education world forum – launch of the education policy outlook and education at a glance interim...
TRANSCRIPT
1
Update of Employment and
Educational Attainment Indicators
January 2015
Education at a Glance
Interim Report:
The social consequences of the crisis were still deepening in 2013
especially among the most vulnerable groups such as low-educated young adults
One in six younger adults have not reached upper
secondary education
Educational attainment among younger (25-34 year-olds) adults (2013)
52 52
39 3935 34
27 2723 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
4050
33
54
3939 41
3643 47
42 41 40 38 3846
36
6056
44
64
45 47 4651
47
35
64
52
65
37
57
31
22 2529
15
41
2623
40
22
41 43 4147
40 3743 44 46 48 48
41
51
2731
44
25
45 43 4540
45
58
30
42
29
57
37
67
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Turk
ey
Mexi
co
Portugal
Bra
zil
Spain
Colo
mbia
Italy
Icela
nd
Chile
New
Zeala
nd
Belg
ium
Denm
ark
Norw
ay
OECD
ave
rage
Gre
ece
Neth
erlands
Fra
nce
Aust
ralia
Luxe
mbourg
United K
ingdom
Latv
ia
Irela
nd
Germ
any
Hungary
Est
onia
Aust
ria
United S
tate
s
Sw
itze
rland
Isra
el
Fin
land
Sw
eden
Canada
Slo
vak R
epublic
Pola
nd
Cze
ch R
epublic
Russ
ian F
edera
tion
Slo
venia
Kore
a
Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary
There is a larger proportion of young men with low
qualifications compared to young women Chart 1.2
Percentage of younger adults (25-34 year-olds) with attainment below upper secondary education, by gender (2013)
0
5
10
15
20
25
30
35
40
45
50
55
60
Portugal
Spain
Bra
zil
Denm
ark
Latv
ia
Est
onia
Italy
Icela
nd
Gre
ece
Colo
mbia
Aust
ralia
Norw
ay
Luxe
mbourg
Isra
el
Neth
erlands
Belg
ium
Irela
nd
Fin
land
OECD
ave
rage
Canada
United S
tate
s
Fra
nce
Slo
venia
Pola
nd
Russ
ian F
edera
tion
Sw
eden
New
Zeala
nd
Chile
United K
ingdom
Hungary
Germ
any
Cze
ch R
epublic
Kore
a
Slo
vak R
epublic
Mexi
co
Sw
itze
rland
Aust
ria
Turk
ey
Men Women%
Almost one in five 20-24 year-olds is NEETChart 3.1
Distribution of 20-24 year-olds not in education, by work status (2013)
49 4754
33
4652
43 4549
26
45 44
3530
46
3733
42
33 35 36 34
21
33
19
29
36 3428
37 3632
26
1922
11
5
7
9
10
5
76
4
17
5 6
4 13
5
1114
7
16 13 1011
25
8
26
168
8
12
4 4
5
5
10 6
15
20
12
27
9 6
12 10 7
179 7
19 13
58 8 5 5 6 9
78
87 6 6
88 6
6
08
42
0
10
20
30
40
50
60
70
80
Colo
mbia
Mexi
co
Isra
el
Turk
ey
United K
ingdom
Aust
ria
United S
tate
s
New
Zeala
nd
Norw
ay
Italy
Aust
ralia
Canada
Kore
a
Hungary
Sw
itze
rland
Belg
ium
Irela
nd
Sw
eden
Slo
vak R
epublic
Fra
nce
OECD
ave
rage
Latv
ia
Spain
Est
onia
Gre
ece
Portugal
Cze
ch R
epublic
Fin
land
Pola
nd
Germ
any
Neth
erlands
Icela
nd
Denm
ark
Slo
venia
Luxe
mbourg
Employed Unemployed Inactive%
Employment rates increase with education in all countries
On average across OECD countries the employment rate of 25-64 year-olds without an upper secondary qualification
was 55%, and 83% for those with a tertiary education.
More tertiary educated young men are employedbut more women have tertiary credentials
87% of tertiary-educated men are employed versus 78% of tertiary educated women. Even if employment is higher
among tertiary educated men, 25-34 year-old women have consistently higher tertiary attainment rates .
6
Employment rates increase with education in all
countries Chart 2.1
Employment rates among adults (25-64 year-olds) by educational attainment (2013)
0
10
20
30
40
50
60
70
80
90
100
Gre
ece
Spain
Turk
ey
Kore
a
Italy
Slo
vak R
epublic
Mexi
co
Irela
nd
Hungary
Portugal
United S
tate
s
Japan
Canada
Russ
ian F
edera
tion
OECD
ave
rage
Est
onia
Aust
ralia
Colo
mbia
Slo
venia
Fin
land
Belg
ium
Chile
Fra
nce
United K
ingdom
Pola
nd
Luxe
mbourg
Cze
ch R
epublic
Bra
zil
Isra
el
Latv
ia
New
Zeala
nd
Denm
ark
Aust
ria
Germ
any
Neth
erlands
Sw
itze
rland
Sw
eden
Norw
ay
Icela
nd
Tertiary education Upper secondary or post-secondary non-tertiary Below upper secondary%
88
Education Policy Outlook
Making Reforms HappenEducationsystemsperform
differently, policy
can make a difference…
AustraliaAustria
Belgium Canada
Chile
Czech Rep.
Denmark
Estonia
Finland
France
Germany
Greece
Hungary
IcelandIreland
Israel
Italy
Japan
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Rep.
Slovenia
Spain Sweden
Switzerland
Turkey
UK
US
Australia
Austria
Belgium
Canada
Chile
Czech Rep.
Denmark
Estonia
Finland
France
Germany
Greece
Hungary
Iceland
Ireland
Israel
Italy
Japan
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Rep.
Slovenia
Spain
Sweden
Switzerland
Turkey
UK
US
Socially equitable
distribution of learning
opportunities
High mathematics performance
Low mathematics performance
Strong socio-economic
impact on student
performance
AustraliaAustria
Belgium Canada
Chile
Czech Rep.
Denmark
Estonia
Finland
France
Germany
Greece
Hungary
IcelandIreland
Israel
Italy
Japan
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Rep.
Slovenia
Spain Sweden
Switzerland
Turkey
UK
US
Australia
Austria
Belgium
Canada
Chile
Czech Rep.
Denmark
Estonia
Finland
France
Germany
Greece
Hungary
Iceland
Ireland
Israel
Italy
Japan
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Rep.
Slovenia
Spain
Sweden
Switzerland
Turkey
UK
US
Singapore
Shanghai
Singapore
2003 - 2012
Mean mathematics performance, by school location,
after accounting for socio-economic statusFig II.3.312 We need education policy reforms that improve outcomes
12
… our schools today are our economy 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 today’s 15-year-olds.
Societies with skilled individuals are 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, and in particular for children from disadvantaged backgrounds, is both fair and economically efficient.
Mean mathematics performance, by school location,
after accounting for socio-economic statusFig II.3.31313 Education Policy Outlook in brief
Identifies common trends among the more than 450 reforms adopted between 2008 and 2014 across countries
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
Looks at education reforms across 34 OECD countries that can touch the lives of more than 150 million students…
Mean mathematics performance, by school location,
after accounting for socio-economic statusFig II.3.31515 There are clear common policy trends across countries
Policies implemented across OECD countries, 2008-14
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 statusFig II.3.316 Making effective reforms happen is key
16
Funding
grants
Subsidies for
disadvantaged
schoolsReforms in
school leadership
and teachers
Support to
students
from specific
populations
Setting national
priorities for
education
New middle
school reformNational
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 reforms reportedevaluation to gauge impact
Mean mathematics performance, by school location,
after accounting for socio-economic statusFig II.3.317 We need education policy reforms that improve outcomes
17
Students: Raising Outcomes
1) Investing in quality and equity (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 statusFig II.3.31818
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
Students from disadvantaged or diverse backgrounds face higher risk of low performance (PISA)
Source: OECD, PISA 2012 Database, Table II.2.4a and Table II.3.4a.
New Zealand: Policies to support
Māori/Pasifikapopulations (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 statusFig II.3.31919 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 statusFig II.3.321 We need education policy reforms that improve outcomes
21
Institutions: Enhancing quality
3) Supporting school improvement (24% of reforms reported):
Investing 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): 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 statusFig II.3.322
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 statusFig II.3.323 Developing learning environments23
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
10
0
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 yearTo 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 statusFig II.3.32424
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 statusFig II.3.325 We need education policy reforms that improve outcomes
25
Systems: Governing effectively
5) Steering policy setting priorities and funding effectively by: setting clear policy priorities (9%) (e.g. Denmark) with concreteobjectives or using funding strategically (11%) (e.g. Germany, United States).
Mean mathematics performance, by school location,
after accounting for socio-economic statusFig II.3.32626 Steering education systems towards higher performance
Increasingly complex policy-making environments
Central
Austria
Czech RepublicFrance
Greece
HungaryIsrael
Italy
LuxembourgPortugal
Turkey
Central with local
ChileDenmark
Estonia
FinlandIceland
Japan
KoreaNorway
Poland
Slovak RepublicSlovenia
Sweden
Central with schools
IrelandNetherlandsNew Zealand
Shared central agreed with regional
MexicoSpain
Decentralised
AustraliaCanadaBelgiumGermanySwitzerlandUnited KingdomUnited States
Mean mathematics performance, by school location,
after accounting for socio-economic statusFig II.3.32727 Steering education systems towards higher performance
Increasingly complex policy-making environments
Central
Austria
Czech RepublicFrance
Greece
HungaryIsrael
Italy
LuxembourgPortugal
Turkey
Central with local
ChileDenmark
Estonia
FinlandIceland
Japan
KoreaNorway
Poland
Slovak RepublicSlovenia
Sweden
Central with schools
IrelandNetherlandsNew Zealand
Shared central agreed with regional
MexicoSpain
Decentralised
AustraliaCanadaBelgiumGermanySwitzerlandUnited KingdomUnited 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)
Mean mathematics performance, by school location,
after accounting for socio-economic statusFig II.3.329 Making effective reforms happen
29
School
improvementQuality and equity
Preparing students for
the future
Evaluation and
assessment
Governance
Funding
Next steps: to make them
work for all and for good.
Mean mathematics performance, by school location, after accounting for
socio-economic statusFig II.3.33030
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
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
www.oecd.com/edu/policyoutlook.htm31
Mean mathematics performance, by school location, after accounting for
socio-economic statusFig II.3.332
Searching for policies adopted across OECD countries
32
Education Policy Outlook Reforms Finder
presents policies collected:
http://www.oecd.org/edu/reformsfinder.htm
Find out more about the Education Policy Outlook Series at
www.oecd.com/edu/policyoutlook.htm
#OECDEPO
@oecd.org33