Education systems in the world
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This presentation briefly describes about the education systems on different countries of the world, what policies they follow for best results and their rankings.
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Education systems in the world
- 1. Navneet shally 14111022 EDUCATION SYSTEMS IN THE WORLD
- 2. Content Global Education Report Rankings How are schools organised The learning environment Main driver of variation Finland’s Education System Conclusion
- 3. OECD’s PISA(Programme for International Student Assessment) Regularly and directly compare the quality of educational outcomes 15-year-olds’ performance After every 3 years Reading, math and science skills Global Education Report Source: https://usoecd.usmission.gov/mission/overview.html
- 4. Source: PISA 2012 Results
- 7. Selecting and grouping students Differentiation Vertical Horizontal System School Source: OECD’s PISA
- 8. Governance of schools School autonomy School choice Source: OECD’s PISA
- 9. Resources invested in Education Time Resources Early childhood education (72%) “Many of the inequalities that exist within school systems are already present when students enter formal schooling and persist as students progress through the school system “(et. Al.Alex ander and olson, 1997) Extra curricular activities They can improve students’ non-cognitive skills .Skills such as task persistence, independence , following instructions, working well within groups, dealing with authority figures and fitting in wi th peers are, in turn, related to students’ success in school - and beyond (et. Al.farkas, 2003; ca rneiro and heckman, 2005; covay and carbonaro, 2009). Source: OECD’s PISA
- 10. Resources invested in Education Material Resources Source: OECD’s PISA
- 12. Teacher-Student Relation Students learn more and have fewer disciplinary problems when they feel that their teachers are devoted to their academic success (et. al.Gamorn, 1993) and when they have good working relations with their teachers (et al. Crosnoe , Johnson and Elder, 2004 66% Source: OECD’s PISA
- 13. How teachers stimulate students’ engagement with reading In Hungary, the United States and Turkey>70% In Mexico, Greece, Korea and Norway<50% Average-60% If teachers gave them enough time to think about their answers Source: OECD’s PISA
- 14. Resources invested in Education Human Resources Teacher shortages and salaries “Teachers are widely believed to be the most essential resource for learning” (et. Al.Greenwald, hedges and laine, 1996) Class size (24.6 ) “A weak relationship between class size and student performance”(et. al. ehrenberg 2001; Piket ty, 2006) Source: OECD’s PISA
- 15. Student related factors affecting school climate Source: OECD’s PISA
- 16. Main Driver of variation Teacher Quality Source : Sanders and rivers
- 17. Finland’s Education System Some Facts Short school days Fills the rest of the day with school-sponsored educational activities Teachers in Finland also go through some of the best education in the world Students get plenty of teacher interaction Only standardized test at 16 years old Source: http://www.smithsonianmag.com/innovation/why-are-finlands-schools-successful-49859555/?no-ist
- 18. Conclusion Setting standards and showing students how to meet them matters Autonomy matters when combined with accountability How resources are allocated in schools matters more than overall spending The school climate and teacher-student relations matter
Notas del editor
- School education takes place mainly in public schools, defined by PISA as schools managed directly or indirectly by a public education authority, government agency, or governing board appointed by government or elected by public franchise. Nevertheless, with an increasing variety of educational opportunities, programmes and providers, governments are forging new partnerships to mobilise resources for education and to design new policies that allow all stakeholders to participate more fully and share the costs and benefits more equitably
- Students were asked to describe the frequency with which teachers ask students to explain the meaning of a text, ask questions that challenge students, give enough time for students to think about their answers, recommend a book or author to students, encourage students to express their opinions about a text, help students relate the stories they read to their lives, and show students how the information in the texts builds on what they already know which teachers
- PISA 2009 asked school principals to indicate the extent to which learning is hindered by behaviours such as student absenteeism, the use of alcohol or illegal drugs, bullying, disruption of classes by students, and students’ lack of respect for teachers. These questions were combined to create a composite index of student-related factors affecting school climate Most students attend schools in which principals reported that student-related factors affect instruction “very little” or “not at all”.
- seminal research based on data from Tennessee showed that if two average eight-year-old students were given different teachers – one of them a high performer, the other a low performer – their performance diverge by more than 50 percentile points within three years (Exhibit 5).14 By way of comparison, the evidence shows that reducing class sizes from 23 to 15 students improves the performance of an average student by eight percentile points at best. 15 Another study, this time in Dallas, shows that the performance gap between students assigned three effective teachers in a row and those assigned three ineffective teachers in a row was 49 percentile points some systems, by age seven, children who score in the top 20 percent on tests of numeracy and literacy are already twice as likely to complete a university degree as children in the bottom 20 percent
- Most of the high-performing countries have developed world-class academic standards for their students and almost all have incorporated those standards into a system of external examinations that are used to construct clear paths into the workforce and good jobs or to the next stage of education or both 2. the incentive to deliver good results for all students is not just a matter of how a school’s student body is defined; it also depends on the ways in which schools are held accountable for their results and what forms of autonomy they are allowed to have – and how that could help influence their performance. PISA has looked at accountability both in terms of the information that is made available about performance and how that information is used – whether by administrative authorities through rewards or control systems, or by parents, through their choice of school 3. effective school systems require the right combination of trained and talented personnel, adequate educational resources and facilities and motivated students who are ready to learn. 4. A final important feature of schools is whether they create a conducive climate for teaching and learning. education policies and practices can only be as good as how effectively they translate into learning in the classroom