TEDGlobal 2012
Andreas Schleicher: Use data to build better schools
Andreas Schleicher: Koristimo podatke da bismo stvorili bolje škole
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Kako možemo mjeriti što čini obrazovni sustav uspješnim? Andreas Schleicher provodi nas kroz PISA-in test, globalno mjerenje koje uspoređuje države, a zatim koristi prikupljene podatke kako bi pomoglo školama da se poboljšaju. Pogledajte video kako biste saznali gdje vaša država leži na listi i naučili najvažniji faktor koji omogućuje nekim sustavima da prestignu ostale.
Andreas Schleicher - Education surveyor
What makes a great school system? To find out, Andreas Schleicher administers a test to compare student performance around the world. Full bio
What makes a great school system? To find out, Andreas Schleicher administers a test to compare student performance around the world. Full bio
Double-click the English transcript below to play the video.
00:16
Radical openness is still a distant future
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Radikalna otvorenost je i dalje daleka budućnost
00:19
in the field of school education.
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u polju obrazovanja.
00:21
We have such a hard time figuring out
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Imamo veliki problem shvatiti
00:23
that learning is not a place but an activity.
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da učenje nije određeno mjesto nego aktivnost.
00:28
But I want to tell you the story of PISA,
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Želim vam ispričati priču PISA-e
00:31
OECD's test to measure the knowledge and skills
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OECD-ovog testa kojim se mjere znanje i vještine
00:33
of 15-year-olds around the world,
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petnaestogodišnjaka cijelog svijeta,
00:35
and it's really a story of how international comparisons
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priču o tome kako su međunarodne usporedbe
00:40
have globalized the field of education that we usually treat
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globalizirale polje obrazovanja koje obično smatramo
00:43
as an affair of domestic policy.
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pitanjem unutarnje politike.
00:46
Look at how the world looked in the 1960s,
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Pogledajte kako je svijet izgledao u 60-tima
00:48
in terms of the proportion of people
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po pitanju omjera ljudi
00:50
who had completed high school.
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koji su završili srednju školu.
00:53
You can see the United States ahead of everyone else,
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Možete vidjeti Sjedinjene države ispred svih ostalih,
00:57
and much of the economic success of the United States
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a većina ekonomskog uspjeha Sjedinjenih država
00:59
draws on its long-standing advantage
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nastavlja se na dugoročnu prednost
01:02
as the first mover in education.
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stečenu bivanjem prvima u obrazovanju.
01:05
But in the 1970s, some countries caught up.
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Ipak, u 70-tima, neke su se države počele približavati.
01:08
In the 1980s, the global expansion
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U 80-ima, globalno širenje
01:11
of the talent pool continued.
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talenata se nastavilo.
01:13
And the world didn't stop in the 1990s.
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A svijet nije stao ni u 90-ima.
01:17
So in the '60s, the U.S. was first.
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Tako su SAD u 60-ima bile prve.
01:19
In the '90s, it was 13th,
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U 90-ima su bile 13,
01:22
and not because standards had fallen,
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ne zato što su njihovi standardi pali
01:24
but because they had risen so much faster elsewhere.
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nego zato što su svuda drugdje porasli mnogo brže.
01:28
Korea shows you what's possible in education.
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Koreja pokazuje što je moguće u obrazovanju.
01:32
Two generations ago, Korea had the standard of living
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Prije dvije generacije, Koreja je imala standard života
01:35
of Afghanistan today,
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današnjeg Afganistana,
01:37
and was one of the lowest education performers.
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i bila je među najlošijima po pitanju edukacije.
01:41
Today, every young Korean finishes high school.
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Danas, svaki mladi Korejanac završi srednju školu.
01:47
So this tells us that, in a global economy,
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Ovo nam govori da u globalnoj ekonomiji,
01:50
it is no longer national improvement that's the benchmark for success,
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mjerilo uspjeha više nije poboljšanje na nacionalnoj razini,
01:54
but the best performing education systems internationally.
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nego međunarodna usporedba s najuspješnijim sustavima .
02:00
The trouble is that
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Problem je u tome što
02:02
measuring how much time people spend in school
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mjerenje vremena provedenog u školi
02:04
or what degree they have got is not always
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ili stečenog stupnja obrazovanja nije uvijek
02:06
a good way of seeing what they can actually do.
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ispravan način da vidimo što oni stvarno mogu postići.
02:11
Look at the toxic mix of unemployed graduates on our streets,
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Pogledajte samo netom diplomirane, a nezaposlene mlade
02:15
while employers say they cannot find the people
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na našim ulicama dok zaposlenici ne uspijevaju
02:17
with the skills they need.
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pronaći ljude sa znanjima koja su im potrebna.
02:21
And that tells you that better degrees don't automatically translate
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To vam govori da se viši stupanj obrazovanja ne preslikava automatski
02:24
into better skills and better jobs and better lives.
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u važnije vještine, bolje poslove i kvalitetnije živote.
02:29
So with PISA, we try to change this
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PISA ovo pokušava promijeniti
02:31
by measuring the knowledge and skills
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direktno mjereći znanja
02:33
of people directly.
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i vještine ljudi.
02:37
And we took a very special angle to this.
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Pri tome, zauzeli smo vrlo specifičan kut gledanja.
02:38
We were less interested in whether students can simply
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Manje nas je zanimalo mogu li studenti jednostavno
02:41
reproduce what they have learned in school,
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reproducirati što su naučili u školi -
02:44
but we wanted to test whether they can extrapolate
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htjeli smo provjeriti mogu li iskoristiti
02:47
from what they know
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ono što znaju
02:49
and apply their knowledge in novel situations.
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i primijeniti svoje znanje u novim situacijama.
02:53
Now, some people have criticized us for this.
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Neki su nas zbog ovoga kritizirali.
02:55
They say, you know, such a way of measuring outcomes
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Kažu, znate, takav način mjerenja uspjeha
02:57
is terribly unfair to people, because we test students
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je iznimno nepošten prema ljudima, jer učenike testiramo
03:00
with problems they haven't seen before.
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na problemima koje ranije nisu vidjeli.
03:03
But if you take that logic, you know,
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Ali, vodeći se tom logikom, znate,
03:05
you should consider life unfair, because
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trebali bismo i život smatrati nepoštenim jer
03:08
the test of truth in life is not whether we can remember
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mjerilo uspjeha u životu nije možemo li se sjetiti
03:11
what we learned in school,
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što smo naučili u školi
03:12
but whether we are prepared for change,
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nego jesmo li pripremljeni za promjene,
03:16
whether we are prepared for jobs that haven't been created,
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jesmo li pripremljeni za poslove koji još ne postoje,
03:18
to use technologies that haven't been invented,
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i korištenje tehnologija koje još nisu izmišljene
03:20
to solve problems we just can't anticipate today.
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da bismo riješili probleme koje trenutno ni ne zamišljamo.
03:25
And once hotly contested,
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Iako nekada osporavan na način
03:28
our way of measuring outcomes has actually quickly become the standard.
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mjerenja rezultata ubrzo je zapravo postao standard.
03:31
In our latest assessment in 2009,
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U posljednjoj procjeni iz 2009.
03:33
we measured 74 school systems
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usporedili smo 74 obrazovna sustava
03:37
that together cover 87 percent of the economy.
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koji zajedno pokrivaju 87 posto gospodarstva.
03:40
This chart shows you the performance of countries.
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Ovaj graf prikazuje performanse pojedini zemalja.
03:44
In red, sort of below OECD average.
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Crvene, malo ispod prosjeka OECD-a.
03:47
Yellow is so-so, and in green are the countries doing really well.
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Žuto je tako-tako, a zeleno su države kojima ide jako dobro.
03:50
You can see Shanghai, Korea, Singapore in Asia;
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Možete vidjeti kako Šangaj, Koreja i Singapur u Aziji;
03:55
Finland in Europe;
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Finska u Europi;
03:56
Canada in North America doing really well.
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i Kanada u Sjevernoj Americi jako dobro stoje.
04:01
You can also see that there is a gap of almost
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Također, možete vidjeti da postoji razlika od gotovo
04:03
three and a half school years between
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tri i pol školske godine između
04:05
15-year-olds in Shanghai and 15-year-olds in Chile,
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petnaestogodišnjaka u Šangaju i u Čileu,
04:08
and the gap grows to seven school years
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a razlika raste do čak sedam školskih godina
04:11
when you include the countries with really poor performance.
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kada uključite zemlje sa zbilja slabim rezultatima.
04:15
There's a world of difference in the way in which
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Postoji razlika svijetova između načina na koji su
04:17
young people are prepared for today's economy.
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mladi ljudi pripremljeni za današnje gospodarstvo.
04:22
But I want to introduce a second important dimension
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U ovu priču želim uvesti drugu
04:26
into this picture.
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važnu dimenziju.
04:28
Educators like to talk about equity.
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Svi uključeni u obrazovanje vole pričati o jednakosti.
04:33
With PISA, we wanted to measure how they actually deliver equity,
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PISA-om smo htjeli izmjeriti koliko oni stvarno pružaju
04:36
in terms of ensuring that people
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jednakost osiguravajući da ljudi
04:39
from different social backgrounds have equal chances.
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iz različitih socijalnih poadina imaju iste prilike uspjeha.
04:42
And we see that in some countries, the impact
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Vidimo da je u nekim državama utjecaj
04:44
of social background on learning outcomes
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socijalnog okruženja na ishode učenja
04:46
is very, very strong.
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vrlo, vrlo snažan.
04:47
Opportunities are unequally distributed.
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Mogućnosti su neravnopravno raspodijeljene i
04:50
A lot of potential of young children is wasted.
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mnogo potencijala mladih je potrošeno uzalud.
04:53
We see in other countries that it matters much less
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Vidimo da je u nekim zemljama mnogo manje važno
04:56
into which social context you're born.
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u kakvom socijalnom okruženju ste rođeni.
05:00
We all want to be there, in the upper right quadrant,
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Svi želimo biti ondje, u gornjem desnom kvadrantu
05:02
where performance is strong and learning opportunities are equally distributed.
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gdje su mogućnosti jednako raspoređene, a rezultati su visoki.
05:07
Nobody, and no country, can afford to be there,
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Nitko, niti jedna zemlja ne smije si dopustiti da bude ondje
05:09
where performance is poor
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gdje su rezultati niski
05:11
and there are large social disparities.
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a postje i velike društvene razlike.
05:14
And then we can debate, you know, is it better
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Možda možemo raspravljati je li bolje
05:16
to be there, where performance is strong
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biti ondje, gdje su rezultati visoki
05:18
at the price of large disparities?
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pod cijenu velikih razlika,
05:21
Or do we want to focus on equity and accept mediocrity?
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ili se želimo fokusirati na jednakost i prihvatiti sredinu?
05:27
But actually, if you look at how countries come out on this picture,
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Ali zapravo, ako pogledate kako države stoje na ovoj slici
05:30
you see there are a lot of countries that actually
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vidite da je mnogo zemalja
05:32
are combining excellence with equity.
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koje kombiniraju izvrsnost s jednakošću.
05:37
In fact, one of the most important lessons from this comparison
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Zapravo, jedna od najvažnijih pouka ove usporedbe
05:40
is that you don't have to compromise equity
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jest da ne moramo žrtvovati jednakost
05:43
to achieve excellence.
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da bismo postigli izvrsnost.
05:46
These countries have moved on from providing excellence
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Ove države pomaknule su se od pružanja izvrsnosti
05:48
for just some to providing excellence for all,
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samo nekima do pružanja izvrsnosti svima -
05:51
a very important lesson.
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vrlo važna pouka.
05:53
And that also challenges the paradigms of many school systems
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Ovo, izaziva paradigme mnogih obrazovnih sustava
05:58
that believe they are mainly there to sort people.
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koji vjeruju da postoje prvenstveno da bi razvrstale ljude.
06:03
And ever since those results came out, policymakers,
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Od trenutka kad su ovi rezultati objavljeni, autori zakona,
06:05
educators, researchers from around the world
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učitelji i istraživači iz cijelog svijeta
06:07
have tried to figure out
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pokušali su zaključiti
06:08
what's behind the success of those systems.
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što stoji iza uspjeha tih sustava.
06:12
But let's step back for a moment
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Zastanimo na trenutak
06:14
and focus on the countries that actually started PISA,
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i fokusiramo se na zemlje koje su zapravo započele PISA-u,
06:17
and I'm giving them a colored bubble now.
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a trenutno su označene plavom bojojm.
06:19
And I'm making the size of the bubble
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Postavio sam tako da je
06:23
proportional
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veličina kružića proporcionalna
06:24
to the amount of money that countries spent on students.
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iznosu novca koje ove države ulažu u učenike.
06:28
If money would tell you everything
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Kad bi nam novac mogao reći sve
06:30
about the quality of learning outcomes,
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o jednakosti rezultata učenja,
06:32
you would find all the large bubbles at the top, no?
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svi veliki kružići završili bi na vrhu, je li tako?
06:35
But that's not what you see.
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Ali to nije ono što vidimo.
06:38
Spending per student only explains about,
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Ulaganje po studentu objašnjava zapravo,
06:40
well, less than 20 percent
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manje od 20 posto
06:42
of the performance variation among countries,
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varijance uspjeha među državama,
06:46
and Luxembourg, for example, the most expensive system,
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a Luksemburg, na primjer, koji je najskuplji sustav
06:48
doesn't do particularly well.
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ne postiže posebno dobre rezultate.
06:51
What you see is that two countries with similar spending
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Vidite da dvije države sa sličnom potrošnjom
06:53
achieve very different results.
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postižu vrlo različite rezultate.
06:55
You also see -- and I think that's one of the most encouraging findings --
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Također vidite - i mislim da je ovo među najohrabrujućim pronalascima
06:59
that we no longer live in a world that is neatly divided
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da više ne živimo u svijetu koji je prigodno podijeljen
07:03
between rich and well-educated countries,
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između bogatih i visoko obrazovanih zemalja
07:05
and poor and badly-educated ones,
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i siromašnih i nisko obrazovanih zemalja,
07:08
a very, very important lesson.
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što je vrlo, vrlo važna pouka.
07:11
Let's look at this in greater detail.
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Pogledajmo detalje.
07:14
The red dot shows you
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Crvena točka pokazuje
07:16
spending per student relative to a country's wealth.
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potrošnju po studentu u omjeru s bogatstvom države.
07:20
One way you can spend money is by paying teachers well,
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Novac možete potrošiti tako da dobro platite učitelje
07:23
and you can see Korea investing a lot
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i možete vidjeti da Koreja ulaže mnogo
07:25
in attracting the best people into the teaching profession.
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kako bi privukla najbolje ljude u učiteljsku profesiju.
07:28
And Korea also invests into long school days,
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Koreja također ulaže u duge školske dane,
07:30
which drives up costs further.
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što dodatno povisuje troškove.
07:33
Last but not least, Koreans want their teachers
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Zadnje, ali ne najmanje važno, Korejanci ne žele da njihovi
07:35
not only to teach but also to develop.
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učitelji samo predaju nego i da se razvijaju.
07:38
They invest in professional development and collaboration
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Investiraju u profesionalni razvoj, suradnju
07:40
and many other things.
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i mnoge druge stvari.
07:42
All that costs money.
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Sve to košta mnogo novaca.
07:44
How can Korea afford all of this?
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Kako si Koreja može ovo priuštiti?
07:46
The answer is, students in Korea learn in large classes.
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Odgovor je: učenici u Koreji uče u velikim razredima.
07:50
This is the blue bar which is driving costs down.
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Ovo je plavi stupac koji snižava troškove.
07:54
You go to the next country on the list, Luxembourg,
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Idemo na sljedeću zemlju na listi, Luksemburg.
07:57
and you can see the red dot is exactly where it is for Korea,
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Kao što možete vidjeti, crvena točkica je na istom mjestu kao i kod Koreje,
08:00
so Luxembourg spends the same per student as Korea does.
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tj. Luksemburg troši isti iznos po studentu kao Koreja.
08:04
But, you know, parents and teachers and policymakers
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Ali, znate, roditelji, učitelji i političari
08:07
in Luxembourg all like small classes.
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u Luksemburgu svi vole male razrede.
08:09
You know, it's very pleasant to walk into a small class.
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Znate, vrlo je ugodno ući u mali razred.
08:12
So they have invested all their money into there,
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I zato su sav novac uložili u male razrede,
08:14
and the blue bar, class size, is driving costs up.
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a plavi stupac povišuje troškove.
08:17
But even Luxembourg can spend its money only once,
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Kao i svi, Luksemburg može novac potrošiti samo jednom,
08:22
and the price for this is that
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a cijena toga jest da
08:24
teachers are not paid particularly well.
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učitelji nisu plaćeni naročito dobro.
08:26
Students don't have long hours of learning.
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Učenici ne provode mnogo vremena u školi.
08:29
And basically, teachers have little time to do anything else than teaching.
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U osnovi, učitelji nemaju dovoljno vremena za bilo što osim predavanja.
08:32
So you can see two countries spent their money very differently,
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Možete vidjeti da dvije države ulažu svoj novac vrlo različito,
08:35
and actually how they spent their money
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a način na koji ulažu svoj novac
08:38
matters a lot more than how much they invest in education.
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mnogo je važniji od iznosa koji ulažu u obrazovanje.
08:44
Let's go back to the year 2000.
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Vratimo se u 2000. godinu
08:46
Remember, that was the year before the iPod was invented.
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Sjetite se, to je godina dana prije nego je iPod izmišljen.
08:50
This is how the world looked then
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U tom trenutku, svijet je ovako izgledao
08:52
in terms of PISA performance.
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po pitanju PISA rezultata.
08:57
The first thing you can see is that the bubbles were a lot smaller, no?
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Prva stvar koju vidite je da su kružići mnogo manji, zar ne?
09:00
We spent a lot less on education,
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Trošili smo mnogo manje na obrazovanje,
09:01
about 35 percent less on education.
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otprilike 35 posto manje.
09:03
So you ask yourself, if education has become so much more expensive,
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Zapitajte se, ako je obrazovanje postalo toliko skuplje,
09:07
has it become so much better?
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je li postalo toliko bolje?
09:10
And the bitter truth really is that, you know,
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Gorka je istina da se to nije
09:13
not in many countries.
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ostvarilo u mnogo zemalja.
09:16
But there are some countries which have seen
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Ipak, postoje neke zemlje koje su svjedočile
09:18
impressive improvements.
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impresivnom razvoju.
09:21
Germany, my own country, in the year 2000,
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Njemačka, moja zemlja, u 2000. godini
09:25
featured in the lower quadrant,
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nalazila se u donjem kvadrantu,
09:26
below average performance, large social disparities.
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rezultati ispod prosjeka, velike socijalne nejednakosti.
09:30
And remember, Germany, we used to be one of those countries
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I sjetite se, Njemačka je bila jedna od onih zemalja
09:32
that comes out very well when you just count people who have degrees.
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čiji su rezultati vrlo visoki ako uzmemo samo ljude s fakuletotm
09:35
Very disappointing results.
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Vrlo razočaravajući rezultati.
09:37
People were stunned by the results.
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Ljudi su bili šokirani rezultatima.
09:40
And for the very first time, the public debate in Germany
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I po prvi puta, javnom raspravom u Njemačkoj
09:44
was dominated for months by education,
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mjesecima je dominiralo obrazovanje,
09:47
not tax, not other kinds of issues, but education
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ne porezi ili ostala pitanja.
09:50
was the center of the public debate.
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Edukacija je bila u središtu javne rasprave.
09:53
And then policymakers began to respond to this.
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Tada su su političari počeli reagirati na ovo pitanje.
09:56
The federal government dramatically raised its investment in education.
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Federalna vlada dramatično je povećala ulaganje u obrazovanje.
10:00
A lot was done to increase the life chances of students
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Mnogo je učinjeno kako bi se povećale šanse studenata
10:04
with an immigrant background or from social disadvantage.
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imigranata ili onih s lošim socijalnim statusom.
10:07
And what's really interesting is that this wasn't just about
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Zbilja je zanimljivo to da se ovdje nije radilo samo
10:11
optimizing existing policies,
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o optimiziranju postojećih zakona
10:15
but data transformed some of the beliefs and paradigms
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nego su podaci transformirali neka uvjerenja i paradigme
10:18
underlying German education.
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na kojima je ležao njemački obrazovni sustav.
10:20
For example, traditionally, the education of the very young children
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Na primjer, tradicionalno je obrazovanje vrlo mlade djece
10:24
was seen as the business of families, and you would have cases
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2618
bilo smatrano zadaćom obitelji, a bilo je slučajeva
10:27
where women were seen as neglecting their family responsibilities
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kad je smatrano da žene zanemaruju svoje obiteljske obaveze
10:30
when they sent their children to kindergarten.
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zbog slanja djece u vrtić.
10:33
PISA has transformed that debate,
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PISA je preobrazila ovu debatu
10:35
and pushed early childhood education right at the center
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2773
i postavila obrazovanje u ranom djetinjstvu u samo središte
10:38
of public policy in Germany.
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javne rasprave u Njemačkoj.
10:41
Or traditionally, the German education divides children
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Ili tradicionalno, njemački obrazovni sustav dijeli djecu
10:44
at the age of 10, very young children,
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staru 10 godina, vrlo mladu djecu,
10:47
between those deemed to pursue careers of knowledge workers
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između onih kojima je suđeno nastaviti karijere kao visokoobrazovani
10:51
and those who would end up working for the knowledge workers,
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i onih koji će na kraju raditi za visokoobrazovane,
10:55
and that mainly along socioeconomic lines,
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a ova podjela temelji se prvenstveno na socioekonomskim značajkama,
10:57
and that paradigm is being challenged now too.
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4168
ali se i ova paradigma trenutno preispituje.
11:01
A lot of change.
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2484
Mnogo promjena.
11:04
And the good news is, nine years later,
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2954
Ali dobre vijesti su da, devet godina kasnije,
11:07
you can see improvements in quality and equity.
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možete vidjeti poboljašanja u kvaliteti i jednakosti.
11:10
People have taken up the challenge, done something about it.
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2276
Ljudi su prihvatili izazov i učinili nešto po tom pitanju.
11:12
Or take Korea, at the other end of the spectrum.
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Ili uzmite Koreju, na drugom kraju spektra.
11:14
In the year 2000, Korea did already very well,
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U 2000. godini, Koreja je stajala vrlo dobro,
11:17
but the Koreans were concerned that only a small share
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3325
ali su Korejanci bili zabrinuti da samo mali dio
11:20
of their students achieved the really high levels of excellence.
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4359
njihovih studenata postiže zbilja visoke nivoe izvrsnosti.
11:24
They took up the challenge,
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1814
Prihvatili su izazov,
11:26
and Korea was able to double the proportion of students
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3534
i Koreja je u jedno desetljaće uspjela poduplati omjer
11:30
achieving excellence in one decade in the field of reading.
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4402
studenata koji postižu iznimne rezulate u području čitanja.
11:34
Well, if you only focus on your brightest students,
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2553
Dakle, ako se usmjerite samo na najbistrije učenike,
11:37
you know what happens is disparities grow,
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1919
znate da nejednakosti rastu i možete vidjeti
11:39
and you can see this bubble moving slightly to the other direction,
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3800
kako se ovaj mjehur blago pomiče u jednu stranu
11:42
but still, an impressive improvement.
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2711
ali svejedno, impresivno poboljšanje.
11:45
A major overhaul of Poland's education
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Značajno restrukturiranje poljskog obrazovanja
11:48
helped to dramatically reduce between variability among schools,
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pomoglo je značajno smanjiti razlike između škola,
11:51
turn around many of the lowest-performing schools,
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preokrenuti mnoge od škola s najlošijim rezultatima
11:54
and raise performance by over half a school year.
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i podići rezultate za više od pola školske godine.
11:59
And you can see other countries as well.
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A možete vidjeti i ostale zemlje.
12:01
Portugal was able to consolidate its fragmented school system,
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Portugl je uspio složiti svoj rascjepkani obrazovni sustav,
12:04
raise quality and improve equity,
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2992
podići kvalitetu i pojačati jednakost,
12:07
and so did Hungary.
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1876
kao što je uspjela i Mađarska.
12:08
So what you can actually see, there's been a lot of change.
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3431
Zapravo, možete vidjeti da je bilo mnogo promjena.
12:12
And even those people who complain and say that
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Iako čak i ljudi koji se žale i kažu da je
12:15
the relative standing of countries
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1689
relativan poredak zemalja
12:17
on something like PISA is just an artifact of culture,
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3422
ili nešto slično PISA-i zapravo artifakt kulture
12:20
of economic factors, of social issues,
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3042
ili ekonomskih faktora ili socijalnih prilika,
12:23
of homogeneity of societies, and so on,
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3062
ili homogenosti društava itd
12:26
these people must now concede that education improvement is possible.
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čak i ovi ljudi moraju prihvatiti da je poboljšanje obrazovanja moguće.
12:31
You know, Poland hasn't changed its culture.
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3040
Znate, Poljska nije promjenila svoju kulturu.
12:34
It didn't change its economy. It didn't change
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2504
Nije promijenila svoju ekonomiju. Nije promjenila
12:36
the compositions of its population.
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2092
sastav populacije.
12:39
It didn't fire its teachers. It changed its education policies
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2854
Nije otpustila učitelje. Promijenila je obrazovne zakone
12:41
and practice. Very impressive.
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2640
i prakse. Vrlo impresivno.
12:44
And all that raises, of course, the question: What can we learn
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2965
A sve ovo postavlja, naravno, pitanje: što možemo naučiti
12:47
from those countries in the green quadrant
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2104
iz zemalja u zelenom kvadrantu
12:49
who have achieved high levels of equity,
254
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2275
koje su postigle visoki nivo jednakosti,
12:51
high levels of performance, and raised outcomes?
255
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3732
ali i razine uspješnosti?
12:55
And, of course, the question is, can what works in one context
256
759699
3914
I, naravno, postavlja se pitanje može li ono što funkcionira
12:59
provide a model elsewhere?
257
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2716
u jednom okruženju biti uspješno preslikano drugdje?
13:02
Of course, you can't copy and paste education systems wholesale,
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3330
Naravno, ne možemo preslikati obrazovne sustave u cjelini,
13:05
but these comparisons have identified a range of factors
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3927
ali ove usporedbe identificirale su spektar faktora
13:09
that high-performing systems share.
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3321
koje uspješni sustavi dijele.
13:12
Everybody agrees that education is important.
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2560
Svi se slažemo da je obrazovanje važno.
13:15
Everybody says that.
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1987
Svi to govore.
13:17
But the test of truth is, how do you weigh that priority
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3255
Ali važno pitanje jest, koliko cijenimo ovaj
13:20
against other priorities?
264
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2296
u odnosu na ostale prioritete?
13:22
How do countries pay their teachers
265
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2013
Koliko države plaćaju svoje učitelje
13:24
relative to other highly skilled workers?
266
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3105
u odnosu na ostale visokoobrazovane radnike?
13:28
Would you want your child to become a teacher
267
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2485
Biste li željeli da vaše dijete postane učitelj
13:30
rather than a lawyer?
268
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2112
radije nego odvjetnik?
13:32
How do the media talk about schools and teachers?
269
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2002
Kako mediji govore o školama i učiteljima?
13:34
Those are the critical questions, and what we have learned
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2505
Ovo su ključna pitanja, a iz PISA-e
13:37
from PISA is that, in high-performing education systems,
271
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4094
smo naučili da u iznimno uspješnim sustavima,
13:41
the leaders have convinced their citizens to make choices
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3550
čelni ljudi su uspješli uvjeriti građane da čine odluke
13:44
that value education, their future,
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2378
koje cijene obrazovanje, kao njihovu budućnost,
13:47
more than consumption today.
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2672
više nego današnju potrošnju.
13:49
And you know what's interesting? You won't believe it,
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2046
Znate li što je zanimljivo? Neće vjerovati,
13:51
but there are countries in which the most attractive place
276
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2986
ali postoje zemlje u kojima najatraktivnije mjesto
13:54
to be is not the shopping center but the school.
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2920
nije biti u trgovačkom centru nego u školu.
13:57
Those things really exist.
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2267
Takve stvari zbilja postoje.
14:00
But placing a high value on education
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1973
Ali pridavanje visoke važnosti obrazovanju
14:02
is just part of the picture.
280
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2851
je samo dio ukupne slike.
14:04
The other part is the belief that all children
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3029
Drugi dio je vjerovanje da su sva djeca
14:07
are capable of success.
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831993
3435
sposobna za uspjeh.
14:11
You have some countries where students
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835428
1761
Postoje zemlje gdje su učenici
14:13
are segregated early in their ages.
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2239
razdvojeni vrlo rano u životu.
14:15
You know, students are divided up,
285
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2046
Znate, učenici su podijeljeni,
14:17
reflecting the belief that only some children
286
841474
2335
što odražava vjerovanje da neka djeca
14:19
can achieve world-class standards.
287
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3552
mogu postići svjetske uspjehe.
14:23
But usually that is linked to very strong social disparities.
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4055
Ali to je najčešće povezano s vrlo snažnim društvenim nejednakostima.
14:27
If you go to Japan in Asia, or Finland in Europe,
289
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3384
Odete li u Japan u Aziji ili Finsku u Europi
14:30
parents and teachers in those countries
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854800
2106
roditelji i djeca u tim zemljama
14:32
expect every student to succeed,
291
856906
3911
očekuju da svaki učenik uspije,
14:36
and you can see that actually mirrored in student behavior.
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3492
što se zaista može vidjeti i u ponašanju učenika.
14:40
When we asked students what counts
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2716
Kada ih se pita što je važno
14:42
for success in mathematics,
294
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2736
za uspjeh u matematici,
14:45
students in North America would typically tell us,
295
869761
2392
učenici u Sjevernoj Americi obično kažu
14:48
you know, it's all about talent.
296
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1546
znate, sve je to talent. Ako nisam rođen kao genijalac za
14:49
If I'm not born as a genius in math, I'd better study something else.
297
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4626
matematiku, bolje da učim nešto drugo.
14:54
Nine out of 10 Japanese students say
298
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2726
Devet od deset japanskih studenata kaže
14:56
that it depends on my own investment, on my own effort,
299
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4246
da to ovisi o njihovom ulaganju i trudu,
15:01
and that tells you a lot about the system that is around them.
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4735
a to vam mnogo kaže o sustavu koji ih okružuje.
15:05
In the past, different students were taught in similar ways.
301
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4809
U prošlosti, različiti studenti podučavani su na slične načine.
15:10
High performers on PISA embrace diversity
302
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3332
Sustavi koji su uspješni na PISA-i prihvaćaju različitost
15:14
with differentiated pedagogical practices.
303
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3748
prilagođujući pedagoške prakse.
15:17
They realize that
304
901921
1976
Shvaćaju da
15:19
ordinary students have extraordinary talents,
305
903897
3144
obični studenti imaju izvanredne talente
15:22
and they personalize learning opportunities.
306
907041
3360
i personaliziraju prilike za učenje.
15:26
High-performing systems also share
307
910401
2036
Vrlo uspješni sustavi također dijele
15:28
clear and ambitious standards across the entire spectrum.
308
912437
3606
jasne i ambiciozne standarde u svim dijelovima.
15:31
Every student knows what matters.
309
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2202
Svaki student zna što je važno.
15:34
Every student knows what's required to be successful.
310
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4087
Svaki student zna što je potrebno da bi bio uspješan.
15:38
And nowhere does the quality of an education system
311
922332
2865
I nigdje kvaliteta obrazovnog sustava ne premašuje
15:41
exceed the quality of its teachers.
312
925197
2443
kvalitetu svojih učitelja.
15:43
High-performing systems are very careful
313
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3068
Vrlo uspješni sustavi su iznimno oprezni
15:46
in how they recruit and select their teachers
314
930708
2134
u tome kako regrutiraju i odabiru svoje učitelje
15:48
and how they train them.
315
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1721
i kako ih obučavaju.
15:50
They watch how they improve the performances of teachers
316
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2830
Obraćaju pažnju na poboljšanje performansi učitelja
15:53
in difficulties who are struggling,
317
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2320
koji se bore s problemima
15:55
and how they structure teacher pay.
318
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2909
i na to kako strukturiraju njihovu plaću.
15:58
They provide an environment also in which teachers work together
319
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3696
Također, pružaju okruženje u kojem učitelji rade zajedno
16:02
to frame good practice.
320
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3557
kako bi pronašli najbolje pristupe
16:05
And they provide intelligent pathways for teachers to grow
321
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4161
i pružaju inteligentne smjernice za rast učitelja
16:09
in their careers.
322
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2115
u njihovim karijerama.
16:12
In bureaucratic school systems,
323
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1624
U birokratskim školskim sustavima
16:13
teachers are often left alone in classrooms
324
957775
1993
učitelji su često prepušteni sami sebi u učionicama
16:15
with a lot of prescription on what they should be teaching.
325
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3167
s mnogo uputa o tome što bi morali podučavati.
16:18
High-performing systems are very clear what good performance is.
326
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3210
U vrlo uspješnim sustavima, jasno je što je visok uspjeh.
16:22
They set very ambitious standards, but then they enable
327
966145
2774
Oni postavljaju ambiciozne standarde, ali omogućavaju
16:24
their teachers to figure out,
328
968919
1777
učiteljima da sami shvate
16:26
what do I need to teach to my students today?
329
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4115
što je učenike danas potrebno naučiti?
16:30
The past was about delivered wisdom in education.
330
974811
4546
Obrazovanje se prije temeljilo na "isporučenoj" mudrosti.
16:35
Now the challenge is to enable user-generated wisdom.
331
979357
5242
Danas je izazov omogućiti korisnicima stvaranje mudrosti.
16:40
High performers have moved on from professional
332
984599
3640
Uspješni sustavi su se odmaknuli od administrativnih
16:44
or from administrative forms of accountability and control --
333
988239
3664
oblika odgovornosti i kontrole - recimo, kako provjeriti
16:47
sort of, how do you check whether people do what they're supposed to do in education --
334
991903
3237
rade li ljudi ono što je njihova zadaća u obrazovanju? -
16:51
to professional forms of work organization.
335
995140
3666
prema profesionalnim oblicima organizacije rada.
16:54
They enable their teachers to make innovations in pedagogy.
336
998806
3872
Omogućuju učiteljima da unose inovacije u pedagogiju.
16:58
They provide them with the kind of development they need
337
1002678
2490
Opskrbljuju ih oblicima razvoja koji su im potrebni
17:01
to develop stronger pedagogical practices.
338
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4062
kako bi razvili uspješnije pedagoške metode.
17:05
The goal of the past was standardization and compliance.
339
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Cilj je u prošlosti bila standardizacija i posluh.
17:10
High-performing systems have made teachers
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Vrlo uspješni sustavi napravili su učitelje
17:13
and school principals inventive.
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i ravnatelje škola inovativnima.
17:16
In the past, the policy focus was on outcomes,
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U prošlosti, fokus propisa bio je na rezultatima,
17:19
on provision.
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na dodjeljivanju sredstava.
17:21
The high-performing systems have helped teachers
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Vrlo uspješni sustavi pomogli su učiteljima
17:24
and school principals to look outwards to the next teacher,
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i ravnateljima da gledaju prema van, prema ostalim
17:26
the next school around their lives.
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učiteljima i školama u njihovom životu.
17:29
And the most impressive outcomes of world-class systems
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A najimpresivnije postignuće vrhunskih svjetskih sustava
17:31
is that they achieve high performance across the entire system.
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je taj što oni postižu visoke rezultate duž cijelog sustava.
17:34
You've seen Finland doing so well on PISA,
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Vidjeli ste da Finska odlično stoji na PISA-i,
17:37
but what makes Finland so impressive
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ali on što Finsku čini tako impresivno
17:38
is that only five percent of the performance variation
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je da samo pet posto varijacija u uspješnosti
17:42
amongst students lies between schools.
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studenata leži među školama.
17:45
Every school succeeds.
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Svaka škola uspjeva.
17:47
This is where success is systemic.
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To je sistemski uspjeh.
17:50
And how do they do that?
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A kako to uspjevaju?
17:52
They invest resources where they can make the most difference.
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Ulažu resurse tamo gdje oni mogu napraviti najveću razliku.
17:54
They attract the strongest principals into the toughest schools,
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Privlače najbolje ravnatelje u najtvrđe škole,
17:59
and the most talented teachers
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a najtalentiranije učitelje
18:02
into the most challenging classroom.
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u najizazovnije razrede.
18:03
Last but not least, those countries align policies
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I zadnje, ali ne i najmanje važno, ove države usklađuju
18:07
across all areas of public policy.
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svoje ciljeve kroz sva područja javne politike.
18:09
They make them coherent over sustained periods of time,
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Čine ih koherentnim kroz dugačke periode vremena,
18:12
and they ensure that what they do is consistently implemented.
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i osiguraju da se isti konzistentno implementiraju.
18:17
Now, knowing what successful systems are doing
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Ipak, znajući što uspješni sustavi čine
18:19
doesn't yet tell us how to improve.
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ne govori nam još kako se poboljšati.
18:22
That's also clear, and that's where some of the limits
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To je također jasno, i tu leže neka od ograničenja
18:24
of international comparisons of PISA are.
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međunarodnih PISA-inih usporedbi.
18:28
That's where other forms of research need to kick in,
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Ovo je mjesto gdje drugi oblici istraživanja trebaju uskočiti,
18:30
and that's also why PISA doesn't venture into
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a to je i razlog zašto PISA ne zalazi u
18:33
telling countries what they should be doing.
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govorenje zemljama što trebaju raditi.
18:35
But its strength lies in telling them
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Njena snaga leži u govorenju
18:36
what everybody else has been doing.
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što svi ostali rade.
18:39
And the example of PISA shows that data
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A primjer PISA-e govori da podaci
18:41
can be more powerful than administrative control of financial subsidy
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mogu biti mnogo važniji od administrativne kontrole financijskih poticaja
18:45
through which we usually run education systems.
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kroz koje obično vodimo obrazovne sustave.
18:49
You know, some people argue that
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Znate, neki ljudi argumentiraju da je
18:52
changing educational administration
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mijenjanje obrazovne administarcije
18:54
is like moving graveyards.
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kao seljenje groblja.
18:56
You just can't rely on the people out there to help you with this. (Laughter)
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Jednostavno se ne možete pouzdati u ljude koji se tamo nalaze. (Smjeh)
19:01
But PISA has shown what's possible in education.
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Ali PISA je pokazala što je moguće u obrazovanju.
19:06
It has helped countries to see that improvement is possible.
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Pomogla je zemljama shvatiti da je poboljšanje moguće.
19:10
It has taken away excuses from those who are complacent.
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Oduzela je izgovore onima koji su zadovoljni postojećim.
19:14
And it has helped countries to set meaningful targets
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I pomogla je zemljama postaviti smislene izazove
19:17
in terms of measurable goals achieved by the world's leaders.
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u obliku mjerljivih ciljeva koje svjetski predvodnici postižu.
19:21
If we can help every child, every teacher, every school,
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Ako možemo pomoći svakam djetetu, svakom učitelju, svakoj školi,
19:25
every principal, every parent see what improvement is possible,
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svakom razvnatelju i svakom roditelju kakav je napredak moguć
19:29
that only the sky is the limit to education improvement,
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i da je samo nebo granica u poboljšanju obrazovanja,
19:32
we have laid the foundations
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postavili smo temelje
19:33
for better policies and better lives.
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boljim zakonima i boljim životima.
19:36
Thank you.
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Hvala vam
19:38
(Applause)
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(Pljesak)
ABOUT THE SPEAKER
Andreas Schleicher - Education surveyorWhat makes a great school system? To find out, Andreas Schleicher administers a test to compare student performance around the world.
Why you should listen
First, a few acronyms: Andreas Schleicher heads the Program for International Student Assessment (PISA) at the Organization for Economic Co-operation and Development (OECD). What it means is: He's designed a test, given to hundreds of thousands of 15-year-olds around the world (the most recent covered almost 70 nations), that offers unprecedented insight into how well national education systems are preparing their students for adult life. As The Atlantic puts it, the PISA test "measured not students’ retention of facts, but their readiness for 'knowledge worker' jobs—their ability to think critically and solve real-world problems."
The results of the PISA test, given every three years, are fed back to governments and schools so they can work on improving their ranking. And the data has inspired Schleicher to become a vocal advocate for the policy changes that, his research suggests, make for great schools.
Andreas Schleicher | Speaker | TED.com