52,840 --> 00:02:58,320 Most students can remember very well what they learn in school, but when we give students 43 00:02:58,320 --> 00:03:02,360 tasks where they have to extrapolate from what they know, where they have to use their 44 00:03:02,360 --> 00:03:09,960 knowledge in a new context creatively, many students have great, great difficulties. 45 00:03:09,960 --> 00:03:11,360 Why is this important? 46 00:03:11,920 --> 00:03:19,480 Well, you know, the modern world no longer rewards people just for what they know. 47 00:03:19,480 --> 00:03:22,160 Google knows everything. 48 00:03:22,160 --> 00:03:26,080 The world rewards people for what they can do with what they know. 49 00:03:26,080 --> 00:03:27,920 That's the main differentiator today. 50 00:03:27,920 --> 00:03:31,840 That's why we test people on that dimension. 51 00:03:31,840 --> 00:03:33,480 It's a very, very important question. 52 00:03:33,480 --> 00:03:40,800 So you can actually say pizza for schools is unfair to Spain, unfair to your school. 53 00:03:40,800 --> 00:03:46,520 It challenges students on tasks which are not so common to those students. 54 00:03:46,520 --> 00:03:51,960 But the moment your students are leaving school for life, nobody's going to ask them, you 55 00:03:51,960 --> 00:03:53,320 know, what you learned in school. 56 00:03:53,320 --> 00:03:56,000 Everybody asks them, you know, can you do something? 57 00:03:56,000 --> 00:03:58,080 Can you invent your new field? 58 00:03:58,080 --> 00:04:03,680 Can you extrapolate what you learned to the real problems that you face? 59 00:04:03,680 --> 00:04:08,560 That's a really important dimension, and we have actually also challenged schools in all 60 00:04:08,560 --> 00:04:13,360 countries with very innovative assessment areas. 61 00:04:13,360 --> 00:04:16,680 Now we always do reading, math, and science. 62 00:04:16,680 --> 00:04:20,240 These are the essential foundations for everybody's success. 63 00:04:20,240 --> 00:04:24,080 If you can't read, you're like me in Spain, you know, you cannot access the world's knowledge. 64 00:04:24,080 --> 00:04:28,440 You cannot manage, integrate, talk to other people. 65 00:04:28,440 --> 00:04:33,160 If you don't know math, you know math is the single biggest, mathematics is the single 66 00:04:33,160 --> 00:04:35,920 biggest predictor for your success in life. 67 00:04:36,040 --> 00:04:42,520 Surprisingly, even trust in our societies is related to the math skills of people. 68 00:04:42,520 --> 00:04:44,600 Social engagement, all of this. 69 00:04:44,600 --> 00:04:49,160 Science obviously, we live in an increasingly science-intentive world, but it doesn't stop 70 00:04:49,160 --> 00:04:50,160 there. 71 00:04:50,160 --> 00:04:57,440 In fact, one of the most rapidly rising skill requirements for people is what we call social 72 00:04:57,440 --> 00:04:59,360 skills. 73 00:04:59,360 --> 00:05:06,720 The capacity of people to collaborate, to compete, to connect with other people. 74 00:05:06,720 --> 00:05:11,680 So in the latest PISA assessment, we actually test collaborative skills, whether students 75 00:05:11,680 --> 00:05:16,400 cannot solve problems just themselves, but whether they can work with other students. 76 00:05:16,400 --> 00:05:23,840 And you'll be surprised how great difficulties many 15-year-olds have with those tasks. 77 00:05:23,840 --> 00:05:27,960 Every day they sit in a row in a school, and they expect at the end of the school year 78 00:05:28,080 --> 00:05:32,080 they have to demonstrate a certain skill. 79 00:05:32,080 --> 00:05:38,040 But very few opportunities for students actually to share jointly developed knowledge. 80 00:05:38,040 --> 00:05:40,440 We once had a really simple task for them. 81 00:05:40,440 --> 00:05:44,560 We asked the students, you know, you work on a computer network, and you have to fly 82 00:05:44,560 --> 00:05:46,640 a rocket to the moon. 83 00:05:46,640 --> 00:05:50,200 You know, you're going to manage the fuel supply, you're going to manage the navigation, 84 00:05:50,200 --> 00:05:55,160 you manage the kind of technical infrastructure, you manage the people. 85 00:05:55,760 --> 00:05:57,440 Sounds very simple. 86 00:05:57,440 --> 00:06:01,920 It takes students a long time to actually understand, actually I cannot solve the problem 87 00:06:01,920 --> 00:06:07,960 on my own, I need to collaborate with other people to help me solve those kinds of problems. 88 00:06:07,960 --> 00:06:11,120 Big challenges for students. 89 00:06:11,120 --> 00:06:16,280 Very important challenges for students when you think about it through a real-life sense. 90 00:06:16,280 --> 00:06:21,480 In the next round of PISA, we're going to add an assessment of global competences. 91 00:06:21,480 --> 00:06:24,560 Everybody talks about globalization these days. 92 00:06:24,560 --> 00:06:30,840 But globalization, it's not all about what happens in other countries. 93 00:06:30,840 --> 00:06:35,240 Globalization is what happens to you today, you know, when you go to the supermarket, 94 00:06:35,240 --> 00:06:39,080 you find a lot of products, when you turn on the television, you see a lot about other 95 00:06:39,080 --> 00:06:40,520 parts of the world. 96 00:06:40,520 --> 00:06:44,280 When you go to apply for a job there, people in China and India are applying for the very 97 00:06:44,280 --> 00:06:45,880 same job for you. 98 00:06:45,880 --> 00:06:50,280 Globalization, something that's become a very local phenomenon. 99 00:06:50,280 --> 00:06:56,360 How able are young people to see the world through different lenses, integrate different 100 00:06:56,360 --> 00:06:59,680 fields of knowledge, connect the dots? 101 00:06:59,680 --> 00:07:04,120 Again, you may say, well, that's not something you should be assessing ourselves with because 102 00:07:04,120 --> 00:07:08,800 we haven't taught our students to do those things. 103 00:07:08,800 --> 00:07:10,520 But these are important dimensions. 104 00:07:10,520 --> 00:07:14,800 So PISA for schools really gives you a tool to see your school in a very different perspective, 105 00:07:14,800 --> 00:07:19,560 in a perspective how other countries see their systems as well. 106 00:07:19,560 --> 00:07:25,160 The test is not designed to tell, you know, have I taught my students well, do I manage? 107 00:07:25,160 --> 00:07:28,000 And that's why we are not ranking schools. 108 00:07:28,000 --> 00:07:30,640 We are not putting sort of a rank order out of schools. 109 00:07:30,640 --> 00:07:36,440 We are providing a diagnostic, a diagnostic that helps you to understand, you know, compared 110 00:07:36,440 --> 00:07:40,560 with schools in my neighborhood, with anywhere in the world, what are my relative strengths 111 00:07:40,560 --> 00:07:41,560 and weaknesses? 112 00:07:41,560 --> 00:07:43,480 Very, very important. 113 00:07:43,480 --> 00:07:47,880 And then we collect a lot of data from actually students because we want to understand, you 114 00:07:47,920 --> 00:07:52,440 know, why, if some students struggle, what makes them struggle? 115 00:07:52,440 --> 00:07:53,880 Is it their social background? 116 00:07:53,880 --> 00:07:56,520 Is it their attitudes, their expectations? 117 00:07:56,520 --> 00:08:00,480 Has it to do with their parents, you know, that parents have too low aspirations? 118 00:08:00,480 --> 00:08:02,560 Or their teachers? 119 00:08:02,560 --> 00:08:04,840 All of those kinds of things is what we collect. 120 00:08:04,840 --> 00:08:08,000 We don't want to see assessment in isolation. 121 00:08:08,000 --> 00:08:09,400 We don't think that's very useful. 122 00:08:09,400 --> 00:08:11,920 If you just know, you know, this is your score. 123 00:08:11,920 --> 00:08:16,840 We want to connect the results with the kind of things that you can do in your school to 124 00:08:16,840 --> 00:08:20,920 actually improve results and learn from across it. 125 00:08:20,920 --> 00:08:24,800 We have a number of key principles that I want to highlight that are really important 126 00:08:24,800 --> 00:08:25,800 for us. 127 00:08:25,800 --> 00:08:32,120 First of all, you ask yourself, you know, who can actually develop such a global test? 128 00:08:32,120 --> 00:08:35,360 And there's no single organization in the world who could do that. 129 00:08:35,360 --> 00:08:40,880 Who has the knowledge of what is being taught in 80 countries that are now taking part in 130 00:08:40,880 --> 00:08:41,880 PISA? 131 00:08:41,880 --> 00:08:42,880 Nobody. 132 00:08:42,920 --> 00:08:46,640 So what we do is actually something that people nowadays call crowdsourcing. 133 00:08:46,640 --> 00:08:49,760 We actually work with the experts from all of the countries. 134 00:08:49,760 --> 00:08:54,600 We sit together and think about, you know, how is mathematics taught in your schools, 135 00:08:54,600 --> 00:08:55,600 in your country? 136 00:08:55,600 --> 00:08:59,080 You're going to see enormous differences. 137 00:08:59,080 --> 00:09:00,480 This is very important to PISA. 138 00:09:00,480 --> 00:09:04,920 We bring together the expertise from all over the world to think through the kind of skills 139 00:09:04,920 --> 00:09:06,400 that are important. 140 00:09:06,400 --> 00:09:07,880 How do we measure them? 141 00:09:07,880 --> 00:09:09,360 How do we quantify them? 142 00:09:09,360 --> 00:09:12,160 And so on. 143 00:09:12,160 --> 00:09:13,320 How do we compare things? 144 00:09:13,320 --> 00:09:16,760 How do we compare things in meaningful ways? 145 00:09:16,760 --> 00:09:19,600 This is far from trivial. 146 00:09:19,600 --> 00:09:25,120 Many contexts in which students of Spain are deeply familiar with in their daily life are 147 00:09:25,120 --> 00:09:28,120 foreign, completely foreign to students in other parts of the world. 148 00:09:28,120 --> 00:09:32,520 So we need to actually adapt those instruments very, very carefully. 149 00:09:32,520 --> 00:09:33,520 Triangulation. 150 00:09:33,520 --> 00:09:36,400 Ismail has talked about disciplinary climate. 151 00:09:36,400 --> 00:09:39,800 We measure disciplinary climate. 152 00:09:39,800 --> 00:09:41,920 And you get very different stories about it. 153 00:09:42,680 --> 00:09:47,200 If you ask the students about it, if you ask the teachers, if you ask the principals. 154 00:09:47,200 --> 00:09:48,200 It's amazing. 155 00:09:48,200 --> 00:09:49,840 In some countries, they all tell you the same story. 156 00:09:49,840 --> 00:09:52,880 In other countries, you know, the principal tells you a very different story from what 157 00:09:52,880 --> 00:09:55,160 the students tell you. 158 00:09:55,160 --> 00:09:58,640 It's very important for us to do triangulation. 159 00:09:58,640 --> 00:10:00,120 Same for the teachers. 160 00:10:00,120 --> 00:10:04,240 Sometimes the teachers, you know, tell us something about what they perceive to be doing 161 00:10:04,240 --> 00:10:05,240 in the classroom. 162 00:10:05,240 --> 00:10:06,240 And we ask the students. 163 00:10:06,240 --> 00:10:10,480 And actually, students tell us, no, actually, we think something else is happening. 164 00:10:10,480 --> 00:10:13,480 We need to look at education through different lenses, different perspectives. 165 00:10:13,480 --> 00:10:16,920 And triangulate it, put it together, it's very important. 166 00:10:16,920 --> 00:10:21,240 So there's some really important principles of this assessment. 167 00:10:21,240 --> 00:10:24,080 This is just sort of a very simple task that we gave students. 168 00:10:24,080 --> 00:10:26,880 You know, Helen has just got a new bike. 169 00:10:26,880 --> 00:10:32,000 And she has to figure out, you know, she knows the speed of the bike for a trip. 170 00:10:32,000 --> 00:10:33,000 She knows the distance. 171 00:10:33,000 --> 00:10:39,120 And what we basically want to know whether students have some idea, you know, that distance 172 00:10:39,160 --> 00:10:42,880 is the product of speed and time. 173 00:10:42,880 --> 00:10:45,560 And so it basically gives these kind of tasks. 174 00:10:45,560 --> 00:10:49,280 Then we sort of figure out what the answer is. 175 00:10:49,280 --> 00:10:52,640 And you see countries basically on a map like this. 176 00:10:52,640 --> 00:10:55,200 And it looks like a simple task, you know. 177 00:10:55,200 --> 00:10:58,320 Actually, there are many students at age 15 traveling by bicycle. 178 00:10:58,320 --> 00:11:04,040 But, you know, only about half of the students on average can figure out what is a quite 179 00:11:04,040 --> 00:11:06,960 simple mathematical operation. 180 00:11:06,960 --> 00:11:09,080 And now you tell me, no, that can't be true. 181 00:11:09,080 --> 00:11:12,560 Every student in Spain can divide to numbers. 182 00:11:12,560 --> 00:11:14,400 Yeah, that's correct. 183 00:11:14,400 --> 00:11:16,280 Every student in Spain can divide to numbers. 184 00:11:16,280 --> 00:11:20,840 But actually to apply that knowledge to a real world context, that's where half of the 185 00:11:20,840 --> 00:11:22,880 students struggle. 186 00:11:22,880 --> 00:11:27,960 It's a good illustration of the difficulties, of the challenges that PISA puts to students. 187 00:11:27,960 --> 00:11:32,640 If I give students the formula, you know, or ask them to reproduce it, they can do really 188 00:11:32,640 --> 00:11:33,920 well. 189 00:11:33,920 --> 00:11:39,360 But a simple task embedded in a real life context is actually quite difficult for students. 190 00:11:39,360 --> 00:11:42,960 And so one of the things you can always do is, you know, you can look at how countries 191 00:11:42,960 --> 00:11:43,960 come out. 192 00:11:43,960 --> 00:11:47,840 You know, you look at the average of countries and you can see particularly in East Asia 193 00:11:47,840 --> 00:11:52,840 these days education systems are improving at amazing speeds. 194 00:11:52,840 --> 00:11:58,480 Look at Singapore, Hong Kong, Korea, China, in Europe, Switzerland, Finland, and so on 195 00:11:58,480 --> 00:11:59,880 in the case of mathematics. 196 00:11:59,880 --> 00:12:04,680 Some education systems have really developed great strengths. 197 00:12:04,680 --> 00:12:05,840 And they're not standing still. 198 00:12:05,840 --> 00:12:10,560 We actually see also that those education systems seem to be the most dynamic in terms 199 00:12:10,560 --> 00:12:12,920 of improving their outcomes. 200 00:12:12,920 --> 00:12:16,720 And then Spain comes out sort of at the average and then you have countries at the low end 201 00:12:16,720 --> 00:12:21,800 that are really, really struggling with lots of students standing behind. 202 00:12:21,800 --> 00:12:24,400 But again, you know, it doesn't tell you really very much. 203 00:12:24,400 --> 00:12:30,600 What you all want to know is actually what makes some of the systems so successful and 204 00:12:30,600 --> 00:12:33,280 where do others struggle? 205 00:12:33,280 --> 00:12:36,640 I want to introduce another aspect into this and this is about equity. 206 00:12:36,640 --> 00:12:42,600 You know, in some education systems, social background is a very important determinant 207 00:12:42,600 --> 00:12:43,600 of student success. 208 00:12:43,600 --> 00:12:47,360 Now, students from poor families basically are not doing really well and students from 209 00:12:47,360 --> 00:12:51,960 wealthy families all get the great teachers and do really, really well. 210 00:12:51,960 --> 00:12:59,080 In other countries, we see that student success actually isn't heavily influenced by social 211 00:12:59,080 --> 00:13:00,080 background. 212 00:13:00,080 --> 00:13:05,040 It's one of the most amazing examples from PESA now. 213 00:13:05,040 --> 00:13:10,120 That in some countries, it doesn't matter in which family context you're born, but you're 214 00:13:10,120 --> 00:13:14,680 going to see good results irrespective of that. 215 00:13:14,680 --> 00:13:15,680 It varies across countries. 216 00:13:15,680 --> 00:13:19,800 So if you look at this diagram, you know, you have quality on the vertical axis, equity 217 00:13:19,840 --> 00:13:24,240 on the horizontal axis, everybody wants to be in the green area where, you know, results 218 00:13:24,240 --> 00:13:28,200 are very good and where everybody succeeds. 219 00:13:28,200 --> 00:13:31,320 Nobody wants to be in the red area where, you know, results are not very good and where 220 00:13:31,320 --> 00:13:34,360 there are large social disparities. 221 00:13:34,360 --> 00:13:35,980 That's obvious. 222 00:13:35,980 --> 00:13:41,040 But if you actually listen to the media discussion, Spain is no exception, by the way, you open 223 00:13:41,040 --> 00:13:45,880 the newspapers, they all say, well, you know, either you are doing well on quality, then 224 00:13:45,880 --> 00:13:50,640 you just have to forget about equity, or you focus on equity, and then you have to 225 00:13:50,640 --> 00:13:53,440 accept mediocrity. 226 00:13:53,440 --> 00:13:58,000 That's the public debate about education, but it's wrong. 227 00:13:58,000 --> 00:14:02,460 In fact, you know, the PESA for schools example in Spain shows us, and the PESA example internationally 228 00:14:02,460 --> 00:14:07,240 shows us, you can actually really well combine those aspects. 229 00:14:07,240 --> 00:14:13,040 You have many nations and many schools in Spain that are able actually to deliver strong 230 00:14:13,080 --> 00:14:19,360 results for students from all social backgrounds, or from most social backgrounds. 231 00:14:19,360 --> 00:14:22,840 And there are countries who are not doing well on either side of this, and there are 232 00:14:22,840 --> 00:14:24,680 regions in the yellow diagrams. 233 00:14:24,680 --> 00:14:28,240 We find countries all over the place. 234 00:14:28,240 --> 00:14:35,080 The important message is, quality and equity are not conflicting policy objectives. 235 00:14:35,080 --> 00:14:39,200 You can actually manage to achieve them at the very, very same time. 236 00:14:39,200 --> 00:14:43,440 And that's a really interesting challenge for each school. 237 00:14:43,440 --> 00:14:49,040 How can we ensure that we do not compromise excellence when we put the premium on equity, 238 00:14:49,040 --> 00:14:51,040 and vice versa? 239 00:14:51,040 --> 00:14:56,640 The first thing when people see that map is, it's all a question of money. 240 00:14:56,640 --> 00:14:59,800 If I invest more in education, I'm going to get better results. 241 00:14:59,800 --> 00:15:01,960 And there's some truth in this, but it's not so simple. 242 00:15:01,960 --> 00:15:07,240 You know, here I basically show you in a coloured dot the amount of money that is being spent 243 00:15:07,240 --> 00:15:08,600 per student. 244 00:15:08,600 --> 00:15:12,280 The larger the bubble, the more is being invested per student. 245 00:15:12,280 --> 00:15:16,680 The smaller the bubble, the less we pay. 246 00:15:16,680 --> 00:15:22,080 If money would tell you everything about the quality of a school system, you'd see all 247 00:15:22,080 --> 00:15:26,480 the large bubbles at the top and all the small bubbles at the bottom, but that is not what 248 00:15:26,480 --> 00:15:27,480 you see. 249 00:15:27,480 --> 00:15:36,080 In fact, you know, how much is spent is only explaining about 20% of the differences that 250 00:15:36,080 --> 00:15:38,200 we see here. 251 00:15:38,200 --> 00:15:44,920 What is much more important is actually how countries, how schools invest their resources. 252 00:15:44,920 --> 00:15:46,680 And we can study that. 253 00:15:46,680 --> 00:15:51,800 You would be amazed how differently different schools and education systems invest their 254 00:15:51,800 --> 00:15:54,080 resources. 255 00:15:54,080 --> 00:15:58,120 One of the things, for example, that PISA shows us, you know, if you look at the countries 256 00:15:58,120 --> 00:16:03,560 that are doing really, really well, whenever they have to make a choice between, you know, 257 00:16:03,560 --> 00:16:08,920 a better teacher or a smaller class, they go for the better teacher. 258 00:16:08,920 --> 00:16:13,040 Many high-performing countries make very, very conscious choices about how they spend 259 00:16:13,040 --> 00:16:14,040 their money. 260 00:16:14,040 --> 00:16:18,800 Not how much they spend, but how they invest their resources, and we can see those things. 261 00:16:18,800 --> 00:16:25,620 So money is important, but actually the choices that we make with money are even more important. 262 00:16:25,620 --> 00:16:30,120 Some people who see this picture now say, well, it may not be the amount of money, but, 263 00:16:30,120 --> 00:16:35,120 you know, it's all about culture. 264 00:16:35,120 --> 00:16:38,320 These Asian systems, it's hard to compete with because, you know, they value education 265 00:16:38,320 --> 00:16:42,360 so much and they're investing everything, you know, and that's really true. 266 00:16:42,360 --> 00:16:46,960 You know, Chinese parents and grandparents are going to spend the last euro in the education 267 00:16:46,960 --> 00:16:48,640 of their children. 268 00:16:48,640 --> 00:16:51,360 They invest in the future. 269 00:16:51,360 --> 00:16:56,720 In Europe, we have already spent the money of our children for our consumption today. 270 00:16:56,720 --> 00:16:58,800 We have already spent our future in a way. 271 00:16:58,800 --> 00:17:03,240 That's a real difference in the way different cultures prioritise education. 272 00:17:03,240 --> 00:17:06,960 In the East Asian countries, education is the most important thing for everybody. 273 00:17:06,960 --> 00:17:09,960 It's not true in Europe. 274 00:17:09,960 --> 00:17:15,480 Culture matters, but if culture would be all of the story here, this picture would not 275 00:17:15,480 --> 00:17:16,480 change. 276 00:17:16,480 --> 00:17:19,400 You would see it today, tomorrow, in three years, in five years, in ten years, and so 277 00:17:19,400 --> 00:17:20,400 on. 278 00:17:20,400 --> 00:17:22,040 But that's not true. 279 00:17:22,040 --> 00:17:25,040 I want to show, have a look at the high end of the performance distribution. 280 00:17:25,040 --> 00:17:30,840 If you look, for example, here, countries like Shanghai keep moving upwards, Singapore 281 00:17:30,840 --> 00:17:32,640 keep moving upwards. 282 00:17:32,640 --> 00:17:38,280 At the low end, Turkey, you can see the blue dot, moving upwards and rightwards. 283 00:17:38,280 --> 00:17:40,840 Few people know anything about the Turkish education system. 284 00:17:40,840 --> 00:17:44,900 We don't have that on our radar screen, but it's actually one system that has been raising 285 00:17:44,900 --> 00:17:48,280 performance and narrowing the gap very successfully. 286 00:17:48,280 --> 00:17:55,840 Germany, moving upwards and rightwards, closing many of the social gaps. 287 00:17:55,840 --> 00:17:59,200 I know people in Spain talk a lot about inequalities in schooling. 288 00:17:59,200 --> 00:18:05,000 Actually Germany had bigger inequalities than Spain in the year 2000, but it's been able 289 00:18:05,000 --> 00:18:07,920 to reduce them and lift performance. 290 00:18:07,920 --> 00:18:09,920 If you look to Italy, another improver. 291 00:18:09,920 --> 00:18:13,760 If you look to Poland, one of the most rapid improvement stories. 292 00:18:13,760 --> 00:18:17,360 Portugal, raising performance, moving a bit backwards on equity. 293 00:18:17,360 --> 00:18:20,240 But still, a very important success. 294 00:18:20,240 --> 00:18:21,880 The world is not standing still. 295 00:18:21,880 --> 00:18:24,240 This is not about culture. 296 00:18:24,240 --> 00:18:28,340 What we do in our schools, what we do in our education system actually has a huge influence 297 00:18:28,340 --> 00:18:32,440 on the success of our children tomorrow. 298 00:18:32,440 --> 00:18:37,800 Very important lesson from this, you can actually move. 299 00:18:37,800 --> 00:18:42,640 If you improve in your school, that's very important, but don't forget, other schools 300 00:18:42,640 --> 00:18:44,560 in other countries are improving as well. 301 00:18:44,560 --> 00:18:51,240 That's why in this kind of comparative economy, it's no longer enough to do well and do better, 302 00:18:51,240 --> 00:18:56,720 but to think about how are others improving and why. 303 00:18:56,720 --> 00:19:02,880 Last point I want to really make on this is that we often attribute too much to social 304 00:19:02,880 --> 00:19:03,880 disadvantage. 305 00:19:03,880 --> 00:19:07,720 When you ask teachers, when you ask schools, social disadvantage is one of the biggest 306 00:19:07,720 --> 00:19:10,500 challenges facing education. 307 00:19:10,500 --> 00:19:13,960 You have students with an immigrant background. 308 00:19:13,960 --> 00:19:16,880 They didn't exist 15 years ago in Spain. 309 00:19:16,880 --> 00:19:21,960 Today, there's a significant share in your schools of students who come from very, very 310 00:19:21,960 --> 00:19:25,440 disadvantaged families. 311 00:19:25,440 --> 00:19:26,640 Inequalities in societies are rising. 312 00:19:26,640 --> 00:19:32,640 This is a big challenge, but I want to show you some very encouraging data on this. 313 00:19:32,640 --> 00:19:38,620 Here I have ordered the performance of students by their decile of social background. 314 00:19:38,620 --> 00:19:44,940 The red dot are the students from the 10% least privileged families, and everywhere 315 00:19:44,940 --> 00:19:47,540 they do worse. 316 00:19:47,540 --> 00:19:53,620 The green dots are the students from the 10% of the most privileged families, and everywhere 317 00:19:53,620 --> 00:20:00,260 they do better, but what is so interesting is how differently students in the red dots 318 00:20:00,260 --> 00:20:02,620 come out in different countries now. 319 00:20:02,620 --> 00:20:08,420 Yes, social background is an impediment, but in some countries, the same students do 320 00:20:08,420 --> 00:20:10,460 so much better than in others. 321 00:20:10,460 --> 00:20:15,420 The most interesting example is you go to the province of Shanghai in China, and you 322 00:20:15,420 --> 00:20:20,780 look at the 10% of the most disadvantaged students in Shanghai, and they typically come 323 00:20:20,780 --> 00:20:28,260 from families who are immigrants, who work on construction sites, who may not have any 324 00:20:28,260 --> 00:20:32,740 housing, who live in temporary shelter in terrible conditions. 325 00:20:32,740 --> 00:20:38,100 These are the poorest of the poorest children, and they do better than some of the wealthiest 326 00:20:38,100 --> 00:20:45,220 children in Europe, and this shows us actually what education could be achieving. 327 00:20:45,220 --> 00:20:48,340 You never get that perspective in a national framework. 328 00:20:48,340 --> 00:20:53,300 If you just limit yourself to Spain or to Europe, you won't see it, but once you look 329 00:20:53,300 --> 00:20:58,420 outwards, you can actually see even the toughest problems can be addressed. 330 00:20:58,420 --> 00:21:03,380 Actually, I've travelled many times to Shanghai because I was really intrigued by those results. 331 00:21:03,380 --> 00:21:05,660 At first, I could not believe it. 332 00:21:05,660 --> 00:21:08,060 How would they be doing this? 333 00:21:08,060 --> 00:21:10,660 And step by step, I discovered it. 334 00:21:10,660 --> 00:21:14,540 They are very, very good in attracting the most talented teachers to the most challenging 335 00:21:14,540 --> 00:21:16,460 schools. 336 00:21:16,460 --> 00:21:21,900 If you are a vice-principal in one of the top-performing schools in Shanghai, and one 337 00:21:21,900 --> 00:21:26,900 day you say to yourself, I really like to become a principal, the government will tell 338 00:21:26,900 --> 00:21:32,940 you that's a fantastic aspiration, but first help us turn around one of the lowest-performing 339 00:21:32,940 --> 00:21:33,940 schools. 340 00:21:33,940 --> 00:21:37,580 Help us to improve one of the most struggling schools in a rural area, in a disadvantaged 341 00:21:37,580 --> 00:21:43,380 area, and everyone is evaluated on their capacity to improve the school, the system. 342 00:21:43,380 --> 00:21:45,620 The same for the teachers. 343 00:21:45,620 --> 00:21:49,540 In Spain, you're a teacher, and you remain a teacher, and you remain a teacher. 344 00:21:49,540 --> 00:21:51,980 That's very little in terms of a real career. 345 00:21:51,980 --> 00:21:55,460 The only way to get a better salary is to become older, really. 346 00:21:55,460 --> 00:22:01,460 But if you are in Shanghai, you have to every day improve. 347 00:22:01,460 --> 00:22:03,260 There's a career for you as a teacher. 348 00:22:03,260 --> 00:22:04,300 You can help other teachers. 349 00:22:04,300 --> 00:22:05,420 You can move into leadership. 350 00:22:05,420 --> 00:22:08,580 You can move into curriculum development. 351 00:22:08,580 --> 00:22:14,540 The country or the province invests 240 hours in your professional development every two 352 00:22:14,540 --> 00:22:17,140 years. 353 00:22:17,140 --> 00:22:19,900 You teach, but you also work a lot with other colleagues. 354 00:22:19,900 --> 00:22:21,340 You continue to learn. 355 00:22:21,340 --> 00:22:23,300 Shape your profession. 356 00:22:23,300 --> 00:22:25,380 That's how they mobilize the support. 357 00:22:25,380 --> 00:22:30,700 I once asked a teacher, how do you deal with all these parents who cannot read and write 358 00:22:30,700 --> 00:22:32,300 themselves? 359 00:22:32,300 --> 00:22:37,180 How do you actually get them on board for your education mission? 360 00:22:37,180 --> 00:22:42,220 And the teacher said to me, oh, well, that's natural, we have lots of them, but I call 361 00:22:42,220 --> 00:22:44,340 every one of these parents twice per week. 362 00:22:44,380 --> 00:22:48,180 I try to find out where they are, and if I can't reach them by phone, I go to visit them 363 00:22:48,180 --> 00:22:52,380 on their school, and they get the time and the resources to do that. 364 00:22:52,380 --> 00:22:57,940 It's actually very, very impressive how those systems make investments to leverage the improvement 365 00:22:57,940 --> 00:23:01,660 of the least performing students. 366 00:23:01,660 --> 00:23:03,660 Going to skip that. 367 00:23:03,660 --> 00:23:12,460 I want to sort of touch on some of the things that go more toward the substance of the assessment. 368 00:23:12,460 --> 00:23:15,860 When you think about mathematics teaching in Spain, you think, oh, it's all clear. 369 00:23:15,860 --> 00:23:19,500 You know, there's a mathematics textbook, you follow that, every teacher does it in 370 00:23:19,500 --> 00:23:26,820 the same way, reasonably standardized curriculum at least within each of the communities. 371 00:23:26,820 --> 00:23:29,460 But mathematics is taught very, very differently around the world. 372 00:23:29,460 --> 00:23:32,100 And you can actually see this at PESA. 373 00:23:32,100 --> 00:23:33,100 Really interesting. 374 00:23:33,100 --> 00:23:39,500 You know, one way in which you can teach mathematics is by focusing on word problems. 375 00:23:39,540 --> 00:23:44,180 And when I tell you what word problems are, you will see, ah, very familiar to me. 376 00:23:44,180 --> 00:23:48,580 And you can see, actually, Spain comes out second at the top. 377 00:23:48,580 --> 00:23:53,020 In most classrooms in Spain, mathematics is taught through word problems. 378 00:23:53,020 --> 00:23:57,620 Basically what this means is you take very simple mathematics, you put them in the context 379 00:23:57,620 --> 00:24:01,140 of a problem, and you present it to the students. 380 00:24:01,140 --> 00:24:02,820 And you think that's natural. 381 00:24:02,820 --> 00:24:07,540 Actually, I must say, when I studied in school, I was taught in the same way, and I hated 382 00:24:07,540 --> 00:24:11,340 that kind of mathematics most, you know, because all you had to do is figure out what 383 00:24:11,340 --> 00:24:15,540 the numbers are, solve the problem, and then you're done, I said. 384 00:24:15,540 --> 00:24:19,300 And what's so interesting, you look at this across the world, on the left side, you go 385 00:24:19,300 --> 00:24:25,580 to Shanghai or to Singapore, they don't do those kinds of things. 386 00:24:25,580 --> 00:24:29,340 They don't teach mathematics in word problems. 387 00:24:29,340 --> 00:24:30,940 They teach mathematics in a different way. 388 00:24:30,940 --> 00:24:35,460 So, suddenly, PESA for schools tells you, actually, you know, you can actually work 389 00:24:35,460 --> 00:24:37,300 in very, very different ways. 390 00:24:37,300 --> 00:24:41,780 It doesn't tell you what's right and what's wrong, what's good and what's bad. 391 00:24:41,780 --> 00:24:46,860 PESA for schools can never tell you what you need to do in your school, but it can tell 392 00:24:46,860 --> 00:24:50,940 you what everybody else has been doing, and you suddenly see, actually, mathematics teaching 393 00:24:50,940 --> 00:24:54,940 can be done in very, very different ways. 394 00:24:54,940 --> 00:24:57,220 Word problems, very different. 395 00:24:57,220 --> 00:24:58,700 This is interesting. 396 00:24:58,700 --> 00:24:59,700 Conceptual understanding. 397 00:24:59,700 --> 00:25:06,620 Who is on the right, at the top of the league, among the countries, Shanghai and China? 398 00:25:06,620 --> 00:25:09,820 When they teach mathematics, they don't give you lots of little problems that students 399 00:25:09,820 --> 00:25:10,820 have to solve. 400 00:25:10,820 --> 00:25:17,660 They try to focus squarely on whether students understand the fundamentals of mathematics. 401 00:25:17,660 --> 00:25:23,620 Do students understand the concept of probability, of change, of a relationship? 402 00:25:23,620 --> 00:25:29,180 Usually, you know, they solve one problem of mathematics in one mathematics lesson, 403 00:25:29,180 --> 00:25:30,860 not 50. 404 00:25:30,860 --> 00:25:31,900 One problem. 405 00:25:31,900 --> 00:25:35,460 The teacher starts with something that no students can solve. 406 00:25:35,460 --> 00:25:38,740 And then they divide the students into groups, because it's a very large class. 407 00:25:38,740 --> 00:25:40,860 They have usually 50, 60 students in a class. 408 00:25:40,860 --> 00:25:43,100 They divide students into groups. 409 00:25:43,100 --> 00:25:45,820 Students have to come up with their own solution strategies. 410 00:25:45,820 --> 00:25:50,620 And then, in the last part of the lesson, it's all about, you know, comparing and contrasting 411 00:25:50,620 --> 00:25:52,980 solution strategies. 412 00:25:52,980 --> 00:25:57,460 Have students understand the fundamentals of mathematics, and they do the same in history. 413 00:25:57,460 --> 00:26:01,480 In history, they don't learn, you know, lots of names, lots of dates, lots of places. 414 00:26:01,480 --> 00:26:05,680 It's about, you know, can I think like a historian? 415 00:26:05,680 --> 00:26:08,600 Can I think like a scientist? 416 00:26:08,600 --> 00:26:09,800 Do I know what evidence is? 417 00:26:09,800 --> 00:26:11,880 How to draw evidence-based conclusions? 418 00:26:11,880 --> 00:26:13,760 It's very interesting. 419 00:26:13,760 --> 00:26:15,400 And you can see this around the world. 420 00:26:15,400 --> 00:26:20,440 If you are in Sweden, this doesn't happen. 421 00:26:20,440 --> 00:26:22,960 Mathematics and other subjects are taught very differently. 422 00:26:22,960 --> 00:26:26,680 Suddenly, with PISA 4 schools, you have a window to the world. 423 00:26:26,680 --> 00:26:30,680 You can see, actually, how the same things are being taught very differently across the 424 00:26:30,680 --> 00:26:33,680 world in different countries. 425 00:26:33,680 --> 00:26:36,760 Discipline. 426 00:26:36,760 --> 00:26:38,280 Everybody talks about discipline. 427 00:26:38,280 --> 00:26:43,040 Indeed, you know, one of the things that PISA 4 schools and PISA shows is that discipline 428 00:26:43,040 --> 00:26:47,480 is a very important predictor for success in school. 429 00:26:47,480 --> 00:26:51,480 And the interesting thing is, when you ask principals about discipline, it predicts very 430 00:26:51,480 --> 00:26:52,480 little. 431 00:26:52,480 --> 00:26:55,480 When you ask students about discipline, it actually predicts a lot. 432 00:26:55,480 --> 00:26:59,120 Now, where there's a lot of noise and disorder, according to the students, where there's a 433 00:26:59,120 --> 00:27:06,120 lot of time left in the lessons, actually, students usually learn less well. 434 00:27:06,120 --> 00:27:07,680 Discipline is very important. 435 00:27:07,680 --> 00:27:09,040 And again, you think this is about culture. 436 00:27:09,040 --> 00:27:10,200 No, it's not about culture. 437 00:27:10,200 --> 00:27:15,240 In fact, most countries, Spain included, have seen a lot of improvement in disciplinary 438 00:27:15,240 --> 00:27:17,760 climate over the last 10 years. 439 00:27:17,760 --> 00:27:20,360 And that's really interesting. 440 00:27:20,360 --> 00:27:24,720 You look at the Spanish newspapers every day, and they say, well, you know, when I went 441 00:27:24,720 --> 00:27:28,680 to school, it was so nice, and now it's this chaos everywhere, and so on. 442 00:27:29,240 --> 00:27:30,240 Discipline is getting worse. 443 00:27:30,240 --> 00:27:31,240 No, actually. 444 00:27:31,240 --> 00:27:32,880 Let's look at the data. 445 00:27:32,880 --> 00:27:35,040 Discipline in Spanish schools has actually got better. 446 00:27:35,040 --> 00:27:36,680 It's still not perfect. 447 00:27:36,680 --> 00:27:40,800 Still a lot of time gets lost in lesson, but actually things are improving. 448 00:27:40,800 --> 00:27:42,480 But you know, Spain is not the only country. 449 00:27:42,480 --> 00:27:45,600 In most countries, actually, we're doing better today. 450 00:27:45,600 --> 00:27:47,040 Pedagogy has advanced. 451 00:27:47,040 --> 00:27:48,760 Teachers are better at engaging students. 452 00:27:48,760 --> 00:27:50,360 Lessons become more interesting. 453 00:27:50,360 --> 00:27:53,040 Students waste less time. 454 00:27:53,040 --> 00:27:54,880 Things are going forward. 455 00:27:54,880 --> 00:27:56,600 And we have now the metrics around it. 456 00:27:56,600 --> 00:28:00,880 What you can do with PISA for schools is you can actually say, how about my school? 457 00:28:00,880 --> 00:28:05,920 How about the disciplinary climate in my school compared with other Spanish schools, with 458 00:28:05,920 --> 00:28:08,760 other schools around the world? 459 00:28:08,760 --> 00:28:10,640 Yet another dimension. 460 00:28:10,640 --> 00:28:13,040 And this is a very interesting question, you know. 461 00:28:13,040 --> 00:28:19,920 One of the things that we ask students in PISA is, what do you believe makes you successful 462 00:28:19,920 --> 00:28:22,440 in mathematics? 463 00:28:22,440 --> 00:28:24,520 It's about, we call it self-efficacy. 464 00:28:24,960 --> 00:28:28,640 Your own belief to overcome difficulties. 465 00:28:28,640 --> 00:28:33,120 And many students in Spain say to us, oh, well, that's very clear, you know. 466 00:28:33,120 --> 00:28:36,040 Success in mathematics has to do something with talent, you know. 467 00:28:36,040 --> 00:28:40,320 If I'm not born as a genius, I'm going to study something else. 468 00:28:40,320 --> 00:28:46,440 If you ask that very same question to students in Shanghai or Singapore, nine out of ten 469 00:28:46,440 --> 00:28:53,520 students tell you, if I study really, really hard, if I try very, very hard, I trust my 470 00:28:53,520 --> 00:28:56,760 teacher is going to help me and I'm going to be really successful. 471 00:28:56,760 --> 00:29:01,640 So those students believe in their own ability to overcome difficulties, whatever their social 472 00:29:01,640 --> 00:29:02,640 background. 473 00:29:02,640 --> 00:29:06,880 And students in Spain or many other European countries say, well, you know, education is 474 00:29:06,880 --> 00:29:07,880 just sorting me. 475 00:29:07,880 --> 00:29:11,280 There's nothing I can do myself. 476 00:29:11,280 --> 00:29:16,760 And those beliefs are very strongly related to the quality of learning outcomes. 477 00:29:16,760 --> 00:29:21,800 Where the education system conveys the message to every student, well, you know, you may 478 00:29:21,800 --> 00:29:25,920 have bad luck, you know, when you're home and your social background, but we are going 479 00:29:25,920 --> 00:29:29,960 to expect you to succeed as well as everybody else and we're going to help you to do this 480 00:29:29,960 --> 00:29:35,000 and we're going to make lessons as demanding for you than for anybody else. 481 00:29:35,000 --> 00:29:38,920 Those children start to believe in their own success. 482 00:29:38,920 --> 00:29:42,520 And where we actually say to students, oh, well, you know, you didn't do so well, you're 483 00:29:42,520 --> 00:29:47,320 a poor child, we're going to make it a bit easier for you, we're seeing actually larger 484 00:29:47,320 --> 00:29:49,040 disparities. 485 00:29:49,040 --> 00:29:54,400 And it's so interesting how those things can vary across countries. 486 00:29:54,400 --> 00:29:57,960 That's what PISA for Schools really is about. 487 00:29:57,960 --> 00:30:03,640 School autonomy is probably one of the biggest challenges for Spain. 488 00:30:03,640 --> 00:30:07,960 If you think about, you know, how schools are managed and organized across the world, 489 00:30:07,960 --> 00:30:16,720 you'd find Spain at one end of the spectrum, where schools actually have very limited real 490 00:30:16,720 --> 00:30:17,720 this question. 491 00:30:17,720 --> 00:30:21,920 There are a lot of things they can do in theory, but when you think about, you know, how much 492 00:30:21,920 --> 00:30:28,840 money does a school actually have to, you know, invest in sort of differences. 493 00:30:28,840 --> 00:30:30,560 Decide on class size, for example. 494 00:30:30,560 --> 00:30:34,640 Can I, as a school, decide, you know, I'm going to invest my next euro into better teacher 495 00:30:34,640 --> 00:30:38,800 salaries or more instructional material and I'm going to save by making classes bigger? 496 00:30:38,800 --> 00:30:40,400 No, you can't do that. 497 00:30:40,400 --> 00:30:44,440 Can I decide, you know, I have someone who really teaches a very, very important subject, 498 00:30:44,440 --> 00:30:47,280 it's very hard to find people, I need to pay those people more. 499 00:30:47,280 --> 00:30:48,840 No, you can't. 500 00:30:48,840 --> 00:30:52,160 Well, that is very different in different countries. 501 00:30:52,160 --> 00:30:56,920 In some countries, schools get a budget and they have to figure out, you know, how do 502 00:30:56,920 --> 00:30:58,560 I invest those kinds of resources. 503 00:30:58,560 --> 00:31:01,400 In many countries, schools have to hire their own teachers. 504 00:31:01,400 --> 00:31:05,960 They have to figure out, you know, how do I find the right people, how do I promote 505 00:31:05,960 --> 00:31:08,680 them, how do I retain them. 506 00:31:08,680 --> 00:31:09,960 Varies across countries. 507 00:31:09,960 --> 00:31:14,320 But what is very interesting is that those things vary. 508 00:31:14,320 --> 00:31:18,320 It's not about more school autonomy, less school autonomy that predicts success on the 509 00:31:18,320 --> 00:31:19,320 PISA test. 510 00:31:19,320 --> 00:31:22,200 There are always things in combination. 511 00:31:22,200 --> 00:31:25,920 For example, one thing, very controversial, I picked it for that. 512 00:31:25,920 --> 00:31:31,200 If you have a school system in which there's very little transparency, nobody talks about 513 00:31:31,200 --> 00:31:32,700 results. 514 00:31:32,700 --> 00:31:37,800 We actually see that the more autonomous schools do worse than the less autonomous schools. 515 00:31:37,800 --> 00:31:42,480 School autonomy can actually be quite poisonous in a system where actually everybody works 516 00:31:42,520 --> 00:31:44,400 in isolation. 517 00:31:44,400 --> 00:31:48,400 But if you have an education system where, you know, there's a lot of transparency, where 518 00:31:48,400 --> 00:31:53,200 schools know what other schools are doing, you tend to have school autonomy positively 519 00:31:53,200 --> 00:31:55,120 related to success. 520 00:31:55,120 --> 00:31:58,320 One of the most impressive outcomes is in Finland, you know, yeah, you can say they 521 00:31:58,320 --> 00:32:05,320 do very well on average, fine, but what makes them really special is that only 5% of the 522 00:32:05,320 --> 00:32:11,360 performance variation in the student population lies between schools. 523 00:32:11,360 --> 00:32:13,080 Every school succeeds. 524 00:32:13,080 --> 00:32:14,080 Why? 525 00:32:14,080 --> 00:32:16,320 Because every school knows what every other school is doing. 526 00:32:16,320 --> 00:32:19,560 Every school, the teachers know each other, the principals know each other. 527 00:32:19,560 --> 00:32:22,720 They work as one profession. 528 00:32:22,720 --> 00:32:25,000 And you know, there's no magic behind it. 529 00:32:25,000 --> 00:32:28,520 This is actually part of the design of the school system. 530 00:32:28,520 --> 00:32:32,320 If you are a school principal in Spain or in Germany, my country, you are a principal 531 00:32:32,320 --> 00:32:33,320 of a school. 532 00:32:33,320 --> 00:32:34,440 Now, that's your job. 533 00:32:34,440 --> 00:32:40,360 If you're a principal in Finland, you spend two-thirds of your time in the school, and 534 00:32:40,360 --> 00:32:46,440 one-third of the time, you work in the Ministry of Education, regionally, nationally, wherever. 535 00:32:46,440 --> 00:32:47,600 Why do you do this? 536 00:32:47,600 --> 00:32:53,160 Well, because you're not only delivering prefabricated knowledge, but you are the owners of the education 537 00:32:53,160 --> 00:32:54,160 system. 538 00:32:54,160 --> 00:32:55,440 You work with your colleagues. 539 00:32:55,440 --> 00:32:57,520 That's where you meet your peers. 540 00:32:57,520 --> 00:33:01,080 You are not only responsible for your schools, that's just one part. 541 00:33:01,080 --> 00:33:03,480 You're responsible for the education system. 542 00:33:03,480 --> 00:33:06,320 You're going to help us devise the next curriculum. 543 00:33:06,320 --> 00:33:08,800 You're going to help us to shape the teaching profession. 544 00:33:08,800 --> 00:33:13,880 You're going to help us manage the human resources in our education system. 545 00:33:13,880 --> 00:33:16,800 And then at the end of the day, you get quite cohesive results. 546 00:33:16,800 --> 00:33:24,680 It's a combination of transparency and responsibility that actually link to better outcomes. 547 00:33:24,680 --> 00:33:25,680 Same on this. 548 00:33:25,680 --> 00:33:29,840 There's been a lot of discussion in Spain on the curriculum. 549 00:33:29,840 --> 00:33:31,840 Who owns the curriculum? 550 00:33:31,840 --> 00:33:36,800 One of the things that I can tell you very clearly, if there is not a clear, shared understanding 551 00:33:36,800 --> 00:33:43,920 of what good mathematics is, if there is not a transparent, open, public curriculum, 552 00:33:43,920 --> 00:33:45,960 school autonomy works against you. 553 00:33:45,960 --> 00:33:51,520 Where you do have a profession that owns its professional standards, that all know what 554 00:33:51,520 --> 00:33:56,360 good mathematics is, or what science is, or what history is, you actually see how autonomy 555 00:33:56,360 --> 00:33:58,000 becomes a predictor of success. 556 00:33:58,000 --> 00:34:06,520 And again, you're going to see yourself through that lens in the PISA for Schools reports. 557 00:34:06,520 --> 00:34:12,960 One point I want to highlight here, and that goes sort of a bit beyond the PISA test alone. 558 00:34:12,960 --> 00:34:15,760 We surveyed teachers as well. 559 00:34:15,760 --> 00:34:22,400 One of the questions that we asked teachers is, what do you believe society thinks about 560 00:34:22,400 --> 00:34:24,320 you? 561 00:34:24,320 --> 00:34:28,760 And I saw the principal talking about how important it is that we value teaching as 562 00:34:28,760 --> 00:34:32,280 a profession. 563 00:34:32,280 --> 00:34:33,280 Very important. 564 00:34:33,280 --> 00:34:36,760 If you do not value the teaching profession, you're never going to attract the best and 565 00:34:36,760 --> 00:34:40,680 brightest into the teaching profession, even if you pay them well, as you do in Spain. 566 00:34:40,680 --> 00:34:48,400 Well, you look at this data, and you can see it's only about seven out of 100 teachers 567 00:34:48,400 --> 00:34:56,120 in Spain who believe that society respects their work, values their work. 568 00:34:56,120 --> 00:35:01,920 If you go to Singapore, or Malaysia, or Korea, and so on, or Finland, everybody, or two-thirds 569 00:35:01,920 --> 00:35:06,440 or more of the teachers say, well, you know, I have the greatest job in the country. 570 00:35:06,440 --> 00:35:08,080 Everybody wants to become a teacher. 571 00:35:08,080 --> 00:35:09,320 Everybody likes what teachers do. 572 00:35:09,320 --> 00:35:12,000 Everybody respects what teachers do. 573 00:35:12,000 --> 00:35:16,720 You go to many countries, Spain, France, and so on, and you find a lot of teachers who 574 00:35:16,720 --> 00:35:20,520 basically say, you know, every day I go to a job which is really, really tough. 575 00:35:20,520 --> 00:35:24,040 I have the most important job that exists in the country, the most difficult job that 576 00:35:24,040 --> 00:35:25,040 exists in the country. 577 00:35:25,040 --> 00:35:29,800 But you know, society doesn't really respect and value this. 578 00:35:30,480 --> 00:35:32,240 There's something to work on. 579 00:35:32,240 --> 00:35:37,320 This is again where PISA for Schools provides a perspective that makes the work of schools 580 00:35:37,320 --> 00:35:39,800 better understood. 581 00:35:39,800 --> 00:35:41,800 You can ask yourself, you know, is it important? 582 00:35:41,800 --> 00:35:45,120 Maybe this is just teachers complaining about, you know, their lack of respect. 583 00:35:45,120 --> 00:35:49,360 But in fact, you know, you can line those results up with the PISA results. 584 00:35:49,360 --> 00:35:54,120 On the horizontal axis, I show you the share of teachers who believe that society respects 585 00:35:54,120 --> 00:35:55,600 and values them. 586 00:35:55,600 --> 00:35:59,040 And on the vertical axis, I show you the performance of education system, and you can actually 587 00:35:59,040 --> 00:36:03,120 line up countries pretty much on that. 588 00:36:03,120 --> 00:36:07,760 In countries where teachers are revered and respected, performance tends to be better. 589 00:36:07,760 --> 00:36:12,200 In countries where performance tends to be low, teachers say they have a lower social 590 00:36:12,200 --> 00:36:14,760 status. 591 00:36:14,760 --> 00:36:18,760 That is where things are today, and I think that's a very important perspective. 592 00:36:18,760 --> 00:36:24,840 Of course, you know, the causal nature of that relationship, it's not so clear. 593 00:36:24,840 --> 00:36:28,240 Maybe it's, you know, where teachers are really, really good, do a great job. 594 00:36:28,240 --> 00:36:30,360 Society will say, fantastic. 595 00:36:30,360 --> 00:36:34,880 Or maybe, you know, where society says teaching is the most important thing, everybody wants 596 00:36:34,880 --> 00:36:35,880 to become a teacher. 597 00:36:35,880 --> 00:36:38,400 The best and brightest actually going to do a great job. 598 00:36:38,400 --> 00:36:40,920 We do not know that from this data. 599 00:36:40,920 --> 00:36:43,720 But it shows us, you know, this is not just about schools. 600 00:36:43,720 --> 00:36:48,200 This is a whole of society project, and we've got to think about the value of teaching in 601 00:36:48,200 --> 00:36:50,200 the broader perspectives. 602 00:36:50,200 --> 00:36:53,480 I want to be very brief because Ismail has actually shown most of the things I wanted 603 00:36:53,480 --> 00:36:55,000 to introduce here. 604 00:36:55,000 --> 00:37:00,720 But essentially, the PISA and the PISA for schools are compatible perspectives. 605 00:37:00,720 --> 00:37:05,080 PISA is a story about Spain, a story about the communities. 606 00:37:05,080 --> 00:37:08,880 PISA for schools is, you know, putting yourself on the map, you know, getting the diagnostics 607 00:37:08,880 --> 00:37:14,200 that basically show you how you perform relative to those kinds of others. 608 00:37:14,200 --> 00:37:20,080 And the results are comparable, so you can put them on the same metric. 609 00:37:20,080 --> 00:37:24,520 You get information about how schools are performing, you get the background of individual 610 00:37:24,520 --> 00:37:26,440 schools, and so on. 611 00:37:26,440 --> 00:37:29,880 You get the main results reading math and science. 612 00:37:29,880 --> 00:37:34,120 And as PISA evolves, you know, I talked about collaborative problem solving, I talked about 613 00:37:34,120 --> 00:37:35,120 global competencies. 614 00:37:35,120 --> 00:37:40,760 We are going to embed those new developments also in the PISA for schools assessment. 615 00:37:40,760 --> 00:37:43,160 So the assessment will evolve well. 616 00:37:43,160 --> 00:37:48,240 It's going to allow you to test students on many social and emotional skills that are 617 00:37:48,240 --> 00:37:55,840 well beyond the kind of tests that they're currently exposed to. 618 00:37:55,840 --> 00:37:57,280 So I'll leave it here. 619 00:37:57,280 --> 00:38:00,680 Basically, we have done the pilot 2013-2014. 620 00:38:00,680 --> 00:38:01,680 That's done. 621 00:38:01,680 --> 00:38:05,040 And the first administration is the one that you have in your hands. 622 00:38:05,040 --> 00:38:09,720 And again, you know, it will be extremely valuable for us to learn from you how useful 623 00:38:09,720 --> 00:38:13,960 those reports are and what information you find is missing so that we can complete the 624 00:38:13,960 --> 00:38:16,920 gaps and make sure that this assessment is evolving. 625 00:38:16,920 --> 00:38:21,480 One of our dreams at the OECD and our plans is, in fact, that we build a global community 626 00:38:21,480 --> 00:38:25,960 of schools that will actually connect, not only the schools within Spain, that's already 627 00:38:25,960 --> 00:38:30,880 happening, you're sitting here, at least 19 of you are sitting here, but actually globally 628 00:38:30,880 --> 00:38:35,240 so that you can actually link to schools in other countries, in other places that are 629 00:38:35,240 --> 00:38:38,700 of interest to you, where you see yourself in an interesting perspective, schools that 630 00:38:38,700 --> 00:38:43,480 may be doing differently on disciplinary climate, on performance that may have different instructional 631 00:38:43,480 --> 00:38:44,480 techniques. 632 00:38:44,640 --> 00:38:49,360 That's really the idea behind this, to build a global community of the profession at the 633 00:38:49,360 --> 00:38:52,720 level of the people who can make a real difference in schools. 634 00:38:52,720 --> 00:38:53,720 Thank you very much. 635 00:38:53,720 --> 00:38:54,720 Thank you. 636 00:38:54,720 --> 00:38:55,720 Thank you. 637 00:38:55,720 --> 00:38:55,720