finding ways to strengthen integrity through institutional reform and better education policies

OECD REVIEWSOF INTEGRITY IN EDUCATION:UKRAINE 2017

Launch event27 March 2017, Kyiv, Ukraine

Finding ways to strengthen integrity through institutional reform and better education policies

1. Why education is important to Ukraine?2. Why are education systems vulnerable to

integrity violations? 3. How integrity issues affect countries’ education

system? 4. What are the key findings and

recommendations of the OECD Integrity Reviews: Ukraine 2017?

5. What is the experience of some OECD countries in building merit-based and high-performing education systems?

Outline

2

• Human capital development: education improves the overall skills and abilities of the workforce, leading to greater productivity and improved ability to use existing technology, contributing to country’s economic growth

• Innovation: education improves the innovative capacity of individuals and firms.

• Knowledge transfer: education helps to spread the knowledge needed to use new ideas and technologies

High quality education is a foundation for productivity and innovation

3

High performing school systems lead to skilled adult populations

350 400 450 500 550 600200

220

240

260

280

300

320

288.74112284.31121

294.47043

280.25591

239.86126

283.8758

280.66184

288.93073 302.5834

281.09155

282.81767

256.82108

272.32246

263.31826

254.07663

300.26704

291.60837

298.96462

280.07046278.77373 281.79716

276.82798

274.73462

266.09189

289.22422

236.2776

270.33959

212.48704

279.93761

275.9178

PISA 2006 literacy score

PIAAC literacy score

Source: OECD, Literacy scores, OECD PISA 2006 and OECD PIAAC, Rounds 1 and 2.

4

Skilled adults support high performing economies

0 10000 20000 30000 40000 50000 60000 70000 80000200

210

220

230

240

250

260

270

280

290

300

Turkey

220.14672

266.82379266.90377

275.88404

Czech Republic 273.8456

Greece

256.38674

Cyprus¹272.56276

255.23751

251.78983Italy

280.67288 272

262.13914

296.24225

280.40107

257.62053

273.48627

287.5457

269.80837

269.45115284.00687

279.23084

269.8063

270.78754

266.54482

Norway

GDP per capita $ PPP (2005 constant)

PIAAC literacy score

Literacy proficiency and GDP per capita

Source: OECD, Survey of Adult Skills (PIAAC) (2012, 2015). 5

Education provides individual benefits – boosting wages, health, and engagement

Correlation between literacy and positive socio-economic outcomes

0

5

10

15

20

25

30

35

40

45

16

2522 22

41

OECD Average

Percentage-point difference between Level 4 or 5 and Level 1 or below

Source: OECD, Survey of Adult Skills (PIAAC) (2012, 2015). 6

Evolution of employment in occupational groups defined by level of skills proficiency

19981999

20002001

20022003

20042005

20062007

20082009

-20

-15

-10

-5

0

5

10

15

20

25

Occupations with highest average scores

Occupations with next to lowest av-erage scores

Occupations with lowest average scores

%






Outline

8

• The stakes are high• Education is one of the largest parts of the public sector

- in expenditures, jobs, and use of services by citizens• People recognize that education credentials carry hope

for better future

• Norms and beliefs contribute to integrity risks and violations:• Perceived lack of social recognition and low pay

• Public policies may inadvertently support integrity violations by creating incentives for malpractice, or failing to monitor and deter it.

Why are education systems vulnerable to integrity violations?

9

Corruption perception surveys suggest education is prone to corruption in many countries in the region

10

Kyrgy

zstan

Ukrain

e

Armen

ia

Moldov

a

Kazak

hstan

Azerb

aijan

Georg

ia0%

10%20%30%40%50%60%70%80%90% 82%

69%58% 58% 55%

37%

22%

To what extent do you see education system in the country affected by corruption?

(% of respondents who responded corrupt/ extremely corrupt)

Source: Transparency International Global Corruption Barometer 2013.






Outline

11

• Financial and human resources available for education are inefficiently used

• Access to educational opportunities is limited, or unfairly

awarded

• Quality of education is diminished

• Trust in education credentials and institutions is undermined

• Students who come into contact with corrupt behaviour learn and continue culture of corruption

Integrity violations harm the performance of education systems

12






Outline

13

The OECD Reviews of Integrity in Education: Ukraine 2017 examined nine integrity violations

1. Access to pre-school education through informal transactions

2. Misappropriation of parental contributions to schools and pre-schools

3. Access to school education through informal transactions

4. Undue recognition of achievement in primary and secondary education

5. Private supplementary tutoring 6. Corrupt influence in textbook procurement7. Corrupt access to higher education8. Academic dishonesty - cheating and plagiarism in

higher education9. Undue recognition of achievement in higher education 14

Access to pre-school education

Closing opportunities for malpractice

Enhancing security of software

Fully algorithm-based assignments without

influence by school principals

Diversifying criteria of prioritization

Eliminating incentivesLiberalise accreditation

standards to expand capacity

Sustainable financing

Policy options

Shortages of placesHigh stakes of securing a

place Failures in planning

networks of pre-schoolsOutdated licensing

requirements

Incentives for violation

Limitations of e-queue

TechnologyPrinciples of prioritisation

Opportunities for violations

Misuse of parental contributions

Closing of opportunitiesBetter parental

involvement in oversightMore transparency of

budget allocation decisions

Reduce fragmentation in oversight by strengthening role and capacity of school

inspectorateEliminating incentives

Allow and support more flexible use of extra-

budgetary allocations

Policy options

Administrative burden and limits to school autonomy

Limited capacityRigidity of budget

commitmentsBurdensome procurement


No documentation and management of

parental contributionsLimited parental

involvementFragmentation of

oversightLack of transparency

about budget allocation


Access to school education

Closing opportunitiesReassess catchment areas

Regulate ‘shadow’ entryStrengthen school

entrance procedures for all schools

Eliminating incentivesImprove information about school quality

Revise standards for urban planning

Policy options

Informal selection to cope with shortages in capacity

Selection as a means to boost reputation,

resources and success


Hybrid primary and secondary institutions

Inadequate regulation of entrance exams

Ineffective monitoring and enforcement


Undue recognition of learning

Closing opportunitiesImprove national

assessment framework and practice (standards,

marking scales, examples, training, validation)

Wider and earlier use of low-stakes, external and

independent assessment to improve integrity of

markingMarking moderation

Eliminating incentivesRaise awareness about EIT

Focus on working conditions

Policy options

Parental information (parents overestimating marks for HE entrance)

Perceptions of inadequate compensation of teachers

Dependence on parental contributions


Weakness in assessment (internal summative

classroom assessments)Weak guidance on

marking to teachers


Private tutoring

Closing opportunitiesProhibit private tutoring by teachers to their own

studentsEliminating incentives

Strengthen confidence in the ability of students to

take the EIT through regular schooling

Policy options

Parental mistrust in classroom teaching

Perceptions of testing and curriculum mismatch

Limited remedial assistance in school

Financial incentives for teachers


Absence of regulations against conflict-of-interest

forms of private tutoring


Textbook procurement

Closing opportunitiesImprove confidentiality and conflict of interest

provisionsProvide comprehensive

guidance to teachersEliminating incentives

Create dedicated teacher time for textbook review

Present teachers with feasible choices

Policy options

Choice of textbooks as additional workload


Deficient provisions on confidentiality and conflict

of interestLimited guidance of

independence for teachers selecting the textbooks


Access to higher education

Closing opportunitiesConsolidate an effective

system of higher education quality

assuranceStandard system for allocating dormitory places and monitor

adherenceEliminating incentives

Reduce excess capacity and reassess state support for graduate programmes

Policy options

Student incentives: degree inflation

HEI incentives: academic standing and public

funding


CEQA is closing opportunities for corrupt

access to bachelors degree Flawed competition for

access to masters degreesAccess to student

dormitoriesAcceptance of gifts and

bribes


Cheating and plagiarism in HE

Closing opportunitiesMake fraud detection a

regular part of assessing academic work

Increase capacity for detecting academic

dishonestyEliminating incentivesImprove regulations to

include cheatingRequire institutions to

design, adopt and promote a charter of

ethics

Policy options

Weakly developed culture of academic honesty

Weak intrinsic motivation among students


Limitations in legislation, enforcement and

compliance capacity of HE institutions

Absence of ethical normsUnequal detection

capacitySense of impunity


Recognition of academic achievement

Closing opportunitiesEnsure transparency in

marking and opportunities for appeal

Ensure that a robust quality assurance body

makes undue recognition a priority

Eliminating incentivesRemove policy incentives

for over and undermarking

Policy options

Impact of low pay, multiple jobs and time

constraintsPolicy incentives for over

and undermarking


Inadequate assessment and quality assurance

Cost of failurePoor attendance control

‘Everyone is doing it’







Outline

24

Assessment practices that ensure a fair recognition of learning achievement in secondary education

• Teachers examine their own students through continuous classroom assessment

• Teachers from another school are responsible for marking written examinations leading to diplomas or certification

France • Centrally appointed external examiners correct

examination papers and are assisted through national guidance materials such as performance criteria, exemplars, rubrics and keys.

• Moderation of marking is performed by external examiners who attend oral examinations.

Denmark • Examinations are corrected by the students’ own

teacher and moderated by a teacher from another school using a central scoring protocol. The school boards are responsible for the proper handling of the procedures.

• In case of disagreement, external moderation by a competent body is provided.

The Netherlands

25

OECD experience in regulating private supplementary tutoring

• Teachers may be prohibited from providing private tutoring to their own students, other students in their schools and/or students from other schools.

Prohibition (South Korea and

Japan)

• Practices may be governed by codes of ethics rather than by regulations, with strong signals that teachers should not undertake private tutoring

Discouragement

(China)

• Permission may be granted at the school level or by the wider education authorities, on a range of conditions

Permission if approved (Singapore

• The school and education authorities do not have policies on the matter, leaving decisions to the teachers themselves and to their clients

Laissez faire (Hong Kong, the Philippines and

Thailand26

• Reform policies that incentivise integrity violations– Example: creating more pre-school places could avoid families to bypass

prioritisation rules through non-regulated contributions

• Balancing autonomy with accountability to reduce integrity violations– Example: providing schools with more flexible use of parental

contributions while establishing a legal right for parental donors and other responsible bodies to oversee how donations are managed and used.

• Build capacity for integrity – Example: better support, guidance and training for teachers can lead to

better marking practices and make textbook selection process more independent and fair.

Stakeholders can employ three broad strategies to strengthen integrity in education

27

THANK YOU

• Andreas SCHLEICHER• OECD Director for Education and Skills• Special Advisor on Education Policy to the OECD Secretary-

General http://www.oecd.org/edu/

http://www.oecd.org/edu/