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the covid pandemic it’s not the teacher who transmitted most Educational content no it’s a teacher who
understood their dreams, their aspirations, their passions who understood who they are and who they
want to become who helped them realize their dreams.
Learning is a relational process and you know the school curriculum is just such a tiny space. I try
to sort of squeeze everything into this little space and often what happens the rich features in our com-
munities and societies become just very shallow shadows of themselves. I will give you an example when
you ask you know Turkish primary students about science they all love science. You know science is about
experimenting, understanding cause-and-effect you know being in nature experimenting.
When you ask Turkish 15 year olds about science for many of them science has a become boring
world of formulas and equations. Now something that has very little to do with the nature of scientific
inquiry. That’s something that we need to change to make a lot more problem based, more authentic,
more real, more passionate for young people and you know in school we are trying to squeeze more and
more and more things into this little box.
Sometimes we forget you know what learning really is about the realm of human knowledge the
realm of ethics and good judgment the realm of political and civic life the realm of creativity Aesthetics
designs. Those are Dimensions that make us human and it should not get lost in the education of tomorrow.
In our International Pisa assessments we try to measure some of those aspects and I wanted to
share one with you which was what we call the growth mindset of students on the horizontal axis here
you can see the extent to which people see you know their own effort their aspirations as the source of
that success on the left side we see countries where students believe mainly while you know success is
about talent is about you know my genes and all my inborn intelligence there is nothing I can do about it. ,
You can see a country like you know Estonia where students you know own their success and the
education systems does really well. We see country like Indonesia where students mainly believe you
know in fact they cannot control and the education system is not so successful.
Turkey is sort of in the middle still too many students in Turkey do not believe in themselves that
they can actually change their outcomes. And it’s not just about academic success as you can see in this
slide. We also see where students had more of a growth mindset. They were more motivated to master
difficult tasks they had a greater sense of self-efficacy.
They were less afraid of failure they were more you know aspiring to Higher Learning goals and so
also more value in school. This is what learning in the 21st century after this pandemic really needs to
be about learning is no longer about teaching people sometimes it’s about providing them with a reliable
compass and the tools to navigate with confidence through a world that is increasingly complex volatile
ambiguous.
Learning is about empowering young people to create new value to imagine to build to design to
invent. It’s about enabling them to manage tensions and dilemmas navigate ambiguity resolving conflicts
and most importantly it’s about helping them to mobilize their cognitive social and emotional resources
to take action to take responsibility.
Let’s go to the Second Challenge you know in the past only some people succeeded in education.
Education was about sorting. How do we make it more something where everybody succeeds. One of the
most interesting finding from out International Pisa assessment is that you know in a country like Finland
there is very little performance variability between schools. the closest school is always the best schools.
The system is very good to attract the most talented teacher to the most challenging classrooms
and to match resources with needs whether you live in the countryside or in the capital. The quality of
learning is always predictably high. In Turkey there’s stil too much variation in the quality of schooling and
you can see the mirrored in the allocation of resources. You can see often where schools are located in
disadvantaged areas and rural areas they do not yet have the resources they need.
We have seen big improvements in fact the biggest improvement that we have seen in Turkey over

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