Keynote presentation by Professor Kathryn Moyle for the International Conference on Teacher Training and Education held in Solo, Indonesia on 5-6 November 2015. This presentation outlines the current global context for higher education in 2015, as a basis for examining the key trends in teacher education in the first decades of the 21st century. The purpose of this paper is to outline the current global contexts for higher education, and to provide an overview of the policies found in teacher education in those countries that consistently produce students who perform highly on international standardized tests such as PISA, TIMSS and PIRLS.

1. Global trends in higher
education policies
Professor Kathryn Moyle
Research Director
Education Policy and Practice
5 November 2015
Universitas Sebelas Maret

2. Role of education
• Instil society’s values,
attitudes and behaviors
which enable people to
learn to live together
• Empower people to
become active participants
in society
• Learn how to co-operate,
be a good citizen, and fulfil
responsibilities

3. Role of teacher
education
• Learn how to learn
• Learn how to teach
• Establish the foundations
of a professional mindset
• Play
• Create
• Experiment
• Repeat
• Question
• Analyse
• Review
• Understand

4. Teachers

5. Skilled professionals who
actually make a difference to
another person’s learning
Teachers

6. Lifelong learning

7. Context

8. Common policy settings
• Increase the number of students
attending higher education
• Be internationally competitive (compete to
be one of the best in the world)
• Create an education market –
commodification of higher education
• Increase the use of technologies for
distance education and in classroom
settings
• Emphasis on research and publications

9. Higher education
globally
• Dynamic
• Complex
• Growing

10. Education as a
commodity
International students
• Australia:
– $4.3 billion from international students in
2013
• United Kingdom
– 2011/12: international students contributed
an estimated £11.2bn to the UK’s economy
in tuition fees and living expenses

11. Policy trends in higher
education
• Student mobility and enrolments
• Technologies in teaching and
learning
• Emphasis on research and

12. Student mobility
and enrolments

13. Tertiary enrolments
• Increased in all OECD countries, between 2000 and 2012
• 2009: 170 million tertiary students
• 45% of the total global tertiary enrolments
– China
– India
– United States of America (USA)
– Russia
• Other economies with substantial numbers of tertiary
enrolments:
– Brazil (6.2 million)
– Indonesia (4.2 million)
– Iran (3.4 million)
– South Korea (3.3 million)
– Turkey (3.0 million) Source: : UNESCO, UIS,
2009.

14. Trajectories: 2020 and beyond
• By 2024:
– 32 million more enrolments
– 3.9 million students studying in overseas institutions
• By 2020:
– over 50% of the world's total tertiary enrolments from
• China
• India
• USA
• Brazil
– India, China, US and Indonesia will account for over half of the world’s 18 to 22
years old population
• Growth on the global tertiary education landscape:
– Indonesia
– Turkey
– Nigeria
(British Council, 2012)

15. The number of middle class
people in Asia is “… expected
to rise from 600 million in 2010
to more than three billion in
2030 [and] middle class
families want tertiary education
for their children”
(Marginson, 2014, p18).

16. Growth in international
student numbers

17. Mobility
• Since 2000, the number of global internationally
mobile students has more than doubled:
– from 2.1 million in 2000 to nearly 4.5 million in
2011
– Students from OECD and G20 countries are
the most mobile
(OECD, 2014)

18. Changes in mobility
trends
• Shifting balance in student mobility
towards Asia
• High proportion of intra-regional
student mobility: growing
importance of regional mobility
over global mobility

19. Pull factors
to student-receiving
countries
• Quality of education
• Living conditions
• Labor market demand
• Geopolitical trends

20. Internationalisation
• Degrees that require studying in another
country for part of the degree
• University ‘internationalisation’ policies
incorporate:
–Recruitment
– Research collaborations
– Capacity building activities
– Curriculum

21. Purposes
• Raise the standards of learning,
teaching and leadership
• Ensure global relevance of programs
• Attract the best students and staff
• Generate new knowledge through
research
• Promote diversity within the university

22. Internationalising the
curriculum
• Internationalisation of teaching and
research are key objectives for many
tertiary institutions around the globe
• Qatar, the United Arab Emirates,
Singapore and China all have
‘internationalisation’ in education
policies

23. Technologies

24. • Distance education
• Blended learning
• Databases and
libraries
• Handheld devices
• Wearable
technologies
• Massively Open
Online Communities
• Virtual reality
• Different ‘worlds’
• Personalising
learning
• Using real data
• Authentic
learning

25. “a person without data
is just a person with an
opinion”
Dr Andreas Schleicher (OECD)

26. Research about data-
driven decision-making
• How data-driven decision-making promotes
improvements in student outcomes
• Mapping of initiatives to promote data use
(e.g. university-wide data systems)
• Descriptions (rather than analytical
examinations) of the ways in which data is
used

27. World Economic Forum
Networked Readiness Index
Indicators used include:
• political and business environment of a country
• level of information and communication
technologies (ICT) readiness
• usage of technologies among the general
population, businesses and government
• the ways in which the education sector is led and
managed
• secondary schools and tertiary education gross
enrolment rates

28. Networked Readiness Index
2015
1. Singapore
2. Finland
3. Sweden

29. Research
and
publications

30. Research &
publications
• Increasing emphasis globally, on producing
co-authored research and publications
• Increased interconnectedness among
members of the academic community
• World economic markets are also becoming
increasingly integrated
• Evidence suggests that internationally co-
authored articles in science and
engineering, are more frequently cited than
single authored articles

31. Measuring
performance
Criteria for rating performance
• Research
• Publication of articles in esteemed journals
• Number of citations received
• 51 countries globally, have produced over 1,000
science journal articles per annum
(US National Science Foundation, 2014)

32. Citation data
• Countries with high levels of research
mobility are also those countries exhibiting
high levels of research collaboration
• Effect of international collaboration on the
impact of publications by researchers in
both young and established institutions
brings benefits to those involved

33. Global trends in
teacher education

34. Sustainable Development
Goal 4
• Provide every child with 12 years of
education
• Train teachers and school leaders

35. Teacher
shortages?• To teach every school-aged child in the world in 2015,
would have required an extra 2.7 million primary
school teachers
• Universal primary education by 2020:
– Countries will have to recruit 10.9 million primary
teachers.
• 2.2 million new teaching positions
• 8.7 million teachers to replace those expected to
leave
• Total recruitment for universal primary education by
2030
– 3.2 million new teaching positions
– 22.6 million to take account of attrition

36. Issues
• Status of the profession
• Recruitment into the profession
• Teacher absenteeism
• Quality of the facilities
• Unsustained professional
development
• Focus on accountability rather than
on development

37. Quality education
The quality of teachers and school
principals is influenced by the quality
of
–the teacher education program
they complete
–ongoing professional learning

38. ‘High performing’ countries
Teacher education policies in ‘high
performing’ countries are inter-connected
across the lifespan of a teacher from pre-
service through to in-service teacher
education
There are identifiable career paths from
early career teacher to highly
accomplished teacher to principal

39. High performing countries
2012: Creative problem-solving skills
• First time OECD administered this test to15 year
olds
• 85,000 students in 44 countries / economies
• Highest rankings: Singapore and Republic of Korea

40. Teacher Education
policies
People
Budget
Policies

41. Teacher Education policies
Characteristics of ‘high performing’
countries:
• Public investment in education
• Attraction of high-quality applicants
• Identifiable career paths in teaching
• Effective quality assurance policies and
procedures
• Partnerships with schools to train
teachers
• Use of research and enquiry as ways to

42. Public investment in education
• Teacher salaries:
– Singapore and Korea are amongst the highest
in the world
• Percentage of GDP: Singapore
– Over 3.5% of GDP annually
– About 20% of total budget expenditure,
annually
• Where entrance to studying a teaching
qualification is competitive, the salaries also tend
to be competitive

43. Attracting high-quality
applicants
• Entry requirements are commensurate with other high status
positions
• Top-performing systems recruit their teachers from the top of each
cohort graduating from their school systems
– Top 5% in South Korea
– Top 10% in Finland
– Top 30% in Singapore , Hong Kong, Canada
• Chinese Taipei, Teacher Education Act requires that
– Students be enrolled in their second or higher year of university
or
– Enrolled as masters or doctoral students
– All applicants have to pass the national university entrance

44. Career paths in
teaching
• Salaries are commensurate with other high
status positions
• Clear pathways from pre-service teacher
education to inservice professional learning
• Pathways to promotion: vertical and horizontal
– inside the classroom
– within the school
– beyond the school
• Role of school principal is a respected career
path

45. Quality assurance policies
and procedures
Personal
• Self-evaluation:
– Feedback from
peers, students,
principal, supervisor,
parents
– Reflection
• Development of
portfolios of ‘evidence’
• Mentoring and coaching
Institutional/External
• Accreditation of teacher
education programs
• Monitoring of
performance
• Formal reviews of
performance of teacher
education programs

46. Quality assurance policies and
procedures
South Korea:
• Administrative decisions are tied to the evaluations of
teacher education programs
• Evaluations include on-site visits
Singapore
• National Institute of Education (NIE) - sole provider of
teacher education courses
• Improvement – main role of evaluations and individual
assessments

47. Partnership with
schools
Locations for practicum
‘Teaching schools’: collaboration between:
– pre-service-teachers
– school teachers
– university staff
Finland – ‘training schools’
– close supervision by ‘master’ teachers

48. Research and enquiry
• School based
• A way to develop an informed, reflective,
teaching profession
• Use data driven decision-making
processes
• Undertake and present research

49. Technologies
• Under-developed field of study
• Meaningful inclusion into the teaching
and learning processes
• Linking ICT learning with literacy,
numeracy and problem-solving

50. Exemplary Teacher
Education programs
• Clear vision of effective teaching that
informs the entire program
• Integration of theory and practice
• Highly skilled and well supported
supervising teachers
• Sustainable, scalable partnerships
(AITSL, 2014)

51. Summary
• Growth in the numbers of students
enrolled in tertiary education
• Growing demand globally, for primary
teachers
• In ‘high performing’ countries, there is
alignment and inter-connections between
the respective education policies
• Explicit pathways available to university
graduates
• Focus on an agenda of improvement