Following the previous editions, the 8th ISTP brings together ministers and union leaders from countries and regions with high-performing or rapidly improving school systems, as defined by the results of the most recent Programme for International Student Assessment (PISA).
Thus, ISTP is a unique forum to facilitate and encourage the exchange of experiences and reflect on public education policies.
Over the two days, we will address three interrelated topics:
i) Schools at the centre of their communities, reflecting on what can policy-makers and the teaching profession do to strengthen links with communities and what are the implications for governance and funding;
ii) Pedagogies for the future, discussing how can education systems create the conditions for encouraging and supporting teachers to initiate, share, and evaluate innovative pedagogies, including new technologies;
iii) Teacher well-being, confidence, efficacy and effectiveness in order to debate if and how could governments, in partnership with teacher unions, create evidence-in-formed strategies on well-being and efficacy as part of their teacher policies.
Attending the pre-summit visits, you will have the opportunity to get to know the Portuguese school system, and visit some schools.
- Andreas Schleicher, Director for Education and Skills, OECD - John Bangs, Senior Consultant, Education International
Background report 2018
- Anthony MacKay (Moderator), CEO, Centre for Strategic Excellence
ISTP 2017 Reflections
Session 1 - Schools at the centre of their communities
Schools do not operate in a vacuum. Successful schools depend on the resources and support of their communities and schools at the centre of their communities are often the most successful schools. In turn, schools are vital to the social health of their local communities. What can policy-makers with teacher unions and the teaching profession do to strengthen links with communities?
1. Given the importance of schools for disadvantaged communities, how can system support for teachers and education staff be strengthened in these schools to drive quality and equity?
2. What can we learn from schools that partner with businesses, educational services and cultural bodies in their community and excel at driving business and social innovation in their communities?
3. How can schools engage the local community and contribute to social responsibility?
Session 2 - Pedagogies for the future
At the heart of education is pedagogy. Many teachers have a good sense of the kind of pedagogies on which 21st century learning hinges, but there is a major gap between intended and implemented practices.
1. What are the implications of new pedagogies for the roles of teachers and students?
2. How can education systems create the conditions for encouraging and supporting teachers to initiate, share, and evaluate innovative pedagogies and curricula, including new technologies?
3. What are the implications of pedagogical innovation and innovative learning environments for the roles of governments and the profession/unions?
4. What are the implications of new pedagogies and curricula for system evaluation?
Session 3 - Teacher well-being, confidence, efficacy and effectiveness
The Summit now focuses on teachers themselves. There is a growing recognition that for teaching and learning to be at its most effective, teachers should have high levels of well-being, self-efficacy, and confidence. This mirrors increasing evidence that students’ well-being, efficacy, and confidence are vital for their learning.
1. How does teacher well-being relate to teacher effectiveness and student well-being? How should teacher well-being feature in priorities for public policy?
2. How can governments, in partnership with teacher unions, create evidence-informed strategies on well-being, efficacy, and effectiveness as part of their teacher policies?
Un ensemble de documents produits en amont du Sommet sont disponibles en téléchargement :
Plusieurs "flash interviews" de personnalités impliquées sont également consultables (vidéos).