improving schools in sweden - oecd.org€¦ · improving schools in sweden andreas schleicher ......

OECD EMPLOYER

BRAND

Playbook

11

Stockholm

4 May 2015

Improving Schools

in Sweden

Andreas Schleicher

OECD Directorate for

Education and Skills

AustraliaAustria

Belgium Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

IcelandIreland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain Sweden

Switzerland

Turkey

UK

US

Australia

Austria

Belgium

Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

Iceland

Ireland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain

Sweden

Switzerland

Turkey

UK

US

Socially equitable

distribution of learning

opportunities

Strong socio-economic

impact on student

performance

High mathematics performance

Low mathematics performance

Average performance

of 15-year-olds in

mathematics

AustraliaAustria

Belgium Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

IcelandIreland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain Sweden

Switzerland

Turkey

UK

US

Australia

Austria

Belgium

Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

Iceland

Ireland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain

Sweden

Switzerland

Turkey

UK

US

High mathematics performance

Low mathematics performance

Average performance

of 15-year-olds in

mathematics

-10

-5

0

5

10

15

Port

ugal

Spa

in

Sw

itze

rlan

d

Bel

gium

Kor

ea

Lux

emb

ourg

Ger

man

y

Gre

ece

Jap

an

Aus

tral

ia

Uni

ted

Kin

gdom

New

Zea

land

Fra

nce

Net

herl

ands

Den

mar

k

Ital

y

Aus

tria

Cze

ch R

epub

lic

Hun

gary

Nor

way

Icel

and

Irel

and

Mex

ico

Fin

land

Sw

eden

Uni

ted

Sta

tes

Pola

nd

Slo

vak

Repu

blic

Salary as % of GDP/capita Instruction time 1/teaching time 1/class size

Contribution of various factors to upper secondary teacher

compensation costs, per student as a percentage of GDP per capita

Percentage points

Difference with OECD average

AustraliaAustria

Belgium Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

IcelandIreland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain Sweden

Switzerland

Turkey

UK

US

Australia

Austria

Belgium

Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

Iceland

Ireland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain

Sweden

Switzerland

Turkey

UK

US

AustraliaAustria

Belgium Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

IcelandIreland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain Sweden

Switzerland

Turkey

UK

US

Australia

Austria

Belgium

Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

Iceland

Ireland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain

Sweden

Switzerland

Turkey

UK

US

Singapore

Shanghai

Singapore

2003 - 2012

Chile 2003

Turkey 2003

Mean mathematics performance, by school location,

after accounting for socio-economic statusFig II.3.37 A broad consensus on the need for reform7

475

480

485

490

495

500

505

510

515

520

2000 2003 2006 2009 2012

Pis

a M

ean S

core

PISA Reading PISA Mathematics PISA Science

198

200

202

204

206

208

210

212

214

Swedish average merit rating

0

10

20

30

40

Ho

ng

Ko

ng

-Ch

ina

Ko

rea

+Li

ech

ten

ste

inM

aca

o-C

hin

a +

Jap

an

Swit

zerl

an

dB

elg

ium

-N

eth

erl

an

ds

-G

erm

an

yP

ola

nd

+C

an

ad

a -

Fin

lan

d -

Ne

w Z

eal

an

d -

Au

stra

lia

-A

ust

ria

OE

CD

ave

rage

20

03

-Fr

ance

Cze

ch R

ep

ub

lic -

Luxe

mb

ou

rgIc

ela

nd

-Sl

ov

ak R

ep

ub

lic

Ire

lan

dP

ort

uga

l +

De

nm

ark

-It

aly

+N

orw

ay -

Hu

nga

ryU

nit

ed S

tate

sSw

ede

n -

Spai

nLa

tvia

Ru

ssia

n F

ed

era

tio

nT

urk

ey

Gre

ece

Th

aila

nd

Uru

guay

-T

un

isia

Bra

zil

Me

xico

Ind

on

esi

a

% 2012 2003


after accounting for socio-economic statusFig II.3.38

The share of top performing students (Level 5 or 6) has

decreased8

Evolution of employment in occupational groups defined by problem-solving skills

9

-20

-15

-10

-5

0

5

10

15

20

25

%

Medium-low problem-

solving skills

Low problem-solving skills

High level

problem-solving skills


after accounting for socio-economic statusFig II.3.310 Sweden: A system in urgent need of change10

Challenges

1) Student performance has deteriorated and learning environments are not always conducive

to learning.

2) Conditions to nurture an excellent teaching profession are not adequate and pedagogical leadership is insufficiently prioritised.

3) Local autonomy is not matched with adequate capacity and accountability.

4) Assessment and evaluation arrangements remain underdeveloped.

5) There is a lack of clarity on education priorities and lack of a strong strategy.

Strengths

1) A broad consensus on the need for change and support for school reforms.

2) A comprehensive school system that emphasises inclusion

3) High student motivation for learning and positive student-teacher relationships.

4) A long-standing tradition in investing in and supporting disadvantaged students.


after accounting for socio-economic statusFig II.3.311 A comprehensive reform agenda for school improvement11

11

• Strengthen school evaluation

• Monitoring and evaluation framework

• Steer policy and accountability focused on improvements

• Build capacity for teaching and learning through a long term human resource strategy

• Establish the conditions that promote quality with equity across Swedish schools

Equity and quality

The education profession

Evaluation and

assessment

Steering and

account-ability

Student learning



12






Equity and quality


Evaluation and

assessment

Steering and

account-ability

Student learning



Recommendation 1: Promote equity with quality across

Swedish schools13

Set high expectations for all students building on the existing curriculum.

Consolidate support to disadvantaged groups.

Review school funding to ensure quality learning opportunities for all students.

Revise school choice arrangements to ensure quality with equity.

0 20 40 60

I remain interested in thetasks that I start

I continue working ontasks until everything is

perfect

When confronted with aproblem, I do more than

what is expected of me

Sweden OECD average

Policy actions:

United States

Poland

Hong Kong-China

Brazil

New Zealand

Greece

Uruguay

United Kingdom

EstoniaFinland

Albania

Croatia

Latvia

Slovak RepublicLuxembourg

Germany

Lithuania

Austria

Czech Republic

Chinese Taipei

France

Thailand

Japan

Turkey Sweden

HungaryAustralia

Israel

Canada

IrelandBulgaria

Jordan

Chile

Macao-China

U.A.E.

Belgium

Netherlands

Spain

Argentina

Indonesia

Denmark

Kazakhstan

Peru

Costa Rica

Switzerland

Montenegro

Tunisia

Iceland

Slovenia

Qatar

Singapore

Portugal

Norway

Colombia

Malaysia

Mexico

Liechtenstein

Korea

Serbia

Russian Fed.

Romania

Viet Nam

Italy

Shanghai-China

R² = 0.36

300

350

400

450

500

550

600

650

-0.60 -0.40 -0.20 0.00 0.20 0.40 0.60 0.80 1.00 1.20

Mean

math

em

ati

cs p

erf

orm

an

ce

Mean index of mathematics self-efficacy

OE

CD

avera

ge

Countries where students have stronger beliefs

in their abilities perform better in mathematics14 Fig III.4.5

Sweden

Motivation to learn mathematics

Percentage of students who reported "agree" or "strongly agree" with the following statements:

0 10 20 30 40 50 60 70

I enjoy reading about mathematics

I look forward to my mathematicslessons

I do mathematics because I enjoy it

I am interested in the things I learnin mathematics

%

Sweden Shanghai-China OECD average

Fig III.3.915

Perceived self-responsibility for failure

in mathematics

Percentage of students who reported "agree" or "strongly agree" with the following statements:

0 20 40 60 80 100

I’m not very good at solving mathematics problems

My teacher did not explain the concepts wellthis week

This week I made bad guesses on the quiz

Sometimes the course material is too hard

The teacher did not get students interested inthe material

Sometimes I am just unlucky

%

Sweden Shanghai-China OECD average

Fig III.3.616

0.00

0.50

1.00

1.50

2.00

2.50V

iet N

am

Maca

o-C

hin

aS

ha

ngha

i-C

hin

aT

urk

ey

Uru

gua

yG

reece

Hon

g K

ong-C

hin

aC

hin

ese T

aip

ei

Port

ugal

Bra

zil

Serb

iaB

ulg

aria

Sin

ga

pore

Neth

erl

and

sJa

pan

Arg

entina

Costa

Ric

aLithuan

iaT

un

isia

New

Zea

land

Cze

ch R

epu

blic

Isra

el

Kore

aLa

tvia

Qata

rIta

lyU

nited S

tate

sE

sto

nia

Irela

nd

Austr

alia

Mexic

oU

nited A

rab E

mirate

sN

orw

ay

Mala

ysia

Kazakh

sta

nU

nited K

ingdo

mR

om

an

iaO

EC

D a

ve

rag

eA

lban

iaC

olo

mbia

Indon

esia

Sw

ed

en

Belg

ium

Peru

Tha

ilan

dD

en

ma

rkR

ussia

n F

ed

era

tion

Can

ada

Slo

va

k R

epu

blic

Hun

gary

Germ

any

Cro

atia

Lu

xem

bo

urg

Monte

negro

Chile

Pola

nd

Fin

land

Austr

iaS

love

nia

Fra

nce

Sw

itzerla

nd

Jo

rda

nLie

chte

nste

inS

pa

inIc

ela

nd

Ind

ex o

f exp

osu

re t

o w

ord

pro

ble

ms

Students' exposure to word problems Fig I.3.1a17

Formal math situated in a word problem, where it is obvious to

students what mathematical knowledge and skills are needed

0.00

0.50

1.00

1.50

2.00

2.50S

wed

en

Icela

nd

Tun

isia

Arg

entina

Sw

itzerla

nd

Bra

zil

Lu

xem

bo

urg

Irela

nd

Neth

erl

and

sN

ew

Zea

land

Costa

Ric

aA

ustr

iaLie

chte

nste

inM

ala

ysia

Indon

esia

Den

ma

rkU

nited K

ingdo

mU

rugua

yLithuan

iaG

erm

any

Austr

alia

Chile

OE

CD

ave

rag

eS

lova

k R

epu

blic

Tha

ilan

dQ

ata

rF

inla

nd

Port

ugal

Colo

mbia

Mexic

oP

eru

Cze

ch R

epu

blic

Isra

el

Ita

lyB

elg

ium

Hon

g K

ong-C

hin

aP

ola

nd

Fra

nce

Spa

inM

onte

negro

Gre

ece

Turk

ey

Slo

ve

nia

Vie

t N

am

Hun

gary

Bulg

aria

Kazakh

sta

nC

hin

ese T

aip

ei

Can

ada

United S

tate

sE

sto

nia

Rom

an

iaLa

tvia

Serb

iaJa

pan

Kore

aC

roatia

Alb

an

iaR

ussia

n F

ed

era

tion

United A

rab E

mirate

sJo

rda

nM

aca

o-C

hin

aS

inga

pore

Sha

ngha

i-C

hin

a

Ind

ex o

f exp

osu

re t

o f

orm

al

math

em

ati

cs

Students' exposure to conceptual understanding Fig I.3.1b 18

Exposure to applied mathematics vs. exposure to formal mathematics, PISA 2012



Set high expectations for all students building on the

existing curriculum (2011)19

%

Australia

Austria

Belgium

CanadaChile

Czech Republic

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

Iceland

Ireland

Israel

ItalyJapan

KoreaLuxembourg

Mexico

Netherlands

New Zealand

Poland

Portugal

Slovak Republic

Slovenia

Spain

Sweden

Switzerland

Turkey

United Kingdom

United States

1.5

1.6

1.7

1.8

1.9

2

2.1

2.2

2.3

0.7 0.9 1.1 1.3 1.5 1.7 1.9 2.1 2.3

Ind

ex

of

exp

osu

re t

o a

pp

lie

d m

ath

em

atic

s

Index of exposure to formal mathematics

OEC

D a

vera

ge

OECD average

Sweden:

Cutting-edge

education (2012)

UK Scotland:

Curriculum for

Excellence (2011)Japan: Course of Study (2008):

Guidelines for core

competencies, well-being and

communication skills

Finland:

New Curriculum

every 10 years



0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

Est

on

iaIc

elan

dK

ore

aTu

rke

yN

orw

ayC

an

ad

aM

exi

coU

nit

ed

Kin

gd

om

Fin

lan

dIt

aly

Swe

de

nJa

pan

Net

herl

and

sU

nit

ed

Sta

tes

Slo

ven

iaG

reec

eSw

itze

rlan

dIr

ela

nd

Au

stra

liaO

EC

D a

vera

ge

Po

lan

dSp

ain

Cze

ch R

ep

ub

licP

ort

uga

lA

ust

ria

Den

mar

kC

hile

Lux

em

bo

urg

Ge

rma

ny

Be

lgiu

mIs

rae

lFr

ance

Ne

w Z

eal

an

dH

un

gary

Slo

vak

Re

pu

blic

Ratio

Increased likelihood of students in the bottom quarter of the ESCS index scoring in the bottom quarter of the mathematicsperformance distribution

Increased likelihood of immigrant students scoring in the bottom quarter of the mathematics performance distribution

Students from disadvantaged or diverse backgrounds face higher risk of low performance (PISA)

Source: OECD, PISA 2012 Database, Table II.2.4a and Table II.3.4a.

Finland: National Core

Curriculum for Instruction Preparing Immigrants for Basic

Education (2009)

France/Portugal:

Education Priority Zones

Chile: Law on Preferential

Subsidies (2008)

Germany:

National Action Plan on Integration (2011)

UK England:

Pupil premium

2121 Align the resources with the challenges

Hong Kong-China

Brazil

Uruguay

Croatia

Latvia

Chinese Taipei

Thailand

Bulgaria

Jordan

Macao-China

UAE

Argentina

Indonesia

Kazakhstan

Peru

Costa RicaMontenegro

Tunisia

Qatar

Singapore

Colombia

MalaysiaSerbia

Romania

Viet Nam

Shanghai-China

USA

Poland

New Zealand

Greece

UK

Estonia

Finland

Slovak Rep.

Luxembourg

Germany

AustriaFrance

Japan

TurkeySweden Hungary

AustraliaIsrael

Canada

Ireland

Chile

Belgium

SpainDenmark

Switzerland

Iceland

Slovenia

PortugalNorway

Mexico

Korea

Italy

R² = 0.19

300

350

400

450

500

550

600

650

700

-0.500.511.5

Math

em

ati

cs p

erf

orm

an

ce (

sco

re p

oin

ts)

Equity in resource allocation(index points)

Greater equityLess equity

Adjusted by per capita GDP

Countries with better performance in mathematics tend to allocate educational resources more equitably

Source: PISA 2012

2222Review school funding to ensure quality learning

opportunities for all students

Disadvantaged schools reported

more teacher shortage

Advantaged schools reported

more teacher shortage

-0.5

-0.3

-0.1

0.1

0.3

0.5

0.7

0.9

1.1

1.3

1.5

Ko

rea

Esto

nia

Isra

el

Latv

iaS

loven

iaIt

aly

Po

lan

dS

ing

ap

ore

Arg

en

tin

aN

eth

erl

an

ds

Po

rtu

gal

Co

lom

bia

Fra

nce

Fin

lan

dT

un

isia

Maca

o-C

hin

aS

pa

inG

reece

Sw

itzerl

an

dN

orw

ay

Ru

ss

ian

Fed

.Ja

pan

Au

str

iaM

on

ten

eg

roC

roati

aC

an

ad

aO

EC

D a

ve

rag

eG

erm

an

yD

en

ma

rkH

un

gary

Un

ite

d K

ing

do

mL

ux

em

bo

urg

Ho

ng

Ko

ng

-Ch

ina

Belg

ium

Icela

nd

Vie

t N

am

Irela

nd

Un

ite

d S

tate

sC

hile

Cze

ch

Rep

ub

lic

Serb

iaT

urk

ey

Mexic

oIn

do

ne

sia

Uru

gu

ay

Sh

an

gh

ai-

Ch

ina

Slo

vak

Re

pu

blic

Sw

ed

en

Bra

zil

New

Zea

lan

dA

ustr

alia

Ch

ines

e T

aip

ei

Mean

in

dex d

iffe

ren

ce

Difference between socio-economically disadvantaged and socio-economically advantaged schools

A shortage of qualified teachers is more of concernin disadvantaged schools


after accounting for socio-economic statusFig II.3.323 Revise school choice arrangements to ensure quality with equity23

Australia

Austria

Belgium

Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

GermanyGreece

Hungary

Iceland

Ireland

Israel

ItalyJapanKorea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

SloveniaSpain

Sweden

Switzerland

Turkey

UK

USA

R² = 0.1735

30 40 50 60 70 80 90 100

School competition

Low levels of competition among schools, high levels of social inclusion

Mo

re

soci

al

incl

usi

on

Less

soci

al

incl

usi

on

%

School competition and social inclusion, PISA 2012

24

24

24 Square school choice with equity

Financial incentives

for schools

Assistance for disadvantaged

parents

Controlled choice

Financial incentives

Inform parents

Foster collaboration

among teachers and

schools

Use student and school

assessments

2525Poverty isn’t destinyPISA performance by decile of social background

300

325

350

375

400

425

450

475

500

525

550

575

600

625

650

675

Mexic

oChile

Gre

ece

Norw

ay

Sw

eden

Icela

nd

Isra

el

Italy

United S

tate

sSpain

Denm

ark

Luxem

bourg

Aust

ralia

Irela

nd

United K

ingdom

Hungary

Canada

Fin

land

Aust

ria

Turk

ey

Lie

chte

nst

ein

Cze

ch R

epublic

Est

onia

Port

ugal

Slo

venia

Slo

vak R

epublic

New

Zeala

nd

Germ

any

Neth

erlands

Fra

nce

Sw

itze

rland

Pola

nd

Belg

ium

Japan

Maca

o-C

hin

aH

ong K

ong-C

hin

aKore

aSin

gapore

Chin

ese

Taip

ei

Shanghai-Chin

a

Source: PISA 2012



26






Equity and quality


Evaluation and

assessment

Steering and

account-ability

Student learning



27






Equity and quality


Evaluation and

assessment

Steering and

account-ability

Student learning



Recommendation 2: Building capacity for teaching and

learning through a long-term human resource strategy28

Create a publicly-funded National Institute of Teacher and School Leader Quality.

Review the number and quality of existing teacher education providers.

Improve the attractiveness of the teaching and school leadership profession.

Netherlands

Slovak Republic

Iceland

Czech Republic

England (United

Kingdom)

Australia

Alberta (Canada)

Portugal

Korea

Average

Estonia Spain

Poland

Mexico

ChileNorway

FinlandDenmark

France

Flanders (Belgium)

ItalySweden

Israel

Japan

0

10

20

30

40

50

60

70

80

0 5 10 15 20 25 30 35Perc

enta

ge o

f te

ach

ers

work

ing in s

chools

where

the

princi

pal re

port

s t

hat m

ento

ring p

rogra

mm

es

are

available

for all t

each

ers

in t

he s

chool

Percentage of teachers who report presently having

an assigned mentor to support them

Policy actions:Availability of and participation in mentoring

activities, TALIS 2013


after accounting for socio-economic statusFig II.3.32929 Teachers' perceptions of the value of teaching

Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession

in society

0

10

20

30

40

50

60

70

80

90

100

Mala

ysia

Sin

gapore

Kore

a

Abu D

habi (U

AE)

Fin

land

Mexi

co

Alb

ert

a (Canada)

Fla

nders

(Belg

ium

)

Neth

erlands

Aust

ralia

Engla

nd (UK)

Rom

ania

Isra

el

United S

tate

s

Chile

Avera

ge

Norw

ay

Japan

Latv

ia

Serb

ia

Bulg

aria

Denm

ark

Pola

nd

Icela

nd

Est

onia

Bra

zil

Italy

Cze

ch R

epublic

Port

ugal

Cro

atia

Spain

Sw

eden

Fra

nce

Slo

vak

Republic

Perc

enta

ge o

f te

ach

ers



Countries where teachers believe their profession is valued

show higher levels of student achievement

Relationship between lower secondary teachers' views on the value of their profession in society and the country’s

share of top mathematics performers in PISA 2012

Australia

Brazil

Bulgaria

Chile

Croatia

Czech Republic

Denmark

Estonia FinlandFrance

IcelandIsrael

Italy

Japan

Korea

Latvia

Mexico

Netherlands

Norway

Poland

Portugal

Romania

Serbia

Singapore

Slovak Republic

SpainSweden

Alberta (Canada)

England (UK)

Flanders (Belgium)

United States

0

5

10

15

20

25

30

35

40

45

0 10 20 30 40 50 60 70 80

Share

of

math

em

atics

to

p p

erf

orm

ers

Percentage of teachers who agree that teaching is valued in society

R2 = 0.24 r= 0.49

Teacher skills and graduate skills (numeracy)

230 250 270 290 310 330 350

Italy

Poland

Estonia

United States

Canada

Ireland

Korea

England (UK)

England/N. Ireland (UK)

Denmark

Northern Ireland (UK)

Slovak Republic

France

Australia

Sweden

Czech Republic

Austria

Netherlands

Norway

Germany

Flanders (Belgium)

Finland

Japan

Middle half of the numeracy

skill distribution of graduates

(16-65 years)

PIAAC test scores (numeracy)

Teacher skills and graduate skills (numeracy)

230 250 270 290 310 330 350

Italy

Poland

Estonia

United States

Canada

Ireland

Korea

England (UK)

England/N. Ireland (UK)

Denmark

Northern Ireland (UK)

Slovak Republic

France

Australia

Sweden

Czech Republic

Austria

Netherlands

Norway

Germany

Flanders (Belgium)

Finland

Japan

Middle half of the numeracy

skill distribution of graduates

(16-65 years)

Numeracy skills of teachers

PIAAC test scores (numeracy)

0

10

20

30

40

50

60

70

80

90

100D

iscuss

indiv

idual

students

Share

reso

urc

es

Team

confe

rence

s

Colla

bora

te f

or

com

mon

standard

s

Team

teac

hin

g

Colla

bora

tive

PD

Join

t act

ivitie

s

Cla

ssro

om

obse

rvations

Perc

enta

ge o

f te

ach

ers

Average Sweden

Professional collaboration

Percentage of lower secondary teachers who report doing the following activities at least once per month

Teacher co-operation33

Exchange and co-ordination

The more frequently that

teachers report participating

in collaborative practices

with their colleagues,

the higher their level of

self-efficacy.

The same is true

for job satisfaction.

Mean mathematics performance, by school location, after acc

ounting for socio-economic statusFig II.3.33434 Drivers of job satisfaction and effectiveness - collaboration


after accounting for socio-economic statusFig II.3.33535 Teachers Self-Efficacy and Professional Collaboration

11.40

11.60

11.80

12.00

12.20

12.40

12.60

12.80

13.00

13.20

13.40

Never

Once a

year

or

less

2-4

tim

es

a y

ear

5-1

0 t

imes

a y

ear

1-3

tim

es

a m

onth

Once a

week o

r m

ore

Teach

er

self-e

ffic

acy

(le

vel)

Teach jointly as a

team in the same

class

Observe other

teachers’ classes and

provide feedback

Engage in joint

activities across

different classes

Take part in

collaborative

professional learning

Less frequently

Morefrequently



Teachers feedback :

direct classroom observations

0

10

20

30

40

50

60

70

80

90

100

Bu

lga

ria

Po

lan

d

Un

ited

Sta

tes

Ro

ma

nia

Alb

ert

a (

Can

ada

)

Cro

atia

Cze

ch R

ep

ub

lic

Ab

u D

ha

bi (U

AE

)

Fla

nd

ers

(B

elg

ium

)

Se

rbia

Slo

va

k R

ep

ublic

Ja

pa

n

Isra

el

Ave

rag

e

Sin

ga

po

re

Latv

ia

Bra

zil

Mexic

o

Mala

ysia

Sw

ed

en

Esto

nia

En

gla

nd

(U

K)

No

rwa

y

Fin

lan

d

Po

rtu

ga

l

De

nm

ark

Ko

rea

Ch

ile

Italy

Ne

the

rlan

ds

Fra

nce

Sp

ain

Ice

lan

d

Au

str

alia

Pe

rce

nta

ge

of

tea

ch

ers

Principals School Management Other teachers


ounting for socio-economic statusFig II.3.33737 Teachers' needs for professional development

Percentage of lower secondary teachers indicating they have a high level of need for professional development in the

following areas

0 5 10 15 20 25 30 35 40

Knowledge of the curriculum

Knowledge of the subject field(s)

School management and administration

Pedagogical competencies

Developing competencies for future work

Teaching cross-curricular skills

Student evaluation and assessment practice

Student career guidance and counselling

Approaches to individualised learning

Teaching in a multicultural or multilingual setting

Student behaviour and classroom management

New technologies in the workplace

ICT skills for teaching

Teaching students with special needs

Sweden Average


ounting for socio-economic statusFig II.3.33838 Impact of professional development

…the professional development

in which they have participated

has had a positive impact on

their teaching.

·

Regardless of the

content, over 3/4 of

teachers report that…



Improve the attractiveness of the teaching and school

leadership profession39

0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

Luxe

mb

our

g

Ge

rman

y

Swit

zerl

and

1, 2

De

nmar

k

Spai

n

Net

her

lan

ds

Au

stra

lia

Can

ada

Uni

ted

Sta

tes3

Irel

and

Fin

lan

d

Nor

wa

y

Au

stri

a

Be

lgiu

m (

Fl.)

2

Be

lgiu

m (

Fr.)

4

Swed

en2,

3, 5

OEC

D a

vera

ge

Ital

y

Fran

ce6

New

Zea

lan

d

Po

rtu

gal

Ko

rea

2

Engl

and

Sco

tla

nd

Jap

an

Slo

veni

a

Turk

ey

Icel

and

Mex

ico

Isra

el

Gre

ece

Ch

ile

Cze

ch R

epu

blic

2

Po

lan

d

Esto

nia

Hu

nga

ry3

Slo

vak

Rep

ub

lic

Starting salary and minimum training Salary after 15 years of experience and minimum training Salary at top of scale and maximum qualifications

Equivalent USD converted

Lower secondary teachers’ salaries at different points in their careers (2012)

Ratio of teachers' salary to earnings for full-time, full-year

workers with tertiary education aged 25-64 (2011 or latest

available year)

0.0

0.5

1.0

1.5

Spa

in

Kore

a

Lu

xem

bo

urg

Port

ugal

New

Zea

land

Can

ada

Germ

any

Fin

land

Isra

el

Eng

land

Austr

alia

Den

ma

rk

Belg

ium

(F

l.)

OE

CD

ave

rag

e

EU

21

avera

ge

Neth

erl

and

s

Belg

ium

(F

r.)

Irela

nd

Sw

ed

en

Slo

ve

nia

Fra

nce

Sco

tlan

d

Pola

nd

Chile

Norw

ay

United S

tate

s

Esto

nia

Austr

ia

Ita

ly

Hun

gary

Cze

ch R

epu

blic

Icela

nd

Slo

va

k R

epu

blic

Ratio

EU/US

Developing Teaching

as a profession

Recruit top candidates into the profession

Support teachers in continued

development of practice

Retain and recognise effective teachers –path for growth

Improve the societal

view of teaching as

a profession


ounting for socio-economic status4141 Implementing highly effective teacher policy and practice



42






Equity and quality


Evaluation and

assessment

Steering and

account-ability

Student learning



43






Equity and quality


Evaluation and

assessment

Steering and

Account-ability

Student learning



Recommendation 3: Strengthen steering of policy and

accountability with a focus on improvement44

Together with key stakeholders define a set of ambitious education priorities.

Develop a comprehensive national school improvement strategy.

Strengthen school self-evaluation and planning through an agreed set of indicators.

Strengthen the School Inspectorate to help shift a culture of administrative compliance to responsibility for improvement.

Align autonomy with accountability

Policy actions:

4545Lessons f

rom

hig

h p

erf

orm

ers

45

45 Align autonomy with accountability

The question is not how many charter schools you have but how you enable every teacher to assume charter-like autonomy

No standardised

math policy

Shared math policy455

460

465

470

475

480

485

Less school autonomy

More school autonomy

Schools with more autonomy perform better than schools with

less autonomy in systems with shared math policies

Score points

School autonomy for curriculum and assessment

x system's extent of implementing a shared math policy (e.g. curriculum and

instructional materials)

Fig IV.1.16

Schools with more autonomy perform better than schools with

less autonomy in systems with more collaboration

Teachers don't participate in

management

Teachers participate in

management455

460

465

470

475

480

485

Less school autonomy

More school autonomy

Score points

School autonomy for resource allocation x System's level of teachers

participating in school management

Across all participating countries and economies

Fig IV.1.17

0 20 40 60 80 100

Written specification of the school's curriculum andeducational goals

Written specification of student-performance standards

Systematic recording of data, including teacher andstudent attendance and graduation rates, test results…

Internal evaluation/self-evaluation

External evaluation

Written feedback from students (e.g. regarding lessons,teachers or resources)

Teacher mentoring

Regular consultation with one or more experts over aperiod of at least six months with the aim of improving…

Implementation of a standardised policy for mathematics

%

Percentage of students in schools whose principal reported that their schools have the

following for quality assurance and improvement:

Sweden Singapore OECD average

Quality assurance and school improvement Fig IV.4.1448

0

10

20

30

40

50

60

70

80

90

100

OEC

D

Gre

ece

10

0

Por

tuga

l 10

0

Net

herl

and

s 9

9

Pol

and

99

Fran

ce 9

7

Bel

giu

m 9

7

Ger

man

y 9

6

Can

ada

10

0

Spai

n 9

9

Aus

tria

96

Luxe

mbo

urg

95

Slo

vak

Rep

ub

lic…

Fin

lan

d 9

9

Slo

ven

ia 9

8

Me

xico

99

Jap

an 9

9

Ch

ile 1

00

Ital

y 9

9

Swit

zerl

and

94

Esto

nia

99

Isra

el 1

00

Cze

ch R

epu

blic

93

New

Zea

land

10

0

OEC

D a

vera

ge 9

8

Hu

nga

ry

94

Uni

ted

Kin

gdom

…

Aus

tral

ia

10

0

Irel

and

1

00

Uni

ted

Sta

tes

9

9

Kor

ea

95

Turk

ey

9

7

Swed

en

94

Ice

lan

d

10

0

De

nmar

k

99

No

rway

9

8

%

To make decisions about students’ retention or promotion %To monitor the school’s progress from year to yearTo identify aspects of instruction or the curriculum that could be improved

→

Source: OECD, PISA 2012 Database, Table IV.5.5. OECD, PISA 2012 Database, Table IV.5.6.

Most common uses of student assessments according to school principals (2012)



Enhancing evaluation and assessment to improve student outcomes

Australia: NAPLAN Student assessment,

My School, My Skills and

My University

Chile: National Quality of Education Agency

National Standardised Assessments: Austria; Czech Republic; Denmark; Ireland;

Italy, Spain, Sweden, UK (Wales)

Norway: Assessment for Learning (2010)

0

10

20

30

40

50

60

70

80

90

100

Neth

erl

and

sC

roatia

Hon

g K

ong-C

hin

aJa

pan

Tha

ilan

dS

erb

iaV

iet N

am

Hun

gary

Sin

ga

pore

Bulg

aria

Lie

chte

nste

inM

aca

o-C

hin

aS

witz

erla

nd

Lu

xem

bo

urg

Austr

iaU

.A.E

.K

ore

aIn

don

esia

Ita

lyG

erm

any

Alb

an

iaM

onte

negro

New

Zea

land

Cze

ch R

epu

blic

Isra

el

Mala

ysia

Slo

va

k R

epu

blic

Sha

ngha

i-C

hin

aC

osta

Ric

aM

exic

oT

un

isia

Qata

rC

hin

ese T

aip

ei

Kazakh

sta

nA

ustr

alia

OE

CD

ave

rag

eT

urk

ey

Colo

mbia

Can

ada

Chile

Esto

nia

Port

ugal

Jo

rda

nU

nited S

tate

sR

om

an

iaF

rance

Peru

Slo

ve

nia

La

tvia

United K

ingdo

mU

rugua

yB

elg

ium

Irela

nd

Russia

n F

ed

.Ic

ela

nd

Bra

zil

Lithuan

iaP

ola

nd

Arg

entina

Den

ma

rkS

wed

en

Gre

ece

Norw

ay

Spa

inF

inla

nd

%

Students in schools whose principals reported that "students' records of academic

performance" or "recommendations of feeder schools" is always considered for admission

Most schools look at students’ past academic performance when

considering admissionFig IV.1.6

B



Develop a comprehensive national school improvement

strategy founded on a set of ambitious priorities51

Increasingly complex policy-making environmentsMany countries defined general education strategies

Ontario

(Canada):Education strategy

(Phase I: 2003-2013)

Estonia:Lifelong Learning strategy 2010-2014

Denmark:Denmark that stands

together (2011);

Folkeskole reform (2013)

Mexico:Pact for Mexico 2012;

Constitutional Reform

(2012-13)

Wales

(United Kingdom):

Qualified for Life (2014)



52






Equity and quality


Evaluation and

assessment

Steering and

account-ability

Student learning

Reforms that bypass

the classroom

Insufficient

investment in capacity

Insufficient attention

to context

53 Reform challenges

Focus on the

instructional core

Focus on leadership

and teacher capacity

Policy alignmentUnderstanding and

engaging stakeholders

54 Elements of success

5555Lessons f

rom

hig

h p

erf

orm

ers Some students learn at high levels All students need to learn at high levels

Student inclusion

Routine cognitive skills, rote learning Learning to learn, complex ways of thinking, ways of working

Curriculum, instruction and assessment

Few years more than secondary High-level professional knowledge workers

Teacher quality

‘Tayloristic’, hierarchical Flat, collegial

Work organisation

Primarily to authorities Primarily to peers and stakeholders

Accountability

What it all means

Average education systems High performers

5656Lessons f

rom

hig

h p

erf

orm

ers

Thank you! Tack!

Email: [email protected]: SchleicherEDU

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