MOVIBES

by Marc Fuster
Consultant, Directorate for Education and Skills

In August 2015, a newspaper published a story about Sam Cookney’s commute to work. Pretty boring, one would think, as long commutes are nothing new for most of us. However, Sam’s story is not so common. He works in London and commutes, several times per month, from Barcelona!

International human mobility is on the rise. Increasing numbers of people are regularly coming and going across borders, and societies are growing increasingly diverse as a result. This raises some important questions. How can we ensure public services are accessible to a more diverse population? How can we ensure that respectful communication across languages and cultures is supported in society? A new Trends Shaping Education Spotlight discusses how education can be harnessed to tackle these questions and other implications of increasing mobility and diversity.

We know that students thrive in learning environments that are supportive of their needs regardless of their linguistic, cultural and ethnic background. The Programme for International Student Assessment (PISA) has consistently shown that on average students from migrant backgrounds tend to have lower levels of educational achievement in reading, maths and science. Data from PISA 2015 illustrates the achievement gap in science is above 50 score points on average across OECD countries, although in some countries, such as Australia, Canada, Ireland and New Zealand, no substantial differences are observed.  As argued by the OECD elsewhere, proficiency in the language of instruction at school is crucial for migrant students’ academic performance and social integration.

In addition to academic outcomes, attributes such as tolerance, global-mindedness, and skills in collaborative problem solving and communication are of growing importance for individuals to live and work effectively in multicultural settings. All students need opportunities to develop and practice global competence, which refers to the acquisition of in-depth knowledge and understanding of global and intercultural issues; the ability to learn from and live with people from diverse backgrounds; and the attitudes and values that support respectful interactions with others.

Therefore, improving the capacity of teachers to work effectively in diverse classrooms is necessary to respond to student’s needs and facilitate the development of global competence. Teachers need to be able to assess students’ prior knowledge and skills, master different instructional approaches, and increase their knowledge of second language development to better support the learning of all pupils. There is a need for professional development in this area: about 13% of participants in the 2013 OECD Teaching and Learning International Survey (TALIS) reported a high level of need for professional development in teaching in multicultural or multilingual settings.

Beyond the classroom, schools can contribute to building an environment that reflects and celebrates diversity by adapting certain cultural and organisational elements. Ensuring equal opportunities for participation in school activities for all students is central to building a culture of non-discrimination. Another approach is to ensure diversity in the schools’ staff composition.

Furthermore, many families need support in navigating education system structures to find and harness opportunities to support the development of their children. They may want their children to access mother tongue education programmes, for example, which are available in different forms across many OECD countries. Parents may even directly contribute to these initiatives by undertaking teaching or learning support roles. Actively involving them and the wider community can make a difference.

Finally, education systems need to be flexible to adapt to multiple migration processes and circumstances. This includes voluntary, more temporary migration of workers and students, but also forced mobility resulting from political and environmental conflicts. Education systems need to be responsive and equipped to address the needs of children arriving later than the academic year starts, young adults changing countries in various stages of their education, or those that have left their countries under the most adverse conditions, such as natural disasters, war or persecution.

Perhaps, not many people will voluntarily commute 1200 km as Sam does. Nevertheless, mobility- and diversity-proofing our education systems should be one of our top priorities if we want to give our children an equal opportunity to reach their full potential in our new diverse world.

Links
Trends Shaping Education 2016
Centre for Educational Research and Innovation (CERI) 
Immigrant Students at School: Easing the Journey towards Integration
Language in a Better World: Learning for Better Cultural Understanding
Educating Teachers for Diversity: Meeting the Challenge
Join us on Edmodo

by Mario Piacentini
Analyst, Directorate for Education and Skills

The latest PISA in Focus tells some basic facts about bullying. First, bullying is widespread. Second, all types of students – boys and girls, rich and poor – face some risk of being bullied. Third, bullying is strongly associated with low performance and psychological distress. Fourth, the quality of the school climate is related to the incidence of bullying at school.

Reports of bullying are alarmingly high in almost every country. Some 4% of students across OECD countries reported that they are hit or pushed around by other students at least a few times per month. Another 8% of students reported they are hit or pushed a few times per year. Around 8% of students reported that they are frequently the object of nasty rumours in school. Physical bullying is less common among girls, but girls are more often victims of more subtle forms of harassment, such as nasty rumours, that can be just as harmful as more visible types of violence. Recently arrived immigrant students are often the target of bullies.

Bullied students are more likely to underperform at school, and schools where bullying is more frequent perform at much lower levels in PISA than schools where bullying is less frequent, even after accounting for other student characteristics, such as socio-economic status. As in general for analysis based on PISA data, we cannot really talk about a causal impact. However, results from PISA confirm a rich body of evidence showing that the stress experienced by victims of physical or relational bullying can lead to anxiety, and in some cases depression, and makes it very hard for victims to concentrate on school tasks and perform well at school.
 
The basic message is clear: we must do more to reduce bullying in schools. With cyberbullying on the rise, action is more urgent today than it has ever been. But can bullying be stopped? Evidence shows that it is possible to considerably reduce the incidence of bullying. PISA data suggest that environmental factors, such as the attitudes and behaviour of the teaching staff, can influence the extent to which bullying problems will manifest themselves in school. Schools where teachers can keep the class quiet when they teach, and where students perceive they are treated fairly by their teachers, have a lower incidence of bullying than schools with a poor disciplinary climate and negative teacher-student relations. Reducing the incidence of bullying is thus easier in a school environment characterised by warmth, attention and interest from adults; firm limits on unacceptable behavior; and adults who act as authorities and positive role models.

Creating a school culture that helps curb bullying requires a whole-school approach, with co-ordinated engagement among school staff, students and parents. Several of the anti-bullying programmes that have proved to be successful (such as the KiVA initiative in Finland or the School Learning Environment Plan in the Spanish province of Castilla y Leon) include training for teachers on how to handle bullying behaviour and its associated group processes, anonymous surveys of students to monitor the prevalence of bullying, and strategies to provide information to and engage with parents. Programmes also need to be long-term, and frequently monitored and evaluated to be effective.

Bullying will not disappear any time soon; but with a joint effort by schools, parents and students, going to school can become a healthier and happier experience. Public policy can support the implementation of anti-bullying programmes at schools and facilitate more research and evaluations to increase the effectiveness of these programmes.

Links
PISA in Focus No. 74: How much of a problem is bullying at school? 
PISA 2015 Results (Volume III) - Students' Well-Being
The Programme for International Student Assessment (PISA)
Follow the conversation on twitter: #OECDPISA

Join our OECD Teacher Community on Edmodo

Photo credit: Bully symbol for download @shutterstock 

by Dirk Van Damme
Head of the Innovation and Measuring Progress Division, Directorate for Education and Skills 

Developing human capital is an integral part of economic growth and social progress. Mature, developed economies in Europe, North America and Australasia expanded their education and skills systems mainly after the Second World War in a context of unbridled economic prosperity and the modernisation of their social and political institutions. The conditions were favourable for increasing the share of tertiary-educated workers, ensuring that upper secondary education gradually became the minimum level of educational achievement for large parts of the population, and for reducing the numbers of people without an upper secondary education. These countries also benefitted from the luxury of time. It took OECD countries 30 years, on average, to halve the share of people without an upper secondary education – from 32% among current 55-64 year-olds to 16% among 25-34 year-olds.

Conditions have not been as auspicious elsewhere. Consider Latin America. As shown in the chart above – taken from the most recent Education Indicators in Focus brief on educational attainment and investment in education in Ibero-American countries – the progress made in Chile, Colombia and Brazil between the two generations, separated by the same 30 years, is more than double the OECD average. In contrast, over 50% of 25-34 year-olds in both Costa Rica and Mexico lack an upper secondary education.

The chart also offers a comparison with Spain and Portugal, with which these Latin American countries share language, history and culture. Despite their location on the European continent and their integration in the European Union, both countries do not compare favourably with their counterparts in the Ibero-American world. Still, over the past 30 years, Portugal has made impressive progress in catching up to attainment levels observed in most other European countries.

These achievements are remarkable; but the obvious question is: has this change in educational attainment been matched with a similar rise in skills? Put another way: has the quality of education and learning outcomes been maintained during a time of massive expansion? As shown by the latest results from the Survey of Adult Skills for Chile – the only Ibero-American country that participated in the survey apart from Spain – 25-34 year-olds scored around 50 points higher in literacy then 55-64 year-olds did – a significant difference that is also larger than that observed in most other participating countries. However, the level of literacy proficiency remains relatively low. The younger cohort scored around 235 points, on average, on the literacy scale, while the OECD average score is around 280 points. Even with an educational attainment level close to the OECD average, the actual level of literacy skills among these younger adults is significantly lower than the OECD average. Chilean 16-24 year-olds who have upper secondary education or who are still in education scored around 235 points in literacy – which is far below all of the other participating countries and economies, except Jakarta in Indonesia.

Even if limited to one country, these data suggest that achieving impressive growth in educational attainment in emerging Latin American countries is not sufficient – and, in fact, can be deceptive. The real challenge is to improve the quality of education so that young people leave the system equipped with the skills that their economies and societies need to foster sustainable progress. The scores on the PISA 2015 reading assessment (which measures the skills of 15-year-olds) for Colombia (425 points), Mexico (423 points) and Brazil (407 points) – all well below the score for Chile (459 points) – suggest that the challenges implicit in maintaining quality are even greater among those other emerging Latin American countries.

The shift in focus from access and attainment to quality of learning embodied in the 2030 Sustainable Development Goal for education, agreed upon by the whole world, is thus very timely and much needed. The emerging economies of the world, and the developing countries in their wake, should do more than just bridge the gap with the developed world in formal education levels; they should ensure that young adults emerge from their education systems with skills that matter. The price to be paid for neglecting this political imperative is disillusion among young people when their qualifications do not deliver on their promises, and ultimately stalled economic growth and thwarted social progress.

Links
Education Indicators in Focus No. 50: Educational attainment and investment in education in Ibero-American countries
Skills in Ibero-America: Insights from PISA 2012
Education at a Glance 2016: OECD Indicators
PISA 2015 Results

by Andreas Schleicher 
Director, OECD Directorate for Education and Skills


Fáilte! Welcome to the International Summit on the Teaching Profession 

The expectations for teachers are high and rising each day. We expect teachers to have a deep understanding of what they teach and to keep up with the rapidly expanding knowledge base; to be passionate, compassionate and thoughtful; to make learning central and encourage students’ engagement and responsibility; to respond effectively to students of different needs, backgrounds and mother tongues, and to promote tolerance and social cohesion; to provide continual assessments of students and feedback; and to ensure that students feel valued and included and that learning is collaborative. We also expect teachers themselves to collaborate and work in teams, and with other schools and parents, to set common goals, and plan and monitor the attainment of goals collaboratively. And there is more to this: Successful learners generally had a teacher who was a mentor and took a real interest in their aspirations, who helped students understand who they are, discover what their passions are and where they can capitalise on their specific strength; who taught them how to love to learn and to build effective learning strategies as the foundation for lifelong learning.

All of this is easy to say, hard to do. But one thing is clear, where teachers are not part of the design of effective policies and practices, they won’t be effective in their implementation. Education needs to do more to create a teaching profession that owns its professional practice. When teachers feel a sense of ownership over their classrooms and their profession, when students feel a sense of ownership over their learning, that is when productive learning takes place. And when teachers assume that ownership, it is difficult to ask more of them than they ask of themselves. So the answer is to strengthen trust, transparency, professional autonomy and the collaborative culture of the profession all at the same time.

The International Summit on the Teaching Profession, which brings together Ministers and Union leaders of the best performing and most rapidly improving education systems each year, has proved the ideal platform to move the search for effective teacher policies and practices forward. And one of the secrets of the success of the Summit has been that it explores difficult and controversial issues on the basis of sound evidence, provided by the OECD as global leader for internationally comparable data and analysis.

The OECD’s most recent report, Empowering and Enabling Teachers to Improve Equity and Outcomes for All, supports these discussions by looking at how high-performing education systems learn to adapt, providing teachers with the necessary tools to help students develop new sets of skills in a rapidly changing landscape.

Links
The 2017 International Summit on the Teaching Profession (ISTP 2017)
ISTP Summit Background report: Empowering and Enabling Teachers to Improve Equity and Outcomes for All  by Montserrat Gomiendo, Deputy Director, OECD Directorate for Education and Skills
29-31 March in Edinburgh, Scotland
Archived webinar - Empowering and Enabling Teachers to Improve Equity and Outcomes for All (with Andreas Schleicher, Director for the Directorate of Education and Skills, OECD)
Follow on Twitter #ISTP2017

by Francesca Borgonovi
Senior Analyst, OECD Directorate for Education and Skills



Since 2000, the OECD Programme for International Student Assessment (PISA) has been a key source of information on how well societies and education systems have equipped 15-year-old students with the knowledge and skills that are essential for full participation in modern societies. However important this information is, most 15-year-old students can expect to stay in education or training for at least another three to four years after they are eligible to sit the PISA test; those who go on to complete higher degrees are looking at around another ten years of study. The tendency to devote more and more years to the development of skills through formal schooling, further education and training implies that the effectiveness of education and training systems should not be judged solely on how well 15-year-old students have mastered certain skills.

PISA data reveal large disparities in achievement not only across countries, but also within countries across different subgroups of students. In particular, compared to other students, students from socio-economically disadvantaged households score lower in the three core subjects considered in PISA: reading, mathematics and science. However, PISA by itself cannot identify how disparities in achievement evolve between the teenage years and young adulthood.

A new OECD working paper released today combines data from PISA and the Survey of Adult Skills to identify how socio-economic disparities in achievement evolve as students make the transition from compulsory schooling into further education, training or the labour market. In most countries, the socio-economic disparities in literacy and numeracy observed among 15-year-old students not only persist in young adulthood, but tend to widen.

Further education and participation in the labour market are crucial for acquiring skills after compulsory schooling. But socio-economically disadvantaged young people are considerably less likely than their more advantaged peers to attend post-secondary education and training, and are more likely to drop out of education without a secondary level qualification. They are also more likely to be unemployed or out of the labour force and to work in jobs that require little advanced, on-the-job training or practice of higher-order thinking skills.

Although it is not possible to establish causality, the data suggest that, once compulsory schooling is over, the opportunities available to young people to develop their skills diverge – in ways that are largely related to socio-economic status.

Links
Adult Skills in Focus No. 5: Do socio-economic disparities in skills grow between the teenage years and young adulthood?
OECD Working Paper No. 155: Youth in Transition: How does the Cohort Participating in PISA Fare in PIAAC
PISA 2015 Results
Survey of Adult Skills (PIAAC)


Chart Source: OECD Survey of Adult Skills (2012, 2015), www.oecd.org/skills/piaac/publicdataandanalysis ; OECD PISA (2000, 2003), www.oecd.org/pisa/data/database-pisa2000.htm ; www.oecd.org/pisa/data/database-pisa2003.htm

by Esther Carvalhaes
Analyst, Directorate for Education and Skills 

Teachers are the backbone of any education system. After all, without qualified teachers, how can governments and schools secure each child’s right to quality education and build a society of educated citizens, capable of shaping their own future?  But selecting the right candidates to the profession – aspiring teachers who hold the promise of becoming great teachers – can often feel like an elusive task. The complications start with the very definition of what a good teacher is.

In a rapidly changing world, having a strong knowledge base in their subject area, good classroom management skills and a commitment to helping students learn may no longer be enough to meet the expanding role of teachers. Nowadays, teachers are expected to teach diverse groups of students, adapt to new technologies and curricular changes, and be attuned to the skills, values and attitudes that their students will need in the near future. The reality is: most teachers develop those skills on the job, which makes it harder to predict from the outset who has the potential to become an effective teacher.

But that does not deter some PISA high-performing countries from keeping a close eye on the pool of candidates entering the profession. As this month’s PISA in Focus shows, in Finland, Hong Kong (China), Macao (China) and Chinese Taipei, for example, those who wish to enter a teacher training programme must pass a competitive entry examination. In Japan, it is not enough to receive training from such programmes: graduates must pass a competitive examination before they start teaching. In Singapore, recruitment starts by looking at the best students from the secondary school graduating class; in addition, teaching graduates must complete a probation period in order to teach. Yet, some of these requirements are also found in low-performing countries, showing that selection mechanisms alone are not enough to ensure a qualified teaching force.

Certification requirements add another quality checkpoint to the profession. Research shows that students learn more from teachers who are certified in the subject they teach compared to those taught by uncertified teachers. In PISA 2015, countries that performed above the OECD average in science have a higher percentage of fully certified teachers (92%) compared to other countries (76%), on average. In OECD countries, even though almost all teachers are certified, a modest but positive association is observed between the proportion of fully qualified teachers and student performance.

High-performing countries also know that great teaching may only occur after a good deal of practice, allowing teachers to deepen their knowledge base and skills. This is why professional development is critical, particularly school-based activities. In high-performing countries, at least 80% of students are in schools that invite specialists to conduct teacher training, organise in-service workshops or where teachers co-operate with each other, while only 40% to 60% of students in Algeria, Brazil, Kosovo and Turkey are in such schools. Within countries, teacher collaboration clearly pays off: students in schools where teachers co-operate by exchanging ideas or materials score higher in science. It makes sense: rather than sitting through hours of mandatory lectures that are only weakly connected to their day-to-day practice, teachers benefit more from learning from each other and from sharing “tried and tested” techniques that work in their own contexts, as TALIS results also show.

These are some of the ways in which countries boost teacher quality: they strive to attract the best candidates to the profession, but also foster a culture of continuous learning by engaging teachers in professional development and in peer networks to strengthen their knowledge and maintain high standards of teaching. Together with the ability to take work-related decisions, these form the pillars of a professional teacher workforce.

Links
PISA in Focus No. 70: What do we know about teachers’ selection and professional development in high-performing countries?
PISA 2015 Results (Volume I): Excellence and Equity in Education
Teaching in Focus No. 14: Teacher Professionalism

The 2017 International Summit on the Teaching Profession (ISTP 2017)
29-31 March in Edinburgh, Scotland
Join a public webinar on Wednesday, 29 March, 12:00pm Europe Summer Time (Paris, GMT +02:00) with Andreas Schleicher, Director of the OECD Education and Skills Directorate.
Follow on Twitter #ISTP2017

by Dirk Van Damme
Head of the Innovation and Measuring Progress Division, Directorate for Education and Skills 

It is well known that the share of women in the teaching force is growing. According to the latest Education Indicators in Focus brief, the average share of female teachers across OECD countries increased from 61% in 2005 to 65% in 2010 and to 68% in 2014, in all education levels combined. Around 82% of primary school teachers and 63% of secondary school teachers are women. Some policy makers see this trend as a cause for concern, citing, among other things, that the lack of male teachers and role models might play a role in the decline of learning outcomes among young boys. But it seems fair to say that few people would be concerned about a similarly skewed gender imbalance in other professions if it benefited men.

The statistics on the age distribution of male and female teachers show that the gender imbalance in the teaching profession will increase even more in the years to come. At the lower secondary level, women make up 70% of teachers under the age of 30, while they account for 65% of those aged 50 and over. This pattern is observed in 22 out of 35 countries with available data. The larger proportion of women among young teachers raises concerns about future gender imbalances at the lower levels of education, where women already dominate the profession.

Gender imbalances among teachers have a lot to do with gender stereotyping, and the power and prestige connected with certain occupations within the profession. This is seen in the smaller shares of female teachers in the higher levels of education, in (perceived) more prestigious fields of study and in leadership positions. Women fill only 43% of the jobs in tertiary education. In secondary school, women are less frequently found teaching science, mathematics and technology classes. And, on average across OECD countries, 68% of lower secondary teachers are women, but only 45% are principals. This is particularly striking given that principals tend to be recruited from among the ranks of teachers – suggesting that female teachers are less likely to be promoted to principal than their male counterparts. So, the large share of women in the teaching profession is, itself, skewed towards specific jobs: those at the bottom of the education pyramid and the bottom of the hierarchy of power.

So why, then, do so many women want to become teachers? Gender imbalances in teaching are the result of women’s conscious and strategic choices as much as of labour market conditions, social norms and cultural messages. In many countries, women’s increased participation in the labour market coincided with the need for more trained teachers in expanding education systems. Countries where female labour participation in general is low, like Japan, also have the smallest shares of female teachers. In addition, stereotypical views of teaching as a profession that, at times, resembles parenting, probably play a role, especially with younger generations of women who apparently value motherhood more than their own baby boom mothers did. Labour provisions that allow teachers to work part time and to flexibly combine work, family life and the care of one’s own children also seem to be more appealing to women.

But less well-known is that the salaries of teachers, as measured against the average wages of other tertiary-educated workers, are much more attractive for women than for men. As shown in the chart above, on average across OECD countries, male primary school teachers earn 71% of the wages of other tertiary-educated men. But female teachers earn a significantly higher relative wage. Women in primary education earn over 90% of the salaries of other tertiary-educated female workers. While men and women doing the same teaching job in public schools earn nearly the same, the relative value of their earnings in the professional labour market is strikingly different. This is probably why more women are interested in teaching, especially at the lower levels of education.

Paradoxically, introducing a greater gender balance into the teaching profession depends on the extent to which and the speed with which other sectors reduce gender gaps in earnings. But the education sector could do much more to ensure that women are promoted into leadership positions, and to end the stereotyping that prevents women from breaking the glass ceiling in specific subject areas and in universities. It could also do more to attract young men into teaching by offering them better career prospects and labour conditions that can make teaching a more competitive career choice, even if teachers’ salaries still lag behind those of other professionals.

Links: 
Education Indicators in Focus No. 49: Gender imbalances to the teaching profession
Education at a Glance 2016: OECD Indicators
Follow the conversation on twitter: #OECDEAG

By Andreas Schleicher
Director, OECD Directorate for Education and Skills
Wales is committed to providing high-quality and inclusive education for all its citizens. The disappointing 2009 Programme for International Student Assessment results however showed Wales was far removed from realising this commitment, which sparked a national debate on the quality and future of education in Wales. This resulted in a broad consensus on the need for change. In 2011 Wales embarked on a large-scale school improvement reform and introduced a range of policies to improve the quality and equity of its school system.

Creating lasting change however is hard, and reports of unaccomplished educational reform efforts continue to come in from around the world. But there are also many examples of successful reforms from which lessons can be drawn. The OECD is there to support countries in translating these lessons to different contexts and extending global knowledge on how to make reform happen – and ultimately improve the learning outcomes of students.

In 2016 the Welsh Government invited the OECD to take stock of the policies and reforms adopted since the 2014 OECD review, Improving Schools in Wales: An OECD Perspective, which provided a number of policy recommendations for further improvement with a longer term perspective. The recently released report The Welsh Education Reform Journey: A Rapid Policy Assessment analyses the strengths and challenges of policies and reforms, with a particular focus on their implementation processes and provides concrete recommendations for improvement.

This report comes at a key moment in Wales’ education reform journey as the country finds itself in the midst of a number of important changes, including a large-scale curriculum reform, a reform of initial teacher education and the revision of its education strategy. Since 2014, the OECD has witnessed progress in several important policy areas, including the various measures taken to support the professional learning of teachers, the increase in school-to-school collaborations and participation in networks, the rationalisation of school grants and the steps taken in developing a 21st century curriculum.

The latter has allowed for refining Wales’ education vision in that all Welsh learners are to develop as ambitious capable and lifelong learners, enterprising and creative, informed citizens and healthy and confident individuals – this vision resonates with the preliminary findings of OECDs Education 2030 project which is constructing a framework to help shape what young people should learn in the year 2030. Realising this vision of the Welsh learner however calls for further strengthening of and bringing further coherence across key policy areas:

• the development of a high-quality teaching profession
• making leadership a key driver of education reform
• ensuring equity in learning opportunities and student well-being, which among others calls for a review of governance and school funding arrangements 
• moving towards a new system of assessment, evaluation and accountability. This is important also to determine the effectiveness of reforms and policies. 

A key finding of the report is that the Welsh approach to reform has moved from a piecemeal and short-term policy orientation towards one that is guided by long-term vision and is characterised by a process of co-construction with key stakeholders. The commitment to improving the teaching and learning in Wales’s schools is visible at all levels of the education system. Sustaining this commitment and the general support for the reforms Wales has embarked on in recent years will be central to realising the country’s ambitions for education and society over the long term. However, Wales risks reverting to a piecemeal approach, with different actors going their own way. It is therefore vital that Wales consolidates the process of co-construction of policies, and strengthens their implementation through better communication and use evidence on the Welsh education reform journey.

This rapid policy assessment report will be of value not only to Wales but to policy makers around the world looking to ensure the successful implementation of reforms and policies in their education system.

Links:
The Welsh Education Reform Journey: A Rapid Policy Assessment
Improving Schools in Wales: An OECD Perspective
OECD Programme for International Student Assessment (PISA)
Education 2030 project

photo credit: arrow on asphalt road to the horizon @shutterstock

By Francesco Avvisati 
Analyst, OECD Directorate for Education and Skills

There is little doubt that in OECD countries, the chances for boys and girls to succeed and contribute to society have become more equal over the past century. Every International Women’s Day, however, we are also reminded of the remaining obstacles towards gender equality. This month’s PISA in Focus illustrates both the progress that enables girls today to aspire to roles once exclusively reserved for men, and the remaining obstacles on the road to closing gender gaps.

The progress can be readily seen in the health sector. Only a generation ago, in most countries, women represented only a minority among doctors; today, in many hospitals, the majority of young doctors are women. That trend is likely to continue, if you trust current patterns of enrolment in tertiary health-related programmes and in girls’ expectations for their own future careers.

But not all science-related occupations saw similar progress for women. Very few women have top academic positions in physics, for instance, and the last time a Nobel prize in physics was awarded to a woman was in 1963. Meanwhile, new occupations in the emerging information and communication technology industries are often, and overwhelmingly, dominated by men. These trends are unlikely to reverse in the near future, in the absence of targeted efforts. In 2015, when PISA asked students about the occupation they expect to be working in when they are 30 years old, boys were more than twice as likely as girls to cite a career as scientist or engineering professional. Only 0.4% of girls, but 4.8% of boys, said they expected a career as software developer or information and communication technology professional.

Occupational segregation – the fact that women and men work in different occupations, even in closely related fields – is a leading cause of the persistent wage gaps between the genders. Countries that support boys and girls alike in the pursuit of science-related careers may not only reduce pay gaps between men and women, but also ensure that no talent for innovation and growth is wasted – to the benefit of all.

Look at the contributions to society made by Françoise Barré-Sinoussi (who was involved in the work that identified the human immunodeficiency virus [HIV] as the cause of AIDS), Grace Hopper (a US Navy Rear Admiral and computer scientist who was one of the first programmers of the Harvard Mark I computer and invented the first compiler for a computer programming language) and Marie Curie (a pioneer in research on radioactivity and winner of two Nobel prizes – in two different science disciplines), to name just three women who were innovators in their chosen fields of science. An International Day of Women and Girls in Science, celebrated earlier this month, serves as an annual reminder that women do have a place in these fields and that they should be encouraged to occupy it. But wouldn’t it be more beneficial to everyone if we acted on that understanding every single day?

Links
PISA in Focus No. 69: What kind of careers in science do 15-year-old boys and girls expect for themselves?
PISA 2015 Results (Volume I): Excellence and Equity in Education
Education at a Glance 2016
Closing the Gender Gap: Act Now
Health at a Glance 2015
International Women's Day

by Dirk Van Damme
Head of the Innovation and Measuring Progress Division, Directorate for Education and Skills

In modern societies, most professionals become knowledge workers. Their professional practice is increasingly fuelled and inspired by various forms of knowledge. A good example is the medical profession, where the continuously growing body of scientific knowledge finds its way into professional practices. An important dimension of what constitutes an effective doctor today is the ability to incorporate scientific knowledge within one’s own experience and to translate this into a professional encounter with patients through adequate communication, advice and empathy. Is something similar also happening within the teaching profession?

Teachers are also knowledge workers. To effectively stimulate students’ learning, teachers constantly draw on a vast repertoire of knowledge. And of course, teachers work with subject knowledge. Maths teachers must have a good grasp of the mathematical content, and feel confident in using mathematical concepts. But maths teachers’ knowledge goes beyond that of a mathematician.  They must mobilise the subject knowledge, transforming it into an engaging and enriching teaching and learning experience. Going beyond subject-specific knowledge teachers also must have a profound understanding of the learning process, of what students with their different talents and backgrounds can motivate and inspire. This type of knowledge – pedagogical knowledge – is unique to teaching.

The OECD Centre for Educational Research and Innovation (CERI) has launched the Innovative Teaching for Effective Learning (ITEL) project to better understand the pedagogical knowledge of teachers: how it is developed, how teachers acquire it, transform it and put it to use in their teaching practices. The project doesn’t look at pedagogical knowledge as a static characteristic of individual teachers, but as a dynamic, ever changing aspect of the profession. The project delves into questions regarding the knowledge dynamics of the teaching profession to which there are no simple answers. Is pedagogical knowledge up-to-date and well-adapted to the needs of 21st century teaching practices? Through which channels can teachers acquire pedagogical knowledge? Is knowledge continuously updated and improved by new research findings? How do teachers and teacher educators share their pedagogical knowledge? And can we assess the quality of the pedagogical knowledge base in the teaching profession across countries?

CERI’s most recent publication, Pedagogical Knowledge and the Changing Nature of the Teaching Profession, looks into these questions, presenting research and ideas from multiple perspectives on pedagogical knowledge as a fundamental component of the teaching profession. It also looks at knowledge dynamics within the teaching profession alongside the changing demands on teachers and investigates how teachers’ pedagogical knowledge can be measured.

Most important, the report lays the conceptual groundwork for an empirical study on teachers’ pedagogical knowledge that will be published this summer. Over the past two years, the ITEL project has developed a pilot study assessing the pedagogical knowledge among teachers, student-teachers and teacher educators in five OECD countries. The findings from this pilot study will provide a very important starting point for a more ambitious and bigger ITEL Main Study.

Some people define teaching as an art. If this means that teaching takes ingenuity, creativity and artisan-like skillfulness, they’re certainly right. But acting as a creative craftsman is not enough to be an effective teacher, one who leaves a mark on students’ minds and lives. This requires a sophisticated body of knowledge that teachers can employ in everyday practice. Good teachers do not teach from a book, ‘applying’ textbook knowledge. They do something far more challenging: integrating a body of knowledge into their teaching behaviour and constantly mobilising those bits and pieces of knowledge that can steer their professional practice towards the best possible learning experiences for their students. Only by understanding and valuing how this process happens, we will truly understand what it means to be a ‘good teacher’.

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Centre for Educational Research and Innovation (CERI)

by Tracey Burns
Senior Analyst, OECD Directorate for Education and Skills