INCLUSIVE INNOVATION FOR ADMISSION

TO HIGHER EDUCATION

Nicolas Jonas Analyst OECD Centre for Educational Research and Innovation

Santiago, 18 March 2016

INTRODUCTION

Innovation and skills in inclusive growth

Education, skills and social outcomes

1.0

1.2

1.4

1.6

1.8

2.0

2.2

2.4

2.6

2.8

3.0

High wages High levels ofpolitical efficacy

Participation involunteer activities

High levels of trust Being employed Good to excellenthealth

International average Odds ratio

Likelihood of positive social and economic outcomes among highly literate adults

• Horizontal OECD project on Knowlegde and Innovation for Inclusive Growth

• Inclusive innovation in education – Innovative efforts for Universal quality in education (India,

2014)

– Innovative inclusive participation in higher education

• Sequencing approach: from primary/secondary education to higher education

• Specific caracteristics – Reach the minimum level for accessing higher education

– Not compulsory education

Origin of the project

INTERNATIONAL TRENDS

Trends for OECD countries:

expansion

Percentage of younger and older tertiary-educated adults (2014)

-10

0

10

20

30

40

50

60

70

-10

0

10

20

30

40

50

60

70

Sou

th A

fric

a 1

Isra

el

Ger

man

y

Co

sta

Ric

a

Bra

zil 2

Un

ite

d S

tate

s

Esto

nia

Ind

on

esi

a 3

Fin

lan

d

Ru

ssia

n F

ed

era

tio

n 2

Me

xico

New

Zea

lan

d

Sau

di A

rab

ia 2

Co

lom

bia

Ice

lan

d

Ital

y

Can

ada

Ch

ile 2

De

nm

ark

Ch

ina

4

Un

ite

d K

ingd

om

5

Au

stra

lia

Cze

ch R

epu

blic

Turk

ey

Swit

zerl

and

Hu

nga

ry

OEC

D a

vera

ge

Slo

vak

Rep

ub

lic

Swed

en

Latv

ia

Au

stri

a

No

rway

Net

her

lan

ds

Gre

ece

Be

lgiu

m

Po

rtu

gal

Slo

ven

ia

Spai

n

Luxe

mb

ou

rg

Fran

ce 2

Lith

uan

ia

Ire

lan

d

Po

lan

d

Ko

rea

Difference between the 25-34 and 55-64 year-old population with tertiary education (right axis)

Proportion of the 25-34 year-old population with tertiary education (left axis)

Proportion of the 55-64 year-old population with tertiary education (left axis)% Percentage points

Social inequality in acces/completion in

higher education

Bailey & Dynarski (2011).

Fraction of students entering/completing College in US, by income quartile and birth year

Equity and quality

Germany

Belgium

Luxembourg

Turkey

Hungary

Chile

New Zealand

Netherlands Switzerland

United Kingdom Denmark

Sweden

Brazil

Israel Austria

Poland

Portugal

Spain

Mexico

Greece Czech Republic Slovak Republic

Ireland

United States

France

Slovenia

Australia

Shangai-China

Iceland

Japan

Russian Federation

Italy

Norway

Finland

Canada

Korea

Estonia

400

420

440

460

480

500

520

540

560

051015202530

Mean s

core

in r

eadin

g

Percentage of variance in skills explained by the PISA index of economic, social and cultural status (r-squared x 100)

Strength of the relationship between skills and socio-economic background above the OECD average impact

Strength of the relationship between skills and socio-economic background not statistically significantly different from the OECD average impact

Strength of the relationship between skills and socio-economic background below the OECD average impact

OE

CD

av

era

OECD

High-performing education systems combine equity with quality (PISA 2009)

FROM INNOVATIONS TO POLICIES

• Equal Opportunity and Diversity programme of Sciences Po in France. • Partner high schools in disadvantaged areas

• New admission track

• College Ambition Programme (CAP) in United States • Promoting a college-doing culture

• Courses and preparations

Projects at local/institution level

• National strategy for access and student success in England. • Access agreements approved by OFFA

• Access / success / progression

• Higher Education Participation and Partnerships Programme (HEPPP) in Australia • Public fund based on a formula

• Two components: participation and partnerships

General programmes

CONDITIONS OF SUCCESS

Wheel of Fortune

Innovation in

education

Technology

School organisation

System organisation

Research

and

Development

Technology

Innovation in

education

Technology

School organisation

System organisation

Research

and

Development

Longitudinal information systems in education • Next generation = integration

of statistical data systems and learning management systems with quick feedback and visualisation tools (expert systems)

• The CERI survey on longitudinal information systems

Research and Development

Innovation in

education

Technology

School organisation

System organisation

Research

and

Development

R&D in education • Measurement and evaluation

• Support and development of

educational R&D

• The CERI survey on educational R&D

HEI organisation

Innovation in

education

Technology

School organisation

System organisation

Research

and

Development

School organisation

• Involving stakeholders in decision-making processes

• Enabling innovations at the HEI levels

• Developing partnerships

System organisation

Innovation in

education

Technology

School organisation

System organisation

Research

and

Development

Innovative sector

• Empowering people to innovate

• Facilitating knowledge flows and fostering the development of knowledge networks

• Providing a stable policy regime which encourages innovation and adoption of innovations

CONCLUDING REMARKS

• Inclusive education – Innovative pedagogies

– Review of curriculum

• OECD’s CERI projects – Innovative Learning Environments (ILE)

• Conference 7-9 january 2013, Santiago

– Creativity and critical thinking • Scope of the project

• Higher education

Conclusions

nicolas.jonas@oecd.org

THANK YOU

http://www.oecd.org/edu/innovation

OECD/CERI