This presentation briefly describes about the education systems on different countries of the world, what policies they follow for best results and their rankings.
2. Content
Global Education Report
Rankings
How are schools organised
The learning environment
Main driver of variation
Finland’s Education System
Conclusion
3. OECD’s PISA(Programme for International Student Assessment)
Regularly and directly compare the quality of educational outcomes
15-year-olds’ performance
After every 3 years
Reading, math and science skills
Global Education Report
Source: https://usoecd.usmission.gov/mission/overview.html
9. Resources invested in Education
Time Resources
Early childhood education (72%)
“Many of the inequalities that exist within school systems are already present when students
enter formal schooling and persist as students progress through the school system “(et. Al.Alex
ander and olson, 1997)
Extra curricular activities
They can improve students’ non-cognitive skills .Skills such as task persistence, independence
, following instructions, working well within groups, dealing with authority figures and fitting in wi
th peers are, in turn, related to students’ success in school - and beyond (et. Al.farkas, 2003; ca
rneiro and heckman, 2005; covay and carbonaro, 2009).
Source: OECD’s PISA
12. Teacher-Student Relation
Students learn more and have fewer disciplinary
problems when they feel that their teachers are
devoted to their academic success (et. al.Gamorn,
1993) and when they have good
working relations with their teachers (et al. Crosnoe
, Johnson and Elder, 2004
66%
Source: OECD’s PISA
13. How teachers stimulate students’
engagement with reading
In Hungary, the United States and Turkey>70%
In Mexico, Greece, Korea and Norway<50%
Average-60%
If teachers gave them enough time to think about their answers
Source: OECD’s PISA
14. Resources invested in Education
Human Resources
Teacher shortages and salaries
“Teachers are widely believed to be the most essential resource for learning” (et. Al.Greenwald,
hedges and laine, 1996)
Class size (24.6 )
“A weak relationship between class size and student performance”(et. al. ehrenberg 2001; Piket
ty, 2006)
Source: OECD’s PISA
16. Main Driver of variation
Teacher Quality
Source : Sanders and rivers
17. Finland’s Education System
Some Facts
Short school days
Fills the rest of the day with school-sponsored educational activities
Teachers in Finland also go through some of the best education in the world
Students get plenty of teacher interaction
Only standardized test at 16 years old
Source: http://www.smithsonianmag.com/innovation/why-are-finlands-schools-successful-49859555/?no-ist
18. Conclusion
Setting standards and showing students how to meet them matters
Autonomy matters when combined with accountability
How resources are allocated in schools matters more than overall spending
The school climate and teacher-student relations matter
Notes de l'éditeur
School education takes place mainly in public schools, defined by PISA as schools managed directly or indirectly by a public education authority, government agency, or governing board appointed by government or elected by public franchise. Nevertheless, with an increasing variety of educational opportunities, programmes and providers, governments are forging new partnerships to mobilise resources for education and to design new policies that allow all stakeholders to participate more fully and share the costs and benefits more equitably
Students were asked to describe the frequency with which teachers
ask students to explain the meaning of a text, ask questions that challenge students, give enough time for students
to think about their answers, recommend a book or author to students, encourage students to express their opinions
about a text, help students relate the stories they read to their lives, and show students how the information in the
texts builds on what they already know
which teachers
PISA 2009
asked school principals to indicate the extent to which learning is hindered by behaviours such as student
absenteeism, the use of alcohol or illegal drugs, bullying, disruption of classes by students, and students’ lack of
respect for teachers. These questions were combined to create a composite index of student-related factors affecting
school climate
Most students attend schools in which principals reported that student-related factors affect instruction “very little”
or “not at all”.
seminal research based on data from Tennessee showed that if two average eight-year-old students were given different teachers – one of them a high performer, the other a low performer – their performance diverge by more than 50 percentile points within three years (Exhibit 5).14 By way of comparison, the evidence shows that reducing class sizes from 23 to 15 students improves the performance of an average student by eight percentile points at best. 15 Another study, this time in Dallas, shows that the performance gap between students assigned three effective teachers in a row and those assigned three ineffective teachers in a row was 49 percentile points
some systems, by age seven, children who score in the top 20 percent on tests of numeracy and literacy are already twice as likely to complete a university degree as children in the bottom 20 percent
Most of the high-performing countries have developed world-class academic standards for their students and almost all have incorporated those standards into a system of external examinations that are used to construct clear paths into the workforce and good jobs or to the next stage of education or both
2. the incentive to deliver good results for all students is not just a matter of how a school’s student body is defined; it also depends on the ways in which schools are held accountable for their results and what forms of autonomy they are allowed to have – and how that could help influence their performance. PISA has looked at accountability both in terms of the information that is made available about performance and how that information is used – whether by administrative authorities through rewards or control systems, or by parents, through their choice of school
3. effective school systems require the right combination of trained and talented personnel, adequate educational resources and facilities and motivated students who are ready to learn.
4. A final important feature of schools is whether they create a conducive climate for teaching and learning. education policies and practices can only be as good as how effectively they translate into learning in the classroom