Presentation made by Andreas Schleicher, Director for the OECD Directorate of Education and Skills, at the Education World Forum, 21st January 2019, London
Did you ever wonder whether education has a role to play in preparing our societies for an age of artificial intelligence? Or what the impact of climate change might be on our schools, families and communities?
Trends Shaping Education ( http://www.oecd.org/edu/trends-shaping-education-22187049.htm) examines major economic, political, social and technological trends affecting education. While the trends are robust, the questions raised in this book are suggestive, and aim to inform strategic thinking and stimulate reflection on the challenges facing education – and on how and whether education can influence these trends.
This book covers a rich array of topics related to globalisation, democracy, security, ageing and modern cultures. The content for this 2019 edition has been updated and also expanded with a wide range of new indicators. Along with the trends and their relationship to education, the book includes a new section on future’s thinking inspired by foresight methodologies.
This book is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non specialist source of international comparative trends shaping education, whether in schools, universities or in programmes for older adults. It will also be of interest to students and the wider public, including parents.
2. The rise of the global middle class
0
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3
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5
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7
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10
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50
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1951
1957
1963
1969
1975
1981
1987
1993
1999
2005
2011
2017
2023
2029
Headcount(billions)
%ofworldpopulation
World middle class share of world population World middle class World population
Within the next decade the majority of the world population will consist of the middle class
Estimates of the size of the global middle class, percentage of the world population (left axis) and headcount
(right axis), 1950-2030
Source: Kharas, H. (2017), The unprecedented expansion of the global middle class, an update,
https://www.brookings.edu/wp-content/uploads/2017/02/global_20170228_global-middle-class.pdf. Kharas, H.
(2010), The emerging middle class in developing countries, https://www.oecd.org/dev/44457738.pdf. Figure 1.2
3. Growing unequal
Income gaps continues to grow
Trends in real household incomes by percentile, OECD average, 1985-2015
1
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1985
1990
1995
2000
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
Bottom 10% Mean Median Top 10%
Source: OECD (2018), A Broken Social Elevator? How to Promote Social Mobility,
https://doi.org/10.1787/9789264301085-en.
Figure 2.1
Index 1985 = 1
4. More people on the move
-30
20
70
120
170
220
270
1990 1995 2000 2005 2010 2015 2017
Millionsofpeople
Africa Asia Europe Latin America and the Caribbean Northern America Oceania
Estimates of international migrant stock by region of destination, 1990-2017
Source: United Nations (2017), "International migrant stock: The 2017 revision" (database),
www.un.org/en/development/desa/population/migration/data/. Figure 1.5
5. Security in a risky world
Household savings and debt
Household savings (% of disposable income, left axis) and household debt (% of disposable income, right axis),
OECD average, 1970-2016
Source: OECD (2018), OECD National Accounts Statistics (database), https://stats.oecd.org/.
0
20
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60
80
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120
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160
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1970
1972
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1994
1996
1998
2000
2002
2004
2006
2008
2010
2012
2014
2016
Debtas%ofdisposableincome
Savingsas%ofdisposableincome
Savings (left axis) Debt (right axis)
Figure 3.9
6. Access to Access
Number of mobile broadband subscriptions per 100 inhabitants, OECD average, 2009-2017
Source: OECD (2018), "Mobile broadband subscriptions" (indicator), https://doi.org/10.1787/1277ddc6-en.
Figure 5.1
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20
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60
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120
2009 2010 2011 2012 2013 2014 2015 2016 2017
Numberofsubscriptions
8. 8
Digitalisation
Democratizing
Concentrating
Particularizing
Homogenizing
Empowering
Disempowering
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
9. 15-year-olds feeling bad if not connected to the Internet (PISA)
0
10
20
30
40
50
60
70
80
90
100
ChineseTaipei-2
Sweden-9
France-5
Portugal
Greece
Singapore-2
Thailand
Macao(China)-7
Brazil-2
Spain
UnitedKingdom
Bulgaria
HongKong(China)
Korea-7
Belgium-4
Denmark-4
Croatia-5
Israel-10
NewZealand-4
Netherlands-3
Uruguay
Hungary4
Australia
OECDaverage-3
DominicanRepublic
Ireland-7
Poland-3
CostaRica3
Lithuania
Japan-5
Mexico
Russia-8
CzechRepublic
Italy
Peru
Colombia4
Finland-6
Chile
Latvia
SlovakRepublic
B-S-J-G(China)11
Switzerland
Austria-3
Luxembourg
Iceland
Germany
Estonia
Slovenia
%
Boys Girls
10. 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
Chile39
Sweden56
Uruguay33
CostaRica31
Spain44
Italy40
Australia52
Estonia50
NewZealand51
Hungary43
Russia42
Netherlands48
Denmark55
SlovakRepublic40
CzechRepublic43
Austria42
Latvia46
Singapore45
Belgium44
Poland46
Iceland51
ECDaverage-2743
Ireland48
Croatia40
Portugal42
Finland48
Israel34
Macao(China)45
Switzerland40
Greece41
ongKong(China)39
Mexico30
Slovenia37
Japan31
Korea20
Minutes per day
2015 2012
Percentage of High Internet Users (spending 2 to 6 hours on line per day), during weekdays
11. The kind of things that
are easy to teach are
now easy to automate,
digitize or outsource
35
40
45
50
55
60
65
70
1960 1970 1980 1990 2000 2006 2009
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interpersonal
Mean task input in percentiles of 1960 task distribution
13. Mass self-communication and creative expression
Individuals using the Internet (last 3 months) for uploading self-created content on sharing websites, 2008 and 2017
Source: OECD (2018), ICT Access and Usage by Households and Individuals (database),
https://stats.oecd.org/.
Figure 5.7
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16-24 25-55 55-74
%ofinternetusers
Age group
2008 2017
14. 100 80 60 40 20 0 20 40
Turkey
Greece
Chile
Lithuania
Israel
United States
Poland
Russian Federation
Ireland
Slovak Republic
England (UK)
Northern Ireland (UK)
Japan
OECD average
Slovenia
Estonia
Denmark
Austria
Australia
Canada
New Zealand
Germany
Czech Republic
Norway
Flanders (Belgium)
Netherlands
Sweden
Finland
Korea
Singapore
Level 2 Level 3 Level 2 Level 3
Skills to manage complex digital information
Young adults (16-24 year-olds) Older adults (55-65 year-olds)
15. Education won the race with technology throughout history,
but there is no automaticity it will do so in the future
Inspired by “The race between te
chnology and education”
Pr. Goldin & Katz (Harvard)
Industrial revolution
Digital revolution
Social pain
Universal
public schooling
Technology
Education
Prosperity
Social pain
Prosperity
The future will be about pairing
the artificial intelligence of
computers with the cognitive,
social and emotional skills and
values of humans
16. The growth in AI technologies
0
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4 000
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8 000
10 000
12 000
14 000
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20 000
1991 1994 1997 2000 2003 2006 2009 2012 2015
Numberofpatents
Number of patents in artificial intelligence technologies, 1991-2015
Source: OECD (2017), OECD Science, Technology and Industry Scoreboard 2017: The digital transformation,
http://dx.doi.org/10.1787/9789264268821-en.
Figure 1.10
17.
18. Living longer, living better
70 is the new 60
Total gains in life expectancy at birth, OECD countries, 2000-2016
Source: WHO (2018), Global Health Observatory (database), http://www.who.int/gho/en/. Figure 4.2
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Estonia
Korea
Turkey
Ireland
Slovenia
Latvia
Portugal
CzechRepublic
SlovakRepublic
Denmark
Hungary
Poland
Israel
Luxembourg
France
OECDaverage
Norway
Spain
Finland
Austria
Canada
Switzerland
UnitedKingdom
NewZealand
Netherlands
Australia
Belgium
Italy
Lithuania
Germany
Greece
Japan
Iceland
Sweden
Chile
Mexico
UnitedStates
Years
Gains in healthy life expectancy Additional gains in life expectancy
19. Participation in lifelong education and training
by literacy level (Adults aged 25-65 years)
0
20
40
60
80
100
High literacy skills (4/5) Low literacy skills (1)%
20. Routine cognitive skills Complex ways of thinking,
complex ways of doing, collective capacity
Some students learn at high levels (sorting) All students need to learn at high levels
Student inclusion
Curriculum, instruction and assessment
Standardisation and compliance High-level professional knowledge workers
Teacher education
‘Tayloristic’, hierarchical Flat, collegial
Work organisation
Primarily to authorities Primarily to peers and stakeholders
Accountability
Industrial systems World class systems
When fast gets really fast, being slow to adapt
makes education really slow
21. Andreas Schleicher
Director for Education and Skills
Find out more about our work at www.oecd.org
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Email: Andreas.Schleicher@OECD.org
Twitter: SchleicherOECD
Wechat: AndreasSchleicher
Hinweis der Redaktion
Note: Income refers to real household disposable income. OECD average refers to the unweighted average of the 17 OECD countries for which data are available: Canada, Denmark, Finland, France, Germany, Greece, Israel, Italy, Japan, Luxembourg, Mexico, the Netherlands, New Zealand, Norway, Sweden, the United Kingdom and the United States. Some data points have been interpolated or use the value from the closest available year.
Note: Northern America includes Bermuda, Canada, Greenland, Saint Pierre and Miquelon, USA and Mexico.
Note: OECD average refers to the average of 32 countries: Australia, Austria, Belgium, Canada, Chile, Czech Republic, Germany, Denmark, Spain, Estonia, Finland, France, United Kingdom, Greece, Hungary, Ireland, Italy, Japan, Korea, Luxemburg, Latvia, Mexico, Netherlands, Norway, New Zealand, Poland, Portugal, Slovak Republic, Slovenia, Sweden and the United States
Note: Where the data for countries were not consistently available in the same years, figures from the closest year are used.
Half of the jobs in the industrialised world are potentially automatable, because the things that are easy to teach and easy to test are also the things that are easy to automate, digitize and outsource.
Notes: Includes extrapolated figures for Upwork based on most recent annual growth rates. Registered number of users for the two platforms combined.
Note: The figure is based on average data for 26 OECD countries. These include Austria, Belgium, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Netherlands, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Turkey, United Kingdom
Goldin and Katz call this the race between technology and education.
Note: Data refer to the number of IP5 patent families in artificial intelligence (AI), by filing date and inventor's country, using fractional counts. AI refers to the "Human interface" and "Cognition and meaning understanding" categories in the ICT patent taxonomy as described in Inaba and Squicciarini (2017). 2014 and 2015 figures are estimated based on available data for those years.
Note: Countries are ranked in descending order by the average voting rates for the period 2010-18, covering national parliamentary elections from 2010 to the latest year with data available. Voting in Australia, Belgium and Luxembourg is compulsory. Vote was also compulsory in Chile until 2012 (the two elections comprised in this graph for the 2010s period, 2013 and 2017, were thus held under voluntary suffrage.
Notes: Countries are ranked in descending order of life expectancy gains.
I want to conclude with what we have learned about successful reform trajectories
In the past when you only needed a small slice of well-educated people it was efficient for governments to invest a large sum in a small elite to lead the country. But the social and economic cost of low educational performance has risen substantially and all young people now need to leave school with strong foundation skills.
When you could still assume that what you learn in school will last for a lifetime, teaching content and routine cognitive skills was at the centre of education. Today, where you can access content on Google, where routine cognitive skills are being digitised or outsourced, and where jobs are changing rapidly, the focus is on enabling people to become lifelong learners, to manage complex ways of thinking and complex ways of working that computers cannot take over easily.
In the past, teachers had sometimes only a few years more education than the students they taught. When teacher quality is so low, governments tend to tell their teachers exactly what to do and exactly how they want it done and they tend to use Tayloristic methods of administrative control and accountability to get the results they want. Today the challenge is to make teaching a profession of high-level knowledge workers.
But such people will not work in schools organised as Tayloristic workplaces using administrative forms of accountability and bureaucratic command and control systems to direct their work.
To attract the people they need, successful education systems have transformed the form of work organisation in their schools to a professional form of work organisation in which professional norms of control complement bureaucratic and administrative forms of control.