improving education in turkey final print

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Improving the EducationSystem and its Outcomesin Turkey

September 6th 2011

1

Objectives and Context for today

Objectives for today

▪ Share various best practices from around the world on:– the role and daily conduct of employment agencies

(1st session) – how to improve the education system and

outcomes (2nd session)

▪ Discuss relevance and need for adaptation for Turkey

1

Basis of our exposure

▪ McKinsey is the leading management consulting Firm with 99 offices in 55 countries

▪ We have conducted public sector work in 60 different countries on education and employment policy, system design and institutional transformation

▪ Unique macroeconomic think thank (McKinsey Global Institute) and research capability

2

2

Discussion topics

Our perspective on improving the quality of schooling

Selected themes for Turkey

Questions to move forward

3

Despite high spending increases, education systems’ outcomes have stagnated over the past decades

1 Real expenditure, corrected for the Baumol effect using a price index of government goods and service2 Math and Science

SOURCE: UNESCO, EFA Global Monitoring Report 2005, Pritchett (2004), Woessmann (2002). McKinsey analysis

%

Increase in real expenditure per student1

(1970-1994)

Belgium

United Kingdom

Japan

Germany

Italy

France

New Zealand

Australia

223

270

212

126

108

103

77

65

-10

-2

-7

1

-5

2

-8

-5

Increase in student achievement2

(1970-1994)

4

“Variations in teacher quality completely dominate any effect of altered class size”

Popular reforms have not improved student outcomes: Class size

SOURCE: Hanushek The Evidence on Class Size, Akerhielm Does class size matter, McKinsey analysis

14

89

9

Significant negative effectof reduced class size

No significant effectof reduced class sizes

Significant positive effectof reduced class sizes

Of 112 studies that have examined the effects of class size on student achievement …

5SOURCE: McKinsey & Company

We identified 20 improved systems across the world from which to learn

Each of these systems has achieved an increase in student achievement that is

� Significant � Widespread �Sustained

Sustained improvers1. Aspire Public Schools, USA2. Boston/Mass, USA3. England4. Hong Kong5. Latvia6. Lithuania7. Long Beach, CA, USA8. Ontario, Canada9. Poland10. Saxony, Germany11. Singapore12. Slovenia13. South Korea

Promising starts14. Armenia15. Chile16. Ghana17. Jordan18. Madhya Pradesh, India19. Minas Gerais, Brazil20. Western Cape, South Africa

6

Our sample represents a continuum of improvement frompoor to fair to good to great

SOURCE: TIMSS, PISA, NAEP, national and provincial assessments; McKinsey & Company interventions database

Poor2

Fair2

Good2

Great

1985 1990 20001995 2005

Systems

Systems withSpecial Assumptions

2010

Ontario, Canada

Saxony, Germany

England

South Korea

Hong Kong

Latvia

Lithuania

Slovenia

Poland

Long Beach, CA, USA

Boston/MA, USA

Chile

Western Cape, SA

Singapore

Ghana

Aspire Public Schools (USA)

Madhya Pradesh, India

Minas Gerais, Brazil

Armenia

Jordan

7

Our research highlights nine lessons about school system improvement

SOURCE: McKinsey & Company

A system can make significant gains from wherever it starts – and these gains can be achieved in as short as six years1

Each stage of the school system improvement journey is associated with a unique set of interventions 2

While ‘structure’ and ‘resource’ interventions dominate the debate, ‘process’ deserves as much attention3

A system’s context might not determine what needs to be done, but it does determine how it is done 4

Leadership continuity is essential – the median tenure of new strategic leaders is six years and that of new political leaders is seven years 5

Prescribe adequacy and unleash greatness, with collaborative practice as the engine of continuous improvement 6

Six interventions occur equally at every performance stage for all systems but manifest differently7

Ignition occurs due to socio-economic crisis, a critical report about system performance, or the installation of a new political or strategic leader 8

The middle layer plays a crucial role in delivering and sustaining improvement – compliance, communication, collaboration, and insulation9

8

Lesson I

A system can make significant gains from wherever it starts –and these gains can be achieved in as short as six years


9

Systems at all performance levels can improveoutcomes substantially in as short as six years

2006

2000

SOURCE: PISA, McKinsey & Company interventions database

PISA scores, average1; 2000–06

1 Average across math, science, and reading PISA scores2 One school-year-equivalent (SYE) corresponds to 38 points on the PISA scale

InitialPerformance

+75% SYE2

Poor

+65% SYE2

Fair

+75% SYE2

Good

+25% SYE2

Chile

412

440

Latvia

460

485

Saxony

497

525

Hong Kong

533542

Great

10

Singapore narrowed the achievement gap between its ethnic groups

65

70

75

80

85

90

95

100

Overall

Indian

Chinese

Malay

20060504030201009998979695949392919089881987

SOURCE: Singapore Ministry of Education

% of pupils who sat the Primary School Leaving Examand achieved eligibility for secondary school by ethnicity

11

Each stage of the school system improvement journey is associated with a unique set of interventions, from poor to fair to good to great to excellent

Lesson II


12

Our research finds that a unique ‘intervention cluster’ exists for each improvement journey


Fair to good Good to greatPoor to fairGreat to excellent

Journey

Shaping the professional

Improving through peers and innovation

Achieving the basics of literacy andnumeracy

Getting the foundations in place

Intervention cluster theme

Common across all journeys

Six interventions1] Revising curriculum and standards2] Reviewing remunerations

structure3] Building technical skills

4] Assessing student5] Utilizing student learning data 6] Revising policy or education

laws

13

Fair to Good journeys focus on getting the system foundations in place


Theme

Data

Getting all schools to minimum quality standard

Intervention types

▪ Data transparency at school and system level▪ Improvement area identification

▪ School network structure ▪ System size and decision rights▪ System and school funding model

▪ School model/streaming▪ Language of instruction

Pedagogy

Systems included

Aspire (2002-2003)Boston (2003-2005)Chile (2006+)Hong Kong (1983-1988)Jordan (1999+)

LBUSD (2002-2005)Latvia (1995-2000)Lithuania (1995-2000)Poland (2000-2002)Singapore (1983-1987)Slovenia (1995-2005)

14

Good to great journeys emphasize shaping the professional


Theme Intervention types

Raising calibre of entering teachers and principals

▪ Recruiting▪ Preparation and induction

Raising calibre of existing teachers and principals

▪ Professional development ▪ Coaching on practice▪ Career pathways

▪ Self-evaluation▪ Curriculum flexibility

School-based decision-making

Systems included

Aspire (2003+)Boston (2006+)England (1995+)Hong Kong (1989–99)Long Beach (2005+)Latvia (2001+)

Lithuania (2001+)Poland (2003+)Saxony (2000–05)Singapore (1988–98)Slovenia (2006+)South Korea (1983–98)

15

Math

Reading

Good to Great example: Boston improved student outcomes substantially between 1998 and 2004 with a focus on improving instruction

1998 2004 1998 2004

1 Massachusetts state assessment exam

SOURCE: Boston Public Schools, McKinsey analysis

% of Boston students meetings the target standard in Grade 10 MCAS1

43

25

7774

16

The engine of sustained and continuous improvement from ‘good’ performance onwards is collaborative professional practice

SOURCE: system interviews, McKinsey analysis

ExamplesCollaborative practice is school professionals working with each other to improve their practice

Hong Kong

Boston, MA, USA

Ontario, Canada

Aspire Public Schools, USA

�� Study groups, professional learning communities using research and data

�� Teachers visiting each other's class rooms

�� Teachers doing demonstration lessons together and joint-lesson-planning

�� Teachers mentoring and coaching each other and working with specialist coaches and principals on instructional practice

�� Schools, subject groups, or system developing a consensus model of good practice

�� Teacher and leaders reviewing student performance data together and jointly developing solutions

17

Capability building vs. formal accountability Share of professional development & training interventions relative to accountability interventions

The balance of capability-building and accountability system intervention shifts as systems improve their performance

SOURCE: McKinsey & Company interventions database

67

Fair to Good

54

Great to Excellent

32

78

Good to Great

100% =

50

51

55

Poor to Fair

26

Accountability

Professional development and training

18

Lesson III

While ‘structure’ and ‘resource’ interventions dominate the debate, ‘process’ deserves as much attention


19

Process is the most prevalent intervention type relative to structure and resource

SOURCE: McKinsey & Company interventions database

Intervention type

Structures –organizational, financial, and instructional configuration/ shape of the system

Processes –practices, activities, rights and responsibilities in the system

Resources –Level and allocation of financial and human resources to fuel the system

Share of all interventions(Percent,100% = 573)

70

15

15

Content

Policy

Focus of process intervention

Total processreforms

Policy & strategy

Learning Model

Total deliveryinterventions

ProfessionalDevelopment

Management& leadership

Communications

Change Authorities& Responsibilities

AccountabilityDelivery

Share oftotal process interventions Percent, 100% = 400

100

26

12

8

11

13

15

72

15

20

Our research highlights nine lessons about school system improvement


A system can make significant gains from wherever it starts – and these gains can be achieved in as short as six years1

Each stage of the school system improvement journey is associated with a unique set of interventions 2

While ‘structure’ and ‘resource’ interventions dominate the debate, ‘process’ deserves as much attention3

A system’s context might not determine what needs to be done, but it does determine how it is done 4

Leadership continuity is essential – the median tenure of new strategic leaders is six years and that of new political leaders is seven years 5

Prescribe adequacy and unleash greatness, with collaborative practice as the engine of continuous improvement 6

Six interventions occur equally at every performance stage for all systems but manifest differently7

Ignition occurs due to socio-economic crisis, a critical report about system performance, or the installation of a new political or strategic leader 8

The middle layer plays a crucial role in delivering and sustaining improvement – compliance, communication, collaboration, and insulation9

21

Discussion topics




22

1 Systems were categorized across time as low, fair, good, or great based on their average performance across test instrument, subject, and age group in a particular year on the universal scale. See earlier page on the methodology of creating the universal scale.

2 No directly comparable assessment data to link these systems to international assessments exists, so special assumptions were made in placing them on the scale (see following pages)

The overall quality of Turkey’s school system has movedfrom poor to fair, and now aspires to move from ‘fair to good’

SOURCE: TIMSS, PISA, NAEP, national and provincial assessments; team analysis

Poor

Fair

Good

Great

1985 1990 20001995 2005

Ontario, Canada

Saxony, Germany

England

Slovenia

Poland

Latvia

Lithuania

Chile

Western Cape, SA

Singapore

Hong Kong

Korea

Long Beach, CA, USA

Boston/MA, USA

Jordan

Armenia

Ghana

2010

Systems1

Turkey

23

Across PISA-participating countries, Turkey has among the highest degrees of variance between schools and lowest degrees of variance within schools

SOURCE: OECD PISA

81

26

43

59

70

92

Lowest

1st Quartile

Median

3rd Quartile

Turkey

Highest

80

67

53

57

75

91

Lowest

Turkey

1st Quartile

Median

3rd Quartile

Highest

Standard deviation of student performance among 36 OECD countries2

Points1, 2009

1 PISA scores range is from 0 (min) to 600 (max)2 Based on readily available data. Specific percentile may vary with inclusion of all 66 participating countries but overall pattern should not

Between schools Within schools

24

There are significant regional differences in schooling across Turkey

SOURCE: MEB, McKinsey analysis

0

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75

80

85

0 0.0005 0.0010 0.0015 0.0020 0.0025 0.0030 0.0035 0.0040 0.0045

Secondary education schooling ratePercent

Bilecik

IspartaKarabük

Bolu

RizeKırklareliEskişehir

Ankara

School to populationbetween 15-19 years old, ratio

Bitlis

Muş

Şırnak

Ağrı

Van

Mardin

BatmanDiyarbakır

Şanlıurfa

Turkeyaverage:58.5

Turkeyaverage:0.0014

2008

25

Improving education for all Turkish students may therefore require a differentiated strategy based on the different starting performance levels within Turkey


Fair to good Good to greatPoor to fairGreat to excellent

Journey

Shaping the professional

Improving through peers and innovation

Achieving the basics of literacy andnumeracy

Getting the foundations in place

Intervention cluster theme

…with the core of Turkey going from fair-to-good…

Some parts of the system still moving from poor-to-fair…

…and some parts already moving from good-to-great

Turkey’s journey

26

We have seen systems employ differentiated strategies in response to the different needs within their systems

Ontario, Canada

Good-to-great –School improvement strategies focussed on building “collective capacity”

Poor-to-fair –An interventionist failing schools strategy

Western Cape, South Africa

Poor-to-fair –A guided literacy and numeracy strategy focused on the low performing schools

Good-to-great –More latitude gives high-performing schools to follow own methods/ program

Dominant strategy Secondary strategy

27

From our analysis and conversations on Turkish schooling,a few key themes stand out

Theme

I Cultivating great teaching and school leadership at scale

II Creating student pathways to success and employment

III Equipping Turkish students with English proficiency

IVImproving the role of “middle layer” – between schools and central governance

28


Theme





29

We know teaching quality is the most important determinant of student outcomes

Student performance100th percentile

50th percentile

Age8 11

Students with high-performing teachers1

Students with low-performing teachers2

90th percentile

37th percentile

53 percentile points difference

1 Among top 20% teachers2 Among bottom 20% teachers

SOURCE: Sanders and Rivers ‘Cumulative and residual effects on future student academic achievement’

Two students with same performance

I

30

We also know that effective school leadership is also critical to student achievement

40

45

50

55

60

65

70

75

40 45 50 55 60 65 70 75 80 85 90 95 100

Student achievement in school

Leadership in school

Outstanding principal

High-performing principal

Average principal

Replacing an ‘average’ principal with an outstanding principal in an ‘average’ school could increase student achieve-ment by over 20 percentile points

1 For leadership and student achievement, percentile implies the relative placement within the distribution SOURCE: A ‘meta-analysis’ of 69 studies of school leadership conducted between 1978 and 2001, involving an estimated

14,000 teachers and 1.4 million students, Marzano, Robert J., Timothy Waters, and Brian A. McNulty, 2005

Percentile1

Effective school leadership includes three roles

▪ Instructional focuses on improving current instructional practice

▪ Change focuses on altering the instructional practices themselves and their supporting systems

▪ Administrative focuses on maintaining an orderly environment, budgeting, and support functions

I

31

Support and develop

How can systems build system-wide excellence in teaching practice and school leadership?


Prepare and place

Manage perfor-mance

3 4 5Attract and recruit

21

Define professional standards

Recruiting top talent into schools in leading systems

Coaching on curriculum in South Africa & Bahrain

Developing teachers through collaborative practice in Boston, Ontario, and Shanghai

Establishing the E5 model of effective instruction in Victoria, and linking it to standards

Preparation that is increasingly school-based and practical

3 4 521

Teacher performance management practices across the OECD

I

32

Several top performing systems attract high caliber candidates into the teaching profession

Teacher pool composition (share of cohort)

Country

▪ The top 5 percent▪ Korea

▪ The top 10 percent▪ Finland

▪ Singapore/Hong Kong

▪ The top 30 percent

Candidates undergo a rigorous selection process, have flexible career tracks, and receive a competitive starting salary relative to other professions (flatter salary structure with targeted increases in years 3 and 5 for cost-effectiveness)

SOURCE: How the World’ Best School Systems end up on Top, McKinsey & Company

1

33

Top-performing systems made it difficult to become a teacher: Finland

▪ Check for minimum qualifications:– Academically, applicants should be in the top 10% of

their age cohort– Applicants should have completed relevant school and

university education

▪ Check skills– Applicants must have a high level of literacy and

numeracy

▪ Check attitude, aptitude and personailty:– Conducted by a panel of experienced headmasters– May include practical tests or activities

▪ Check attitude, aptitude and personailty:– Teachers are monitored during their initial teacher

training for suitability as teachers– A small number of candidates who do not demonstrate

the required standards are removed from the course

Source: Interviews, McKinsey

Only 1 in 10 applicants is accepted to become a teacher

Interviews

Assessment tests

Monitoring at university

CV ScreenCV Screen

1

34

Making it difficult to enter the teaching profession can elevate it status and attractiveness to talented candidates

▪ 1 in 5 applicants accepted into the National Institute of Education’s Initial Teacher Training programs

▪ Attracts high caliber candidates into teaching (from the top 30% of any academic cohort)

Singapore

Selected international strategies to elevate teacher status

▪ Compulsory registration of teachers in Victoria by the Victorian Institute of Teaching (VIT), which stipulates standards teachers must fulfill

Australia

▪ 1 in 5 applicants acceptedTeach First

▪ All teachers must have Qualified Teacher Status (QTS) to work in the U.K.

U.K.

SOURCE: Team interviews; Teacher Development Agency; Victorian Institute of Teaching (VIT); Teach First

EXAMPLES

“After we started rejecting candidates from top universities like Oxford and Cambridge, the number of applications from these universities soared. Students started to think, ‘wow, if my friends got rejected from this program, it must be pretty good”

“Setting standards that teachers must meet is a powerful tool for conveying the quality of the profession to the general public”

“We wanted teaching to have the same status as other professions like doctors and lawyers. The first step to achieving this is ensuring that all teachers meet the same high standards as in these other professions”

1

35

England’s campaign to improve the attractiveness of teaching improved it from the 92nd most desirable job to the 1st over 4 years

Source: Training and Development Agency For SchoolsSource: Training and Development Agency For Schools

▪ Teaching careers moved from the 92nd position of “most desirable next job” for 25 - 35 year olds to first place over four years

▪ Teacher applications increased by 35% over three years

1

36SOURCE: Teach for All web site; interview; McKinsey & Company

The Teach for All Network is expanding and adapting the Teach for America model of recruiting top talent into teaching across the globe

In 2008 . . .

▪ In the U.S. 25,000 students applied to Teach for America, including 5–10% of Harvard, Yale and Princeton

▪ In the U.K., Teach First was ranked the 9th most prestigious employer

▪ Now the network is expanding and adapting globally

1

37

Top-performing systems offer good salaries, but not great salaries

Source: OECD Education at a glance, McKinsey analysis

OECD Finland

Starting salary

OECD Finland OECD Finland

Salary after 15 years Maximum salary

95

112 112

95

131

159

Primary teacher salary as a % of GDP per capita

1

38

Victoria has developed the E5 Instructional Model as a guide for good teaching practice

Engage

▪ Prompts inquiry▪ Structures inquiry▪ Maintains

session momentum

Explore

▪ Presents new content

▪ Develops language and literacy

▪ Strengthens connections

Explain

▪ Facilitates substantive conversation

▪ Cultivates higher order thinking

▪ Monitors progress

Elaborate

▪ Assesses performance against standards

▪ Facilitates student self assessment

Evaluate

▪ Develops shared norms

▪ Determines readiness for learning

▪ Establishes learning goals

▪ Develops meta-cognitive capacity

SOURCE: Victoria Department of Education and Early Childhood Development

▪ E5 is a model of the pattern of good instruction, including capabilities, performance indicators, quality criteria

▪ E5 provides a model for collaborative enquiry and professional development among teachers

2

39

…and defined standards for excellence in teaching practice and school leadership to underpin both development and performance management

SOURCE: Breakthrough Leadership: A Way Forward, Department of Education Victoria, Australia; “The Developmental Learning Framework for School Leaders,” 2007

Standards of professional practice for teachers, in three domains▪ Professional knowledge▪ Professional practice▪ Professional engagement

Developmental Learning Framework for School Leaders

3

Victoria, Australia has a clear framework of professional standards and competencies of effective teachers and school leaders

40

Teacher preparation is increasingly school-based and practical

SOURCE: OECD Report; UNESCO Report; New Zealand Teachers Council; Ofsted; Ministry of Education, Finland; Ministry of Education, Singapore, Teacher Development Agency; NIE

Pre-service practical component

NIE, Singapore▪ 40% of credit in PGDE is

practical▪ Enhanced Partnership

Model with schools and Ministry of Education

Stanford University, USA▪ ~40% of time for 12 months▪ Partnerships with Palo Alto

area schools to place trainees

University of Melbourne, Australia▪ 40% practical for 18 months▪ A network of 30 close partner

schools

National regulation, England▪ A minimum of two thirds

(66%) of teacher training is in practicum

▪ A network of partner schools for every university

“A significant practice componentis now seen as an essential element to teacher preparation”

– OECD

3

41

Several systems use induction periods to transition new teachers and principals into the profession

Teacher inductionprogramCountry

LengthYears

1 At discretion of schools2 Pilot

SOURCE: OECD (Teachers Matter, 2004); Wong et al What the World Can Teach Us About New Teacher Induction (2005)

New teachers usually receive mentors who provide 1-2.5 hours of in-class coaching per week (mentors work with 10-15 teaches at a time)

Induction period yields a retention rate of ~90% in the first 3 years

3

�Sweden 1

�Australia <1

1

�Canada (Quebec) 1-2

�Estonia 1

�2

Ireland 1

�Japan 1

�Korea 0.5

�New Zealand 2

�Shanghai (China) –

�U.K. 1

�Boston (US) 1-3

�Singapore 1

42SOURCE: Teacher Advancement Program website and press; SEDL; Dufour Learning by Doing: A Handbook for Building Professional Learning Communities (2006); California department of Education

Teachers work together to analyze student progress, develop and trial lessons, and share successful practices. This is sometimes facilitated by a Student Achievement Officer from the Literacy and Numeracy Secretariat

Ontario, Canada

All teachers are required to visit and observe at least eight lessons by a colleague each term

Shanghai, China

Teachers were timetabled to have common planning time. This time was used for analysis of assessment data, whereby teachers looked at results from assessments and using them to inform teaching plans. Session facilitated by the principal or a coach.

Boston, USA

“Teachers who attend more professional development, especially in a co-operative context, are more likely to be involved in co-operative teaching.” - TALIS, 2009

“Teachers who exchange ideas and information and co-ordinate their practices with other teachers also report more positive teacher-student relations at their schools” - TALIS, 2009

4 In-service training is increasingly collaborative, data-driven, and facilitated, all with a focus on classroom practice

43

60

70

65

75

55

02009-10

2006-07

2004-05

2002-03

2000-01

2004-05

2009-10

2006-07

72

70

68

66

64

62

60

58

56

54

2002-03

02000-01

Good to Great example: Ontario’s proficiency levels improved consistently and dramatically at both 3rd and 6th grade levels since 2002

SOURCE: Ontario Education Quality and Accountability Office; IELD Ontario Case Study Report 2007

Proportion of 3rd grade students proficient in reading, writing, and mathematics

Proportion of 6th grade students proficient in reading, writing, and mathematics

In 2003, a new Premier and education team entered office in Ontario and launched school system reforms

Education reforms Education reforms

MathematicsWritingReading

44

Intentional instruction

Teachers analyse student data to understand needs

Teachers work together to plan lessons and student support

Teachers build a shared range of effective instructional strategies

Assess impact

Share methods and impact

Analyze student data

Plan instruction

Teach

Teacher assesses impact on student learning

Teacher uses the planned lesson and strategies

“We’re are precise but not prescriptive…we are trying to cultivate intentional teaching, where a teacher can tell you why she is using a particular strategy for a particular student need”

– Student Achievement Officer

The core of collaborative practice is intentional instruction

SOURCE: Interviews

4

45

Developing collaborative practice requireddeliberate design and facilitation …

BASED ON BOSTON EXPERIENCE

4

We made the time for it We used real and meaningful data

We interjected expertiseWe taught teachers howto collaborate

▪ Boston scheduled Common Planning Time,

▪ Built it into the school schedule (who meets, how fits in day, etc)

▪ This took significant leadership time (principal, teacher leader, coach)

▪ It was someone’s role to prepare analysis beyond a single class (e.g. 4th grade math trends) – principal, analyst, teacher leader

▪ Helped teachers prioritise what data to use (e.g. student achievement data)

▪ Sought to create data-rich school environments (e.g. data in teacher lounges)

▪ It had to be facilitated and modelled by a capable principal, coach, teacher leader, or administrator…it was a new behaviour!

▪ Session agendas were linked to a school improvement objectives (e.g. improving math)

▪ Built root cause problem solving skills

▪ Followed up on strategies from one meeting to next

▪ Teachers came across issues for which solutions were not apparent

▪ Encourage teacher research if teachers have experience and skills to do it,

▪ Otherwise the administration, coach, or principal may need to source and interject expertise

“We found that in-school collaborative practice required greater support, not less”

Effective teacher collaboration

46

… and took time to embed as a new culture4 BASED ON BOSTON EXPERIENCE

The destination may be clear …

▪ Schools professional capable and in the habit of working together to analyse student data, and develop instructional strategies

▪ Teachers spending time in each others’ classrooms, and sharing strategies that work

▪ A shared sense of responsibility for the practice and performance in their school and school system

▪ A school culture that is focused on evidence of student learning

… but it takes time to get there

Getting started

▪ Teachers need to understand why this is important and how it will help

▪ Consider starting with enthusiasts (anxieties can create resistance from others until value is clear)

▪ Piloting new practice with a few schools will build comfort and allow the system to adapt to culture

Stay the course

▪ Sustain the structures of collaboration…we saw too often that when facilitation stopped. teachers revert to old behaviours

▪ Increase the opportunities for collaboration over time (in-class observation, sharing effective practice across schools, etc)

From structure to culture

▪ The goal is a culture of collaboration with minimal facilitation

▪ However, this takes time!

47

Creating meaningful career pathways is a powerful way tostrengthen professionalism and collaborative practice (1/2) Lithuanian example

1 Includes Junior teachers. Percentages as of 1995/19962 Lithuanian Teachers Qualification Institute. Nomination comes from principal and then approved by municipality first.

SOURCE: Interviews

Junior Teacher

Classroom Teacher(37%1)

Professional designations

Senior Teacher(50%)

▪ Coach other teachers in the school

Methodist(12%)

▪ Coach other teachers in the district

Expert(1%)

▪ Coach other teachers at national level

▪ Contribute to writing national curriculum

▪ +1 year▪ Principal’s

decision▪ +10% extra

salary increase

▪ +2 years▪ Principal &

municipality decision

▪ +10% extra salary increase

▪ +5 years▪ Municipality’s

decision▪ +10% extra

salary increase

▪ +7 years▪ National

Council2 makes decision

▪ +10% extra salary increase

Success is in the details. The impact of potential pathways can be undermined if they become a mechanism only for promotion and salary increase, or if the promotion decision loses credibility among professionals

4

48SOURCE: Interviews

1 These teachers maintain a “workshop” or office at their schools focusing on curriculum development, teacher mentoring and development

Backbone Teacher

Lead subject Specialist

District Level

Expert Panels are formed comprising experienced peers and professors to assess teachers

Professional Evaluation Committee sends evaluators to assess teachers

Increasing responsibility for curriculum development

▪ Separate teacher designations at district, municipal and national levels

▪ National level designations are linked to subject specialization at district and municipal levels– E.g. achieving Grade 1

Teacher designation is a pre-requisite for recognition as a district level Backbone Teacher

▪ Increasing recognition of status brings greater responsibility for mentoring and curriculum development

Evaluation every 3 years

Municipal or Provincial Level

New Graduates

Grade 2 Teacher

National Level

Champion Teacher

Evaluation every 5 years

Grade 1 Teacher

Senior Teacher

Master Teacher1Famous Teacher1

Top Talent

Prerequisite: Advanced teacher

Prerequisite: Grade 1 Teacher

SHANGHAI EXAMPLECreating meaningful career pathways is a powerful way tostrengthen professionalism and collaborative practice (2/2)

4

49

A surprising number of teachers across OECD systems do not receive regular appraisal or feedback

31

23

36

More than onceper year

Once per year

Never or Once every two or more years

49

13

38

22

13

65

SOURCE: Teaching and Learning International Survey (TALIS) first results, OECD, 2009,

1 TALIS Survey was conducted in 23 OECD and partner countries: [OECD] – Australia, Austria, Flemish Belgium, Denmark, Hungary, Iceland, Ireland, Italy, Korea, Mexico, Norway, Poland, Portugal, Slovak Republic, Spain, and Turkey; [Partner countries] – Brazil, Bulgaria, Estonia, Lithuania, Malaysia, Malta, Slovenia

From principalsFrom peers or senior teachers

From external individual or body

5

Teacher reported frequency of appraisal and/or feedbackPercent (TALIS average1)

50

However, appraisal and feedback usually increases teacher job satisfaction

Impact of appraisal and feedback on teachers’ job satisfaction

Percentage of teachers who reported the following change to job satisfaction following the appraisal and/or feedback they received in their school, TALIS1

7

41

52

Decreased

Did not change

Increased

SOURCE: Teaching and Learning International Survey (TALIS) first results, OECD, 2009,

1 TALIS Survey was conducted in 23 OECD and partner countries: [OECD] – Australia, Austria, Flemish Belgium, Denmark, Hungary, Iceland, Ireland, Italy, Korea, Mexico, Norway, Poland, Portugal, Slovak Republic, Spain, and Turkey; [Partner countries] – Brazil, Bulgaria, Estonia, Lithuania, Malaysia, Malta, Slovenia

5

Appraisal and feedback also had a positive impact on teachers performance, with ~40% of teachers reporting that it made significant differences in their teaching

51

Victoria and Singapore have annual appraisal cycles markedby three formal steps

SOURCE: NIE; Victoria Department of Education and Early Childhood Development; McKinsey & Company

Mid-cycle review to discuss the teacher’s progress and any needed support strategies

Performance plans for Leading teachers and Classroom teachers prepared with the Principal

Evaluation of the teacher’s performance against the standards, led by Principal, with decision on salary progression

Victoria

1. Self-evaluation and meeting with Reporting Officer (RO)

2. Mid-cycle review/ evaluation

3. Final evaluation

Formal annual evaluation cycle

Informal coaching and feedback expected throughout the year

1. Initial planning

Singapore Self-evaluation and meeting with Reporting Officer (RO) to establish targets, expected results, competencies and professional development needs

RO evaluates the performance and potential of the teacher, and a school panel ranks teacher

Performance coaching and mid-year evaluation (portfolio evaluations, summaries of relevant teacher-RO discussions, and evaluative narratives from teacher and RO)

5

52


Theme





53

0

10

20

30

40

50

60

70

Ca

na

da

Au

str

ia

Sp

ain

No

rwa

y

Un

ite

d K

ingd

om

Ne

w Z

ea

lan

d

Ja

pa

n

Tu

rke

y

Me

xico

Po

lan

d

Lu

xem

bou

rg

Cze

ch

Re

pu

blic

Ge

rma

ny

Hu

nga

ry

Fra

nce

Ne

the

rla

nds

Slo

vak R

ep

ub

lic

Be

lgiu

m

Fin

lan

d

De

nm

ark

Sw

ed

en

Gre

ece

Ice

lan

d

Un

ite

d S

tate

s

Ita

ly

Au

str

ia

Sw

itze

rla

nd

Po

rtu

ga

l

Ire

lan

d

Turkey has the highest proportion of out-of-school non-working 15-19 years olds among OECD countries

Percentage of 15-to-19-year-olds not in education (unemployed, not in the labor force, or working)

1 Umeployed refers to people not in education and not working, but activeiy seeking a jobNote: Missing bars refer to cells below reliability thresholds

SOURCE: OECD

Not in education and not in the labor force

Not in education and unemployed1

Not in education (total)

Major struggle against declared vision of becoming a top 10 economy in 2023 (translates ~8% annual growth rate, requires increase in labor pool and productivity)

2008

Working

Doing nothing!

Looking for a job

II

54

Turkey is not alone. Youth unemployment is a global challenge

1 In addition 152m young people are employed, but still living in poverty (i.e., living in households surviving on less than US$ 1.25 per capita per day)

SOURCE: ILO, Global Employment Trends 2011 (January 2011)

Unemployment rate for youth between the ages of 15 and 24, 2010

8.39.5

12.312.614.2

15.218.218.9

23.725.1

Middle East

North Africa

Non-EU Europe,

CIS

Developed countries

Latin America

SE Asia Global average

Sub-Saharan

Africa

South Asia

East Asia

78 million young people between 15 and 24 who are able to work and looking for a job, but can’t get one1

II

55SOURCE: CEOs on Strategy and Social Issues (McKinsey Quarterly, 2007); Feb 2007 McKinsey survey of 391 CEOs

whose companies participate in UN Global compact

Education for employment is not only a public concern. Global business leaders recognize education and talent as their #1 issue to address for the future

1 Respondents were allowed to select up to 3 issues

None of these

Other

HIV/AIDS and other public health issues (e.g., malaria, nutrition, tuberculosis)

Access to clean water, sanitation

Security of energy supply

Making globalization's benefits accessible to the poor (e.g., microfinance)

Climate change

Poor public governance (e.g., weak states, conflict zones, corruption)

Educational systems, talent constraints

Which of the following global environmental, social, and political issues are the most critical to address for the future success of your business? Percent of respondents citing as Top 3 concern1

2

7

8

12

35

36

38

44

50

Education is also vital to addressing many “non-education” issues on this list

II

56

Across Europe, jobs demanding ‘medium’ qualifications (secondary and post-secondary vocational) are highest

SOURCE: CEDEFOP, Skills Supply and Demand in Europe to 2020 (released 2010)

1 Low = below post-secondary (ISCED 0-2); medium = secondary or post-secondary vocational (ISCED 3,4); high = tertiary (ISCED 5, 6)2 Expansion and replacement demand

Total demand by qualification level Total job openings by qualification level, 2010-2020 2

100% = 80 million openings

Projected demand by qualification level 2, 2010-2020, EU-27 countriesMillions of jobs, Percent

44High

Medium48

Low

8

Low HighMed

2010

2020

66

114

46

82

118

34

Largest number expected in technical and associate professional occupations

II

57

The breaking points in education for employment (E4E) often lie in the relationships between youth, providers, and employers

Education providers

Youth

Employers

What institutions and degree programs can provide youth with skills relevant to the job market?

How can youth identify jobs/careerpaths that the market needs?

How can employers identify and recruitcapable graduates?

How can employers and education providers collaborateon programs to produce skilled candidates?


II

When these relationships are ineffective, several issue arise:• Quantity or mix of graduates does not match employers needs• Relevance or quality or graduates’ are not appropriate for jobs• Unrealistic or unclear expectations among youth

58SOURCE: OECD, UNESCO

We see systems are increasing the mix of education for employment offerings to improve capacity and quality

Example trends in provision/mix

Upper

secondary

▪ Increasing upper secondary pathways – both formal (e.g., dual systems) and informal (e.g., career pathways)

▪ Overall, focus on flexibility of pathways and balancing general and technical content, to support lifelong learning

Post-secondary

▪ Creating new models that support E4E goals (e.g., polytechnics)

▪ Increasing recognition of “E4E” concerns in traditional university education (e.g., skills to support management, drive innovation in companies, alternate degree offerings)

Workforce readiness

▪ Often not part of formal education, but a focus on bridges to post-secondary education or the labor market

▪ Often short-term, practical skills (e.g., resume building, interviewing) or remediation of critical labor market skills (e.g., English) not obtained in formal education

II

59SOURCE: Team analysis

Private education providers and private employers are also introducing successful approached to addressing education for employment

Proton – Talent pipeline through education partnership

▪ Partnership with Malaysian Automotive Institute

▪ Work-base program (70% work, 30% theory; 18 – 24 months); 2,500 staff already trained

Saudi Japanese Automobile High Institute: Transnational public private partnership

▪ Initiative to create a pipeline of skilled local labourers in Saudi to work for Japanese OEMs

▪ Teaches technical and general skills, delivered by Saudi instructors and Japanese experts

Dr. Reddy’s foundation –Cost-effective training and placement for masses

▪ “Interest inventory” test to align candidates with courses

▪ Curriculum developed with private sector partners

▪ 2009: 46,000 students trained, 37,000 of them placed

SELECTED EXAMPLES

Tennessee Tech Centers –Tailoring job-training to local industries

▪ 27 independent centers tailor curriculums to local needs

▪ Curriculum developed with local industry leaders

▪ High graduation rates (85%)

II

60


Theme


II Creating flexible student pathways to success



61

1,000 native English teachers were recruited to enable to conversion to English instruction

Faced with too few proficient English teachers to meet its intention of rapidly expanding English instruction, one middle eastern country recruited international teachers

“The English skills of many of the teachers are not yet good enough to teach English successfully. They make mistakes in spoken and written English, which are copied and perpetuated by the students.”

The instructional intention: Deep fluency for all

The educator reality – Even among English teachers, only 13% of scored at a good level on the IELTS exam

IELTS exam results for English Teachers, % of participants, 2007

29%

58%

13%Good User: “Has operational command of the language…” (Level 7)

Competent User: “Has generally effective command of the language despite some inaccuracies...” (Level 6)

Modest User: “Has a partial command of the language…” (Level 5)

CLIENT EXAMPLE

III

Convert to English as a language of instruction for all core subjects in all schools

SOURCE: Confidential

62

In establishing an English language strategy there are at least 3 broad questions to answer

1 What is the scale of the English learning we intend and need? ▪ Depth – do students need deep fluency (e.g. all subjects in English)

or 2nd language proficiency (e.g. English as a subject)▪ Breadth – Is the need the same for all families / students?

2 What scale of English instruction can we deliver?▪ What is educators’ current English proficiency?▪ Where are English-able teachers allocated today (e.g. Secondary

vs. Primary levels)▪ Can we attract enough new English-proficient teachers to meet the

gap, either locally or internationally? Is that politically possible?▪ Would phasing-in English instruction – starting with primary school –

create the time to build up the number of capable teachers needed▪ How can we supplement the instruction our teachers provide to

support students’ learning (e.g. encouraging tutoring, through ICT)

3 At what grades and how intensively should we introduce English to match what we know about how children learn languages?

SOURCE: National Association for Bilingual Education; Team

III

63


Theme





64

System improvement requires integration and coordination across every level


▪ Deliver classroom instruction▪ Collaborate with peers to develop, test and share pedagogical practices

that raise student outcomes▪ Engage parents as needed to advance student performance

▪ Define and drive school improvement strategy, consistent with direction from middle/center

▪ Provide instructional and administrative leadership for the school▪ Involve school community to achieve school improvement goals

▪ Provide targeted support to schools and monitor compliance▪ Facilitate communication between schools and the center▪ Encourage inter-school collaboration ▪ Buffer community resistance to change

▪ Set system strategy for improvement ▪ Create support and accountability mechanisms to achieve system goals▪ Establish decision rights across all system entities and levels▪ Build up skills and leadership capacity at all system levels

Teachers

Leaders

The ‘middle layer’

The centre

Sch

oo

ls

Role in system improvement

65

The middle layer comes in multiple forms and plays four importantroles in supporting system improvement


School clusters

▪ School networks to coordinate resource allocation and facilitate learning across schools and up to the center (e.g. Singapore, Boston)

Geographic

▪ Almost all systems have a geographical middle to which they decentralise authorities around administration, finance, and pedagogy to middle (all systems)

Pedagogical

Subject-based

▪ A network of subject leaders to develop and standardize practice in that subject across the system. (e.g. Shanghai)

Level-based

▪ A middle layer organised by level schooling (e.g. primary, middle, and secondary) (e.g. Long Beach USD)

▪ Targeted support to school– Adapt reforms to local needs of schools

and communities, including – A channel for delivery, especially in

large systems– Examples: Korea, Chile, Ontario

▪ Two-way communication– Communicate from centre to schools &

from schools to centre. – Examples: Singapore, Boston

▪ Encourage collaboration between schools– Facilitate learning across schools and

up to the centre– Examples: Long Beach, Shanghai,

Western Cape▪ Buffer noise

– Reduce the volume of noise of resistance to changes

– Examples: Latvia, Poland

The middle layer comes in multiple forms

4 roles of the middle

66

By customizing support and intervention to schools’ needs, the middle layer’s can play a valuable role in a differentiated improvement strategy

Ontario, Canada

Western Cape, South Africa

South Korea▪ District offices offer training for teachers based on needs of

schools within district

▪ Implementation of reform often cascaded through provincial offices (e.g. KEDI’s ICT reforms in the 1990s)

▪ 2009 changes to Education Act increase School Boards’ responsibility for student achievement (in addition to administrative and financial responsibilities)

▪ Student Achievement Officers facilitate professional learning communities for Principals within School Boards

▪ Districts are disaggregated into cross-functional circuit teams that provide improvement support to schools (literacy advisers and curriculum coordinators, as well as administrative support)

▪ Districts/circuit identify locally-specific issues and develop locally-tailored solutions: (e.g. lobbying wine farmers association to allow farm workers leave to visit their children’s schools)

SOURCE: System interviews

Description

67

Discussion topics




68

In four years we believe Turkey can make significant improvement in the quality of schooling

• Significant increases in Turkey’s student performance in reading and mathematicson PISA from bottom third among participating countries in 2009 to top half or top third in 2015, while also narrowing the achievement gap

• All new students entering secondary school with basic English proficiency

• A teaching profession that is in the Top 10 of most desirable professions for graduates in Turkey

• Teachers and principals who feel both supported by the education system and accountable for student outcomes; e.g.

− A credible instructional coach for every teacher− A school improvement partner for every principal− A consistent and meaningful cycle of performance reviews

• A track record of preparing and placing youth in jobs through vocational education partnerships with the private sector. Employers who express increased satisfactionwith the candidates they hire

• A public that recognizes Turkey’s achievements in education and expresses confidence in the system’s leadership

1 Based on 20-30 pt gain (50%-75% school year equivalent) on PISA

Students gains

Teacher and principal gains

Youth in jobs

Public confidence

ILLUSTRATIVE ONLY –TO SUPPORT DISCUSSION

69

An effective strategy would both (a) build public confidence through visible victories and (b) improve the fundamentals of sustained student gains

Build public confidence through visible victories that support student gains

Improve the fundamentals to achieve sustained student gains, from fair-to-good-to-great

Two interdependent tracks

EXAMPLES ONLY – NOT A COMPLETE STRATEGY

K-12 schooling Education for employment

• Deliver ‘announcables’ from plan:

− Expanded English instructionin primary schools

− Every child with a learning plan

− A new principals academy

− An extended school day

• Develop & implement a holistic school improvement strategythat delivers gains on 2015 PISA assessment

• Implement a campaign that increases the caliber of new teachers (Teaching as a Top 10 profession)

• Develop & implement a strategy to improve education for employment

−Private partnerships

−Flexible & well-supported pathways for students

−Improved information & matching for students

−Standards & quality assurance

−Financing mechanisms

• Implement a series of sector-based partnerships with employers that lead to jobs for youth

• Define standards for selected vocational programmes (e.g. starting with 10-20, then expand)

• Publically commit Turkey to specific goals for education

• Communicate a compelling strategy for improvement

and

• Same

• Same

70

Discussion questions

• Priorities: What are your current top priorities for Turkey’s education system, and what would be a set of compelling goals for education 4 years from now?

• Delivering on your goals:

− Is there a clear, holistic, and convincing strategy in place for improvement?

− Is there the capacity to drive and support implementation (especially at a local level)?

− Do you have the support of the public and professionals in the system to undertake change, so does that support need to be cultivated?

− What has been effective in achieving the gains that Turkey has made to date, and what can be taken and extended from those?

• Differentiating the approach:

− How can Turkey best segment its schools’ or regions’ to appropriately customise improvement support to the needs of those schools?

− Would a sequenced approach to concentrate efforts and demonstrate success be viable (either by region or starting with a subset of low and high performing local areas)?

• Education for Employment: What vocations or sectors would be appropriate to start with in developing and piloting programmes in partnership with the private sector to accelerate education for employment?

71

Appendix

72SOURCE: McKinsey & Company interventions database

Poor to fair Fair to good Good to great

Intervention

cluster1

▪ Raising calibre of

entering teachers and

principals– Recruiting programs– Pre-service training– Certification

requirements

▪ Raising calibre of

existing teachers and

principals– In-service training

programs– Coaching on practice– Career tracks– Teacher and

community forums

▪ School-based decision-

making– Self-evaluation– Independent and

specialized schools

▪ Cultivating peer-led learning

for teachers and principals– Collaborative practice– Decentralizing pedagogical

rights to schools & teachers– Rotation and secondment

programs

▪ Creating additional support

mechanisms for professionals– Release professionals from

admin burden by providing additional administrative staff

▪ System-sponsored

experimentation/innovation

across schools– Providing additional funding

for innovation– Sharing innovation from front-

line to all schools

▪ Providing motivation and

scaffolding for low skill

teachers– Scripted teaching materials– Coaching on curriculum– Instructional time on task– School visits by center– Incentives for high

performance

▪ Getting all schools to a

minimum quality level– Outcome targets– Additional support for low

performing schools– School infrastructure

improvement– Provision of textbooks

▪ Getting students in seats– Expand school seats– Fulfil students’ basic needs

to raise attendance

▪ Data and accountability

foundation– Transparency to schools

and/or public on school performance

– School inspections and inspections institutions

▪ Financial and organizational

foundation– Optimization of school and

teacher volumes– Decentralizing financial and

administrative rights– Increasing funding – Funding allocation model– Organizational redesign

▪ Pedagogical foundation – School model/ streaming– Language of instruction

Shaping the professional Improving through peers

and innovation

Achieving the basics of

literacy and numeracy

Getting the foundations in

place

Theme

Great to excellentImprovementjourney

Common

across all

journeys

Six interventions: [1] Revising curriculum and standards; [2] Reviewing reward and remunerations structure; [3] Building technical skills

of teachers and principals, often through group or cascaded training; [4] Assessing student learning; [5] Utilizing student data to guide

delivery, and [ 6] Establishing policy documents and education laws

1 Total number of interventions in each phase: poor to fair, n=103, fair to good, n=226; good to great, n=150; great to excellent, n=94

A unique ‘intervention cluster’ exists for each improvement journey, with six interventions common across all journeys

73

Systems with similar spend have widely ranging levels of performance

SOURCE: World Bank EdStats; IMF; UNESCO; PISA, TIMSS, PIRLS, McKinsey & Company

Public spend per student, PPP USD

580

560

540

520

500

480

460

440

420

400

380

0

464

8,000–9,000

498

522

489

9,000–10,000

470

10,000+

561

7,000–8,000

488

541

6,000–7,000

485

520

5,000–6,000

402

533

4,000–5,000

421

525

3000–4,000

456

508

2,000–3,000

383

498

1,000–2,000

361

478

0–1,000

380

471

Ghana

W. Cape

Brazil

Morocco

Azerbaijan

El Salvador

Algeria

Uruguay

Argentina

Botswana

Saudi Arabia

Kuwait

Jordan

Armenia

SyriaPhilippines

Turkey

Moldova

OmanIran

Bulgaria Malta

Bahrain

GreeceNew Zealand

IsraelCyprus

Norway

LatviaPoland

Lithuania

England

SloveniaGermany4 USA

Slovak Republic

CroatiaCzech

Republic

Hungary

PortugalSpain

France

Italy

NetherlandsIceland

SwedenAustria Luxembourg

Denmark

MalaysiaRomania

ColumbiaMexico

GeorgiaChile

Tunisia

South Korea

Japan Ireland Belgium

Singapore

Hong Kong

Ontario

EstoniaSwitzerland

Finland

Australia

Poor

Fair

Good

Great

Excellent

Universal scale score (maximum, median, minimum), in PISA 2000 units

74

Turkey’s student performance on PISA reflects a wide spread of proficiency

Below Level 1 18%

Level 1 25%

Level 2 25%

Level 3 17%

Level 4 10%

Level 5 4%

Level 6 1%Level 6: Can conceptualise, generalise, and utilise information [in] complex problem situtations… advanced reasoning…can formulate and communicate actions and reflections

High

Low

Level 3: Executes clearly defined procedures [and] develop short communications…

Level 1: Can answer questions involving familiar contexts…carry out routine problems…perform actions that are obvious

Turkish students’ performance by proficiency level on 2009 PISA Mathematics

SOURCE: OECD PISA

75

There are also comparatively large differences acrosssocio-economics groups in Turkey

SOURCE: OECD PISA 2003, “First results from PISA 2003”

▪ Low performance

▪ Large differences by impact of socio-economic status

▪ High performance

▪ Large differences by impact of socio-economic status

▪ Low performance

▪ Low differences by impact of socio-economic status

▪ High performance

▪ Low differences by impact of socio-economic status

PISA 2003 Performance in mathematics and the impact of socio-economic background

improving education in turkey final print

Education

exposure mckinsey

mckinsey companywe

class sizesource

class sizesof

mckinsey companya system

class size matter

effects of class size

mckinsey global institute