Andreas Schleicher: Use data to build better schools

Translator: Joseph Geni Reviewer: Morton Bast

Prevoditelj: Ivo Sluganovic Recezent: Ivan Stamenković

Radical openness is still a distant future

Radikalna otvorenost je i dalje daleka budućnost

in the field of school education.

u polju obrazovanja.

We have such a hard time figuring out

Imamo veliki problem shvatiti

that learning is not a place but an activity.

da učenje nije određeno mjesto nego aktivnost.

But I want to tell you the story of PISA,

Želim vam ispričati priču PISA-e

OECD's test to measure the knowledge and skills

OECD-ovog testa kojim se mjere znanje i vještine

of 15-year-olds around the world,

petnaestogodišnjaka cijelog svijeta,

and it's really a story of how international comparisons

priču o tome kako su međunarodne usporedbe

have globalized the field of education that we usually treat

globalizirale polje obrazovanja koje obično smatramo

as an affair of domestic policy.

pitanjem unutarnje politike.

Look at how the world looked in the 1960s,

Pogledajte kako je svijet izgledao u 60-tima

in terms of the proportion of people

po pitanju omjera ljudi

who had completed high school.

koji su završili srednju školu.

You can see the United States ahead of everyone else,

Možete vidjeti Sjedinjene države ispred svih ostalih,

and much of the economic success of the United States

a većina ekonomskog uspjeha Sjedinjenih država

draws on its long-standing advantage

nastavlja se na dugoročnu prednost

as the first mover in education.

stečenu bivanjem prvima u obrazovanju.

But in the 1970s, some countries caught up.

Ipak, u 70-tima, neke su se države počele približavati.

In the 1980s, the global expansion

U 80-ima, globalno širenje

of the talent pool continued.

talenata se nastavilo.

And the world didn't stop in the 1990s.

A svijet nije stao ni u 90-ima.

So in the '60s, the U.S. was first.

Tako su SAD u 60-ima bile prve.

In the '90s, it was 13th,

U 90-ima su bile 13,

and not because standards had fallen,

ne zato što su njihovi standardi pali

but because they had risen so much faster elsewhere.

nego zato što su svuda drugdje porasli mnogo brže.

Korea shows you what's possible in education.

Koreja pokazuje što je moguće u obrazovanju.

Two generations ago, Korea had the standard of living

Prije dvije generacije, Koreja je imala standard života

of Afghanistan today,

današnjeg Afganistana,

and was one of the lowest education performers.

i bila je među najlošijima po pitanju edukacije.

Today, every young Korean finishes high school.

Danas, svaki mladi Korejanac završi srednju školu.

So this tells us that, in a global economy,

Ovo nam govori da u globalnoj ekonomiji,

it is no longer national improvement that's the benchmark for success,

mjerilo uspjeha više nije poboljšanje na nacionalnoj razini,

but the best performing education systems internationally.

nego međunarodna usporedba s najuspješnijim sustavima .

The trouble is that

Problem je u tome što

measuring how much time people spend in school

mjerenje vremena provedenog u školi

or what degree they have got is not always

ili stečenog stupnja obrazovanja nije uvijek

a good way of seeing what they can actually do.

ispravan način da vidimo što oni stvarno mogu postići.

Look at the toxic mix of unemployed graduates on our streets,

Pogledajte samo netom diplomirane, a nezaposlene mlade

while employers say they cannot find the people

na našim ulicama dok zaposlenici ne uspijevaju

with the skills they need.

pronaći ljude sa znanjima koja su im potrebna.

And that tells you that better degrees don't automatically translate

To vam govori da se viši stupanj obrazovanja ne preslikava automatski

into better skills and better jobs and better lives.

u važnije vještine, bolje poslove i kvalitetnije živote.

So with PISA, we try to change this

PISA ovo pokušava promijeniti

by measuring the knowledge and skills

direktno mjereći znanja

of people directly.

i vještine ljudi.

And we took a very special angle to this.

Pri tome, zauzeli smo vrlo specifičan kut gledanja.

We were less interested in whether students can simply

Manje nas je zanimalo mogu li studenti jednostavno

reproduce what they have learned in school,

reproducirati što su naučili u školi -

but we wanted to test whether they can extrapolate

htjeli smo provjeriti mogu li iskoristiti

from what they know

ono što znaju

and apply their knowledge in novel situations.

i primijeniti svoje znanje u novim situacijama.

Now, some people have criticized us for this.

Neki su nas zbog ovoga kritizirali.

They say, you know, such a way of measuring outcomes

Kažu, znate, takav način mjerenja uspjeha

is terribly unfair to people, because we test students

je iznimno nepošten prema ljudima, jer učenike testiramo

with problems they haven't seen before.

na problemima koje ranije nisu vidjeli.

But if you take that logic, you know,

Ali, vodeći se tom logikom, znate,

you should consider life unfair, because

trebali bismo i život smatrati nepoštenim jer

the test of truth in life is not whether we can remember

mjerilo uspjeha u životu nije možemo li se sjetiti

what we learned in school,

što smo naučili u školi

but whether we are prepared for change,

nego jesmo li pripremljeni za promjene,

whether we are prepared for jobs that haven't been created,

jesmo li pripremljeni za poslove koji još ne postoje,

to use technologies that haven't been invented,

i korištenje tehnologija koje još nisu izmišljene

to solve problems we just can't anticipate today.

da bismo riješili probleme koje trenutno ni ne zamišljamo.

And once hotly contested,

Iako nekada osporavan na način

our way of measuring outcomes has actually quickly become the standard.

mjerenja rezultata ubrzo je zapravo postao standard.

In our latest assessment in 2009,

U posljednjoj procjeni iz 2009.

we measured 74 school systems

usporedili smo 74 obrazovna sustava

that together cover 87 percent of the economy.

koji zajedno pokrivaju 87 posto gospodarstva.

This chart shows you the performance of countries.

Ovaj graf prikazuje performanse pojedini zemalja.

In red, sort of below OECD average.

Crvene, malo ispod prosjeka OECD-a.

Yellow is so-so, and in green are the countries doing really well.

Žuto je tako-tako, a zeleno su države kojima ide jako dobro.

You can see Shanghai, Korea, Singapore in Asia;

Možete vidjeti kako Šangaj, Koreja i Singapur u Aziji;

Finland in Europe;

Finska u Europi;

Canada in North America doing really well.

i Kanada u Sjevernoj Americi jako dobro stoje.

You can also see that there is a gap of almost

Također, možete vidjeti da postoji razlika od gotovo

three and a half school years between

tri i pol školske godine između

15-year-olds in Shanghai and 15-year-olds in Chile,

petnaestogodišnjaka u Šangaju i u Čileu,

and the gap grows to seven school years

a razlika raste do čak sedam školskih godina

when you include the countries with really poor performance.

kada uključite zemlje sa zbilja slabim rezultatima.

There's a world of difference in the way in which

Postoji razlika svijetova između načina na koji su

young people are prepared for today's economy.

mladi ljudi pripremljeni za današnje gospodarstvo.

But I want to introduce a second important dimension

U ovu priču želim uvesti drugu

into this picture.

važnu dimenziju.

Educators like to talk about equity.

Svi uključeni u obrazovanje vole pričati o jednakosti.

With PISA, we wanted to measure how they actually deliver equity,

PISA-om smo htjeli izmjeriti koliko oni stvarno pružaju

in terms of ensuring that people

jednakost osiguravajući da ljudi

from different social backgrounds have equal chances.

iz različitih socijalnih poadina imaju iste prilike uspjeha.

And we see that in some countries, the impact

Vidimo da je u nekim državama utjecaj

of social background on learning outcomes

socijalnog okruženja na ishode učenja

is very, very strong.

vrlo, vrlo snažan.

Opportunities are unequally distributed.

Mogućnosti su neravnopravno raspodijeljene i

A lot of potential of young children is wasted.

mnogo potencijala mladih je potrošeno uzalud.

We see in other countries that it matters much less

Vidimo da je u nekim zemljama mnogo manje važno

into which social context you're born.

u kakvom socijalnom okruženju ste rođeni.

We all want to be there, in the upper right quadrant,

Svi želimo biti ondje, u gornjem desnom kvadrantu

where performance is strong and learning opportunities are equally distributed.

gdje su mogućnosti jednako raspoređene, a rezultati su visoki.

Nobody, and no country, can afford to be there,

Nitko, niti jedna zemlja ne smije si dopustiti da bude ondje

where performance is poor

gdje su rezultati niski

and there are large social disparities.

a postje i velike društvene razlike.

And then we can debate, you know, is it better

Možda možemo raspravljati je li bolje

to be there, where performance is strong

biti ondje, gdje su rezultati visoki

at the price of large disparities?

pod cijenu velikih razlika,

Or do we want to focus on equity and accept mediocrity?

ili se želimo fokusirati na jednakost i prihvatiti sredinu?

But actually, if you look at how countries come out on this picture,

Ali zapravo, ako pogledate kako države stoje na ovoj slici

you see there are a lot of countries that actually

vidite da je mnogo zemalja

are combining excellence with equity.

koje kombiniraju izvrsnost s jednakošću.

In fact, one of the most important lessons from this comparison

Zapravo, jedna od najvažnijih pouka ove usporedbe

is that you don't have to compromise equity

jest da ne moramo žrtvovati jednakost

to achieve excellence.

da bismo postigli izvrsnost.

These countries have moved on from providing excellence

Ove države pomaknule su se od pružanja izvrsnosti

for just some to providing excellence for all,

samo nekima do pružanja izvrsnosti svima -

a very important lesson.

vrlo važna pouka.

And that also challenges the paradigms of many school systems

Ovo, izaziva paradigme mnogih obrazovnih sustava

that believe they are mainly there to sort people.

koji vjeruju da postoje prvenstveno da bi razvrstale ljude.

And ever since those results came out, policymakers,

Od trenutka kad su ovi rezultati objavljeni, autori zakona,

educators, researchers from around the world

učitelji i istraživači iz cijelog svijeta

have tried to figure out

pokušali su zaključiti

what's behind the success of those systems.

što stoji iza uspjeha tih sustava.

But let's step back for a moment

Zastanimo na trenutak

and focus on the countries that actually started PISA,

i fokusiramo se na zemlje koje su zapravo započele PISA-u,

and I'm giving them a colored bubble now.

a trenutno su označene plavom bojojm.

And I'm making the size of the bubble

Postavio sam tako da je

proportional

veličina kružića proporcionalna

to the amount of money that countries spent on students.

iznosu novca koje ove države ulažu u učenike.

If money would tell you everything

Kad bi nam novac mogao reći sve

about the quality of learning outcomes,

o jednakosti rezultata učenja,

you would find all the large bubbles at the top, no?

svi veliki kružići završili bi na vrhu, je li tako?

But that's not what you see.

Ali to nije ono što vidimo.

Spending per student only explains about,

Ulaganje po studentu objašnjava zapravo,

well, less than 20 percent

manje od 20 posto

of the performance variation among countries,

varijance uspjeha među državama,

and Luxembourg, for example, the most expensive system,

a Luksemburg, na primjer, koji je najskuplji sustav

doesn't do particularly well.

ne postiže posebno dobre rezultate.

What you see is that two countries with similar spending

Vidite da dvije države sa sličnom potrošnjom

achieve very different results.

postižu vrlo različite rezultate.

You also see -- and I think that's one of the most encouraging findings --

Također vidite - i mislim da je ovo među najohrabrujućim pronalascima

that we no longer live in a world that is neatly divided

da više ne živimo u svijetu koji je prigodno podijeljen

between rich and well-educated countries,

između bogatih i visoko obrazovanih zemalja

and poor and badly-educated ones,

i siromašnih i nisko obrazovanih zemalja,

a very, very important lesson.

što je vrlo, vrlo važna pouka.

Let's look at this in greater detail.

Pogledajmo detalje.

The red dot shows you

Crvena točka pokazuje

spending per student relative to a country's wealth.

potrošnju po studentu u omjeru s bogatstvom države.

One way you can spend money is by paying teachers well,

Novac možete potrošiti tako da dobro platite učitelje

and you can see Korea investing a lot

i možete vidjeti da Koreja ulaže mnogo

in attracting the best people into the teaching profession.

kako bi privukla najbolje ljude u učiteljsku profesiju.

And Korea also invests into long school days,

Koreja također ulaže u duge školske dane,

which drives up costs further.

što dodatno povisuje troškove.

Last but not least, Koreans want their teachers

Zadnje, ali ne najmanje važno, Korejanci ne žele da njihovi

not only to teach but also to develop.

učitelji samo predaju nego i da se razvijaju.

They invest in professional development and collaboration

Investiraju u profesionalni razvoj, suradnju

and many other things.

i mnoge druge stvari.

All that costs money.

Sve to košta mnogo novaca.

How can Korea afford all of this?

Kako si Koreja može ovo priuštiti?

The answer is, students in Korea learn in large classes.

Odgovor je: učenici u Koreji uče u velikim razredima.

This is the blue bar which is driving costs down.

Ovo je plavi stupac koji snižava troškove.

You go to the next country on the list, Luxembourg,

Idemo na sljedeću zemlju na listi, Luksemburg.

and you can see the red dot is exactly where it is for Korea,

Kao što možete vidjeti, crvena točkica je na istom mjestu kao i kod Koreje,

so Luxembourg spends the same per student as Korea does.

tj. Luksemburg troši isti iznos po studentu kao Koreja.

But, you know, parents and teachers and policymakers

Ali, znate, roditelji, učitelji i političari

in Luxembourg all like small classes.

u Luksemburgu svi vole male razrede.

You know, it's very pleasant to walk into a small class.

Znate, vrlo je ugodno ući u mali razred.

So they have invested all their money into there,

I zato su sav novac uložili u male razrede,

and the blue bar, class size, is driving costs up.

a plavi stupac povišuje troškove.

But even Luxembourg can spend its money only once,

Kao i svi, Luksemburg može novac potrošiti samo jednom,

and the price for this is that

a cijena toga jest da

teachers are not paid particularly well.

učitelji nisu plaćeni naročito dobro.

Students don't have long hours of learning.

Učenici ne provode mnogo vremena u školi.

And basically, teachers have little time to do anything else than teaching.

U osnovi, učitelji nemaju dovoljno vremena za bilo što osim predavanja.

So you can see two countries spent their money very differently,

Možete vidjeti da dvije države ulažu svoj novac vrlo različito,

and actually how they spent their money

a način na koji ulažu svoj novac

matters a lot more than how much they invest in education.

mnogo je važniji od iznosa koji ulažu u obrazovanje.

Let's go back to the year 2000.

Vratimo se u 2000. godinu

Remember, that was the year before the iPod was invented.

Sjetite se, to je godina dana prije nego je iPod izmišljen.

This is how the world looked then

U tom trenutku, svijet je ovako izgledao

in terms of PISA performance.

po pitanju PISA rezultata.

The first thing you can see is that the bubbles were a lot smaller, no?

Prva stvar koju vidite je da su kružići mnogo manji, zar ne?

We spent a lot less on education,

Trošili smo mnogo manje na obrazovanje,

about 35 percent less on education.

otprilike 35 posto manje.

So you ask yourself, if education has become so much more expensive,

Zapitajte se, ako je obrazovanje postalo toliko skuplje,

has it become so much better?

je li postalo toliko bolje?

And the bitter truth really is that, you know,

Gorka je istina da se to nije

not in many countries.

ostvarilo u mnogo zemalja.

But there are some countries which have seen

Ipak, postoje neke zemlje koje su svjedočile

impressive improvements.

impresivnom razvoju.

Germany, my own country, in the year 2000,

Njemačka, moja zemlja, u 2000. godini

featured in the lower quadrant,

nalazila se u donjem kvadrantu,

below average performance, large social disparities.

rezultati ispod prosjeka, velike socijalne nejednakosti.

And remember, Germany, we used to be one of those countries

I sjetite se, Njemačka je bila jedna od onih zemalja

that comes out very well when you just count people who have degrees.

čiji su rezultati vrlo visoki ako uzmemo samo ljude s fakuletotm

Very disappointing results.

Vrlo razočaravajući rezultati.

People were stunned by the results.

Ljudi su bili šokirani rezultatima.

And for the very first time, the public debate in Germany

I po prvi puta, javnom raspravom u Njemačkoj

was dominated for months by education,

mjesecima je dominiralo obrazovanje,

not tax, not other kinds of issues, but education

ne porezi ili ostala pitanja.

was the center of the public debate.

Edukacija je bila u središtu javne rasprave.

And then policymakers began to respond to this.

Tada su su političari počeli reagirati na ovo pitanje.

The federal government dramatically raised its investment in education.

Federalna vlada dramatično je povećala ulaganje u obrazovanje.

A lot was done to increase the life chances of students

Mnogo je učinjeno kako bi se povećale šanse studenata

with an immigrant background or from social disadvantage.

imigranata ili onih s lošim socijalnim statusom.

And what's really interesting is that this wasn't just about

Zbilja je zanimljivo to da se ovdje nije radilo samo

optimizing existing policies,

o optimiziranju postojećih zakona

but data transformed some of the beliefs and paradigms

nego su podaci transformirali neka uvjerenja i paradigme

underlying German education.

na kojima je ležao njemački obrazovni sustav.

For example, traditionally, the education of the very young children

Na primjer, tradicionalno je obrazovanje vrlo mlade djece

was seen as the business of families, and you would have cases

bilo smatrano zadaćom obitelji, a bilo je slučajeva

where women were seen as neglecting their family responsibilities

kad je smatrano da žene zanemaruju svoje obiteljske obaveze

when they sent their children to kindergarten.

zbog slanja djece u vrtić.

PISA has transformed that debate,

PISA je preobrazila ovu debatu

and pushed early childhood education right at the center

i postavila obrazovanje u ranom djetinjstvu u samo središte

of public policy in Germany.

javne rasprave u Njemačkoj.

Or traditionally, the German education divides children

Ili tradicionalno, njemački obrazovni sustav dijeli djecu

at the age of 10, very young children,

staru 10 godina, vrlo mladu djecu,

between those deemed to pursue careers of knowledge workers

između onih kojima je suđeno nastaviti karijere kao visokoobrazovani

and those who would end up working for the knowledge workers,

i onih koji će na kraju raditi za visokoobrazovane,

and that mainly along socioeconomic lines,

a ova podjela temelji se prvenstveno na socioekonomskim značajkama,

and that paradigm is being challenged now too.

ali se i ova paradigma trenutno preispituje.

A lot of change.

Mnogo promjena.

And the good news is, nine years later,

Ali dobre vijesti su da, devet godina kasnije,

you can see improvements in quality and equity.

možete vidjeti poboljašanja u kvaliteti i jednakosti.

People have taken up the challenge, done something about it.

Ljudi su prihvatili izazov i učinili nešto po tom pitanju.

Or take Korea, at the other end of the spectrum.

Ili uzmite Koreju, na drugom kraju spektra.

In the year 2000, Korea did already very well,

U 2000. godini, Koreja je stajala vrlo dobro,

but the Koreans were concerned that only a small share

ali su Korejanci bili zabrinuti da samo mali dio

of their students achieved the really high levels of excellence.

njihovih studenata postiže zbilja visoke nivoe izvrsnosti.

They took up the challenge,

Prihvatili su izazov,

and Korea was able to double the proportion of students

i Koreja je u jedno desetljaće uspjela poduplati omjer

achieving excellence in one decade in the field of reading.

studenata koji postižu iznimne rezulate u području čitanja.

Well, if you only focus on your brightest students,

Dakle, ako se usmjerite samo na najbistrije učenike,

you know what happens is disparities grow,

znate da nejednakosti rastu i možete vidjeti

and you can see this bubble moving slightly to the other direction,

kako se ovaj mjehur blago pomiče u jednu stranu

but still, an impressive improvement.

ali svejedno, impresivno poboljšanje.

A major overhaul of Poland's education

Značajno restrukturiranje poljskog obrazovanja

helped to dramatically reduce between variability among schools,

pomoglo je značajno smanjiti razlike između škola,

turn around many of the lowest-performing schools,

preokrenuti mnoge od škola s najlošijim rezultatima

and raise performance by over half a school year.

i podići rezultate za više od pola školske godine.

And you can see other countries as well.

A možete vidjeti i ostale zemlje.

Portugal was able to consolidate its fragmented school system,

Portugl je uspio složiti svoj rascjepkani obrazovni sustav,

raise quality and improve equity,

podići kvalitetu i pojačati jednakost,

and so did Hungary.

kao što je uspjela i Mađarska.

So what you can actually see, there's been a lot of change.

Zapravo, možete vidjeti da je bilo mnogo promjena.

And even those people who complain and say that

Iako čak i ljudi koji se žale i kažu da je

the relative standing of countries

relativan poredak zemalja

on something like PISA is just an artifact of culture,

ili nešto slično PISA-i zapravo artifakt kulture

of economic factors, of social issues,

ili ekonomskih faktora ili socijalnih prilika,

of homogeneity of societies, and so on,

ili homogenosti društava itd

these people must now concede that education improvement is possible.

čak i ovi ljudi moraju prihvatiti da je poboljšanje obrazovanja moguće.

You know, Poland hasn't changed its culture.

Znate, Poljska nije promjenila svoju kulturu.

It didn't change its economy. It didn't change

Nije promijenila svoju ekonomiju. Nije promjenila

the compositions of its population.

sastav populacije.

It didn't fire its teachers. It changed its education policies

Nije otpustila učitelje. Promijenila je obrazovne zakone

and practice. Very impressive.

i prakse. Vrlo impresivno.

And all that raises, of course, the question: What can we learn

A sve ovo postavlja, naravno, pitanje: što možemo naučiti

from those countries in the green quadrant

iz zemalja u zelenom kvadrantu

who have achieved high levels of equity,

koje su postigle visoki nivo jednakosti,

high levels of performance, and raised outcomes?

ali i razine uspješnosti?

And, of course, the question is, can what works in one context

I, naravno, postavlja se pitanje može li ono što funkcionira

provide a model elsewhere?

u jednom okruženju biti uspješno preslikano drugdje?

Of course, you can't copy and paste education systems wholesale,

Naravno, ne možemo preslikati obrazovne sustave u cjelini,

but these comparisons have identified a range of factors

ali ove usporedbe identificirale su spektar faktora

that high-performing systems share.

koje uspješni sustavi dijele.

Everybody agrees that education is important.

Svi se slažemo da je obrazovanje važno.

Everybody says that.

Svi to govore.

But the test of truth is, how do you weigh that priority

Ali važno pitanje jest, koliko cijenimo ovaj

against other priorities?

u odnosu na ostale prioritete?

How do countries pay their teachers

Koliko države plaćaju svoje učitelje

relative to other highly skilled workers?

u odnosu na ostale visokoobrazovane radnike?

Would you want your child to become a teacher

Biste li željeli da vaše dijete postane učitelj

rather than a lawyer?

radije nego odvjetnik?

How do the media talk about schools and teachers?

Kako mediji govore o školama i učiteljima?

Those are the critical questions, and what we have learned

Ovo su ključna pitanja, a iz PISA-e

from PISA is that, in high-performing education systems,

smo naučili da u iznimno uspješnim sustavima,

the leaders have convinced their citizens to make choices

čelni ljudi su uspješli uvjeriti građane da čine odluke

that value education, their future,

koje cijene obrazovanje, kao njihovu budućnost,

more than consumption today.

više nego današnju potrošnju.

And you know what's interesting? You won't believe it,

Znate li što je zanimljivo? Neće vjerovati,

but there are countries in which the most attractive place

ali postoje zemlje u kojima najatraktivnije mjesto

to be is not the shopping center but the school.

nije biti u trgovačkom centru nego u školu.

Those things really exist.

Takve stvari zbilja postoje.

But placing a high value on education

Ali pridavanje visoke važnosti obrazovanju

is just part of the picture.

je samo dio ukupne slike.

The other part is the belief that all children

Drugi dio je vjerovanje da su sva djeca

are capable of success.

sposobna za uspjeh.

You have some countries where students

Postoje zemlje gdje su učenici

are segregated early in their ages.

razdvojeni vrlo rano u životu.

You know, students are divided up,

Znate, učenici su podijeljeni,

reflecting the belief that only some children

što odražava vjerovanje da neka djeca

can achieve world-class standards.

mogu postići svjetske uspjehe.

But usually that is linked to very strong social disparities.

Ali to je najčešće povezano s vrlo snažnim društvenim nejednakostima.

If you go to Japan in Asia, or Finland in Europe,

Odete li u Japan u Aziji ili Finsku u Europi

parents and teachers in those countries

roditelji i djeca u tim zemljama

expect every student to succeed,

očekuju da svaki učenik uspije,

and you can see that actually mirrored in student behavior.

što se zaista može vidjeti i u ponašanju učenika.

When we asked students what counts

Kada ih se pita što je važno

for success in mathematics,

za uspjeh u matematici,

students in North America would typically tell us,

učenici u Sjevernoj Americi obično kažu

you know, it's all about talent.

znate, sve je to talent. Ako nisam rođen kao genijalac za

If I'm not born as a genius in math, I'd better study something else.

matematiku, bolje da učim nešto drugo.

Nine out of 10 Japanese students say

Devet od deset japanskih studenata kaže

that it depends on my own investment, on my own effort,

da to ovisi o njihovom ulaganju i trudu,

and that tells you a lot about the system that is around them.

a to vam mnogo kaže o sustavu koji ih okružuje.

In the past, different students were taught in similar ways.

U prošlosti, različiti studenti podučavani su na slične načine.

High performers on PISA embrace diversity

Sustavi koji su uspješni na PISA-i prihvaćaju različitost

with differentiated pedagogical practices.

prilagođujući pedagoške prakse.

They realize that

Shvaćaju da

ordinary students have extraordinary talents,

obični studenti imaju izvanredne talente

and they personalize learning opportunities.

i personaliziraju prilike za učenje.

High-performing systems also share

Vrlo uspješni sustavi također dijele

clear and ambitious standards across the entire spectrum.

jasne i ambiciozne standarde u svim dijelovima.

Every student knows what matters.

Svaki student zna što je važno.

Every student knows what's required to be successful.

Svaki student zna što je potrebno da bi bio uspješan.

And nowhere does the quality of an education system

I nigdje kvaliteta obrazovnog sustava ne premašuje

exceed the quality of its teachers.

kvalitetu svojih učitelja.

High-performing systems are very careful

Vrlo uspješni sustavi su iznimno oprezni

in how they recruit and select their teachers

u tome kako regrutiraju i odabiru svoje učitelje

and how they train them.

i kako ih obučavaju.

They watch how they improve the performances of teachers

Obraćaju pažnju na poboljšanje performansi učitelja

in difficulties who are struggling,

koji se bore s problemima

and how they structure teacher pay.

i na to kako strukturiraju njihovu plaću.

They provide an environment also in which teachers work together

Također, pružaju okruženje u kojem učitelji rade zajedno

to frame good practice.

kako bi pronašli najbolje pristupe

And they provide intelligent pathways for teachers to grow

i pružaju inteligentne smjernice za rast učitelja

in their careers.

u njihovim karijerama.

In bureaucratic school systems,

U birokratskim školskim sustavima

teachers are often left alone in classrooms

učitelji su često prepušteni sami sebi u učionicama

with a lot of prescription on what they should be teaching.

s mnogo uputa o tome što bi morali podučavati.

High-performing systems are very clear what good performance is.

U vrlo uspješnim sustavima, jasno je što je visok uspjeh.

They set very ambitious standards, but then they enable

Oni postavljaju ambiciozne standarde, ali omogućavaju

their teachers to figure out,

učiteljima da sami shvate

what do I need to teach to my students today?

što je učenike danas potrebno naučiti?

The past was about delivered wisdom in education.

Obrazovanje se prije temeljilo na "isporučenoj" mudrosti.

Now the challenge is to enable user-generated wisdom.

Danas je izazov omogućiti korisnicima stvaranje mudrosti.

High performers have moved on from professional

Uspješni sustavi su se odmaknuli od administrativnih

or from administrative forms of accountability and control --

oblika odgovornosti i kontrole - recimo, kako provjeriti

sort of, how do you check whether people do what they're supposed to do in education --

rade li ljudi ono što je njihova zadaća u obrazovanju? -

to professional forms of work organization.

prema profesionalnim oblicima organizacije rada.

They enable their teachers to make innovations in pedagogy.

Omogućuju učiteljima da unose inovacije u pedagogiju.

They provide them with the kind of development they need

Opskrbljuju ih oblicima razvoja koji su im potrebni

to develop stronger pedagogical practices.

kako bi razvili uspješnije pedagoške metode.

The goal of the past was standardization and compliance.

Cilj je u prošlosti bila standardizacija i posluh.

High-performing systems have made teachers

Vrlo uspješni sustavi napravili su učitelje

and school principals inventive.

i ravnatelje škola inovativnima.

In the past, the policy focus was on outcomes,

U prošlosti, fokus propisa bio je na rezultatima,

on provision.

na dodjeljivanju sredstava.

The high-performing systems have helped teachers

Vrlo uspješni sustavi pomogli su učiteljima

and school principals to look outwards to the next teacher,

i ravnateljima da gledaju prema van, prema ostalim

the next school around their lives.

učiteljima i školama u njihovom životu.

And the most impressive outcomes of world-class systems

A najimpresivnije postignuće vrhunskih svjetskih sustava

is that they achieve high performance across the entire system.

je taj što oni postižu visoke rezultate duž cijelog sustava.

You've seen Finland doing so well on PISA,

Vidjeli ste da Finska odlično stoji na PISA-i,

but what makes Finland so impressive

ali on što Finsku čini tako impresivno

is that only five percent of the performance variation

je da samo pet posto varijacija u uspješnosti

amongst students lies between schools.

studenata leži među školama.

Every school succeeds.

Svaka škola uspjeva.

This is where success is systemic.

To je sistemski uspjeh.

And how do they do that?

A kako to uspjevaju?

They invest resources where they can make the most difference.

Ulažu resurse tamo gdje oni mogu napraviti najveću razliku.

They attract the strongest principals into the toughest schools,

Privlače najbolje ravnatelje u najtvrđe škole,

and the most talented teachers

a najtalentiranije učitelje

into the most challenging classroom.

u najizazovnije razrede.

Last but not least, those countries align policies

I zadnje, ali ne i najmanje važno, ove države usklađuju

across all areas of public policy.

svoje ciljeve kroz sva područja javne politike.

They make them coherent over sustained periods of time,

Čine ih koherentnim kroz dugačke periode vremena,

and they ensure that what they do is consistently implemented.

i osiguraju da se isti konzistentno implementiraju.

Now, knowing what successful systems are doing

Ipak, znajući što uspješni sustavi čine

doesn't yet tell us how to improve.

ne govori nam još kako se poboljšati.

That's also clear, and that's where some of the limits

To je također jasno, i tu leže neka od ograničenja

of international comparisons of PISA are.

međunarodnih PISA-inih usporedbi.

That's where other forms of research need to kick in,

Ovo je mjesto gdje drugi oblici istraživanja trebaju uskočiti,

and that's also why PISA doesn't venture into

a to je i razlog zašto PISA ne zalazi u

telling countries what they should be doing.

govorenje zemljama što trebaju raditi.

But its strength lies in telling them

Njena snaga leži u govorenju

what everybody else has been doing.

što svi ostali rade.

And the example of PISA shows that data

A primjer PISA-e govori da podaci

can be more powerful than administrative control of financial subsidy

mogu biti mnogo važniji od administrativne kontrole financijskih poticaja

through which we usually run education systems.

kroz koje obično vodimo obrazovne sustave.

You know, some people argue that

Znate, neki ljudi argumentiraju da je

changing educational administration

mijenjanje obrazovne administarcije

is like moving graveyards.

kao seljenje groblja.

You just can't rely on the people out there to help you with this. (Laughter)

Jednostavno se ne možete pouzdati u ljude koji se tamo nalaze. (Smjeh)

But PISA has shown what's possible in education.

Ali PISA je pokazala što je moguće u obrazovanju.

It has helped countries to see that improvement is possible.

Pomogla je zemljama shvatiti da je poboljšanje moguće.

It has taken away excuses from those who are complacent.

Oduzela je izgovore onima koji su zadovoljni postojećim.

And it has helped countries to set meaningful targets

I pomogla je zemljama postaviti smislene izazove

in terms of measurable goals achieved by the world's leaders.

u obliku mjerljivih ciljeva koje svjetski predvodnici postižu.

If we can help every child, every teacher, every school,

Ako možemo pomoći svakam djetetu, svakom učitelju, svakoj školi,

every principal, every parent see what improvement is possible,

svakom razvnatelju i svakom roditelju kakav je napredak moguć

that only the sky is the limit to education improvement,

i da je samo nebo granica u poboljšanju obrazovanja,

we have laid the foundations

postavili smo temelje

for better policies and better lives.

boljim zakonima i boljim životima.

Thank you.

Hvala vam

(Applause)

(Pljesak)