Preparing students for their future, not our past...2018/09/11 · 100 000 120 000 140 000 1950...

Preparing students for their future, not our pastInsights from OECD’s review of Japan’s education system

Andreas Schleicher, Director, OECD – Directorate for Education and Skills

Trends in science performance (PISA)

450

470

490

510

530

550

570

Stud

ent p

erfo

rman

ce

2006 2009 2012 2015

Trends in science performance

450

470

490

510

530

550

570

2006 2009 2012 2015

Mass.

Variation in performance between and within schoolsFigure I.6.11

120

100

80

60

40

20

0

20

40

60

80

Net

herla

nds

114

B-S-

J-G

(Chi

na)

119

Bulg

aria

11

5H

unga

ry

104

Trin

idad

and

Tob

ago

98

Belg

ium

11

2Sl

oven

ia

101

Ger

man

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10Sl

ovak

Rep

ublic

10

9M

alta

15

4U

nite

d Ar

ab E

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tes

110

Aust

ria

106

Isra

el

126

Leba

non

91

Cze

ch R

epub

lic

101

Qat

ar

109

Japa

n 9

7Sw

itzer

land

11

0Si

ngap

ore

120

Italy

93

Chi

nese

Tai

pei

111

Luxe

mbo

urg

112

Turk

ey

70Br

azil

89

Cro

atia

89

Gre

ece

94

Chi

le

83Li

thua

nia

92

OEC

D a

vera

ge

100

Uru

guay

84

CAB

A (A

rgen

tina)

82

Rom

ania

70

Viet

Nam

65

Kore

a 1

01Au

stra

lia

117

Uni

ted

King

dom

11

1Pe

ru

66C

olom

bia

72

Thai

land

69

Hon

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M

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omin

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Rep

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Indo

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ia

92Jo

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New

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ates

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onte

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o 8

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7Sw

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7M

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7Al

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9Ko

sovo

57

Mac

ao (C

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) 7

4Al

geria

54

Esto

nia

88

Mol

dova

83

Cos

ta R

ica

55

Rus

sia

76

Can

ada

95

Pola

nd

92D

enm

ark

91

Latv

ia

75Ire

land

88

Spai

n 8

6N

orw

ay

103

Finl

and

103

Icel

and

93

Between-school variation Within-school variation

Total variation as a proportion of the OECD

average

OECD average 69%

OECD average 30%

%

Differences in educational resourcesbetween advantaged and disadvantaged schools

Figure I.6.14

-3

-2

-2

-1

-1

0

1

1

CAB

A (A

rgen

tina)

Mex

ico

Peru

Mac

ao (C

hina

)U

nite

d Ar

ab E

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tes

Leba

non

Jord

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Braz

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Turk

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ain

Dom

inic

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ussi

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alta

Italy

New

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Cro

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ndAl

geria

Nor

way

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ark

Swed

enU

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ates

Mol

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Belg

ium

Slov

enia

OEC

D a

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unga

ryC

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se T

aipe

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et N

amC

zech

Rep

ublic

Sing

apor

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eTr

inid

ad a

nd T

obag

oC

anad

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oman

iaQ

atar

Mon

tene

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Koso

voN

ethe

rland

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rea

Finl

and

Switz

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ndG

erm

any

Hon

g Ko

ng (C

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)Au

stria

FYR

OM

Pola

ndAl

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iaSl

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Rep

ublic

Lith

uani

aEs

toni

aIc

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aU

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d Ki

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Mea

n in

dex

diffe

renc

e be

twee

n ad

vant

aged

and

dis

adva

ntag

ed

scho

ols

Index of shortage of educational material Index of shortage of educational staff

Disadvantaged schools have more resources than advantaged schools

Disadvantaged schools have fewer resources than advantaged schools

Japan’s context: some concerning facts

Economy:

75

80

85

90

95

100

1990 1995 2000 2005 2010 2015

%Japan’s per capita relative to the top half of OECD

countries

Source: OECD Eco Database 6


Demography:

0

20 000

40 000

60 000

80 000

100 000

120 000

140 000

1950 1960 1970 1980 1990 2000 2010 2020 2030 2040 2050

thousandsJapan’s historical population and projection

65 years old or older 20-64 years old 0-19 years old



0

2

4

6

8

10

12

14

16

18

20% Poverty rate

Social inequality:


Digitalisation

Democratizing

Concentrating

Particularizing

Homogenizing

Empowering

Disempowering

Tasks

without

use of ICT

Tasks with

use of ICT

Non routine tasks

Routine tasks

Non routine tasks

Routine tasks

Tasks

without

use of ICT

Tasks with

use of ICT

TWO EFFECTS OF DIGITALISATION

Non routine tasks,

Low use of ICT

Non routine tasks,

High use of ICT

Routine tasks,

Low use of ICT

Routine tasks,

High use of ICT

Non routine tasks,

Low use of ICT

Non routine tasks,

High use of ICT

Routine tasks,

Low use of ICT

Routine tasks,

High use of ICT

TWO EFFECTS OF DIGITALISATION

(C)

DIGITALISATION RAISES NEEDS FOR TRAINING

0

10

20

30

40

50

Lower secondary or less Upper secondary Post-secondary, non-tertiary Tertiary – professional degree Tertiary – bachelor degree Tertiary – master / research degree

SHARE OF WORKERS REPORTING NEEDING FURTHER TRAINING FOR THEIR JOB BY EDUCATION LEVEL (%)

0

10

20

30

40

50

Lower secondary or less Upper secondary Post-secondary, non-tertiary Tertiary – professional degree Tertiary – bachelor degree Tertiary – master / research degree

Source: Survey of Adult Skills (2012, 2015)

highly digital environment

poorly digital environment

EXPECTED EFFECT OF INCREASE FROM 50TH TO 75TH PCTILE OF DIGITAL EXPOSURE ON COGNITIVE SKILL INTENSITY

0%

20%

40%

60%

80%

100%

Reading at work Writing at work Numeracy at work

ICT USE AND NON-ROUTINE INTENSITY INCREASE COGNITIVE SKILL USE

ICT INTENSITY

NON-ROUTINE INTENSITY


EXPECTED EFFECT OF INCREASE FROM 50TH TO 75TH PCTILE OF DIGITAL EXPOSURE ON PROBABILITY OF LEARNING AT LEAST ONCE A WEEK

0%

20%

40%

60%

80%

100%

Learning from co-workers Learning by doing Keeping up to date

ICT USE AND NON-ROUTINE INTENSITY ENHANCE FORMS OF LEARNING

ICT INTENSITYNON-ROUTINE

INTENSITY


The Race between Technology and Education

Inspired by “The race between technology and education” Pr. Goldin & Katz (Harvard)

Industrial revolution

Digital revolution

Social pain

Universal public schooling

Technology

Education

Prosperity

Social pain

Prosperity

The biggest risk to education today isn’t its inefficiency, but that our way of education is losing its purpose and relevance

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Proficiency

Adult Literacy Skills in OECD Countries (PIAAC)

Level 4-5

Level 3

Level 2

Level 1 and Below

Near-term computer capabilities

When fast gets really fast, being slow to adapt makes you really slow

The post-truth world where reality becomes fungible• Virality seems privileged over quality

in the distribution of information• Truth and fact are losing currency

Scarcity of attention and abundance of information• Algorithms sort us into groups of like-minded

individuals create echo chambers that amplify our views, leave us uninformed of opposing arguments, and polarise our societies

0

10

20

30

40

50

60

70

80

90

Chi

nese

Tai

pei

-2Sw

eden

-9

Fran

ce

-5Po

rtuga

lG

reec

eSi

ngap

ore

-2

Thai

land

Mac

ao (C

hina

) -7

Braz

il -

2Sp

ain

Uni

ted

King

dom

Bulg

aria

Hon

g Ko

ng (C

hina

)Ko

rea

-7

Belg

ium

-4

Den

mar

k -

4C

roat

ia

-5Is

rael

-1

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ew Z

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-4N

ethe

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liaO

ECD

ave

rage

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Dom

inic

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land

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Pola

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osta

Ric

a 3

Lith

uani

aJa

pan

-5

Mex

ico

Rus

sia

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Cze

ch R

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licIta

lyPe

ruC

olom

bia

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nlan

d -

6C

hile

Latv

iaSl

ovak

Rep

ublic

B-S-

J-G

(Chi

na)

11

Switz

erla

ndAu

stria

-3

Luxe

mbo

urg

Icel

and

Ger

man

yEs

toni

aSl

oven

ia

%Boys Girls

15-year-olds feeling bad if not connected to the Internet (PISA)

Students growing up with a great smartphone but a poor education are going to face unprecedented risks

Students are using more time online outside school on a typical school day (PISA)

0

20

40

60

80

100

120

140

160

180

200

Chi

le

39

Swed

en

56

Uru

guay

3

3

Cos

ta R

ica

31

Spai

n

44

Italy

4

0

Aust

ralia

5

2

Esto

nia

50

New

Zea

land

5

1

Hun

gary

4

3

Rus

sia

42

Net

herla

nds

48

Den

mar

k

55

Slov

ak R

epub

lic

40

Cze

ch R

epub

lic

43

Aust

ria

42

Latv

ia

46

Sing

apor

e

45

Belg

ium

4

4

Pola

nd

46

Icel

and

51

OEC

D a

vera

ge-2

7

43

Irela

nd

48

Cro

atia

4

0

Portu

gal

42

Finl

and

48

Isra

el

34

Mac

ao (C

hina

) 4

5

Switz

erla

nd

40

Gre

ece

41

Hon

g Ko

ng (C

hina

) 3

9

Mex

ico

30

Slov

enia

3

7

Japa

n

31

Kore

a

20

Minutes per day 2015 2012Figure III.13.3

Percentage of High Internet Users (spending 2 to 6 hours on line per day), during weekdays

Creating new value connotes

.

Creating new value connotes processes of creating, making, bringing into being and formulating; and outcomes that are innovative, fresh and original, contributing something of intrinsic positive worth. The constructs that underpin the competence are creativity/ creative thinking/ inventive thinking, curiosity, global mind-set, ….

In a structurally imbalanced world, the imperative of reconciling diverse perspectives and interests, in local settings with sometimes global implications, will require young people to become adept in handling tensions, dilemmas and trade-offs. Underlying constructs are empathy, resilience/stress resistancetrust, …

Dealing with novelty, change, diversity and ambiguity assumes that individuals can think for themselves and work with others. This suggests a sense of responsibility, and moral and intellectual maturity, with which a person can reflect upon and evaluate their actions in the light of their experiences and personal and societal goals; what they have been taught and told; and what is right or wrongUnderlying constructs include critical thinking skills, meta-learning skills (including learning to learn skills), mindfulness, problem solving skills, responsibility, …

Anticipation mobilises cognitive skills, such as analytical or critical thinking, to foresee what may be needed in the future or how actions taken today might have consequences for the future

Reflective practice is the ability to take a critical stance when deciding, choosing and acting, by stepping back from what is known or assumed and looking at a situation from other, different perspectives

Both reflective practice and anticipation contribute to the willingness to take responsible actions

Implications for pedagogy

Current curricula and 2030 aspirationsPreliminary findings of curriculum content mapping (lower secondary; Japan)

0

20

40

60

80

100

120

140

160

Arts Humanities Mathematics National Language/s PE/Health Science Technologies

Num

bero

f map

ped

cont

ent i

tem

s

Skills, Attitudes and Values Key concepts2030 LearningFramework

CompetencyDevelopment Cycle

Compound competencies for 2030

Dominican Rep.Mexico

Costa Rica

Croatia FinlandColombiaLithuania

NetherlandsIceland RussiaMontenegro Switzerland

ThailandUruguay France

Brazil Austria EstoniaPeru Slovak Rep.BulgariaQatar Luxembourg

ChileGermany

IrelandUnited Arab Emirates Poland Slovenia

Hungary Czech Rep.United Kingdom

GreeceTunisia

Italy B-S-J-G (China) Japan

Chinese TaipeiMacao (China)

Hong Kong (China)Korea

Turkey

5.5

6.0

6.5

7.0

7.5

8.0

8.5

9.0

300 350 400 450 500 550 600

Aver

age

life

satis

fact

ion

(on

10-p

oint

sca

le)

Mean science score

Life satisfaction and student performance can go together

OECD average

OE

CD

ave

rage

Life

Satis

fact

ion

Student performance

`̀

`̀

At the hight of its strength, Japan can prepare for the future

26

Strengths

1. Education is a priority: shared commitment to education, high private

investment and high enrollments. Government has prioritized education.

2. A recognised need to go beyondtraditional concepts to develop skills for the

21st century as drivers of the future.

3. Partnership that works in deliveringholistic education for children: conscientious

teachers, engaged students, supportiveparents and community.

4. Existence of lifelong learning high performing institutions and recognition of

the need to develop lifelong learning.

Potential challenges

1. Current education funding can lead to inequities.

2. Curricular reform may not be as simple as it may seem from the ministry.

3. Holistic education may be at risk in future. Need to preserve this unique model.

4. Lifelong learning is not responding to labour market needs, leaving some behind.

• A new National Curriculum Reform to enhance active learning and focus on fostering student competencies related to the three pillars of the reform:

1. motivation to learn and apply learning to life; 2. acquisition of knowledge and technical skills;3. skills to think, make judgements and express oneself.

27

Bold reforms underway



• Reforming the teaching career to improve teaching skills, including a revised selection process, comprehensive career training and reorganisation of teachers’ schedules to allow time for training.

28




• Reforming the teaching career to improve teaching skills, including a revised selection process, comprehensive career training and reorganisation of teachers’ schedules to allow time for training.

• Strengthening school-community partnerships by involving communities in children’s education and reforming school management (the Team Gakkou[school as a team] programme).

• Ensuring financial support for those in need, including a reduction of the financial burden on low-income families for education in non-mandatory levels (early childhood education and care and tertiary education).

• Improving access to tertiary education and adult learning through the promotion of new programmes to foster lifelong learning in an ageing society. 29


Implementing the new curriculum

And preserving the holistic approach to education

Busy teachers

31Source: TALIS 2013

0 10 20 30 40 50 60

Total working hours

Hours spent on teaching

Hours spent on individual planning or preparation of lessons either at schoolor out of school

Hours spent on team work and dialogue with colleagues within the school

Hours spent marking/correcting of student work

Hours spent on student counselling (including student supervision, virtualcounselling, career guidance and delinquency guidance)

Hours spent in participation in school management

Hours spent on general administrative work (including communication,paperwork, and other clerical duties you undertake in your job as a teacher)

Hours spent on communication and co-operation with parents or guardians

Hours spent engaging in extracurricular activities (e.g., sports and culturalactivities after school)

Hours spent on all other tasks

Teachers’ working hours

Average Japan

Different cost drivers Figure B7.3

Contribution of various factors to salary cost of teachers per student in public institutions, lower secondary education (2015)

- 4

- 3

- 2

- 1

0

1

2

3

4

Luxe

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Switz

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Fren

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Belg

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)

Den

mar

k

Finl

and

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ay

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enia

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Spai

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Net

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Portug

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Can

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Uni

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Japan

Kore

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Ital

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Gre

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Pola

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Turk

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Mex

ico

USD

, Tho

usan

ds

Contribution of teachers' salary

Contribution of instruction time

Contribution of teaching time

Contribution of estimated class size

Difference of salary cost of teachers per student from OECD average

Student-teacher ratios and class sizeFigure II.6.14

CABA (Argentina)

Jordan

Viet Nam

Poland

United States

Chile

Denmark

Hungary

B-S-G-J(China) Turkey

Georgia

ChineseTaipei

Mexico

Russia

Albania

Hong Kong(China)

Japan

Belgium

Algeria

Colombia

Peru

Macao(China)

Switzerland

Malta

Dominican Republic

Netherlands

Singapore

Brazil

Kosovo

Finland

Thailand

R² = 0.25

5

10

15

20

25

30

15 20 25 30 35 40 45 50

Stud

ent-t

each

er ra

tio

Class size in language of instruction

High student-teacher ratios and small class sizes

Low student-teacher ratios and large class sizes

OECD average

OEC

D a

vera

ge

Teachers’ job satisfaction and class size

10.00

10.50

11.00

11.50

12.00

12.50

13.00

15 or less 16-20 21-25 26-30 31-35 36 or more

Teac

hers

' job

satis

fact

ion

(leve

l)

Class size (number of students)

0

10

20

30

40

50

60

70

Low professionalism

High professionalism

Fig II.3.3

Perceptions of teachers’ status

Satisfaction with the profession

Satisfaction with the work environment

Teachers’ self-efficacy

Teacher job satisfaction and professionalism

Professionalism

Public confidence in profession and professionals

Professional preparation and learning

Collective ownership of professional practice

Decisions made in accordance with the body of knowledge o the profession

Acceptance of professional responsibility in the name of the profession and accountability towards the profession

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)

Teacherprofessionalism

Policy levers to teacher professionalism

11.40

11.60

11.80

12.00

12.20

12.40

12.60

12.80

13.00

13.20

13.40Ne

ver

Onc

e a

year

or l

ess

2-4

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ear

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mor

e

Teac

her s

elf-e

ffica

cy (l

evel

)

Teach jointly as a team in the same class

Observe other teachers’ classes and provide feedback

Engage in joint activities across different classes

Take part in collaborative professional learning

Less frequently

Morefrequently

Teachers’ self-efficacy and professional collaboration

Low levels of pedagogical leadership

0

50

100

150

200

250

300

Take action to support co-operation among teachers to develop new teaching practicesTake action to ensure that teachers take responsibility for improving their teaching skillsTake action to ensure that teachers feel responsible for their students' learning outcomes

Cum

ulat

ive

perc

enta

ge

Source: School Leadership for Learning, 2016 40

Engagement in instructional leadership in lower secondary educationPercentage of lower secondary education principals who report having engaged "often" or "very often" in the following instructional leadership activities during the 12 months prior to the study:

Involved parents

41

0

10

20

30

40

50

60

70

80

Assisted infundraising for the

school

Participated in localschool government

Discussed theirchild's progress with

a teacher on theirown initiative

Discussed theirchild's progress onthe initiative of one

of their child'steachers

Discussed theirchild's behaviourwith a teacher ontheir own initiative

Discussed theirchild's behaviour onthe initiative of one

of their child'steachers

Percentage of students' parents who participated in the following school-related activities during the previous academic year:

Japan OECD average

Parental involvementBased on school principals' reports

Source: PISA 2012

Parents’ interest in their child's activities at school and well-being (average)

2.5 times more likely

1.9 times more likely

1.4 times less likely

Twice less likely

Wanting top grades atschool

Being very satisfied with life Feeling lonely at school Being not satisfied with life

More likely

Less likely

As likely

Students who say their parents are interested in their school activities are…

Creating meaningful ways for community relationships

Schools

Successful schools draw on the resources and

support of their communities

Schools are vital to the social health of their local communities

Schools at the centre of their communities are often the

most successful schools.

Communities

Extracurricular activities that enrich communities in sports, social care and volunteering

Research projects offer innovative answers to the needs of local enterprises, while enhancing entrepreneurialism among students and providing real-world experiences.

Service learning

Schools engage parents and families in learning, and also draw on resources of local enterprises, community organisations, social services, and sports and cultural institutions, such as museums, theatres or libraries

Schools can become partners in serving the needs of local communities, especially in disadvantaged communities

Making lifelong learning a reality

65% of adults are expected to enter tertiary education for the first time in 2015 Figure C3.3

First-time tertiary entry rates (2005, 2015)

0

10

20

30

40

50

60

70

80

90

100

New

Zea

land

Chi

le

Den

mar

k

Switz

erla

nd

Rus

sian

Fed

erat

ion

Lith

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Japan

Icel

and

Pola

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Norw

ay

Saud

i Ara

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Spai

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Slove

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Aus

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Net

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Arg

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Cze

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lic

OEC

D a

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Ger

man

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India

EU22

ave

rage

Swed

en

Slova

k Rep

ublic

Finl

and

Portug

al

Uni

ted S

tate

s

Ital

y

Colo

mbia

Hun

gar

y

Mex

ico

Luxe

mbour

g

2015 2005%

Share of private expenditure on tertiary institutions Figure B3.2

Distribution of public and private expenditure on educational institutions (2014)

0

10

20

30

40

50

60

70

80

90

100

Finl

and

Norw

ay

Luxe

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g

Den

mar

k

Aus

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Icel

and

Swed

en

Belg

ium

Arg

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Slove

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Ger

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Esto

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Pola

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Fran

ce

Latv

ia

EU22

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k Rep

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Lith

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Cze

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Indone

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Turk

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Irel

and

Mex

ico

OEC

D a

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Net

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Hun

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Spai

n

Rus

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Fed

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ion

Ital

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Portug

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Isra

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New

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Can

ada

Colo

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le

Uni

ted S

tate

s

Kore

a

Japan

Uni

ted K

ingdom

% Tertiary education

Public expenditure on educational institutions Household expenditure Expenditure of other private entities All private sources

Private expenditure on tertiary education increased Figure B3.3

Change in private expenditure on tertiary educational institutions, 2010 = 100 (2005 and 2014)

50

60

70

80

90

100

110

120

130

140

150

Aus

tral

ia

Spai

n

Belg

ium

Can

ada

Swed

en

Fran

ce

Isra

el

Icel

and

Uni

ted S

tate

s

Net

herlan

ds

Irel

and

Ger

man

y

Mex

ico

OEC

D a

vera

ge

Portug

al

Cze

ch R

epub

lic

Japan

Ital

y

Norw

ay

EU22

ave

rage

Den

mar

k

Slova

k Rep

ublic

Chi

le

Kore

a

Lith

uani

a

Rus

sian

Fed

erat

ion

Finl

and

Esto

nia

Slove

nia

Latv

ia

Pola

nd

2005 2014Index of change (2010 = 100)

High tuition fees Figure B5.1

Tuition fees charged by public and private institutions at bachelor's or equivalent level (2015/16)

- 1

1

3

5

7

9

11

13

Uni

ted S

tate

s

Chi

le

Japan

Can

ada

Aus

tral

ia

Kore

a

New

Zea

land

Isra

el

Net

herlan

ds

Spai

n

Ital

y

Portug

al

Switz

erla

nd

Aus

tria

Hun

gar

y

Luxe

mbou

rg

Flem

ish

com

. (Be

lgiu

m)

Fren

ch c

om

. (Be

lgiu

m)

Slove

nia

Den

mar

k

Esto

nia

Finl

and

Norw

ay

Pola

nd

Slova

k Rep

ublic

Swed

en

Turk

ey

Mex

ico

Latv

ia

Engla

nd (Uni

ted K

ingdom

)

PPP-

adju

sted

USD

, tho

usan

ds

Public institutions Private institutions21 189

Flexible funding mechanisms help students Figure B5.3

Distribution of financial support to students at bachelor's or equivalent level (2015/16)

11,951

0

4,763

8,202

0

3,095

0

7,654

624 420

1,658914 1,168

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

0

10

20

30

40

50

60

70

80

90

100

Engla

nd (Uni

ted

King

dom

)*

Norw

ay

Aus

tral

ia

Uni

ted S

tate

s

Turk

ey

Isra

el

Finl

and

Chi

le

Flem

ish

com

.(B

elgiu

m)

Mex

ico

Fren

ch c

om

.(B

elgiu

m)

Ital

y

Aus

tria

Switz

erla

nd

%

Not benefitting from public loans or scholarships/grants Benefitting from public loans and scholarships/grants Benefitting from public loans only

Benefitting from scholarships/grants only Average public tuition fees (USD) (Table B5.1)

*All tertiary institutions are government-dependent private institutions in England (United Kingdom).

The returns are still worth it for individuals Figure A7.2

Private costs and benefits of education for a man or a woman attaining tertiary education (2013)

- 200

- 100

0

100

200

300

400

500

600

Luxe

mbour

g

Irel

and

Chi

le

Uni

ted S

tate

s

Pola

nd

Portug

al

Slove

nia

Kore

a

Spai

n

Turk

ey

Can

ada

Isra

el

Hun

gar

y

EU22

ave

rage

OEC

D a

vera

ge

Cze

ch R

epub

lic

Fran

ce

Aus

tral

ia

Norw

ay

New

Zea

land

Net

herlan

ds

Ger

man

y

Aus

tria

Finl

and

Esto

nia

Ital

y

Den

mar

k

Slova

k Rep

ublic

Japan

千

Man: Total benefits Man: Total costs Woman: Total benefits Woman: Total costs

…and also for taxpayers Figure A7.3

Private costs and benefits of education for a man or a woman attaining tertiary education (2013)

- 200

- 100

0

100

200

300

400

500

600

Net

herlan

ds

Irel

and

Luxe

mbour

g

Slove

nia

Portug

al

Japan

Uni

ted S

tate

s

EU22

ave

rage

Cze

ch R

epub

lic

Ger

man

y

Finl

and

Aus

tral

ia

Pola

nd

Hun

gar

y

Fran

ce

OEC

D a

vera

ge

Aus

tria

Turk

ey

Ital

y

Spai

n

Can

ada

Isra

el

New

Zea

land

Norw

ay

Den

mar

k

Slova

k Rep

ublic

Kore

a

Esto

nia

Chi

le

Switz

erla

nd

千

Man: Total benefits Man: Total costs Woman: Total benefits Woman: Total costs

Making lifelong learning a reality

Adults' participation in formal and/or non-formal education, by type (2012 or 2015)

0

10

20

30

40

50

60

70

80

90

100

%

Participation in non-formal education only Participation in formal education only

Participation in both formal and non-formal education No participation in adult education

In conclusion

53

OECD policy options Japan’s goals for education policy according to the Third Basic Plan

•Promotion of learning to improve the lives of people and continually develop society.

•Preparation of foundation for utilisation of ICT.

•Preparation of sustainable school teaching system for education in the new era.

Prioritise implementation of the curriculum reform

•Enhancing educational abilities in home, community, promoting collaboration, cooperation with schools.

•Consideration of household’s financial situation and geographical conditions.

•Preparation of sustainable school teaching system for education in the new era.

Preserve the provision of well-rounded holistic education by

enhancing school organisation and school-community partnerships

•Promotion of lifelong learning in anticipation of age of “100-year-life”.

•Promotion of recurrent education for adults in order to acquire necessary skills and knowledge for work throughout life.

•Promotion of lifelong learning for persons with disabilities.

•Consideration of household’s financial situation and geographical conditions.

•Providing educational opportunities responding to various needs.

Strengthen lifelong learning and financial arrangements for non-mandatory education to support

equity

Prioritise the implementation of the curriculum reform

54

• Ensure curriculum reform also encompasses new priorities (foreign language, ICT, global competencies).

• Align both formative and summative assessments to the new curriculum.

• Ensure that professional development for teachers and resources for teaching and learning are an integral part of the implementation strategy.

Preserve the provision of well-rounded holistic education

55

• Reform management practices to alleviate teachers’ workload and invest in leadership.

• Focus partnerships with local communities on supporting the introduction of the new curriculum.

• Consider establishing specific structures and sparing resources to mitigate the risk of increased inequalities that could result from school-community partnerships.

Strengthen lifelong learning

56

• Foster relevance with:• Dialogue between employer groups, workers and LLL providers – facilitated by

government• Innovative approaches – for instance, shifting from full qualifications to micro-

credentials.

• Manage cost with:• Mechanisms that allocate costs between employees, employers and the

government to create incentives that will boost the use of LLL to improve the performance of the economy

• Innovative approaches – for instance, shifting from full qualifications to micro-credentials.

• Address time constraints by: • Innovative approaches – for instance, shifting from full qualifications to micro-

credentials• …. With flexible scheduling.

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Preparing students for their future, not our past...2018/09/11 · 100 000 120 000 140 000 1950...

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