Presented by Andreas Schleicher - Director for the Directorate of Education and Skills, OECD The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.

1. Preparing students for the
4th Industrial Revolution
Implications for science education
Andreas Schleicher
Director for Education and Skills

2. PISA 2015
OECD
Partners

3. “the ability to engage with science-
related issues, and with the ideas of
science, as a reflective citizen”
Science in PISA

4. Trends in science performance (PISA)
2006 2009 2012 2015
OECD
450
470
490
510
530
550
570
OECD average
Studentperformance

5. Trends in science performance (PISA)
450
470
490
510
530
550
570
2006 2009 2012 2015
OECD average

6. Poverty is not destiny - Science performance
by international deciles of the PISA index of economic, social and cultural status (ESCS)
280
330
380
430
480
530
580
630
DominicanRepublic40
Algeria52
Kosovo10
Qatar3
FYROM13
Tunisia39
Montenegro11
Jordan21
UnitedArabEmirates3
Georgia19
Lebanon27
Indonesia74
Mexico53
Peru50
CostaRica38
Brazil43
Turkey59
Moldova28
Thailand55
Colombia43
Iceland1
TrinidadandTobago14
Romania20
Israel6
Bulgaria13
Greece13
Russia5
Uruguay39
Chile27
Latvia25
Lithuania12
SlovakRepublic8
Italy15
Norway1
Spain31
Hungary16
Croatia10
Denmark3
OECDaverage12
Sweden3
Malta13
UnitedStates11
Macao(China)22
Ireland5
Austria5
Portugal28
Luxembourg14
HongKong(China)26
CzechRepublic9
Poland16
Australia4
UnitedKingdom5
Canada2
France9
Korea6
NewZealand5
Switzerland8
Netherlands4
Slovenia5
Belgium7
Finland2
Estonia5
VietNam76
Germany7
Japan8
ChineseTaipei12
B-S-J-G(China)52
Singapore11
Scorepoints
Bottom decile Second decile Middle decile Ninth decile Top decile
Figure I.6.7
% of students
in the bottom
international
deciles of
ESCS
OECD median student

7. Students expecting a career in science
Figure I.3.2
0
5
10
15
20
25
30
35
40
45
50
DominicanRep.12
CostaRica11
Jordan6
UnitedArabEm.11
Mexico6
Colombia8
Lebanon15
Brazil19
Peru7
Qatar19
UnitedStates13
Chile18
Tunisia19
Canada21
Slovenia16
Turkey6
Australia15
UnitedKingdom17
Malaysia4
Kazakhstan14
Spain11
Norway21
Uruguay17
Singapore14
TrinidadandT.13
Israel25
CABA(Arg.)19
Portugal18
Bulgaria25
Ireland13
Kosovo7
Algeria12
Malta11
Greece12
NewZealand24
Albania29
Estonia15
OECDaverage19
Belgium16
Croatia17
FYROM20
Lithuania21
Iceland22
Russia19
HKG(China)20
Romania20
Italy17
Austria23
Moldova7
Latvia19
Montenegro18
France21
Luxembourg18
Poland13
Macao(China)10
ChineseTaipei21
Sweden21
Thailand27
VietNam13
Switzerland22
Korea7
Hungary22
SlovakRepublic24
Japan18
Finland24
Georgia27
CzechRepublic22
B-S-J-G(China)31
Netherlands19
Germany33
Indonesia19
Denmark48
%
Percentage of students who expect to work in science-related professional and
technical occupations when they are 30
Science-related technicians and associate professionals
Information and communication technology professionals
Health professionals
Science and engineering professionals
%ofstudentswithvag
ueormissingexpectati
ons

8. 0
10
20
30
40
50
300 400 500 600 700
Percentageofstudentsexpectinga
careerinscience
Score points in science
Low enjoyment of science
High enjoyment of science
Students expecting a career in science
by performance and enjoyment of learning
Figure I.3.17



9. 9 Looking forward to…
Better anticipate the evolution of
the demand for 21st century skills
and better integrate the world of
work and learning
Leverage the potential
of all learners
Find more innovative solutions to
what we learn, how we learn, when
we learn and where we learn
Advance from an industrial towards
a professional work organisation
Building learning
systems that…

10. The kind of things that
are easy to teach are
now easy to automate,
digitize or outsource
35
40
45
50
55
60
65
70
1960 1970 1980 1990 2000 2006 2009
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interpersonal
Mean task input in percentiles of 1960 task

11. Robotics
The Auto-auto
>1m km,
one minor accident,
occasional human intervention

12. Augmented Reality

13. Education in the past

14. Education now

15. External forces
exerting pressure and
influence inward on
an occupation
Internal motivation and
efforts of the members
of the profession itself
15 Professionalism
Professionalism is the level of autonomy and
internal regulation exercised by members of an
occupation in providing services to society

16. Policy levers to teacher professionalism
Knowledge base for teaching
(initial education and incentives for
professional development)
Autonomy: Teachers’ decision-
making power over their work
(teaching content, course offerings,
discipline practices)
Peer networks: Opportunities for
exchange and support needed
to maintain high standards of
teaching (participation in induction,
mentoring, networks, feedback from direct
observations)
Teacher
professionalism

17. Teacher professionalism
Knowledge base for teaching
(initial education and incentives for
professional development)
Autonomy: Teachers’ decision-
making power over their work
(teaching content, course offerings,
discipline practices)
Peer networks: Opportunities for
exchange and support needed
to maintain high standards of
teaching (participation in induction,
mentoring, networks, feedback from direct
observations)

18. Technology can amplify innovative teaching
• As tools for inquiry-
based pedagogies
with learners as
active participants
• Make it faster
and more granular
• Collaborative platforms
for teachers to share and
enrich teaching materials
• Well beyond textbooks, in
multiple formats, with little
time and space constraints
Expand
access to
content
Collaboration
for
knowledge
creation
Support
new
pedagogies
Feedback

19. 1919Lessonsfromhighperformers
19
19 Thank you
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www.compareyourcountry.org/pisa
Email: Andreas.Schleicher@OECD.org
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