Council for Opportunity in Education 25th Annual Conference New York, September 2006

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Council for Opportunity in Education 25th Annual
Conference New York, September 2006
HE Opportunity Efforts in a Global Context

• Tom Schuller
• Head, Centre for Educational Research and
  Innovation, OECD

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HE Global Issues Presentation Themes

• Expansion
• Yes, but of what?
• compared to?
• for whom?

• System trade-offs?
• quantity vs quality?
• flexibility vs completion?
• public vs private finance?
• initial vs continuing?

• What are the goals?
• individual rewards
• social cohesion
• wider benefits

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OECD ministerial meeting on HE, Athens 2006Main
conclusions

• More funding, from different sources, used
  better
• More equitable access
• Better evidence of learning
• Responsiveness and diversity incentives and
  accountability
• Research and innovation local-international

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Education expectancy (2003) All levels of
education from primary education to adult life,
excluding education for children under the age of
five
Number of years
22 21 20 19 18 17 16 15 14 13 12
Australia (21.1) Sweden (20.1), United Kingdom
(20.4) Iceland (19.2), Belgium and Finland
(19.7) Norway (18.2), Denmark (18.3), New
Zealand (18.6) Germany, Hungary and Poland
(17.2), Netherlands (17.3) Spain (17.0) Ireland,
Switzerland (16.7), France, Italy, United States
(16.8), Portugal (16.9) Austria (16.1), Korea
(16.4), Greece (16.5), Czech Republic
(16.6) Slovak Republic (15.3) Luxembourg
(14.8) Mexico (13.2) Turkey (12.0)
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Population that has attained tertiary education
(2003) Percentage of the population that has
attained tertiary-type B education or
tertiary-type A and advanced research programmes,
by age group
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Population that has attained tertiary education
(2003) Percentage of the population that has
attained tertiary-type B education or
tertiary-type A and advanced research programmes,
by age group
7
Population that has attained tertiary education
(2003) Percentage of the population that has
attained tertiary-type B education or
tertiary-type A and advanced research programmes,
by age group
8
Population that has attained tertiary education
(2003) Percentage of the population that has
attained tertiary-type B education or
tertiary-type A and advanced research programmes,
by age group
9
Population that has attained tertiary education
(2003) Percentage of the population that has
attained tertiary-type B education or
tertiary-type A and advanced research programmes,
by age group
10
Population that has attained tertiary education
(2003) Percentage, by age group
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• 1995 2003 increase in tertiary enrolments
• OECD average 38
• US 21

• 2004 completion rates, i.e. of those entering
  who graduate
• US 51
• OECD average 70

• US projected share in tertiary graduate pool over
  next 10 years
• 2004 41
• 2014 36

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Source OECD/UNESCO WEI 2005
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• Employment rates for those aged 25-64 without
  upper secondary education

• Earnings of those without upper secondary
  education as proportion of those completing
  secondary 65 the lowest of all OECD countries
  reporting

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(No Transcript)
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Relative earnings from employment (2003) By level
of educational attainment and gender for
25-to-64-year-olds (upper secondary education
100)
Males
Females
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Rate of participation of the labour force in
continuing education for all levels of education
(2003)
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Wider Benefits

• Health
• US women being able to enrol in college and stay
  for 2 years decreases probability of smoking by
  5.8 percentage points

• Social capital
• Greater civic voluntary engagement
• Larger and more diverse networks
• Higher trust in others
• See also http//www.learningbenefits.net/ and Tom
  Schuller The Benefits of Learning Routledge
  Falmer 2004

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US and HE opportunity in a global context

• Strengths (maybe)
• - Size and diversity
• - Aspiration/Awareness of reward
• - Multiple players
• Challenges (perhaps)
• - Pace of change elsewhere
• - Quality and achievement
• - Learning from others??

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• Thank you!
• Tom.Schuller_at_oecd.org
• www.oecd.org/edu/ceri