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Education Policy Outlook
Making Reforms Happen
January 2014
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 2 2 Education Policy Outlook in Brief
There are common trends from the more than 450 reforms adopted across countries. With the crisis they are becoming more strategic.
Education policy is not only about design. implementation and follow up are vital for success of reforms.
The Outlook aims to support policy makers and others to make reform happen that translates into better education in our schools and classrooms.
Looks at education reforms across 34 OECD countries that can touch the lives of more than 150 million students…
POLICY OPTIONS FOR BETTER EDUCATION:
Why invest in education reform?
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 4 4 It is possible to achieve both equity and quality
Chile
Hungary
Slovak Republic Portugal Luxembourg
France New Zealand
Belgium
Israel
Germany
Turkey Greece
Spain
United Kingdom
Czech Republic
Denmark
Slovenia
Ireland
Austria
Switzerland
Poland
United States
Netherlands
Estonia Finland
Japan
Sweden
Australia Canada
Iceland
Norway
Mexico
Korea
Italy
350
400
450
500
550
600
051015202530
Mea
n m
ath
emat
ics
sco
re
Percentage of variation in performance explained by the PISA index of economic, social and cultural status
OECD
avera
ge
OECD average
Above-average mathematics performance Below-average equity in education outcomes
Above-average mathematics performance Above-average equity in education outcomes
Below-average mathematics performance Below-average equity in education outcomes
Below-average mathematics performance Above-average equity in education outcomes
Source: OECD (2013), PISA 2012 Results: Excellence through Equity (Volume II): Giving Every Student the Chance to Succeed, Table II.1.2.
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 5 We need education policy reforms that improve outcomes
International trade More diverse communities
The digital society
Greater accountability
Focus on equity and quality
Need to invest in education for better outcomes
5
Global trends shape our education systems …
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 6
6
…at the same time, our education systems today can shape the prosperity of our countries tomorrow…
Better education can shape economic prosperity… Bringing all countries up to the performance of Finland would result in financial gains of USD 260 trillion over the lifetime of those born in 2010.
Societies with skilled individuals are better prepared to respond to the current and future potential crises... • More educated people contribute to more democratic societies and sustainable
economies, are less dependent on public aid and less vulnerable to economic downturns.
• Investing in education for all, in particular for children from disadvantaged backgrounds, is both fair and economically efficient.
Source: OECD, PISA 2012 Database, Figure I.2.23.
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 7 7
Around one in four 15-year-old students does not reach a minimum level of skills, PISA 2012
%
0
10
20
30
40
50
60
70
80
Me
xico
Turk
ey
Gre
ece
Hu
nga
ry
Slo
vak
Re
pu
blic
Swe
de
n
Un
ite
d S
tate
s
Po
rtu
gal
Ital
y
Luxe
mb
ou
rg
Spai
n
Ne
w Z
eal
and
Fran
ce
No
rway
OEC
D a
vera
ge…
Ice
lan
d
Cze
ch R
ep
ub
lic
Au
stra
lia
Bel
giu
m
Au
stri
a
Ge
rman
y
Ire
lan
d
Den
mar
k
Ne
ther
lan
ds
Po
lan
d
Can
ada
Swit
zerl
and
Fin
lan
d
Jap
an
Ko
rea
% of students below proficiency Level 2 Percentage of students below Level 2 in 2012 Percentage of students below Level 2 in 2003
Distribution of 20-24 year-olds not in education, by work status (2013)
49 47 54
33
46 52
43 45 49
26
45 44
35 30
46
37 33
42
33 35 36 34
21
33
19
29 36 34
28
37 36 32
26 19 22
11
5
7
9
10 5
7 6
4
17
5 6
4 13
5
11 14
7
16 13 10 11
25
8
26
16 8
8
12
4 4 5
5
10 6
15
20 12
27
9 6
12 10 7
17 9 7
19 13
5 8 8 5 5 6 9
7 8
8 7 6 6
8 8 6
6
0 8
4 2
0
10
20
30
40
50
60
70
80
Co
lom
bia
Me
xico
Isra
el
Turk
ey
Un
ite
d…
Au
stri
a
Un
ite
d S
tate
s
Ne
w Z
eala
nd
No
rway
Ital
y
Au
stra
lia
Can
ada
Ko
rea
Hu
nga
ry
Swit
zerl
and
Be
lgiu
m
Irel
and
Swe
de
n
Slo
vak…
Fran
ce
OEC
D a
vera
ge
Latv
ia
Spai
n
Esto
nia
Gre
ece
Po
rtu
gal
Cze
ch…
Fin
lan
d
Po
lan
d
Ge
rman
y
Ne
ther
lan
ds
Ice
lan
d
Den
mar
k
Slo
ven
ia
Luxe
mb
ou
rg
Employed Unemployed Inactive
Source: OECD (2015), Education at a Glance Interim Report : Update of Employment and Education Attainment Indicators, OECD Publishing, Paris, Table 3.3.
%
Almost one in five 20-24 year-olds is NEET
Educational attainment among younger (25-34 year-olds) adults (2013)
52 52
39 39 35 34
27 27 23 21 18 18 18 17 16 15 15 14 14 14 13 13 13 13 12 11 11 10 9 9 9 7 6 6 6 6 6 2
25 23
31
45
24
40 50
33
54
39 39 41
36 43 47
42 41 40 38 38 46
36
60 56
44
64
45 47 46 51
47
35
64
52
65
37
57
31
22 25 29
15
41
26 23
40
22
41 43 41 47
40 37 43 44 46 48 48
41
51
27 31
44
25
45 43 45 40
45
58
30
42
29
57
37
67
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Turk
ey
Me
xico
Po
rtu
gal
Bra
zil
Spai
n
Co
lom
bia
Ital
y
Ice
lan
d
Ch
ile
Ne
w Z
eala
nd
Be
lgiu
m
Den
mar
k
No
rway
OEC
D a
vera
ge
Gre
ece
Ne
ther
lan
ds
Fran
ce
Au
stra
lia
Luxe
mb
ou
rg
Un
ite
d K
ingd
om
Latv
ia
Irel
and
Ge
rman
y
Hu
nga
ry
Esto
nia
Au
stri
a
Un
ite
d S
tate
s
Swit
zerl
and
Isra
el
Fin
lan
d
Swe
de
n
Can
ada
Slo
vak
Re
pu
blic
Po
lan
d
Cze
ch R
ep
ub
lic
Ru
ssia
n F
ed
erat
ion
Slo
ven
ia
Ko
rea
Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary
Source: OECD (2015), Education at a Glance Interim Report : Update of Employment and Education Attainment Indicators, OECD Publishing, Paris, Table 1.4.
One in six younger adults have not reached upper secondary education
Source: OECD (2014), Education at a Glance 2014: OECD Indicators, OECD Publishing, Paris, Table B1.5a.
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 11 11 Expenditure in education has continued to increase
80
90
100
110
120
130
Ch
ile
Slo
vak
Rep
ub
lic3
Ko
rea
Po
lan
d2
Cze
ch R
epu
blic
Can
ada3
Au
stra
lia
Ger
man
y
Isra
el
Swit
zerl
and
2
Po
rtu
gal2
Mex
ico
Un
ited
Kin
gdo
m
Fin
lan
d
Swed
en
OEC
D a
vera
ge
Net
her
lan
ds
Au
stri
a
Jap
an3
No
rway
1
Un
ited
Sta
tes
Irel
and
2
Be
lgiu
m
Slo
ven
ia
Fran
ce
Spai
n
Esto
nia
1
Icel
and
Den
mar
k3
Ital
y2
Hu
nga
ry1
, 2
Index of change (2008=100)
Change in expenditure
Change in the number of students (in full-time equivalents)
Change in expenditure per student
Change in expenditure in primary, secondary post-secondary non-tertiary education, 2008-2011
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 12 12 But it is how it is spent that counts
Source: OECD (2013),PISA 2012 Results: What Makes Schools Successful (Volume IV): Resources, Policies and Practices, Figure IV.1.8.
Slovak Republic
Czech Republic
Estonia
Israel
Poland
Korea
Portugal
New Zealand
Canada
Germany
Spain
France
Italy
Finland Japan
Slovenia
Ireland
Iceland
Netherlands
Sweden
Belgium
United Kingdom
Australia
Denmark
United States
Austria
Norway
Switzerland
Luxembourg
Turkey
Mexico
Chile
Hungary
R² = 0.00
400
450
500
550
600
0 50 000 100 000 150 000 200 000
Mat
he
mat
ics
pe
rfo
rman
ce o
n P
ISA
20
12
Average spending per student from the age of 6 to 15 (USD, PPPs)
Spending per student and average math performance, PISA 2012
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 13 We need education policy reforms that improve outcomes
13
With the crisis, countries’ education policies are focusing on what matters…
Countries see education as a solution to the economic crisis and beyond…
and are investing in education by…
Students: Targeting policies to specific disadvantaged groups and making VET and tertiary education more relevant to labour market needs. Institutions: Investing in improving the teaching profession and curriculum as well as developing more system evaluation & student assessments.
System: Setting clear policy priorities with concrete objectives or using funding strategically.
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 14 14 There are clear common policy trends across countries
Key policies implemented across OECD countries by policy lever, 2008-14 (based on countries’ self reports)
0
5
10
15
20
25
30
35
Equity andquality
Preparingstudents for the
future
Schoolimprovement
Evaluation andassessment
Governance Funding
%
Students: Raising Outcomes
Institutions: Enhancing quality
Systems: Governing effectively
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 15 Making effective reforms happen is key
15
Funding
grants
Subsidies for
disadvantaged
schools Reforms in
school leadership
and teachers
Support to
students
from specific
populations
Setting national
priorities for
education
New middle
school reform National
commitment to
ECEC
School
improvement
VET
reforms
Teacher training
reform
OECD countries are using different policy options to improve their education systems…
School
evaluation
reform
Student
funding
But only around 1 in 10 reported evaluation to gauge impact
TRENDS: Common policy patterns
adapted to country challenges
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 18 We need education policy reforms that improve outcomes
18
Students: Raising Outcomes
1) Investing in equity and quality (16% of reforms reported):
Targeting policies to specific disadvantaged groups (e.g. New
Zealand, England, France), and investing early on in ECEC
(e.g. Australia, Poland and Korea).
2) Preparing students for the future (29% of reforms reported):
Focusing on VET (e.g. Portugal, Denmark and Sweden) & tertiary
education (e.g. Belgium, Fl. & Hungary).
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 19 19
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
Esto
nia
Ice
lan
dK
ore
aTu
rke
yN
orw
ayC
anad
aM
exi
coU
nit
ed
Kin
gdo
mFi
nla
nd
Ital
ySw
ed
en
Jap
anN
eth
erl
and
sU
nit
ed
Sta
tes
Slo
ven
iaG
ree
ceSw
itze
rlan
dIr
ela
nd
Au
stra
liaO
ECD
ave
rage
Po
lan
dSp
ain
Cze
ch R
ep
ub
licP
ort
uga
lA
ust
ria
De
nm
ark
Ch
ileLu
xem
bo
urg
Ge
rman
yB
elg
ium
Isra
el
Fran
ceN
ew
Ze
alan
dH
un
gary
Slo
vak
Re
pu
blic
Ratio
Increased likelihood of students in the bottom quarter of the ESCS index scoring in the bottom quarter of the mathematicsperformance distribution
Increased likelihood of immigrant students scoring in the bottom quarter of the mathematics performance distribution
OECD average
Students from disadvantaged or diverse backgrounds face higher risk of low performance
Source: OECD, PISA 2012 Database, Table II.2.4a and Table II.3.4a.
New Zealand: Policies to support Māori
/Pasifika populations (2008-13)
Finland: National Core Curriculum for Instruction Preparing Immigrants
for Basic Education (2009)
France/Portugal: Education Priority Zones
Chile: Law on Preferential
Subsidies (2008)
Austria: New middle
school reform
Germany:
National Action Plan on Integration (2011)
ECEC: Poland, Korea, Australia, Italy,
Nordic Countries, Slovenia, United States….
UK England: Pupil premium
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 20 20
Prioritising vocational education and training (VET)
0
20
40
60
80
100
Can
ada
Me
xico
Ko
rea
Jap
anH
un
gary
Ne
w Z
eal
and
Ch
ileIr
ela
nd
Gre
ece
Ice
lan
dEs
ton
iaU
nit
ed
Kin
gdo
mIs
rae
lP
ort
uga
lTu
rke
y1Fr
ance
Spai
nO
ECD
ave
rage
De
nm
ark
Po
lan
dG
erm
any
Swe
de
nA
ust
ralia
No
rway
Ital
yLu
xem
bo
urg
Swit
zerl
and
Slo
ven
iaN
eth
erl
and
sFi
nla
nd
Slo
vak
Re
pu
blic
Cze
ch R
ep
ub
licB
elg
ium
Au
stri
a
% General Pre-vocational Vocational
Enrolment of upper secondary students in pre-vocational or vocational programmes
Denmark: VET with academic exam
(2010); Better More attractive VET (2014)
Portugal: National Integrated Strategy(2012-14)
Italy: Governance & Higher Technical
Institutes (2011)
New Zealand: Trades Academies(2009)
Germany: Information & transitions into Tertiary
Japan: Guidelines for enhancing provision
Luxembourg: VET Reform (2008)
Canada: Apprenticeship grants (2007-)
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 21 We need education policy reforms that improve outcomes
21
Institutions: Enhancing quality
3) Supporting school improvement (24% of reforms reported):
Investing heavily in improving the teaching profession (e.g. Finland, France) and revising curricula (Scotland (UK), Japan , Finland)
4) Strengthening evaluation and assessment (12% of reforms reported): Developing more system evaluation (e.g. Italy) & student assessments (e.g. Australia).
0
10
20
30
40
50
60
70
80
90
100
Kore
a
Fin
land
Me
xic
o
Alb
ert
a (
Can
ada
)
Fla
nde
rs (
Belg
ium
)
Ne
therl
and
s
Austr
alia
Engla
nd
(U
K)
Isra
el
Un
ite
d S
tate
s
Ch
ile
Ave
rage
No
rwa
y
Japa
n
De
nm
ark
Pola
nd
Icela
nd
Esto
nia
Bra
zil
Ita
ly
Czech R
epu
blic
Port
ug
al
Spain
Sw
ede
n
Fra
nce
Slo
vak R
epub
lic
Perc
en
tag
e o
f te
ach
ers
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 22
Improving the quality and delivery of education in schools
22
Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society, TALIS 2014
22
Netherlands: Teachers’ Programme
2013-20 (2013)
Australia: Institute for Teaching and School Leadership (2010)
Finland: OSAAVA programme
(2010-16)
New Zealand: Teacher standards and Registered
Teacher Criteria (2010-13)
United States: Teacher Quality Partnership
Programme (2012)
France: Reform of teacher training
programmes (2013)
Korea: Evaluation system
(2010) Mexico: Teacher Professional
Service (2013)
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 23 Developing learning environments 23
Students reports of teacher student relations and classrooms conduciveness to learning, PISA 2012
23
-0.5-0.4-0.3-0.2-0.1
00.10.20.30.40.50.60.70.8
Mex
ico
Po
rtu
gal
Can
ada
Icel
and
Un
ited
Sta
tes
Ch
ile
Turk
ey
Un
ited
Kin
gdo
m
Den
mar
k
Au
stra
lia
Swit
zerl
and
New
Zea
lan
d
Swed
en
Isra
el
Irel
and
OEC
D a
vera
ge
Spai
n
Hu
nga
ry
Luxe
mb
ou
rg
Esto
nia
Fin
lan
d
Be
lgiu
m
Ko
rea
Gre
ece
No
rway
Au
stri
a
Net
her
lan
ds
Ital
y
Cze
ch R
epu
blic
Jap
an
Fran
ce
Slo
vak
Rep
ub
lic
Ger
man
y
Slo
ven
ia
Po
lan
d
Mean index
Index of teacher-student relations Index of disciplinary climate
Japan: Course of Study
UK: Curriculum for Excellence (Scotland), and National
Literacy and Numeracy (Wales, 2013)
Slovenia: Updated curricula
(2012)
Denmark: National Common Objectives (2009)
Finland: Curriculum reform (2014)
Italy: Curriculum guidelines
(2012)
Sweden: New curriculum
(2011)
France: Redistribution of learning time
0
10
20
30
40
50
60
70
80
90
100
OEC
D
Gre
ece
10
0
Po
rtu
gal
100
Net
her
lan
ds
99
Po
lan
d 9
9
Fran
ce 9
7
Bel
giu
m 9
7
Ger
man
y 9
6
Can
ada
10
0
Spai
n 9
9
Au
stri
a 9
6
Luxe
mb
ou
rg 9
5
Slo
vak
Rep
ub
lic…
Fin
lan
d 9
9
Slo
ven
ia 9
8
Mex
ico
99
Jap
an 9
9
Ch
ile 1
00
Ital
y 9
9
Swit
zerl
and
94
Esto
nia
99
Isra
el
10
0
Cze
ch R
epu
blic
93
New
Ze
alan
d 1
00
OEC
D a
vera
ge 9
8
Hu
nga
ry
94
Un
ited
Kin
gdo
m…
Au
stra
lia
10
0
Irel
and
1
00
Un
ited
Sta
tes
9
9
Ko
rea
95
Turk
ey
97
Swed
en
94
Icel
and
1
00
Den
mar
k
99
No
rway
9
8
%
To make decisions about students’ retention or promotion % To monitor the school’s progress from year to year To identify aspects of instruction or the curriculum that could be improved
→
Source: OECD, PISA 2012 Database, Table IV.5.5. OECD, PISA 2012 Database, Table IV.5.6.
Most common uses of student assessments according to school principals (2012)
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 24 24
Enhancing evaluation and assessment to improve student outcomes
Australia: NAPLAN Student assessment, My
School, My Skills and My University
Chile: National Quality of Education Agency
National Standardised Assessments: Austria; Czech Republic; Denmark; Ireland;
Italy, Spain, Sweden, UK (Wales
Norway: Assessment for Learning (2010)
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 25 We need education policy reforms that improve outcomes
25
Systems: Governing effectively
5) Steering policy setting priorities and funding effectively :
Setting clear policy priorities (9%) (e.g. Denmark) with concrete
objectives or using funding strategically (11%) (e.g. Germany, United States).
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 26 26 Steering education systems towards higher performance
Increasingly complex policy-making environments
Central
Austria
Czech Republic
France
Greece
Hungary Israel
Italy
Luxembourg Portugal
Turkey
Central with local
Chile
Denmark
Estonia
Finland Iceland
Japan
Korea Norway
Poland
Slovak Republic Slovenia
Sweden
Central with schools
Ireland Netherlands New Zealand
Shared central agreed with regional
Mexico Spain
Decentralised
Australia Canada Belgium Germany Switzerland United Kingdom United States
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 27 27 Steering education systems towards higher performance
Increasingly complex policy-making environments
Central
Austria
Czech Republic
France
Greece
Hungary Israel
Italy
Luxembourg Portugal
Turkey
Central with local
Chile
Denmark
Estonia
Finland Iceland
Japan
Korea Norway
Poland
Slovak Republic Slovenia
Sweden
Central with schools
Ireland Netherlands New Zealand
Shared central agreed with regional
Mexico Spain
Decentralised
Australia Canada Belgium Germany Switzerland United Kingdom United States
Many countries defined general education strategies or priorities
Estonia: LLL strategy 2014-2010
Denmark:
Denmark that stands together (2011); Folkeskole reform (2013)
Mexico: Pact for Mexico 2012); Constitutional Reform (2012-13)
Canada:
Learn Canada 2020 (2008)
Source: OECD (2014), Education at a Glance 2014: OECD Indicators, OECD Publishing, Paris, Table B1.5a.
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 28 28
Funding education systems: system, institutions and
students
Change in expenditure in tertiary education
80
90
100
110
120
130
140
150
Esto
nia
1
Slo
vak
Re
pu
blic
3
Ch
ile
Hu
nga
ry1
, 2
Ko
rea
Cze
ch R
ep
ub
lic
Fin
lan
d
Slo
ven
ia
Den
mar
k3
Isra
el
Jap
an3
Un
ite
d K
ingd
om
Ital
y
Po
lan
d2
OEC
D a
vera
ge
Ne
ther
lan
ds
Swit
zerl
and
1, 2
Fran
ce
Swe
de
n
Ge
rman
y
Au
stra
lia
Spai
n
No
rway
1
Me
xico
Be
lgiu
m
Po
rtu
gal2
Au
stri
a
Un
ite
d S
tate
s
Irel
and
2
Ice
lan
d
Index of change (2008 = 100) Chile:
Scholarships and subsidies (2912)
Ireland: Bursary Scheme (2012)
US: Pell Grant (2008); Tax Credit (2009)…
Japan: Scholarships Loan Programme
(2912)
Influenced by the
education structure, policy agenda and specific challenges
Varied political and
historical approaches
to policy making
Evaluation of policies and/or follow-up is limited
Varying duration
and type, and a
degree of overlap
29 Highlighting common characteristics across policies
About 450 policies
across 6 policy levers
29
OECD countries have made
education reform happen.
Mean mathematics performance, by school location,
after accounting for socio-economic status Fig II.3.3 30 Making effective reforms happen
30
School
improvement Equity and quality
Preparing students for
the future
Evaluation and
assessment
Governance
Funding
Next steps: to make them
work for all and for good.
Implementation
of reforms
Mean mathematics performance, by school location, after accounting for
socio-economic status Fig II.3.3 32 32
Key factors for effective implementation of
education policy
Placing the student and
learning at the centre
Capacity-building
Leadership and
coherence
Policy evaluation
Reforms are specific to country’s
education system context
Stakeholder
engagement
No single model for success in the implementation of education reforms
Education Policy Trends
• Policy options across different policy levers
Implementation of Reforms
• Key factors to support effective implementation
Country Snapshots
• 34 individual country reform stories
The Education Policy Outlook reviews trends and implementation to help make the policy choices
#OECDEPO @oecd.org
www.oecd.com/edu/policyoutlook.htm 33
Mean mathematics performance, by school location, after accounting for
socio-economic status Fig II.3.3 34
Searching for policies adopted across OECD countries
34
Education Policy Outlook Reforms Finder
contains policies analysed in report from 2008 to 2014:
http://www.oecd.org/edu/reformsfinder.htm
Find out more about the Education Policy Outlook Series at
www.oecd.com/edu/policyoutlook.htm
#OECDEPO
@beatrizpont, [email protected]
35
Photo and illustration credits
Cover slide © SashaChebotarev/Shutterstock
Slide 6 ©Tatiana Popova/Shutterstock
Slide 4 © Sergey Nivens/Shutterstock
© Cienpies Design/Shutterstock
© Andrey_Kuzmin/Shutterstock