decision making and performance management in public finance kamu maliyesinde karar alma ve...

Decision Making and Performance Management in Public Finance Kamu Maliyesinde Karar Alma ve Performans Yönetimi TR08IBFI03

1.2.3Policy Value and Analysis and Evaluation

Day 1

Education Sector

Ankara 14 – 18 March, 2011

Mr. Kari Pitkanen


Monday: Elements and indicators of national education systems and policies

Tuesday: Approaches for strategy and planning of education sector + assignment to work with Case Turkey

Wednesday: Working on Case Turkey: how to organise education reforms and continuous development

Thursday: Presentations and discussions on the Case Turkey

Friday: Organizing reform implementation and continuous development using performance management, budgeting and indicators

Program of the Week


Education systems in Finland, Turkey and in the worldStructuresCharacteristicsPolicies

Data and indicators on education and training and related issues (EU, OECD, Turkey, Finland)Discussions and conclusions on the development, up-

to-date, future plans and needs in Turkey

1st Day Monday, 14th February 2011

4

Finland in brief Independent since 1917

Member of the European Union 1995

Land area 304 000 km2

188 000 lakes

76 000 islands (min. 5000 m2 )

Population 5.3 million (17 inhabitants / km2)

Two official languages: Finnish (91.2%), Swedish (5.5%)

Religion: Lutheran (81.8%), orthodox (1.1%), others (1.2%), no religious affiliation (15.9%)

Immigrants: 3,6 % of population

Main exports: electronics, forest industry, metal and engineering


Education system of Finland and Benchmarking to Education in Turkey

Pre-primary 3 – 6/7 years old

Primary 6/7 – 11/12 years old

Lower secondary 11/12 – 14/15 Upper secondary 14/15 – 17/18 Tertiary (higher) 17/18 – 22/23

22/23


Characteristics of National Educations Systems

6

CompulsionPre-primary/ primary/lower secondary

Upper secondary

Organization Public Private

Financing Public Student fees/subsidized

Governance and ownership

Centralized Regional/local

Curriculum Central/national core

Regional/local options/free

Professional support Inspection Consultative services

National tests and exams

Frequent testing of learning outcomes

National examination in completion of upper secondary general school

School choice No options Freedom for parents/students

Educational paths Open Dead ends

Teacher education Teacher education college degree

Bachelor/Master level degree


1. Educational attainment of adult population % (2008)

Indicators on Education and Training for Policy Planning and Setting(OECD; Education at glance 2010)

Pre-primary

and primary

Lower secondary

Upper seconda

ryTertiary

OECD 29 44 28

Turkey 59 11 18 12

Finland 9 10 44 37


2. Population with at least Upper Secondary Education (2008) %

Age group 25 – 64 25 – 34

OECD 71 80

Turkey 30 40

Finland

81 90


X) Highest

xx) Second after Ireland

3. Annual Average Growth (%) in Attainment in the 25 – 64 Year-old Population 1998 – 2008

Below upper

secondary

Upper secondary Tertiary All

Turkey + 1.4 +5.1 x) +7.6 xx) +2.6 xx)

OECD - 2.1 +1.9 +4.6 +1.0

Finland -4.5 +1.7 +2.3 +o.3


4. Employment Rates (%) and Educational Attainment, by Gender, 25 – 64 years-old (2008)

Pre-primary and primary

Lower secondary

Upper secondary

Tertiary

All

Turkey Males 71.7 76.8 81.0 81.4 75.

6 Females 20.5 18.3 29.0 63.9 26.

0

OECD Males 64.5 73.9 83.5 89.8 83.

0 Females 37.0 50.1 66.0 79.9 65.

1

Finland Males 51.3 75.2 80.3 91.1 79.

4 Females 45.7 61.3 73.2 83.9 74.

4


5. Relative Earnings of the Population with Income Employment (25 – 64 olds)

Below upper secondary

Post secondary

Tertiary type B Tertiar

yAll tertiary

Turkey 69 - 125 162 149 Males 72 - 128 162 153 Femal

es43 - 131 162 149

OECD 78 107 122 164 153 Males 79 108 124 169 158 Femal

es76 105 126 163 154

Finland 94 - 124 164 148 Males 90 - 132 176 161 Femal

es96 - 130 158 146


7. Proportion of Adults Reporting Good Health, by Level of Education

Below upper

secondary

Upper secondary Tertiary

Turkey 0.65 0.79 0.79

OECD 0.61 0.76 0.83

Finland 0.51 0.68 0.79


8. Proportion of Adults Expressing Interest in Politics

Below upper

secondary

Upper secondary Tertiary

Turkey 0.39 o.61 0.65

OECD o.34 0.47 0.63

Finland 0.41 0.44 0.59


9. Classification of Educational ExpenditureSpending on educational institutions Spending on education

outside educational institutions

Spending on educational core services

e.g. public spending on instructional services e.g. subsidized private spending on books

e.g. subsided private spending in educational institutions

e.g. private spending on books and other school materials or private tutoringe.g. private spending on tuition fees

Spending on research and development

e.g. public spending in university research

e.g. funds from private industry for research and development in educational institutions

Spending on educational services other than instruction

e.g. public spending on ancillary services, such as meals, transport to schools or housing in the campus

e.g. subsidized private spending on student living costs or reduced price of transport

e.g. private spending on fees for ancillary services

e.g. private spending on student living costs or transport


X) Public spending only

10. Expenditure on Educational Institutions as aPercentage of GDP (1995, 2000, 2007)

1995

2000

2007

Turkey 1.7 x) 2.5 -OECD 5.7 - -Finland

6.3 5.6 5.6


11. Age Cohorts % (Eurostat 2010)

0 - 14

15 - 24

25 - 49

50 - 64

Total

Turkey 2009

26.0 17.4 37.3 12.2 92.9

2000

30.4 20.1 34.7 9.7 94.9

EU (27) 2009

15.6 12.3 36.0 18.8 82.7

2000

17.2 13.2 36.7 17.2 84.3

Finland 2009

16.6 12.4 32.5 21.6 83.1

2000

18.4 12.8 35.5 18.7 85.4


Headline targets Indicators

75 % of the population aged 20-64 should be employed

Employment rate by gender, age group 20-64

3% of the EU's GDP should be invested in R&D

Gross domestic expenditure on R&D (GERD)

The "20/20/20" climate/energy targets should be met (including an increase to 30% of emissions reduction if the conditions are right)

Greenhouse gas emissions, base year 1990

Share of renewables in gross final energy consumption

Energy intensity of the economy (proxy indicator for Energy savings, which is under development)

The share of early school leavers should be under 10% and at least 40% of 30-34 years old should have completed a tertiary or equivalent education

Early leavers from education and training by gender

Tertiary educational attainment by gender, age group 30-34

Reduction of poverty by aiming to lift at least 20 million people out of the risk of poverty or exclusion

Population at risk of poverty or exclusion (union of the three sub-indicators below)

Persons living in households with very low work intensity

Persons at risk of poverty after social transfers

Severely materially deprived persons


1. 75 % of the Population Aged 20-64 Should Be Employed

EU Turkey Finland

Males

Females

Total

Males

Females

Total

Males

Females

Total

75.8 62.5 69.1 70.4 25.8 47.8 74.7 72.4 73.5


2. 3 % of EU’s GDP Should Be Invested in R&D

2000 2008EU (27) 1.86 1.92

Turkey 0.48 0.73

Finland 3.35 3.72


Green house gas emission, base year 1990 (100)

3. Climate/Energy Targets Should Be Met

EU (27)

89

Turkey

196

Finland

100


Percentage of the population aged 18-24 with at most lower secondary education and not in further education or training

4. The Share of Early School Leavers Should be Under 10%

2000 2009EU (27)

16.6 14.4

Turkey 59.3 44.3Finland

9.0 9.9


5. Tertiary Education Attainment, 30 – 34 Year- old

2000 2008EU (27) 22.4 32.3

Turkey - 14.7

Finland 41.6 45.9


6. Persons Living in Households with Very Low Work Intensity

EU (27)

10 9

Turkey - -Finland 9.3 8.2


Education Statistics by EUROSTAT (2010)1. School Expectancy

2000 2008

EU (27) 16.7 17.3

Turkey 10.4 13.6

Finland 18.6 20.5


2. 18 years-old in Education

2000

2008

EU (27) 71.2 77.0Turkey 15.4 38.4Finland 87.3 93.5


3. Pupils and Students (million) Excluding pre-primary education

2000 2008Europe (27)

95.8 93.1

Turkey 13.2 16.6

Finland 1.15 1.25


4. Students in Tertiary Education (million)

2000

2008

RU (27) 15.9 19.0

Turkey 1.0 2.5

Finland 0.27 0.31


4. Share of Women Among Tertiary Students

2000 2008

EU (27) 53.5 55.3

Turkey 39.8 43.1

Finland 53.7 54.2


5. Pupils in Upper Secondary Education Enrolled in Vocational Stream

2000 2008EU (27) 58.1 55.7

Turkey 34.6 (2003) 41.6

Finland 60.2 71.2


6. Pupil/Teacher Ratio in Primary Education

2000 2008Turkey

30.5 24.4

Finland

16.9 14.4


7. Pupils Learning English in Upper Secondary General Education (%)

2004 2009EU (27) 82.5 83.5 (2007)

Turkey 66.1 81.8

Finland 99.4 99.7


8. Expenditure on Education 2000 2007 Change %

Expenditure on education

EU (27) 47 6002 (2001)

60 8869 + 28

Turkey 13 725 20686 (2006)

+ 51

Finland 6 810 9 177 + 35

Public spending in education, % of GDP

EU (27) 4.88 4.96 +0.08 (units)

Turkey 2.59 2.86 +0.27

Finland 5.89 5.91 +0.03

Private spending in education

EU (27) 0.63 o.72 +0.09

Turkey 0.04 0.08 (2004) +0.04

Finland 0.11 0.14 +0.03


9. PopulationTotal 2000 2010 2020

EU (27) 484 501 514

Turkey 67 726

Finland 5.2 5.3 5.5

0-14 year-old

2000 2010 2020

EU (27) 17.2 15.5

Turkey 30.1 26.0

Finland 18.2 16.615-24 year-old

2000 2010 2020

EU (27) 13.2 12.2

Turkey 20.1. 17.2

Finland 12.7 12.3


Reform of basic, upper secondary and tertiary education in Finland 1970 – 2005 Planning, decisions and organization of implementation Results

Present organization and methods in planning and implementation of education policies Division of tasks and responsibilities Documents and strategies Provision and financing of education and training Linkages to performance management and budgeting

Assignment for group work on Wednesday

2nd Day Tuesday, 15th February 2011

34


1972 – 1977 From parallel education to 9 years comprehensive basic school for all

1978 – 1988 Reform of upper secondary general and vocational education and training (VET)

1995 – 2000 Polytechnic education as new higher education institution

2000 – 2003 Reform of institutional structure of VET 2001 Pre-school education for 6 year olds2001 – Qualitative development without structural

changes

1. Brief History of Education Reforms in Finland


Political discussions and disputes for many years1968 Law on School SystemMain contents:

Abolishment of parallel basic education and establishment of comprehensive basic school (grades 1 – 9) for all

Municipal (local) education ownership and responsibility Detailed regulation High level of state financing

Gradual implementation by careful (and bureaucratic) planning procedures

2. The Comprehensive School Reform

36


According to the requirement of the central government and guidelines giving by the National Board of General Education all municipalities (more than 500) had to prepare reform implementation plan School districts and network (incl. former state and private schools) aiming

at full use of school building capacity Placement of teachers (class and subject teachers) Municipal Education Committees and Offices And plenty of details Agreements with other municipalities in provision of basic education

The local plans were first processed in the newly founded Education Departments of State Provincial Offices (12) headed by governors

Provincial Offices were supervised by the Ministry of Internal Affairs but the Education Departments were strictly connected to Ministry of Education and the National Boards of Education (General and Vocational)

2. Comprehensive School Reform Enforcement

37


The Provincial Offices sent the plans to the National Board of General Education which processed the plans for the Ministry of Education to present to the Central Government for final decision on Enforcement Plan of the Reform

Implementation started in 1972 in Lapland Province and finalized by implementation in the Capital Region in 1978 _______________________________________________________

In middle 1970s started design and planning of the reform of upper secondary education level Plenty of committee work and contradictions Do we combine VET and general education to form a youth school or do

we keep them separate tracks

3. Reform Enforcement…

38


Separate tracks for general and vocational education Quantitative proportion of the tracks a big issue Government decision on principle as starting point Followed by multi-level planning

Directives from MoE to Provincial State Offices and via the Offices to the schools Quantitative objectives for general education and sectors of VET – Education for all New structure of VET reducing the number of specific study from 700 to 270 in 27 sectors New curricula for VET Proposals for investments to enlarge VET

Schools sent their proposals to Provincial State Offices which consolidated the provincial plans to be sent to the National Boards

The Boards prepared a national plan for the MoE MoE prepared development plan for decision of the Government Followed by detailed decision for each upper-secondary school

4. Planning and Enforcement of Upper-secondary Education and Training Reform

39


Middle 1990s a new structural reform was startedThe main objectives were:

To reduce the number of VET providers To combine VET schools to many-filed VET consortia To hand over the State VET Schools to municipal to regional and

local ownership To separate the higher level of VET from upper-secondary VET to

institutions of higher education, polytechnics To delegate decision making on VET to regional and local levels To harmonize the structure and duration of all VET programs To reduce the number of vocational qualifications to 52 with 113

VET study programs

5. The Top-down Reform Was Finalized by 1990 and Followed by a More Bottom-up Reform in 1995 - 2002

40


Government decision in principleCompulsion to the regions to organize VET

according to the principlesAfter negotiation period, Regions (municipalities)

and big cities made a proposal to MoE on new VET institution structureVET provided mainly by big multi-field regional

consortiaPolytechnics established on a regional basis

7. Enforcement of the Reform


8. Development of VET Institutional Structure

Vocational institutions Polytechnics

Number

Students

Average size Numbe

rStuden

ts

Average size

1980 541 141 400

260 - -

1990 546 166 400

300 - -

2000 366 226 000

620 31 114 000

3 680

2010 138 188 100

1 360 27 148 000

5 480


Parliament (laws)Main principles and structuresObligations and tasksEducation Committee and Sub-committee of Education and Science in the Committee of Finance

Central Government (decrees and decisions)Law proposalsGovernment Program for the term (4 years)Development Plan for Education and Research (present 2007 – 2012,http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2008/liitteet/opm11.pdf

Decisions in PrincipleLicences for private education providersUnofficial Ministerial Working Group

9. Present Organization and Methods in Education Policies


Ministry of Education and Culture (Decrees and decisions) Preparation of Government decisionsQualification frameworkLicences for provision of educationUnit (per student) prices for financing of education accordingly financing of education providers

National Board of EducationNational core curricula and qualification requirementsDevelopment projectsEvaluation of learning outcomesSupport servicesInformation services/joint application system

Present Organization…


Providers of Education (Regional consortia/municipalities/private)Organization of education in the framework of the national legislation and decisionsAnticipation of needs of education and trainingPlanning of educationDecisions on school networkHiring staff to educational institutionsInvestments in education

Schools and educational institutions Running schoolingSchool-based curriculum Decisions according to the delegation by education provider

Present Organization…