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TRANSCRIPT
1
U.S. briefing U.S. briefing
Barry McGawBarry McGawDirector for EducationDirector for Education
Organisation for Economic CoOrganisation for Economic Co--operation and Development (OECD)operation and Development (OECD)
Education at a Glance 2005Education at a Glance 2005
Washington, D.C., 13 September 2005Washington, D.C., 13 September 2005
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U.S. as the target knowledge economyU.S. as the target knowledge economyfor Europefor Europe
3
Europe’s visionLisbon meeting of Heads of State
Europe’s target defined in the Lisbon declaration– by 2010: the most competitive and dynamic knowledge-based economy in
the world– by 2004: Wim Kok’s review concluded not much had changed
Strategies proposed– radical transformation of the European economy– modernisation of social welfare system– modernisation of education system
The target U.S. knowledge economyHigh wealth – GDP per capita (lower per hour worked)High productivity – per worker (lower per hour worked)High R&D expenditure – 42% of all OECD (lower as % of GDP)Patents – more than 1/3 of all, (lower per capita)
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How does US education compare?How does US education compare?
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% attaining at least upper secondary educ (2003)
Kore
aN
orwa
ySl
ovak
Rep
ubl ic
Japa
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ech
Repu
blic
Swed
enCa
nada
Finl
and
Uni
ted
Stat
esD
enm
ark
Aus
tria
Germ
any
New
Zea
land
Hun
gary
Fran
ceIr
elan
dBe
lgiu
mSw
itze
rlan
dN
ethe
rlan
dsA
ustr
alia
Gree
ceU
nite
d Ki
ngdo
mLu
xem
bour
gIc
elan
dIt
aly
Spai
nPo
land
Port
ugal
Turk
eyM
exic
o
0
10
20
30
40
50
60
70
80
90
100
45- to 54-year-olds 25-to-34-year-olds
OECD (2005), Education at a Glance 2005, Table 1.2a, p.36.
6
% attaining at least tertiary education (2003)
Cana
daJa
pan
Kore
aSw
eden
Finl
and
Nor
way
Belg
ium
Uni
ted
Stat
esIr
elan
dSp
ain
Aus
tral
iaFr
ance
Den
mar
kU
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ngdo
mN
ew Z
eala
ndSw
itze
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elan
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ethe
rlan
dsGr
eece
Germ
any
Pola
ndM
exic
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bour
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unga
ryPo
rtug
alA
ustr
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ovak
Rep
ubl ic
Ital
yCz
ech
Repu
blic
Turk
ey
0
10
20
30
40
50
60
45- to 54-year-olds 25-to-34-year-olds
OECD (2005), Education at a Glance 2005, Table 1.3a, p.37.
7
0%
20%
40%
60%
80%
100%
Hon
g Ko
ng-C
hina
Finl
and
Kore
aN
ethe
rlan
dsLi
echt
enst
ein
Japa
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Belg
ium
Mac
ao-C
hina
Swit
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and
Aus
tral
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ew Z
eala
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ech
Repu
blic
Icel
and
Denm
ark
Fran
ceSw
eden
Aus
tria
Germ
any
Irel
and
Slov
ak R
epub
licN
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xem
bour
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land
Hun
gary
Spai
nLa
tvia
Uni
ted
Stat
esRu
ssia
Port
ugal
Ital
yGr
eece
Serb
iaTu
rkey
Uru
guay
Thai
land
Mex
ico
Indo
nesi
aTu
nisi
aBr
azil
OECD (2004), Learning for tomorrow’s world: First results from PISA 2003, Table 2.5a, p.354.
% at each PISA mathematics proficiency level
Level 4
Level 3
Level 2
Non European countries
are shaded.
Level 6
Level 5
Level 1
Below Level 1
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% at each PISA problem solving proficiency level
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Finl
and
Kore
aH
ong
Kong
-Chi
naJa
pan
Mac
ao-C
hina
Aus
tral
iaN
ew Z
eala
ndCa
nada
Liec
hten
stei
nBe
lgiu
mSw
itze
rlan
dFr
ance
Den
mar
kN
ethe
rlan
dsCz
ech
Repu
blic
Germ
any
Swed
enIc
elan
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ustr
iaH
unga
ryIr
elan
dLu
xem
bour
gSl
ovak
Rep
ublic
Nor
way
Pola
ndSp
ain
Latv
iaRu
ssia
Uni
ted
Stat
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aly
Port
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ceU
rugu
ayTh
aila
ndSe
rbia
Turk
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azil
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nesi
aTu
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a
Level 1
Level 3
Level 2
OECD (2004), Problem solving for tomorrow’s world: First results from PISA 2003.
Below Level 1
Non-European countries shaded
9
How is U.S. knowledge economy so How is U.S. knowledge economy so strong when U.S. education is not?strong when U.S. education is not?
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Why knowledge economy strong but education weakPerhaps education does not matter
labour market matches skills not qualifications to jobsentrepreneurial traditionBUT there are social and personal returns to education…
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Social internal rates of return to university degree
0
2
4
6
8
10
12
14
Uni
ted
Stat
es
Finl
and
Net
herl
ands
Ital
y
Fran
ce
Nor
way
Swit
zerl
and
Belg
ium
Swed
en
Den
mar
k
MalesFemales
OECD (2005), Education at a Glance 2005, Table 9.10, p.143.
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Why knowledge economy strong but education weakPerhaps education does not matter
labour market matches skills not qualifications to jobsentrepreneurial traditionBUT there are social and personal returns to education…
Perhaps U.S. has a first-mover advantage in educationGI Bill and early development of higher educationthat advantage is disappearing, so…
Perhaps education quality comes later, serving an elitehigh-quality university system (including research role)recruiting from others’ superior education systems
– into U.S. graduate schools
13
Distribution of foreign tertiary education students
Other, 25.3
Japan, 4.1
Australia, 8.9
France, 10.5Germany, 11.4
United Kingdom, 12.1
United States, 27.7
OECD (2005), Education at a Glance 2005, Table C3.2, pp.268-269.
14
Percentage of foreign students in tertiary education
02468
101214161820
Aus
tral
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ustr
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4Ko
rea
2003 1998
OECD (2005), Education at a Glance 2005, Table C3.1, pp.267.
15
Why knowledge economy strong but education weakPerhaps education does not matter
labour market matches skills not qualifications to jobsentrepreneurial traditionBUT there are social and personal returns to education…
Perhaps U.S. has a first-mover advantage in educationGI Bill and early development of higher educationthat advantage is disappearing, so…
Perhaps education quality comes later, serving an elitehigh-quality university system (including research role)recruiting from others’ superior education systems
– into U.S. graduate schools– into U.S. enterprises
well focused and extensive job-related continuing education
16
Participation in job-related continuing education
0
5
10
15
20
25
30
35
40
45
50D
enm
ark
Swed
en
Uni
ted
Stat
es
Finl
and
Swit
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and
Uni
ted
King
dom
Cana
da
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tria
Slov
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epub
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gary
Gree
ce
OECD (2005), Education at a Glance 2005, Table C6.2, p.323.
17
Why knowledge economy strong but education weakPerhaps education does not matter
labour market matches skills not qualifications to jobsentrepreneurial traditionBUT there are social and personal returns to education…
Perhaps U.S. has a first-mover advantage in educationGI Bill and early development of higher educationthat advantage is disappearing, so…
Perhaps education quality comes later, serving an elitehigh-quality university system (including research role)recruiting from others’ superior education systems
– into U.S. graduate schools– into U.S. enterprises
well focused and extensive job-related continuing educationShould the U.S. worry about its education system?
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0
20
40
60
80
100
120
140Tu
rkey
Hun
gary
Japa
n
Belg
ium
Ital
y
Germ
any
Aus
tria
Net
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ands
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h Re
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ic
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epub
lic
Gree
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Port
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Mex
ico
Uni
ted
Stat
es
Aus
tral
ia
New
Zea
land
Spai
n
Cana
da
Irel
and
Den
mar
k
Pola
nd
Swed
en
Nor
way
Finl
and
Icel
and
Variation in mathematics performance
OECD (2004), Learning for tomorrow’s world, Table 4.1a, p.383.
19
-80
-60
-40
-20
0
20
40
60
80
100Tu
rkey
Hun
gary
Japa
n
Belg
ium
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any
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ands
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h Re
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ic
Kore
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ak R
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lic
Gree
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and
Luxe
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Port
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ico
Uni
ted
Stat
es
Aus
tral
ia
New
Zea
land
Spai
n
Cana
da
Irel
and
Den
mar
k
Pola
nd
Swed
en
Nor
way
Finl
and
Icel
and
Variation in mathematics performance
Variation of performance between schools
Variation of performance within schools
OECD (2004), Learning for tomorrow’s world, Table 4.1a, p.383.
20
-80
-60
-40
-20
0
20
40
60
80
100Tu
rkey
Hun
gary
Japa
n
Belg
ium
Ital
y
Germ
any
Aus
tria
Net
herl
ands
Czec
h Re
publ
ic
Kore
a
Slov
ak R
epub
lic
Gree
ce
Swit
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and
Luxe
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urg
Port
ugal
Mex
ico
Uni
ted
Stat
es
Aus
tral
ia
New
Zea
land
Spai
n
Cana
da
Irel
and
Den
mar
k
Pola
nd
Swed
en
Nor
way
Finl
and
Icel
and
Variation in mathematics performance
OECD (2004), Learning for tomorrow’s world, Table 4.1a, p.383.
Variation explained by socio-economic level of students and schools
Variation of performance within schools
Variation of performance between schools
