spain in a comparative perspective. policy lessons from top-performers

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Policy lessons from top-performers

Madrid, 15 July 2013

Andreas SchleicherSpecial advisor to the Secretary-General on Education Policy

Deputy Director for Education

Programme for International Student Assessment

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Strong socio-economic impact on

student performance

Socially equitable distribution of

learning opportunities

High reading performance

Low reading performance

AustraliaBelgiumCanadaChileCzech RepDenmarkFinlandGermanyGreeceHungaryIcelandIrelandIsraelItalyJapanKoreaLuxembourgMexicoNetherlandsNew ZealandNorwayPolandPortugalSpainSwedenSwitzerlandUKUS

1525354555

2009

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rDurchschnittliche Schülerleistungen im Bereich Mathematik

Low average performance

Large socio-economic disparities

High average performance



High social equity


High social equity


student performance






2009

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Contribution of teachers' salary Contribution of instruction timeContribution of teaching time Contribution of estimated class size

US$

Contribution of various factors to salary cost of teachers per student

at the upper secondary level of education (2010)

In USD

Spain has above-average statutory class sizes but high fragmentation of subjects contributes to low student/staff ratioSpain has fourth-highest number of instruction hours but below-average share of math and science

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And

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12Contribution of various factors

to the change in the salary cost of teacher per student at the lower secondary level (2000,

2010)

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-1000

-500

0

500

1000

1500

2000

2500

3000

Contribution of teachers' salaryContribution of instruction timeContribution of teaching timeContribution of estimated class sizeChange in salary cost between 2000 and 2010In equivalent USD using

PPPs

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High social equity


High social equity


student performance






2009

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High social equity


High social equity


student performance






2000

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High social equity


High social equity


student performance






2000

18181818A

NZ

OG

201

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Policies and practicesLearning climateDisciplineTeacher behaviourParental pressureTeacher-student relationshipsDealing with heterogeneityGrade repetitionPrevalence of trackingExpulsionsAbility grouping

(all subjects)Standards /accountabilityNat. examinationStandardised tests

Policy

System

R

School

R

Equity

E

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Catching up with the top-performers

Low impact on outcomes

High impact on outcomes

Low feasibility High feasibility

Money pits

Must haves

Low hanging fruits

Quick wins

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Money pits

Must haves

Low hanging fruits

Quick wins

Commitment to universal achievement

Gateways, instructional

systems

Capacity at point of delivery

Incentive structures and accountability

Resources where they yield

most

Coherence

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Money pits

Must haves

Low hanging fruits

Quick wins



systems




most

Coherence

A commitment to education and the belief that competencies can be learned and therefore all children can achieve

Universal educational standards and personalisation as the approach to heterogeneity in the student body.

Clear articulation who is responsible for ensuring student success and to whom

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Money pits

Must haves

Low hanging fruits

Quick wins



systems




most

Coherence

Clear goals that are shared across the system and aligned with high stakes examinations and instructional systems

Well established delivery chain through which curricular goals translate into instructional systems, instructional practices and student learning (intended, implemented and achieved)

Use evaluation to raise educational attainment: track individuals and cohorts over time to inform policy changes.

High level of metacognitive content of instruction

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Money pits

Must haves

Low hanging fruits

Quick wins



systems




most

Coherence

Incentives, accountability, knowledge management

Aligned incentive structuresFor students How gateways affect the strength, direction, clarity and nature

of the incentives operating on students at each stage of their education

Degree to which students have incentives to take tough courses and study hard

Opportunity costs for staying in school and performing well

For teachers Make innovations in pedagogy and/or organisation Improve their own performance

and the performance of their colleagues Pursue professional development opportunities

that lead to stronger pedagogical practices A balance between vertical and lateral accountability Effective instruments to manage and share knowledge

and spread innovation – communication within the system and with stakeholders around it

A capable centre with authority and legitimacy to act

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Systems with more accountability Systems with less

accountability

480

490

500

Schools with less autonomy

Schools with more autonomy

495

School autonomy in re-source allocation

System’s accountability arrangements

PISA score in reading

School autonomy, accountability and student performance

Impact of school autonomy on performance in systems with and without accountability arrangements

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Establishing student assessment policies, OECD average

Spain

Choosing which textbooks are used, OECD average

Spain

Determining course content, OECD average

Spain

Deciding which courses are offered, OECD average

Spain

0% 20% 40% 60% 80% 100%

Only "regional and/or national education au-thority"

Both "principals and/or teach-ers" and "re-gional and/or national educa-tion authority"

Only "principals and/or teach-ers"

How much autonomy individual schools have over curricula and assessment

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rHow much autonomy individual schools have

over resource allocationSelecting teachers for hire, OECD

averageSpain

Firing teachers, OECD average

Spain

Establishing teachers’ starting salaries, OECD average

Spain

Determining teachers’ salaries increases, OECD average

Spain

Formulating the school budget, OECD average

Spain

Deciding on budget allocations within the school, OECD average

Spain

0% 20% 40% 60% 80% 100%

Only "regional and/or national education author-ity"

Both "principals and/or teachers" and "regional and/or national education author-ity"

Only "principals and/or teachers"

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Systems with standards-based exams Systems without

standards-based ex-ams

480

490

500

Schools with less autonomy

Schools with more autonomy

483

School autonomy in re-source allocation

System’s accountability arrangements

PISA score in reading

Standardised examsand student performance

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Money pits

Must haves

Low hanging fruits

Quick wins



systems




most

Coherence

Investing resources where they can make most of a difference

Alignment of resources with key challenges (e.g. attracting the most talented teachers to the most challenging classrooms)

Effective spending choices that prioritise high quality teachers over smaller classes

3131M

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Money pits

Must haves

Low hanging fruits

Quick wins



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Coherence

Capacity at the point of delivery Attracting, developing and retaining high

quality teachers and school leaders and a work organisation in which they can use their potential

Instructional leadership and human resource management in schools

Keeping teaching an attractive profession System-wide career development

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Money pits

Must haves

Low hanging fruits

Quick wins



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most

Coherence

Coherence of policies and practices Alignment of policies

across all aspects of the system Coherence of policies

over sustained periods of time Consistency of implementation Fidelity of implementation

(without excessive control)

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Must haves

Low hanging fruits

Quick wins



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Coherence

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Money pits

Must haves

Low hanging fruits

Quick wins



systems




most

Coherence

3535M

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rAverage school systems High performers in PISA

Some students learn at high levels All students learn

at high levels

Uniformity Embracing diversity

Curriculum-centred Learner-centred

Learning a place Learning an activity

Low status of theteaching profession

Countries attract and develop high quality teachers

Prescription Informed profession

Delivered wisdom User-generated wisdom

Provision Outcomes

Bureaucratic look-up Devolved – look outwards

Administrative control and

accountability

Professional forms of work organisation

Conformity Ingenious

Standardised distribution of

resources

Attract the most talented teachers to the most challenging classrooms

Management Leadership

Public vs private Public with private

Idiosyncratic reforms

Alignment of policies, coherence over time, fidelity of implementation

3636M

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rKeeping learning beyond school

Cross-sectional skill-age profiles for youths by education and work status

16 17 18 19 20 21 22 23 24 25220

230

240

250

260

270

280

290

300

310

320

Age

Mean skill score

Youth in education

Youth in education and work

Not in education, not

in work

3737M

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Thank you !

Find out more about PISA at… OECD www.pisa.oecd.org

– All national and international publications– The complete micro-level database

Email: [email protected]

…and remember:

Without data, you are just another person with an opinion

http://www.pisa.oecd.org/