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![Page 1: Literacy skills for the world of tomorrow Organisation for Economic Cooperation and Development (OECD) 21 st World Congress on Reading, 7-10 August 2006.](https://reader035.fdocuments.us/reader035/viewer/2022062511/5514c679550346b0338b4b63/html5/thumbnails/1.jpg)
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Literacy skills for the world of
tomorrow
Organisation for Economic Cooperation and Development (OECD)
21st World Congress on Reading, 7-10 August 2006
Andreas SchleicherHead, Indicators and Analysis Division
OECD Directorate for Education
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3333 In the dark……all students, schools and education systems look the same…
But with a little light….
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4444
But with a little light….
…important differences become apparent….
In the dark……all students, schools and education systems look the same…
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1960's 1970's 1980's 1990's
High-level qualificationsApproximated by the percentage of persons with ISCED 5A/6 qualfication in the
age groups 55-64, 45-55, 45-44 und 25-34 years (2003)
8
20
3
21
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6666 Overview
11.. Why literacy skills matter Literacy and the knowledge economy
2.2. Where we are today - and where we can be
What PISA shows students in different countries can do with what they have learned
Examples from the best performing countries
3.3. How we can get there Some policy levers that emerge from
international comparisons
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7777
Why literacy matters
Literacy and the knowledge economy
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8888 Who will be “safe” from outsourcing, digitalisation and automatisation?
The great synthesisers Conventionally, our approach to problems was
breaking them down into manageable bits and pieces, today we create value by synthesising disparate bits together
The great explainers The more content we can search and access, the
more important the filters and explainers become The great collaborators and orchestrators
The more complex the globalised world becomes, the more individuals and companies need various forms of co-ordination and management
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9999 Who will be “safe” from outsourcing, digitalisation and automatisation?
The great versatilists Specialists generally have deep skills and narrow scope,
giving them expertise that is recognised by peers but not valued outside their domain
Generalists have broad scope but shallow skills Versatilists apply depth of skill to a progressively widening
scope of situations and experiences, gaining new competencies, building relationships, and assuming new roles.
They are capable not only of constantly adapting but also of constantly learning and growing
The great personalisers A revival of interpersonal skills, skills that have atrhophied to
some degree because of the industrial age and the Internet The great localisers
Localising the global
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10101010 Why literacy skills matter Reading is the currency in the
knowledge society Just as those with little money have
difficulty meeting their basic needs, those with limited literacy are likely to find it more challenging to pursue their goals
Like most currencies, reading literacy has been subject to inflation over the years
Despite the rapid growth in the supply of qualifications, demand grows even faster Such that the earnings and employment
gap continues to grow
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11111111 Why literacy skills matter Approximately three quarters of adults with
the lowest level of reading literacy in IALS were either not working or, if working, in relatively low-paying jobs (in the bottom 40% of wage earners)
Adults in the two lowest reading literacy levels were typically twice as likely to be unemployed as those in the highest three levels
Lower skills place individuals at higher risks of dependency and also influence civic, community and political behaviour
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12121212
Where we are - and where we can be
What PISA shows students can doExamples of the best performing countries
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13131313 PISA country participationKey features of PISA 2003Information collected
volume of the tests6½ hours of assessment material
each student2 hours on paper-and-pencil tasks (subset of all
questions)½ hour for questionnaire on background, learning
habits, learning environment, engagement and motivation
school principalsquestionnaire (school demography, learning environment quality)
CoveragePISA covers roughly nine tens of the world economyIn Iceland all 15-year-olds in school took part, in other
countries representative samples of between 3,500 and 50,000 students
OECD partner countries participating from PISA 2006
OECD partner countries participating from PISA 2003
OECD partner countries participating from PISA 2000
OECD countries participating from PISA from 2003
OECD countries participating from PISA 2000
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14141414 Average performanceof 15-year-olds in reading literacy
High reading performance
Low reading performance441
Greece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Macao- China Switzerland
New Zealand
Belgium
J apan
Australia
Iceland
Czech Republic
Sweden
France
Denmark
I reland
Germany Austria
Slovak Republic
Luxembourg
Poland
Hungary
Norway
Spain
United StatesLatvia
PortugalI taly
440
460
480
500
520
540
61626
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15151515 Average performanceof 15-year-olds in reading literacy
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
Strong socio-economic impact
on student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance441
Greece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Macao- China Switzerland
New Zealand
Belgium
J apan
Australia
Iceland
Czech Republic
Sweden
France
Denmark
I reland
Germany Austria
Slovak Republic
Luxembourg
Poland
Hungary
Norway
Spain
United StatesLatvia
PortugalI taly
440
460
480
500
520
540
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16161616 Durchschnittliche Schülerleistungen im Bereich Mathematik
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
Strong socio-economic impact
on student performance
Socially equitable distribution of
learning opportunities
High reading performance
Low reading performance441
Greece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Switzerland
New Zealand
Belgium
J apan
Australia
IcelandCzech Republic
Sweden
France
Denmark
I reland
Germany Austria
Slovak Republic
Luxembourg
Poland
Hungary
Norway
Spain
United StatesLatvia
PortugalI taly
440
460
480
500
520
540
61626
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17171717
300
500
700
-3 -2 -1 0 1 2 3
Stu
dent
perf
orm
ance
School performance and schools’ socio-economic background - Hungary
AdvantagePISA Index of social backgroundDisadvantage
Figure 4.13
School proportional to size
Student performance and student SES
Student performance and student SES within schools
School performance and school SES
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18181818
300
500
700
-3 -2 -1 0 1 2 3
Stu
dent
perf
orm
ance
School performance and schools’ socio-economic background - Hungary
AdvantagePISA Index of social backgroundDisadvantage
Figure 4.13
School proportional to size
Student performance and student SES
Student performance and student SES within schools
School performance and school SES
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19191919
300
500
700
-3 -2 -1 0 1 2 3
Stu
dent
perf
orm
ance
School performance and schools’ socio-economic background - Hungary
AdvantagePISA Index of social backgroundDisadvantage
Figure 4.13
School proportional to size
Student performance and student SES
Student performance and student SES within schools
School performance and school SES
OECD
OECD
OECD
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20202020
300
500
700
-3 -2 -1 0 1 2 3
Stu
dent
perf
orm
ance
School performance and schools’ socio-economic background - Hungary
AdvantagePISA Index of social backgroundDisadvantage
Figure 4.13
School proportional to size
Student performance and student SES
Student performance and student SES within schools
School performance and school SES
OECD
OECD
OECD
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21212121
200
500
800
-3 -2 -1 0 1 2 3
Stu
dent
perf
orm
ance
School performance and schools’ socio-economic background - Finland
AdvantagePISA Index of social backgroundDisadvantage
Figure 4.13
Student performance and student SES
Student performance and student SES within schools
School performance and school SES
School proportional to size
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24242424
How can we get there?
Levers for policy that emerge from international comparisons
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25252525High ambitions
and clear standards
Access to best practice and quality
professional development
Sympathy doesn’t raise standards – aspiration does PISA suggests that students and schools
perform better in a climate characterised by high expectations and the readiness to invest effort, the enjoyment of learning, a strong disciplinary climate, and good teacher-student relations– Among these aspects, students’ perception of
teacher-student relations and classroom disciplinary climate display the strongest relationships
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26262626 Reading in competition with professionals
More people can identify the golden arches of McDonalds
than the Christian Cross(Sponsor Research International)
Every girl knows Barbie
Every boy knows Nintendo
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27272727 The role of books and engagement with reading
Results from PISA show… Students from advantaged backgrounds…
… have a greater chance of coming to school more engaged in reading and entering into a virtuous circle of increasing reading interest and improved reading performance
… but not all engaged students come from privileged homes…… and those from more modest backgrounds who read
regularly and feel positive about it are better readers than students with home advantages and weaker reading engagement
Schools can make a significant difference to bring students into the virtuous circle– Seeking mutual reinforcement of cognitive skills and
motivation, particularly for boys
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28282828
Access to books at home
Low Performan
ce
HighPerforman
ce
OECD average performance of students who have 10 or fewer books
at home
Performance of students with 11 – 50 books at home
Performance of students with 51 – 100 books at home
Performance of students with 101 – 250 books at home
OECD average performance of students with more than 250 books
441
Greece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Macao- China Switzerland
New Zealand
Belgium
J apan
Australia
Iceland
Czech Republic
Sweden
France
Denmark
I reland
Germany Austria
Slovak Republic
Luxembourg
Poland
Hungary
Norway
Spain
United StatesLatvia
PortugalI taly
440
460
480
500
520
540
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And moreover…
“Cultural capital” appears more closely related to student performance than family wealth
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29292929
Low Performan
ce
HighPerforman
ce
Public and school libraries
441
Greece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Macao- China Switzerland
New Zealand
Belgium
J apan
Australia
Iceland
Czech Republic
Sweden
France
Denmark
I reland
Germany Austria
Slovak Republic
Luxembourg
Poland
Hungary
Norway
Spain
United StatesLatvia
PortugalI taly
440
460
480
500
520
540
61626
OECD average performance of students who never or hardly ever borrow books to read for pleasure
from a public library
A few times per year
About once a month or more .
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30303030
Reading for enjoyment
Low Performan
ce
HighPerforman
ce
441
Greece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Macao- China Switzerland
New Zealand
Belgium
J apan
Australia
Iceland
Czech Republic
Sweden
France
Denmark
I reland
Germany Austria
Slovak Republic
Luxembourg
Poland
Hungary
Norway
Spain
United StatesLatvia
PortugalI taly
440
460
480
500
520
540
61626
OECD average performance of students who never or hardly ever read for
enjoyment
30 minutes or less each day
30 minutes to one hourOne hour or more
And moreover…
Predictive power of reading activities almost equally strong for mathematics and science
performance
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31313131
A profile of reading engagement
Low Performan
ce
HighPerforman
ce
441
Greece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Macao- China Switzerland
New Zealand
Belgium
J apan
Australia
Iceland
Czech Republic
Sweden
France
Denmark
I reland
Germany Austria
Slovak Republic
Luxembourg
Poland
Hungary
Norway
Spain
United StatesLatvia
PortugalI taly
440
460
480
500
520
540
61626
OECD average performance of least diversified readers (22%)(only magazines frequently read)
Moderately diversified readers (27%)(Typical materials are magazines or
newspapers)
Diversified readers in short texts (28%)(Magazines, newspapers, comics and
moderate readers of fiction and non-fiction)
Diversified readers in long texts (22%)(Magazines, newspapers, demanding texts
and books)
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32323232 Some conclusions Having diverse reading material at home is
strongly associated with high overall student performane and engagement in reading, which includes positive attitudes towards reading…
…but there is much schools can do to bring students into the virtuous circle of increasing reading interest and student performance
Improvement in literacy performance relies not just on improving student cognitive skills but also on increasing their engagement in reading
Engagement in reading may be an effective policy lever to mediate the impact of social background on performance
The emergence at relatively early ages of, for example, gender differences in reading performance and engagement underline the importance of an early start
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33333333 Challenge and support
Weak support
Strong support
Lowchallenge
Highchallenge
Strong performance
Systemic improvement
Poor performance
Improvements idiosyncratic
Conflict
Demoralisation
Poor performance
Stagnation
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34343434High ambitions
Access to best practice and quality
professional development
Accountability and intervention in inverse proportion
to success
Devolved responsibility,
the school as the centre of action
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35353535 Durchschnittliche Schülerleistungen im Bereich Mathematik
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
Strong socio-economic impact
on student performance
Socially equitable distribution of
learning opportunities
High mathematics performance
Low mathematics performanceGreece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Switzerland
New Zealand
Belgium
J apan
Australia
I celandCzech Republic
SwedenFrance
Denmark
I relandGermanyAustria
Slovak Republic
LuxembourgPolandHungary
Norway
SpainUnited States Latvia
Portugal I taly
440
460
480
500
520
540
61626
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36363636 Durchschnittliche Schülerleistungen im Bereich Mathematik
Strong socio-economic impact
on student performance
Socially equitable distribution of
learning opportunities
High mathematics performance
Low mathematics performance
School with responsibility for deciding which courses are offered
High degree of autonomy
Low degree of autonomy Greece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Switzerland
New Zealand
Belgium
J apan
Australia
I celandCzech Republic
SwedenFrance
Denmark
I relandGermanyAustria
Slovak Republic
LuxembourgPolandHungary
Norway
SpainUnited States Latvia
Portugal I taly
440
460
480
500
520
540
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37373737 Durchschnittliche Schülerleistungen im Bereich Mathematik
Strong socio-economic impact
on student performance
Socially equitable distribution of
learning opportunities
High mathematics performance
Low mathematics performance
Early selection and institutional differentiation
High degree of stratification
Low degree of stratification Greece
Russian Federation
Liechtenstein
Korea
Hong Kong- China
Finland
Netherlands
Canada
Switzerland
New Zealand
Belgium
J apan
Australia
I celandCzech Republic
SwedenFrance
Denmark
I relandGermanyAustria
Slovak Republic
LuxembourgPolandHungary
Norway
SpainUnited States Latvia
Portugal I taly
440
460
480
500
520
540
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38383838Strong ambitions
Access to best practice and quality
professional development
Accountability
Devolvedresponsibility,
the school as the centre of action
Integrated educational opportunities
Individualisedlearning
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39393939High ambitions
Access to best practice and quality
professional development
Accountabilityand intervention in inverse proportion
to success
Individualisedlearning
Devolved responsibility,
the school as the centre of action
Integrated educational opportunities
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40404040 The past
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41414141 The future
The tradition of education systems
has been “knowledge poor”
Creating a knowledge-rich profession in which schools and teachers have the capacity to act, the knowledge to do so
wisely, and access to effective support systems
National prescription
Professional judgement
Informed professional judgement, the teacher
as a “knowledge worker”
Informed prescription
Uninformed professional judgement, teachers working in isolation
Uninformed prescription,
teachers implement curricula
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42424242 Paradigm shifts
Prescription Informed profession
Uniformity Embracing diversity
Demarcation Collaboration
Provision Outcomes
Bureaucratic – look up Devolved – look outwards
Talk equity Deliver equity
Hit & miss Universal high standards
Received wisdom Data and best practice
The old bureaucratic education system
The modern enabling education system
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43434343 Further information
www.pisa.oecd.org– All national and international publications– The complete micro-level database
email: [email protected]
…and remember:
Without data, you are just another person with an opinion