Andreas Schleicher: Use data to build better schools

101,108 views ใƒป 2013-02-21

TED


ืื ื ืœื—ืฅ ืคืขืžื™ื™ื ืขืœ ื”ื›ืชื•ื‘ื™ื•ืช ื‘ืื ื’ืœื™ืช ืœืžื˜ื” ื›ื“ื™ ืœื”ืคืขื™ืœ ืืช ื”ืกืจื˜ื•ืŸ.

00:00
Translator: Joseph Geni Reviewer: Morton Bast
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ืžืชืจื’ื: Adi Noyboer ืžื‘ืงืจ: Sigal Tifferet
00:15
Radical openness is still a distant future
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ืคืชื™ื—ื•ืช ืงื™ืฆื•ื ื™ืช ื”ื™ื ืขื“ื™ื™ืŸ ื‘ื’ื“ืจ ืขืชื™ื“ ืจื—ื•ืง
00:18
in the field of school education.
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ื‘ืชื—ื•ื ื”ื—ื™ื ื•ืš ื”ื‘ื™ืช-ืกื™ืคืจื™.
00:21
We have such a hard time figuring out
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ืื ื—ื ื• ืžืชืงืฉื™ื ืœื”ื‘ื™ืŸ
00:23
that learning is not a place but an activity.
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ืฉืœื™ืžื•ื“ ืื™ื ื ื• ืžื™ืงื•ื ืืœื ืคืขื™ืœื•ืช.
00:27
But I want to tell you the story of PISA,
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ืืกืคืจ ืœื›ื ืขืœ "ืคื™ืกื”",
00:30
OECD's test to measure the knowledge and skills
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ืžื‘ื“ืง ืžื“ื™ื“ืช ื”ื™ื“ืข ื•ื”ื›ื™ืฉื•ืจื™ื ืฉืœ ืื•-ืื™-ืกื™-ื“ื™, ื”ืืจื’ื•ืŸ ืœืฉืช"ืค ื•ืคื™ืชื•ื— ื›ืœื›ืœื™
00:33
of 15-year-olds around the world,
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ืืฆืœ ื‘ื ื™ 15 ื‘ื›ืœ ื”ืขื•ืœื,
00:34
and it's really a story of how international comparisons
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ื•ื”ืกื™ืคื•ืจ ื”ื•ื ื‘ืขืฆื ืื™ืš ื”ืฉื•ื•ืื•ืช ื‘ื™ื ืœืื•ืžื™ื•ืช
00:39
have globalized the field of education that we usually treat
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ื”ืคื›ื• ืืช ื”ื—ื™ื ื•ืš ืœื ื•ืฉื ื’ืœื•ื‘ืœื™, ืœืžืจื•ืช ืฉืื ื• ืขื“ื™ื™ืŸ ืจื•ืื™ื ื‘ื•
00:42
as an affair of domestic policy.
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ื ื•ืฉื ืฉืœ ืžื“ื™ื ื™ื•ืช ืžืงื•ืžื™ืช.
00:45
Look at how the world looked in the 1960s,
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ื”ื‘ื™ื˜ื• ืื™ืš ื ืจืื” ื”ืขื•ืœื ื‘ืฉื ื•ืช ื”-60,
00:48
in terms of the proportion of people
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ืžื‘ื—ื™ื ืช ืื—ื•ื– ื”ืื ืฉื™ื
00:49
who had completed high school.
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ืฉืกื™ื™ืžื• ืชื™ื›ื•ืŸ.
00:52
You can see the United States ahead of everyone else,
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ื ื™ืชืŸ ืœืจืื•ืช ืฉืืจืฆื•ืช-ื”ื‘ืจื™ืช ืžืงื“ื™ืžื” ืืช ื›ืœ ื”ื™ืชืจ,
00:56
and much of the economic success of the United States
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ื•ื—ืœืง ื ื™ื›ืจ ืžื”ื”ืฆืœื—ื” ื”ื›ืœื›ืœื™ืช ื”ืืžืจื™ืงืื™ืช
00:59
draws on its long-standing advantage
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ื ืกืžืš ืขืœ ื™ืชืจื•ืŸ ืžืชืžืฉืš ื–ื”
01:01
as the first mover in education.
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ื›ืžื“ื™ื ื” ื”ืžื•ื‘ื™ืœื” ืžื‘ื—ื™ื ื” ื—ื™ื ื•ื›ื™ืช.
01:04
But in the 1970s, some countries caught up.
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ืื‘ืœ ื‘ืฉื ื•ืช ื”-70 ืžืกืคืจ ืžื“ื™ื ื•ืช ื”ื“ื‘ื™ืงื• ืืช ื”ืคืขืจ.
01:07
In the 1980s, the global expansion
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ื‘ืฉื ื•ืช ื”-80 ื ืžืฉื›ื” ื”ื”ืชืจื—ื‘ื•ืช ื”ืขื•ืœืžื™ืช
01:10
of the talent pool continued.
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ืฉืœ ืžืื’ืจ ื”ื›ื™ืฉืจื•ื ื•ืช.
01:13
And the world didn't stop in the 1990s.
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ื•ื”ืขื•ืœื ืœื ื ืขืฆืจ ื’ื ื‘ืฉื ื•ืช ื”-90.
01:16
So in the '60s, the U.S. was first.
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ืื– ื‘ืฉื ื•ืช ื”-60 ืืจื”"ื‘ ื”ื•ื‘ื™ืœื”.
01:18
In the '90s, it was 13th,
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ื‘ืฉื ื•ืช ื”-90 ื”ื™ื ื”ื™ืชื” ื‘ืžืงื•ื ื”-13,
01:21
and not because standards had fallen,
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ื•ืœื ื›ื™ ื”ืกื˜ื ื“ืจื˜ื™ื ื™ืจื“ื•,
01:24
but because they had risen so much faster elsewhere.
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ืืœื ืžืฉื•ื ืฉื”ื ืขืœื• ืžื”ืจ ื™ื•ืชืจ ืืฆืœ ื›ืœ ื”ืฉืืจ.
01:28
Korea shows you what's possible in education.
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ืงื•ืจื™ืื” ื”ื“ื’ื™ืžื” ืืช ื”ืืคืฉืจื•ื™ื•ืช ื”ื’ืœื•ืžื•ืช ื‘ื—ื™ื ื•ืš.
01:31
Two generations ago, Korea had the standard of living
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ืœืคื ื™ ืฉื ื™ ื“ื•ืจื•ืช, ืจืžืช ื”ื—ื™ื™ื ื‘ืงื•ืจื™ืื” ื”ื™ืชื”
01:34
of Afghanistan today,
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ื›ืžื• ื–ื• ืฉืฉื•ืจืจืช ื‘ืืคื’ื ื™ืกื˜ืŸ ื”ื™ื•ื,
01:36
and was one of the lowest education performers.
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ื•ื”ื™ื• ืœื” ื‘ื™ืฆื•ืขื™ื ืžื”ื ืžื•ื›ื™ื ื‘ื™ื•ืชืจ ื‘ืชื—ื•ื ื”ื—ื™ื ื•ืš.
01:41
Today, every young Korean finishes high school.
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ื”ื™ื•ื, ื›ืœ ืงื•ืจื™ืื ื™ ืฆืขื™ืจ ืžืกื™ื™ื ืชื™ื›ื•ืŸ.
01:46
So this tells us that, in a global economy,
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ื•ื–ื” ืžืจืื” ืœื ื• ืฉื‘ื›ืœื›ืœื” ื’ืœื•ื‘ืœื™ืช,
01:49
it is no longer national improvement that's the benchmark for success,
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ื”ืฉื™ืคื•ืจ ื‘ืจืžื” ื”ืœืื•ืžื™ืช ื›ื‘ืจ ืื™ื ื• ื”ืžื“ื“ ืœื”ืฆืœื—ื”,
01:54
but the best performing education systems internationally.
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ืืœื ืžืขืจื›ื•ืช ื”ื—ื™ื ื•ืš ื‘ืขืœื•ืช ื”ื‘ื™ืฆื•ืขื™ื ื”ื˜ื•ื‘ื™ื ื‘ื™ื•ืชืจ ื‘ืงื ื”-ืžื™ื“ื” ืขื•ืœืžื™.
01:59
The trouble is that
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ื”ื‘ืขื™ื” ื”ื™ื
02:01
measuring how much time people spend in school
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ืฉืžื“ื™ื“ื” ืฉืœ ื”ื–ืžืŸ ืฉืื ืฉื™ื ืฉื•ื”ื™ื ื‘ื‘ื™ืช-ื”ืกืคืจ
02:03
or what degree they have got is not always
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ืื• ืื™ื–ื” ืชื•ืืจ ื”ืฉื™ื’ื•, ืื™ื ื ื” ืชืžื™ื“
02:05
a good way of seeing what they can actually do.
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ื“ืจืš ื˜ื•ื‘ื” ืœื”ืขืจื™ืš ืžื” ื”ื ืื›ืŸ ื™ื›ื•ืœื™ื ืœื‘ืฆืข.
02:10
Look at the toxic mix of unemployed graduates on our streets,
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ืจืื• ืืช ื”ืชืขืจื•ื‘ืช ื”ืจืขื™ืœื” ืฉืœ ื‘ื•ื’ืจื™ื ืžื•ื‘ื˜ืœื™ื ืฉืžืกืชื•ื‘ื‘ื™ื ื‘ืจื—ื•ื‘ื•ืช ืฉืœื ื•,
02:14
while employers say they cannot find the people
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ื‘ืขื•ื“ ื”ืžืขืกื™ืงื™ื ื˜ื•ืขื ื™ื ืฉื”ื ืื™ื ื ืžื•ืฆืื™ื ืื ืฉื™ื
02:16
with the skills they need.
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ืขื ื”ืžื™ื•ืžื ื•ื™ื•ืช ื”ื ื“ืจืฉื•ืช ืœื”ื.
02:20
And that tells you that better degrees don't automatically translate
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ื•ื–ื” ืื•ืžืจ ืœื›ื ืฉืชื•ืืจ ื’ื‘ื•ื” ื™ื•ืชืจ ืœื ื‘ื”ื›ืจื— ืžืชื‘ื˜ื
02:24
into better skills and better jobs and better lives.
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ื‘ืžื™ื•ืžื ื•ื™ื•ืช ื˜ื•ื‘ื•ืช ื™ื•ืชืจ, ื‘ืžืฉืจื•ืช ื˜ื•ื‘ื•ืช ื™ื•ืชืจ ื•ื‘ื—ื™ื™ื ื˜ื•ื‘ื™ื ื™ื•ืชืจ.
02:28
So with PISA, we try to change this
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ืœื›ืŸ ืื ื• ืžื ืกื™ื ืœืฉื ื•ืช ื–ืืช ื‘ืขื–ืจืช "ืคื™ืกื”"
02:31
by measuring the knowledge and skills
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ืขืœ-ื™ื“ื™ ืžื“ื™ื“ื” ื™ืฉื™ืจื” ืฉืœ
02:32
of people directly.
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ื”ื™ื“ืข ื•ื”ื›ื™ืฉื•ืจื™ื.
02:36
And we took a very special angle to this.
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ื•ืœืฉื ื›ืš ื ืงื˜ื ื• ื‘ื’ื™ืฉื” ืžืื•ื“ ืžื™ื•ื—ื“ืช.
02:38
We were less interested in whether students can simply
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ื”ืชืขื ื™ื™ื ื• ืคื—ื•ืช ื‘ื™ื›ื•ืœืช ืฉืœ ืชืœืžื™ื“ื™ื
02:40
reproduce what they have learned in school,
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ืจืง ืœื—ื–ื•ืจ ืขืœ ืžื” ืฉืœืžื“ื• ื‘ื‘ื™ืช-ื”ืกืคืจ,
02:43
but we wanted to test whether they can extrapolate
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ืืœื ืจืฆื™ื ื• ืœื‘ื—ื•ืŸ ื”ืื ื”ื ื™ื›ื•ืœื™ื ืœื”ืฉืœื™ืš
02:46
from what they know
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ืžืžื” ืฉื”ื ื™ื•ื“ืขื™ื
02:48
and apply their knowledge in novel situations.
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ื•ืœื™ื™ืฉื ืืช ื”ื™ื“ืข ืฉืœื”ื ื‘ืžืฆื‘ื™ื ื—ื“ืฉื™ื.
02:52
Now, some people have criticized us for this.
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ื”ื™ื• ืื ืฉื™ื ืฉื‘ื™ืงืจื• ืื•ืชื ื• ืขืœ ื›ืš.
02:55
They say, you know, such a way of measuring outcomes
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ื”ื ืืžืจื• ืฉืžื“ื™ื“ื” ื›ื–ื•
02:57
is terribly unfair to people, because we test students
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ืžืื•ื“ ืœื ื”ื•ื’ื ืช, ื›ื™ ืื ื• ื‘ื•ื—ื ื™ื ืืช ื”ืชืœืžื™ื“ื™ื
02:59
with problems they haven't seen before.
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ื‘ื‘ืขื™ื•ืช ืฉื”ื ืœื ืจืื• ืžืขื•ื“ื.
03:02
But if you take that logic, you know,
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ืื‘ืœ ืœืคื™ ื”ื’ื™ื•ืŸ ื–ื”
03:04
you should consider life unfair, because
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ื’ื ื”ื—ื™ื™ื ืื™ื ืŸ ื”ื•ื’ื ื™ื, ืžื›ื™ื•ื•ืŸ
03:07
the test of truth in life is not whether we can remember
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ืฉื”ืžื‘ื—ืŸ ื”ืืžื™ืชื™ ื‘ื—ื™ื™ื ืื™ื ื• ืื ืื ื• ื–ื•ื›ืจื™ื
03:11
what we learned in school,
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ืžื” ืœืžื“ื ื• ื‘ื‘ื™ืช-ื”ืกืคืจ,
03:12
but whether we are prepared for change,
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ืืœื ื”ืื ื”ื›ื™ื ื• ืื•ืชื ื• ืœืฉื™ื ื•ื™,
03:15
whether we are prepared for jobs that haven't been created,
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ื”ืื ื”ื›ื™ื ื• ืื•ืชื ื• ืœืขื‘ื•ื“ื•ืช ืฉืœื ื ื•ืฆืจื• ืขื“ื™ื™ืŸ,
03:17
to use technologies that haven't been invented,
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ืœื”ืฉืชืžืฉ ื‘ื˜ื›ื ื•ืœื•ื’ื™ื•ืช ืฉื˜ืจื ื”ื•ืžืฆืื•,
03:20
to solve problems we just can't anticipate today.
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ืœืคืชื•ืจ ื‘ืขื™ื•ืช ืฉืคืฉื•ื˜ ืื™ื ื ื• ื™ื›ื•ืœื™ื ืœืฆืคื•ืช ื”ื™ื•ื.
03:25
And once hotly contested,
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ื•ื‘ืขื•ื“ื” ื ืชื•ื ื” ืœื”ืชืงืคื•ืช ืจื‘ื•ืช,
03:27
our way of measuring outcomes has actually quickly become the standard.
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ื”ื“ืจืš ืฉืœื ื• ืœืžื“ื•ื“ ืชื•ืฆืื•ืช ื”ืคื›ื” ื‘ืžื”ื™ืจื•ืช ืœืชืงืŸ ื”ืžืงื•ื‘ืœ.
03:30
In our latest assessment in 2009,
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ื‘ื”ืขืจื›ืชื ื• ื”ืื—ืจื•ื ื” ื‘-2009,
03:33
we measured 74 school systems
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ืžื“ื“ื ื• 74 ืžืขืจื›ื•ืช ื—ื™ื ื•ืš
03:36
that together cover 87 percent of the economy.
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ื”ืžื›ืกื•ืช ื™ื—ื“ 87 ืื—ื•ื– ืžื”ื›ืœื›ืœื”.
03:40
This chart shows you the performance of countries.
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ื”ื˜ื‘ืœื” ืžืจืื” ืืช ื‘ื™ืฆื•ืขื™ ื”ืžื“ื™ื ื•ืช.
03:43
In red, sort of below OECD average.
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ื‘ืื“ื•ื, ืชื•ืฆืื•ืช ื ืžื•ื›ื•ืช ืžืขื˜ ืžืžื•ืฆืข ืžื“ื™ื ื•ืช ื”ืื•-ืื™-ืกื™-ื“ื™.
03:46
Yellow is so-so, and in green are the countries doing really well.
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ื‘ืฆื”ื•ื‘, ื›ื›ื”-ื›ื›ื”, ื•ื‘ื™ืจื•ืง: ื”ืžื“ื™ื ื•ืช ื‘ืขืœื•ืช ื”ืชื•ืฆืื•ืช ื”ื˜ื•ื‘ื•ืช ืžืื•ื“.
03:50
You can see Shanghai, Korea, Singapore in Asia;
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ืืชื ื™ื›ื•ืœื™ื ืœืจืื•ืช ืฉืœืฉื ื—ืื™, ืงื•ืจื™ืื” ื•ืกื™ื ื’ืคื•ืจ ื‘ืืกื™ื”;
03:54
Finland in Europe;
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ืœืคื™ื ืœื ื“ ื‘ืื™ืจื•ืคื”;
03:56
Canada in North America doing really well.
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ื•ืœืงื ื“ื” ื‘ืฆืคื•ืŸ ืืžืจื™ืงื” ื™ืฉ ื‘ื™ืฆื•ืขื™ื ื˜ื•ื‘ื™ื ืžืื•ื“.
04:00
You can also see that there is a gap of almost
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ืืชื ื™ื›ื•ืœื™ื ืœืจืื•ืช ื’ื ืฉื™ืฉื ื• ืคืขืจ ืฉืœ ื›ืžืขื˜
04:02
three and a half school years between
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ืฉืœื•ืฉ ื•ื—ืฆื™ ืฉื ื•ืช ืœื™ืžื•ื“ ื‘ื™ืŸ
04:04
15-year-olds in Shanghai and 15-year-olds in Chile,
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ืชืœืžื™ื“ ื‘ืŸ 15 ื‘ืฉื ื—ืื™ ืœื–ื” ืฉื‘ืฆ'ื™ืœื”.
04:08
and the gap grows to seven school years
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ื•ื”ืคืขืจ ื’ื“ืœ ืœืฉื‘ืข ืฉื ื•ืช ืœื™ืžื•ื“
04:11
when you include the countries with really poor performance.
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ืื ื›ื•ืœืœื™ื ืืช ื”ืžื“ื™ื ื•ืช ื‘ื”ืŸ ื”ื‘ื™ืฆื•ืขื™ื ืžืžืฉ ื’ืจื•ืขื™ื.
04:14
There's a world of difference in the way in which
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ืงื™ื™ื ื”ื‘ื“ืœ ืชื”ื•ืžื™ ื‘ื™ืŸ
04:17
young people are prepared for today's economy.
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ื”ื“ืจื›ื™ื ื‘ื”ืŸ ืžื›ื™ื ื™ื ืืช ื”ืฆืขื™ืจื™ื ืœื›ืœื›ืœื” ื”ื ื•ื›ื—ื™ืช.
04:22
But I want to introduce a second important dimension
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ืื‘ืœ ืื ื™ ืจื•ืฆื” ืœื”ืฆื™ื’ ื‘ืคื ื™ื›ื ืžื™ืžื“ ืžืฉืžืขื•ืชื™ ื ื•ืกืฃ
04:25
into this picture.
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ืฉื ื›ื ืก ืœืชืžื•ื ื”.
04:28
Educators like to talk about equity.
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ืžื—ื ื›ื™ื ืื•ื”ื‘ื™ื ืœื“ื‘ืจ ืขืœ ืฉื•ื•ื™ื•ืŸ-ื”ื–ื“ืžื ื•ื™ื•ืช.
04:32
With PISA, we wanted to measure how they actually deliver equity,
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ืจืฆื™ื ื• ืœืžื“ื•ื“ ื‘ืขื–ืจืช "ืคื™ืกื”" ืื™ืš ื”ื ืžืกืคืงื™ื ื‘ืคื•ืขืœ ืฉื•ื•ื™ื•ืŸ-ื”ื–ื“ืžื ื•ื™ื•ืช,
04:36
in terms of ensuring that people
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ืื™ืš ื”ื ืžื‘ื˜ื™ื—ื™ื ืฉืื ืฉื™ื
04:38
from different social backgrounds have equal chances.
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ื‘ืขืœื™ ืจืงืขื™ื ืกื•ืฆื™ืืœื™ื™ื ืฉื•ื ื™ื ื™ืงื‘ืœื• ื”ื–ื“ืžื ื•ืช ืฉื•ื•ื”.
04:41
And we see that in some countries, the impact
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ื•ืื ื—ื ื• ืจื•ืื™ื ื›ื™ ื‘ืžืกืคืจ ืžื“ื™ื ื•ืช
04:43
of social background on learning outcomes
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ื”ืจืงืข ื”ืกื•ืฆื™ืืœื™ ืžืฉืคื™ืข ืžืื•ื“ ื—ื–ืง
04:45
is very, very strong.
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ืขืœ ื”ืชื•ืฆืื•ืช ื”ืœื™ืžื•ื“ื™ื•ืช.
04:46
Opportunities are unequally distributed.
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ื”ื”ื–ื“ืžื ื•ื™ื•ืช ืื™ื ืŸ ืžืชื—ืœืงื•ืช ื‘ืื•ืคืŸ ืฉื•ื•ื”.
04:49
A lot of potential of young children is wasted.
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ืคื•ื˜ื ืฆื™ืืœ ืื“ื™ืจ ื”ื’ืœื•ื ื‘ื™ืœื“ื™ื ืžืชื‘ื–ื‘ื–.
04:53
We see in other countries that it matters much less
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ื•ื‘ืžื“ื™ื ื•ืช ืื—ืจื•ืช ืื ื• ืจื•ืื™ื ืฉื—ืฉื•ื‘ ื”ืจื‘ื” ืคื—ื•ืช
04:56
into which social context you're born.
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ืžื”ื• ื”ื”ืงืฉืจ ื”ื—ื‘ืจืชื™ ืœืชื•ื›ื• ื ื•ืœื“ืช.
04:59
We all want to be there, in the upper right quadrant,
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ื›ื•ืœื ื• ืจื•ืฆื™ื ืœื”ื™ื•ืช ืฉื, ื‘ืจื‘ื™ืข ื”ื™ืžื ื™ ื”ืขืœื™ื•ืŸ,
05:02
where performance is strong and learning opportunities are equally distributed.
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ื”ื™ื›ืŸ ืฉื”ื‘ื™ืฆื•ืขื™ื ื—ื–ืงื™ื ื•ื”ื–ื“ืžื ื•ื™ื•ืช ื”ืœื™ืžื•ื“ ืžืชื—ืœืงื•ืช ื‘ืฆื•ืจื” ืฉื•ื•ื”.
05:06
Nobody, and no country, can afford to be there,
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ืืฃ ืื“ื ืื• ืžื“ื™ื ื” ืœื ื™ื›ื•ืœื™ื ืœื”ืจืฉื•ืช ืœืขืฆืžื ืœื”ื™ื•ืช ืฉื,
05:09
where performance is poor
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ื‘ืžืงื•ื ืฉื”ื‘ื™ืฆื•ืขื™ื ื—ืœืฉื™ื
05:10
and there are large social disparities.
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ื•ื™ืฉื ื ืคืขืจื™ื ื—ื‘ืจืชื™ื™ื ื’ื“ื•ืœื™ื.
05:13
And then we can debate, you know, is it better
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ื•ืืคืฉืจ ืœื”ืชื•ื•ื›ื— ืื ื˜ื•ื‘ ื™ื•ืชืจ
05:16
to be there, where performance is strong
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ืœื”ื™ื•ืช ืฉื, ื”ื™ื›ืŸ ืฉื”ื‘ื™ืฆื•ืขื™ื ื—ื–ืงื™ื
05:17
at the price of large disparities?
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ื‘ืžื—ื™ืจ ืคืขืจื™ื ื’ื“ื•ืœื™ื.
05:20
Or do we want to focus on equity and accept mediocrity?
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ืื• ืื ืื ื• ืžืขื•ื ื™ื™ื ื™ื ืœื”ืชืžืงื“ ื‘ืฉื•ื•ื™ื•ืŸ-ื”ื–ื“ืžื ื•ื™ื•ืช, ื‘ืชืžื•ืจื” ืœื‘ื™ื ื•ื ื™ื•ืช.
05:26
But actually, if you look at how countries come out on this picture,
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ืื‘ืœ ืœืžืขืฉื”, ืื ืžืกืชื›ืœื™ื ืขืœ ืžื™ืงื•ื ื”ืžื“ื™ื ื•ืช ื‘ืชืžื•ื ื” ื–ื•,
05:29
you see there are a lot of countries that actually
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ื ื™ืชืŸ ืœืจืื•ืช ืฉื”ืจื‘ื” ืžื“ื™ื ื•ืช ืœืžืขืฉื”
05:32
are combining excellence with equity.
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ืžืฉืœื‘ื•ืช ืžืฆื•ื™ื ื•ืช ืขื ืฉื•ื•ื™ื•ืŸ-ื”ื–ื“ืžื ื•ื™ื•ืช.
05:36
In fact, one of the most important lessons from this comparison
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ืœืžืขืฉื”, ืื—ื“ ื”ืœืงื—ื™ื ื”ื—ืฉื•ื‘ื™ื ื‘ื™ื•ืชืจ ืžื”ื”ืฉื•ื•ืื” ื”ื–ื•
05:39
is that you don't have to compromise equity
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ื”ื•ื ืฉืœื ื—ื™ื™ื‘ื™ื ืœื”ืชืคืฉืจ ืขืœ ืฉื•ื•ื™ื•ืŸ-ื”ื–ื“ืžื ื•ื™ื•ืช
05:42
to achieve excellence.
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ื›ื“ื™ ืœื”ืฉื™ื’ ืžืฆื•ื™ื ื•ืช.
05:45
These countries have moved on from providing excellence
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ืืจืฆื•ืช ืืœื• ืขื‘ืจื• ืžืื™ืคืฉื•ืจ ืžืฆื•ื™ื ื•ืช
05:47
for just some to providing excellence for all,
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ืœื—ืœืง ืžื”ืื•ื›ืœื•ืกื™ื”, ืœืื™ืคืฉื•ืจ ืžืฆื•ื™ื ื•ืช ืœื›ื•ืœื,
05:51
a very important lesson.
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ืœืงื— ื—ืฉื•ื‘ ืžืื•ื“.
05:53
And that also challenges the paradigms of many school systems
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ื•ื”ื•ื ื’ื ื—ื•ืชืจ ืชื—ืช ื”ื ื—ื•ืช ื”ื™ืกื•ื“ ืฉืœ ืžืขืจื›ื•ืช ื—ื™ื ื•ื›ื™ื•ืช ืจื‘ื•ืช
05:58
that believe they are mainly there to sort people.
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ืฉืžืืžื™ื ื•ืช ื›ื™ ืขื™ืงืจ ืชืคืงื™ื“ืŸ ื”ื•ื ืœืžื™ื™ืŸ ื‘ื ื™ ืื“ื.
06:02
And ever since those results came out, policymakers,
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ื•ืžืื– ืฉื”ืชืงื‘ืœื• ืชื•ืฆืื•ืช ืืœื•, ืงื•ื‘ืขื™-ืžื“ื™ื ื™ื•ืช,
06:05
educators, researchers from around the world
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ืžื—ื ื›ื™ื ื•ื—ื•ืงืจื™ื ื‘ื›ืœ ื”ืขื•ืœื
06:06
have tried to figure out
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ื ื™ืกื• ืœืคืขื ื—
06:08
what's behind the success of those systems.
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ืžื” ืขื•ืžื“ ืžืื—ื•ืจื™ ื”ื”ืฆืœื—ื” ืฉืœ ืžืขืจื›ื•ืช ืืœื•.
06:11
But let's step back for a moment
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ืืš ื‘ื•ืื• ื ื™ืงื— ืฆืขื“ ืื—ื•ืจื” ืœืจื’ืข
06:13
and focus on the countries that actually started PISA,
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ื•ื ืชืžืงื“ ื‘ืžื“ื™ื ื•ืช ืฉื”ื—ืœื• ืืช "ืคื™ืกื”",
06:16
and I'm giving them a colored bubble now.
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ื•ืื ื™ ืžืกืžืŸ ืื•ืชืŸ ื›ืขืช ื‘ืขื™ื’ื•ืœื™ื ืฆื‘ืขื•ื ื™ื™ื,
06:19
And I'm making the size of the bubble
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ื›ืฉื’ื•ื“ืœ ื”ืขื™ื’ื•ืœ
06:22
proportional
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ืชื•ืื
06:24
to the amount of money that countries spent on students.
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ืืช ื›ืžื•ืช ื”ื›ืกืฃ ืฉืžื“ื™ื ื•ืช ืืœื• ื”ืฉืงื™ืขื• ื‘ืชืœืžื™ื“ื™ื”ืŸ.
06:27
If money would tell you everything
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ืื ื›ืกืฃ ืื•ืžืจ ื”ื›ื•ืœ
06:29
about the quality of learning outcomes,
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ืขืœ ืื™ื›ื•ืช ืชื•ืฆืื•ืช ื”ืœื™ืžื•ื“,
06:31
you would find all the large bubbles at the top, no?
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ื”ื™ื™ื ื• ืžื•ืฆืื™ื ืืช ื”ืขื™ื’ื•ืœื™ื ื”ื’ื“ื•ืœื™ื ื‘ื—ืœืง ื”ืขืœื™ื•ืŸ, ืœื?
06:34
But that's not what you see.
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ืืš ืœื ื–ื” ืžื” ืฉืื ื• ืจื•ืื™ื.
06:37
Spending per student only explains about,
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ื”ื”ืฉืงืขื” ืœืชืœืžื™ื“ ืžืกื‘ื™ืจื” ืจืง,
06:39
well, less than 20 percent
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ื•ื‘ื›ืŸ, ืคื—ื•ืช ืž-20 ืื—ื•ื–
06:42
of the performance variation among countries,
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ืžื”ื‘ื“ืœื™ ื”ื‘ื™ืฆื•ืขื™ื ื‘ื™ืŸ ื”ืžื“ื™ื ื•ืช.
06:45
and Luxembourg, for example, the most expensive system,
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ื•ืœืœื•ืงืกืžื‘ื•ืจื’ ืœื“ื•ื’ืžื, ื‘ื” ืžืขืจื›ืช ื”ื—ื™ื ื•ืš ื”ื™ื ื”ื™ืงืจื” ื‘ื™ื•ืชืจ,
06:47
doesn't do particularly well.
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ืื™ืŸ ื‘ื™ืฆื•ืขื™ื ื˜ื•ื‘ื™ื ื‘ืžื™ื•ื—ื“.
06:50
What you see is that two countries with similar spending
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ืžื” ืฉืืชื ืจื•ืื™ื ื–ื” ืฉืฉืชื™ ืžื“ื™ื ื•ืช ื‘ืขืœื•ืช ื”ื•ืฆืื” ื“ื•ืžื”
06:52
achieve very different results.
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ื”ืฉื™ื’ื• ืชื•ืฆืื•ืช ืฉื•ื ื•ืช ืžืื•ื“.
06:54
You also see -- and I think that's one of the most encouraging findings --
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ืืชื ืจื•ืื™ื ื’ื-- ื•ืœื“ืขืชื™ ื–ื” ืื—ื“ ื”ืžืžืฆืื™ื ื”ืžืขื•ื“ื“ื™ื ื‘ื™ื•ืชืจ --
06:58
that we no longer live in a world that is neatly divided
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ืฉืื™ื ื ื• ื—ื™ื™ื ื™ื•ืชืจ ื‘ืขื•ืœื ืฉืžืชื—ืœืง ื™ืคื”
07:02
between rich and well-educated countries,
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ื‘ื™ืŸ ืžื“ื™ื ื•ืช ืขืฉื™ืจื•ืช ืขื ื—ื™ื ื•ืš ืžืขื•ืœื”,
07:05
and poor and badly-educated ones,
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ืœื‘ื™ืŸ ืžื“ื™ื ื•ืช ืขื ื™ื•ืช ืขื ื—ื™ื ื•ืš ืœืงื•ื™,
07:07
a very, very important lesson.
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ืœืงื— ืžืื•ื“ ืžืื•ื“ ื—ืฉื•ื‘.
07:11
Let's look at this in greater detail.
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ื‘ื•ืื• ื ื‘ื—ืŸ ื™ื•ืชืจ ื‘ืคืจื•ื˜ืจื•ื˜.
07:13
The red dot shows you
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ื”ื ืงื•ื“ื” ื”ืื“ื•ืžื” ืžืจืื”
07:15
spending per student relative to a country's wealth.
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ืืช ื”ื”ืฉืงืขื” ืœืชืœืžื™ื“ ื‘ื™ื—ืก ืœืขื•ืฉืจื” ืฉืœ ื”ืžื“ื™ื ื”.
07:19
One way you can spend money is by paying teachers well,
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ื“ืจืš ืื—ืช ืœื”ื•ืฆื™ื ืืช ื”ื›ืกืฃ ื”ื™ื ืœืฉืœื ืœืžื•ืจื™ื ื”ื™ื˜ื‘,
07:22
and you can see Korea investing a lot
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ื•ืืชื ืจื•ืื™ื ืฉืงื•ืจื™ืื” ืžืฉืงื™ืขื” ื”ืžื•ืŸ
07:25
in attracting the best people into the teaching profession.
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ื‘ืžืฉื™ื›ืช ื”ืื ืฉื™ื ื”ื˜ื•ื‘ื™ื ื‘ื™ื•ืชืจ ืœืžืงืฆื•ืข ื”ื”ื•ืจืื”.
07:28
And Korea also invests into long school days,
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ื•ืงื•ืจื™ืื” ื’ื ืžืฉืงื™ืขื” ื‘ื™ื•ื ืœื™ืžื•ื“ื™ื ืืจื•ืš,
07:30
which drives up costs further.
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ื•ื‘ื›ืš ืžื’ื“ื™ืœื” ื™ื•ืชืจ ืืช ื”ื•ืฆืื•ืช ื”ื—ื™ื ื•ืš ืฉืœื”.
07:32
Last but not least, Koreans want their teachers
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ื•ืื—ืจื•ืŸ ืื—ืจื•ืŸ ื—ื‘ื™ื‘, ื”ืงื•ืจื™ืื ื™ื ืจื•ืฆื™ื ืฉื”ืžื•ืจื™ื ืฉืœื”ื
07:35
not only to teach but also to develop.
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ืœื ืจืง ื™ืœืžื“ื•, ืืœื ื’ื ื™ืชืคืชื—ื•.
07:37
They invest in professional development and collaboration
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ื”ื ืžืฉืงื™ืขื™ื ื‘ื”ืชืคืชื—ื•ืช ืžืงืฆื•ืขื™ืช ื•ื‘ืฉื™ืชื•ืฃ ืคืขื•ืœื”
07:39
and many other things.
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ื•ื‘ื“ื‘ืจื™ื ืจื‘ื™ื ื ื•ืกืคื™ื.
07:41
All that costs money.
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ื›ืœ ื–ื” ืขื•ืœื” ื›ืกืฃ.
07:43
How can Korea afford all of this?
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ืื™ืš ืงื•ืจื™ืื” ืžืกื•ื’ืœืช ืœื”ืจืฉื•ืช ืœืขืฆืžื” ืืช ื›ืœ ื–ื”?
07:46
The answer is, students in Korea learn in large classes.
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ื”ืชืฉื•ื‘ื” ื”ื™ื ืฉื”ืงื•ืจื™ืื ื™ื ืœื•ืžื“ื™ื ื‘ื›ื™ืชื•ืช ื’ื“ื•ืœื•ืช.
07:49
This is the blue bar which is driving costs down.
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ื–ื• ื”ืขืžื•ื“ื” ื”ื›ื—ื•ืœื”, ืฉืžื•ืจื™ื“ื” ืืช ื”ืขืœื•ื™ื•ืช.
07:54
You go to the next country on the list, Luxembourg,
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ืื ืชืขื‘ืจื• ืœืžื“ื™ื ื” ื”ื‘ืื” ื‘ืจืฉื™ืžื”, ืœื•ืงืกืžื‘ื•ืจื’,
07:57
and you can see the red dot is exactly where it is for Korea,
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ืชืจืื• ืฉื”ื ืงื•ื“ื” ื”ืื“ื•ืžื” ื ืžืฆืืช ื‘ื“ื™ื•ืง ื‘ืื•ืชื• ืžืงื•ื ื›ืžื• ื‘ืงื•ืจื™ืื”,
08:00
so Luxembourg spends the same per student as Korea does.
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ืื– ืœื•ืงืกืžื‘ื•ืจื’ ืžื•ืฆื™ืื” ืื•ืชื• ืกื›ื•ื ืœืกื˜ื•ื“ื ื˜ ื›ืžื• ืงื•ืจื™ืื”.
08:03
But, you know, parents and teachers and policymakers
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ืื‘ืœ ื”ื•ืจื™ื, ืžื•ืจื™ื ื•ืงื•ื‘ืขื™ ืžื“ื™ื ื™ื•ืช
08:06
in Luxembourg all like small classes.
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ื‘ืœื•ืงืกืžื‘ื•ืจื’, ืื•ื”ื‘ื™ื ื›ื•ืœื ื›ื™ืชื•ืช ืงื˜ื ื•ืช.
08:09
You know, it's very pleasant to walk into a small class.
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ืžืื•ื“ ื ืขื™ื ืœื”ื™ื›ื ืก ืœื›ื™ืชื” ืงื˜ื ื”.
08:11
So they have invested all their money into there,
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ืื– ื”ื ื”ืฉืงื™ืขื• ืืช ื›ืœ ื›ืกืคื ื‘ื›ืš,
08:13
and the blue bar, class size, is driving costs up.
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ื•ื”ืงื• ื”ื›ื—ื•ืœ, ื’ื•ื“ืœ ื”ื›ื™ืชื”, ืžืขืœื” ืืช ื”ืขืœื•ื™ื•ืช.
08:17
But even Luxembourg can spend its money only once,
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ืื‘ืœ ืืคื™ืœื• ืœื•ืงืกืžื‘ื•ืจื’ ื™ื›ื•ืœื” ืœื”ื•ืฆื™ื ืืช ื›ืกืคื” ืจืง ืคืขื ืื—ืช,
08:21
and the price for this is that
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ื•ื”ืžื—ื™ืจ ืœื›ืš ื”ื•ื
08:23
teachers are not paid particularly well.
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ืฉื”ืžื•ืจื™ื ืื™ื ื ืžืชื•ื’ืžืœื™ื ื˜ื•ื‘ ื‘ืžื™ื•ื—ื“.
08:25
Students don't have long hours of learning.
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ืื™ืŸ ืœืชืœืžื™ื“ื™ื ื”ืจื‘ื” ืฉืขื•ืช ืœื™ืžื•ื“.
08:28
And basically, teachers have little time to do anything else than teaching.
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ื•ืœืžื•ืจื™ื ื™ืฉ ืžืขื˜ ืžืื•ื“ ื–ืžืŸ ืœืขืฉื•ืช ืžืฉื”ื• ืžืขื‘ืจ ืœื”ื•ืจืื”.
08:31
So you can see two countries spent their money very differently,
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ืื– ืืคืฉืจ ืœืจืื•ืช ืฉืชื™ ืžื“ื™ื ื•ืช ื”ืžื•ืฆื™ืื•ืช ืืช ื›ืกืคืŸ ื‘ืฆื•ืจื” ืฉื•ื ื” ื‘ืชื›ืœื™ืช,
08:35
and actually how they spent their money
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ื•ืœืžืขืฉื”, ื”ืื•ืคืŸ ื‘ื• ื”ืŸ ืžื•ืฆื™ืื•ืช ืืช ื›ืกืคืŸ
08:37
matters a lot more than how much they invest in education.
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ืงื•ื‘ืข ื”ืจื‘ื” ื™ื•ืชืจ ืžืืฉืจ ื›ืžื” ื”ืŸ ืžืฉืงื™ืขื•ืช ื‘ื—ื™ื ื•ืš.
08:43
Let's go back to the year 2000.
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ื‘ื•ืื• ื ื—ื–ื•ืจ ืœืฉื ืช 2000.
08:46
Remember, that was the year before the iPod was invented.
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ื–ื™ื›ืจื•, ื–ื• ื”ื™ืชื” ื”ืฉื ื” ืœืคื ื™ ืฉื”ื•ืžืฆื ื”"ืื™ื™ืคื•ื“".
08:50
This is how the world looked then
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ื›ืš ื ืจืื” ื”ืขื•ืœื ืื–
08:52
in terms of PISA performance.
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ื‘ืžื•ื ื—ื™ื ืฉืœ ื‘ื™ืฆื•ืขื™ ืžื‘ื“ืง "ืคื™ืกื”".
08:56
The first thing you can see is that the bubbles were a lot smaller, no?
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ื”ื“ื‘ืจ ื”ืจืืฉื•ืŸ ืฉืืชื ืจื•ืื™ื ื”ื•ื ืฉื”ืขื™ื’ื•ืœื™ื ื”ื™ื• ืงื˜ื ื™ื ืžืฉืžืขื•ืชื™ืช, ืœื?
08:59
We spent a lot less on education,
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ื”ืฉืงืขื ื• ื”ืจื‘ื” ืคื—ื•ืช ื‘ื—ื™ื ื•ืš,
09:00
about 35 percent less on education.
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ื›-35 ืื—ื•ื– ืคื—ื•ืช ื‘ื—ื™ื ื•ืš.
09:03
So you ask yourself, if education has become so much more expensive,
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ื•ืขื•ืœื” ื”ืฉืืœื”, ืื ื”ื—ื™ื ื•ืš ืฉื”ืชื™ื™ืงืจ ื›ืœ-ื›ืš,
09:06
has it become so much better?
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ื’ื ื”ืฉืชืคืจ ื‘ืื•ืชื” ืžื™ื“ื”?
09:10
And the bitter truth really is that, you know,
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ื•ื”ืืžืช ื”ืžืจื” ื”ื™ื:
09:13
not in many countries.
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ืœื ื‘ืžื“ื™ื ื•ืช ืจื‘ื•ืช.
09:15
But there are some countries which have seen
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ืืš ื‘ืžืกืคืจ ืžื“ื™ื ื•ืช ื›ืŸ ื ื™ืฆืคื•
09:17
impressive improvements.
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ืฉื™ืคื•ืจื™ื ืžืฉืžืขื•ืชื™ื™ื.
09:20
Germany, my own country, in the year 2000,
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ื’ืจืžื ื™ื”, ื”ืžื“ื™ื ื” ืฉืœื™, ื‘ืฉื ืช 2000
09:24
featured in the lower quadrant,
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ืžื•ืงืžื” ื‘ืจื‘ื™ืข ื”ืชื—ืชื•ืŸ,
09:26
below average performance, large social disparities.
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ืžืชื—ืช ืœืžืžื•ืฆืข ื”ื‘ื™ืฆื•ืขื™ื, ืขื ืคืขืจื™ื ื—ื‘ืจืชื™ื™ื ื’ื“ื•ืœื™ื.
09:29
And remember, Germany, we used to be one of those countries
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ื•ื–ื™ื›ืจื•, ื’ืจืžื ื™ื” ื”ื™ืชื” ืื—ืช ืžืื•ืชืŸ ืžื“ื™ื ื•ืช
09:31
that comes out very well when you just count people who have degrees.
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ืฉื”ืฆืœื™ื—ื• ื™ืคื” ืžื‘ื—ื™ื ืช ืžืกืคืจ ืžืงื‘ืœื™ ื”ืชืืจื™ื.
09:35
Very disappointing results.
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ืชื•ืฆืื•ืช ืžืื›ื–ื‘ื•ืช ืžืื•ื“.
09:36
People were stunned by the results.
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ืื ืฉื™ื ื”ื™ื• ื”ืžื•ืžื™ื ืžื”ืชื•ืฆืื•ืช.
09:39
And for the very first time, the public debate in Germany
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ื•ื‘ืคืขื ื”ืจืืฉื•ื ื”, ื”ืฉื™ื— ื”ืฆื™ื‘ื•ืจื™
09:43
was dominated for months by education,
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ื”ืขื™ืงืจื™ ื‘ื’ืจืžื ื™ื” ื‘ืžืฉืš ื—ื•ื“ืฉื™ื ื”ื™ื” ืกื‘ื™ื‘ ื”ื—ื™ื ื•ืš.
09:47
not tax, not other kinds of issues, but education
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ืœื ื”ืžื™ืกื™ื, ืœื ืขื ื™ื™ื ื™ื ืื—ืจื™ื, ืืœื ื”ื—ื™ื ื•ืš
09:49
was the center of the public debate.
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ื”ื•ื ืฉื”ื™ื” ืžืจื›ื– ื”ืฉื™ื— ื”ืฆื™ื‘ื•ืจื™.
09:52
And then policymakers began to respond to this.
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ื•ืื– ืงื•ื‘ืขื™ ื”ืžื“ื™ื ื™ื•ืช ื”ืชื—ื™ืœื• ืœื”ื’ื™ื‘ ืœื›ืš.
09:55
The federal government dramatically raised its investment in education.
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ื”ืžืžืฉืœื” ื”ืคื“ืจืœื™ืช ื”ืขืœืชื” ื‘ืื•ืจื— ื ื™ื›ืจ ืืช ื”ืฉืงืขื•ืชื™ื” ื‘ื—ื™ื ื•ืš.
09:59
A lot was done to increase the life chances of students
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ื ืขืฉื” ื”ืจื‘ื” ืœื”ื’ื“ื™ืœ ืืช ื”ื”ื–ื“ืžื ื•ื™ื•ืช ืฉื ื™ืชื ื• ืœืชืœืžื™ื“ื™ื
10:03
with an immigrant background or from social disadvantage.
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ื‘ืขืœื™ ืจืงืข ืฉืœ ืžื”ื’ืจื™ื ืื• ืฉืœ ืงื™ืคื•ื— ื—ื‘ืจืชื™.
10:06
And what's really interesting is that this wasn't just about
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ื•ืžื” ืฉื‘ืืžืช ืžืขื ื™ื™ืŸ ื”ื•ื ืฉื–ื” ืœื ื ื’ืข ืจืง
10:11
optimizing existing policies,
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ืœืžื™ื˜ื•ื‘ ื”ืžื“ื™ื ื™ื•ืช ื”ืงื™ื™ืžืช,
10:14
but data transformed some of the beliefs and paradigms
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ืืœื ืฉื”ืžื™ื“ืข ืฉื™ื ื” ืืžื•ื ื•ืช ื•ื”ื ื—ื•ืช ื™ืกื•ื“
10:18
underlying German education.
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ืฉื‘ื‘ืกื™ืก ืžืขืจื›ืช ื”ื—ื™ื ื•ืš ื”ื’ืจืžื ื™ืช.
10:20
For example, traditionally, the education of the very young children
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ืœื“ื•ื’ืžื, ื‘ืื•ืคืŸ ืžืกื•ืจืชื™, ื—ื™ื ื•ืš ื”ื™ืœื“ื™ื ื”ืงื˜ื ื™ื
10:23
was seen as the business of families, and you would have cases
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ื”ื™ื” ื‘ืื—ืจื™ื•ืช ื”ืžืฉืคื—ื•ืช. ื•ื”ื™ื• ืžืงืจื™ื
10:26
where women were seen as neglecting their family responsibilities
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ื‘ื”ื ื ืฉื™ื ื ืชืคืกื• ื›ืžื–ื ื™ื—ื•ืช ืืช ื”ืžื—ื•ื™ื‘ื•ื™ื•ืช ื”ืžืฉืคื—ืชื™ื•ืช ืฉืœื”ืŸ
10:29
when they sent their children to kindergarten.
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ื›ืฉื”ืŸ ืฉืœื—ื• ืืช ื™ืœื“ื™ื”ืŸ ืœื’ืŸ ื”ื™ืœื“ื™ื.
10:32
PISA has transformed that debate,
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"ืคื™ืกื”" ืฉื™ื ืชื” ืืช ื”ื“ื™ื•ืŸ ื”ื–ื”,
10:35
and pushed early childhood education right at the center
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ื•ื“ื—ืคื” ืืช ื”ื—ื™ื ื•ืš ืฉืœ ื”ื’ื™ืœ ื”ืจืš ื”ื™ื™ืฉืจ ืœืœื‘
10:38
of public policy in Germany.
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ื”ืžื“ื™ื ื™ื•ืช ื”ืฆื™ื‘ื•ืจื™ืช ื‘ื’ืจืžื ื™ื”.
10:40
Or traditionally, the German education divides children
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ืื•, ื›ืฉื‘ืื•ืคืŸ ืžืกื•ืจืชื™ ื”ื—ื™ื ื•ืš ื‘ื’ืจืžื ื™ื” ื”ืคืจื™ื“ ื™ืœื“ื™ื
10:44
at the age of 10, very young children,
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ื‘ื’ื™ืœืื™ 10, ื™ืœื“ื™ื ืฆืขื™ืจื™ื ืžืื•ื“,
10:46
between those deemed to pursue careers of knowledge workers
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ืœืืœื” ืฉืขืชื™ื“ื™ื ืœื”ื™ื•ืช ืืงื“ืžืื™ื
10:51
and those who would end up working for the knowledge workers,
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ื•ืืœื” ืฉื‘ืกื•ืคื• ืฉืœ ื“ื‘ืจ ื™ืขื‘ื“ื• ื‘ืฉื‘ื™ืœ ื”ืืงื“ืžืื™ื.
10:54
and that mainly along socioeconomic lines,
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ื•ื–ื” ื”ืชื‘ืกืก ื‘ืขื™ืงืจ ืขืœ ืจืงืข ืกื•ืฆื™ื•ืืงื•ื ื•ืžื™,
10:56
and that paradigm is being challenged now too.
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ื•ื’ื ื”ื ื—ื•ืช ื”ื™ืกื•ื“ ื”ืืœื• ื ื‘ื—ื ื•ืช ืขื›ืฉื™ื•.
11:01
A lot of change.
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ืฉื™ื ื•ื™ ื’ื“ื•ืœ ืžืื•ื“.
11:03
And the good news is, nine years later,
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ื•ื”ื—ื“ืฉื•ืช ื”ื˜ื•ื‘ื•ืช ื”ืŸ, ืชืฉืข ืฉื ื™ื ืœืื—ืจ ืžื›ืŸ,
11:06
you can see improvements in quality and equity.
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ืืชื ื™ื›ื•ืœื™ื ืœืจืื•ืช ืืช ื”ืฉื™ืคื•ืจ ื‘ืื™ื›ื•ืช ื•ื‘ืฉื•ื•ื™ื•ืŸ ื”ื”ื–ื“ืžื ื•ื™ื•ืช.
11:09
People have taken up the challenge, done something about it.
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ืื ืฉื™ื ื ื™ืฆืœื• ืืช ื”ื”ื–ื“ืžื ื•ืช ื•ืขืฉื• ืžืฉื”ื• ื‘ืงืฉืจ ืœื›ืš.
11:11
Or take Korea, at the other end of the spectrum.
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ืื• ืงื—ื• ืœืžืฉืœ ืืช ืงื•ืจื™ืื”, ื‘ืงืฆื” ื”ืฉื ื™ ืฉืœ ื”ืžื™ืฉึนืจืข.
11:14
In the year 2000, Korea did already very well,
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ื‘ืฉื ืช 2000, ืงื•ืจื™ืื” ื›ื‘ืจ ื”ื™ืชื” ื‘ืขืœืช ื‘ื™ืฆื•ืขื™ื ื˜ื•ื‘ื™ื,
11:16
but the Koreans were concerned that only a small share
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ืื‘ืœ ื”ืงื•ืจื™ืื ื™ื ื”ื™ื• ืžื•ื“ืื’ื™ื ืžื›ืš ืฉืจืง ื—ืœืง ืงื˜ืŸ
11:19
of their students achieved the really high levels of excellence.
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ืžื”ืชืœืžื™ื“ื™ื ืฉืœื”ื ื”ืฆื˜ื™ื™ื ื• ื‘ืจืžื” ื’ื‘ื•ื”ื” ื‘ืžื™ื•ื—ื“.
11:24
They took up the challenge,
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ื”ื ื ืจืชืžื• ืœืืชื’ืจ
11:26
and Korea was able to double the proportion of students
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ื•ืงื•ืจื™ืื” ื”ืฆืœื™ื—ื” ืœื”ื›ืคื™ืœ ืืช ืฉื™ืขื•ืจ ื”ืชืœืžื™ื“ื™ื
11:29
achieving excellence in one decade in the field of reading.
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ื”ืžืฆื˜ื™ื™ื ื™ื ื‘ืงืจื™ืื” ื‘ืชื•ืš ืขืฉื•ืจ.
11:34
Well, if you only focus on your brightest students,
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ื•ื‘ื›ืŸ, ืื ืืชื” ืžืชืžืงื“ ื‘ืชืœืžื™ื“ื™ื ื”ืžื‘ืจื™ืงื™ื ื‘ืœื‘ื“,
11:36
you know what happens is disparities grow,
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ื‘ืจื•ืจ ืฉื”ืคืขืจื™ื ื™ื’ื“ืœื•,
11:38
and you can see this bubble moving slightly to the other direction,
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ื•ื ื™ืชืŸ ืœืจืื•ืช ื–ืืช ื‘ืžืขื‘ืจ ืงืœ ืฉืœ ื”ืขื™ื’ื•ืœื™ื ืœืฆื“ ื”ืฉื ื™,
11:42
but still, an impressive improvement.
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ื•ืœืžืจื•ืช ื–ืืช, ื”ืฉื™ืคื•ืจ ื”ื•ื ืžืฉืžืขื•ืชื™.
11:44
A major overhaul of Poland's education
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ืฉื“ืจื•ื’ ื›ืœืœื™ ืฉืœ ื”ื—ื™ื ื•ืš ื‘ืคื•ืœื™ืŸ
11:47
helped to dramatically reduce between variability among schools,
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ืขื–ืจ ืœื”ืคื—ื™ืช ืžืฉืžืขื•ืชื™ืช ืืช ื”ืฉื•ื ื•ืช ื‘ื™ืŸ ื‘ืชื™-ื”ืกืคืจ,
11:51
turn around many of the lowest-performing schools,
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ืœืฉื ื•ืช ืืช ืžืจื‘ื™ืช ื‘ืชื™-ื”ืกืคืจ ื‘ืขืœื™ ื”ื‘ื™ืฆื•ืขื™ื ื”ื—ืœืฉื™ื,
11:53
and raise performance by over half a school year.
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ื•ืœื”ืขืœื•ืช ืืช ื”ื‘ื™ืฆื•ืขื™ื ื‘ืฉื™ืขื•ืจ ืฉืœ ืžืขืœ ื—ืฆื™ ืฉื ืช ืœื™ืžื•ื“ื™ื.
11:58
And you can see other countries as well.
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ื•ื ื™ืชืŸ ืœืจืื•ืช ื’ื ืžื“ื™ื ื•ืช ืื—ืจื•ืช.
12:00
Portugal was able to consolidate its fragmented school system,
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ืคื•ืจื˜ื•ื’ืœ ื”ืฆืœื™ื—ื” ืœื’ื‘ืฉ ืืช ืจืกื™ืกื™ ืžืขืจื›ืช ื”ื—ื™ื ื•ืš ืฉืœื”,
12:03
raise quality and improve equity,
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ื”ืขืœืชื” ืืช ื”ืื™ื›ื•ืช ื•ืฉื™ืคืจื” ืืช ืฉื•ื•ื™ื•ืŸ ื”ื”ื–ื“ืžื ื•ื™ื•ืช,
12:06
and so did Hungary.
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ื•ื›ืš ื’ื ื”ื•ื ื’ืจื™ื”.
12:08
So what you can actually see, there's been a lot of change.
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ืื– ืืชื ืจื•ืื™ื ืฉื”ื™ื• ืฉื™ื ื•ื™ื™ื ืจื‘ื™ื.
12:11
And even those people who complain and say that
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ื•ืืคื™ืœื• ืืœื” ืฉืžืชืœื•ื ื ื™ื ื•ืื•ืžืจื™ื
12:14
the relative standing of countries
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ืฉืžื™ืงื•ืžืŸ ื”ื™ื—ืกื™ ืฉืœ ืžื“ื™ื ื•ืช
12:16
on something like PISA is just an artifact of culture,
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ื‘ืžืฉื”ื• ื›ืžื• ืžื‘ื“ืง "ืคื™ืกื”" ื”ื•ื ืจืง ืชื•ืฆืื” ืฉืœ ืชืจื‘ื•ืช,
12:19
of economic factors, of social issues,
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ืฉืœ ื’ื•ืจืžื™ื ื›ืœื›ืœื™ื™ื, ื’ื•ืจืžื™ื ืกื•ืฆื™ืืœื™ื™ื,
12:22
of homogeneity of societies, and so on,
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ื”ื”ื•ืžื•ื’ื ื™ื•ืช ืฉืœ ื”ื—ื‘ืจื”, ื•ื›ืŸ ื”ืœืื”,
12:25
these people must now concede that education improvement is possible.
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ืื ืฉื™ื ืืœื• ื™ื™ืืœืฆื• ื›ืขืช ืœื”ืกื›ื™ื ื›ื™ ื ื™ืชืŸ ืœืฉืคืจ ืืช ื”ื—ื™ื ื•ืš.
12:30
You know, Poland hasn't changed its culture.
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ื”ืจื™ ืคื•ืœื™ืŸ ืœื ืฉื™ื ืชื” ืืช ืชืจื‘ื•ืชื”.
12:33
It didn't change its economy. It didn't change
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ื”ื™ื ืœื ืฉื™ื ืชื” ืืช ื›ืœื›ืœืชื”. ื”ื™ื ืœื ืฉื™ื ืชื”
12:36
the compositions of its population.
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ืืช ื”ืจื›ื‘ ื”ืื•ื›ืœื•ืกื™ื” ืฉืœื”.
12:38
It didn't fire its teachers. It changed its education policies
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ื”ื™ื ืœื ืคื™ื˜ืจื” ืžื•ืจื™ื. ื”ื™ื ืฉื™ื ืชื” ืืช ืžื“ื™ื ื™ื•ืช ื”ื—ื™ื ื•ืš ืฉืœื”
12:41
and practice. Very impressive.
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ื•ืืช ื”ืขื™ืกื•ืง ื‘ื—ื™ื ื•ืš. ืžืจืฉื™ื ืžืื•ื“.
12:43
And all that raises, of course, the question: What can we learn
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ื•ื›ืœ ื–ื” ืžืขืœื”, ื›ืžื•ื‘ืŸ, ืืช ื”ืฉืืœื”: ืžื” ืื ื—ื ื• ื™ื›ื•ืœื™ื ืœืœืžื•ื“
12:46
from those countries in the green quadrant
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ืžืžื“ื™ื ื•ืช ืืœื• ืฉื‘ืจื‘ื™ืข ื”ื™ืจื•ืง
12:48
who have achieved high levels of equity,
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ืืฉืจ ื”ืฉื™ื’ื• ืจืžื•ืช ื’ื‘ื•ื”ื•ืช ืฉืœ ืฉื•ื•ื™ื•ืŸ-ื”ื–ื“ืžื ื•ื™ื•ืช,
12:51
high levels of performance, and raised outcomes?
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ืจืžื•ืช ื’ื‘ื•ื”ื•ืช ืฉืœ ื‘ื™ืฆื•ืขื™ื, ื•ืฉื™ืคืจื• ืืช ื”ืชื•ืฆืื•ืช?
12:54
And, of course, the question is, can what works in one context
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ื•ื›ืžื•ื‘ืŸ, ื”ืฉืืœื” ื”ื™ื, ื”ืื ืžื” ืฉืขื•ื‘ื“ ื‘ื”ืงืฉืจ ืื—ื“
12:58
provide a model elsewhere?
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ืžืกืคืง ืžื•ื“ืœ ื‘ื”ืงืฉืจ ืฉื•ื ื”?
13:01
Of course, you can't copy and paste education systems wholesale,
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ื›ืžื•ื‘ืŸ, ืœื ื ื™ืชืŸ ืœื‘ืฆืข ื‘ืกื™ื˜ื•ื ื•ืช ื”ืขืชืง-ื•ื”ื“ื‘ืง ืฉืœ ืžืขืจื›ื•ืช ื—ื™ื ื•ืš,
13:04
but these comparisons have identified a range of factors
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ืื‘ืœ ื”ืฉื•ื•ืื•ืช ืืœื• ื–ื™ื”ื• ืžื’ื•ื•ืŸ ื’ื•ืจืžื™ื
13:08
that high-performing systems share.
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ืฉืžืฉื•ืชืคื•ืช ืœืžืขืจื›ื•ืช ื‘ืขืœื•ืช ื‘ื™ืฆื•ืขื™ื ื’ื‘ื•ื”ื™ื.
13:12
Everybody agrees that education is important.
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ื›ื•ืœื ืžืกื›ื™ืžื™ื ืฉื”ื—ื™ื ื•ืš ื—ืฉื•ื‘.
13:14
Everybody says that.
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ื›ื•ืœื ืื•ืžืจื™ื ื–ืืช.
13:16
But the test of truth is, how do you weigh that priority
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ืืš ื”ืžื‘ื—ืŸ ื”ืืžื™ืชื™ ื”ื•ื ืื™ืš ืžืฉืงืœืœื™ื ืขื“ื™ืคื•ืช ื–ื•
13:19
against other priorities?
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ืืœ ืžื•ืœ ืขื“ื™ืคื•ื™ื•ืช ืื—ืจื•ืช?
13:22
How do countries pay their teachers
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ืื™ืš ืžื“ื™ื ื•ืช ืžืชื’ืžืœื•ืช ืืช ืžื•ืจื™ื”ืŸ
13:24
relative to other highly skilled workers?
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ื‘ื™ื—ืก ืœืขื•ื‘ื“ื™ื ืžื™ื•ืžื ื™ื ืื—ืจื™ื?
13:27
Would you want your child to become a teacher
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ื”ืื ืชืจืฆื• ืฉื™ืœื“ื™ื›ื ื™ื”ื™ื• ืžื•ืจื™ื
13:29
rather than a lawyer?
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ื•ืœื ืขื•ืจื›ื™-ื“ื™ืŸ?
13:31
How do the media talk about schools and teachers?
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ืื™ืš ื”ืชืงืฉื•ืจืช ืžืชื™ื™ื—ืกืช ืœื‘ืชื™ ืกืคืจ ื•ืœืžื•ืจื™ื?
13:33
Those are the critical questions, and what we have learned
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ืืœื• ื”ืฉืืœื•ืช ื”ืงืจื™ื˜ื™ื•ืช, ื•ืžื” ืฉืœืžื“ื ื•
13:36
from PISA is that, in high-performing education systems,
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ืž"ืคื™ืกื”" ื”ื•ื ืฉื‘ืžืขืจื›ื•ืช ื—ื™ื ื•ืš ืขืชื™ืจื•ืช-ื‘ื™ืฆื•ืขื™ื,
13:40
the leaders have convinced their citizens to make choices
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ื”ืžื ื”ื™ื’ื™ื ืฉื™ื›ื ืขื• ืืช ืื–ืจื—ื™ื”ื ืœื‘ื—ื•ืจ
13:44
that value education, their future,
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ืœื”ืขื“ื™ืฃ ืืช ื”ื—ื™ื ื•ืš, ืืช ืขืชื™ื“ื,
13:46
more than consumption today.
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ื™ื•ืชืจ ืžืืฉืจ ืืช ื”ืฆืจื›ื ื•ืช ื‘ื”ื•ื•ื”.
13:49
And you know what's interesting? You won't believe it,
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ื•ืืชื ื™ื•ื“ืขื™ื ืžื” ืžืขื ื™ื™ืŸ? ืœื ืชืืžื™ื ื• ืœื–ื”,
13:51
but there are countries in which the most attractive place
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ืืš ื™ืฉ ืžื“ื™ื ื•ืช ื‘ื”ืŸ ื”ืžืงื•ื ื”ืžื•ืฉืš ื‘ื™ื•ืชืจ
13:54
to be is not the shopping center but the school.
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ืœื”ื™ืžืฆื ื‘ื• ืื™ื ื ื• ื”ืงื ื™ื•ืŸ ืืœื ื‘ื™ืช-ื”ืกืคืจ.
13:57
Those things really exist.
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ื“ื‘ืจื™ื ื›ืืœื• ืื›ืŸ ืงื™ื™ืžื™ื.
13:59
But placing a high value on education
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ืื‘ืœ ื™ื™ื—ื•ึผืก ื—ืฉื™ื‘ื•ืช ืจื‘ื” ืœื—ื™ื ื•ืš
14:01
is just part of the picture.
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ื”ื•ื ืจืง ื—ืœืง ืžื”ืชืžื•ื ื”.
14:04
The other part is the belief that all children
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ื”ื—ืœืง ื”ืื—ืจ ื”ื•ื ื”ืืžื•ื ื” ืฉื›ืœ ื”ื™ืœื“ื™ื
14:07
are capable of success.
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ื™ื›ื•ืœื™ื ืœื”ืฆืœื™ื—.
14:10
You have some countries where students
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ื™ืฉื ืŸ ืžืกืคืจ ืืจืฆื•ืช ื‘ื”ืŸ ื”ืชืœืžื™ื“ื™ื
14:12
are segregated early in their ages.
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ืžื•ืคืจื“ื™ื ื‘ื’ื™ืœ ืฆืขื™ืจ.
14:14
You know, students are divided up,
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ืžืชื‘ืฆืขืช ื”ืคืจื“ื” ื‘ื™ืŸ ื”ืชืœืžื™ื“ื™ื
14:16
reflecting the belief that only some children
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ืžืชื•ืš ืืžื•ื ื” ืฉืจืง ื—ืœืง ืžื”ืชืœืžื™ื“ื™ื
14:19
can achieve world-class standards.
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ื™ื›ื•ืœื™ื ืœื”ื’ื™ืข ืœืกื˜ื ื“ืจื˜ื™ื ื‘ื™ืŸ-ืœืื•ืžื™ื™ื.
14:22
But usually that is linked to very strong social disparities.
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ืืš ื–ื” ื‘ื“"ื› ืงืฉื•ืจ ืœืคืขืจื™ื ืกื•ืฆื™ืืœื™ื™ื ื’ื“ื•ืœื™ื ืžืื•ื“.
14:26
If you go to Japan in Asia, or Finland in Europe,
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ืื ืชืœื›ื• ืœื™ืคืŸ ื‘ืืกื™ื”, ืื• ืœืคื™ื ืœื ื“ ื‘ืื™ืจื•ืคื”,
14:30
parents and teachers in those countries
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ื”ื•ืจื™ื ื•ืžื•ืจื™ื ื‘ืืจืฆื•ืช ืืœื•
14:32
expect every student to succeed,
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ืžืฆืคื™ื ืžื›ืœ ืชืœืžื™ื“ ื•ืชืœืžื™ื“ ืœื”ืฆืœื™ื—,
14:36
and you can see that actually mirrored in student behavior.
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ื•ื–ื” ืžืฉืชืงืฃ ื‘ื”ืชื ื”ื’ื•ืช ื”ืชืœืžื™ื“ื™ื.
14:39
When we asked students what counts
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ื›ืฉืฉืืœื ื• ืืช ื”ืชืœืžื™ื“ื™ื ืžื” ื ื—ืฉื‘
14:42
for success in mathematics,
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ื›ื”ืฆืœื—ื” ื‘ืžืชืžื˜ื™ืงื”,
14:45
students in North America would typically tell us,
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ืชืœืžื™ื“ื™ื ื‘ืฆืคื•ืŸ ืืžืจื™ืงื” ื‘ื“"ื› ื™ืืžืจื• ืœื ื•,
14:47
you know, it's all about talent.
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ืฉื”ื›ืœ ืชืœื•ื™ ื‘ื›ื™ืฉืจื•ืŸ.
14:48
If I'm not born as a genius in math, I'd better study something else.
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ืื ืœื ื ื•ืœื“ืชื™ ื’ืื•ืŸ ื‘ืžืชืžื˜ื™ืงื”, ืžื•ื˜ื‘ ืฉืืœืžื“ ืžืฉื”ื• ืื—ืจ.
14:53
Nine out of 10 Japanese students say
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ืชืฉืขื” ืžืชื•ืš ืขืฉืจื” ืชืœืžื™ื“ื™ื ื™ืคื ื™ื ืื•ืžืจื™ื
14:56
that it depends on my own investment, on my own effort,
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ืฉื–ื” ืชืœื•ื™ ื‘ื”ืฉืงืขื” ืฉืœื™, ื‘ืžืืžืฅ ืฉืœื™,
15:00
and that tells you a lot about the system that is around them.
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ื•ื–ื” ืื•ืžืจ ื”ืจื‘ื” ืขืœ ื”ืžืขืจื›ืช ืฉืกื‘ื™ื‘ื.
15:05
In the past, different students were taught in similar ways.
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ื‘ืขื‘ืจ, ื”ื”ื•ืจืื” ื”ื™ืชื” ื–ื”ื” ืœื›ื•ืœื.
15:10
High performers on PISA embrace diversity
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ืžืฆื˜ื™ื™ื ื•ืช "ืคื™ืกื”" ืžืขื•ื“ื“ื•ืช ื’ื™ื•ื•ืŸ
15:13
with differentiated pedagogical practices.
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ื•ื”ืชืืžื” ืฉืœ ืฉื™ื˜ื•ืช ืคื“ื’ื•ื’ื™ื•ืช.
15:17
They realize that
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ื”ืŸ ืžื‘ื™ื ื•ืช ื›ื™
15:19
ordinary students have extraordinary talents,
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ืœืชืœืžื™ื“ื™ื ืจื’ื™ืœื™ื ื™ืฉ ื›ื™ืฉื•ืจื™ื ื‘ืœืชื™-ืจื’ื™ืœื™ื,
15:22
and they personalize learning opportunities.
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ื•ื”ืŸ ืžืชืื™ืžื•ืช ืื™ืฉื™ืช ืืช ื”ื–ื“ืžื ื•ื™ื•ืช ื”ืœืžื™ื“ื”.
15:25
High-performing systems also share
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ื”ืžืขืจื›ื•ืช ืขืชื™ืจื•ืช ื”ื‘ื™ืฆื•ืขื™ื ืžืชืืคื™ื™ื ื•ืช ื’ื
15:27
clear and ambitious standards across the entire spectrum.
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ื‘ืชืงื ื™ื ื‘ืจื•ืจื™ื ื•ืฉืืคืชื ื™ื™ื ืœื›ื•ืœื.
15:31
Every student knows what matters.
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ื›ืœ ืชืœืžื™ื“ ื™ื•ื“ืข ืžื” ื—ืฉื•ื‘.
15:33
Every student knows what's required to be successful.
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ื›ืœ ืชืœืžื™ื“ ื™ื•ื“ืข ืžื” ื ื“ืจืฉ ื›ื“ื™ ืœื”ืฆืœื™ื—.
15:37
And nowhere does the quality of an education system
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ื•ื‘ืฉื•ื ืžืงื•ื ืื™ื›ื•ืช ืžืขืจื›ืช ื”ื—ื™ื ื•ืš
15:40
exceed the quality of its teachers.
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ืื™ื ื” ืขื•ืœื” ืขืœ ืื™ื›ื•ืช ื”ืžื•ืจื™ื.
15:42
High-performing systems are very careful
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ืžืขืจื›ื•ืช ืขืชื™ืจื•ืช-ื‘ื™ืฆื•ืขื™ื ื ื–ื”ืจื•ืช ืžืื•ื“
15:45
in how they recruit and select their teachers
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ื›ื™ืฆื“ ื”ืŸ ืžื’ื™ื™ืกื•ืช ื•ื‘ื•ื—ืจื•ืช ืืช ืžื•ืจื™ื”ืŸ
15:48
and how they train them.
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ื•ื›ื™ืฆื“ ื”ืŸ ืžืืžื ื•ืช ืื•ืชื.
15:49
They watch how they improve the performances of teachers
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ื”ืŸ ื‘ื•ื—ื ื•ืช ืื™ืš ืœืฉืคืจ ืืช ื‘ื™ืฆื•ืขื™ ืžื•ืจื™ื”ืŸ
15:52
in difficulties who are struggling,
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ื‘ืงืฉื™ื™ื ื‘ื”ื ื”ื ื ืชืงืœื™ื,
15:54
and how they structure teacher pay.
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ื•ืื™ืš ืœืชื’ืžืœ ืืช ื”ืžื•ืจื™ื.
15:57
They provide an environment also in which teachers work together
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ื”ืŸ ืžืกืคืงื•ืช ื’ื ืกื‘ื™ื‘ื” ืฉื‘ื” ื”ืžื•ืจื™ื ืขื•ื‘ื“ื™ื ื‘ื™ื—ื“
16:01
to frame good practice.
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ืœื™ืฆื™ืจืช ืคืจืงื˜ื™ืงื” ื˜ื•ื‘ื”.
16:05
And they provide intelligent pathways for teachers to grow
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ื•ื”ืŸ ืžืืคืฉืจื•ืช ืœืžื•ืจื™ื ืฆืžื™ื—ื” ืžืงืฆื•ืขื™ืช
16:09
in their careers.
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ื‘ื“ืจื›ื™ื ื—ื›ืžื•ืช.
16:11
In bureaucratic school systems,
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ื‘ืžืขืจื›ื•ืช ื‘ืชื™-ืกืคืจ ื‘ื™ื•ืจื•ืงืจื˜ื™ื•ืช,
16:13
teachers are often left alone in classrooms
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ื”ืจื‘ื” ืคืขืžื™ื ื”ืžื•ืจื™ื ื ืขื–ื‘ื™ื ืœื ืคืฉื ื‘ื›ื™ืชื•ืช
16:15
with a lot of prescription on what they should be teaching.
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ืขื ื”ืžื•ืŸ ืžื’ื‘ืœื•ืช ืขืœ ื—ื•ืžืจ ื”ืœื™ืžื•ื“.
16:18
High-performing systems are very clear what good performance is.
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ืžืขืจื›ื•ืช ืขืชื™ืจื•ืช-ื‘ื™ืฆื•ืขื™ื ืžื’ื“ื™ืจื•ืช ื‘ื‘ื™ืจื•ืจ ืžื”ื ื‘ื™ืฆื•ืขื™ื ื˜ื•ื‘ื™ื.
16:21
They set very ambitious standards, but then they enable
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ื”ืŸ ืžืฆื™ื‘ื•ืช ืกื˜ื ื“ืจื˜ื™ื ืฉืืคืชื ื™ื™ื ืžืื•ื“, ืืš ืžืืคืฉืจื•ืช
16:24
their teachers to figure out,
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ืœืžื•ืจื™ื”ืŸ ืœื”ื—ืœื™ื˜,
16:25
what do I need to teach to my students today?
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ืžื” ืขืœื™ ืœืœืžื“ ื”ื™ื•ื ืืช ืชืœืžื™ื“ื™?
16:30
The past was about delivered wisdom in education.
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ื”ื—ื™ื ื•ืš ื‘ืขื‘ืจ ืขืกืง ื‘ื”ืขื‘ืจืช ื—ื•ื›ืžื”.
16:34
Now the challenge is to enable user-generated wisdom.
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ื”ื™ื•ื ื”ืืชื’ืจ ื”ื•ื ืœืืคืฉืจ ืœืžืฉืชืžืฉ ืœื™ื™ืฆืจ ืืช ื”ื—ื•ื›ืžื”.
16:39
High performers have moved on from professional
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ื”ืžืขืจื›ื•ืช ืขืชื™ืจื•ืช ื”ื‘ื™ืฆื•ืขื™ื ืขื‘ืจื• ืžืฆื•ืจื•ืช ืžืงืฆื•ืขื™ื•ืช,
16:43
or from administrative forms of accountability and control --
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ืื• ื ื™ื”ื•ืœื™ื•ืช, ืฉืœ ื‘ืงืจื” ื•ื ืฉื™ืื” ื‘ืื—ืจื™ื•ืช --
16:47
sort of, how do you check whether people do what they're supposed to do in education --
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ื›ืœื•ืžืจ, ืื™ืš ื‘ื•ื“ืงื™ื ืื ื”ืื ืฉื™ื ื‘ื—ื™ื ื•ืš ืžื‘ืฆืขื™ื ืืช ืžื” ืฉืžืฆื•ืคื” ืžื”ื --
16:50
to professional forms of work organization.
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ืœืฆื•ืจื•ืช ืžืงืฆื•ืขื™ื•ืช ืฉืœ ืืจื’ื•ืŸ ื”ืขื‘ื•ื“ื”.
16:54
They enable their teachers to make innovations in pedagogy.
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ื”ืŸ ืžืืคืฉืจื•ืช ืœืžื•ืจื™ื ืฉืœื”ืŸ ืœื”ื›ื ื™ืก ื—ื™ื“ื•ืฉื™ื ืคื“ื’ื•ื’ื™ื™ื.
16:57
They provide them with the kind of development they need
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ื”ืŸ ืžืกืคืงื•ืช ืœื”ื ืืช ื”ื”ืชืคืชื—ื•ืช ื”ื ื—ื•ืฆื” ืœื”ื
17:00
to develop stronger pedagogical practices.
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ื›ื“ื™ ืœืคืชื— ืคืจืงื˜ื™ืงื” ืคื“ื’ื•ื’ื™ืช ื—ื–ืงื” ื™ื•ืชืจ.
17:04
The goal of the past was standardization and compliance.
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ื”ืžื˜ืจื” ื‘ืขื‘ืจ ื”ื™ืชื” ืกื˜ื ื“ืจื˜ื™ื–ืฆื™ื” ื•ืฆื™ื•ืช.
17:10
High-performing systems have made teachers
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ืžืขืจื›ื•ืช ืขืชื™ืจื•ืช-ื‘ื™ืฆื•ืขื™ื ื”ืคื›ื• ืืช ื”ืžื•ืจื™ื
17:12
and school principals inventive.
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ื•ืืช ื”ืžื ื”ืœื™ื ืœื™ืฆื™ืจืชื™ื™ื.
17:16
In the past, the policy focus was on outcomes,
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ื‘ืขื‘ืจ, ื”ืžื“ื™ื ื™ื•ืช ื”ืชืžืงื“ื” ื‘ืชื•ืฆืื•ืช,
17:18
on provision.
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ื‘ืžืชืŸ ื”ืชื ืื™ื.
17:21
The high-performing systems have helped teachers
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ื”ืžืขืจื›ื•ืช ืขืชื™ืจื•ืช ื”ื‘ื™ืฆื•ืขื™ื ืขื–ืจื• ืœืžื•ืจื™ื
17:23
and school principals to look outwards to the next teacher,
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ื•ืœืžื ื”ืœื™ื ืœื”ืกืชื›ืœ ื”ื—ื•ืฆื”, ืืœ ื”ืžื•ืจื” ื”ืกืžื•ืš
17:26
the next school around their lives.
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ื•ืืœ ื‘ื™ืช-ื”ืกืคืจ ื”ืกืžื•ืš ืฉืงื™ื™ืžื™ื ื‘ื—ื™ื™ื”ื.
17:28
And the most impressive outcomes of world-class systems
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ื•ื”ืชื•ืฆืื” ื”ืžืจืฉื™ืžื” ื‘ื™ื•ืชืจ ืฉืœ ืžืขืจื›ื•ืช ื‘ืจืžื” ื”ืขื•ืœืžื™ืช
17:31
is that they achieve high performance across the entire system.
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ื”ื™ื ืฉื”ืŸ ื”ืฉื™ื’ื• ื‘ื™ืฆื•ืขื™ื ื’ื‘ื•ื”ื™ื ื‘ื›ืœ ื”ืžืขืจื›ืช ื›ื•ืœื”.
17:34
You've seen Finland doing so well on PISA,
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ืจืื™ืชื ืืช ื”ืฆืœื—ืชื” ืฉืœ ืคื™ื ืœื ื“ ื‘"ืคื™ืกื”",
17:36
but what makes Finland so impressive
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ืื‘ืœ ืžื” ืฉื”ื•ืคืš ืืช ืคื™ื ืœื ื“ ืœืžืจืฉื™ืžื” ื›ืœ-ื›ืš
17:38
is that only five percent of the performance variation
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ื–ื” ืฉืจืง 5% ืžื”ืฉื•ื ื•ืช ื‘ื”ื™ืฉื’ื™
17:42
amongst students lies between schools.
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ื”ืชืœืžื™ื“ื™ื ืชืœื•ื™ื™ื ื‘ืฉื•ื ื™ ื‘ื™ืŸ ื‘ืชื™ ื”ืกืคืจ.
17:44
Every school succeeds.
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ื›ืœ ื‘ืชื™ ื”ืกืคืจ ืžืฆืœื™ื—ื™ื.
17:46
This is where success is systemic.
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ื›ืืŸ ื”ื”ืฆืœื—ื” ื”ื™ื ืžืขืจื›ืชื™ืช.
17:49
And how do they do that?
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ื•ืื™ืš ื”ื ืขื•ืฉื™ื ื–ืืช?
17:51
They invest resources where they can make the most difference.
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ื”ื ืžืฉืงื™ืขื™ื ื‘ืžืงื•ืžื•ืช ื‘ื”ื ื ื™ืชืŸ ืœื”ืฉื™ื’ ืืช ื”ืฉื™ื ื•ื™ ื”ื’ื“ื•ืœ ื‘ื™ื•ืชืจ.
17:54
They attract the strongest principals into the toughest schools,
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ื”ื ืžื•ืฉื›ื™ื ืืช ื”ืžื ื”ืœื™ื ื”ืžืฆื˜ื™ื™ื ื™ื ืœื‘ืชื™ ื”ืกืคืจ ื”ืงืฉื™ื ื‘ื™ื•ืชืจ,
17:59
and the most talented teachers
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ื•ืืช ื”ืžื•ืจื™ื ื”ืžื•ื›ืฉืจื™ื ื‘ื™ื•ืชืจ
18:01
into the most challenging classroom.
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ืœื›ื™ืชื•ืช ื”ืžืืชื’ืจื•ืช ื‘ื™ื•ืชืจ.
18:03
Last but not least, those countries align policies
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ื•ืื—ืจื•ืŸ ืื—ืจื•ืŸ ื—ื‘ื™ื‘, ืžื“ื™ื ื•ืช ืืœื• ืžื™ื™ืฉืžื•ืช ืืช ื”ืžื“ื™ื ื™ื•ืช ืฉืœื”ืŸ
18:06
across all areas of public policy.
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ื‘ื›ืœ ืชื—ื•ืžื™ ื”ืžื“ื™ื ื™ื•ืช ื”ืฆื™ื‘ื•ืจื™ืช.
18:08
They make them coherent over sustained periods of time,
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ื”ืŸ ืขืงื‘ื™ื•ืช ื‘ืžื“ื™ื ื™ื•ืชืŸ ืœืื•ืจืš ื–ืžืŸ,
18:11
and they ensure that what they do is consistently implemented.
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ื•ื”ืŸ ืžื•ื•ื“ืื•ืช ืฉื”ืžื“ื™ื ื™ื•ืช ืชื™ื•ืฉื ื‘ืขืงื‘ื™ื•ืช.
18:16
Now, knowing what successful systems are doing
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ืืš ืขืฆื ื”ื™ื“ื™ืขื” ืžื” ืขื•ืฉื•ืช ื”ืžืขืจื›ื•ืช ื”ืžื•ืฆืœื—ื•ืช
18:18
doesn't yet tell us how to improve.
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ืขื“ื™ื™ืŸ ืœื ืื•ืžืจืช ืœื ื• ืื™ืš ืœื”ืฉืชืคืจ.
18:21
That's also clear, and that's where some of the limits
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ื’ื ื–ื” ื‘ืจื•ืจ, ื•ื›ืืŸ ื˜ืžื•ื ื•ืช ื›ืžื” ืžื”ืžื’ื‘ืœื•ืช
18:24
of international comparisons of PISA are.
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ืฉืœ ื”ื”ืฉื•ื•ืื•ืช ื”ื‘ื™ืŸ-ืœืื•ืžื™ื•ืช ืฉืœ "ืคื™ืกื”".
18:27
That's where other forms of research need to kick in,
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ื›ืืŸ ืฆืจื™ืš ืœืฉืœื‘ ืžืขืจื›ื™ ืžื—ืงืจ ืื—ืจื™ื,
18:30
and that's also why PISA doesn't venture into
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ื•ื–ื• ื’ื ื”ืกื™ื‘ื” ืœื›ืš ืฉ"ืคื™ืกื”" ืื™ื ื” ืœื•ืงื—ืช ืขืœ ืขืฆืžื”
18:32
telling countries what they should be doing.
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ืœื”ื•ืจื•ืช ืœืžื“ื™ื ื•ืช ืžื” ืขืœื™ื”ืŸ ืœืขืฉื•ืช.
18:34
But its strength lies in telling them
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ืืœื ื”ื—ื•ื–ืง ืฉืœื” ื”ื•ื ื‘ื›ืš ืฉื”ื™ื ืื•ืžืจืช ืœื”ืŸ
18:36
what everybody else has been doing.
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ืžื” ืขืฉื• ื›ืœ ื”ืฉืืจ.
18:39
And the example of PISA shows that data
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ื•ื”ื“ื•ื’ืžื” ืฉืœ "ืคื™ืกื”" ืžืจืื” ืฉื ืชื•ื ื™ื
18:41
can be more powerful than administrative control of financial subsidy
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ื™ื›ื•ืœื™ื ืœื”ืฉืคื™ืข ื™ื•ืชืจ ืžืคื™ืงื•ื— ืžื™ื ื”ืœื™ ืขืœ ื”ืฉื™ืžื•ืฉ ื‘ืกื•ื‘ืกื™ื“ื™ื•ืช ืคื™ื ื ืกื™ื•ืช,
18:44
through which we usually run education systems.
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ืฉื‘ืืžืฆืขื•ืชื• ืื ื• ื‘ื“"ื› ืžืคืขื™ืœื™ื ืืช ืžืขืจื›ื•ืช ื”ื—ื™ื ื•ืš.
18:48
You know, some people argue that
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ืื•ืžืจื™ื,
18:51
changing educational administration
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ืฉืœืฉื ื•ืช ืืช ืื•ืคืŸ ื ื™ื”ื•ืœ ื”ื—ื™ื ื•ืš
18:53
is like moving graveyards.
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ื”ื•ื ื›ืžื• ืœื”ืขื‘ื™ืจ ื‘ื™ืช-ืงื‘ืจื•ืช:
18:56
You just can't rely on the people out there to help you with this. (Laughter)
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ืื™ ืืคืฉืจ ืœืกืžื•ืš ืขืœ ืขื–ืจืช ื”ืื ืฉื™ื ื‘ืฉื˜ื—. (ืฆื—ื•ืง)
19:01
But PISA has shown what's possible in education.
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ืื‘ืœ "ืคื™ืกื”" ื”ืจืืชื” ืืช ื”ืืคืฉืจื•ื™ื•ืช ื”ื’ืœื•ืžื•ืช ื‘ื—ื™ื ื•ืš.
19:05
It has helped countries to see that improvement is possible.
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ื”ื™ื ืขื–ืจื” ืœืžื“ื™ื ื•ืช ืœืจืื•ืช ืฉื”ืฉื™ืคื•ืจ ื”ื™ื ื• ืืคืฉืจื™.
19:09
It has taken away excuses from those who are complacent.
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ื”ื™ื ืฉืžื˜ื” ืืช ื”ืงืจืงืข ืžืชื—ืช ืœืชื™ืจื•ืฆื™ื ืฉืœ ื”ืฉืื ื ื™ื.
19:13
And it has helped countries to set meaningful targets
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ื•ืขื–ืจื” ืœืžื“ื™ื ื•ืช ืœืงื‘ื•ืข ืžื˜ืจื•ืช ืžืฉืžืขื•ืชื™ื•ืช
19:17
in terms of measurable goals achieved by the world's leaders.
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ื•ื ื™ืชื ื•ืช ืœืžื“ื™ื“ื”, ื”ืžื•ืฉื’ื•ืช ืขืœ-ื™ื“ื™ ืžื ื”ื™ื’ื™ ื”ืขื•ืœื.
19:20
If we can help every child, every teacher, every school,
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ืื ืื ื—ื ื• ื™ื›ื•ืœื™ื ืœืขื–ื•ืจ ืœื›ืœ ื™ืœื“, ืœื›ืœ ืžื•ืจื”, ืœื›ืœ ื‘ื™ืช-ืกืคืจ,
19:25
every principal, every parent see what improvement is possible,
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ืœื›ืœ ืžื ื”ืœ ื•ืœื›ืœ ื”ื•ืจื” ืœืจืื•ืช ืืช ื”ืฉื™ืคื•ืจ ื”ืืคืฉืจื™,
19:28
that only the sky is the limit to education improvement,
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ืฉื”ืฉืžื™ื™ื ื”ื ื”ื’ื‘ื•ืœ ืžื‘ื—ื™ื ืช ื”ืฉื™ืคื•ืจื™ื ื‘ื—ื™ื ื•ืš,
19:31
we have laid the foundations
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ื”ืจื™ ืฉื”ื ื—ื ื• ืืช ื”ื™ืกื•ื“ื•ืช
19:33
for better policies and better lives.
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ืœืžื“ื™ื ื™ื•ืช ื˜ื•ื‘ื” ื™ื•ืชืจ ื•ืœื—ื™ื™ื ื˜ื•ื‘ื™ื ื™ื•ืชืจ.
19:35
Thank you.
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ืชื•ื“ื” ืœื›ื.
19:38
(Applause)
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(ืžื—ื™ืื•ืช ื›ืคื™ื™ื)
ืขืœ ืืชืจ ื–ื”

ืืชืจ ื–ื” ื™ืฆื™ื’ ื‘ืคื ื™ื›ื ืกืจื˜ื•ื ื™ YouTube ื”ืžื•ืขื™ืœื™ื ืœืœื™ืžื•ื“ ืื ื’ืœื™ืช. ืชื•ื›ืœื• ืœืจืื•ืช ืฉื™ืขื•ืจื™ ืื ื’ืœื™ืช ื”ืžื•ืขื‘ืจื™ื ืขืœ ื™ื“ื™ ืžื•ืจื™ื ืžื”ืฉื•ืจื” ื”ืจืืฉื•ื ื” ืžืจื—ื‘ื™ ื”ืขื•ืœื. ืœื—ืฅ ืคืขืžื™ื™ื ืขืœ ื”ื›ืชื•ื‘ื™ื•ืช ื‘ืื ื’ืœื™ืช ื”ืžื•ืฆื’ื•ืช ื‘ื›ืœ ื“ืฃ ื•ื™ื“ืื• ื›ื“ื™ ืœื”ืคืขื™ืœ ืืช ื”ืกืจื˜ื•ืŸ ืžืฉื. ื”ื›ืชื•ื‘ื™ื•ืช ื’ื•ืœืœื•ืช ื‘ืกื ื›ืจื•ืŸ ืขื ื”ืคืขืœืช ื”ื•ื•ื™ื“ืื•. ืื ื™ืฉ ืœืš ื”ืขืจื•ืช ืื• ื‘ืงืฉื•ืช, ืื ื ืฆื•ืจ ืื™ืชื ื• ืงืฉืจ ื‘ืืžืฆืขื•ืช ื˜ื•ืคืก ื™ืฆื™ืจืช ืงืฉืจ ื–ื”.

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