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Raising the Quality of Educational Outcomes and Improving E-learning:
Cross-national Evidence on Challenges and Opportunities
Judit Kádár-FülöpIndicators and Analysis Division
Directorate for EducationOrganization for Economic Co-operation and
Development
12th EDEN ANNUAL CONFERENCE15-18 June 2003
Rhodes Palace Hotel, Rhodes, Greece
22 Challenges and opportunities
1. 1. Lifelong learning for all?2. 2. The PISA evidence
about students’ literacy skills… and the output of school systems
3. 3. The evidence of the OECD Upper Secondary School Survey
about the availability and use of ICT
about teachers’ use of ICT
4.4. Implications for development
33
0
10
20
30
40
50
60
70
80
90
Denm
ark
Fin
land
Sw
eden
Uni
ted S
tate
s
Nor
way
New
Zeal
and
Uni
ted K
ingd
om
Germ
any
Sw
itze
rlan
d
Net
her
land
s
Aus
tral
ia
Can
ada
Cze
ch R
epu
blic
Ita
ly
Ire
land
Belg
ium
(Fl
.)
Hun
gary
Pola
nd
Port
ugal
Total participation in continuing education and training
Ratio of participation in continuing education and training for individuals with tertiaryeducation relative to individuals who have not completed lower secondary education
Participation rate in continuing education and training and ratio of participation based on
educational attainment for 25 to 64-year-olds (2001)
2
3
4
6
7
9
1
5
8
44
196
14 169 12
5 91
32
3127 24
24 22
21 2019
6
29
39 30 2831 27
33 31 27
19
14 1918 20
22 21 26 26 22
30
5 58 9 11 12 12 14
13
28
2 1 3 4 4 6 4 510
16
40%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fin
land
Kor
ea
Irel
and
Uni
ted_
Kin
gdom
Fra
nce
Uni
ted_
Sta
tes
Spa
in
Ital
y
Ger
man
y
Mex
ico
Percentage of students at each of the proficiency levels in reading literacy
Level 2
Level 1
Below Level 1
1 65-7
1511-16
2119-24
2221-25
53-9
79-9
1610-20
31
Level 5
Level 4
Level 3
1917-21
55Not just about academic
performancePrevalence of disaffected students
17 18 19 19 20 20 21 21 21 21 21 21 21 22 23 23 24 25
30 30
38
41
0
10
20
30
40
50
Uni
ted K
ingd
om
Swed
en
Hun
gary
Irel
and
Net
her
land
s1
Aus
tria
Can
ada
Aus
tral
ia
Swit
zerl
and
Den
mar
k
New
Zea
land
Nor
way
Fin
land
Mex
ico
Ger
man
y
Ital
y
Spa
in
Uni
ted S
tate
s
Cze
ch R
epub
lic
Fra
nce
Jap
an
Kor
ea
% Disaff ected students
66
- 100
- 80
- 60
- 40
- 20
0
20
40
60
80
100Ge
rman
y
I tal
y
J apa
nUnite
d St
ates
Unite
d Ki
ngdo
m
Kore
a
I relan
d
Spai
n
Finlan
d
Swed
en
164-9
83-10
75-9
2221-25
2119-24
1610-20
10
9-11
1917-21
53-9
Is it all innate ability?Variation in student performance
77
- 100
- 80
- 60
- 40
- 20
0
20
40
60
80
100Ge
rman
y
I tal
y
J apa
nUnite
d St
ates
Unite
d Ki
ngdo
m
Kore
a
I relan
d
Spai
n
Finlan
d
Swed
en
Variation of performance
between schools
Variation of performance within
schools
164-9
83-10
75-9
2221-25
2119-24
1610-20
10
9-11
1917-21
53-9
Is it all innate ability?Variation in student performance
88Early selection and institutional stratification
Low degree of stratification
High degree of stratification
Finland
Korea
J apan
Iceland
Canada
I reland
Sweden
Spain
I taly
PolandGreece
Portugal
Luxembourg
Denmark
AustriaNorway
New ZealandAustralia
United Kingdom
BelgiumFrance
United States
SwitzerlandCzech Republik
HungaryGermany
430
450
470
490
510
530
550
-25 -20 -15 -10 -5 0 5 10 15 20 25Low Performanc
e
HighPerformanc
e
Low Social equity
.
HighSocial equity
99
423
467
540
583
506
463
548
540
491
400
420
440
460
480
500
520
540
560
580
600
Low engagement Medium engagement High engagement
Rea
din
g Li
tera
cy P
erfo
rman
ce
Low socio- economic backgroundMedium socio- economic backgroundHigh socio- economic background
Reading literacy proficiency by levels of engagement and social background
1010 PISA assesses the performance
of 15-year-old students and
other outcomes of schooling in
OECD countries• every three
years•in key literacy
areas
www.pisa.oecd.org
1111
PISA shows the important role of...… Engagement and motivation… Effective learning strategies
Foundations for lifelong learning
Many of the successful education systems seek to shift the focus of education policy and practice…
… from helping students repeat solutions to solving problems and engaging in learning
–Learning to learn–Self-concept
1212
Computers can … generate engagement and
motivation …help develop effective learning strategies
Can schools promote e-learning?
Are schools equipped for using computers effectively?
To what extent do schools use computers?
1313 The OECD Survey of Upper Secondary Schools
Which countries? Belgium (Fl), Denmark, Finland, France,
Hungary, Ireland, Italy, Korea, Mexico, the Netherlands, Norway, Portugal, Spain, Sweden, Switzerland
Which schools? School sites with upper secondary
programmes samples of 200 to 400 schools 4400 schools altogether
Which method? Questionnaire survey addressed to school
principals When was the survey implemented?
2001/2002
1414 The OECD Survey of Upper Secondary Schools
Availability of ICT in schools Use of ICT in schools by students
and teachers Professional development of
teachers Obstacles to development of ICT
in schools
1515Ratio of students to computers and ratio of teachers to computers in upper secondary
education (2001)
0
5
10
15
20
Den
mar
k
Sw
eden
Nor
way
Fin
land
Fra
nce
Kor
ea
Bel
gium
(F
l.)
Sw
itzer
land
Hun
gary
Italy
Irel
and
Por
tuga
l
Spa
in
Mex
ico
Net
herla
nds
1
Ratio
Ratio of students to computersRatio of teachers to computers
1616 How many students share a computer?
10 20 30 40 50 60 70 80 90Denmark
Sw eden
Norw ay
Finland
France
Korea
Belgium (Fl.)
Sw itzerland
Hungary
Italy
Ireland
Portugal
Spain
Mexico
20<
11-20
5-10
1-4
Student
percentiles
20 students or more share a
computer
1 to 4 students more share a
computer
1717 How many teachers share a computer?
10 20 30 40 50 60 70 80 90Korea 1.00 0.96 0.94 0.93 0.90 0.86 0.83 0.78 0.65
Sweden 2.59 2.09 1.79 1.56 1.35 1.26 1.08 0.93 0.80
Finland 6.43 4.60 3.45 2.71 2.14 1.71 1.31 0.97 0.77
Norway 4.65 3.50 2.88 2.44 2.00 1.77 1.37 1.17 0.92
Denmark 8.57 5.80 4.25 3.50 2.80 2.20 1.70 1.30 1.03
Switzerland 19.30 10.60 7.97 6.13 5.50 4.33 3.09 2.05 1.46
Hungary 24.75 14.40 10.83 8.42 6.83 5.43 4.57 3.75 2.79
Spain 24.13 14.90 11.38 9.13 7.00 6.00 5.21 4.21 3.28
Mexico 200.00 200.00 37.00 18.50 13.08 8.50 6.90 5.00 3.15
France 45.83 31.00 22.50 17.50 14.50 11.96 9.50 7.63 4.70
Ireland 39.00 22.00 18.75 14.00 11.63 10.20 8.33 6.40 4.83
Portugal 38.25 26.00 22.67 19.50 15.64 12.88 11.40 9.50 6.44
Italy 160.25 50.25 35.17 27.25 21.20 17.40 14.42 10.59 7.03
Belgium (Fl.) 69.00 48.25 30.80 24.50 19.75 16.17 12.58 9.88 6.83
10<
5 - 10
1 or less
2 - 4
Student
percentiles
More computers
than teachers
More than 10 teachers share a
computer
1818Percentage of schools with computers connected
to the Internet and to intranet
0
20
40
60
80
100
Sw
eden
Kor
ea
Nor
way
Den
mar
k
Fin
land
Sw
itzer
land
Hun
gary
Bel
gium
(F
l.)
Spa
in
Irel
and
Por
tuga
l
Fra
nce
Ital
y
Mex
ico
Net
herla
nds
1
Percentage of school computers connected to the InternetPercentage of school computers connected to the intranet
1919 Use of computers in schools
What kinds of activities? Which educational purposes? What about teachers?
Do they use ICT? Do they improve their
professional skills?
OECD International Survey of Upper Secondary Schools
2020 What kind of ICT activities?
0
10
20
30
40
50
60
70
80
90
100
Operating acomputer
Writing with aword processor
Sending,searching for, andusing e-information
Calculating withspreadsheetsprogrammes
Using educationalsoftware (e.g.taking tests,exercises)
Makingillustrations with
graphicalprogrammes
Communicating viae-mail
Writingprogrammes
2121 For what purposes are computers used?
Percentage
0
10
20
30
40
50
60
70
80
Obtain information fromthe Internet
Develop skills ofindependent learning
Provide additionalinstruction and practicingopportunities for students
Allow students tolearn/work at their ownpace during lessons
Combine parts of schoolsubjects with one another
Create opportunities forlearning by simulation
2222 Differences between schools in the variety of of educational use (purposes)
-2.50
-2.00
-1.50
-1.00
-0.50
0.00
0.50
1.00
1.50
2.00
De
nm
ark
Sw
ed
en
No
rwa
y
Italy
Sw
itze
rla
nd
Ko
rea
Po
rtu
ga
l
Fra
nce
Fin
lan
d
Me
xico
Be
lgiu
m (
Fl.)
Hu
ng
ary
Ire
lan
d
Sp
ain
Ne
the
rla
nd
s 1
10 to 25 25 to 75 75 to 90 Mean
Index
International mean
2323 Differences between schools in the variety of use of computers (2001)
-2.50
-2.00
-1.50
-1.00
-0.50
0.00
0.50
1.00
1.50
2.00
Den
mar
k
Sw
eden
Nor
way
Italy
Sw
itzer
land
Kor
ea
Por
tuga
l
Fra
nce
Fin
land
Mex
ico
Bel
gium
(F
l.)
Hun
gary
Irel
and
Spa
in
Net
herla
nds
1
10 to 25 25 to 75 75 to 90 MeanIndex
International mean
2424 Variety of ICT activities and ICT use
Switzerland
Sweden
Spain
Portugal
Norway
Mexico
Korea
Italy
Ireland
Hungary
France Finland
Denmark
Belgium (Fl.)
-1.00
-0.80
-0.60
-0.40
-0.20
0.00
0.20
0.40
0.60
0.80
-1.00 -0.80 -0.60 -0.40 -0.20 0.00 0.20 0.40 0.60 0.80 1.00Variety of computer-related student activities
Variety of educational goals
2525
0 20 40 60 80 100
Germany
Mexico
I reland
Belgium
Czech Republic
Luxembourg
United States
Switzerland
New Zealand
Finland
Sweden
Canada
Hungary
Denmark
Scotland
Australia
Home
Availability and frequency of the use of computers for 15-year-olds at home and at school
(2000)Distribution of mean percentages of 15-year-olds who reported having a computer
available to use and those who reported using computers at home and at school
020406080100
School
Availability of a computer to use almost every day, a few times each week or at least between once a week and once a month
Frequency of computer use almost every day, a few times each week or at least
between once a week and once a month
%
2626 Percentage of upper secondary students who attend schools where more than 60 % of teachers use…
0
20
40
60
80
Sw
eden
Den
mar
k
Kor
ea
Nor
way
Finl
and
Sw
itzer
land
Fran
ce
Bel
gium
(Fl.)
Hun
gary
Italy
Spa
in
Mex
ico
Por
tuga
l
Irela
nd
Net
herla
nds1
% of students in schools where...
teachers use computer applicationsteachers use e-mail
2727 Teacher participation in professional development activities
0
10
20
30
40
50
60
70
80
90
Hun
gary
Fra
nce
Italy
Por
tuga
l
Kor
ea
Spa
in
Irel
and
Mex
ico
Bel
gium
(F
l.)
Sw
itzer
land
Nor
way
Fin
land
Den
mar
k
Sw
eden
Net
herla
nds
1
Percentage of teachers...
...in professional development activities (other than ICT-related)… in ICT-related professional development activities
2828 Teacher-related obstacles to reaching ICT goals in upper secondary education (2001)
0
20
40
60
80
100
Sw
eden
Den
mar
k
Kor
ea
Fin
land
Nor
way
Sw
itzer
land
Fra
nce
Bel
gium
(F
l.)
Italy
Hun
gary
Spa
in
Por
tuga
l
Mex
ico
Irel
and
Net
herla
nds
2
0
20
40
60
80
100
Percentage of teachers using computer applicationsInsufficient time for teachers to prepare lessons in which computers are usedLack of interest / willingness of teachers to use computers Teachers' lack of knowledge / skills in using computers for instructional purposes
2929 Conclusions To make effective use of computers in
schools The ‘consumers’ of continuing education
are raised in national school systems. A robust and sustainable technological
environment is needed in schools to make teachers professionally interested users of ICT.
The digital divide can aggravate social exclusion.
High quality educational software must be affordable for schools.
Can language barriers be overcome?
3030 The OECD Survey of Upper Secondary Schools
When will the data be published? Publication: Integration,
Cooperation, Support Data release: 15 July, 2003 Printed publication: November,
2003