education at a glance 2004 – andreas schleicher organisation for economic co-operation and...
TRANSCRIPT
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Organisation for Economic Co-Operation and Development
I risultati dell’Italia nell’indagine OCSE
“Education at a Glance”15 September 2004
Andreas SchleicherHead, Indicators and Analysis Division
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OECD’s 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
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In the dark, all education systems look the same…
But with a little light….
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But with a little light….
…important differences become apparent….
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I risultati dell’Italia nell’indagine OCSE “Education at a Glance”
1.1. 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
2.2. Where we can be What the best performing countries show can
be achieved
3.3. How we can get there Policy levers that emerge from international
comparisons
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More people are completing higher levels of education
than ever before…
…in some countries, growth has been spectacular…
…but others have fallen behind.
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0
10
20
30
40
50
60
70
80
90
100U
nite
d S
tate
s
Swit
zerl
and
Ger
man
y
Nor
way
Can
ada
Swed
en
Jap
an
Uni
ted K
ingd
om
Fin
land
Fra
nce
Icel
and
Hun
gary
Aus
tral
ia
Bel
gium
Irel
and
Kor
ea
Ital
y
Spa
in
Tur
key
Mex
ico
Port
ugal
1960's 1970's 1980's 1990's
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)
24
1
3
12
11
3
15
8
13
22
A2.2
26
25
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
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0
10
20
30
40
Uni
ted
Sta
tes
Nor
way
Den
mar
k
Net
herl
ands
Can
ada
Swed
en
Swit
zerl
and
Uni
ted
Kin
gdom
Aus
tral
ia
Hun
gary
Fin
land
Jap
an
Ger
man
y
Cze
ch R
epub
lic
Pola
nd
Irel
and
New
Zea
land
Fra
nce
Spa
in
Kor
ea
Gre
ece
Ital
y
Tur
key
Aus
tria
Port
ugal
Mex
ico
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 (2002)
4
22
7
19
8
21
A3.2
24
26
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10
20
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50
60
70
80
Aus
tral
ia
Sw
eden
Icel
and
Fin
land
Pola
nd
New
Zea
land
Uni
ted
Sta
tes
Hun
gary
Net
herl
ands
Spa
in
Den
mar
k
Ital
y
Kor
ea
Uni
ted
Kin
gdom
Slo
vak
Rep
ublic
Jap
an
Irel
and
Fra
nce
Ger
man
y
Sw
itze
rlan
d
Mex
ico
Bel
gium
Aus
tria
Cze
ch R
epub
lic
Australia Sweden Iceland Finland
Poland New Zealand United States Hungary
Netherlands Spain Denmark Italy
Korea United Kingdom Slovak Republic J apan
Ireland France Germany Switzerland
Mexico Belgium Austria Czech Republic
Current entry rates suggestthat the growth will continue
Sum of net entry rates for single year of age in tertiary-type A and tertiary-type B education
Today’s 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
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Higher tertiary participation is becoming visible in the qualification of the workforce
Percentage of 25-64-year-olds with academic or vocational tertiary qualification
(10 countries with steepest growth + Italy)
0
5
10
15
20
25
30
35
40
45
1991 1995 1998 1999 2000 2001 2002
United States
Belgium
France
Australia
Denmark
Ireland
United Kingdom
Korea
Spain
Canada
Country mean
Italy
A3.4
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United States
30%
France
9%
Switzerland
2%
I taly
2%
Austria
2%
Germany
12%
United Kingdom
12%
OECD partner
countries
5%
Netherlands
1%
Other OECD
6%
Sweden
1%
Belgium
2%
Spain
2%
Australia
10%
J apan
4%
Foreign students in tertiary educationby country of study (2002)
C3.6
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)
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0
10
20
30
40
50
60
70
80
90
100
All fields of study
Health and welfare
Life sciences, physical scienceand agriculture
Mathematics and computerscience
Humanities, arts and education
Social sciences, business, lawand services
Engineering, manufacturing andconstruction
The 1990’s was the decade when women moved ahead of men in terms of educational attainment
Percentage of Tertiary Type-A qualification awarded to women
Higher proportion of
men
Higher proportion of
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)
OECD average ItalyA4.2
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Why education matters more than ever…
Growing educational success pays off.
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40
60
80
100
120
140
160
180
200
220
240
260
Male-tertiary Female-tertiary Male-below upper sec Female-below upper sec
The earnings advantage of educationRelative earnings of 25-64-year-olds with income from
employment (upper secondary education=100)
A3.2
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Trends in the earnings advantageTrends in relative earnings of 25-64-year-old tertiary graduates (upper secondary=100, countries with 5% or more attainment
growth +I)
100
110
120
130
140
150
160
170
180
190
200
1997 1998 1999 2000 2001 2002
Australia
Belgium
Canada
OECD mean
Denmark
Finland
France
Germany
Hungary
I reland
I taly
Korea
New Zealand
Norway
Spain
Sweden
Switzerland
United Kingdom
United States
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
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The driving forces of GDP per capita growth
Average annual percentage change (1990-2000)
-1.5
-1
-0.5
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
5.5
6
6.5
Ire
land
Kor
ea
Lux
em
bou
rg
Port
ugal
Spa
in
Aus
tral
ia
Net
her
land
s
Uni
ted S
tate
s
Fin
land
Tur
key
Uni
ted K
ingd
om
Nor
way
1
Aus
tria
Belg
ium
Denm
ark
Gre
ece
Can
ada
Mexi
co
Fra
nce
Ice
land
Ita
ly
Sw
eden
Jap
an
Germ
any2
New
Zeal
and
Sw
itze
rlan
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?
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Enhancements in human capital contribute to labour productivity growth
Average annual percentage change (1990-2000)
-2
-1
0
1
2
3
4
5
Irel
and
Fin
land
Sw
eden
Den
mar
k
Port
ugal
Aus
tral
ia
Uni
ted
Sta
tes
Uni
ted
Kin
gdom
Ital
y
Nor
way
Ger
man
y
Can
ada
Fra
nce
Net
herl
ands
New
Zea
land
Hours worked Level of education
Hourly GDP per efficient unit of labour Labour productivity
A12
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In many countries, the expansion was accompanied by massive financial
investments
…while in others student numbers grew faster than expenditure
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Annual expenditure per studenton educational institutions, in equivalent US dollars converted using
PPPs
USD 0
USD 2,000
USD 4,000
USD 6,000
USD 8,000
USD 10,000
USD 12,000
EU
OECD
Italy
B1
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
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Cumulative expenditure on educational institutions per student over the average duration of tertiary studies
Annual expenditure on educational institutions per student multiplied by average duration of studies, in equivalent US dollars converted using PPPs (2001)
0
10000
20000
30000
40000
50000
60000
70000
80000
Mex
ico
Kor
ea
Gre
ece
Hun
gary
Aus
tral
ia
Irel
and
Spa
in
Uni
ted
Kin
gdom
Fra
nce
Jap
an
Ital
y
Fin
land
Ger
man
y
Den
mar
k
Aus
tria
Net
herl
ands
Swed
en
Swit
zerl
and
Equivalent US dollars
converted using PPPs
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
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Changes in spending per student in primary and secondary education
relative to different factors (1995=100, 2001 constant prices )
94
100103 103
106109
112114 114
122124 125
129131
145
157
166
80
90
100
110
120
130
140
150
160
170
180
Nor
way
Swit
zerl
and
Swed
en
Ger
man
y
Uni
ted
Kin
gdom
Fin
land
Ital
y
Fra
nce
Uni
ted
Sta
tes
Jap
an
Net
herl
ands
Mex
ico
Spa
in
Aus
tral
ia
Irel
and
Pola
nd
Port
ugal
I ndex of change (1995=100)
Change in expenditure Change in the number of studentsChange in expenditure per student
B1
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0
10000
20000
30000
40000
50000
60000
70000
80000
Sw
itze
rlan
d
Ger
man
y
Kor
ea
Jap
an
Uni
ted S
tate
s
Sco
tlan
d
Aus
tral
ia
Eng
land
Net
her
land
s
Irel
and
Spa
in
Fin
land
Bel
gium
(Fl.)
Den
mar
k
New
Zea
land
Bel
gium
(Fr.
)
Aus
tria
Fra
nce
Port
ugal
Nor
way
Ital
y
Sw
eden
Gre
ece
Mex
ico
Icel
and
Cze
ch R
epub
lic
Hun
gary
Slo
vak
Rep
ublic
Salary after 15 years of experience/minimum trainingStarting salary/minimum trainingSalary at the top of scale/minimum training
Basic teachers' salaries in lower secondary education
Annual 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
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80
100
120
140
160
180
Mex
ico
Hun
gary
Fin
land
Aus
tral
ia
Den
mar
k
Sco
tlan
d
Nor
way
Eng
land
Ital
y
Jap
an
New
Zea
land
Port
ugal
Aus
tria
Bel
gium
(Fl.)
Gre
ece
Sw
itze
rlan
d
Net
her
land
s
Bel
gium
(Fr.
)
Irel
and
Salary after 15 years of experience Starting salary
Salary at the top of scale
Changes in teachers' salaries in lower secondary educationbetween 1996 and 2002
Index of change between 1996 and 2002 (1996=100, 2002 price levels using GDP deflators)
Index (1996=100)
D3
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0
100
200
300
400
500
600
700
800
900
1000
1100
1200
1300
Mex
ico
Uni
ted S
tate
s
New
Zea
land
Sco
tlan
d
Net
her
land
s
Aus
tral
ia
Ger
man
y
Irel
and
Bel
gium
(Fl.)
Bel
gium
(Fr.
)
Slo
vak
Rep
ublic
Den
mar
k
Port
ugal
Icel
and
Nor
way
Fra
nce
Cze
ch R
epub
lic
Gre
ece
Aus
tria
Ital
y
Hun
gary
Fin
land
Spa
in
Kor
ea
Jap
an
Lower secondary education
Primary education
Upper secondary education, general programmes
Percentage of teachers’ working time spent teaching
Hours per year
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But what about the quality of education?
OECD’s PISA assessment allows to compare the knowledge and skills of 15-year-olds across
countries.
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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
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Low Performan
ce
HighPerforman
ce
Low performance
Low social equity
High performance
Low social equity
Low performance
High social equity
Hong Kong
GermanyHungary
Czech RepublikSwitzerland
United States FranceBelgium
United KingdomAustralia
New Zealand
NorwayAustria
Denmark
Luxembourg
PortugalGreece
Poland
Italy
Spain
Sweden
Ireland
Canada
Iceland
J apanKorea
Finland
430
450
470
490
510
530
550
-25 0 25
High performance
High social equity
Strong impact of social background on performance
Moderate impact of social
background on performance
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Low performance
Low social equity
High performance
Low social equity
Low performance
High social equity
.
High performance
High social equity
Low Performan
ce
HighPerforman
ce
Strong impact of social background on performance
Moderate impact of social
background on performance
Hong Kong
Finland
KoreaJ apan
Iceland
Canada
Ireland
Sweden
Spain
Italy
Poland
GreecePortugal
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 25
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-30
-10
10
30
50
70
90
110
130
150
170
Is it all innate ability?Variation in student performance
164-9
83-10
75-9
2221-25
2119-24
1610-20
10
9-11
1917-21
53-9
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-100
-80
-60
-40
-20
0
20
40
60
80
100
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
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-100
-80
-60
-40
-20
0
20
40
60
80
100
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
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How we can get there.
Policy levers that emerge from international comparisons.
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1.A
1.B
3.D
1.C
1.D
2.A
2.B
2.C
2.D
3.A
3.B
3.C
Overall system performance
Variation in institutional performance
Quality and distribution of knowledge and
skills
System-wide structures,
resources and policies
The learning environment,
autonomy, accountability of
schools
Learning practices and
classroom climate
Individual attitudes,
engagement and behaviour
National educational, social and economic context
Community and school
characteristics
Student learning
conditions and teacher working
conditions
Social background of the learners
Analytic framework
Outputs and
OutcomesImpact of Learning
Policy LeversThat shape Outcomes
Antecedentsthat
contextualise or constrain policy
Country or system
Schools
Instructional settings
Individual learner
Quality of instructional
delivery
Level A
Level B
Level C
Level D
Domain 1 Domain 2 Domain 3
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Policy Levers Student approaches to learning
The ability to manage one’s 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
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Students perceived teacher support
High degree of support
Low degree of support
.Low Performan
ce
HighPerforman
ce
Strong impact of social background on performance
Moderate impact of social
background on performance
Hong Kong
Finland
KoreaJ apan
Iceland
Canada
Ireland
Sweden
Spain
Italy
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 25
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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
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E.g. Learning environment and course offering
High degree of school-level autonomy
Low degree of school-level autonomy
% Variance between schools
.
7%
9%
11%
76%
75% 71
%
20%
r=.51
Low Performan
ce
HighPerforman
ce
Strong impact of social background on performance
Moderate impact of social
background on performance
Hong Kong
Finland
KoreaJ apan
Iceland
Canada
Ireland
Sweden
Spain
Italy
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 25
4646Ed
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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
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Early selection and institutional stratification
High degree of integration
Early selection and stratification
.Low Performan
ce
HighPerforman
ce
Strong impact of social background on performance
Moderate impact of social
background on performance
Hong Kong
Finland
KoreaJ apan
Iceland
Canada
Ireland
Sweden
Spain
Italy
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 25
4848Ed
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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
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Common characteristics
“hit and miss” Universal high standards
“Inputs” Outcomes
Bureaucratic Devolved responsibility
Look up Look outwards
Received wisdom Data and best practice
Uniformity Diversity
Prescription Informed profession
Evaluation to controlMotivating feedback and incentivising success and innovation
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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
5151Ed
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Consider South Korea
1960sBeginning of 21st
Century
WealthBelow all South American countries.
Around level of Afghanistan.20th in OECD.
Educational expenditure1st in OECD in % of GDP.
Educational attainmentcompleting secondary – 24th in
OECD.completing tertiary – 20th in OECD.
completing secondary – 1st in OECD.completing tertiary – 3rd in OECD.
Educational quality4th in reading, 1st in mathematics
1st in science in OECD.
Educational equity1st in OECD.
5252Ed
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Further information
www.oecd.org www.pisa.oecd.org email: [email protected]
…and remember:
Without data, you are just another person with an opinion
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The distribution of decision-making responsibilities has changed…
…but in different ways across countries.
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0
20
40
60
80
100N
ether
land
s
Eng
land
New
Zea
land
Hun
gary
Cze
ch R
epub
lic
Slo
vak
Rep
ublic
Kor
ea
Sw
eden
Ital
y
Den
mar
k
Bel
gium
(Fr.
)
Port
ugal
Nor
way
Luxem
bou
rg
Ger
man
y
Fra
nce
Aus
tria
Spa
in
Fin
land
Icel
and
Aus
tral
ia
Tur
key
1
Jap
an
Mex
ico
Gre
ece
School Regional and local Central and state
Percentage of educational decisions taken at each level of government
Lower secondary education (2003)%
D6
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