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Organisation for Economic CoOperation and Development I risultati dellItalia nellindagine OCSE Educa

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but not everyone completes with a degree. Drop-out in Italy is, at 52%, the highest in the OECD ... A high degree of individualised learning processes ... – PowerPoint PPT presentation

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Title: Organisation for Economic CoOperation and Development I risultati dellItalia nellindagine OCSE Educa


1
Organisation for Economic Co-Operation and
DevelopmentI risultati dellItalia
nellindagine OCSE Education at a Glance
15 September 2004
Andreas SchleicherHead, Indicators and Analysis
Division
2
OECDs Objectives
  • Producing a small but critical mass of
    policy-oriented indicators ...
  • that provide truly comparative insight into the
    functioning, development and impact of
    learning...
  • within a framework of agreed standards,
    established collaboratively by countries
  • The idea
  • By seeing themselves in the light of other
    countries performance
  • countries can identify their own strengths and
    weaknesses

3
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4
In the dark, all education systems look the same
But with a little light.
5
But with a little light.
important differences become apparent.
6
I risultati dellItalia nellindagine OCSE
Education at a Glance
  • 1. Where we are today
  • Continued growth in educational participation
  • and its impact for individuals and economies
  • The financing of education
  • Student learning conditions and teacher working
    conditions
  • The quality of educational outcomes
  • 2. Where we can be
  • What the best performing countries show can be
    achieved
  • 3. How we can get there
  • Policy levers that emerge from international
    comparisons

7
More people are completing higher levels of
education than ever before
  • in some countries, growth has been spectacular
  • but others have fallen behind.

8
Growth in baseline qualificationsApproximated by
the percentage of persons with uppersecondary
qualfications in the age groups 55-64, 45-55,
45-44 und 25-34 years (2002)
  • In Italy, progress to ensure that all people
    obtain strong baseline qualifications (at upper
    secondary level) has been limited
  • With serious consequences for those who have not
    completed this level
  • Only 39 of women without upper secondary
    education are employed, compared with 61 of
    those with upper secondary and 79 of those with
    tertiary education
  • Women without upper secondary education earn only
    84 of upper secondary graduates and little more
    than half of tertiary graduates

1
3
8
12
22
25
24
3
11
13
26
15
A2.2
9
Growth in university-level qualificationsApproxim
ated by the percentage of persons with ISCED 5A/6
qualfication in the age groups 55-64, 45-55,
45-44 und 25-34 years (2002)
4
8
19
24
7
26
22
21
A3.2
10
Current entry rates suggestthat the growth will
continueSum of net entry rates for single year
of age in tertiary-type A and tertiary-type B
education
  • Todays entry rates in universities suggest that
    the strive for higher qualifications will
    continue
  • Half of an age cohort now enter university, and
    in Australia, Finland, Iceland, Poland and Sweden
    70 or more
  • University-entry in Italy is, at 50, at the
    average level
  • but not everyone completes with a degree
  • Drop-out in Italy is, at 52, the highest in the
    OECD
  • Drop-out is somewhat lower in the new short
    university programmes

C3.1
11
Higher tertiary participation is becoming visible
in the qualification of the workforcePercentage
of 25-64-year-olds with academic or vocational
tertiary qualification (10 countries with
steepest growth Italy)
A3.4
12
Foreign students in tertiary educationby country
of study (2002)
  • Education is rapidly becoming and international
    domain
  • Foreign enrolment in tertiary education in OECD
    countries rose by 35 between 1998 and 2002
  • Italy saw a rise of 24, but foreign enrolment is
    still limited
  • Only 2.2 of Italian students study abroad (OECD
    4.1)

C3.6
13
The 1990s was the decade when women moved ahead
of men in terms of educational attainmentPercenta
ge of Tertiary Type-A qualification awarded to
women
  • Italy is strong in women graduation rates
  • In Italy, the share of women among first degree
    holders is, at 61, one of the highest in the
    OECD
  • Italy is the only country in which the number of
    men and women graduating from mathematics and
    computer science is equal
  • Gender differences in fields of study at
    university level are already mirrored in the
    educational aspirations of 15-year-olds
  • Career expectations of boys were far more often
    associated with physics, mathematics or
    engineering(on average 18 of boys versus 5 of
    girls)
  • While girls more frequently expected occupations
    related to life sciences and health (20 of girls
    compared to only 7 of boys)

Higher proportion of women
Higher proportion of men
A4.2
OECD average
Italy
14
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15
Why education matters more than ever
  • Growing educational success pays off.

16
The earnings advantage of educationRelative
earnings of 25-64-year-olds with income from
employment (upper secondary education100)
A3.2
17
Trends in the earnings advantageTrends in
relative earnings of 25-64-year-old tertiary
graduates (upper secondary100, countries with
5 or more attainment growth I)
  • Growing benefits in many of the countries with
    the steepest attainment growth
  • In the countries in which tertiary attainment
    increased by more than 5 percentage points since
    1995 (Australia, Austria, Belgium, Canada,
    Denmark, France, Iceland, Ireland, Japan, Korea,
    Spain and the UK) most have seen falling
    unemployment and rising earnings benefits
  • In Australia, Canada, Germany, Hungary, Ireland
    and the UK, the earnings benefit increased by
    between 6 and 14 per centage points between 1997
    and 2001
  • Among the 15 countries with comparable data, only
    New Zealand, Norway and Spain have seen a decline
    in earnings benefits

A11.2
18
The driving forces of GDP per capita growth
Average annual percentage change (1990-2000)
  • But in almost all countries, the biggest
    contribution came from increased labour
    productivity
  • 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 where does labour productivity growth come
from and why does it vary so much across
countries?
in others it is beginning to act as a slight
drag on growth
  • While declines in employment rates reduced growth
    in others

A12
19
Enhancements in human capital contribute to
labour productivity growthAverage annual
percentage change (1990-2000)
A12
20
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21
In many countries, the expansion was accompanied
by massive financial investments
  • while in others student numbers grew faster than
    expenditure

22
Expenditure on educational institutions as a
percentage of GDPAll levels of education
B2
23
Expenditure on educational institutions as a
percentage of GDPTertiary education (2001)
B2
24
Public expenditure on education as a percentage
of total public expenditure (1995, 2001)
A4
25
Annual expenditure per studenton educational
institutions, in equivalent US dollars converted
using PPPs
  • Spending per primary and secondary student in
    Italy is well above the OECD average
  • Why is spending high but teacher salaries are
    low?
  • Much of spending is invested in very low
    student/staff ratios (10.6 in primary education,
    the lowest in the OECD)
  • Annual intended instruction hours for students
    are high but teaching hours for teachers are low
  • High spending levels do not translate into strong
    results

B1
26
Cumulative expenditure on educational
institutions per student over the average
duration of tertiary studiesAnnual expenditure
on educational institutions per student
multiplied by average duration of studies, in
equivalent US dollars converted using PPPs (2001)
Each segment of the bar represents the annual
expenditure per student. The number of segments
represents the number of years a student remains
on average in tertiary education.
B1
27
Changes in spending per student in primary and
secondary educationrelative to different factors
(1995100, 2001 constant prices )
B1
28
Basic teachers' salaries in lower secondary
educationAnnual statutory teachers' salaries in
public institutions in equivalent US dollars
converted using PPPs, and ratio of salary after
15 years of experience to GDP per capita (2002)
US
D3
29
Changes in teachers' salaries in lower secondary
educationbetween 1996 and 2002Index of change
between 1996 and 2002 (1996100, 2002 price
levels using GDP deflators)
Index (1996100)
D3
30
Percentage of teachers working time spent
teaching
Hours per year
31
Age distribution of teachers (2002)Distribution
of teachers in educational institutions, by level
of education and age group
Secondary education
32
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33
But what about the quality of education?
  • OECDs PISA assessment allows to compare the
    knowledge and skills of 15-year-olds across
    countries.

34
PISA - The OECD Programme for International
Student Assessment
  • The most comprehensive international assessment
    to date
  • Geographic and economic coverage
  • 340,000 15-year-old students randomly sampled
  • 43 countries in 2000 and 2003, 60 countries in
    2006
  • Subject matter coverage
  • Reading, Mathematics, Science
  • Cross-curricular competencies
  • Variety of task formats
  • Open-constructed responses, multiple-choice
  • Depths
  • A total of 7 hours of assessment material

35
HighPerformance
High performance Low social equity
High performance High social equity
Moderate impact of social background on
performance
Strong impact of social background on performance
Low performance Low social equity
Low performance High social equity
Low Performance
36
HighPerformance
High performance Low social equity
High performance High social equity
Moderate impact of social background on
performance
Strong impact of social background on performance
Low performance Low social equity
Low performance High social equity
Low Performance
.
37
Is it all innate ability?Variation in student
performance
1
1917-21
64-9
2221-25
109-11
53-9
83-10
75-9
2119-24
1610-20
38
Is it all innate ability?Variation in student
performance
1
1917-21
64-9
2221-25
109-11
53-9
83-10
75-9
2119-24
1610-20
39
Is it all innate ability?Variation in student
performance
Variation of performance within schools
Variation of performance between schools
1
1917-21
64-9
2221-25
109-11
53-9
83-10
75-9
2119-24
1610-20
40
How we can get there.
  • Policy levers that emerge from international
    comparisons.

41
Analytic framework
Domain 1
Domain 2
Domain 3
Outputs and OutcomesImpact of Learning
Policy LeversThat shape Outcomes
Antecedentsthat contextualise or constrain policy
Level A
Quality and distribution of knowledge and skills
Individual learner
Individual attitudes, engagement and behaviour
Social background of the learners
2.A
1.A
3.A
Level B
Learning practices and classroom climate
Student learning conditions and teacher working
conditions
Quality of instructional delivery
Instructional settings
1.B
2.B
3.B
Level C
Variation in institutional performance
Community and school characteristics
The learning environment, autonomy,
accountability of schools
Schools
1.C
2.C
3.C
Level D
System-wide structures, resources and policies
Overall system performance
National educational, social and economic context
Country or system
3.D
1.D
2.D
42
Policy Levers
  • Student approaches to learning
  • The ability to manage ones learning is both an
    important outcome of education and a contributor
    to student literacy skills at school
  • Learning strategies, motivation, self-related
    beliefs, preferred learning styles
  • Different aspects of students learning
    approaches are closely related
  • Well-motivated and self-confident students tend
    to invest in effective learning strategies and
    this contributes to their literacy skills
  • Immigrant students tend to be weaker performers
  • but they do not have weaker characteristics as
    learners
  • Boys and girls each have distinctive strengths
    and weaknesses as learners
  • Girls stronger in relation to motivation and
    self-confidence in reading
  • Boys believing more than girls in their own
    efficacy as learners and in their mathematical
    abilities

43
HighPerformance
Students perceived teacher support High degree
of support Low degree of support
Moderate impact of social background on
performance
Strong impact of social background on performance
Low Performance
.
44
Governance of the school system
  • In the best performing countries
  • Decentralised decision-making is combined with
    devices to ensure a fair distribution of
    substantive educational opportunities
  • The provision of standards and curricula at
    national/subnational levels is combined with
    advanced evaluation systems
  • That are implemented by professional agencies
  • Process-oriented assessments and/or centralised
    final examinations are complimented with
    individual reports and feed-back mechanisms on
    student learning progress

45
HighPerformance
E.g. Learning environment and course
offering High degree of school-level
autonomy Low degree of school-level autonomy
Variance between schools
11
20
9
76
7
Moderate impact of social background on
performance
Strong impact of social background on performance
75
71
r.51
Low Performance
.
46
Organisation of instruction
  • In the best performing countries
  • Schools and teachers have explicit strategies and
    approaches for teaching heterogeneous groups of
    learners
  • A high degree of individualised learning
    processes
  • Disparities related to socio-economic factors and
    migration are recognised as major challenges
  • Students are offered a variety of
    extra-curricular activities
  • Schools offer differentiated support structures
    for students
  • E.g. school psychologists or career counsellors
  • Institutional differentiation is introduced, if
    at all, at later stages
  • Integrated approaches also contributed to
    reducing the impact of students socio-economic
    background on outcomes

47
HighPerformance
Early selection and institutional
stratification High degree of
integration Early selection and stratification
Moderate impact of social background on
performance
Strong impact of social background on performance
Low Performance
.
48
Support systems and professional teacher
development
  • In the best performing countries
  • Effective support systems are located at
    individual school level or in specialised support
    institutions
  • Teacher training schemes are selective
  • The training of pre-school personnel is closely
    integrated with the professional development of
    teachers
  • Continuing professional development is a
    constitutive part of the system
  • Special attention is paid to the professional
    development of school management personnel

49
Common characteristics
Uniformity
Diversity
Universal high standards
hit and miss
Inputs
Outcomes
Bureaucratic
Devolved responsibility
Look outwards
Look up
Received wisdom
Data and best practice
Motivating feedback and incentivising success and
innovation
Evaluation to control
Prescription
Informed profession
50
One challenge different approaches
The future of education systems needs to be
knowledge rich
Informed professional judgement, the teacher as a
knowledge worker
Informed prescription
National prescription
Professional judgement
Uninformed prescription, teachers implement
curricula
Uninformed professional judgement
The tradition of education systems has been
knowledge poor
51
Consider South Korea
52
Further information
  • www.oecd.org
  • www.pisa.oecd.org
  • email pisa_at_oecd.org
  • Andreas.Schleicher_at_OECD.org
  • and remember
  • Without data, you are just another person with
    an opinion

53
Internal rate of return to tertiary education
A11.5
54
The distribution of decision-making
responsibilities has changed
  • but in different ways across countries.

55
Percentage of educational decisions taken at
each level of governmentLower secondary
education (2003)

D6
56
Percentage of decisions relating by schoolsLower
secondary education, by mode of decision making
(2003)
Organisation of instruction
Personnal management


Planning and structures
Resources (allocation and use)


B3
57
Centralisation and decentralisation of decisions
Percentage of decisions in lower secondary
education taken at more centralised/decentralised
levels in 2003 than in 1998
B3

60
0
10
20
30
40
50
10
20
30
40
50
60
58
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