Educational standards and economic and social development
40
1 1 Educational standards and economic and social development Organisation for Economic Cooperation and Development (OECD) Lisbon Council Brussels, 14 September 2005 Andreas Schleicher Head, Indicators and Analysis Division OECD Directorate for Education
description
Organisation for Economic Cooperation and Development (OECD). Educational standards and economic and social development. Lisbon Council Brussels, 14 September 2005 Andreas Schleicher Head, Indicators and Analysis Division OECD Directorate for Education. - PowerPoint PPT Presentation
Transcript of Educational standards and economic and social development
1111
Educational standards and economic and social
development
Organisation for Economic Cooperation and Development (OECD)
Lisbon CouncilBrussels, 14 September 2005
Andreas SchleicherHead, Indicators and Analysis Division
OECD Directorate for Education
2222
Making Europe the world‘s premier knowledge economy by 2010.
Using education as a lever to compete by working smarter, rather than
working harder or cheaper.
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Flexibility
Knowledge
Innovation
Connectiveness
Where are the drivers of the knowledge economy in education?
4444
Delivering high level qualifications.A world of change.
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Unit
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ethe
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Sw
itze
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Hu
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Unit
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ingd
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Icel
and
Japa
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Fran
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New
Zea
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Ir
elan
dSp
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Kore
aSl
ovak
Rep
ublic
Belg
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Gree
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rkey
M
exic
oIt
aly
Aust
ria
Luxe
mbou
rg
Port
ugal
1960's 1970's 1980's 1990's
Growth in university-level qualificationsApproximated by the percentage of persons with ISCED 5A/6 qualfication in the
age groups 55-64, 45-55, 45-44 und 25-34 years (2003)
14
23
3
219
10
A1.3a
1
2
15
16
6666
Australia, 8.9
United Kingdom; 12.1 Germany, 11.4
J apan, 4.1
Russ. Federation, 3.2
Sweden, 1.2
Malaysia, 1.3New Zealand; 1.2
Austria; 1.5Netherlands; 1
Other OECDOther non-OECD Switzerland, 1.6
I taly; 1.7Belgium, 2
Spain; 2.5
France; 10.5
United States, 27.7
Borderless education:Where international students go
Percentage of foreign tertiary students reported to the OECD who are enrolled in each country of destination
According to the Shanghai rating, 17 of the world’s top 20
universities are in the United States
8888 From institutions to qualificationsTertiary-type A graduation rates, by duration (2003)
%
0
10
20
30
40
50
60Au
stra
liaFi
nland
Icela
ndPo
land
Denm
ark
Norw
ayUn
ited
King
dom
Irela
ndSw
eden
Hung
ary
Japa
nUn
ited
Stat
esSp
ainIt
alyFr
ance
Slov
ak R
epub
lic4
Switz
erlan
dGe
rman
yAu
stria
Czec
h Re
publ
ic4Tu
rkey
More than 6 years5 to 6 years3 to less than 5 years
10101010
0
10
20
30
40
50
60
70
80
Aust
ralia
Swed
enIc
eland
Finla
ndPo
land
New
Zeala
ndUn
ited
Stat
esHu
ngar
yNe
ther
lands
Kore
aIt
alySp
ainDe
nmar
kUn
ited
King
dom
Slov
ak R
epub
licJa
pan
Irela
ndFr
ance
Germ
any
Switz
erlan
dM
exico
Belgi
um
Aust
riaCz
ech
Repu
blic EU
OECD
Tertiary- type A
A moving targetSum of net entry rates into tertiary education for single year of age
(2003)
%
Current graduation rate
11111111
12121212
Mobilising resources
Who pays for education and who benefits ?
13131313 Investment in high-level qualificationsExpenditure on tertiary educational institutions
as a percentage of GDP (2002)
0
0.5
1
1.5
2
2.5
3
Denm
ark
Finla
ndSw
eden
Norw
ayBe
lgium
Gree
ceUn
ited
Stat
esAu
stria
Irela
ndPo
land
Turk
eyIc
eland
Neth
erlan
dsM
exico
Germ
any
Hung
ary
Fran
ceSp
ainPo
rtug
alNe
w Ze
aland
Unite
d Ki
ngdo
mCz
ech
Repu
blic
Aust
ralia
Italy
Japa
nKo
rea
EU
% of GDP
Puvlic Private Total 95
B2.1
Economies and ideologies…in Austria, Germany, Denmark and Norway
private sources contribute a much larger share of the costs of early childhood education and care than for tertiary education
14141414 Annual expenditure per studenton educational institutions, in equivalent US dollars converted using PPPs
USD 0
USD 5,000
USD 10,000
USD 15,000
USD 20,000
USD 25,000
United States J apan EU
17171717 Where do high skills pay?Distribution of 25-64-year-olds by level of earnings
0%10%20%30%40%50%60%70%80%90%
100%More than 2 times the median
More than 1.5 times the medianbut at or below 2.0 times themedianMore than the median but at orbelow 1.5 times the median
More than half the median butat or below the median
At or below half of the median
EU United States
18181818
-10 -5 0 5 10 15 20 25
United States
UK
France
Canada
Denmark
I taly
Germany
Netherlands
J apan
Sweden
Taxes Tuition Higher income Lower risk of unemployment Public subsidies
The returns on high level qualificationsPrivate internal rates of return (RoR) for an individual obtaining a university-level degree (ISCED 5/6) from an upper secondary and post-secondary non-
tertiary level of education (ISCED 3/4), MALES
21212121The driving forces of GDP per capita
growth Average annual percentage change (1990-2000)
-1.5-1
-0.50
0.51
1.52
2.53
3.54
4.55
5.56
6.5
Irela
nd
Kore
a
Luxe
mbou
rg
Port
ugal
Spain
Aust
ralia
Neth
erlan
ds
Unite
d St
ates
Finlan
d
Turk
ey
Unite
d Kin
gdom
Norw
ay1
Aust
ria
Belgi
um
Denm
ark
Gree
ce
Cana
da
Mex
ico
Fran
ce
Icela
nd
Italy
Swed
en
Japa
n
Germ
any2
New
Zeala
nd
Switz
erlan
d
Working- age population/total population Employment/working- age population
Labour productivity GDP per capita growth
•Ireland, Korea, Mexico and Turkey were the only countries where demography made a significant positive impact on GDP per capita growth…
•Increases in employment rates made a big contribution to growth in some countries
•But in almost all countries, the biggest contribution came from increased labour productivity
…in others it is beginning to act as a slight drag on growth
•While declines in employment rates reduced growth in others
But where does labour productivity growth come from……and why does it vary so much across countries?
22222222 Enhancements in human capital contribute to labour productivity growth
Average annual percentage change (1990-2000)
-2
-1
0
1
2
3
4
5
Irela
nd
Finla
nd
Swed
en
Denm
ark
Port
ugal
Aust
ralia
Unite
d St
ates
Unite
d Ki
ngdo
m
Italy
Norw
ay
Germ
any
Cana
da
Fran
ce
Neth
erlan
ds
New
Zeala
nd
Hours worked Level of education
Hourly GDP per efficient unit of labour Labour productivity
23232323
24242424
Making lifelong learning a reality.For all.
25252525
0
10
20
30
40
50
60
70
Denm
ark
Swed
en
Unite
d St
ates
Finla
nd
Switz
erlan
d
Unite
d Ki
ngdo
m
Cana
da 1
Aust
ria
Slov
ak R
epub
lic
Fran
ce
Belgi
um
Luxe
mbou
rg
Germ
any
Irela
nd
Czec
h Re
publ
ic
Polan
d
Port
ugal
Spain
Italy
Hung
ary
Gree
ce
OECD
All levels of educationLower upper secondary educationUpper secondary and post- secondary non- tertiary educationTertiary education
Participation of the labour force in non-formal job-related continuing education and training (2003)
%
26262626
05
101520253035404550
Swed
en
Denm
ark
Unite
d St
ates
Finla
nd
Switz
erlan
d
Unite
d Ki
ngdo
m
Cana
da 1
Slov
ak R
epub
lic
Fran
ce
Aust
ria
Belgi
um
Luxe
mbou
rg
Germ
any
Czec
h Re
publ
ic
Irela
nd
Polan
d
Port
ugal
Spain
Italy
Hung
ary
Gree
ce
OECD
Total Employed Unemployed Labourforce
Participation of the labour force in non-formal job-related continuing education and training (2003)
%
27272727
0
10
20
30
40
50
60
70
Swed
en
Denm
ark
Finla
nd
Unite
d St
ates
Unite
d Ki
ngdo
m
Switz
erlan
d
Cana
da1
Slov
ak R
epub
lic
Aust
ria
Fran
ce
Belgi
um
Irela
nd
Luxe
mbou
rg
Germ
any
Czec
h Re
publ
ic
Polan
d
Port
ugal
Spain
Italy
Hung
ary
Gree
ce
OECD
TotalResource industries Goods- producing industries Lower- tier services Upper- tier services
Participation of the labour force in non-formal job-related continuing education and training (2003)
%
28282828
29292929
Who can afford these productivity differentials ?How school performance varies .
30303030
- 80
- 60
- 40
- 20
0
20
40
60
80
100Tu
rkey
Hung
ary
Japa
n
Belg
ium
Ital
y
Germ
any
Aust
ria
Net
herla
nds
Czec
h Re
publ
ic
Kore
a
Slov
ak R
epub
lic
Gree
ce
Switz
erla
nd
Luxe
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rg
Port
ugal
Mex
ico
Unite
d St
ates
Aust
ralia
New
Zea
land
Spai
n
Cana
da
Irel
and
Denm
ark
Pola
nd
Swed
en
Nor
way
Finl
and
Icel
and
Variation of performance
between schools
Variation of performance within
schools
Consistency in quality standardsVariation in the performance of 15-year-olds in mathematics
OECD (2004), Learning for tomorrow’s world: First results from PISA 2003, Table 4.1a, p.383.
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4125
32323232
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Using the potential.
Equality in outcomes and equity in opportunities.
34343434St
uden
t per
form
ance
School performance and schools’ socio-economic background -
Germany
AdvantagePISA Index of social backgroundDisadvantageFigure 4.13
School proportional to size
Student performance and student SES
Student performance and student SES within schools
School performance and school SES
200
500
800
-3 -2 -1 0 1 2 3
35353535
200
500
800
-3 -2 -1 0 1 2 3
Stud
ent p
erfo
rman
ce
School performance and schools’ socio-economic background - Finland
AdvantagePISA Index of social backgroundDisadvantageFigure 4.13
Student performance and student SES
Student performance and student SES within schools
School performance and school SES
School proportional to size
36363636
37373737
Making education a knowledge rich profession
38383838 One challenge – different approaches
The tradition of education systems
has been “knowledge poor”
The future of education systems needs to be
“knowledge rich”
National prescription
Professional judgement
Informed professional judgement, the teacher
as a “knowledge worker”Informed
prescription
Uninformed professional judgement
Uninformed prescription,
teachers implement curricula
39393939 Further information www.pisa.oecd.org
– All national and international publications– The complete micro-level database
email: [email protected]
…and remember:Without data, you are just another person with an opinion
40404040 What can a 15-year-old expect in the next 15 years ? (2003)
-1
1
3
5
7
9
11
13
15
Turk
eyM
exico
Sl
ovak
Rep
ublic
Italy
Polan
dHu
ngar
y Gr
eece
Czec
h Re
publ
icSp
ainBe
lgium
Fi
nland
Unite
d St
ates
Unite
d Ki
ngdo
mFr
ance
Aust
ralia
Germ
any
Cana
da
Switz
erlan
dAu
stria
Port
ugal
Irela
ndNe
ther
lands
Swed
enNo
rway
Denm
ark
Luxe
mbou
rgIc
eland
% of total public expenditure
I n education and employed (including work study programmes)I n education and not employedNot in education but employedNot in the labour forceUnemployedOECD
43434343Share of the 25-to-29-year-olds who are
unemployed and not in education, by level of educational attainment (2003)
0
510
1520
2530
3540
45
Polan
dSl
ovak
Rep
ublic
Gree
ceSp
ainFr
ance
Finla
ndIt
alyBe
lgium
Ge
rman
yTu
rkey
Cana
da
Swed
enPo
rtug
alCz
ech
Repu
blic
Hung
ary
Norw
ayUn
ited
Stat
es1
Aust
ralia
Switz
erlan
dUn
ited
King
dom
Aust
riaIr
eland
Denm
ark
Mex
ico
Luxe
mbou
rgNe
ther
lands
1
Below upper secondary educationUpper secondary and post- secondary non- tertiary educationTertiary education
%
44444444The situation of the youth population with low
levels of education (2003)Share of 20-to-24-year olds who have not attained upper secondary education and
who are no longer in education
0
10
20
30
40
50
60
70
80No
rway
Slov
ak R
epub
lic
Czec
h Re
publ
icPo
land
Unite
d Ki
ngdo
mLu
xemb
ourg
Finla
ndAu
stria
Swed
enDe
nmar
kSw
itzer
land
Cana
da
Unite
d St
ates
1Hu
ngar
y Ir
eland
Germ
any
Fran
ceBe
lgium
Au
stra
liaGr
eece
Neth
erlan
ds 1
Italy
1Ic
eland
1Sp
ainPo
rtug
alTu
rkey
Mex
ico
Males Females%
45454545
0 1000 2000 3000 4000 5000 6000 7000 8000 9000
I talyNetherlands
AustraliaScotland
New ZealandBelgium (Fr.)
GreeceMexicoFranceI reland
England 1PortugalTurkey
Belgium (Fl.)Spain
LuxembourgI celandSlovak
GermanyHungary
KoreaSweden
J apanDenmarkNorwayPoland
Finland
Ages 7 -8 Ages 9 -11 Ages 12-14
D1.2. Total number of intended instruction hours in public institutions between ages 7 and 14
(2003)
Cumulative number of intended instructions hours
46464646 D2.1. Average class size in lower secondary education (2003)
Number of students per class in public and private institutions
0
5
10
15
20
25
30
35
40Ko
rea
Japa
nM
exico
Aust
ralia
Germ
any
Spain
Polan
dFr
ance
Unite
d Ki
ngdo
mAu
stria
Czec
h Re
publ
icSl
ovak
Rep
ublic
Gree
ceUn
ited
Stat
esPo
rtug
alHu
ngar
yBe
lgium
(Fr.)
Italy
Irela
nd 1
Luxe
mbou
rgIc
eland
Denm
ark
Switz
erlan
d
Number of students per class
47474747 D3.2. Teachers salaries in lower secondary education (2003)
Annual statutory teachers’ salaries in public institutions for teachers of lower secondary education, in equivalent US dollars converted using PPPs
0
20,000
40,000
60,000
80,000
100,000
120,000Lu
xemb
ourg
Switz
erlan
dGe
rman
yKo
rea
Japa
nUn
ited
Stat
esSc
otlan
dNe
ther
lands
Aust
ralia
Engla
ndIr
eland
Spain
Belgi
um (F
l.)De
nmar
kBe
lgium
(Fr.)
Finla
ndNo
rway
New
Zeala
ndAu
stria
Port
ugal
Fran
ceIt
alySw
eden
Gree
ceIc
eland
Mex
icoCz
ech
Repu
blic
Hung
ary
Polan
dSl
ovak
Salary af ter 15 years of experience/ minimum trainingSalary at the top of scale/ minimum trainingStarting salary/ minimum training
Equivalent US dollars converted using purchasing power parities
48484848 D3.1b. Ratio of statutory salaries after 15 years of experience to GDP per capita for teachers in
lower secondary education (2003)
0
1
2
3
Kore
aM
exico
Port
ugal
Germ
any
Switz
erlan
dJa
pan
Spain
New
Zeala
ndLu
xemb
ourg
Scot
land
Neth
erlan
dsAu
stra
liaEn
gland
Gree
ceFi
nland
Belgi
um (F
l.)Be
lgium
(Fr.)
Irela
ndDe
nmar
kFr
ance
Italy
Unite
d St
ates
Aust
riaCz
ech
Repu
blic
Swed
enHu
ngar
yNo
rway
Polan
dIc
eland
Slov
ak R
epub
lic
Ratio
49494949 D4.2. Number of teaching hours per year, by level of education (2003)
Net contact time in hours per year in public institutions
0100200300400500600700800900
1,0001,1001,200
Unite
d St
ates
Mex
icoNe
w Ze
aland
Scot
land
Aust
ralia
Neth
erlan
dsGe
rman
yIr
eland
Belgi
um (F
r.)Be
lgium
(Fl.)
Norw
aySl
ovak
Rep
ublic
Icela
ndLu
xemb
ourg
Denm
ark
Polan
dGr
eece
Port
ugal
Fran
ceAu
stria
Czec
h Re
publ
icFi
nland
Italy
Spain
Kore
aHu
ngar
yJa
pan
Turk
ey
Lower secondary educationPrimary educationUpper secondary education, general programmes
Hours per year
