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OECD-Parliamentary-Days-2018-Education-and-Trust
- 1. Starting strongWollongong Andreas Schleicher Tech,Tools and Trust Andreas Schleicher, OECD Parliamentary Days
- 2. 2 Digitalisation and education Democratizing Concentrating Particularizing Homogenizing Empowering Disempowering Environmental degradation Climatechange Migration Middle class Polarisation of societies Renewable energy Loss of biodiversity Water and food shortages Natural disasters Financial crises Nationalism Democratisation Multinational companies Harmonization of values Interdependent markets Trade openness Emerging economies Poverty Ageing Radicalisation Tourism Inequality International governance Global integration
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- 4. Increase in timespent on line outside school on a typical school day 0 20 40 60 80 100 120 140 160 180 200 Chile39 Sweden56 Uruguay33 CostaRica31 Spain44 Italy40 Australia52 Estonia50 NewZealand51 Hungary43 Russia42 Netherlands48 Denmark55 SlovakRepublic40 CzechRepublic43 Austria42 Latvia46 Singapore45 Belgium44 Poland46 Iceland51 OECDaverage-2743 Ireland48 Croatia40 Portugal42 Finland48 Israel34 Macao(China)45 Switzerland40 Greece41 HongKong(China)39 Mexico30 Slovenia37 Japan31 Korea20 Minutes per day 2015 2012 Figure III.13.3 Percentage of High Internet Users (spending 2 to 6 hours on line per day), during weekdays
- 5. • Virality seemsprivileged over quality in the distribution of news • Truth and fact are losing currency in decision making and democratic choices • Assertions which “feel right” but have no basis in fact seem to be accepted as valid on the grounds that they challenge elites and vested interests The post-truth world where reality becomes fungible • A study by Stanford University – Over 80% of middle-schoolers couldn’t distinguish between an ad labelled “sponsored content” and a real news story on a website. – Less that 20% of high-schoolers questioned the use of a photo of deformed daisies in an article about toxic conditions near a nuclear plant in Japan, despite the absence of a source/location; in fact, nearly 40% argued the photo enhanced the article’s reliability.
- 6. • Algorithms thatsort us into groups of like-minded individuals create echo chambers that amplify our views, leave us uninformed of opposing arguments, and polarise our societies • Those algorithms are not a design flaw, they are the heart of why social media work Scarcity of attention and abundance of information
- 7. Consumer protection vs. Developing transferableskills for meaningful engagement Online risks: harmful content, contact and conduct
- 8. 100 80 6040 20 0 20 40 Turkey Greece Chile Lithuania Israel United States Poland Russian Federation Ireland Slovak Republic England (UK) Northern Ireland (UK) Japan OECD average Slovenia Estonia Denmark Austria Australia Canada New Zealand Germany Czech Republic Norway Flanders (Belgium) Netherlands Sweden Finland Korea Singapore Level 2 Level 3 Level 2 Level 3 Skills to navigate the digital world – digital problem-solving skills Young adults (16-24 year-olds) Older adults (55-65 year-olds)
- 9. Comparing skills ofcomputers and adults 0% 5% 10% 15% 20% 25% 30% 35% 40% Level 1 and Below Level 2 Level 3 Level 4-5 Literacy Proficiency in OECD Countries (PIAAC) Near-term computer capabilities
- 10. Interpersonal Trust • Interpersonaltrust corresponds to an “expectation that other members of the community will behave in a cooperative and honest way” • The social and economic importance of interpersonal trust is widely acknowledged. It is a associated with: • Collective problems solving • Economic development and functioning democratic institutions • Lower rates of criminality and juvenile delinquency • The literature indicates that greater diversity is associated with lower trust • What role for education systems?
- 11. Generalised trust acrosscountries 0 2 4 6 Italy Greece Slovak Republic Chile Czech Republic France Slovenia Estonia Poland Ireland Germany Austria Lithuania South Korea United Kingdom United States Spain Australia Singapore Israel Belgium Canada New Zealand Netherlands Japan Norway Finland Sweden Denmark few people trust completely other take advantage
- 12. Trust, Education andCognitive Abilities • Education one of the strongest correlates of interpersonal trust – but lack of clarity on what mechanisms are responsible for education gradients in interpersonal trust • Cognitive mechanism – To trust others you need to be smart (and not too trustful). Trusting anonymous others requires individuals to feel confident about being able to evaluate the quality of particular interactions with others and to adapt behaviour according to environmental stimuli (Hooge et al., 2012). • Societal stratification mechanism – Trust is a privilege of the ‘winners in society’(Newton 1997). Those who have a higher socio- economic status will find it easier to express trust in the social arrangements that have provided them with this high status. Better educated individuals are more likely to be employed, to earn higher wages, to be in better health, to live in neighbourhoods with low levels of crime. • Direct mechanism – Socialisation processes
- 13. The role ofeducation: is what you learn or who you become that matters?
- 14. Increased likelihood ofpositive outcomes among adults with higher literacy skills (age 16-65) 1.0 1.5 2.0 2.5 3.0 Being Employed High wages Good to excellent health Participation in volunteer activities High levels of political efficacy High levels of trust (scoring at Level 4/5 on PIAAC compared with those scoring at Level 1 or below) Odds ratio
- 15. Some findings • Atthe individual level, education is positively associated with generalised trust both directly and indirectly through social sorting and cognitive mechanisms • The association between education and generalised trust, as well as the relative importance of direct and indirect mechanisms differ across countries
- 16. Some findings • Therelationship that varies the most is the relationship between literacy and trust • Diversity vs. uncertainty: – The association between literacy and generalised trust is stronger in countries that are characterised by greater birthplace diversity. – The association between literacy and generalised trust is weaker in countries characterised by greater income inequality • Maintaining trust in the presence of increased social diversity arising from international requires significant investments in equipping all individuals with high levels of information processing skills
- 17. • The firstplace where children encounter the diversity of society • Provide students with opportunities to learn about global developments that affect the world and their own lives • Teach students to develop a fact-based and critical worldview • Equip students with an appreciation of other cultures and an awareness of their own cultural identities • Engage students in experiences that facilitate international and intercultural relations • Promote the value of diversity, which in turn encourages sensitivity, respect and appreciation A role for schools in building bridging social capital
- 18. Global competence (PISA) Effectivelycombining knowledge and critical reasoning in order to establish an informed opinion on a global or intercultural issue. Globally competent students can draw on and combine the disciplinary knowledge and modes of thinking acquired in schools to ask questions, analyse data and arguments, explain phenomena, and develop a position concerning a local, global or cultural issue e.g. history course about industrialisation in the developing world
- 19. Global competence (PISA) Willingnessand capability to understand global issues, and others’ perspectives and behaviours from multiple points of view. Recognising that perspectives and behaviours – including one’s own – are inherently shaped by various influences and concepts of reality Globally competent students can retain their cultural identity but are simultaneously aware of the cultural values and beliefs of people around them, they examine the origins and implications of others’ and their own assumptions e.g. student noticing culturally-related behaviour
- 20. Global competence (PISA) Understandingthe cultural norms of different contexts and adapting behaviour and communication accordingly The capacity to interact with others in ways that are open (i.e. with sensitivity and engagement), appropriate (i.e. respectful) and effective. Globally competent students create opportunities to take informed, reflective action and have their voices heard
- 21. Global competence (PISA) Readinessto respond to a given local, global or intercultural issue. Being ready and willing to take informed, reflective action and an engagement to improve living conditions in one’s own communities and beyond.
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- 23. Global competence (PISA) Knowledgeof global issues and intercultural issues Content domains: • Culture and intercultural relations (as students engage in learning about other cultures they recognise multiple, complex identities and avoid categorising people through single markers) • Socio-economic development and interdependence • Environmental sustainability • Global institutions, conflicts and human rights
- 24. Global competence (PISA) Globalcompetence builds on specific cognitive and socio-emotional skills, including • Reasoning with information • Communication in intercultural contexts • Perspective-taking (the cognitive and social skills to understand how other people think and feel) • Conflict resolution • Adaptability
- 25. Global competence (PISA) Themind-set that students adopt towards a person, a group, an institution, an issue, a behaviour or a symbol Openness towards people from other cultural backgrounds Respect for cultural differences Global-mindedness
- 26. Global competence (PISA) Valuesgo beyond attitudes as they transcend specific objects or situations People use them consciously and unconsciously as reference for judgements • Human dignity • Cultural diversity
- 27. • 90% ofemployers in 9 countries surveyed reported they value intercultural skills, and 47% screen for intercultural skills • More than two thirds of employers report that their employees engage frequently with colleagues outside of their country, and over half say that their employees engage frequently with partners and clients outside of their country. • By far the most highly valued skill is “demonstrating respect for others”, followed by “working effectively in diverse teams”. These skills outranked having “qualifications related to the job” and “expertise in the field”. • More than one quarter of employers globally see the education provision in their country as inadequate in producing graduates that meet the intercultural skills needs of their organisation • Source: British Council (2013) “Culture at work: The value of intercultural skills in the workplace” Global competence
- 28. Find out moreabout our work at www.oecd.org/pisa – All publications – The complete micro-level database Email: [email protected] Twitter: SchleicherOECD Wechat: AndreasSchleicher Thank you