Connect∙ED 2019Hunter Valley, NSW

17th May 2019

pasi_sahlberg

Masterclasses

MASTERCLASS #2Let the children play

PääOlkapäät

PeppuPolvet

Varpaat

SilmätKorvatVatsa

Let the Children Play, 2019

State of Play

England: “Nurseries not preparing children for school”, says Ofsted.

Australia: "The word 'play' has become problematic in Australian schools.”

Mexico: Many parents don’t want to pay for the time their children play or sleep in Early Childhood Centers.

United States: Only 13 states has laws that mandate recess time during the school day, and 8 has recommendations for physical activity in schools.

REPORT CARD 2018

Overall physical activity D-

Physical activity in school B

Active transportation D

+

Sedentary behaviours D

-

Family and peers

C+

School

B

Community & environment A-

Government

D

Physical fitness

D+

State of Play

REPORT CARD 2018

Overall physical activity D-

Physical activity in school B

Active transportation D

+

Sedentary behaviours D

-

Family and peers

C+

School

B

Community & environment A-

Government

D

Physical fitness

D+

LEGO Play Well Report 2018

1. Education policies

Competition

Standardisation

Test-based accountability

Play suffers!

2. Parents’ views

A majority of parents (88%) believe that children are under pressure to grow up too quickly.

Fewer parents are playing outdoors with their children.

Parenting paradigms are shifting to overprotecting children from risk-taking.

Parents believe that their children will benefit more from structured activities as opposed to unstructured free play.

Center on Media and Child Health, 2015

3. Media use

Teens who have access to a smartphone

Teens who are online almostconstantly

Kids under 8 who have accessto a mobile device at home

95%45%98%

Emerging evidence…

High users show less curiosity, self-control, and emotional stability.

- Twenge and Campbell, 2018

The New Digital DivideTeenagers’ daily screen time:

Lower-income teens: Over 8 hours

Higher-income teens: Less than 6 hours

Common Sense Media, 2018

It may be that the kids of poorerparents will be raised by digitalscreens, while the children of elitewill be returning back to wooden toysand the luxury of human interaction.

- Adapted from Nellie Bowles (NYT), 26 Oct 2018

What to do?

“Play is integral to a child’s education. The importance of playtime for children cannot be overemphasized to parents, schools, and community organizations.”

Doctor’s Orders: The Children Must Play

“Recess is fundamental to the school experience and develops lifelong skills of communication, negotiation, cooperation, sharing, and problem-solving.”

Doctor’s Orders: The Children Must Play

“The most effective way of developing children’s academic preparedness may be low-cost time spent reading with parents.”

Doctor’s Orders: The Children Must Play

pasi_sahlberg

Thank you!

MASTERCLASS #3Equity through leadership

1970 1980 1990 2000 2010

OEC

D-P

I S

A

EFFECTIVE SCHOOLS: ”Schools matter”• Strong administrative leadership• High expectations• An orderly atmosphere• Basic skills acquisition as the school’s

primary purpose• Capacity to divert school energy and

resources to advance the school’sbasic purpose

• Frequent monitoring of pupil progress

Michael FullanPeter Mortimore Ron EdmondsBert Creemers

Andy HargreavesDavid HopkinsBruce JoyceLouise Stoll

THE ORIGINS OF EQUITY

What is “equity” in education?

“Equity in schooling means ensuring that differences in educational outcomes are not

the result of differences in wealth, income, power or possessions.”

- Review of Funding for Schooling (2011)

“Equity in education has two dimensions: Equity as inclusion means ensuring that all students reach at least a basic minimum level of skills. Equity as fairness implies that personal or socio-economic circumstances, such as gender, ethnic origin or family background are not obstacles to educational success.”

- OECD (2011)

“Equity in education is the means to achieving equality. It intends to provide the best opportunities for all students to achieve their full potential and act to address instances of disadvantage which restrict educational achievement.”

- UNESCO (2015)

What is “equity” in education?

SES vs.achievement

Inclusion Fairness

Resilience

What is “equity” in education?

• Singapore

OECD, 2016Weakness of the relationship between student achievement and family background (ESCS Index)

Stud

ent a

chie

vem

ent i

n re

adin

g, m

athe

mat

ics

and

scie

nce

(PIS

A)

EQUITY OF OUTCOMES

• China

STU

DEN

T A

CHIE

VEM

ENT • Hong Kong

Equity vs. quality of academic outcomes

“School choice advocates often argue that the introduction of market mechanisms in education allows equal access to high quality schooling for all…However evidence does not support these perceptions, as choice and associated market mechanisms can enhance segregation.” –OECD, 2012

What can you do?

Equity as a goal

1

Wellbeing as a driver

2

3

Play as a basic right

pasi_sahlberg

Thank you!

MASTERCLASS #3Fake news about Finland

1st MYTH

Homework

2nd MYTH

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1,0

2,0

3,0

4,0

5,0

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7,0

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10,0

Finland

Korea

Czech Rep

ublic

Slovak R

epublic

Liech

tenstein

Brazil

Tunisia

Sweden

Portugal

Japan

Switzerl

and

Iceland

New Zealand

Turkey

Denmark

Austria

Luxem

bourg

Germany

Uruguay

Norway

IndonesiaFra

nce

Mexico

Greece

Belgium

Canada

Thailan

d

Netherlands

Macao-China

Hong Kong-China

Australi

a

United St

atesLa

tvia

HungarySpa

inPola

nd

Ireland

Italy

Russian

Federa

tion

Homework or other study set by teachers per week (hours)

OECD (2013)

“We need to attract the best and brightest to join the profession. Teachers are the key in today’s knowledge economy, where a good education is an essential foundation for every child’s future success.”

- Andreas Schleicher, OECD Director of Education and Skills

3rd MYTH

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10000

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Series1Total applicants

Applicants to primary school teacher education MA programmes in Finland (2001-2014)

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2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Series1

Series4

Total applicants

Accepted

Applicants to primary school teacher education MA programmes in Finland (2001-2014)

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5

10

15

20

25

1–10 11–20 21-30 31-40 41-50 51-60 61-70 71-80 81-90 90-100

Students score points in Matriculation Examination

Perc

enta

ge o

f acc

epte

d st

uden

ts The Best and the Brightest

2300 120

Academic profile of accepted students: Primary School Teacher Education Programme (MA), University of Helsinki, 2014

0

5

10

15

20

25

1–10 11–20 21-30 31-40 41-50 51-60 61-70 71-80 81-90 90-100

24%24%

Students score points in Matriculation Examination

Perc

enta

ge o

f acc

epte

d st

uden

ts The Best and the Brightest

Academic profile of accepted students: Primary School Teacher Education Programme (MA), University of Helsinki, 2014

NEED SOME TRUE FACTS?

Teaching is a wanted job:

Independent, collaborative value-based profession

Advanced academic preparation and degree

Secure employment and progressive salary scheme

pasi_sahlberg

Thank you!