Tackling Low Achievement in Basic Maths and Science Skills

1. Tackling Low Achievement in Basic Maths and Science Skills Draft report by the EU Thematic Working Group on Maths, Science and Technology Education Vladimir Garkov STIMULA Final Conference Zaragoza, 18 Sept. 2013

2. Educational challenges in Maths and Science More than 20% of 15 year-olds lack basic skills Affects economic growth and social stability Education as an investment – 21 trillion euros by 2020 or 87 trillion by 2090 The scientific way of critical questioning needed for democratic forms of governance In contrast to widely available literacy programs, policies tackling low achievement in maths and science (LAMS) barely exist.

3. European averages for students below PISA level 2 YEARS: 20062009 Reading 24% 20% Maths 24% 22% Science 20% 18% 3

4. The European Union response May 2009 Council conclusions on a strategic framework for cooperation in education and training ("ET2020") – LAMS below 15% by 2020 Mandate for to establish Thematic Working Groups for exchange of good practices and peer learning (policy learning, not borrowing) The TWG on MST – since 2010, 23 countries + DG RTD, Eurydice, OECD. Operational objective – produce a report (no “T”) Tools – peer-learning, research literature review, experts presentations, open discussions, etc. 4

5. Factors for low achievement (LAMS) Socio-economic background is most significant Students with special edication needs (with disabilities, physical or cognitive) – 4 to10% of the population. Differs from country to country. Overlap between LAMS, SEN, socio-economic disadvantage, early-school leavers, and migrant populations. Low achievement in more than one basic skill. No gender factor in numeracy and science. 5

6. LAMS vs. low achievement in general Often science is not recognised as a basic skill Primary teachers need science training, secondary – low-achievement training Support available for literacy, rarely for maths and hardly ever for science. Lack of research evidence about “what works” What is happening within schools themselves explains more than half of the achievement differences, whereas the differences between countries only accounts for one tenth. 6

7. Policies aimed at reducing LAMS (1) Include science in the definition of basic skills - builds on literacy and numeracy; however due to the complexity of modern, democratic societies, today it is considered a basic skill. - the scientific way of thinking does not come naturally to most people (intuition does). - science literacy is an important tool to combat technophobia, which impedes progress. 7

8. Policies aimed at reducing LAMS (2) Teaching science in context - social, ethical, environmental aspects - links to industry and the services (VET) Emphasis on science appreciation for most Promotion of the feasibility to continuously decrease LAMS - No more than 10% of each age group - Countries improved significantly (IT, PT, PL, LV, RO) and others are at the benchmarks (EE, FL, NL) or only science (DE, HU, LV, PL, SI, UK) 8

9. Policies aimed at reducing LAMS (3) Motivating teachers to combat LAMS - prestige, pay scale, recognition of LAMS efforts Placing LAMS at the centre of policy agenda - there is no one successful strategy - mainstreamed like basic literacy (inspections, participation in PISA/TIMSS, legal tools) Monitoring LAMS at system level. Developing LAMS-focused expertise in providing support (for all teachers and for specialists) 9

10. Policies aimed at reducing LAMS (4) Identification of students in needof support - informally or systemically, ICT tests Support action to be taken fast and intensively Support integrated within regular school hours - No clear-cut distinction between occasional and regular, hard SEN support (“Everyone has some needs for support everyday” - As a (legal) right, not as sanction 10

11. Policies aimed at reducing LAMS (5) Support to be provided early – Early (pre-birth) Childhood Education and Care alleviates family background disadvantages. Teaching emotional/behavioural management, (social-emotional literacy, not self-esteem) - self-restraint, persistence and self-awareness are better predictors for success than scores - absenteeism, emotional instability, negative attitude, lack of confidence and/or trust - education is about teaching skills or a trade but also about “plasticity” and interdependence (John Dewey) 11

12. Policies aimed at reducing LAMS (6) Increasing parental involvement - through dedicated school teachers (in IE) - addressing parental attitudes and basic skills Promotion of student-centred, ICT-enabled, projects-driven learning Promotion of networking between teachers and between schools on LAMS issues Addressing socio-economic disparities Emphasis on research-based policies 12

13. Policies aimed at increasing general achievement levels (1) Mainstreaming numeracy across the curriculum (like literacy). Setting explicit curricular standards (especially in science) Support for teachers - training and balance between subjects (+ICT) - professional recognition and social status - collaboration, co-teaching, networking 13

14. Policies aimed at increasing general achievement levels (2) Formative and diagnostic assessment/feedback - students as partners, student self-assessment Holistic approach to school education e.g. community learning centres, autonomy, bottom-up reforms, mental-health issues, focus on equity + cooperation, not choice + competition. ICT and innovative learning methods, e.g. adaptive assessment, games, personalisation 14

15. Recommendations At school level At regional/national level At EU level 15

16. Thank you Questions? 16