| Date post: | 27-Jan-2017 |
| Category: |
Education |
| Upload: | centro-de-la-ocde-en-mexico-para-america-latina |
| View: | 1,777 times |
| Download: | 0 times |
1111M
exic
o, 2
0 O
ctob
er 2
010
Is th
e sk
y th
e lim
it to
ed
ucat
iona
l im
prov
emen
t?A
ndre
as S
chle
iche
r
Es el cielo el límite de la mejora educativa?
Encuentro México20 Octubre, 2010
Andreas SchleicherAsesor de Políticas Educativas del Secretario General de la OCDE
2222M
exic
o, 2
0 O
ctob
er 2
010
Is th
e sk
y th
e lim
it to
ed
ucat
iona
l im
prov
emen
t?A
ndre
as S
chle
iche
rAntes Ahora
Lugar de Aprendizaje Actividad de Aprendizaje
Prescripción Profesión Informada
Conocimiento entregado
Conocimiento generado por el usuario
Uniformidad Abrazar la diversidad
Conformismo Ingenioso
Centrado en el currículo Centrado en el
educando
Provisión Resultados
Visión burocrática Devolución – visión hacia afuera
Gestión Liderazgo
Público vs privado Público con privado
Cultura como obstáculo Cultura capital
3333M
exic
o, 2
0 O
ctob
er 2
010
Is th
e sk
y th
e lim
it to
ed
ucat
iona
l im
prov
emen
t?A
ndre
as S
chle
iche
r
No hay lugar dodne esconderseEl criterio del éxito ya no es la mejora de los estándares
nacionales sino los sistemas educativos con mejor desempeno.
4444M
exic
o, 2
0 O
ctob
er 2
010
Is th
e sk
y th
e lim
it to
ed
ucat
iona
l im
prov
emen
t?A
ndre
as S
chle
iche
r
%
1. Excluding ISCED 3C short programmes 2. Year of reference 20043. Including some ISCED 3C short programmes 3. Year of reference 2003.
13
1
1
27
Crecimiento de calificaciones de baseUn mundo de cambio
Aproximación por porcentqje de personas con nivel de calificación 3 en el ISCED, por grupos de edad de 55-64, 45-55, 45-44 y 25-34 años.
Tertiary-type A graduation rate
A world of change – higher education
Graduate supply
Cost
per
st
uden
t
Tertiary-type A graduation rate
A world of change – higher education
United States
Finland
Graduate supply
Cost
per
st
uden
t
Tertiary-type A graduation rate
A world of change – higher education
AustraliaFinlandUnited
Kingdom
Tertiary-type A graduation rate
A world of change – higher education
Tertiary-type A graduation rate
A world of change – higher education
Tertiary-type A graduation rate
A world of change – higher education
Tertiary-type A graduation rate
A world of change – higher education
Tertiary-type A graduation rate
A world of change – higher education
Tertiary-type A graduation rate
A world of change – higher education
United States
Australia
Finland
United Kingdom
14141414Co
uncil
, 18
Sept
embe
r 20
08Ed
ucat
ion
at a
Gla
nce
Moviendo metas – el reto de la cantidad Provisón futura de graduados de educación superior
15151515Co
uncil
, 18
Sept
embe
r 20
08Ed
ucat
ion
at a
Gla
nce
El reto de la calidad
16161616Co
uncil
, 18
Sept
embe
r 20
08Ed
ucat
ion
at a
Gla
nce
La Educación necesita preparar estudiantes …… to deal with more rapid change than ever
before…… for jobs that have not yet been created…… using technologies that have not yet been
invented…… to solve problems that we don’t yet know will
arise Es sobre nuevas…
Ways of thinking– involving creativity, critical thinking, problem-solving and
decision-making Ways of working
– including communication and collaboration Tools for working
– including the capacity to recognise and exploit the potential of new technologies
The capacity to live in a multi-faceted world as active and responsible citizens.
Nuevos retos para un mundo nuevoEl reto de la calidad y excelencia
17171717Co
uncil
, 18
Sept
embe
r 20
08Ed
ucat
ion
at a
Gla
nce
Cómo está cambiando la demanda de competencias (US)
(Levy y Murnane)
Apor
taci
ón m
edia
de
tare
as c
omo
perc
entil
de
la d
istrib
ució
n de
tare
as d
e 19
60
18181818M
exic
o, 2
0 O
ctob
er 2
010
Is th
e sk
y th
e lim
it to
ed
ucat
iona
l im
prov
emen
t?A
ndre
as S
chle
iche
rNuevas destrezas para un nuevo
mundo Los grandes colaboradores y orquestradores
The more complex the globalised world becomes, the more individuals need to collaborate and share and jointly develop knowledge
Los grandes sintetizadores Conventionally, our approach to problems was
breaking them down into manageable bits and pieces, today we create value by synthesising disparate bits together
Los grandes explicadores The more content we can search and access, the
more important the filters and explainers become
19191919M
exic
o, 2
0 O
ctob
er 2
010
Is th
e sk
y th
e lim
it to
ed
ucat
iona
l im
prov
emen
t?A
ndre
as S
chle
iche
r
Los grandes versatilistas Specialists generally have deep skills and narrow scope,
giving them expertise that is recognised by peers but not valued outside their domain
Generalists have broad scope but shallow skills Versatilists apply depth of skill to a progressively widening
scope of situations and experiences, gaining new competencies, building relationships, and assuming new roles.
They are capable not only of constantly adapting but also of constantly learning and growing
Los grandes personalizadores A revival of interpersonal skills, skills that have atrhophied
to some degree because of the industrial age and the Internet
Los grandes localizadores Localizando lo global
Nuevas destrezas para un nuevo mundo
20202020M
exic
o, 2
0 O
ctob
er 2
010
Is th
e sk
y th
e lim
it to
ed
ucat
iona
l im
prov
emen
t?A
ndre
as S
chle
iche
r
Cobertura de la economía mundial 77%81%83%85%87%
Prueba PISA sobre el conocimiento y las destrezas de los jóvenes de 15 anos
21212121M
exic
o, 2
0 O
ctob
er 2
010
Is th
e sk
y th
e lim
it to
ed
ucat
iona
l im
prov
emen
t?A
ndre
as S
chle
iche
rDurchschnittliche Schülerleistungen im Bereich Mathematik
Low average performanceLarge socio-economic disparities
High average performanceLarge socio-economic disparities
Low average performanceHigh social equity
High average performanceHigh social equity
Strong socio-economic impact on
student performance
Socially equitable distribution of
learning opportunities
High science performance
Low science performance
I srael
GreecePortugal I talyRussian Federation
LuxembourgSlovak Republic SpainIcelandLatviaCroatia
Sweden
DenmarkFrancePoland
HungaryAustriaBelgium Ireland
Czech Republic Switzerland Macao- ChinaGermany United Kingdom
Korea
J apanAustralia
SloveniaNetherlandsLiechtenstein
New ZealandChinese Taipei
Hong Kong- China
Finland
CanadaEstonai
United States Lithuania Norway
440
460
480
500
520
540
560
2122215
22222222M
exic
o, 2
0 O
ctob
er 2
010
Is th
e sk
y th
e lim
it to
ed
ucat
iona
l im
prov
emen
t?A
ndre
as S
chle
iche
rIncrease average performance by 25 PISA points
(Total 115 trillion $)bn$
23232323M
exic
o, 2
0 O
ctob
er 2
010
Is th
e sk
y th
e lim
it to
ed
ucat
iona
l im
prov
emen
t?A
ndre
as S
chle
iche
r
Increased likelihood of postsec. particip. at age 19/21 associated with PISA reading proficiency at age 15
(Canada)after accounting for school engagement, gender, mother
tongue, place of residence, parental, education and family income (reference group PISA Level 1)Odds ratio
higher education entry
School marks at age 15
PISA performance at age
15
El reto de las políticas públicas
25252525M
exic
o, 2
0 O
ctob
er 2
010
Is th
e sk
y th
e lim
it to
ed
ucat
iona
l im
prov
emen
t?A
ndre
as S
chle
iche
rEl dinero importa- pero otros elementos
también
Pregunta:Si mejor educación resulta en más dinero para
individuos y naciones, más dinero resulta en mayor educación?
26262626M
exic
o, 2
0 O
ctob
er 2
010
Is th
e sk
y th
e lim
it to
ed
ucat
iona
l im
prov
emen
t?A
ndre
as S
chle
iche
rOpciones de gasto en escuelas medias
superior Contribution of various factors to upper secondary teacher compensation costs
per student as a percentage of GDP per capita (2004)
Percentage points
27272727M
exic
o, 2
0 O
ctob
er 2
010
Is th
e sk
y th
e lim
it to
ed
ucat
iona
l im
prov
emen
t?A
ndre
as S
chle
iche
r
Ambiciones altas y estándares universales
Rigor, enfoque y coherencia
Estupendos sistemas atraten estupendos
maestros y proporcionan acceso a la mejor práctica y
a un desarrollo porfesional de
calidad.
29292929M
exic
o, 2
0 O
ctob
er 2
010
Is th
e sk
y th
e lim
it to
ed
ucat
iona
l im
prov
emen
t?A
ndre
as S
chle
iche
r
Alta ambición
Acceso al desarrollo profesional de mejor calidad
Responsabilidad de centro e
intervencionismo, en porporción inversa para
alcanzar el éxito
Responsabilidad en desarrollo. El colegio
como centro de acción
30303030M
exic
o, 2
0 O
ctob
er 2
010
Is th
e sk
y th
e lim
it to
ed
ucat
iona
l im
prov
emen
t?A
ndre
as S
chle
iche
rResponsabilidad local
y prescripción a nivel sistema
Prescripción a nivel sistema organisación de trabajo ‘Taylorística”
Escuelas lidererando las reformasDocentes como “trabajadores del
conocimiento”
Escuelas HoyEl modelo industrial,
prescripción detallada sobre lo que las escuelas
hacen
Escuelas Manana?Desarrollo de capacidades
Finlandia HoyCada escuela una escuela efectiva
Tendencia en países OECD
32323232M
exic
o, 2
0 O
ctob
er 2
010
Is th
e sk
y th
e lim
it to
ed
ucat
iona
l im
prov
emen
t?A
ndre
as S
chle
iche
r
Altas ambiciones
Acceso a un desarrollo profesional de calidad
Accountability
La escuela como centro de acción:
devolución de responsabilidad
Oportunidades educativas integradas
Pasar de sistemas de enseñanza y
evaluación prescritos a un aprendizaje personalizado
El reto de la estrategia
34343434M
exic
o, 2
0 O
ctob
er 2
010
Is th
e sk
y th
e lim
it to
ed
ucat
iona
l im
prov
emen
t?A
ndre
as S
chle
iche
r
Lessons from PISA Lessons from PISA on successful on successful
education systemseducation systems
A commitment to education and the belief that competencies can be learned and therefore all children can achieve
Universal educational standards and personalisation as the approach to heterogeneity in the student body…
…as opposed to a belief that students have different destinations to be met with different expectations, and selection/stratification as the approach to heterogeneity
Clear articulation who is responsible for ensuring student success and to whom
Capacity at the point of delivery Attracting, developing and retaining high
quality teachers and school leaders and a work organisation in which they can use their potential
Instructional leadership and human resource management in schools
Keeping teaching an attractive profession System-wide career development
Investing resources where they can make most of a difference
Alignment of resources with key challenges (e.g. attracting the most talented teachers to the most challenging classrooms)
Effective spending choices that prioritise high quality teachers over smaller classes
A learning system An outward orientation of the system to
keep the system learning, international benchmarks as the ‘eyes’ and ‘ears’ of the system
Recognising challenges and potential future threats to current success, learning from them, designing responses and implementing these
Coherence of policies and practices Alignment of policies
across all aspects of the system Coherence of policies
over sustained periods of time Consistency of implementation Fidelity of implementation
(without excessive control)
Clear ambitious goals that are shared across the system and aligned with high stakes gateways and instructional systems
Well established delivery chain through which curricular goals translate into instructional systems, instructional practices and student learning (intended, implemented and achieved)
High level of metacognitive content of instruction
Incentives, accountability, knowledge management
Aligned incentive structuresFor students How gateways affect the strength, direction, clarity and nature
of the incentives operating on students at each stage of their education
Degree to which students have incentives to take tough courses and study hard
Opportunity costs for staying in school and performing wellFor teachers Make innovations in pedagogy and/or organisation Improve their own performance
and the performance of their colleagues Pursue professional development opportunities
that lead to stronger pedagogical practices A balance between vertical and lateral accountability Effective instruments to manage and share knowledge
and spread innovation – communication within the system and with stakeholders around it
A capable centre with authority and legitimacy to act
35353535M
exic
o, 2
0 O
ctob
er 2
010
Is th
e sk
y th
e lim
it to
ed
ucat
iona
l im
prov
emen
t?A
ndre
as S
chle
iche
rLa calidad de un sistema educativo no
puede exceder la calidad de sus maestros
Los sistemas educativos tradicionalmente han estado
faltos de conocimiento
El futuro de los sistemas educativos debe ser rico en
conocimiento
Prescripción nacional
Criterio profesional
Criterio profesional informado; el profesor es un “trabajador
del conocimiento”
Prescripción informada
Criterio profesional no informado
Prescripción no informada; el profesor se limita a
implementar el curriculum
36363636M
exic
o, 2
0 O
ctob
er 2
010
Is th
e sk
y th
e lim
it to
ed
ucat
iona
l im
prov
emen
t?A
ndre
as S
chle
iche
r
Thank you !Thank you !
www.oecd.org; www.pisa.oecd.org– Todas las publicaciones nacionales e
internacionales – Base de datos completa (micro-level)
email: [email protected]
…y recuerda:Sin datos, eres sólo una persona más con una opinión….
