Top-down initiatives alone were often insufficient to achieve deep and ... Impact of school autonomy on performance in s
1
Andres Schleicher New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
1
Building a High-Quality Teaching Profession Lessons from around the world
Andreas Schleicher
Special advisor to the Secretary-General on Education Policy Head of the Indicators and Analysis Division, EDU
High student performance
2
(PISA average reading, mathematics and science)
High average performance
Shangai-China
High average performance
Large socio-economic disparities
High social equity
Korea Finland
Singapore
Andres Schleicher
New Zealand
New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
2
Japan Netherlands
Austria
Dubai (UAE)
Chinese Taipei
Liechtenstein
Estonia Macao-China
Iceland
High equity
United States Czech Republic Slovak Republic
Portugal Latvia Italy Spain Luxembourg Lithuania Croatia Greece Russian Federation
Israel
Low average performance Bulgaria
Large socio-economic disparities
Hong Kong-China
Canada
Australia Switzerland Germany Belgium Kingdom Poland United France Slovenia Norway Denmark Ireland Sweden
Low equityHungary
Turkey
Chile
Serbia
Low average performance
Uruguay Romania
High social equity
MexicoThailand
Trinidad and Tobago Kazakhstan Argentina
Montenegro
Brazil Jordan Colombia
Low student performanceAlbania
Tunisia Azerbaijan Indonesia
3
Andres Schleicher New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
3 Tools Standards Processes Curricula People Selection Teachers Technology Preparation Practices Principals Instruction Assessments Recruitment/induction Student Policies and alignment Support personnel Intervention learning Data systems Work organisation Families Support systems
Development Supervision Retention
Teacher policies
4
The past
Student inclusion
Some students learn at high levels
The most effective systems All students learn at high levels
Andres Schleicher
Curriculum, instruction and assessment
New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
4
Routine cognitive skills for lifetime jobs
Learning to learn, complex ways of thinking, ways of working
Teacher quality
Taught to teach established content
High-level professional knowledge workers Work organisation
„Tayloristic‟, hierarchical
Flat, collegial, differentiated and diverse careers Teacher evaluation and accountability
Primarily to authorities
Also to peers and stakeholders
5
How teachers are recruited into the profession and educated
Andres Schleicher
Great systems attract great teachers
New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
5
Last year Finland had over 6000 applicants for 600 jobs.
Great systems prioritize the quality of teachers… …over the size of classes.
Salaries matter… …but career prospects, career diversity and giving teachers responsibility as professionals and leaders of reform are equally important.
Andres Schleicher
Building a High-Quality Teaching Profession
8
Spain New Zealand Germany Australia Finland Sweden Belgium (Fl.) Scotland Belgium (Fr.) Denmark France England Korea Netherlands Austria Greece Portugal Estonia Poland Norway United States Italy Israel Slovenia Hungary Iceland Czech Republic
New York, 16-17 March 2011
International Summit on the Teaching Profession
8
Teacher salaries relative to workers with college degrees Ratio of salary after 15 years of experience/minimum training to earnings for full-time full-year workers with tertiary education aged 25 to 64
1.4
1.2
1.0
0.8
0.6
0.4
0.2
0.0
Source: OECD, Education at a Glance 2010, Table 3.1 (Fig 1.1 Building a High-Quality Teaching Profession)
Slovak Republic
Poland
United States
Sweden
Finland
Mexico
Ireland
Iceland
Norway
Hungary
Czech Republic
Austria
Italy
Denmark
Netherlands
France
New Zealand
Percentage points
United Kingdom
Australia
Japan
Greece
Germany
Luxembourg
Korea
Belgium
Switzerland
Spain
Andres Schleicher
Building a High-Quality Teaching Profession
9
Portugal
New York, 16-17 March 2011
International Summit on the Teaching Profession
9
Contribution of various factors to upper secondary teacher compensation costs per student as a percentage of GDP per capita (2004) Salary as % of GDP/capita Instruction time 1/teaching time 1/class size
High performing systems often prioritize the quality of teachers over the size of classes Difference with OECD average
15
10
5
0
-5
-10
12
Percentage of OECD countries in which the following factors shape teacher pay
10
Years of experience as a teacher
84%
Andres Schleicher
Additional management responsibilities
New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
12
Teaching in a disadvantaged, remote or high cost area
72% 66%
Special tasks (career guidance, counselling)
31%
Teaching courses in a particular field
66%
A higher initial educational qualification
A higher certification or training obtained during professional life
69% 44%
Outstanding performance in teaching Source: OECD, Education at a Glance 2010. (Fig 3.6 Building a High-Quality Teaching Profession)
0
20
40
60
80
100
13
Andres Schleicher New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
13
How teachers are recruited into the profession and educated
The status of teaching is not a static attribute of culture… …but has, in some countries, changed significantly.
Top-down initiatives alone were often insufficient to achieve deep and lasting changes (You can mandate compliance but you need to unleash excellence).
School autonomy, accountability and student performance
16
Impact of school autonomy on performance in systems with and without PISA score in reading
accountability arrangements
Andres Schleicher
500
495 490
New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
16
School autonomy in resource allocation Schools with more autonomy 480
Schools with less autonomy
Systems with more accountability
Systems with less accountability
System’s accountability arrangements
17 Interesting practices to bring in a wider background of teachers
Opening the teaching profession to individuals with relevant experience outside education Andres Schleicher
…not just in vocational programs.
New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
17
Recognizing the skills and experience gained outside education… …and reflecting those in starting salaries.
Enabling appropriately qualified entrants, including mature student teacher trainees… …to start working and earning a salary before acquiring teacher education qualifications.
Offering more flexible approaches to teacher education… …that provide opportunities for part-time study and distance learning, and that give credits for relevant qualifications and experience .
New York, 16-17 March 2011
International Summit on the Teaching Profession Andres Schleicher
Building a High-Quality Teaching Profession
18
18
19
How teachers are developed in service and supported No matter how good the pre-service education for teachers is
Andres Schleicher
…it cannot prepare teachers for rapidly changing challenges throughout their careers
New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
19
High-performing systems rely on ongoing professional to… …update individuals‟ knowledge of a subject in light of recent advances …update skills and approaches in light of new teaching techniques, new circumstances, and new research …enable teachers to apply changes made to curricula or teaching practice …enable schools to develop and apply new strategies concerning the curriculum and teaching practice …exchange information and expertise among teachers and others …help weaker teachers become more effective .
Effective professional development is on-going… …includes training, practice and feedback, and adequate time and follow-up support
Source: OECD, TALIS Table 3.6 (Fig 2.1 Building a High-Quality Teaching Profession)
Australia
Belgium (Fl.)
Slovak Republic
Poland
Slovenia
Ireland
Iceland
Bulgaria
Malaysia
Korea
Estonia
Hungary
No formal induction process
Summit 11 average
Portugal
Denmark
Italy
TALIS Average
Turkey
Austria
Norway
Mexico
Malta
80
Spain
Andres Schleicher
Building a High-Quality Teaching Profession
%
Lithuania
Brazil
New York, 16-17 March 2011
International Summit on the Teaching Profession
20
20
Percentage of teachers without mentoring and induction No formal mentoring process
70
60
50
40
30
20
10
0
OECD Teaching and Learning International Study (TALIS)
21 21
Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work Comparison of teachers participating in professional development activities and teachers reporting moderate or high level impact by types of activity TALIS Average
% 100 90 80 70 60 50 30 20 10
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
0 Impact
Creating Effective Teaching and Learning Environments
40
Individual Qualification Informal Reading Courses and Professional Mentoring Observation Education and programmes dialogue to professional workshops development and peer visits to conferences collaborative improve literature network observation other schools and seminars research teaching Figure 3.15
OECD Teaching and Learning International Study (TALIS)
22 22
Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work Comparison of teachers participating in professional development activities and teachers reporting moderate or high level impact by types of activity TALIS Average
% 100 90 80 70 60 50 30 20 10
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
0 Impact
Creating Effective Teaching and Learning Environments
40
Individual Qualification Informal Reading Courses and Professional Mentoring Observation Education and programmes dialogue to professional workshops development and peer visits to conferences collaborative improve literature network observation other schools and seminars research teaching
23
Teacher demand for professional development is often not met, sometimes for lack of time, sometimes for lack of opportunity % 50
Among those teachers who wanted more development than they received (TALIS averages)
30 20 10
Source: OECD, TALIS Table 3.7 (Fig 2.3 Building a High-Quality Teaching Profession)
Did not have the prerequisites
Lack of employer support
Too expensive
Family responsibilities
No suitable professional development
0
Conflict with work schedule
Andres Schleicher
40
New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
23
24
It‟s not just about more of the same %
For what type of professional development do teachers report a high level of need? TALIS Average
70 60
Andres Schleicher
50
New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
24
40 30 20 10 0
Teaching ICT teaching Student Instructional Subject field special skills discipline and practices learning needs behaviour students problems
Student counselling
Content and performance standards
Student assessment practices
Teaching in a multicultural setting
Classroom management
Areas are ranked in descending order of the international average where teachers report a high level of need for development. Source: OECD. Table 3.2
School management and administration
28
Employment conditions The predominant employment model remains „career-based‟…
Andres Schleicher
…but some countries have introduced position-based systems… …many countries have probationary periods… …and an increasing number require periodic renewal of licenses.
Limited but increasing career diversity…
New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
28
Some efforts to improve mobility…
…both horizontally and vertically.
…between schools and with other occupations.
Countries struggle with transparency in teacher labour market… …but some have all vacancies posted, and provide websites where the information is centralized or establish a network of agencies to co-ordinate and foster recruitment activities .
Schools have become more involved in personnel management.
29
Andres Schleicher New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
29
New Zealand Netherlands Czech Republic Hungary Slovak Republic Shanghai-China Denmark Sweden Slovenia Russian Federation United Kingdom United States Poland Hong Kong-China Switzerland Belgium hire Norway Chile Israel OECD average Ireland Australia Canada Qatar Argentina Mexico Finland Korea Spain Germany Indonesia Japan Colombia Brazil Singapore Portugal Austria Italy Greece
Percentage of public and private schools that have considerable autonomy over Selecting teachers for Dismissing teachers
Source: OECD , PISA 2009 Database, T able I V.3.5 (Fig 2.7 Building a High-Quality Teaching Profession)
100
80
60
40
20
0
20
40
60
80
100
New York, 16-17 March 2011
International Summit on the Teaching Profession Andres Schleicher
Building a High-Quality Teaching Profession
30
30
31
Some teachers are left alone
Teachers who received no appraisal or feedback and teachers in schools that had no school evaluation in the previous five years 100
No appraisal or feedback
90
No school evaluation
80 %
60 50 40 30 20 10
Countries are ranked in descending order of the percentage of teachers who have received no appraisal or feedback. Source: OECD. Table 5.1 and 5.3
Bulgaria
Malaysia
Lithuania
Slovak Republic
Estonia
Hungary
Slovenia
Korea
Poland
Denmark
Mexico
Turkey
Malta
Belgium (Fl.)
Australia
Austria
Norway
Iceland
Brazil
Ireland
Portugal
Spain
0
Italy
Andres Schleicher
70
New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
31
32
How teachers are evaluated and compensated Criteria used to evaluate teachers include…
Andres Schleicher
…teacher qualifications, including teacher credentials, years of service, degrees, certifications and relevant professional development
New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
32
…how teachers operate in the classroom setting, including attitudes, expectations and personal characteristics, as well as strategies, methods and actions employed in their interaction with students; and …measures of teacher effectiveness, based on assessment of how teachers contribute to students‟ learning outcomes as well as their knowledge of their field and pedagogical practice
In most countries, teachers value appraisal and feedback highly… …and report that it improves their job satisfaction and personal development, widens their repertoire of pedagogical practices and improves their effectiveness.
In many countries, appraisal and feedback have limited impact… …on public recognition, professional development, careers and pay.
Does appraisal and feedback make a difference for the job?
35
Opportunities for professional development activities A change in the likelihood of career advancement Public recognition from the principal and/or colleagues Changes in work responsibilites that make the job more attractive
100
%
90 80
60 50 40 30 20 10
Countries are ranked in descending order of changes in teachers' opportunities for professional development activities. Source: OECD. Table 5.5.
Belgium (Fl.)
Malta
Austria
Portugal
Turkey
Spain
Ireland
Australia
Korea
Italy
Iceland
Norway
Hungary
TALIS Average
Denmark
Mexico
Brazil
Slovak Republic
Estonia
Slovenia
Poland
Bulgaria
Lithuania
0
Malaysia
Andres Schleicher
70
New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
35
Teachers‟ report on impact of appraisal and feedback in their school
36
Increased monetary or non-monetary rewards for improving quality of teaching
Increased monetary or non-monetary rewards for more innovative teaching School principal alters monetary rewards of persistently underperforming teacher Teachers will be dismissed because of sustained poor performance
80
Andres Schleicher
%
100
60
New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
36
0
40 20
20 40 60 80 100
Source: OECD. Table 5.9.
37
Andres Schleicher New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
37
How much autonomy public and private schools have over salaries Establishing teachers‟ starting salaries Determining teachers‟ salaries increases
Czech Republic Netherlands Sweden United Kingdom Hungary Slovak Republic Chile Shanghai-China Russian Federation Indonesia Denmark Hong Kong-China United States OECD average Colombia Japan Australia Poland New Zealand Israel Finland Brazil Switzerland Norway Mexico Korea Estonia Slovenia Iceland Luxembourg Portugal Singapore Canada Italy Spain Germany Argentina Turkey Austria Ireland Greece Belgium
Source: OECD , PISA 2009 Database, T able I V.3.5 (Fig 2.7 Building a High-Quality Teaching Profession)
100
80
60
40
20
0
20
40
60
80
100
38
Andres Schleicher New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
38
Coherence of policy and practice
Alignment of policies across all aspects of the system Coherence of policies over sustained periods of time Consistency of implementation Fidelity of implementation
39
Andres Schleicher New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
39 Find out more about our work at… www.oecd.org/education www.pisa.oecd.org U.S. White House www.data.gov
Thank you !
Email:
[email protected]
… and remember:
Without data, you are just another person with an opinion
New York, 16-17 March 2011
International Summit on the Teaching Profession Andres Schleicher
Building a High-Quality Teaching Profession
40
40
Backup slides
40
30
20
10
0
50 Andres Schleicher
60
New York, 16-17 March 2011
100
Building a High-Quality Teaching Profession
70
Portugal Turkey Serbia Albania Panama Kazakhstan Dubai (UAE) Indonesia Colombia Brazil Shanghai-China United States Peru Singapore Jordan Canada Trinidad and Tobago Denmark United Kingdom Australia Azerbaijan Mexico Qatar New Zealand Thailand Estonia Russian Federation Ireland Sweden Argentina Chile Iceland Chinese Taipei Italy Slovak Republic Uruguay Hong Kong-China Spain Montenegro Switzerland Kyrgyzstan Hungary Czech Republic OECD average Liechtenstein Greece Croatia Latvia Macao-China Belgium Romania Israel Netherlands Korea Austria Luxembourg Germany Norway Lithuania France Bulgaria Tunisia Finland Poland Slovenia Japan
International Summit on the Teaching Profession
41
41
%
Most of my teachers are interested in my well-being
Students‟ views of teacher-student relations
90
80
Source: OECD , PISA 2009 Database, T able I V.4.1 (Fig 2.6 Building a High-Quality Teaching Profession)
70
60
50 New York, 16-17 March 2011
80
Kazakhstan Albania Azerbaijan Shanghai-China Portugal Canada Kyrgyzstan Hong Kong-China Chinese Taipei United Kingdom United States Singapore New Zealand Turkey Dubai (UAE) Latvia Netherlands Indonesia Peru Estonia Australia Finland Belgium Korea Thailand Switzerland Russian Federation Iceland Sweden Trinidad and Tobago Qatar Jordan France Bulgaria Slovak Republic Colombia Denmark Panama OECD average Mexico Czech Republic Lithuania Macao-China Brazil Liechtenstein Chile Ireland Hungary Italy Tunisia Montenegro Norway Slovenia Romania Poland Luxembourg Serbia Germany Israel Croatia Spain Argentina Austria Uruguay Japan Greece
42
100
90
Andres Schleicher
Building a High-Quality Teaching Profession
%
International Summit on the Teaching Profession
42
If I need extra help, I will receive it from my teachers
Students‟ views of teacher-student relations
Source: OECD , PISA 2009 Database, T able I V.4.1 (Fig 2.6 Building a High-Quality Teaching Profession)
43
Andres Schleicher New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
43
How much autonomy individual schools have over resource allocation
Macao-China Poland Japan Korea Thailand Netherlands Czech Republic Hong Kong-China Chinese Taipei New Zealand United Kingdom Indonesia Colombia Estonia Sweden Dubai (UAE) Iceland Kyrgyzstan Italy Denmark Peru Israel Lithuania Hungary Slovak Republic Romania Australia OECD average Only “principals and/or Shanghai-China Singapore Chile teachers” have considerable Liechtenstein Panama responsibility to: Austria United States Albania Brazil Slovenia Determining course content Finland Belgium Spain Qatar Norway Deciding which courses are Ireland Argentina offered Azerbaijan Germany Switzerland Trinidad and Tobago Russian Federation Latvia Mexico Canada Croatia Kazakhstan Bulgaria Turkey Luxembourg Jordan Montenegro Portugal Tunisia Uruguay Serbia Greece Source: OECD , PISA 2009 Database, T able I V.3.5 (Fig 2.7 Building a High-Quality Teaching Profession)
100
80
60
40
20
0
20
40
60
80
100
-10 Qatar
Panama
Italy
Chile
New Zealand
Hungary
Portugal
Macao-China
Korea
Hong Kong-China
Croatia
60
Denmark
Germany
Lithuania
Andres Schleicher
Building a High-Quality Teaching Profession
Score point difference
New York, 16-17 March 2011
International Summit on the Teaching Profession
44 Parental support at the beginning of 44
primary school
Score point difference between students whose parents often do (weekly or daily) and those who do not:
"talk about what they had done"
50
40
30
20
10
0
120
0 Israel Singapore Belgium Qatar Macao-China Italy France Hong Kong-China Switzerland Denmark United Kingdom Liechtenstein Dubai (UAE) Greece Kyrgyzstan Uruguay Argentina Shanghai-China Germany Spain New Zealand Australia Slovak Republic Sweden Brazil Hungary Luxembourg Mexico Thailand Trinidad and Tobago Canada OECD average Chinese Taipei Indonesia Poland Iceland Kazakhstan Panama Romania Czech Republic Japan Tunisia Peru Austria Jordan Bulgaria Norway Albania Azerbaijan Russian Federation Colombia Portugal Chile United States Lithuania Turkey Serbia Montenegro Netherlands Ireland Slovenia Croatia Finland Korea Latvia Estonia
20
New York, 16-17 March 2011
45
100
Andres Schleicher
Building a High-Quality Teaching Profession
Score point difference International Summit on the Teaching Profession
45
Beyond schooling
Performance difference between students who had attended preprimary school for more than one year and those who did not
80
60
40
Observed performance advantage
Performance advantage after accounting for socio-economic factors
1. Excluding ISCED 3C short programmes 3. Including some ISCED 3C short programmes 2. Year of reference 2004 3. Year of reference 2003.
Brazil2
Mexico
Portugal
Turkey
Spain
Italy
14
Greece
13
Chile2
90
Korea
Ireland
Poland
Belgium
Iceland
Australia
France
OECD average
EU19 average
1970s
Luxembourg
10
Netherlands
1
United Kingdom3
60
Finland
Hungary
1980s
New Zealand
Slovak Republic
Israel
Slovenia
1990s
Austria3
Russian Federation4
Sweden
Norway
Canada
Denmark
Switzerland
20
Germany
40
Estonia
80
Czech Republic
%
United States
Andres Schleicher
Building a High-Quality Teaching Profession
70
New York, 16-17 March 2011
International Summit on the Teaching Profession
46 A world of change in baseline qualifications 46
Approximated by percentage of persons with high school or equivalent qualfications in the age groups 55-64, 45-55, 45-44 und 25-34 years 1960s
100
1
23
50
30
27
0
47 Relationship between test performance and economic outcomes
Annual improved GDP from raising performance by 25 PISA points 40%
Percent addition to GDP
Andres Schleicher
35%
New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
47
30% 25% 20% 15% 10% 5% 0%
2010 2020 2030 2040 2050 2060 2070 2080 2090 2100
2110
Andres Schleicher
Building a High-Quality Teaching Profession
bn$
14000
0 United States Japan Germany United Kingdom France Italy Mexico Spain Korea Canada Turkey Australia Poland Netherlands Belgium Sweden Greece Czech Republic Austria Norway Switzerland Portugal Hungary Denmark Finland Ireland New Zealand Slovak Republic Luxembourg Iceland
New York, 16-17 March 2011
International Summit on the Teaching Profession
48
48
Increase average performance by 25 PISA points (Total 115 trillion $) Potential increase in economic output (bn $)
12000
10000
8000
6000
4000
2000
49
560
Chinese Taipei Estonia Liechtenstein Czech Republic United Kingdom Macao-China Ireland France Iceland United States Norway
Andres Schleicher
Portugal
New York, 16-17 March 2011
International Summit on the Teaching Profession
Building a High-Quality Teaching Profession
49
High science performance Finland Hong Kong-China Canada Japan New Zealand Australia Netherlands Slovenia Korea Germany Switzerland Belgium Austria 510 Hungary
Sweden Croatia Poland Denmark Slovak Republic,Spain,Lithuania Latvia Russian Federation Luxembourg Greece Italy 460
Israel
Thailand Montenegro Brazil
Turkey Jordan Romania 410Mexico Indonesia Argentina Colombia Tunisia Azerbaijan 360
Qatar
Kyrgyzstan 310 16
Average performance of 15-year-olds in science – extrapolate and apply
Low science performance
Andres Schleicher
Building a High-Quality Teaching Profession
12000
0 United States Mexico Turkey Germany Italy Japan France Spain United Kingdom Poland Canada Greece Korea Australia Portugal Belgium Netherlands Norway Sweden Austria Czech Republic Switzerland Hungary Denmark Ireland Slovak Republic New Zealand Luxembourg Finland Iceland
New York, 16-17 March 2011
International Summit on the Teaching Profession
50
50
Raise everyone to minimum of 400 PISA points
bn$
14000
Potential increase in economic output (bn $)
10000
8000
6000
4000
2000
0% Mexico Turkey Greece Portugal Italy Luxembourg United States Spain Poland Germany Norway Hungary Slovak Republic Belgium France Denmark Austria Sweden Iceland Switzerland Czech Republic Ireland United Kingdom New Zealand Australia Netherlands Japan Canada Korea Finland
New York, 16-17 March 2011
International Summit on the Teaching Profession Andres Schleicher
Building a High-Quality Teaching Profession
51
51
% currrent GDP
Raise everyone to minimum of 400 PISA points
1200%
1000%
800%
600%
400%
200%