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1 1 International Summit on the Teaching Profession New York, 16-17 March 2011 Building a High-Quality Teaching Profession Andres Schleicher Building a High-Quality Teaching Profession Lessons from around the world Andreas Schleicher Special advisor to the Secretary-General on Education Policy Head of the Indicators and Analysis Division, EDU
Transcript of r Teaching Profession - WordPress.com...Teacher evaluation and accountability Teacher policies The...
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Andre
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icher Building a High-Quality
Teaching Profession Lessons from around the world
Andreas Schleicher Special advisor to the Secretary-General on Education Policy
Head of the Indicators and Analysis Division, EDU
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Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
High equity
High student performance (PISA average reading, mathematics and science)
Low student performance
Low equity
Australia
Austria
Belgium
Canada
Chile
Czech Republic
Denmark
Estonia
Finland
France
Germany
Greece
Hungary
Iceland Ireland
Israel
Italy
Japan
Korea
Luxembourg
Mexico
Netherlands New Zealand
Norway Poland
Portugal Slovak Republic
Slovenia
Spain
Sweden
Switzerland
Turkey
United Kingdom
United States
Albania
Argentina
Azerbaijan
Brazil
Bulgaria
Colombia
Croatia
Dubai (UAE)
Hong Kong-China
Indonesia
Jordan Kazakhstan
Latvia
Liechtenstein
Lithuania
Macao-China
Montenegro
Romania
Russian Federation
Serbia
Shangai-China
Singapore
Chinese Taipei
Thailand
Trinidad and Tobago
Tunisia
Uruguay
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Student learning
Practices
Instruction
Intervention
Support systems
People
Teachers Principals
Support personnel
Families
Processes
Selection
Preparation
Recruitment/induction
Work organisation
Development
Supervision
Retention
Tools
Standards
Curricula
Technology
Assessments
Data systems Policies and alignment
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Some students learn at high levels All students learn at high levels
Student inclusion
Routine cognitive skills for lifetime jobs Learning to learn, complex ways of thinking, ways of working
Curriculum, instruction and assessment
Taught to teach established content High-level professional knowledge workers
Teacher quality
„Tayloristic‟, hierarchical Flat, collegial, differentiated and diverse careers
Work organisation
Primarily to authorities Also to peers and stakeholders
Teacher evaluation and accountability
Teacher policies
The past The most effective systems
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How teachers are recruited into the profession and educated
Great systems attract great teachers Last year Finland had over 6000 applicants for 600 jobs.
Great systems prioritize the quality of teachers… …over the size of classes.
Salaries matter… …but career prospects, career diversity and giving teachers responsibility as
professionals and leaders of reform are equally important.
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Teacher salaries relative to workers with college degrees
Source: OECD, Education at a Glance 2010, Table 3.1 (Fig 1.1 Building a High-Quality Teaching Profession)
0.0
0.2
0.4
0.6
0.8
1.0
1.2
1.4
Spa
in
New
Zeal
and
Germ
any
Aus
tral
ia
Fin
land
Sw
eden
Belg
ium
(F
l.)
Sco
tlan
d
Belg
ium
(F
r.)
Denm
ark
Fra
nce
Eng
land
Kor
ea
Neth
erl
ands
Aus
tria
Gre
ece
Port
ugal
Est
onia
Pola
nd
Nor
way
Uni
ted S
tate
s
Ital
y
Isra
el
Slo
veni
a
Hun
gary
Ice
land
Cze
ch R
epu
blic
Ratio of salary after 15 years of experience/minimum training to earnings
for full-time full-year workers with tertiary education aged 25 to 64
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-10
-5
0
5
10
15
Port
ugal
Spa
in
Sw
itze
rlan
d
Belg
ium
Kor
ea
Lux
em
bou
rg
Germ
any
Gre
ece
Jap
an
Aus
tral
ia
Uni
ted K
ingd
om
New
Zeal
and
Fra
nce
Neth
erl
ands
Den
mar
k
Ital
y
Aus
tria
Cze
ch R
epu
blic
Hun
gary
Nor
way
Icela
nd
Irela
nd
Mexic
o
Fin
land
Sw
eden
Uni
ted S
tate
s
Pola
nd
Slo
vak
Repu
blic
Salary as % of GDP/capita Instruction time 1/teaching time 1/class size
-10
-5
0
5
10
15
Port
ugal
Spa
in
Sw
itze
rlan
d
Belg
ium
Kor
ea
Lux
em
bou
rg
Germ
any
Gre
ece
Jap
an
Aus
tral
ia
Uni
ted K
ingd
om
New
Zeal
and
Fra
nce
Neth
erl
ands
Den
mar
k
Ital
y
Aus
tria
Cze
ch R
epu
blic
Hun
gary
Nor
way
Icela
nd
Irela
nd
Mexic
o
Fin
land
Sw
eden
Uni
ted S
tate
s
Pola
nd
Slo
vak
Repu
blic
Difference with OECD average
High performing systems often prioritize the quality of teachers over the size of classes
Contribution of various factors to upper secondary teacher compensation costs per student as a percentage of GDP per capita (2004)
Percentage points
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Percentage of OECD countries in which the following factors shape teacher pay
100
84%
72%
66%
31%
66%
69%
44%
0 20 40 60 80 100
Years of experience as a teacher
Additional management responsibilities
Teaching in a disadvantaged, remote or high
cost area
Special tasks (career guidance, counselling)
Teaching courses in a particular field
A higher initial educational qualification
A higher certification or training obtained
during professional life
Outstanding performance in teaching
Source: OECD, Education at a Glance 2010. (Fig 3.6
Building a High-Quality Teaching Profession)
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How teachers are recruited into the profession and educated
The status of teaching is not a static attribute of culture… …but has, in some countries, changed significantly.
Top-down initiatives alone were often insufficient to achieve deep and lasting changes
(You can mandate compliance but you need to unleash excellence).
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Schools with less autonomy
Schools with more autonomy
480
490
500
Systems with more
accountability Systems with less
accountability
495
School autonomy in resource allocation
System’s accountability arrangements
PISA score in reading
School autonomy, accountability and student performance
Impact of school autonomy on performance in systems with and without accountability arrangements
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Interesting practices to bring in a wider background of teachers
Opening the teaching profession to individuals with relevant experience outside education
…not just in vocational programs.
Recognizing the skills and experience gained outside education… …and reflecting those in starting salaries.
Enabling appropriately qualified entrants, including mature student teacher trainees…
…to start working and earning a salary before acquiring teacher education qualifications.
Offering more flexible approaches to teacher education… …that provide opportunities for part-time study and distance learning, and that give
credits for relevant qualifications and experience .
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How teachers are developed in service and supported
No matter how good the pre-service education for teachers is …it cannot prepare teachers for rapidly changing challenges throughout their careers
High-performing systems rely on ongoing professional to… …update individuals‟ knowledge of a subject in light of recent advances
…update skills and approaches in light of new teaching techniques, new circumstances, and new research
…enable teachers to apply changes made to curricula or teaching practice
…enable schools to develop and apply new strategies concerning the curriculum and teaching practice
…exchange information and expertise among teachers and others
…help weaker teachers become more effective .
Effective professional development is on-going… …includes training, practice and feedback, and adequate time and follow-up support
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Percentage of teachers without mentoring and induction
0
10
20
30
40
50
60
70
80
Bra
zil
Lit
hua
nia
Spa
in
Mal
ta
Mexic
o
Nor
way
Aus
tria
Tur
key
TA
LIS
Ave
rage
Ital
y
Denm
ark
Port
ugal
Sum
mit
11
avera
ge
Hun
gary
Est
onia
Kor
ea
Mal
aysi
a
Bul
gari
a
Icela
nd
Irela
nd
Slo
veni
a
Pola
nd
Slo
vak
Repu
blic
Belg
ium
(F
l.)
Aus
tral
ia
% No formal induction process No formal mentoring process
Source: OECD, TALIS Table 3.6 (Fig 2.1 Building a High-Quality Teaching
Profession)
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rea
tin
g E
ffe
ctive
Te
ach
ing
an
d L
ea
rnin
g E
nvir
on
me
nts
OE
CD
Te
ach
ing
an
d L
ea
rnin
g
Inte
rna
tio
nal S
tud
y (
TA
LIS
)
0
10
20
30
40
50
60
70
80
90
100
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Individual and
collaborative research
Qualification programmes
Informal dialogue to
improve teaching
Reading professional
literature
Courses and workshops
Professional development
network
Mentoring and peer
observation
Observation visits to
other schools
Education conferences
and seminars
TALIS Average %
Figure 3.15
Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work
Comparison of teachers participating in professional development activities and teachers reporting
moderate or high level impact by types of activity
22 22 C
rea
tin
g E
ffe
ctive
Te
ach
ing
an
d L
ea
rnin
g E
nvir
on
me
nts
OE
CD
Te
ach
ing
an
d L
ea
rnin
g
Inte
rna
tio
nal S
tud
y (
TA
LIS
)
0
10
20
30
40
50
60
70
80
90
100
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Imp
act
Par
tici
pat
ion
Individual and
collaborative research
Qualification programmes
Informal dialogue to
improve teaching
Reading professional
literature
Courses and workshops
Professional development
network
Mentoring and peer
observation
Observation visits to
other schools
Education conferences
and seminars
TALIS Average %
Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work
Comparison of teachers participating in professional development activities and teachers reporting
moderate or high level impact by types of activity
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0
10
20
30
40
50 C
onfl
ict
wit
h
wor
k sc
hedul
e
No
suit
able
prof
essi
onal
deve
lopm
ent
Fam
ily
resp
onsi
bilit
ies
Too
expe
nsiv
e
Lac
k of
em
ploy
er
supp
ort
Did
not
hav
e
the p
re-
requ
isit
es
%
Teacher demand for professional development is often not met, sometimes for lack of time, sometimes for lack of opportunity
Among those teachers who wanted more development than they received (TALIS averages)
Source: OECD, TALIS Table 3.7 (Fig 2.3 Building a High-Quality Teaching Profession)
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It‟s not just about more of the same For what type of professional development
do teachers report a high level of need?
0
10
20
30
40
50
60
70
Teaching
special
learning needs
students
ICT teaching
skills
Student
discipline and
behaviour
problems
Instructional
practices
Subject field Student
counselling
Content and
performance
standards
Student
assessment
practices
Teaching in a
multicultural
setting
Classroom
management
School
management
and
administration
TALIS Average
Areas are ranked in descending order of the international average where teachers report a high level of need for development. Source: OECD. Table 3.2
%
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Employment conditions The predominant employment model remains „career-based‟…
…but some countries have introduced position-based systems…
…many countries have probationary periods…
…and an increasing number require periodic renewal of licenses.
Limited but increasing career diversity… …both horizontally and vertically.
Some efforts to improve mobility… …between schools and with other occupations.
Countries struggle with transparency in teacher labour market… …but some have all vacancies posted, and provide websites where the information is centralized or
establish a network of agencies to co-ordinate and foster recruitment activities .
Schools have become more involved in personnel management.
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Percentage of public and
private schools that have
considerable autonomy over
100 80 60 40 20 0 20 40 60 80 100
Greece Italy
Austria Portugal
Singapore Brazil
Colombia Japan
Indonesia Germany
Spain Korea
Finland Mexico
Argentina Qatar
Canada Australia
Ireland OECD average
Israel Chile
Norway Belgium
Switzerland Hong Kong-China
Poland United States
United Kingdom Russian Federation
Slovenia Sweden
Denmark Shanghai-China Slovak Republic
Hungary Czech Republic
Netherlands New Zealand
Selecting teachers for hire
Dismissing teachers
Source: OECD , PISA 2009 Database, T able I V.3.5
(Fig 2.7 Building a High-Quality Teaching Profession)
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0
10
20
30
40
50
60
70
80
90
100
Ita
ly
Spa
in
Port
ugal
Ire
land
Bra
zil
Ice
land
Nor
way
Aus
tria
Aus
tralia
Belgium (Fl.)
Malta
Tur
key
Mexico
Denm
ark
Poland
Kor
ea
Slove
nia
Hun
gary
Est
onia
Slova
k R
epub
lic
Lithua
nia
Malaysia
Bulga
ria
No appraisal or feedback No school evaluation %
Countries are ranked in descending order of the percentage of teachers who have received no appraisal or feedback. Source: OECD. Table 5.1 and 5.3
Some teachers are left alone Teachers who received no appraisal or feedback and teachers in schools that had no school evaluation in the previous five years
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How teachers are evaluated and compensated
Criteria used to evaluate teachers include… …teacher qualifications, including teacher credentials, years of service, degrees,
certifications and relevant professional development
…how teachers operate in the classroom setting, including attitudes, expectations and personal characteristics, as well as strategies, methods and actions employed in their
interaction with students; and
…measures of teacher effectiveness, based on assessment of how teachers contribute to students‟ learning outcomes as well as their knowledge of their field and
pedagogical practice
In most countries, teachers value appraisal and feedback highly…
…and report that it improves their job satisfaction and personal development, widens their repertoire of pedagogical practices and improves their effectiveness.
In many countries, appraisal and feedback have limited impact…
…on public recognition, professional development, careers and pay.
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Does appraisal and feedback make a difference for the job?
0
10
20
30
40
50
60
70
80
90
100
Malaysia
Lithua
nia
Bulga
ria
Poland
Slove
nia
Est
onia
Slova
k R
epu
blic
Bra
zil
Mexico
Denm
ark
TALIS A
vera
ge
Hun
gary
Nor
way
Ice
land
Ita
ly
Kor
ea
Aus
tralia
Ire
land
Spa
in
Tur
key
Port
ugal
Aus
tria
Malta
Belgium (Fl.)
Opportunities for professional development activities
A change in the likelihood of career advancement
Public recognition from the principal and/or colleagues
Changes in work responsibilites that make the job more attractive %
Countries are ranked in descending order of changes in teachers' opportunities for professional development activities. Source: OECD. Table 5.5.
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Bu
ildin
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Hig
h-Q
ua
lity T
ea
ch
ing P
rofe
ssio
n
Andre
s S
chle
icher
Teachers‟ report on impact of appraisal and feedback in their school
100
80
60
40
20
0
20
40
60
80
100
Increased monetary or non-monetary rewards for improving quality of teaching
Increased monetary or non-monetary rewards for more innovative teaching
School principal alters monetary rewards of persistently underperforming teacher
Teachers will be dismissed because of sustained poor performance
%
Source: OECD. Table 5.9.
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fessio
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arc
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01
1
Bu
ildin
g a
Hig
h-Q
ua
lity T
ea
ch
ing P
rofe
ssio
n
Andre
s S
chle
icher
How much autonomy public and
private schools have over salaries
100 80 60 40 20 0 20 40 60 80 100
Belgium Greece Ireland Austria Turkey
Argentina Germany
Spain Italy
Canada Singapore
Portugal Luxembourg
Iceland Slovenia Estonia
Korea Mexico Norway
Switzerland Brazil
Finland Israel
New Zealand Poland
Australia Japan
Colombia OECD average United States
Hong Kong-China Denmark
Indonesia Russian Federation
Shanghai-China Chile
Slovak Republic Hungary
United Kingdom Sweden
Netherlands Czech Republic
Source: OECD , PISA 2009 Database, T able I V.3.5
(Fig 2.7 Building a High-Quality Teaching Profession)
Establishing teachers‟ starting salaries
Determining teachers‟ salaries increases
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ildin
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h-Q
ua
lity T
ea
ch
ing P
rofe
ssio
n
Andre
s S
chle
icher
Coherence of policy and practice
Alignment of policies across all aspects of the system
Coherence of policies over sustained periods of time
Consistency of implementation
Fidelity of implementation
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s S
chle
icher
Thank you !
Find out more about our work at…
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www.pisa.oecd.org
U.S. White House www.data.gov
Email: [email protected]
… and remember:
Without data, you are just another person with an opinion
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chle
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Backup slides
41 41 In
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fessio
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Bu
ildin
g a
Hig
h-Q
ua
lity T
ea
ch
ing P
rofe
ssio
n
Andre
s S
chle
icher
Students‟ views of teacher-student relations
0
10
20
30
40
50
60
70
80
90
100
Port
ugal
T
urkey
Serb
ia
Alb
ania
Pa
nam
a K
azak
hst
an
Dub
ai (
UA
E)
Ind
onesi
a C
olom
bia
B
razi
l S
han
ghai
-Chin
a U
nite
d S
tate
s Pe
ru
Sin
gapo
re
Jor
dan
C
anad
a T
rini
dad
and
Tob
ago
Denm
ark
Uni
ted K
ingd
om
Aus
tral
ia
Aze
rbai
jan
Mexic
o Q
atar
N
ew
Zeal
and
Thai
land
E
ston
ia
Rus
sian
Federa
tion
Ire
land
S
weden
Arg
ent
ina
Chile
Ice
land
C
hin
ese
Tai
pei
Ita
ly
Slo
vak R
epu
blic
Uru
guay
H
ong
Kon
g-C
hin
a S
pain
M
onte
negr
o S
wit
zerl
and
Kyr
gyzs
tan
Hun
gary
C
zech
Repu
blic
OE
CD
ave
rage
Lie
chte
nste
in
Gre
ece
C
roat
ia
Lat
via
Mac
ao-C
hin
a B
elg
ium
R
oman
ia
Isr
ael
Neth
erl
ands
Kor
ea
Aus
tria
Lux
em
bou
rg
Germ
any
Nor
way
Lit
hua
nia
Fra
nce
Bul
gari
a T
unis
ia
Fin
land
Po
land
S
love
nia
Jap
an
% Most of my teachers are interested in my well-being
Source: OECD , PISA 2009 Database, T able I V.4.1 (Fig 2.6 Building a High-Quality Teaching Profession)
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Bu
ildin
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Hig
h-Q
ua
lity T
ea
ch
ing P
rofe
ssio
n
Andre
s S
chle
icher
Students‟ views of teacher-student relations
50
60
70
80
90
100
Kaz
akhst
an
Alb
ania
A
zerb
aija
n S
han
ghai
-Chin
a Po
rtug
al
Can
ada
Kyr
gyzs
tan
Hon
g K
ong-
Chin
a C
hin
ese
Tai
pei
Uni
ted K
ingd
om
Uni
ted S
tate
s S
inga
pore
N
ew
Zeal
and
Tur
key
Dub
ai (
UA
E)
Lat
via
Neth
erl
ands
Ind
onesi
a Pe
ru
Est
onia
A
ustr
alia
F
inla
nd
Belg
ium
K
orea
Thai
land
S
wit
zerl
and
Rus
sian
Federa
tion
Ice
land
S
weden
Tri
nidad
and
Tob
ago
Qat
ar
Jor
dan
F
ranc
e
Bul
gari
a S
lova
k R
epu
blic
Col
ombia
D
enm
ark
Pana
ma
OE
CD
ave
rage
M
exic
o C
zech
Repu
blic
Lit
hua
nia
Mac
ao-C
hin
a B
razi
l Lie
chte
nste
in
Chile
Ire
land
H
unga
ry
Ital
y T
unis
ia
Mon
tene
gro
Nor
way
S
love
nia
Rom
ania
Po
land
Lux
em
bou
rg
Serb
ia
Germ
any
Isr
ael
Cro
atia
S
pain
A
rgent
ina
Aus
tria
U
rugu
ay
Jap
an
Gre
ece
% If I need extra help, I will receive it from my teachers
Source: OECD , PISA 2009 Database, T able I V.4.1 (Fig 2.6 Building a High-Quality Teaching Profession)
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ildin
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Hig
h-Q
ua
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ea
ch
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rofe
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Andre
s S
chle
icher
How much autonomy individual
schools have over resource
allocation
100 80 60 40 20 0 20 40 60 80 100
Greece Serbia
Uruguay Tunisia
Portugal Montenegro
Jordan Luxembourg
Turkey Bulgaria
Kazakhstan Croatia Canada Mexico Latvia
Russian Federation Trinidad and Tobago
Switzerland Germany
Azerbaijan Argentina
Ireland Norway
Qatar Spain
Belgium Finland
Slovenia Brazil
Albania United States
Austria Panama
Liechtenstein Chile
Singapore Shanghai-China OECD average
Australia Romania
Slovak Republic Hungary
Lithuania Israel
Peru Denmark
Italy Kyrgyzstan
Iceland Dubai (UAE)
Sweden Estonia
Colombia Indonesia
United Kingdom New Zealand
Chinese Taipei Hong Kong-China
Czech Republic Netherlands
Thailand Korea Japan Poland
Macao-China
Only “principals and/or teachers” have considerable responsibility to:
Determining course content
Deciding which courses are offered
Source: OECD , PISA 2009 Database, T able I V.3.5
(Fig 2.7 Building a High-Quality Teaching Profession)
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Hig
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ua
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ea
ch
ing P
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Andre
s S
chle
icher
-10
0
10
20
30
40
50
60 L
ith
uan
ia
Germ
an
y
De
nm
ark
Cro
ati
a
Ho
ng
Ko
ng
-Ch
ina
Ko
rea
Macao
-Ch
ina
Po
rtu
gal
Hu
ng
ary
New
Zeala
nd
Ch
ile
Italy
Pan
am
a
Qata
r
Sco
re p
oin
t d
iffe
ren
ce
Parental support at the beginning of primary school
Score point difference between students whose parents often do (weekly or daily) and those who do not:
"talk about what they had done"
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01
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Bu
ildin
g a
Hig
h-Q
ua
lity T
ea
ch
ing P
rofe
ssio
n
Andre
s S
chle
icher
Performance difference between students who had attended pre-primary school for more than one year and those who did not
Sco
re p
oin
t d
iffe
ren
ce
0
20
40
60
80
100
120
Isra
el
Sin
ga
po
re
Belg
ium
Q
ata
r M
ac
ao
-Ch
ina
It
aly
F
ran
ce
H
on
g K
on
g-C
hin
a
Sw
itze
rla
nd
D
en
ma
rk
Un
ite
d K
ing
do
m
Lie
ch
ten
ste
in
Du
ba
i (U
AE
) G
ree
ce
K
yrg
yzs
tan
U
rug
uay
Arg
en
tin
a
Sh
an
gh
ai-
Ch
ina
Ge
rma
ny
Sp
ain
N
ew
Ze
ala
nd
A
ustr
ali
a
Slo
va
k R
ep
ub
lic
S
we
den
B
razil
H
un
gary
L
uxe
mb
ou
rg
Me
xic
o
Th
ail
an
d
Tri
nid
ad
an
d T
ob
ag
o
Can
ad
a
OE
CD
ave
rag
e
Ch
ines
e T
aip
ei
Ind
on
es
ia
Po
lan
d
Ice
lan
d
Kaza
kh
sta
n
Pa
nam
a
Ro
man
ia
Cze
ch
Re
pu
bli
c
Ja
pan
Tu
nis
ia
Pe
ru
Au
str
ia
Jo
rda
n
Bu
lgari
a
No
rwa
y
Alb
an
ia
Aze
rba
ija
n
Ru
ss
ian
Fed
era
tio
n
Co
lom
bia
P
ort
ug
al
Ch
ile
U
nit
ed
Sta
tes
Lit
hu
an
ia
Tu
rke
y
Se
rbia
M
on
ten
eg
ro
Neth
erl
an
ds
Ir
ela
nd
S
love
nia
C
roati
a
Fin
lan
d
Ko
rea
L
atv
ia
Es
ton
ia
Beyond schooling
Observed performance advantage
Performance advantage after accounting for socio-economic factors
46 46 In
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ea
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icher
A world of change in baseline qualifications Approximated by percentage of persons with high school or equivalent qualfications
in the age groups 55-64, 45-55, 45-44 und 25-34 years
0
10
20
30
40
50
60
70
80
90
100
Unite
d S
tate
s
Czech
Repu
blic
Est
onia
Germ
any
Switzerland
Denm
ark
Cana
da
Nor
way
Sweden
Rus
sian
Federa
tion
4
Aus
tria3
Slove
nia
Isr
ael
Slova
k R
epu
blic
New Z
ealand
Hun
gary
Finland
Unite
d K
ingd
om3
Neth
erland
s
Lux
embou
rg
EU19 ave
rage
OECD a
vera
ge
Fra
nce
Aus
tralia
Ice
land
Belgium
Poland
Ire
land
Kor
ea
Chile2
Gre
ece
Ita
ly
Spa
in
Tur
key
Port
ugal
Mexico
Bra
zil2
1990s 1980s 1970s 1960s
%
1. Excluding ISCED 3C short programmes 2. Year of reference 2004 3. Including some ISCED 3C short programmes 3. Year of reference 2003.
13
1
1
27 14
23
47 47 In
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ea
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Andre
s S
chle
icher
0%
5%
10%
15%
20%
25%
30%
35%
40%
2010 2020 2030 2040 2050 2060 2070 2080 2090 2100 2110
Relationship between test performance and economic outcomes
Annual improved GDP from raising performance by 25 PISA points Pe
rcent
addit
ion
to G
DP
48 48 In
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ildin
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ua
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ea
ch
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rofe
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n
Andre
s S
chle
icher
0
2000
4000
6000
8000
10000
12000
14000 U
nite
d S
tate
s J
apan
G
erm
any
Uni
ted K
ingd
om
Fra
nce
Ital
y M
exic
o S
pain
K
orea
Can
ada
Tur
key
Aus
tral
ia
Pola
nd
Net
herl
ands
Belg
ium
S
weden
Gre
ece
Cze
ch R
epu
blic
Aus
tria
N
orw
ay
Sw
itze
rlan
d
Port
ugal
H
unga
ry
Denm
ark
Fin
land
Ir
ela
nd
New
Zeal
and
Slo
vak
Repu
blic
Lux
em
bou
rg
Icel
and
Potential increase in economic output (bn $)
Increase average performance by 25 PISA points (Total 115 trillion $)
bn$
49 49 In
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1
Bu
ildin
g a
Hig
h-Q
ua
lity T
ea
ch
ing P
rofe
ssio
n
Andre
s S
chle
icher
High science performance
Low science performance
Average performance of 15-year-olds in science – extrapolate and apply
Finland
Hong Kong-China Canada Chinese Taipei
Estonia Japan New Zealand Australia Netherlands
Liechtenstein Korea Slovenia Germany United Kingdom Czech Republic Switzerland
Macao-China Austria Belgium Ireland Hungary Sweden
Poland Denmark France Croatia Iceland
Latvia United States Slovak Republic, Spain, Lithuania Norway
Luxembourg Russian Federation
Italy Portugal Greece
Israel
Turkey
Jordan Thailand Romania
Montenegro Mexico
Indonesia Argentina Brazil Colombia Tunisia Azerbaijan
Qatar
Kyrgyzstan
310
360
410
460
510
560
16
50 50 In
tern
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e T
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fessio
n
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rk,
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arc
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01
1
Bu
ildin
g a
Hig
h-Q
ua
lity T
ea
ch
ing P
rofe
ssio
n
Andre
s S
chle
icher
0
2000
4000
6000
8000
10000
12000
14000
Uni
ted S
tate
s M
exic
o T
urke
y G
erm
any
Ital
y J
apan
F
ranc
e
Spa
in
Uni
ted K
ingd
om
Pola
nd
Can
ada
Gre
ece
Kor
ea
Aus
tral
ia
Port
ugal
B
elg
ium
N
etherl
ands
Nor
way
S
weden
Aus
tria
C
zech
Repu
blic
Sw
itze
rlan
d
Hun
gary
D
enm
ark
Irela
nd
Slo
vak
Repu
blic
New
Zeal
and
Lux
em
bou
rg
Fin
land
Ic
elan
d
Potential increase in economic output (bn $)
Raise everyone to minimum of 400 PISA points
bn$
51 51 In
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fessio
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Bu
ildin
g a
Hig
h-Q
ua
lity T
ea
ch
ing P
rofe
ssio
n
Andre
s S
chle
icher
0%
200%
400%
600%
800%
1000%
1200%
Mex
ico
Tur
key
Gre
ece
Port
ugal
It
aly
Lux
em
bou
rg
Uni
ted S
tate
s S
pain
Po
land
G
erm
any
Nor
way
H
unga
ry
Slo
vak
Repu
blic
Belg
ium
F
ranc
e D
enm
ark
Aus
tria
S
weden
Icela
nd
Sw
itze
rlan
d
Cze
ch R
epu
blic
Irela
nd
Uni
ted K
ingd
om
New
Zeal
and
Aus
tral
ia
Net
herl
ands
Jap
an
Can
ada
Kor
ea
Fin
land
Raise everyone to minimum of 400 PISA points % currrent GDP
