UNESCO MOBILE
LEARNING WEEK
RESEARCH SEMINAR
Keynote Address by
Andreas Schleicher
Director for Education and Skills,
and Special Advisor on Education Policy at the
Organization of Economic Cooperation and Development
(OECD)
Growing Concern
“~50% of US jobs
potentially automatable”
Oxford Martin Study 2014
On the road to ExoBrain
Source: Moravec/Kurzweil/SU
Computerized Trading – Flash Crash
>60% of volume is now “high-speed trading”
Robotics
Google Autonomous Vehicle
>700kmiles,
one minor accident,
occasional human intervention
Augmented Reality
A lot more to come
 3D printing
 Synthetic biology
 Brain enhancements
 Nanomaterials
 Etc.
The Race between Technology and Education
Inspired by “The race between
technology and education”
Pr. Goldin & Katz (Harvard)
Social pain
Digital Revolution
Education
Prosperity
Social pain
Technology
Industrial Revolution
Access to computer and the Internet
OECD average
90
80
70
60
50
40
30
20
2000
2011
2000
10
2011
0
Computer
Internet
Use of ICT in everyday life
E-government
Online job search
70
70
60
60
50
50
40
40
30
30
20
2005
2013
20
10
10
0
0
2008
2013
Technology use by sector
Percentage of workers reporting frequent usage
Agriculture
Construction
Transport
Industry
Wholesale, retail, food and accommodation
Other services
Health
Public administration and defence
Education
Financial services
0%
10%
ICT
20%
30%
40%
ICT and machinery
50%
60%
Machinery
70%
80%
90%
No technology
100%
Problem solving skills
in a digital environment (OECD/PIAAC)
Young adults (16-24 year-olds)
All adults (16-65 year-olds)
Sweden
Finland
Netherlands
Norway
Denmark
Australia
Canada
Germany
England/N. Ireland (UK)
Japan
Flanders (Belgium)
Average
Czech Republic
Austria
United States
Korea
Estonia
Slovak Republic
Ireland
Poland
% 100
Basic digital
problem-solving
skills
Advanced
digital problemsolving skills
80
60
40
20
0
20
40
60
80
100
13
Evolution of employment in occupational groups
defined by problem-solving skills
%
25
20
15
High level
problem-solving skills
10
5
0
Low problem-solving skills
-5
-10
Medium-low problemsolving skills
-15
-20
14
Gender side of the story…
Girls vs. Boys ?
Women vs. Men ?
Problem solving proficiency among the top
performing adults
OECD average
12.0
10.0
8.0
6.0
4.0
Men
Men
Women
Women
2.0
0.0
16-65 year-olds
16-24 year-olds
Results are drawn from the assessment of problem-solving in
technology-rich environments (Survey of Adult Skills)
Trends in years of schooling over the 20th century
OECD average
Average years of schooling
Men
Women
12
11
10
9
8
7
6
5
Source: Barro and Lee, 2013.
1976-80
1971-75
1966-70
1961-65
1956-60
1951-55
1946-50
1941-45
1936-40
1931-35
1926-30
1921-25
1916-20
1911-15
1906-10
1901-05
1896-1900
4
One-player games
Boys spend far more time than girls playing video
games on a computer after school (PISA)
Boys
Girls
2.6 %
13.4 %
25.4 %
41.3 %
56.1 %
61.2 %
Never or hardly ever play
Play, but not every day
Collaborative online
games
Play every day
Source: Figure 2.4
2.2 %
19.6%
29.4%
27.0 %
70.8 %
51.0%
Playing one-player video games in moderation is
linked to better digital and paper-based reading (PISA)
Score point
dif.
Playing one-player games
Reading (paper-based)
Reading (computer-based)
Score
-point
dif.
Playing collaborative online games
Reading (paper-based)
Reading (computer-based)
0
40
35
Lower performance
-5
30
25
-10
20
-15
15
10
-20
Higher performance
5
0
-25
Once or
twice
a month
Source: Figure 2.7
Once or
twice
a week
Almost
every day
Every day
Once or
twice
a month
Once or Almost Every day
twice
every day
a week
30
-40
Liechtenstein
Argentina
Norway
Iceland
Sweden
Qatar
Jordan
Slovenia
Switzerland
Lithuania
United States
France
Finland
New Zealand
Korea
Netherlands
Australia
Canada
Denmark
Belgium
Azerbaijan
Turkey
Latvia
Tunisia
Thailand
Bulgaria
United Kingdom
OECD average
Czech Republic
Greece
Austria
Chinese Taipei
Serbia
Ireland
Estonia
Macao-China
Hong Kong-China
Japan
Germany
Italy
Spain
Kyrgyzstan
Romania
Montenegro
Croatia
Slovak Republic
Poland
Luxembourg
Uruguay
Mexico
Russian Federation
Hungary
Portugal
Israel
Brazil
Colombia
Chile
Indonesia
If the highest-achieving boys and girls were equally
confident about their ability in science, the gender gap in
performance would narrow -- or even invert
Score-point
difference
(B-G)
Source: Figure 3.11
Gender difference
Gender difference after accounting for gender differences in science self-beliefs
Boys perform better in science than girls
20
10
0
-10
-20
-30
Girls perform better in science than boys
0
24
20
15
17
17
16
15
14
13
15
13
18
13
12
14
13
13
13
12
11
12
12
12
14
10
11
11
11
11
10
11
10
9
9
11
11
10
9
9
9
10
9
11
8
8
7
12
8
8
9
6
6
5
5
5
5
Percentage
of all
students
who expect
a career in
engineering
or
computing
Jordan
Poland
Slovenia
Mexico
Colombia
Chile
Portugal
Spain
Slovak Republic
Latvia
Chinese Taipei
Thailand
Italy
Russian Federation
Turkey
Czech Republic
Norway
Greece
Hungary
Canada
Lithuania
Belgium
Argentina
Estonia
France
OECD average
Ireland
Serbia
Brazil
Croatia
Romania
Luxembourg
United States
Australia
Uruguay
Israel
Sweden
Japan
Austria
Switzerland
Tunisia
Germany
Iceland
Hong Kong-China
Denmark
United Kingdom
Bulgaria
Korea
New Zealand
Indonesia
Finland
Macao-China
Kyrgyzstan
Azerbaijan
Netherlands
Montenegro
Far more boys than girls expect to have a
career in engineering or computing
Boys
Source: Figure 4.11
Girls
%
35
30
25
20
15
10
5
Parents are more likely to expect their sons, rather
than their daughters, to enter a STEM career – even
when boys and girls perform equally well in school
Percentage of students whose parents expect that they will work in STEM occupations
33
30
33
Girls
30
Gender gap
25
24
40
22
30
14
20
7
11
Macao-China (10)
50
Boys
Korea (7)
%
60
10
Source: Figure 5.1
Mexico (21)
Hong Kong-China (13)
STEM stands for science, technology, engineering and mathematics.
Germany (19)
Croatia (18)
Italy (24)
Chile (28)
Portugal (27)
Hungary (28)
0
Gender gap
among
boys and girls
with similar
results in
mathematics,
reading and
science
performance
Teachers tend to give girls better marks –
despite students’ performance in PISA
Marks given by teacher in
reading
Dif. in
marks
(B-G)
Dif. in
marks
(B-G)
Gender difference
Gender difference after accounting for PISA scores
0
4
-2
2
-4
Marks given by teacher in
mathematics
Gender difference
Gender difference after accounting for PISA scores
Boys
awarded higher
marks than girls
0
-6
-2
Source: Figure 2.16
France
Denmark
Peru
Macedonia (FYR)
Bulgaria
Indonesia
OECD average
Spain
United States
Greece
Iceland
-6
Chile
Girls
awarded higher
marks than boys
-4
Israel
Macedonia (FYR)
Bulgaria
Peru
Indonesia
France
Chile
United States
OECD average
Israel
Spain
Greece
Iceland
Albania
-12
Denmark
Girls
awarded higher
marks than boys
-10
Albania
-8
Gender gap in wages and in the use of
problem-solving skills at work
Percentage difference between men’s and
women’s wages (men minus women)
35
Estonia
30
Japan
Korea
25
Czech Republic
United States
20
Austria
Finland
Slovak Republic
England/N. Ireland Cyprus1
(UK)
Canada
15
Norway
Australia
Denmark
10
Netherlands
Sweden
Flanders (Belgium)
5
0
-10
Poland
-5
0
Spain
After accounting for
occupations, industry
and proficiency
Germany
Italy
Ireland
5
10
15
20
25
30
Percentage difference in the use of problem-solving skills at work
(men minus women)
25
Skills and life chances
Increased likelihood of adults scoring at reading levels 4/5 compared with
those scoring at Level 1 or below on the OECD Test of Adult Skills (OECD average)
Odds ratio
Odds ratio
3.0
2.5
2.0
1.5
1.0
Being Employed
High wages
Good to excellent
health
Participation in
volunteer
activities
High levels of High levels of trust
political efficacy
26
Life and careers
Citizenship
Living in the world
Living in the World
Personal and social
responsibility
Charles Fadel
Fairness
Life and careers
Citizenship
Integrity
Courage
Living in the world
Living in the World
Respect
Personal and social
responsibility
Self-awareness
Empathy
Charles Fadel
Fairness
Life and careers
Citizenship
Resilience
Integrity
Adaptability
Courage
Living in the world
Living in the World
Curiosity
Initiative
Respect
Personal and social
responsibility
Leadership
Self-awareness
Empathy
Charles Fadel