Education Q&A with OECD’s Andreas Schleicher


We need to become better at tracking student
learning growths not at just seeing where students are at any point in time but also
seeing how they actually progress in their learning pathways. And actually a lot is happening
in that field. In fact, the PISA assessment as we have it currently focusing on 15 year
olds is looking into expanding to lower grades so that we can actually get at least at the
synthetic level some sense of the progress that is being made in education raising quality,
improving equity and also value for money. The PISA data show that parents have a very
significant influence on the success of their children. We see that where parents have a
greater expectations on education, where parents are more closely involved in the education
of their children results are significantly better. And it’s not only in terms of the
academic performance of students but it’s also in terms of their attitudes toward learning,
their enjoyment of learning. Their persistence when things get tough in school. So parental
involvement is very important. We also see that that parental involvement
isn’t about having an academic degree as a parent or spending hours of time on homework.
It’s really the interest parents show for the education of their children. For example,
when parents regularly ask their children, you know, “How was school today? What did
go wrong?” We can see those kids actually having a significantly higher performance
at school than kids — even kids from wealthy neighborhoods where parents do not show that
level of engagement. So a very important ingredient for success is to make parents part of the
equation. If you do well you might think you don’t need to improve. But, in fact, the PISA
data do not lend much evidence to this. In fact, some of the most rapidly improving systems
are some of the best performing systems. They want to move from good to great. They’re actually
seeing, you know, how is the labor demand shaping up in the future. What are the kind
of knowledge and skills that we need to improve on? I’ll give you an example. You can look
at Singapore. Singapore has always done well on math and science tests. But Singaporean
educators have not been satisfied with this. They’re looking to how can we strengthen students
ways of thinking, creativity, critical thinking, problem solving. Students ways of working,
collaboration, teamwork and so on. So the education system is actually looking towards
moving forward. Complacency is a risk but we do actually see very encouraging signals
that improvement is taking place at every part of the system. You cannot improve what
you can’t measure. So the measurement framework is really, really critically important. But
we also do see incentives not only for our low performers to catch up but also for the
strong performers to move forward further. It was a bit long? A humanistic perspective is very important
to evaluating educational results. In fact, we need to get away from looking at education
with a single perspective. Evaluation can only take part place in a framework of multiple
kinds of perspectives. Looking at test data from students is one perspective. Looking
at teachers views on student performance. Looking at other students — it’s this kind
of multiplicity of instruments that actually help us improve education. And that’s true
even at the level of teachers, you know. You can evaluate teachers on the basis of student
learning outcomes. This is one perspective. But you also need to bring in other perspectives
that value the broader responsibilities that teachers have. So looking at outcomes from
multiple perspectives including these kind of quality — qualitative outlook is very,
very important.

6 thoughts on “Education Q&A with OECD’s Andreas Schleicher”

  1. Wrong model … Money shouldnt have any connection with education.

    Anyway the curent model is pathetic and it makes it very hard to say we should change a couple of things…

    Watch Ken Robinson lectures about education.

  2. Education is useless without learning the truth that we have a very great supernatural Maker of programmable matter not made of the matter that He made and programmed to work (as directed) inside of us to make us humans. There is no purpose in life without knowing there is purpose. Education without purpose is like striving after the wind that always blows away.

  3. Follow these lemmings off the cliff. Please everyone do your own due diligence.
    Don't believe everything you here. Especially when they secretly 'say' and believe they are smarter than you.
    I bet this gentleman has never taught in inner city LA, New York, or Detroit.

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