Tuesday, September 16, 2014

Is expanding access to higher education worth the price?

by Dirk van Damme
Head of the Innovation and Measuring Progress division, Directorate for Education and Skills

As Education at a Glance 2014  found, education systems continue to expand and levels of educational attainment continue to rise throughout the world. Across OECD countries in 2012, 32% of 25-64 year-olds – over 220 million individuals – held a tertiary degree. Among young adults, the proportion is even higher: 40%. Never before have so many people attained that level of education. Just 12 years earlier, only 22% of 25-64 year-olds had a tertiary education. The tertiary attainment rate among 25-34 year-olds grew by an average of 3.4% per year between 2000 and 2012, and in most countries, it is not likely to slow down anytime soon.

Such a rapid increase in both participation  and completion rates for tertiary studies puts a huge stress on countries’ education systems and governments’ capacity to support tertiary educational institutions. Indicators on expenditure show that between 2000 and 2011 countries had to allocate a higher percentage of national wealth (measured as a proportion of GDP) to tertiary education: from 1.3% to 1.6%. In general, this increase allowed countries not only to compensate for the increasing numbers of students, but also to increase, however slightly, expenditure per student. Between 2008 and 2011, in the midst of the global economic crisis, expenditure per students increased by 2.5% on average across OECD countries.

Obviously, some countries could not follow this pattern: during the same period, 11 countries had to cut expenditure per student. Others tried to avoid putting the increasing cost of tertiary education on public budgets by boosting the share of private spending, for example by raising tuition fees. Between 2000 and 2011, the share of public expenditure on tertiary education fell from 75.3% of total spending to 69.2%. Whatever the source of funding, societies had to boost their investments in tertiary education.

But, in the end, are the additional expenses of families and taxpayers, the time and energy of students and families, and the efforts of universities to adapt their educational processes worth it? Some commentators doubt it; they point to the risk of over-schooling, of skills mismatches, of high-qualified workers stealing the jobs of mid- and low-qualified adults. Some governments want to contain the increasing numbers of students and build the case for a more selective tertiary education system. Others argue that the economic transformation in most OECD countries points towards an increased demand of the kind of skills that universities tend to supply, and that countries had better be prepared by producing a highly qualified workforce for the next decades. It is not easy to settle this debate, and realities differ across countries. But Education at a Glance provides a range of data that can inform the debate.

One way of looking at this is to compare the wage premium for tertiary educated individuals across countries and relate this to the level of tertiary attainment. The wage premium is not a perfect measure of the demand for tertiary-educated workers, since it is also influenced by the overall wage inequality in a country. Not all countries are alike in the way the market rewards highly educated people. For example, the wage premium tends to be relatively high in the more open and market-oriented economies like the United States or the United Kingdom. In contrast, more egalitarian Nordic countries have a compressed wage structure where the relative wage premium for higher educational attainment is lower.

But despite these differences, we still can investigate the overall relationship between the two indicators. Does the share of tertiary-educated people affect the wage premium for young tertiary- educated workers who are just entering the labour market? Are countries that have allowed their tertiary education systems to expand at a rapid pace, and have thrown huge numbers of tertiary-educated people onto the labour market, jeopardising the economic return of investment in a tertiary qualification for younger workers? If the labour market were to be saturated with highly schooled individuals, one would expect relatively small earnings differences between tertiary- and upper secondary-educated workers. The chart above plots countries against the tertiary attainment rate among adults and the current wage premium for tertiary-educated 25-34 year-olds.

The few countries in the lower left quadrant have relatively low rates of tertiary attainment and they also demonstrate a relatively low wage premium. In the case of Greece, it is clear that the economy is in such bad shape that the comparative scarcity of highly qualified workers does not lead to better pay. In the upper right quadrant we find countries that have high educational attainment rates and that also reward those people well, mainly because of their relatively wide distribution of wages.

In the upper left part of the chart we see countries that have seen huge increases in tertiary attainment and that might face the risk of relative overschooling. But several of these countries are welfare state-type economies with relatively low wage inequalities, and where the wage premium of tertiary education is comparatively low anyway. In the lower right section we find countries that are more hesitant to increase the share of highly educated people in the working population, but pay them well. Over time, these countries might be faced with an undersupply of highly educated people should the economy continue to develop a demand for them.

Overall, the pattern suggests that having more highly educated adults in the labour force might reduce access to higher wages for younger, tertiary-educated adults who are just entering the labour market. But the relationship is not particularly strong, and is heavily influenced by the outliers. Institutional arrangements in national labour markets also affect countries’ position on the chart. Countries have their unique ways of preparing a highly skilled workforce for the future economy. Some favour a strict approach, producing just the amount of skills the market requires now. Others try to fuel innovation and productivity by oversupplying the economy with higher-level skills. Many others refrain from steering demand for education at all; their education systems simply respond to demand. At this point, it is impossible to say who is right and who is wrong.

Links:
Chart source: OECD Education at a Glance 2014: Indicators A1; A6  

Tuesday, September 09, 2014

Hungry for some education data? Go no further…

by Dirk van Damme
Head of the Innovation and Measuring Progress division, Directorate for Education and Skills

The 2014 edition of Education at a Glance: OECD Indicators is released today. Find out how your country compares with others in such areas as who participates in education, and to what level; the wage premium for workers with higher education; how much of the public budget is devoted to education; what teachers earn; which countries are most attractive to international students; how education, skills and employment are inter-related; and much, much more. To whet your appetite, try our interactive data charts below.


Links:
Education at a Glance 2014: OECD Indicators
Download the publication
Download the highlights
Read free online
Press release: Educational mobility starts to slow in industrialised world, says OECD 
Wednesday September 10 at 17h Paris time - OECD Education and Skills webinar presenting Education at a Glance: 2014 OECD Indicators (registration required. Password: OECDEDU)
Follow #OECDEAG on Twitter:  @OECD_Edu @OECDLive @EAG_Indicators
See full listing of media events
Photo credit: ©OECD

Thursday, September 04, 2014

Act now to boost Norway’s skills

by Andreas Schleicher
Director, Directorate for Education and Skills 

When Norway makes the front page, the focus is usually on the country’s vast natural resources which have generated the world’s largest sovereign wealth fund. In today’s economic climate, this is definitely good news.

Yet if you look beyond the headlines there is little room for complacency. Norway faces slowing productivity growth in the mainland economy, high labour costs and modest levels of entrepreneurship and innovation.

How can these challenges be tackled? In the words of Prime Minister Solberg, “Skills are the cure”. Skills are central to ensuring Norway’s future competitiveness as well as the health, wealth and well-being of its people. The economic value of Norway’s skills could be over ten times the value of its natural resources, and while the latter are finite and declining the former are infinite. The difficulty is that skills and oil don't usually mix very well. Most of the world’s oil-rich countries could do a lot better to develop and use the skills of their people. Concerted efforts are therefore needed to connect skills with jobs, productivity, prosperity and social cohesion.

The OECD Skills Strategy Action Report: Norway, published today, identifies five key actions to strengthen Norway’s skills system. They are supported by detailed suggestions on how both government and stakeholders in Norway can deliver on these actions, and are illustrated with examples drawn from other countries’ experience. The report also includes a set of concrete proposals that were developed by stakeholders during an interactive design workshop held in Oslo this spring.

So what are the five key actions for Norway?

1. Set up a “Skills Strategy for Norway” incorporating a whole-of-government approach.
2. Establish an action plan for continuous education and training.
3. Strengthen the link between skills development and economic growth.
4. Build a comprehensive career guidance system.
5. Strengthen incentives for people to move into shortage occupations.

Taken together, these five key actions constitute a strong and coherent platform for new policy development, and better implementation of existing skills policies in Norway.

The OECD Skills Strategy Action Report: Norway reflects the many valuable contributions received from a wide range of ministries, agencies and over 60 non-governmental actors in the course of 2013-2014, as part of a collaborative project between the OECD and Norway. It builds upon the extensive analysis and findings of the OECD Skills Strategy Diagnostic Report: Norway, published in February 2014, and applies the OECD Skills Strategy three-pillar framework of developing relevant skills, activating skills supply and putting skills to effective use.

Maximising Norway’s skills potential is everyone’s business. Achieving this will require a shared commitment and concerted action across ministries, counties, local governments and social partners. This report will have served its purpose as a catalyst, if it inspires action in the schools, universities and workplaces where people’s skills are developed, activated and put to use. Moreover it comes as a timely reminder that the actions Norway takes today will drive innovation, productivity and prosperity in the future, while ensuring that no-one is left behind.

So when you next spot Norway in the news, take a closer look.

Norwegian skills, rather than oil, might be making the headlines.

Links:
OECD Skills Strategy Diagnostic Report: Norway
OECD Skills Strategy
Survey of Adult Skills
For more on skills and skills policies around the world, visit: http://skills.oecd.org/
See also the country page on skills for Norway
Related blog posts on skills:
Skills will power Norway’s future prosperity, by Andreas Schleicher
Skill up or lose out, by Andreas Schleicher
Let’s talk about skills, by Joanne Caddy
Photo credit: Norway High Resolution Talent Concept  / @Shutterstock

Wednesday, September 03, 2014

Sowing the seeds of education reform

by Marilyn Achiron, 
Editor, Directorate for Education and Skills

Plant a tree? Easy: dig up soil, insert sapling, cover roots with soil, water abundantly.

Unless the tree you want to plant is from Japan and the soil in which you want to plant it is in Paris. Then you have to negotiate with two different ministries of agriculture and arrange to have a branch of a Japanese cherry blossom tree grafted onto roots developed in France before you can follow the four simple steps above.

Who knew?

As it turns out, apart from illustrating how even the simplest and most well-intentioned act of gift-giving could turn into a bureaucratic nightmare if not properly thought out, the plan to plant a Japanese cherry blossom tree on the grounds of OECD headquarters in Paris, in gratitude for the organisation’s support of the Tohoku School, offered the Japanese students involved yet another example of why learning how to learn is as important as what one learns.

The OECD-Tohoku School project was born in the aftermath of the Great East Japan Earthquake and tsunami that flooded more than 550 square kilometres of land, killed more than 18,000 people, and triggered a cooling-system failure at the Fukushima Nuclear Power Plant that led to a partial meltdown at the plant. The idea of the project was to turn the tragedy into an opportunity.  Through a “bottom-up”, project-based approach to learning, backed by the Japanese Ministry for Education, Fukushima University and other local stakeholders, and supported by the OECD, 100 junior and senior high school students in the Tohoku region worked with their teachers and members of the community – including industry, government and academia – to draw international attention to the region’s recovery and attractions. In the process, they began to acquire the kinds of skills – collaboration, innovation, leadership – that are so essential for life in knowledge-based 21st century economies.

“In regular school, we just sit at tables. The teachers teach and we study,” says Chikato Nakamura, 17, who participated in the project. “In this project, adults and children are equal. When we say something, teachers listen. Teachers and students co-operate with each other.”

Emi Kubota, a 17-year-old whose grandparents died in the tsunami, had similar experiences at the OECD-Tohoku School: “In regular school, when I’m worried about something, a teacher will help me. At the Tohoku School, the teacher will help, but I have to try to help myself first; and other students co-operate to solve the problem.”

The two-and-a-half-year project saw its fruition last weekend at the foot of the Eiffel Tower, when 80 Tohoku School students came with exhibits and performances celebrating the customs, foods and innovative technologies of their region. Yesterday, the obstacles thrown up by international law nearly overcome (a French botanist continues work on grafting branches to roots), the students also planted a cherry blossom tree – a symbol of hope, endurance and vitality in the face of adversity. Their presence in Paris was testament to their own efforts, ingenuity and resilience – and evidence that it is possible to change the way students – and teachers – approach education.

The idea now is to plant the seeds of these new approaches to learning in schools throughout Japan – and beyond. Says Andreas Schleicher, Director of the OECD Directorate for Education and Skills, “These young students are the innovators and game-changers for our schools today and our societies tomorrow. They don't just have great ideas; they also have the capacity to make them happen.”

Thanks to Hikari Kunishio for her translations.

Links:
OECD-Tohoku School
The OECD Tohoku School: Moving forward together: Interview with Kohei Oyama and Yoko Tsurimaki, Students of the OECD Tohoku School Project
Lessons in learning, amid the rubble by Barbara Ischinger, former Director of the OECD Directorate for Education and Skills
Rebuilding education after the tsunami - some impressions by Andreas Schleicher, Director of the OECD Directorate for Education and Skills
Image: ©OECD Tohoku School

Tuesday, September 02, 2014

More data for better policies

by Dirk van Damme
Head of the Innovation and Measuring Progress division, Directorate for Education and Skills

As recently as 30 years ago, politicians, leaders and practitioners believed that all economic and social systems could and should be measured, and that managing these systems better would require more data. Except for education systems. Education systems were considered to be so different across countries that international data would never do justice to each system’s specificity. And what happened in the classroom was something believed to be unmeasurable. Yes, maybe you could count the number of students or calculate the years people spend in school; but that was basically it.

Some pioneers had the courage to think differently. Against the tide, and confronting a lot of resistance, they organised international network meetings to discuss the essence of what was happening in education, agree on definitions, develop measurement tools, and exchange and compare data. After all, how could it be that what seemed to be so evident in many other complex systems was impossible in education?

Back to the present. The pioneers have gone; highly professional teams are now bringing their ideas into fruition. We have come to understand that, just as in all other spheres of life, many dimensions of what happens in education can be measured and assessed in an internationally comparative way, without doing injustice to the complexity and sensitivity of education. We now know not only how to count students and the amount of money invested in education, we also know how to translate complex realities into accessible language, thanks to tools such as ISCED. The Programme for International Student Assessment (PISA) has taught us how to master the challenge of assessing the knowledge and skills that students acquire in schools. We have been able to relate education to external data on employment, earnings, health outcomes and more intangible outcomes, such as interpersonal trust, to better understand the many social purposes that education serves.

On 9 September the OECD will publish its 2014 edition of Education at a Glance, the world’s most extensive and authoritative data source of international educational statistics and indicators. This year’s edition includes no less than 30 different indicators and over 100 000 pieces of data. Policy makers, education leaders, practitioners and a wide variety of stakeholders will try to find out how their system is doing compared to that of other countries. How educated have our societies become? Have the investments in our schools decreased as a consequence of the economic crisis? How large is the earnings premium from which tertiary graduates benefit over their lifetime? Do pupils in private schools perform better than in public schools? Is social mobility a reality or just an aspiration? How well do we pay our teachers? How many students now travel over the globe to study elsewhere? These questions emerge not just out of curiosity. The data and the evidence increasingly serve to underpin and improve policies. A system as complex as education cannot be managed and steered without reliable and comparable data. Better and more data result in better policies.

This year’s edition is particularly rich because the OECD has been able to benefit from three main sources of survey data: the PISA 2012 database on learning outcomes of 15-year-olds, the data from the Survey of Adult Skills (a product of the OECD Programme for the International Assessment of Adult Competencies, or PIAAC), and data on teachers from the 2013 OECD Teaching and Learning International Survey (TALIS). Combined with the data collected from administrative sources, we now have the largest database in education ever brought together in human history.

Does this mean that the mystery of the educational encounter between teacher and learner has been sacrificed on the altar of numbers? No, just as the sophisticated data-monitoring systems in the health sector have not destroyed the genius of the medical act. In both cases the data have helped to create better conditions for the magic to happen.

Launch events:
Live streaming of launch event in Brussels with Andreas Schleicher, OECD Director of Education and Skills, and Xavier Prats Monné, European Commission Deputy Director-General for Education and Culture
OECD Education and Skills webinar presenting Education at a Glance: 2014 OECD Indicators (registration required. Password: OECDEDU)
Follow #OECDEAG on Twitter:  @OECD_Edu @OECDLive @EAG_Indicators
See full listing of media events
Links:
OECD Education at a Glance
Education GPS - the OECD source for internationally comparable data on education policies and practices
Photo credit: © OECD


Monday, September 01, 2014

How do teachers really feel about their job?

by Katarzyna Kubacka
Analyst, Directorate for Education and Skills

September marks the return to school for many students, particularly in the Northern Hemisphere, and the return to classrooms for many teachers. It is difficult to know exactly what teachers around the world are thinking as they walk into their classrooms. However, the Teaching and Learning International Survey (TALIS) provides us with some useful insights into how teachers feel about their profession and its standing in society.

Media often paints a picture of dissatisfied teachers who are unhappy with their jobs. TALIS findings offer a different view: most of teachers enjoy their job and see the advantages of being a teacher as clearly outweighing the disadvantages. This is good news for education systems around the world:  job satisfaction has important implications for teacher attrition as well as teachers’ attitudes about their job. Teachers who are satisfied with their jobs are more likely to stay in their profession, and feel confident in their skills as teachers.

At the same time, TALIS data show that some teachers do not see their profession as appreciated by society. Less than one in three teachers across TALIS countries believe that teaching is a valued profession in their country. Such a negative perception is likely to affect not only teachers who are currently at the start of their teaching career, but also those considering teaching as a career path. This is an alarming discovery, as building effective education systems requires securing the most qualified candidates for the teaching profession. Indeed, results show that teachers from high performing education systems are more likely to report that they believe their profession to be valued within society. What is it that these countries are doing right?

There are policies and practices that can support teacher job satisfaction. Empowering teachers is one such method: the extent to which teachers can participate in decision-making within their schools has a strong positive association with their perception of being valued. The results also show that the social connections teachers build in schools make a big difference. Positive relationships between teachers, as well as between teachers and students, are related to higher job satisfaction. Collaboration between teachers is another factor that is positively associated with teachers’ job satisfaction, as well as opportunities for professional development. These and other findings from the TALIS 2013 report can be helpful for policy-makers and education leaders in their efforts to build better teaching and learning environments.

To learn more about this topic, take a look at the Teaching in Focus brief. Look out for further Teaching in Focus briefs in the coming months via our website, http://www.oecd.org/edu/school/talis.htm, that will be discussing topics relevant to the experience of teachers, based on the TALIS 2013 report.

Links:
Teaching and Learning International Survey
Teaching In Focus No. 5: What helps teachers feel valued and satisfied by their jobs? by Katarzyna Kubacka
A Teachers' Guide to TALIS 2013
Photo credit: Young business woman writing question mark  / @Shutterstock 

Friday, August 29, 2014

Spoiled for choice?

by Marilyn Achiron
Editor, Directorate for Education and Skills

Would you rather choose where to send your child to school or have the decision made for you based on where you live? Many parents would rather choose, in the belief that with choice comes the chance of getting a better education for their child. But results from PISA find that education systems do not necessarily benefit as a result.

As this month’s PISA in Focus explains, where parents can choose the school that their children attend, socio-economically disadvantaged parents can end up choosing the best school among a more limited set of choices than more affluent parents; as a result, the benefits of school choice may not accrue to the same extent to disadvantaged students as to their more advantaged peers. And if affluent families are more likely to opt out of the neighbourhood school than poorer residents of the same area, competition may increase socio-economic segregation in schools.

To understand how school choice works in practice, PISA asked parents to rate the importance of different criteria for choosing a school for their children, from “not important at all” to “very important”. Among the list of 11 possible criteria given to parents, one is directly related to the quality of teaching and learning (“The academic achievements of students in the school are high”), but only a minority of parents rated this as “very important” (except in Korea, where 50% of parents did).

Three of the criteria for school choice listed in the parent questionnaire are related to direct or indirect monetary costs (“the school is a short distance from home”; “expenses are low”; “the school has financial aid available”). For more affluent parents, these cost-related factors weigh less than the quality of instruction in their choice of schools, as shown by the proportion of parents who rate the different criteria as “very important”. But in 10 out of the 11 countries and economies that distributed the parent questionnaire, disadvantaged parents tend to choose their children’s school as much on the basis of cost-related factors as on the quality of instruction. These data therefore suggest that parents of different socio-economic status do not seek the same information about schools before choosing one; and even if they have information about the quality of instruction, it may not be the deciding factor.

PISA results also show that, on average across countries, school competition is not related to better mathematics performance among students. In systems where almost all 15-year-olds attend schools that compete for enrolment, average performance is similar to that in systems where school competition is the exception.

What this means is that school choice may actually spoil some of the intended benefits of competition, such as greater innovation in education and a better match between students’ needs and interests and what schools offer, by reinforcing social inequities at the same time.

Links:
PISA 2012 Findings
PISA in Focus No. 42 : When is competition between schools beneficial?
OECD PISA for Parents Facebook page
Photo credit: Set of colorful lockers  / @Shutterstock 

Monday, August 11, 2014

Are teachers really resistant to change?

by Dirk Van Damme
Head of the Innovation and Measuring Progress division, Directorate for Education and Skills





















Teachers are often accused of conservatism and resistance to change. Many education policy makers can list numerous examples of well-intentioned reforms that were opposed by the teaching profession and their union representatives in the past. But teachers will argue that reforms are often imposed from the top down, without much consultation with or respect for the professional wisdom and experience of the teachers themselves. At the same time, the teaching profession has not yet completely succeeded in developing a dynamic and change-oriented perspective for its future. The result is that teaching methods and techniques that have worked in the past have become the yardstick by which to assess – and often condemn – ideas about what could work in the future. At least, this seems to be the dominant view.

The finding that, in fact, teachers become more satisfied in their work when education systems go through a process of innovation may thus come as a complete surprise. Innovation and teacher job satisfaction are not mutually exclusive. A new publication from the OECD Centre for Educational Research and Innovation (CERI), Measuring Innovation in Education: A New Perspective, brings together a wealth of data from the Trends in International Mathematics and Science Study (TIMSS), the Progress in International Reading Literacy Study (PIRLS) and the OECD Programme for International Student Assessment (PISA) that capture various forms of innovation in education. It also presents a composite innovation index for 28 countries or school systems with sufficient amounts of data for the period 2000-11 that covers several areas of innovation-oriented change, such as innovation in instructional practices, in class organisation, in methods of assessment, in the use of technology, in teacher evaluation and feedback mechanisms, and in the ways schools interact with their environments. The composite index measures the size of the changes that have occurred over time as a result of the combined effects of these innovations. (Of course, these school systems might have very different relative positions on the respective indicators.)

According to this index of overall innovation, Denmark, Hungary, Indonesia, Korea, the Netherlands and the Russian Federation have seen the greatest innovation-orientated change between 2000 and 2011. The state of Massachusetts in the United States, Austria and the Czech Republic show the smallest innovation-oriented change. The greater change seen in countries like Indonesia and the Russian Federation can be explained by a catch-up effect, whereas the relatively small change seen in Massachusetts may reflect the state’s already-high level of innovation in education at the beginning of the period. Both the Russian Federation and Indonesia show large changes in more interactive and realistic instructional practices, in encouraging students to reason, rather than learn by rote, in independent work by students, in giving more individual attention to students, and in changes in class organisation and assessment. Both countries also reported large improvements in the use of information and communications technology and in Internet connectivity in the classroom. In Massachusetts, these practices were already in place in 2000 or a negative change was observed in some of the data.

In 23 school systems, this overall innovation index can be correlated with a measure of satisfaction among 8th-grade mathematics teachers between 2003 and 2011, based on TIMSS data (see chart above). The outcomes of this exercise are amazing: the correlation between the two sets of data is strong. In general, school systems that have gone through an intense process of innovation in education tend to be those where teacher satisfaction has increased the most. The relationship is very clear in the upper right quadrant, which includes countries that have innovated more than the average among the OECD countries with available data. However, less change related to innovation does not necessarily correlate with less teacher satisfaction. Some countries in the lower left quadrant have seen a smaller increase in teacher satisfaction than the OECD average, or, in the case of Chile and Sweden, even a decrease, but in the other countries shown on the left of the chart, there is no real relationship between the two data sets.

The composite system-level innovation index includes measures of innovation-oriented change on two levels, the school level and the classroom level. The analysis shows that classroom-level innovation is more strongly correlated with the trend in teacher satisfaction. Clearly, innovation that affects teachers’ daily work – and which probably tends to increase their professional autonomy – matters most for teacher satisfaction.

Interestingly, the composite system-level innovation index also correlates positively with trends in the TIMSS 8th-grade mathematics learning outcomes between 2003 and 2011, as well as various PISA measures of equity in learning. At the risk of over-generalising, it seems that the kinds of innovation in education captured by this OECD innovation index increased the capacity of teachers and schools to cope with challenges, boosted teacher autonomy, and improved teacher satisfaction, ultimately improving students’ learning outcomes and the capacity of systems to create favourable learning conditions for all students in a more equitable manner.

The bottom line is that change, in itself, does not run counter to teacher satisfaction – quite the contrary. In countries or systems where there was a process of rapid innovation-related change, teachers reported greater job satisfaction. If teachers react so positively to change, they can hardly be seen as “conservative”.

Links
The Centre for Educational Research and Innovation (CERI)
OECD Programme for International Student Assessment (PISA)

Chart source: © OECD

Thursday, July 31, 2014

Think Green: education and environmental awareness

by Tracey Burns and Roxanne Kovacs
Directorate for Education and Skills

The environment is a hot topic in the press and classrooms across the world and much has been said about the need for action to protect our planet. If current trends in climate change continue, temperatures could increase between 3 and 6 degrees Celsius by 2050. Such large temperature increases would lead to water shortages for billions of people, reduce agricultural yields, increase malnutrition related deaths by millions and lead to the extinction of a large part of animal species.

Education plays a crucial role in raising awareness of environmental challenges and shaping the attitudes and behaviours that can make a difference. A recently released Trends Shaping Education Spotlight looks at the role of education in both preparing and providing our citizens with the skills needed for a sustainable and productive future.

A first step in addressing the issue is raising awareness. Many classrooms already discuss important issues like recycling or sustainable consumption. However we need to do much more – results from the last PISA test that looked specifically at environmental science show that on average across the OECD, only 19% of students performed at the highest level of proficiency. Students at this proficiency level were aware of environmental issues and understood their complexity, which suggests that they have an adequate understanding of the challenges that climate change presents.

Some countries do better than others: in Canada, Finland and Japan for example, more than 30% of students performed at the highest level of proficiency. However more must be done to improve the level of the poorest performers. On average across the OECD, 16% of students performed at the lowest proficiency level and in countries like Italy, Mexico and Turkey more than 20% of students perform at the lowest proficiency level. These students were unable to answer questions about basic environmental phenomena. They were also much more likely to be overly optimistic about environmental issues and much less aware of the dramatic consequences of inaction.

So, what can be done? The performance of students in environmental science is closely related to performance in traditional science courses (such as physics, biology and chemistry). Better science education in general can thus be combined with specialised courses in order to increase student proficiency in environmental science. The next cycle of PISA (in 2015) will again focus on science issues and will be an opportunity to verify which countries have taken the lead on the topic and which are falling behind.

The need for green skills extends beyond basic education. Vocational education programmes are important in preparing students to be flexible and adaptable to changing standards and requirements. In fact, countries already struggle to provide workers with the right skillset. For example, German and Spanish authorities have signalled a lack in skilled photovoltaic workers to install and maintain solar electrical systems. Such skill shortages are a major impediment to the growth in these green industries. They also make the move to a green economy slower and more expensive than it could be.

For basic education as well as vocational education and training, policy measures such as work-based learning and the provision of better career guidance can be powerful tools to strengthen the link between skills development and the green-growth agenda of countries.

Universities also play an important role. In 2011, 220,000 students received university degrees in “green” subjects (for example, environmental protection and physical sciences (climactic research, meteorology)) across the OECD. This constitutes a 62% increase in “green graduates” since 1998, which is comparable to growth rates in fields like mathematics and statistics.

Even though it is important that individuals have the right technical skills and scientific knowledge to go green, this alone will not be enough. In order to act effectively, individuals need to be willing to trade off immediate gains (taking the car instead of less convenient public transport, for example, or turning the air conditioning up to maximum on hot days) for long-term sustainability. Making these choices requires critical thinkers who can connect their daily decisions to long-term consequences, not just for themselves, but for society as a whole. Our schools and universities must play their part in preparing us for this challenge.

Links:
Trends Shaping Education 2013
Green at Fifteen? How 15-year-olds perform in environmental science and geoscience in PISA
PISA 2009 Results: What Students Know and Can Do: Student Performance in Reading, Mathematics and Science (Volume I)
OECD Environmental Outlook to 2050
Greener Skills and Jobs, OECD Green Growth Studies
Center for Education Research and Innovation (CERI)
Photo credit: Recycling Girl / @Shutterstock



 

Tuesday, July 22, 2014

Poverty and the perception of poverty – how both matter for schooling outcomes

by Andreas Schleicher
Director, Directorate for Education and Skills

Note: The size of the bubbles is representing the strength of the relationship between mathematics performance and ESCS (Percentage of explained variance in mathematics performance)


Compensating for students’ socio-economic disadvantage is one of the greatest challenges facing teachers,school leaders and education systems as a whole. However, data from PISA show that some countries are much better at this than others.

Consider the chart above. The horizontal axis shows the percentage of lower secondary teachers who work in schools where their principal reported that more than 30% of students in their school were from disadvantaged homes.1  The vertical axis shows the actual percentage of 15-year-old students from disadvantaged homes, measured by PISA’s internationally standardised index that summarises various indicators of socio-economic disadvantage, including parents’ income and education level, educational resources at home, and other family possessions.2 In other words, the horizontal axis reflects school principals’ perception of disadvantage by national standards while the vertical axis reflects the prevalence of disadvantage as compared internationally.

Brazil, Chile, Malaysia, Mexico and Portugal are found in the upper right corner of the chart because their schools have a large share of disadvantaged children and that aligns with the reports of principals. The lower left corner includes the Czech Republic, Denmark, Finland, Iceland, Japan, Korea and Norway where disadvantage in schools is limited, and fewer than one in ten principals reports significant disadvantage.3 These are the results one would expect.

But actual disadvantage and principals’ perceptions of disadvantage don't always align: 65% of principals in the United States say that more than 30% of their students are from disadvantaged homes, far more than in any other country. However, the actual percentage of disadvantaged students reported by PISA is just 13%, marginally higher than in Japan and Korea; but in those two countries, only 6% and 9% of principals, respectively, report a comparable share of disadvantaged students in their schools. In other words, the actual incidence of child poverty is roughly the same among these three countries, but more than six times as many US principals reported that more than 30% of their students are disadvantaged. Conversely, in Croatia, Serbia and Singapore, more than 20% of students are disadvantaged, while 7% or fewer principals report significant populations of disadvantaged students.

Obviously, a child considered poor in the United States may be regarded as relatively wealthy in another country, but the fact that the perceived problem of socio-economic disadvantage among students is so much greater in the United States - and in France too - than the actual backgrounds of students also suggests that what school principals in some countries consider to be social disadvantage would not be considered such in others.

And there is a third important dimension, namely the actual impact of disadvantage on learning outcomes, which is shown by the size of the circles in the chart.4   That impact reflects whether an education system provides equitable learning opportunities. In countries like Finland, Iceland and Norway, one would expect this impact to be small because these countries have very little socio-economic disadvantage in their student populations. Achieving equity in school is easy when society distributes wealth and family education equitably. But the more impressive examples are countries like PISA top-performer Singapore, where disadvantage is significant, but its impact on learning outcomes is only moderate. These countries seem very good at nurturing the extraordinary talents of ordinary students and at ensuring that every student benefits from excellent teaching. In contrast, France has a comparatively small share of disadvantaged students, but school principals perceive this share to be large, and student learning outcomes are closely related to social background – more closely, in fact, than in any other country except Chile and the Slovak Republic. More generally, the results show that principals’ perception of disadvantage correlates with inequalities in education opportunities more strongly than real disadvantage does.

There is another way of looking at this: In Korea and Singapore, more than one in two students from the bottom quarter of the socio-economic spectrum score among the most proficient quarter of the world’s students on PISA; in Japan, 45% of disadvantaged students are similarly “resilient” and perform better on the PISA test than their backgrounds would predict. By contrast, in France and the United States, only around 20% of students are resilient, and in Israel, just one in 10 is.

So what does all this mean? Socio-economic disadvantage is a challenge to educators everywhere, but in countries like France and the United States, perceived disadvantage is far greater than real disadvantage and it makes a significant difference for student performance. In countries like Singapore, real disadvantage is far greater than school principals’ perception of it, but Singapore’s schools seem to be able to help their students overcome that disadvantage.

1. Or more precisely, the percentage of lower-secondary teachers in schools whose principals reported that more than 30% of students are from disadvantaged homes. Data are based on the OECD Teaching and Learning International Survey (TALIS), which is representative of the teaching force in the participating countries.
2. Referred to as the OECD Programme for International Student Assessment (PISA) index of economic, social and cultural status (ESCS).
3. Significant here means more than 30% of students from disadvantaged homes in the school.
4. Measured here by the percentage of variation in mathematics performance that is explained by the PISA index of economic, social and cultural status (ESCS).

Links
PISA 2012 Results: Excellence Through Equity: Giving Every Student the Chance to Succeed (Volume II)
The OECD Teaching and Learning International Survey (TALIS) - 2013 Results
Chart source: © OECD TALIS 2013 and PISA 2012 database

Thursday, July 17, 2014

Education professionals as social innovators

by Dirk Van Damme
Head of the Innovation and Measuring Progress division, Directorate for Education and Skills


The famous French social scientist Emile Durkheim – the founding father of the academic discipline of sociology of education – grounded the view that by transmitting society and culture into the next generation, education was inevitably looking more to the past than to the future. His legendary quote – “Education is only the image and reflection of society. It imitates and reproduces the latter… it does not create it” – coined the notion of education merely ‘reproducing’ societies. When social change accelerates, it is no surprise that the ‘conservative’ role of education becomes increasingly perceived as a problem in itself. Today, many economic and political leaders tend to share the view that education is losing the race with technology and is not changing fast enough to cope with future challenges.

But is this a fair account? And how do professionals in the education sector view their own jobs? There are very few data sources to empirically assess the innovative potential of education. Measurement of innovation has progressed significantly in recent years, but applying such measures on education has been rare. The most recent issue of OECD Education Indicators in Focus, based on the new publication Measuring Innovation in Education: A New Perspective produced by the Centre for Educational Research and Innovation (CERI), analyses measures of innovation in education by using data of the Research into Employment and Professional Flexibility (REFLEX) (2005) and Higher Education as a Generator of Strategic Competences (HEGESCO) (2008) surveys in 19 European countries on how tertiary graduates working in education perceive their own jobs. The results are surprising: no less than 59% of education professionals hold a highly innovative job.

Jobs are defined as highly innovative when tertiary educated employees say that they work in an organisation at the forefront of innovation and that they contribute themselves to innovation. With this measure of innovation it becomes possible to compare education with other sectors in society. In the manufacturing sector, 64.4% of the tertiary educated professionals work in highly innovative jobs, but education follows closely with 59.0%, well above the average across all sectors of 54.9%. The health sector, commonly perceived as more innovative than education, only counts 50.4% of jobs defined as highly innovative. Public administration closes the list with 39.5%. It is less of a surprise that within education there are huge differences between primary, secondary and tertiary (or higher) education: the higher education sector is, with 69.2%, the most innovative one, while primary (56%) and secondary (54%) education are situated much lower, but still around the cross-sector average.

Innovation research distinguishes between three types of innovation: ‘knowledge or methods’, ‘products or services’, and ‘technology, tools or instruments’. On average across sectors, innovation in knowledge or methods is the most prevalent one (36.6%), followed by innovation in products or services (28.8%) and innovation in technology, tools or instruments (21.3%). Education shares the same ranking of types of innovation, but with greater differences. Of all sectors, education has the highest percentage of highly innovative jobs in knowledge or methods: 48.5% (in higher education alone even going to 59.5%!). On the other hand, education is on the low side regarding innovation in technology, tools or instruments: only 20.6% (29.6% in higher education) of the tertiary educated professionals in education see their job as highly innovative for this type of innovation.

These data – which are innovative in themselves – put education in a different light than Emile Durkheim did more than a century ago. The idea that education is intrinsically conservative should be revisited, or at the least nuanced. Education professionals seem to align themselves more with the opposite view, of which John Dewey, the famous American philosopher of education, is the main exponent. By leading the next generation into the future, Dewey saw education as intrinsically progressive. In one of his most inspiring quotes – “Education is a social process. Education is growth. Education is not a preparation for life; education is life itself” – he equated education with growth and change, just as life itself. The progressive movement in American education of the mid-20th century was very much inspired by this idea and demonstrated that education could indeed lead the way in transforming society.

In various aspects education is as innovative as many other sectors, in some cases even more so. Certainly, a lot more should be done to make education a truly transformative engine of social change, to align it better to the changes 21st century societies are experiencing. But divergent views among stakeholders on the future of education should be discussed on their own terms, and not presented as a lack of innovation.

These data also show that it is good to listen to the voice of educational professionals themselves before making normative judgments on the education system. A few weeks ago the OECD published the results of the TALIS 2013 survey, an international survey of teachers on their profession and their working conditions. The TALIS data also present a different view on education than what outsiders typically believe: one of teachers generally satisfied with their job, confident that they are up to the challenges, but demanding more professional working conditions and a greater respect from society. The new data on innovation in education bring a similar message: education professionals presenting themselves as social innovators in a system perfectly capable of guiding social transformation.

Links:
Education Indicators in Focus, Issue No. 24, by Stéphan Vincent-Lancrin and Gwénaël Jacotin
TALIS 2013 Survey
Measuring Innovation in Education: A New Perspective
On this topic, visit:
Education Indicators in Focus: www.oecd.org/education/indicators
On the OECD’s education indicators, visit:
Education at a Glance 2013: OECD Indicators: www.oecd.org/edu/eag.htm
Chart source: © OECD

Wednesday, July 09, 2014

What do teens know about money?

By Andreas Schleicher, 
Director, Directorate for Education and Skills

 

It used to be about what to do with the babysitting money; now it’s all about trying to get the best value for money. Or is it? What do 15-year-olds really know about money matters? Can they make sensible decisions about whether to spend or save? Can they tell the difference between a financial risk and a sound investment? (For that matter, how many of the rest of us can?)

Eighteen countries participating in PISA wanted to find out. They conducted the first-ever international assessment of students’ financial literacy. The results from that survey, released today, are presented in this month’s PISA in Focus.

The financial literacy assessment, which was administered as an option in parallel to the international PISA test, was conducted among 29 000 students – representing around nine million 15-year-olds – in the participating countries and economies.

What the assessment shows is just how varied are students’ knowledge of and understanding about money matters. Across the 13 participating OECD countries and economies, only one in ten students scores at the highest financial literacy proficiency level – Level 5. These students can solve non-routine financial problems, such as calculating the balance on a bank statement, taking into account such factors as transfer fees, and can demonstrate an understanding of the wider financial landscape, including the implications of income-tax brackets. At the other end of the proficiency spectrum, 15% of students, on average, score below the baseline level of performance, Level 2. At best, these students can recognise the difference between needs and wants, make simple decisions about everyday spending, recognise the purpose of everyday financial documents, such as an invoice, and apply single and basic numerical operations (addition, subtraction or multiplication) in contexts that they are likely to have personally encountered.

Students in Shanghai-China score the highest in financial literacy, with a mean score of 603 points, 103 points above the OECD average. Students in Australia, the Flemish Community of Belgium, the Czech Republic, Estonia, New Zealand and Poland also score higher than the OECD average.

Coming on the heels of the biggest global financial crisis since the Great Depression – one felt keenly by millions of young adults who are having trouble finding work after they graduate from school – and at a time when financial products and services are becoming increasingly complex, the results show that, even in some of the countries that performed well on the assessment, there are sizeable populations of students who lack essential financial skills. That is of concern. Students who have difficulties with simple things, like assessing the long-term liabilities arising from debt, risk getting ripped off by outrageous interest rates on their credit cards. And let’s remember that one of the triggers of the global financial crisis was the corrosive mix of people living beyond their means combined with unscrupulous lending practices.

So what can we do about this? Countries approach the goal of preparing students for an ever-more complicated financial world very differently. Some have begun to introduce financial education explicitly in their school curricula, which can help strengthen the links between school and real life. But of course, other interest groups are doing that too: those who want to make sure that there is digital education to strengthen digital literacy, health education to strengthen health literacy, environmental education to strengthen environmental literacy, and so on, with the result that students often end up with mile-wide, inch-deep curricula that lack the depth on which to build solid foundations for learning. That may also explain why some of the countries where students have the greatest exposure to financial education don't do particularly well on financial literacy – or on any of the other PISA assessments.

Other countries place their efforts squarely on strengthening students’ conceptual understanding in key areas, such as mathematics, and then expect their students to be able to apply that understanding in different contexts, including financial ones. That risks disconnecting students from the real world. But the fact that the latter group includes top performer Shanghai, whose students show higher financial literacy skills than those in any other country, even though they are rarely exposed to financial contexts in school, shows that the question of how best to develop financial literacy is still very much open to debate.

Whatever the right balance between a focus on conceptual understanding and real-life application in school curricula, the results show clearly that many students need to have higher levels of financial literacy.

Links:
PISA 2012 Results
PISA in Focus No. 41: Do 15-year-olds know how to manage money?
Press release: First OECD PISA financial literacy test finds many young people confused by money
Launch of the OECD PISA Financial literacy assessment of students, 9 July 2014, Paris
Follow on twitter:  #OECDPISA and #OECDfe

Tuesday, July 01, 2014

What did we learn from TALIS?

by Kristen Weatherby
Senior Analyst, Directorate for Education and Skills



Last week we shared with the world the latest results from the OECD Teaching and Learning International Survey (TALIS) , at an Informal Meeting of Ministers of Education (17th OECD/Japan Seminar) held in Tokyo on 25-26 June. 

TALIS touched upon a wide range of teacher-centred topics, from professional development to collaboration and teaching practices. TALIS has revealed many areas about teacher policies and behaviour that should be encouraged to continue development of the profession as a whole. However, it has also highlighted areas in some countries that could benefit from reform. The results of TALIS were widely received across countries as valuable information from which school leaders, teachers and policy makers can benefit.

For example, at the launch event in Mexico last week, the OECD presented the finding that 1 in 4 Mexican teachers do not feel prepared for their work. Furthermore, the TALIS results indicate that Mexico has the lowest percentage of teachers who have completed initial teacher education (only 62% versus 90% on average across countries). Additionally, 7% of Mexican teachers do not feel qualified to perform their work. The Mexican Secretary of Basic Education, Alba Martinez Olive, conceded that the TALIS results were not surprising given the complex realities that Mexican teachers face.

At the U.S. launch of TALIS, it was very encouraging to learn that so many teachers love their jobs (nearly 90%) but less heartening to find that only around 40% of US teachers believe the best-performing teachers in their schools receive the most recognition. However, there was much discussion about the support that is provided to teachers, in terms of quality, professional development and feedback on their teaching. Participants in the U.S. launch discussed the importance of increasing in-depth collaboration between teachers and how school leaders and districts need to provide space and guidance for teachers to do this.

The Education Fast Forward debate (EFF 10) on the TALIS results further emphasised the significance of teacher collaboration, and the topic resonated amongst followers on Twitter. Participants also discussed the important role of interpersonal relationships between teachers in negating some of the otherwise detrimental effects that a challenging classroom climate might have on a teachers’ job satisfaction and feelings of self-efficacy.   

Meanwhile, in Spain, TALIS was launched at a National Seminar for teachers. Participants discussed the findings that feedback and appraisal mechanisms for teachers are rare in Spain. One-third of teachers (32%) report never having received feedback in their current school and less than half (43%) of teachers in Spain report receiving feedback following a classroom observation.

This is only a small sample of the wealth of national and international findings that are available from the TALIS data. More importantly, it’s not only the data, but what we do with the data that is important. In addition to the international report, country-specific findings and the TALIS dataset, you can also download the TALIS Teachers’ Guide on our website. This small report offers insights to teachers and school leaders as to how they can make changes to improve teaching and learning in their schools, based on key findings in TALIS. 

Links:

Wednesday, June 25, 2014

What can we learn from our teachers?

by Kristen Weatherby
Senior Analyst, Directorate for Education and Skills

 
The latest results from the OECD Teaching and Learning International Survey (TALIS) are made public today at various events in countries around the world. TALIS 2013 surveyed 107,000 lower secondary school teachers in 34 countries.  Everyone from education ministers – who are gathered at an event in Tokyo – to teachers – like those at a TALIS conference in Madrid – want to learn from the data collected in the survey in order to improve the teaching and learning in their schools.

So what are teachers telling us? First of all, teachers love being teachers. On average across TALIS-participating countries, 9 in 10 teachers report being satisfied with their jobs, and nearly 8 in 10 (78%) report that they would still choose to become a teacher if they had to make the choice again.

Given this finding, it is perhaps surprising that, on average, more than two out of three teachers across TALIS countries do not feel that their profession is valued by society. This percentage varies by country: in some countries, particularly those with high-performing education systems (Finland, Korea, Singapore), notably larger proportions of teachers report feeling that their profession is indeed valued by society.

Why do most teachers feel that teaching isn’t valued? And why does it matter? In some countries, it could be that the teachers’ perceptions are correct, and that societies may not value teaching as much as other professions. But it could also have something to do with how teaching has evolved – or not – as a profession. If you take a look at TALIS 2013 Results: An International Perspective on Teaching and Learning, you will learn a great deal about what teachers say about their background, education, support, development and teaching practices. Together with data from school principals, these data paint a picture of the teaching profession around the world today.

When you look at the statistics on teacher appraisal and feedback, for example, it’s not difficult to see why some teachers may not feel valued. The teachers surveyed agree that appraisals are helpful, with more than 6 in 10 teachers reporting that appraisal leads to positive changes in their teaching practices. Yet nearly half of teachers feel that the appraisals in their school are performed simply to fulfil administrative requirements. Only about one in three teachers feels that the feedback received will lead to any kind of career advancement, which might include higher pay or additional responsibilities. Indeed, nearly 80% of teachers report that annual increments in their salaries are awarded regardless of the outcome of formal teacher appraisals.

If we want teaching to improve so that school systems can produce the skilled citizens that our societies need, then we not only need to change the practices of existing teachers, we also need to ensure that teaching attracts high-quality candidates. Providing teachers with a career path that includes recognition for good performance and support to improve is certainly one way to start. TALIS data also indicate that teachers who are given the opportunity to participate in decision making at school not only are more likely to report that teaching is valued as a profession, they also report higher job satisfaction and more confidence in their own abilities as teachers. Thus it seems about time to treat teachers as the professionals they are.

Links:
2013 TALIS Results
Free Teachers’ Guide to TALIS
Join:
Education Fast Forward (EFF10) Global live debate - 25 June 2014
Alliance for Excellent Education webinar - 27 June 2014
Photo credit: © Fotolia

Wednesday, June 18, 2014

The urban paradox

by Tracey Burns
Analyst and Project Leader, Directorate for Education and Skills

Our world is becoming more and more urban. Today, more than half of the world’s population live in cities, and this proportion will continue to grow. On average across the OECD, over 85% of the population will be living in cities by 2050.

The growth of cities is driven by hopes and dreams for a better life: large urban environments provide more educational and career opportunities, better access to high quality health and emergency services, and as well as a number of other positives. Yet urban areas are confronted with a paradox: they concentrate wealth and employment opportunities, but they can also host high levels of poverty and labour-market exclusion.  In addition, the agglomeration of workers and firms is often accompanied by negatives such as more tenuous social networks and disconnection from family and community, which can engender social alienation and violence.

Schools increasingly provide a sense of belonging and play the role of the immediate community and neighbourhood in urban areas. A just released Trends Shaping Education Spotlight looks at the role of education in our increasingly urban societies.

First, the good news: the urban advantage in education is real. Students who study in urban areas scored on average 20 points higher in PISA 2012 than students in small towns and rural schools even after controlling for socio-economic status (which is generally higher in cities). This urban advantage is on average equal to half a year of schooling and is particularly large in countries like Hungary, Mexico and Slovenia which have high gaps in performance between urban and rural schools.

Why is this? The wealth of cultural opportunities and science institutions in urban environments expose young people to a diverse set of educational and career opportunities that are largely unavailable in rural setting. Such experiences can inspire, motivate, and challenge children and young people to achieve more. In addition, schools in urban centres are generally larger and more autonomous and might therefore be better able to allocate resources and retain qualified administrative and teaching staff.

However not everyone can benefit from these opportunities. Families with lower socio-economic status, immigrant families, and single-parent families are all less likely, on average, to be able to benefit from the urban advantage. It is thus important to address urban inequities that can undermine children’s access to quality education, such as unequal allocation of educational resources, lack of access to cultural institutions, residential segregation in major cities, higher concentration of single-parent families, and more disparate income levels. Only then can all students benefit from the opportunities unique to an urban environment.

The urban paradox is real, then. Along with increased opportunity come larger threats. In densely populated regions, poor social cohesion and rising inequality can lead to conflict and tension. Attempts to improve the security and safety of urban environments often rely on schools as a way to reach out to young people at risk. In addition to ensuring academic excellence, schools will continue to be called upon to strengthen bonds within the urban community by helping young people develop skills in non-academic areas such as tolerance, conflict resolution, and civic participation.

Similarly, schools have begun to take a more active role in promoting mental and physical health, and teachers are increasingly relied upon to detect students who are showing signs of withdrawal and alienation and to effectively model positive social behaviours.

However, there is a real question about the responsibility of schools in addressing all these important issues. Youth at risk are more likely to drop out of school before completing their studies, and can therefore not be reached by standard school-based programmes. Furthermore, teachers are already charged with an important educational mission that does not necessarily overlap with a demand for crime prevention and mental health approaches.

Who is responsible for what, and how can this all be balanced in our changing (and increasingly urban) world? This is not a new question, but it is becoming ever more important as we continue to become more urban and more diverse. As schools become microcosms of our progressively more diverse society, they have the opportunity to prepare children for our increasingly heterogeneous, more global and less locally connected world. Are our education systems ready for this challenge?

Links:
Trends Shaping Education 2013
PISA 2012 Results: Excellence Through Equity: Giving Every Student the Chance to Succeed (Volume II)
OECD working paper: Urban Trends and Policies in OECD Countries
Centre for Educational Research and Innovation (CERI)
Photo credit: Young boy in urban background / @Shutterstock

Tuesday, June 10, 2014

The socio-economic divide in pre-primary education

by Marilyn Achiron
Editor, Directorate for Education and Skills

The metaphor “levelling the playing field” crops up a lot in discussions about pre-primary education.

As well it should: attendance in those programmes has been shown to improve education outcomes later on. But as this month’s PISA in Focus shows, not even a steamroller can level the playing field of formal education if disadvantaged students are sidelined from the beginning.

PISA consistently finds that 15-year-old students who had attended pre-primary education tend to perform better than those who had not attended pre-primary education, even after accounting for the students’ socio-economic status. 51 points – the equivalent of substantially more than a year of formal schooling.

In 2012, the vast majority of 15-year-old students in most PISA-participating countries and economies reported that they had attended pre-primary education; and PISA data confirm that enrolment in those programmes has grown over the past decade. In 2003, 69% of 15-year-olds across the OECD countries that have comparable data between 2003 and 2012 reported that they had attended pre-primary school for more than one year; in 2012, 75% of students reported so.

But PISA also finds that while 15-year-old students in 2012 were more likely than 15-year-olds in 2003 to have attended at least one year of pre-primary education, pre-primary enrolment is higher among advantaged students than disadvantaged students, and higher among students attending advantaged schools than those attending disadvantaged schools. In 2012, an average of 67% of disadvantaged students had attended pre-primary education for more than one year, while 82% of students in advantaged schools had done so.

This difference in enrolment between advantaged and disadvantaged students is seen in almost all PISA-participating countries and economies. It is largest – 48 percentage points – in Poland, and between 25 and 30 percentage points in Portugal, the Slovak Republic and Uruguay. This means that the students who could benefit the most from these programmes – those from disadvantaged backgrounds – are less likely to participate in them. This socio-economic divide widened in the Slovak Republic between 2003 and 2012 as it did, to a lesser extent, in Finland, Greece, Latvia, Luxembourg, Poland and the Russian Federation; it narrowed, however, in Germany, Korea, Macao-China, Portugal and Uruguay. 

That pre-primary enrolment rates are growing faster among advantaged students than among disadvantaged students signals that countries have to work harder to ensure that all families, particularly disadvantaged families, have access to high-quality pre-primary education, and to information about such programmes, near where they live. An investment in early education, both for parents and for governments, pays dividends later on in life. Which brings to mind another apt expression: “You can’t win if you don’t play.”

Links:
PISA 2012 Findings
PISA in Focus No. 40 : Does pre-primary education reach those who need it most?
Photo credit: Kids Hands / @Shutterstock

Thursday, June 05, 2014

TALIS 2013 Results: A voice for teachers

by Kristen Weatherby
Senior Analyst, Teaching and Learning International Survey (TALIS)



Results from the most recent round of Teaching and Learning International Survey (TALIS) are to be released at the end of this month in Japan where education ministers will gather to exchange views on how to best shape teacher policy so as to have the strongest impact on the quality of the learning environment.

Why should teachers care? 
Well, teachers are at the heart of TALIS.  Along with the release of the in-depth international report which provides analyses of cross-country data on the 25th of June, a free Teachers' Guide to TALIS will be available on our website.  This handbook will  present the main results with insights and advice to teachers and school leaders on how they can improve teaching and learning in their schools.

How can you get involved?
Join Education Fast Forward’s global live debate:  On June 25, 2014 at 1pm (BST) Andreas Schleicher, Director of the OECD Directorate for Education and Skills and Michael Fullan, former dean of the Ontario Institute of Education Studies in Education will be hosting a live webinar to discuss the outcomes of the TALIS 2013 Survey. Post your questions and comments using the twitter hashtag #EFF10.

Join the Alliance for Excellent Education webinar:  On June 27, 2014 between 4:00 pm – 5:15 pm (EDT), Andreas Schleicher, Director of the OECD Directorate for Education and Skills and Stephanie Hirsch, Executive Director, Learning Forward, United States will discuss the key findings from the TALIS 2013 Survey, as well as the implications for improving teaching effectiveness in the United States. This webinar will be moderated by Bob Wise, President of the Alliance for Excellent Education and you can send your questions concerning the webinar to:  alliance@all4ed.org.

TALIS will help you gain an understanding of what other teachers are doing in other countries, and help build excellence into teaching. You'll find the answers there on 25th of June, watch this space!

Links:
OECD Teaching and Learning International Survey (TALIS) 
Launch events:
Follow TALIS on twitter:  #OECDTALIS