Showing posts from January, 2019

What the fourth industrial revolution could mean for education and jobs

By Andreas Schleicher
Director, OECD Directorate for Education and Skills

It’s so much easier to educate students for our past, than for their future. Schools are inherently conservative social systems, and as parents, we become anxious when our children learn things that we don’t understand – especially when they no longer study things that were so important for us. Teachers are more comfortable teaching how they were taught, rather than how they were taught to teach. And politicians can lose an election over education, but rarely win support over it, because it takes much more than an election cycle to translate good intentions into better results.

But the world is changing fast. The charity Education and Employers recently asked some 20,000 primary school children to draw their own future, and the opportunities children see for tomorrow are amazing. At the OECD, their report has inspired us to look at the future of education and jobs more systematically. We will present our findings…

The future of education is now

By Tracey Burns
Senior Analyst, Directorate for Education and Skills

and Joshua Polchar
Policy Analyst, Directorate for Education and Skills

There is no shortage of challenges facing the world today. Conflict and instability are driving waves of migration, prompting political responses that range from open to hostile. Inequalities are rising and wages are stagnant in many OECD countries, a phenomenon widely blamed for public discontent. Trust in government is at its lowest in decades. Societies are more connected than ever, but also more divided and polarised – and many of our online interactions are tainted by anger, misinformation and cyberbullying.

When discussing such a wide array of diverse and complex problems, it is astonishing how often people come to a single, clear and convincing solution: better education. We certainly believe in the power of education to transform the world for the better. But in our rapidly changing world, education cannot rely on lessons of the past to prep…

How is students’ motivation related to performance and anxiety?

By Jeffrey Mo
Analyst, Directorate for Education and Skills

The Programme for International Student Assessment (PISA) has extensively measured student achievement for more than 15 years, but there’s more to student success than academic performance. Parents and educators today are increasingly concerned about the emotional well-being of children and teenagers, which is why we expanded the PISA student questionnaire to better measure these variables.

This month’s PISA in Focus takes a closer look at two components of student well-being: motivation and anxiety. Motivated students consider themselves ambitious, want top grades and want to have a broad choice of opportunities when they graduate from school. Such students tend to perform better in class, according to findings from PISA, but for some, academic success comes at the expense of greater anxiety.

In 2015, we asked 15-year-old students in 55 education systems around the world about their motivation to achieve, both in school and i…

TopClass episode 14: How will technology and A.I. affect education?

By Amar Toor
Digital Communications Officer, Directorate for Education and Skills

Technology has changed the way societies function, and schools will need to adapt in order to prepare students for the technology-rich environments they will face. But the gadget-filled modern world is still relatively new, and understanding how education should respond to it is still a work-in-progress. The influence of artificial intelligence, in particular, deserves serious consideration from educators.

In this episode of our TopClass podcast, we sit down with Yuhyun Park, founder of the DQ (Digital Intelligence Quotient) Institute, and Ruben Laukkonen, Postdoctoral Researcher at the University of Amsterdam, to discuss the effects technology and A.I. might have on schooling worldwide.

Listen to the latest episode below, or on iTunes and Stitcher. And be sure to subscribe to receive new podcast episodes as soon as they're released.

Ireland is rethinking its curriculum for young children. Here’s what it can learn from other countries

By Derek Grant, Claire Reidy and Arlene Forster
National Council for Curriculum and Assessment (NCCA), Ireland

Changes are on the horizon for students in Ireland, where for the first time in 20 years, stakeholders are reconsidering what (and how) children should learn in state primary schools.

Much has changed in Irish society, classrooms and educational policy over the last two decades, and the skills that today’s children need to develop have transformed, as well. Ireland’s review and redevelopment of the primary curriculum, marks an important opportunity for the country to consider how the curriculum for this phase of education can best prepare children for an uncertain future – and, importantly, build on what they learned in preschool. 

Continuity in curricula between early childhood education and care (ECEC) and primary school is critical to building on what children learn in preschool – but it is not always easy to achieve. Whereas ECEC curricula tend to promote a balance between…

Key publications on education and skills coming up in 2019

By Andreas Schleicher
Director, OECD Directorate for Education and Skills

Revolution. Contained within that often frightening word is another, less destabilising one: evolution. If we look at the future as the result of a series of advances propelled by megatrends, then we have a better chance of meeting the challenges it presents, rather than being ambushed by them. We will also be better equipped to prepare tomorrow’s learners. So we will start the year in January with our tri-annual report Trends Shaping Education, which scans the horizon for megatrends that will shape the demand and supply of educational opportunities, and outlines the most significant challenges facing education over the years to come.

But how will education reinvent itself to respond to these megatrends and educate learners for their future? Governments cannot innovate in the classroom, but they can help build and communicate the case for change. Government can also play a key role as platform and broker, as stim…