Präsentation von Andreas Schleicher, OECD-Bildungsdirektor, im Rahmen eines gemeinsamen Webinars von OECD Berlin Centre und Konrad-Adenauer-Stiftung am 07. Mai 2020
3. Evidence From Previous Epidemics Suggests
That School-closure Can Prevent Up To 15% Of Infections
0%
20%
40%
60%
80%
International
travel
restrictions
Mass
gatherings
Internal travel
restrictions
Environmental
hygiene
School closure Community
contact
reduction
Household
quarantine
Case isolation Workplace
social
distancing
Source: OECD, Flattening the covid-19 peak: Containment and mitigation policies
Reduction in the share (%) of the population contracting the disease
4. Reopening Schools May have A Different Impact Across Countries
Contact matrices for home interaction
Source: github.com/sbfnk/socialmixr
9. • 1.7bn students impacted by school closures
• Remote learning has become the lifeline for learning
but doesn’t address the social functions of schools
• Access, use and quality of online resources amplifying inequality
• Accreditation at stake
• Huge needs for just-in-time professional development
• Re-prioritisation of curricula and strategies for re-opening of
schools needed
• But lots of highly innovative learning environments emerging ! 9
Impact of Covid-19 on education
14. Use of ICT for class work is widespread overall,
but not universal…
15. Innovative projects and the use of ICT can be useful
strategies to address the current challenges to school
0 10 20 30 40 50 60 70 80 90 100
Tell students to follow classroom rules
Tell students to listen to what I say
Calm students who are disruptive
When the lesson begins, tell students to quieten down quickly
Explain to students what I expect them to learn
Explain how new and old topics are related
Set goals at the beginning of instruction
Refer to a problem from everyday life or work
Present a summary of recently learned content
Let students practise similar tasks
Give tasks that require students to think critically
Have students work in small groups to come up with a solution
Let students to solve complex tasks
Present tasks for which there is no obvious solution
Let students use ICT for projects or class work
Give students projects that require at least one week to complete
OECD average-31
Teaching practices
Percentage of teachers who frequently or always use the following practices in their class
Classroom
management
Clarity of
instruction
Cognitive
activation
Enhanced
activities
%
16. Find out more about our work at www.oecd.org/education/TALIS
– All publications
– Country notes
– Videos
– The complete micro-level database
Emails: Andreas.Schleicher@OECD.org and TALIS@oecd.org
Twitter: SchleicherOECD and #OECDTALIS
Wechat: AndreasSchleicher
Thank you
Notas del editor
1,543,446,152 affected learners89.5% of total enrolled learners188 country-wide closures
Source: https://en.unesco.org/covid19/educationresponse
Note: Statistically significant values are shown in darker tones.
A socio-economically disadvantaged (advantaged) school is a school whose socio-economic profile (i.e. the average socio-economic status of the students in the school) is in the bottom (top) quarter of the PISA index of economic, social and cultural status amongst all schools in the relevant country/economy.
Countries and economies are ranked in descending order of the average percentage of students that have access to a quiet place to study.
Source: OECD, PISA 2018 Database
Before the Covid-19 crisis, just over half of the teachers frequently used ICT for projects or classwork.
This finding illustrates the overhaul of teachers’ ways of working that the school closures have generated, and the challenge this is likely to represent for close to half of the teachers who were up to now not using ICT frequently in their teaching.
Before closing, I would like to highlights that this report includes many other interesting findings, less pertinent in the current circumstances. We will thus make sure to share some more information with you once the bulk of the crisis will be behind us and schools will resume their « normal » operations.