BUU, Alm.del - 2020-21 - Endeligt svar på spørgsmål 117: Spm. om de vurderinger, som OECD har lavet af hvad skolenedlukningerne under covid-19 betyder af fagligt tab og økonomisk samfundstab, til børne- og undervisningsministeren

Børne- og Undervisningsudvalget 2020-21
BUU Alm.del
Offentligt

Schooling disrupted

–

schooling rethought

Copenhagen, 5 September 2020

Andreas Schleicher

BUU, Alm.del - 2020-21 - Endeligt svar på spørgsmål 117: Spm. om de vurderinger, som OECD har lavet af hvad skolenedlukningerne under covid-19 betyder af fagligt tab og økonomisk samfundstab, til børne- og undervisningsministeren

•

1.5bn

students (and their parents) learned over the last two

months that learning is not a place but an activity

•

Remote learning

has become the lifeline for learning

ut doesn t address the so ial fun tions of s hools

•

Access, use and quality of

online resources

amplify inequality

•

Accreditation

at stake

•

Huge needs for

just-in-time professional development

•

Re-prioritisation of curricula and strategies for

re-opening

schools needed

•

But lots of highly

innovative learning environments

emerging !

Working together

Evaluation of contingency strategies

(Averages across 36 countries, May 2020)

Completely agree

Agree

Everybody did all they could to help

It was designed in a collaborative manner including teachers

It was well planned

It was well executed

Communications were well managed

There was strong collaboration between public and private sectors

It was designed in a top down fashion by the government

It was designed in a collaborative manner including parents

It was designed in a collaborative manner including the community

There were conflicts with teachers

There were conflicts with parents

There were conflicts between schools and the government

It was fairly chaotic

100

The crisis exposed the many inequities

in our school systems

Lost individual income

due to Corona-induced learning loss

Focus of contingency strategies

(Averages across 36 countries, May 2020)

Table 10

To a great extent

To some extent

Ensure the continuity of the academic learning of students

Ensure continuity/integrity of the assessment of student learning

Provide professional support, advice to teachers

Ensure social development of students

Ensure support for parents and caregivers to support student…

Support education of disadvantaged students

Ensure well-being of students

Ensure well-being of teachers

Revise graduation/grade transition policy to allow student…

Ensure provision of other social services to students

Ensure medical attention to teachers affected by Covid-19

Support students at risk of violence at home

Ensure medical attention of students affected by Covid-19

100

Instructional resources used

(Averages across 36 countries, May 2020)

100

Existing online

instructional

resources

Online instruction

delivered by the

same teachers of

the students

learning

Instructional

packages

(textbooks,

worksheets,

printouts)

Educational

television

Radio education

Online instruction

provided by private

tutors

100

B-S-J-Z (China)

United Arab Emirates

Philippines

Qatar

Kazakhstan

Singapore

Albania

Russia

Thailand

Belarus

Saudi Arabia

Lithuania

Austria

Korea

Slovak Republic

Indonesia

Ukraine

Denmark

Latvia

Bulgaria

Romania

North Macedonia

Poland

Slovenia

Mexico

Montenegro

Turkey

Norway

United States

Malaysia

Moldova

Georgia

United Kingdom

Panama

Kosovo

Sweden

Chinese Taipei

Brunei Darussalam

Serbia

Switzerland

Canada

Macao (China)

Australia

Bosnia and Herzegovina

Jordan

Baku (Azerbaijan)

OECD average

Lebanon

Estonia

Czech Republic

Greece

Portugal

Chile

Croatia

New Zealand

Malta

Dominican Republic

Luxembourg

Germany

France

Israel

Colombia

Hungary

Belgium

Costa Rica

Peru

Spain

Hong Kong (China)

Netherlands

Brazil

Italy

Finland

Uruguay

Ireland

Morocco

Argentina

Iceland

Japan

Percentage of students in schools whose principal agreed or strongly agreed that teachers have

the necessary technical and pedagogical skills to integrate digital devices in instruction

Teachers have the necessary technical and pedagogical skills

to integrate digital devices in instruction

(PISA 2018)

Average

Disadvantaged schools

Advantaged schools

Fig A9

Re-opening schools

Strategies for the new normal

Evidence from previous epidemics suggests

school-closure can prevent < 15% of infections

80%

70%

60%

50%

40%

30%

20%

10%

International

travel

restrictions

Mass gatherings Internal travel

restrictions

Environmental

hygiene

School closure

Community

contact

reduction

Household

quarantine

Case isolation Workplace social

distancing

Reduction in the share (%) of the population contracting the disease

Source: OECD, Flattening the covid-19 peak: Containment and mitigation policies

Health measures included in the reopening plans

(Averages across 36 countries, May 2020)

Table 22

Extremely likely

Somewhat likely

Neither likely nor unlikely

Somewhat unlikely

Extremely unlikely

No answer

Training students, teachers and staff on basic hygiene and barrier gestures

Mandatory application of social distancing protocols

Mandatory use of antiseptic gel by students, teachers and school staff before

entering a classroom or the canteen

Mandatory use of masks for all students, teachers and school staff

Mandatory use of antiseptic wipes for students and teachers to clean their desks

every day

Closure of all common areas in school

Installation of additional open-air handwashing facilities outside the school building

Mandatory use of gloves for all students, teachers and school staff

Other

100

What strategies will be used for school reopening?

(Averages across 36 countries, May 2020)

Table 17

100

Progressive return of Classroom based

students (e.g. by age teaching and learning

cohorts)

in shifts

Hybrid model of

distance and

classroom based

teaching and learning

Return to normal

scheduling and

student attendance

Student and teacher Classroom teaching

returns contingent

conducted in schools’

upon results of

outdoor spaces

antibody testing

Hours

Note: Learning time is based on reports by 15-year-old students in the same country/economy in response to the PISA 2015 questionnaire,

Productivity is measured by score points in reading per hour of total learning time

Finland

Germany

Switzerland

Sweden

Estonia

New Zealand

Japan

Czech Republic

Macao (China)

Netherlands

Ireland

France

United Kingdom

Australia

Norway

Iceland

Canada

Belgium

Slovenia

Hong Kong (China)

Latvia

OECD average

Lithuania

Uruguay

Luxembourg

Portugal

Slovak Republic

Denmark

Poland

Hungary

Singapore

Austria

United States

Chinese Taipei

Israel

Croatia

Korea

Russia

Bulgaria

Greece

Italy

Turkey

Chile

Brazil

Colombia

Mexico

Costa Rica

Montenegro

Peru

Qatar

United Arab Emirates

Thailand

Dominican Republic

Productivity

Score points in reading per hour of learning time

Time in school

Learning out of school

Lear i g ti e ≠ lear i g out o es

Average reading score

530

480

430

[CELLEOMRÅDE]

[CELLEOMRÅDE] [CELLEOMRÅDE]

[CELLEOMRÅDE] [CELLEOMRÅDE] [CELLEOMRÅDE]

[CELLEOMRÅDE]

[CELLEOMRÅDE][CELLEOMRÅDE]

[CELLEOMRÅDE]

OECD average

[CELLEOMRÅDE]

[CELLEOMRÅDE] [CELLEOMRÅDE]

[CELLEOMRÅDE]

[CELLEOMRÅDE] [CELLEOMRÅDE]

[CELLEOMRÅDE]

[CELLEOMRÅDE] [CELLEOMRÅDE]

[CELLEOMRÅDE]

y = 2,96x + 290,32

[CELLEOMRÅDE]

R² = 0,47

[CELLEOMRÅDE]

Growth mindset

and reading performance

[CELLEOMRÅDE]

Fig II.14.3

330

Similar

[CELLEOMRÅDE]

relationship

[CELLEOMRÅDE] [CELLEOMRÅDE]

within most

countries

More students holding a growth mindset

Percentage of students who disagreed or strongly disagreed that their intelligence cannot

(Figure

much (%)

change very

III.14.2)

[CELLEOMRÅDE]

OECD average

Higher performance

[CELLEOMRÅDE]

380

[CELLEOMRÅDE]

Change in the following indices when students disagreed or strongly disagreed that "your intelligence is

Fig III.14.5

something about you that you can’t change very much“:

0,04

Growth mindset and student attitudes

0,03

Change in the index

0,02

0,01

0,00

-0,01

-0,02

-0,03

-0,04

All linear regression models account for

students' and schools' socio-economic profile

-0,05

Motivation to master

tasks

Self-efficacy

Fear of failure

Learning goals

Value of school

Technology can amplify and scale

innovative teaching

Capital flows and digitalisation of education

Education is still at an early technology adoption stage, with comparatively low market capitalisation

Global vs Education Capital Flows

<3% of global education expenditure on technology

Education Technology

Total Education Expenditure

Global markets in trillion USD

0.15 !

Global health care

market

Global health care

market capitalisation

Global education

market

Global education

market capitalisation

Sources: HolonIQ, World Health Organization, Goldman Sachs, Standard & Poors. All figures are rounded estimates based on source research.

EdTech expenditure

Digital expenditures are forecast to grow fast from USD 152 B to 342 B by 2025

USD

Billions

500

450

400

350

300

250

200

Global education technology expenditures - left axis

Share of digital expenditures - right axis

4.4

2.4

342

150

100

152

Source: HolonIQ, January 2019

2018

2025

EdTech expenditure

Advanced Education Technology Expenditure, 2018 and 2025 estimate, USD Billions

2025

2018

12,6

6,1

1,8

0,8

3,1

1,3

0,6

0,1

Source: HolonIQ, January 2019

AR/VR

Robotics

Blockchain

Personalised learning

•

Providing students

with personalised

learning materials

(content map) and

teach them

•

Assignment of

individual work,

peer work and

lectures

Assessments and exams

New types of

assessments through

simulations and games

Adaptive assessments

Hands-on assessment in

vocational settings

Increasing reliability of

machine rating for essays

Predictive models may

disrupt the exam model

Classroom analytics

•

Learning analytics helps teachers

manage

their class:

•

In real time during teaching

•

As a reflective tool after teaching (professional

learning)

•

Data come from sensors in the classroom,

learning management systems or digital

activities of students

•

When should you shift to a new activity?

•

Are you losing the attention of your students?

Are they engaged in their learning?

•

How do you struture your instruction time

(lecture, small group, discussion, assessment,

practice, etc.)?

•

Which students do you talk to and support you

the most?

Robotics in the classroom

Robots are currently mainly used in

the teaching and learning of coding

(or computational thinking)

Social robots can take on the roles of

teaching aides, tutors, peers and

sometimes even students

Blockchain in education

Verification of degrees and

credentials

Development of digital degrees

Secure and trustworthy transfer of

academic records

Lowers risks of privacy breach (given

its decentralised nature)

Building capacity

Prevalence

of pedagogical strategies (TALIS 2018)

Teaching practices

Percentage of teachers who frequently or always use the following practices in their class

(OECD average-31)

100

Tell students to follow classroom rules

Tell students to listen to what I say

Calm students who are disruptive

When the lesson begins, tell students to quieten down quickly

Explain to students what I expect them to learn

Explain how new and old topics are related

Set goals at the beginning of instruction

Refer to a problem from everyday life or work

Present a summary of recently learned content

Let students practise similar tasks

Give tasks that require students to think critically

Have students work in small groups to come up with a solution

Let students to solve complex tasks

Present tasks for which there is no obvious solution

Let students use ICT for projects or class work

Give students projects that require at least one week to complete

Classroom

management

Clarity of

instruction

Cognitive

activation

Enhanced

activities

Policy levers to teacher professionalism

Autonomy: Teachers’ decision-

making power over their work

(teaching content, course offerings,

discipline practices)

Policy levers to teacher professionalism

Teacher

professionalism

Peer networks: Opportunities for

exchange and support needed to

maintain high standards of

teaching

(participation in induction,

mentoring, networks, feedback from direct

observations)

Knowledge base for teaching

(initial education and incentives for

professional development)

TALIS Teacher professionalisation index

Networks

Autonomy

Knowledge

Mean mathematics performance, by school location, after

TALIS Teacher professionalism

status

accounting for socio-economic

index

Fig II.3.3

Japan

Poland

United States

Netherlands

England

Spain

Finland

Korea

Latvia

Flanders

Alberta (Canada)

Australia

Norway

Denmark

Shanghai (China)

Czech Republic

New Zealand

Singapore

Estonia

France

Brazil

Israel

Teacher professional collaboration

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

(OECD countries)

100

Exchange and co-ordination

Denmark

Professional collaboration

Percentage of teachers

Share resources

Team teaching

Discuss individual students

Collaborate for common standards

Classroom observations

Team conferences

Collaborative PD

Joint activities

Teachers’ self-efficacy

and professional collaboration

13,40

13,20

13,00

Teacher self-efficacy (level)

12,80

12,60

12,40

12,20

12,00

11,80

11,60

11,40

1-3 times a month

2-4 times a year

Never

Teach jointly as a team in the same

class

O serve other tea hers’ lasses a d

provide feedback

Engage in joint activities across

different classes

Take part in collaborative

professional learning

Less

frequently

Once a week or more

Once a year or less

5-10 times a year

frequently

Figure II.6.14

Student-teacher ratios and class size

Student-teacher ratio

OECD average

Dominican Republic

Brazil

Colombia

Mexico

High student-teacher ratios

and small class sizes

R² = 0,25

Netherlands

Peru

Kosovo

Algeria

Chile

Thailand

Jordan

OECD

average

Switzerland

United States

Russia

Denmark

Chinese

Taipei

Macao

(China)

Viet Nam

B-S-G-J

(China)

Georgia

Turkey

Hong Kong

(China)

Singapore

Japan

Finland

Belgium

Poland

Malta

Hungary

Albania

CABA (Argentina)

Low student-teacher ratios

and large class sizes

Class size in language of instruction

Teachers’ job satisfaction and class size

13,00

12,50

Teachers' job satisfaction (level)

12,00

11,50

11,00

10,50

10,00

15 or less

16-20

21-25

Class size (number of students)

26-30

31-35

36 or more

Teacher job satisfaction and professionalism

Fig II.3.3

Low professionalism

High professionalism

Perceptions of

teachers’ status

Satisfaction with

Satisfaction with the

the profession

work environment

Teachers’

self-efficacy

When fast gets really fast, being slow to adapt

makes education really slow

Industrial systems

Curriculum, instruction and assessment

World class systems

Complex ways of thinking and working

Student inclusion

Routine cognitive skills

Some

students learn at high levels

Role of teachers

All

students learn at high levels

Standardisation and compliance

Tayloristic

, industrial

Primarily to authorities

High-level professional knowledge workers

Work organisation

Flat, collegial, entrepreneurial

Accountability

Primarily to peers and stakeholders

Thank you

Find out more about our work

https://oecdedutoday.com/coronavirus/

–

Schooling disrupted

–

schooling rethought - the complete report

Country implementation examples

Innovative education resources

Country notes

Emails:

[email protected]

Twitter:

SchleicherOECD

Wechat:

AndreasSchleicher