education policy outlook - oecd edu policy_outlook_session 2... · 2018-01-25 · 15 education...

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Education Policy Outlook

Making Reforms Happen SESSION 2: POLICY OPTIONS FOR CHANGE Beatriz Pont Sr. Policy Analyst

1. Why? Why we need education policy reform 2. What? A look at policy levers to steer education systems towards higher performance

2. Where? A comparative view, with a focus on Estonia, France and Portugal 3. How? Peer learning: Presentations followed by table discussions (see worksheet 2 p.5)

For this session….

Mean mathematics performance, by school location,

after accounting for socio-economic status Fig II.3.3 3 3 It is possible to achieve both equity and quality

Chile

Hungary

Slovak Republic Portugal Luxembourg

France New Zealand

Belgium

Israel

Germany

Turkey Greece

Spain

United Kingdom

Czech Republic

Denmark

Slovenia

Ireland

Austria

Switzerland

Poland

United States

Netherlands

Estonia Finland

Japan

Sweden

Australia Canada

Iceland

Norway

Mexico

Korea

Italy

350

400

450

500

550

600

051015202530

Mea

n m

ath

emat

ics

sco

re

Percentage of variation in performance explained by the PISA index of economic, social and cultural status

OECD

avera

ge

OECD average

Above-average mathematics performance Below-average equity in education outcomes

Above-average mathematics performance Above-average equity in education outcomes

Below-average mathematics performance Below-average equity in education outcomes

Below-average mathematics performance Above-average equity in education outcomes

Source: OECD (2013), PISA 2012 Results: Excellence through Equity (Volume II): Giving Every Student the Chance to Succeed, Table II.1.2.

Source: OECD, PISA 2012 Database, Figure I.2.23.


after accounting for socio-economic status Fig II.3.3 4 4

Why? Youth reaching higher levels of skills

%

0

10

20

30

40

50

60

70

80

Me

xico

Turk

ey

Gre

ece

Hu

nga

ry

Slo

vak

Re

pu

blic

Swe

de

n

Un

ite

d S

tate

s

Po

rtu

gal

Ital

y

Luxe

mb

ou

rg

Spai

n

Ne

w Z

eal

and

Fran

ce

No

rway

OEC

D a

vera

ge…

Ice

lan

d

Cze

ch R

ep

ub

lic

Au

stra

lia

Bel

giu

m

Au

stri

a

Ge

rman

y

Ire

lan

d

Den

mar

k

Net

her

lan

ds

Po

lan

d

Can

ada

Swit

zerl

and

Fin

lan

d

Jap

an

Ko

rea

% of students below proficiency Level 2 Percentage of students below Level 2 in 2012 Percentage of students below Level 2 in 2003

Less than one in four 15-year-old students does not reach a minimum level of skills, PISA 2012

Source: OECD (2014), Education at a Glance 2014: OECD Indicators, OECD Publishing, Paris, Table A1.2a.


after accounting for socio-economic status Fig II.3.3 5 5

Why? Ensure that all youth complete at least upper secondary education

0

20

40

60

80

100

Mex

ico

Turk

eyP

ort

uga

lSp

ain

Ital

yIc

elan

dC

hile

1N

ew Z

eala

nd

Den

mar

kB

elgi

um

No

rway

OEC

D a

vera

geG

reec

eN

eth

erla

nd

sFr

ance

Un

ited

Kin

gdo

mIr

elan

dLu

xem

bo

urg

Esto

nia

Au

stra

liaG

erm

any

Hu

nga

ryA

ust

ria

Un

ited

Sta

tes

Swit

zerl

and

Fin

lan

dIs

rael

Swed

enC

anad

aC

zech

Re

pu

blic

Slo

vak

Rep

ub

licSl

ove

nia

Po

lan

dK

ore

a

% 25-34 55-64

• Population with at least upper secondary education(2012

Distribution of 20-24 year-olds not in education, by work status (2013)

49 47 54

33

46 52

43 45 49

26

45 44

35 30

46

37 33

42

33 35 36 34

21

33

19

29 36 34

28

37 36 32

26 19 22

11

5

7

9

10 5

7 6

4

17

5 6

4 13

5

11 14

7

16 13 10 11

25

8

26

16 8

8

12

4 4 5

5

10 6

15

20 12

27

9 6

12 10 7

17 9 7

19 13

5 8 8 5 5 6 9

7 8

8 7 6 6

8 8 6

6

0 8

4 2

0

10

20

30

40

50

60

70

80

Co

lom

bia

Me

xico

Isra

el

Turk

ey

Un

ite

d…

Au

stri

a

Un

ite

d S

tate

s

Ne

w Z

eala

nd

No

rway

Ital

y

Au

stra

lia

Can

ada

Ko

rea

Hu

nga

ry

Swit

zerl

and

Be

lgiu

m

Irel

and

Swe

de

n

Slo

vak…

Fran

ce

OEC

D a

vera

ge

Latv

ia

Spai

n

Esto

nia

Gre

ece

Po

rtu

gal

Cze

ch…

Fin

lan

d

Po

lan

d

Ge

rman

y

Ne

ther

lan

ds

Ice

lan

d

Den

mar

k

Slo

ven

ia

Luxe

mb

ou

rg

Employed Unemployed Inactive

Source: OECD (2015), Education at a Glance Interim Report : Update of Employment and Education Attainment Indicators, OECD Publishing, Paris, Table 3.3.

%

Why? Youth to have good opportunities in their future

Countries share challenges but there is no comparable information and

they respond differently depending on their own context

Growing body of evidence of challenges and of what makes good systems perform

Policy makers need to have information and evidence based analysis to

develop high performing school systems

Requires that education and training are equitable and of high quality

Skills transform lives and economies

Why? Education policy and evidence based reforms have become a priority

Evaluation and assessment

Disadvantaged students and schools

Vocational education and training

System-level policies

Early childhood education and care

Governance and

funding

School Improvement

Preparing students for the future Equity and quality

School leaders

Learning environments

Teachers

Tertiary

education Upper secondary education

Student assessment

System level

School evaluation

System and institution level funding

Stakeholder

engagement

Systemic prioritising

Education Policy Outlook

Challenge: Clarity in the education policy forest?

Mean mathematics performance, by school location, after acc

ounting for socio-economic status Fig II.3.3 9 9

Why? Policy makers challenge is to ensure impact of reforms

Design of reform

Implementation of reform

Challenge: A gap between design and implementation of reforms


ounting for socio-economic status Fig II.3.3 10 10 What? Policy options to make effective reform happen

To explore how to make more effective decisions in education reform: sail to different countries

Peer learning Examine different policy options available to respond to key challenges

Review factors that are key for successful policy implementation

Visit countries to see how they responded to their challenges and the types of policies implemented.

Address key policy questions

How to raise outcomes for all in terms of equity and quality and preparing students for the future?

How to raise quality of institutions through school improvement and evaluation and assessment?

How is the system organised to deliver education policy in terms of governance and funding?


ounting for socio-economic status Fig II.3.3 11 11 What? Policy options to make effective reform happen

To explore how to make more effective decisions in education reform: travelling and peer learning


after accounting for socio-economic status Fig II.3.3 12 We need education policy reforms that improve outcomes

Set high standards

for all Invest in teachers

and teaching

Use data to follow student

progress

Recognise role of

leadership

Ensure sound policy making

Accountability

Support disadvantaged

students

…according to the research literature 12

Policy options: Different factors contribute to education improvement


after accounting for socio-economic status Fig II.3.3 13 We need education policy reforms that improve outcomes

• OECD education policy and data

• Country snapshot survey

13

Policy options: Different factors contribute to education improvement


ounting for socio-economic status Fig II.3.3 14 Education Policy Outlook: policy levers 14

Education Policy Outlook: Policy Levers

Country policy

practices

(snapshot

survey)

International

research

10 years of

OECD

thematic

studies and

data


ounting for socio-economic status Fig II.3.3 15 15 Education Policy Outlook: policy levers

Policy makers want to know more about policy options

they have to deliver better education outcomes

Policy levers

• Governing instruments which policy makers have to direct, manage and shape change in public services.

• Functional mechanisms through which government and agencies seek to implement policies.

• In education, policy levers aim to gradually “steer” the system towards better education outcomes.


ounting for socio-economic status Fig II.3.3 16 16 Education Policy Outlook policy lever framework

1. Equity and quality: Eliminate system level policies that hinder equity and support disadvantaged students and schools.

2. Preparing students for the future: Improve skills up to tertiary and ensure successful transitions to the labour market.

3.

3. School improvement: Strengthen the teaching and school leadership profession and develop positive learning environments.

4. Evaluation and assessment: Develop an integrated evaluation and assessment framework putting students at the center.

5. Governing effectively: Define priorities, ensure effective planning and delivery of policies, enhance local capacity to deliver.

6. Funding: Increase efficiency and effectiveness of funding systems.

Students: Raising Outcomes

Institutions: Enhancing quality

Systems: Governing effectively


after accounting for socio-economic status Fig II.3.3 17 17 There are clear common policy trends across countries

Key policies implemented across OECD countries by policy lever, 2008-14 (based on countries’ self reports)

0

5

10

15

20

25

30

35

Equity andquality

Preparingstudents for the

future

Schoolimprovement

Evaluation andassessment

Governance Funding

%

Students: Raising Outcomes

Institutions: Enhancing quality

Systems: Governing effectively

0%

5%

10%

15%

20%

25%

30%

35%

Disadvantaged

Students (9%)

Quality of tertiary &

VET (8% each)

Education priorities

(5%)

Use of resources

(7%)

Student assessment & system (4% each)

Teachers (14%)


after accounting for socio-economic status Fig II.3.3 18 OECD countries are making reform happen

18

US: Funding

grants

Chile:

Subsidies for

disadvantaged s

chools

Reforms in

school leadership

and teachers

Australia, N. Zealand

Support to

students

from specific populati

ons

Japan: Setting nati

onal priorities for

education

Austria: New

middle

school reform

Canada:

National

commitment to

ECEC

UK: School

improvement

Portugal:

VET reforms

France/Nordics:

Teacher training

reform

OECD countries are using different policy options to improve their education systems…

Italy: School

evaluation

reform

UK: Student

funding

Finland/Nordic:

Curriculum refor

m

Mexico:

Constitutional

Reform

Germany: Investing

in the future


after accounting for socio-economic status Fig II.3.3 19 19 There are policy trends across countries

Education policy outlook: type of policy

• General strategies using various tools available.

• Aiming for systemic change.

• Setting goals, new governance or structures.

General

• Define or reform the content knowledge.

• Aim to change the content of what is being taught or set standards of practice.

• Curriculum, qualifications, standards, guidelines.

Content

• Target a concrete aspect of a policy area.

• Aim to respond to a concrete challenge.

• Very varied (ie. Teacher salaries, quality assurance, targeting particular groups, targeted funding…)

Targeted


after accounting for socio-economic status Fig II.3.3 20 20 There are policy trends across countries

Key policies implemented across OECD countries by type of policy, 2008-14 (based on countries’ self reports and OECD categorisation)

Students

Institutions

Systems

34 51

41 26 21

40 17 18 7 29 15 21 25

48 42 30

59 58 35

83

0102030405060708090

Total Equity andQuality

PreparingStudents forthe Future

SchoolImprovement

Evaluationand

Assessmentto Improve

StudentOutcomes

Governance Funding

Comprehensive Content Targeted%



21

Funding

grants

Australia Smarter School National partnership on Low SES (08-13)

National ECEC Strategy (2009) National Agreement for Skills & Workforce Development(09)

National partnership agreement on Skills Reform (2012) National Partnership on Improving Teacher Quality (2009-13) Australian Institute for Teaching & School Leadership (2010)

National Strategy Agains Early School Leaving (2012)

OECD countries are using different policy types to make reform happen…

Australia Professional Standards for Teachers (13) Professional Standards for Principals (11) Australian Qualifications Framework (11)

Australia

Closing the gap/Aboriginal and Torres Straight islander education Action Plan (10-14)

Early Development Index (09) Teacher Performance and Development Framework (2013)

Charter for Professional Learning of Teachers & School Leaders(13) National Assessment Programme – Literacy and Numeracy (NAPL

A, 2008)



22

Sweden Education Act (2011)


Sweden New Curriculum for preprimary education (2011) New Curriculum for compulsory education(2011)

Sweden New Grading scale (2011);

National tests in grades 3, 6, 10 and 12 (2013) Swedish School Inspectorate (2008)

Swedish Agency for Higher Vocational Education (2009) Career development reform (2013)

Teacher access to in service training (2014)

Influenced by the

education structure, policy agenda and specific challenges

Varied political and

historical approaches

to policy making

Evaluation of policies and/or follow-up is limited

Varying duration

and type, and a

degree of overlap

23 Highlighting common characteristics across policies

About 450 policies

across 6 policy levers

23

Mean mathematics performance, by school location, after accounting for

socio-economic status Fig II.3.3 24 Looking for a specific policies? 24

Multi-criteria search engine on education policy

Gathers 686 policies adopted so far across OECD countries

Available Now ! (beta version)

www.oecd.org/edu/reformsfinder.htm

http://www.oecd.org/edu/reformsfinder.htm






25


• TEACHERS

Estonia

• EQUITY (zep)

France

• VET

Portugal


after accounting for socio-economic status Fig II.3.3 26 26 Table discussions: Travel

Source: OECD (2013),Skills Outlook: PIAAC.

Table discussions Choose a moderator

Choose a lever Discuss – Key conclusions on big post it

Find out more about the Education Policy Outlook Series at

www.oecd.com/edu/policyoutlook.htm

#OECDEPO

27

Photo and illustration credits

Cover slide © SashaChebotarev/Shutterstock

Slide 6 ©Tatiana Popova/Shutterstock

Slide 4 © Sergey Nivens/Shutterstock

© Cienpies Design/Shutterstock

© Andrey_Kuzmin/Shutterstock

education policy outlook - oecd edu policy_outlook_session 2... · 2018-01-25 · 15 education...

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