Andreas Schleicher: Use data to build better schools

Translator: Joseph Geni Reviewer: Morton Bast

Prevodilac: Maja Malinov Lektor: Mile Živković

Radical openness is still a distant future

Radikalna otvorenost je još uvek u dalekoj budućnosti

in the field of school education.

na polju obrazovanja.

We have such a hard time figuring out

Teško nam je da shvatimo

that learning is not a place but an activity.

da učenje nije mesto već aktivnost.

But I want to tell you the story of PISA,

Želim da vam ispričam priču o PISA projektu,

OECD's test to measure the knowledge and skills

to je test kojim OECD meri znanje i veštine

of 15-year-olds around the world,

petnaestogotišnjaka širom sveta,

and it's really a story of how international comparisons

to je u stvari priča o tome kako međunarodnim upoređivanjem

have globalized the field of education that we usually treat

globalizujemo polje obrazovanja što obično smatramo

as an affair of domestic policy.

problemom lokalne politike.

Look at how the world looked in the 1960s,

Pogledajte kako je svet izgledao 1960-ih,

in terms of the proportion of people

u smislu procenta ljudi

who had completed high school.

koji su završili srednju školu.

You can see the United States ahead of everyone else,

Vidite da su Sjedinjene Države ispred svih

and much of the economic success of the United States

i veliki deo ekonomskog uspeha Sjedinjenih Država

draws on its long-standing advantage

proizlazi iz njene dugoročne prednosti

as the first mover in education.

kao prvaka u obrazovanju.

But in the 1970s, some countries caught up.

Ali u '70-im, neke zemlje su je sustigle.

In the 1980s, the global expansion

'80-ih, globalno širenje

of the talent pool continued.

talenata se nastavilo.

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

A svet se nije zaustavio ni u '90-im.

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

Dakle, '60-ih, SAD su bile prve.

In the '90s, it was 13th,

u '90-im su bile trinaeste

and not because standards had fallen,

i ne zato što je standard opao,

but because they had risen so much faster elsewhere.

već zato što je porastao mnogo brže na svim drugim mestima.

Korea shows you what's possible in education.

Koreja vam pokazuje mogućnosti u obrazovanju.

Two generations ago, Korea had the standard of living

Pre dve generacije Koreja je imala životni standard

of Afghanistan today,

današnjeg Avganistana

and was one of the lowest education performers.

i bila je jedna od država sa najviše neobrazovanih ljudi.

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,

nacionalni razvoj više nije merilo uspeha,

but the best performing education systems internationally.

već internacionalno najuspešniji obrazovni sistem.

The trouble is that

Problem je što

measuring how much time people spend in school

merenjem koliko vremena ljudi provedu u školi

or what degree they have got is not always

ili koju diplomu imaju, nije uvek

a good way of seeing what they can actually do.

dobar pokazatelj onoga što oni zapravo umeju da rade.

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

Pogledajte štetnu mešavinu nezaposlenih diplomaca na ulicama,

while employers say they cannot find the people

dok poslodavci govore kako ne mogu da nađu ljude

with the skills they need.

sa neophodnim veštinama.

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

To nam govori da bolje diplome ne znače nužno

into better skills and better jobs and better lives.

da ćete imati bolje veštine, bolji posao i bolji život.

So with PISA, we try to change this

PISA testom, pokušavamo da promenimo ovo

by measuring the knowledge and skills

direktnim merenjem znanja i veština

of people directly.

kod ljudi.

And we took a very special angle to this.

Posmatramo ovo iz posebnog ugla.

We were less interested in whether students can simply

Manje nas je zanimala sposobnost studenata da prosto

reproduce what they have learned in school,

reprodukuju šta su naučili u školi,

but we wanted to test whether they can extrapolate

hteli smo da proverimo da li oni umeju da iskoriste

from what they know

ono što znaju

and apply their knowledge in novel situations.

i da primene svoje znanje u novim situacijama.

Now, some people have criticized us for this.

Sada, neki ljudi su protiv ovoga.

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

Kažu, znate, takav način merenja uspeha

is terribly unfair to people, because we test students

nije pošten prema ljudima, jer mi testiramo učenike

with problems they haven't seen before.

na problemima koje nisu ranije videli.

But if you take that logic, you know,

Ali vodeći se tom logikom, znate,

you should consider life unfair, because

vi govorite da je život nepošten,

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

zato što merilo uspeha u životu nije mogućnost da se setimo

what we learned in school,

šta smo naučili u školi,

but whether we are prepared for change,

već da li smo spremni za promene,

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

da li smo spremni za poslove koji još ne postoje,

to use technologies that haven't been invented,

za tehnologiju koja još uvek nije izmišljena,

to solve problems we just can't anticipate today.

za probleme koje danas ne možemo da predvidimo.

And once hotly contested,

Nekada je bio oštro osporavan,

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

a naš način merenja uspeha ubrzo je postao standard.

In our latest assessment in 2009,

U našoj poslednjoj proceni 2009.

we measured 74 school systems

testirali smo 74 školska sistema

that together cover 87 percent of the economy.

koji zajedno pokrivaju 87 posto ekonomije.

This chart shows you the performance of countries.

Ovaj grafikon pokazuje uspeh nekih zemalja.

In red, sort of below OECD average.

Crveno, nekako ispod OECD proseka.

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

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

You can see Shanghai, Korea, Singapore in Asia;

Vidite da Šangaj, Koreja, Singapur u Aziji,

Finland in Europe;

Finska u Evropi,

Canada in North America doing really well.

Kanada u Severnoj Americi dobro napreduju.

You can also see that there is a gap of almost

Isto tako možete da vidite da postoji razlika od gotovo

three and a half school years between

tri ipo školske godine između

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

Šangajskih i Čileanskih petnaestogodišnjaka,

and the gap grows to seven school years

a razlika raste i do sedam školskih godina

when you include the countries with really poor performance.

kada uključimo zemlje sa vrlo lošim rezultatima.

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

Na neki način, postoji mnogo razlika u načinu

young people are prepared for today's economy.

pripremanja mladih za današnju ekonomiju.

But I want to introduce a second important dimension

Želim da uvedem i drugu važnu dimenziju

into this picture.

u ovu priču.

Educators like to talk about equity.

Nastavnici vole da govore o jednakosti.

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

PISA testom smo hteli da izmerimo koliko jednakosti oni pružaju

in terms of ensuring that people

brinući pri tom da ljudi

from different social backgrounds have equal chances.

iz različitih društvenih slojeva imaju iste prilike za uspeh.

And we see that in some countries, the impact

Vidimo da je u nekim zemljama uticaj

of social background on learning outcomes

društvenih slojeva na rezultate školovanja

is very, very strong.

veoma, veoma snažan.

Opportunities are unequally distributed.

Mogućnosti nisu jednako podeljene.

A lot of potential of young children is wasted.

Mnogo potencijala kod mladih ljudi je uzalud potrošeno.

We see in other countries that it matters much less

Vidimo da je u drugim zemljama manje važno

into which social context you're born.

iz kog društvenog sloja potičete.

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

Svi mi želimo da budemo ovde, u gornjem desnom uglu,

where performance is strong and learning opportunities are equally distributed.

gde su rezultati dobri, a prilike za učenje jednako raspodeljene.

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

Niko, nijedna zemlja ne sme da dozvoli da bude tamo,

where performance is poor

gde je učinak loš

and there are large social disparities.

i gde postoje velike socijalne nejednakosti.

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

A onda možemo da raspravljamo, znate, da li je bolje

to be there, where performance is strong

biti tamo, gde su rezultati dobri

at the price of large disparities?

po cenu velike nejednakosti?

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

Ili ćemo se fokusirati na jednakost i prihvatiti osrednjost?

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

Ali ustvari, ako pogledate kako države izgledaju na ovoj slici

you see there are a lot of countries that actually

videćete da ima dosta zemalja koje zapravo

are combining excellence with equity.

kombinuju savršenstvo sa jednakošću.

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

U stvari, jedna od najvažnijih lekcija ovog upoređivanja

is that you don't have to compromise equity

je da ne morate da ugrozite jednakost

to achieve excellence.

da biste postigli savršenstvo.

These countries have moved on from providing excellence

Ove zemlje su se pomakle od pružanja savršenstva

for just some to providing excellence for all,

samo nekima do pružanja savršenstva svima,

a very important lesson.

a to je vrlo važna lekcija.

And that also challenges the paradigms of many school systems

A to takođe osporava organizaciju mnogih obrazovnih sistema

that believe they are mainly there to sort people.

koji veruju da postoje prvenstveno da bi razvrstavali ljude.

And ever since those results came out, policymakers,

Od kada su se ti rezultati pojavili, zakonodavci,

educators, researchers from around the world

profesori, istraživači sa svih strana sveta

have tried to figure out

pokušavaju da shvate

what's behind the success of those systems.

šta stoji iza uspeha tih školskih sistema.

But let's step back for a moment

Ali hajde da se vratimo na trenutak

and focus on the countries that actually started PISA,

i fokusiramo se na zemlje koje su uvele PISA testove,

and I'm giving them a colored bubble now.

označiću ih obojenim kružićima.

And I'm making the size of the bubble

Postaviću ih tako da veličina kružića

proportional

odgovara

to the amount of money that countries spent on students.

količini novca koji ta zemlja potroši na đake.

If money would tell you everything

Kada bi novac govorio sve

about the quality of learning outcomes,

o kvalitetu rezultata učenja,

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

svi veliki krugovi bi se našli na vrhu, zar ne?

But that's not what you see.

Ali to nije ono što vidite.

Spending per student only explains about,

Ukupna potrošnja po studentu objašnjava,

well, less than 20 percent

pa, manje od 20 posto

of the performance variation among countries,

varijacije u uspehu kod različitih zemalja,

and Luxembourg, for example, the most expensive system,

Luksemburg, na primer, najskuplji sistem

doesn't do particularly well.

ne postiže posebno dobre rezultate.

What you see is that two countries with similar spending

Kao što vidite, dve zemlje sa sličnom potrošnjom

achieve very different results.

postižu potpuno različite rezultate.

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

Takođe vidite - i mislim da je to zaključak koji ohrabruje -

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

da više ne živimo u svetu koji je precizno podeljen

between rich and well-educated countries,

na bogate zemlje sa visokim obrazovanjem

and poor and badly-educated ones,

i siromašne sa niskim obrazovanjem,

a very, very important lesson.

vrlo, vrlo važna lekcija.

Let's look at this in greater detail.

Hajde da detaljno pogledamo ovo.

The red dot shows you

Crvena tačka pokazuje

spending per student relative to a country's wealth.

potrošnju po studentu u odnosu na bogatstvo zemlje.

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

Jedan način da potrošite novac je da dobro platite nastavnike

and you can see Korea investing a lot

i vidite da Koreja dosta investira

in attracting the best people into the teaching profession.

u zapošljavanje najboljih ljudi u obrazovanju.

And Korea also invests into long school days,

Koreja takođe ulaže u duge školske dane,

which drives up costs further.

što još više povećava trošak.

Last but not least, Koreans want their teachers

I na kraju, Korejanci traže od svojih nastavnika

not only to teach but also to develop.

ne samo da podučavaju, već i da napreduju.

They invest in professional development and collaboration

Oni ulažu u profesionalni razvoj i saradnju

and many other things.

i mnoge druge stvari.

All that costs money.

Sve to košta.

How can Korea afford all of this?

Kako Koreja može sve ovo da priušti?

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

Odgovor je, studenti u Koreji uče u velikim grupama.

This is the blue bar which is driving costs down.

Ovo je plava linija koja obara troškove.

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

Idemo na sledeću državu na spisku, Luksemburg,

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

vidite da crvena tačka zauzima isto mesto kao kod Koreje,

so Luxembourg spends the same per student as Korea does.

dakle, Luksemburg po studentu troši isto koliko i Koreja.

But, you know, parents and teachers and policymakers

Ali, znate, roditelji i nastavnici i zakonodavci

in Luxembourg all like small classes.

u Luksemburgu vole male grupe učenika.

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

Znate, vrlo je prijatno ući u mali razred.

So they have invested all their money into there,

Oni su sav svoj novac uložili u to,

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

a plava linija, broj učenika, povećava trošak.

But even Luxembourg can spend its money only once,

Ali čak i Luksemburg može da potroši sav svoj novac odjednom,

and the price for this is that

a cena je

teachers are not paid particularly well.

da nastavnici nisu dovoljno dobro plaćemi.

Students don't have long hours of learning.

Učenici ne provode dosta vremena u školi.

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

U principu, nastavnici imaju malo vremena za bilo šta osim za predavanje.

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

Vidite da ove dve države troše svoj novac vrlo različito.

and actually how they spent their money

I zapravo, način na koji troše svoj novac

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

je mnogo važniji od toga koliko ulažu u obrazovanje.

Let's go back to the year 2000.

Hajde da se vratimo u 2000. godinu.

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

Sećate se da je to godina pre izlaska ajpoda.

This is how the world looked then

Ovako je svet tada 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 bili mnogo manji, zar ne?

We spent a lot less on education,

Mnogo manje smo ulagali u obrazovanje,

about 35 percent less on education.

oko 35 posto manje.

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

Pitate se, ako je obrazovanje postalo skuplje

has it become so much better?

da li je postalo i bolje?

And the bitter truth really is that, you know,

A gorka istina je, znate,

not in many countries.

da nije, u mnogim zemljama.

But there are some countries which have seen

Ali ima nekih zemalja koje su postigle

impressive improvements.

veliki napredak.

Germany, my own country, in the year 2000,

Nemačka, moja zemlja, se 2000. godine

featured in the lower quadrant,

nalazila u donjem kvadratu,

below average performance, large social disparities.

rezultat ispod proseka, velike socijalne razlike.

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

Setite se da je Nemačka bila jedna od onih zemalja

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

sa jako dobrim rezultatom kada prebrojite koliko ljudi ima diplomu.

Very disappointing results.

Veoma razočaravajući rezultati.

People were stunned by the results.

Ljudi su bili zatečeni rezultatima.

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

I po prvi put, javnom raspravom u Nemačkoj

was dominated for months by education,

mesecima je dominiralo obrazovanje,

not tax, not other kinds of issues, but education

ne porezi, ne drugi problemi, već je obrazovanje

was the center of the public debate.

bilo srž javnih rasprava.

And then policymakers began to respond to this.

Tada su političari počeli da reaguju na ovo pitanje.

The federal government dramatically raised its investment in education.

Vlada je dramatično povećala svoja ulaganja u obrazovanje.

A lot was done to increase the life chances of students

Mnogo toga je urađeno da bi se poboljšale šanse za uspeh studenata

with an immigrant background or from social disadvantage.

iz imigrantskih porodica ili lošeg socijanog statusa.

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

A najinteresantije je to što se ovo ne odnosi samo

optimizing existing policies,

na poboljšavanje već postojeće politike,

but data transformed some of the beliefs and paradigms

podaci su uticali na neka uverenja i paradigme

underlying German education.

u korenu nemačkog obrazovanja.

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

Na primer, tradiconalno se obrazovanje male dece

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

posmatralo kao posao porodice, i bio je slučajeva

where women were seen as neglecting their family responsibilities

gde su kritikovali žene zbog zanemarivanja porodičnih obaveza

when they sent their children to kindergarten.

kada pošalju svoju decu u obdanište.

PISA has transformed that debate,

PISA je preokrenula tu debatu,

and pushed early childhood education right at the center

i nametnula obrazovanje u ranom detinjstvu u samo središte

of public policy in Germany.

javne politike u Nemačkoj.

Or traditionally, the German education divides children

Ili tradicionalno, nemački obrazovni sistem deli decu

at the age of 10, very young children,

kada imaju 10 godina, veoma malu decu,

between those deemed to pursue careers of knowledge workers

na one koji će graditi karijeru kao visokoobrazovani

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

i one koji će raditi za visokoobrazovane,

and that mainly along socioeconomic lines,

i to uglavnom po društveno-ekonomskim standardima,

and that paradigm is being challenged now too.

a taj obrazac takođe osporavamo.

A lot of change.

Mnogo promena.

And the good news is, nine years later,

A dobra vest je da, devet godina kasnije,

you can see improvements in quality and equity.

možete videti poboljšanje u kvalitetu i u jednakosti.

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

Ljudi su prihvatili izazov, uradili 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,

2000. godine, Koreja je imala vrlo dobar položaj,

but the Koreans were concerned that only a small share

ali Korejanci su bili zabrinuti da samo mali deo

of their students achieved the really high levels of excellence.

njihovih studenata postiže jako visok nivo uspeha.

They took up the challenge,

Prihvatili su izazov,

and Korea was able to double the proportion of students

i Koreja je za jednu deceniju duplirala broj

achieving excellence in one decade in the field of reading.

studenata sa odličnim rezultatima u području čitanja.

Well, if you only focus on your brightest students,

Pa, ako se usmerite samo na bistre studente,

you know what happens is disparities grow,

znate šta se događa, nejednakost raste

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

i vidite da se ovaj kružić pomera malo u suprotnom pravcu,

but still, an impressive improvement.

ali ipak, upečatljiv pomak.

A major overhaul of Poland's education

Velika rekonstrukcija poljskog obrazovnog sistema

helped to dramatically reduce between variability among schools,

drastično je uticala na smanjivanje razlika među školama,

turn around many of the lowest-performing schools,

na napredak mnogih škola sa lošim rezultatima,

and raise performance by over half a school year.

na podizanje rezultata za više od pola školske godine.

And you can see other countries as well.

A možete da vidite i druge zemlje.

Portugal was able to consolidate its fragmented school system,

Portugal je uspeo da pomiri svoj podeljeni obrazovni sistem,

raise quality and improve equity,

poboljša kvalitet i popravi jednakost,

and so did Hungary.

a to je učinila i Mađarska.

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

Kao što možete da vidite, došlo je do puno promena.

And even those people who complain and say that

Pa čak i oni ljudi koji se ne slažu i kažu

the relative standing of countries

da je relativni položaj zemalja prema

on something like PISA is just an artifact of culture,

nečemu kao PISA samo proizvod kulture,

of economic factors, of social issues,

ekonomskih faktora, društvenih problema

of homogeneity of societies, and so on,

ili homogenosti društva,

these people must now concede that education improvement is possible.

oni sada moraju da priznaju da je moguće unaprediti obrazovanje.

You know, Poland hasn't changed its culture.

Znate, Poljska nije promenila svoju kulturu.

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

Nije promenila svoju ekonomiju. Nije promenila

the compositions of its population.

sastav svoje populacije.

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

Nije otpustila svoje nastavnike. Promenila je svoju obrazovnu politiku

and practice. Very impressive.

i praksu. Veoma impresivno.

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

A sve to, naravno, poteže jedno pitanje: šta možemo da naučimo

from those countries in the green quadrant

od ovih zemalja u zelenom uglu

who have achieved high levels of equity,

koje su postigle visok nivo jednakosti,

high levels of performance, and raised outcomes?

visok nivo učinka i poboljšale rezultate?

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

I naravno, pitanje je, može li nešto što funkcioniše u jednom kontekstu

provide a model elsewhere?

da posluži kao model u nekom drugom?

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

Naravno, ne možete preslikati ceo obrazovni sistem,

but these comparisons have identified a range of factors

ali ovo upoređivanje je istaklo spektar faktora

that high-performing systems share.

koje imaju uspešni sistemi.

Everybody agrees that education is important.

Svi se slažu da je obrazovanje važno.

Everybody says that.

Svako će reći da je tako.

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

Ali važno pitanje je, koliko vrednujete taj prioritet

against other priorities?

u odnosu na druge prioritete?

How do countries pay their teachers

Koliko države plaćaju svoje nastavnike

relative to other highly skilled workers?

u odnosu na ostale visokokvalifikovane radnike?

Would you want your child to become a teacher

Da li biste želeli da vaše dete postane nastavnik,

rather than a lawyer?

a ne advokat?

How do the media talk about schools and teachers?

Kako mediji prikazuju škole i nastavnike?

Those are the critical questions, and what we have learned

To su ključna pitanja, a od PISA projekta smo naučili

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

da je kod uspešnih obrazovnih sistemima

the leaders have convinced their citizens to make choices

vlast ubedila svoje građane da donesu odluke

that value education, their future,

koje vrednuju obrazovanje, njihovu budućnost,

more than consumption today.

više od današnje potrošnje.

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

Znate li šta je zanimljivo? Nećete verovati,

but there are countries in which the most attractive place

ali postoje države gde najprivlačnije mesto

to be is not the shopping center but the school.

nije tržni centar nego škola.

Those things really exist.

To stvarno postoji.

But placing a high value on education

Ali veliki značaj obrazovanja

is just part of the picture.

je samo jedan deo priče.

The other part is the belief that all children

Drugi deo je verovanje da su sva deca

are capable of success.

sposobna za uspeh.

You have some countries where students

Imate neke zemlje gde su učenici

are segregated early in their ages.

diskriminisani od najranijeg doba.

You know, students are divided up,

Učenici su podeljeni

reflecting the belief that only some children

na osnovu uverenja da samo neka deca

can achieve world-class standards.

mogu da dostignu svetske standarde.

But usually that is linked to very strong social disparities.

To se često vezuje za veoma jake socijalne nejednakosti.

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

Ako odete u Japan u Aziji ili Finsku u Evropi,

parents and teachers in those countries

roditelji i nastavnici u tim zemljama

expect every student to succeed,

očekuju uspeh od svakog učenika,

and you can see that actually mirrored in student behavior.

možete primetiti da se to vidi u ponašanju učenika.

When we asked students what counts

Kada smo pitali učenike šta znači

for success in mathematics,

biti uspešan u matematici,

students in North America would typically tell us,

učenici u Severnoj Americi bi nam obično odgovorili,

you know, it's all about talent.

znate, da je u pitanju talenat.

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

Ako se ne rodim kao matematički genije, bolje da učim nešto drugo.

Nine out of 10 Japanese students say

Devet od deset učenika u Japanu kažu

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

da to zavisi od ličnih ulaganja, od sopstvenog truda,

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

a to govori dosta o sistemu u kome se nalaze.

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

U prošlosti, različiti učenici su učili na isti način.

High performers on PISA embrace diversity

Visoko rangirani po PISA testovima prihvataju raznolikost

with differentiated pedagogical practices.

različitim pedagoškim pristupima.

They realize that

Oni shvataju

ordinary students have extraordinary talents,

da obični učenici imaju izvanredne talente

and they personalize learning opportunities.

i oni personalizuju mogućnosti za učenje.

High-performing systems also share

Uspešni sistemi takođe dele

clear and ambitious standards across the entire spectrum.

jasne ambiciozne standarde u svim delovima.

Every student knows what matters.

Svaki učenik zna šta je važno.

Every student knows what's required to be successful.

Svaki učenik zna šta je potrebno za uspeh.

And nowhere does the quality of an education system

I nigde kvalitet obrazovnog sistema

exceed the quality of its teachers.

ne prevazilazi kvalitet nastavnika.

High-performing systems are very careful

Uspešni školski sistemi su veoma oprezni

in how they recruit and select their teachers

u izboru i zapošljavanju svojih nastavnika

and how they train them.

i njihovom usavršavanju.

They watch how they improve the performances of teachers

Oni vode računa o tome kako napreduje rad nastavnika

in difficulties who are struggling,

kako se snalaze u teškim okolnostima,

and how they structure teacher pay.

i kako će odrediti visinu njihove plate.

They provide an environment also in which teachers work together

Takođe, pružaju okruženje u kome će nastavnici raditi zajedno

to frame good practice.

na stvaranju najboljeg pristupa.

And they provide intelligent pathways for teachers to grow

Mudro usmeravaju svoje nastavnike da ostvare napredak

in their careers.

u svojoj karijeri.

In bureaucratic school systems,

U birokratskim školskim sistemima,

teachers are often left alone in classrooms

nastavnici su često prepušteni sami sebi

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

sa gomilom pravila o tome kako bi trebalo da predaju.

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

U uspešnim sistemima je vrlo jasno šta je dobar uspeh.

They set very ambitious standards, but then they enable

Standard je veoma ambiciozno postavljen, ali omogućava

their teachers to figure out,

nastavnicima da sami shvate,

what do I need to teach to my students today?

šta treba da nauče svoje učenike danas.

The past was about delivered wisdom in education.

Obrazovanje se u prošlosti svodilo na prenošenje mudrosti.

Now the challenge is to enable user-generated wisdom.

Sada je izazov omogućiti mudrost koja se stiče.

High performers have moved on from professional

Uspešni sistemi su se pomakli sa administrativnih

or from administrative forms of accountability and control --

oblika odgovornosti i kontrole - na neki način,

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

kako da proverite da li ljudi rade ono što treba da rade u obrazovanju -

to professional forms of work organization.

prema profesionalnim oblicima organizacije rada.

They enable their teachers to make innovations in pedagogy.

Pružaju mogućnost nastavnicima da budu inovativni kao pedagozi.

They provide them with the kind of development they need

Pružaju im, na neki način, razvoj koji im je potreban

to develop stronger pedagogical practices.

da bi stvorili jaku pedagošku praksu.

The goal of the past was standardization and compliance.

U prošlosti, cilj se svodio na standardizaciju i poslušnost.

High-performing systems have made teachers

Uspešni sistemi su učinili nastavnike

and school principals inventive.

i direktore škola preduzimljivim.

In the past, the policy focus was on outcomes,

U prošlosti, fokus politike je bio na rezultatima,

on provision.

na raspodeli sredstava.

The high-performing systems have helped teachers

Uspešni sistemi su pomogli nastavnicima

and school principals to look outwards to the next teacher,

i direktorima škola da gledaju napred prema ostalim nastavnicima

the next school around their lives.

i školama u njihovom životu.

And the most impressive outcomes of world-class systems

Najimpresivnije dostignuće svetskih školskih sistema

is that they achieve high performance across the entire system.

jeste da oni postižu dobre rezultate na nivou celog sistema.

You've seen Finland doing so well on PISA,

Videli smo da Finska dobro rangira prema PISA testovima,

but what makes Finland so impressive

ali ono što Finsku čini toliko posebnom

is that only five percent of the performance variation

je da rezultati među njenim školama variraju

amongst students lies between schools.

za samo pet posto.

Every school succeeds.

Svaka škola postiže uspeh.

This is where success is systemic.

Uspeh postaje deo sistema.

And how do they do that?

A kako to postižu?

They invest resources where they can make the most difference.

Oni investiraju u ono na šta mogu najviše da utiču.

They attract the strongest principals into the toughest schools,

Postavljaju najbolje direktore u najteže škole

and the most talented teachers

i najtalentovanije nastavnike

into the most challenging classroom.

u najizazovnija odeljenja.

Last but not least, those countries align policies

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

across all areas of public policy.

svoje ciljeve u svim aspektima javne politike.

They make them coherent over sustained periods of time,

Čine ih koherentnim kroz dugačke vremenske periode

and they ensure that what they do is consistently implemented.

i staraju se da se isti dosledno implementiraju.

Now, knowing what successful systems are doing

To što znamo kako uspešni sistemi funkcionišu

doesn't yet tell us how to improve.

nam ne govori kako da unapredimo svoj.

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

To je takođe jasno i ovo predstavlja ograničenje

of international comparisons of PISA are.

međunarodnog upoređivanja PISA projekta.

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

Tu treba da uskoče ostali oblici istraživanja

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

i zbog toga PISA ne pokušava

telling countries what they should be doing.

da govori državama kako da posluju.

But its strength lies in telling them

Ali snaga ovog projekta leži u tome što govori

what everybody else has been doing.

kako svi ostali posluju.

And the example of PISA shows that data

PISA primer pokazuje da podaci

can be more powerful than administrative control of financial subsidy

mogu biti uticajniji od novčanih sredstava

through which we usually run education systems.

po kojima obično upravljamo obrazovnim sistemima.

You know, some people argue that

Znate, neki ljude tvrde

changing educational administration

da je menjanje obrazovne administracije

is like moving graveyards.

kao premeštanje grobova.

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

Prosto ne možete da očekujete pomoć od ljudi koji su u njima. (Smeh)

But PISA has shown what's possible in education.

Ali PISA je pokazala koje su mogućnosti obrazovanja.

It has helped countries to see that improvement is possible.

Omogućila je državama da vide da je napredak moguć.

It has taken away excuses from those who are complacent.

Oduzela je mogućnost izgovora onima koji su popustljivi.

And it has helped countries to set meaningful targets

Omogućila je državama da ciljaju ka onome

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

što postižu svetski lideri u ovoj oblasti.

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

Kada bismo mogli da pomognemo svakom detetu, nastavniku, školi,

every principal, every parent see what improvement is possible,

svakom direktoru, svakom roditelju da vidi kakav napredak je 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 bismo temelj

for better policies and better lives.

za bolju politiku i bolje živote.

Thank you.

Hvala.

(Applause)

(Aplauz)