EDUCATION 2030 REDEFINING OECD KEY COMPETENCIES Miho Taguma Senior Analyst, Directorate for Education and Skills, OECD
OECD Education 2030 What is for? Who s it for? To make a system change happen towards the future we want The Future We Want? Technology Peace & Security Migration Health Environment Employment Citizenship Inequality Modern Family
The kind of things that are easy to teach are now easy to automate, digitize or outsource
Changes in the nature of work Trends in different tasks in occupations (United States) Mean task input in percentiles of 1960 task distribution 70 65 60 55 50 Routine manual Nonroutine manual Routine cognitive Nonroutine analytic Nonroutine interpersonal 45 40 35 1960 1970 1980 1990 2000 2006 2009 Source: Autor, David H. and Brendan M. Price. 2013. "The Changing Task Composition of the US Labor Market: An Update of Autor, Levy, and Murnane (2003)." MIT Mimeograph, June.
A lot more to come Google autonomous cars 3D printing Synthetic biology Brain enhancements Nanomaterials Etc. Inspired by: Center for curriculum redesign (CCR)
Rate of Change Race between Technology & Education (Goldin, 2008) Prosperity Digital revolution Social pain Prosperity Industrial revolution Social pain Universal public schooling Technology Education
Increasing migration towards the developed world Net migration (in millions of people) into regions, with countries grouped by income level and OECD members, 1960-2010. 25 20 15 10 5 High income Low income OECD members Middle income 0 1960-5 1970 1980 1990 2000 2010-10 -15-20 Source : OECD (2013), Trends Shaping Education. Primary source: World Bank (2012), World Databank: Net Migration.
GtCO2e Growing carbon dioxide emissions CO2 emissions from fuel combustion (million tonnes), 1971-2007 90 OECD AI (23% in 2050) Russia & rest of AI (7%) Rest of BRIICS (44%) RoW (26%) 80 70 60 50 40 30 20 10 0 2010 2015 2020 2025 2030 2035 2040 2045 2050 Source: OECD (2012), Environmental Outlook to 2050
Mexico United States Israel United Kingdom Italy Australia New Zealand Japan Canada Germany Netherlands Luxembourg Finland Sweden Czech Republic Norway Denmark Turkey Greece France Hungary Belgium Growing income inequality in many countries Gini Coefficients for OECD countries, in 1985 and 2008. 1985 2008 0.50 0.45 0.40 0.35 0.30 0.25 0.20 0.15 0.10 0.05 0.00 Source: OECD (2013), Trends Shaping Education. Primary source: OECD (2011), Divided we stand: Why inequality keeps rising.
Australia Belgium Turkey Iceland Austria Italy Norway Netherlands New Zealand Germany Ireland Japan Finland United Kingdom Slovenia Israel Estonia Czech Republic Greece Canada France Slovak Republic India Portugal Korea Poland Mexico United States Luxembourg Denmark Chile Brazil Spain Russian Federation Hungary Fewer people are engaged in their democracies Parliamentary voter turnout, in 1950, 1980 and 2010 (or nearest available year) 1950 1980 2010 100 90 80 70 60 50 40 Source: OECD (2013), Trends Shaping Education Primary source: International IDEA (2011), Voter Turnout Database.
Mexico Japan Portugal Brazil Spain Chile Korea Turkey Austria Switzerland Italy China Slovenia Canada Greece India OECD Average Germany Luxembourg Israel Sweden Australia Czech Republic Finland France Netherlands Poland United Kingdom Iceland Slovak Republic New Zealand Denmark Norway Ireland Belgium Hungary Estonia United States Russian South Africa World Average Aging population across all OECD countries Median age of the population, in 1950, 2010 and 2100 50 1950 2010 2100 45 40 35 30 25 20 15 10 Source: OECD (2013), Trends Shaping Education. Primary source: United Nations Population Division (2010), World Population Prospects: The 2010 Revision, online, http://esa.un.org/unpd/wpp/unpp/panel_indicators.htm, accessed August 2012.
11 8 Overweight and obesity among children 21 9 21 13 17 14 15 14 26 14 15 16 15 15 15 17 15 15 16 16 24 16 23 17 17 17 18 17 17 18 18 18 16 18 24 19 21 19 24 20 14 21 29 21 23 22 24 22 27 23 28 23 16 24 22 24 25 24 32 30 25 31 37 32 34 34 35 32 36 34 34 34 33 35 36 36 44 38 Measured overweight (including obesity) among children, 2013 (or latest year) % of children at various ages 50 Boys Girls 40 30 20 10 0 Source: World Obesity Federation (2015), KIGGS (2003-06) for Germany and KNHANES (2013) for Korea.
Global increase of terrorist incidents In 2013, 60 per cent of all terrorist attacks occurred in five countries; Iraq, Afghanistan, Pakistan, Nigeria and Syria. However the rest of the world suffered a 54 per cent increase in terrorist incidents in 2013. Terrorist incidents, 2000 2013 Source: Global Terrorism Index, 2014
14 All of these issues are inter-connected! All of these Source: WEF 2015 Global Risks
The Future We Want Innovation Sustainability Resilience Education 2030: Navigating in time and space
What are the key competencies today s students need for 2030?
Creating new values Taking responsibilities Coping with tensions & dilemmas
Action Reflection Anticipation
Canada (Alberta) Government of Alberta Source: http://schools.cbe.ab.ca/b393/pdfs/frameworkforstudentlearning.pdf
Preliminary findings work-in-progress core values? Kazakhstan
Singapore
AUS CHI CZH EST KOR KZK NOR POL POR SCT WLS Respect w w w w w w * Responsibility w w w w * Autonomy w w * Collaboration w w w w * Cooperation w w w w w * Openness w * Patriotism w w w * National Identity w w w * National Heritage w w * Solidarity w w w * Lifelong Learning w w * Democracy w w w w w w w * Liberty w * Civics Education w w w w * Citizenship w w w w w w * Global/Multicultural Understanding w w w w * Human rights w w w w * Justice w w w w * Spiritual/Religious w w w * Education Moral Education w w w w * Gender Equity w w w w * Social/Community Cohesion work-in-progress w w w *
work-in-progress Intercultural Understanding w w w w w w * European Integration w w * Environmental Sustainability w w w w w w * Safety Education w w * Ethics w w w w * Integrity w * Honesty w w * Diversity/Inclusion w w * Tolerance w w * Wisdom w * Compassion w w * Empathy * Creativity w w w * Aesthetic Sensibility w * Harmony of Body and Mind w * Mother Tongue w * Conflict Resolution * Learning to learn/life long learning w w *
Lifelong learning? Self-directed learning? New Zealand
Alignment with support/ guidance? New Zealand
Education goals Learning contents Teaching methods Learning methods Assessment methods AUS Yes Yes No No No No Textbooks/ Learning materials others work-in-progress CHI Yes Yes Yes No Yes Yes conditions, hygienic and safety CZH Yes Yes No No No No Yes (e.g. spatial and material schooling, social conditions, staffing, organizational conditions, onditions of cooperation between school and legal guardians of pupils) EST Yes Yes Yes Yes Yes No JPN Yes Yes No No No No covered by central government Provincial Offices of Education for successful management and KOR Yes Yes Yes Yes Yes Yes Yes (supports that should be and Metropolitan and implementation) KZK Yes Yes Yes Yes Yes Yes Yes (trilingual policy) MEX Yes Yes Yes Yes Yes Yes Yes (expected learning outcomes, curricular standards) POL Yes Yes Yes No No No SCT Yes Yes Yes Yes Yes No
Strategy to tackle curriculum overload? Canada (British Columbia) Ministry of Education British Columbia Source: https://curriculum.gov.bc.ca/curriculum-info
Implications for curriculum redesign a jpeg file
33? Math teaching math teaching PISA = reason mathematically and understand, formulate, employ and interpret mathematical concepts, facts and procedures
Viet Nam Macao-China Shanghai-China Turkey Uruguay Greece Hong Kong-China Chinese Taipei Portugal Brazil Serbia Bulgaria Singapore Netherlands Japan Argentina Costa Rica Lithuania Tunisia New Zealand Czech Republic Israel Korea Latvia Qatar Italy United States Estonia Ireland Australia Mexico United Arab Emirates Norway Malaysia Kazakhstan United Kingdom Romania OECD average Albania Colombia Indonesia Sweden Belgium Peru Thailand Denmark Russian Federation Canada Slovak Republic Hungary Germany Croatia Luxembourg Montenegro Chile Poland Finland Austria Slovenia France Switzerland Jordan Liechtenstein Spain Iceland Index of exposure to word problems 34 Focus on word problems Fig I.3.1a 2.50 2.00 1.50 1.00 Formal math situated in a word problem, where it is obvious to students what mathematical knowledge and skills are needed 0.50 0.00
Sweden Iceland Tunisia Argentina Switzerland Brazil Luxembourg Ireland Netherlands New Zealand Costa Rica Austria Liechtenstein Malaysia Indonesia Denmark United Kingdom Uruguay Lithuania Germany Australia Chile OECD average Slovak Republic Thailand Qatar Finland Portugal Colombia Mexico Peru Czech Republic Israel Italy Belgium Hong Kong-China Poland France Spain Montenegro Greece Turkey Slovenia Viet Nam Hungary Bulgaria Kazakhstan Chinese Taipei Canada United States Estonia Romania Latvia Serbia Japan Korea Croatia Albania Russian Federation United Arab Emirates Jordan Macao-China Singapore Shanghai-China Index of exposure to formal mathematics 35 Focus on conceptual understanding Fig I.3.1b 2.50 2.00 1.50 1.00 0.50 0.00
36? Interdisciplinary competency Creating a course on that subject
Performance in financial literacy 37 Exposure and financial literacy 625 Shanghai-China 575 525 475 Poland OECD average-13 Australia New Zealand Latvia United States Russian Federation Flemish Community (Belgium) Czech Republic Slovak Republic 425 Colombia 375 40 50 60 70 80 90 100 % of students in schools where the principal reports that financial literacy is available for at least 2 years
Furthered OECD Education 2030 Framework a jpeg file
Examples of cognitive & meta-cognitive skills currently under review Problem Solving Creativity Critical Thinking Analytical skills Learning strategies Self-efficacy Planning Monitoring Evaluating Synthesising Systems thinking Foresight thinking Higher order thinking skills Data gathering Selfawareness Etc. Sources: Green - OECD (2015), Lippman, L. et all. (2015), Literature review of 34 empirical studies, Kauz et al.(2014),
Examples of social & emotional skills currently under review Communication Cooperation Collaboration Initiative taking Completing tasks Emotional control Empathy Self-discipline Etc. Sources: Green - OECD (2015), Lippman, L. et all. (2015), Literature review of 34 empirical studies, Kauz et al.(2014),
Happy at 20 (New Zealand) OECD (2015) Source: CC
Examples of physical & practical skills currently under review Kinesthetic ability (the ability to coordinate movement) dexterity, motor skills Ability to use physical tools, operations, functions including manual skills for professions (ICT, new machines, surgery) Ability to use s using physical tools for life skills (e.g. giving first aid, cooking) Etc
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Examples of attitudes & values currently under review Respect Trust Responsibility Self-confident Growth mindset Etc. Sources: Green - OECD (2015), Lippman, L. et all. (2015), Literature review of 34 empirical studies, Kauz et al.(2014),
Responsibiltiy and bullying at 15 (Korea) OECD (2015) Source: KYPS