Achieving Equity and Inclusion in Education: An OECD Perspective
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Transcript of Achieving Equity and Inclusion in Education: An OECD Perspective
ACHIEVING EQUITY AND INCLUSION IN
EDUCATION : AN OECD PERSPECTIVE
Beatriz PontOECD Directorate for Education and Skills
Education InternationalUnite for Quality Education ConferenceMontreal, Canada, 26-27 May, 2014
Improving equity and reducing school failure is a policy priority
There is a need for clear policy responses
Countries face challenges in adopting and implementing policies to improve equity in education
There is increasing evidence that equity and quality can go together and there are many different policies and strategies to improve equity
All countries are confronted with equity challenges, and they can be of different types
3
High performing systems combine equity with quality
Socially equitable distribution of learning
opportunities
Strong socio-economic
impact on student performance
Singa
pore
Hong Kong-C
hinaJapan
Belgium
Germany
Canada
New Zealand
Austria
Czech
Republic
United Kingd
om
Iceland
Ireland
Denmark
Norway
Hungary
Sweden
Russian Fe
deration
Chile
Mexic
o0
5
10
15
20
25
30
35
40
45%
Equity does not necessarily hamper qualityTab I.2.1a
UK
Across OECD, 13% of students are top performers (Level 5 or 6). They can develop and work with models for complex situations, and work strategically with advanced thinking and reasoning skills.
5
Likelihood of positive social and economic outcomes among highly literate adults
Benefits of high literacy Likelihood of positive outcomes among highly literate adults,
PIAAC 2012
Key levers for change and improvementThe Education Policy Outlook : A window into countries’
education systems
Equity and quality
Preparing students for the future
School improvement
Evaluation and assessment
Key levers for change and improvementThe Education Policy Outlook: A window into countries’
education systems
Equity and quality
Preparing students for the future
School improvement
Evaluation and assessment
Is the system equitable for its
students?
Reducing school failure pays off
Education failure imposes high costs to individuals and to society
It limits capacity of economies to grow and innovate
Damages social cohesion and mobility and is expensive:
Higher public health expendituresHigher welfare, increased criminality
.. and the crisis has brought equity to the forefront
K
orea
Ja
pan
Sw
itzer
land
2.
5
Bel
gium
3.9
N
ethe
rland
s-3
.9
Ger
man
y
-7.7
P
olan
d3.
7
Can
ada
5.5
F
inla
nd7.
6
New
Zea
land
5.
3
Aus
tral
ia
Aus
tria
0.
7
OEC
D a
vera
ge 2
003
5.7
F
ranc
e
4.4
C
zech
Rep
ublic
2.6
L
uxem
bour
g
6.5
Ic
elan
d7.
5
Slo
vak
Repu
blic
Irel
and
-5
.2
Por
tuga
l
Den
mar
k-7
.3
Ital
y
Nor
way
5.1
H
unga
ry
U
nite
d St
ates
9.
8
Sw
eden
S
pain
-1
0.2
Tur
key
Gre
ece
-1
1.2
Mex
ico
0
10
20
30
40
50
60
70
80
Proportion of 15 year olds that do not reach a minimum level (below level 2), PISA 2003 and 2012
The challenge: that all students reach a minimum
The challenge: to reduce dropout rates% of individuals who have not completed upper secondary education by age group
Kore
aSl
ovak
Rep
ublic
Czec
h Re
publ
icPo
land
Slov
enia
Cana
daSw
eden
Finl
and
Switz
erla
ndAu
stria
Unite
d St
ates
Isra
elEs
toni
aG
erm
any
Hung
ary
Irela
ndDe
nmar
kCh
ileFr
ance
Luxe
mbo
urg
Norw
ayBe
lgiu
mAu
stra
liaNe
ther
land
sUn
ited
King
dom
OEC
D av
erag
eNe
w Ze
alan
dG
reec
eIta
lyIc
elan
dSp
ain
Portu
gal
Mex
icoTu
rkey
0
10
20
30
40
50
60
70
8025-34 25-64
Perc
enta
ge o
f pop
ulat
ion
The challenge: to reduce the risk of low achievement due to personal circumstances (fairness)
Relative risk of scoring below in bottom quarter depending on personal circumstances, PISA 2012
Low
ris
k
H
igh
risk
Hun
gary
New
Zea
land
Fran
ce
Isra
el
Belg
ium
Ger
man
y
Luxe
mbo
urg
Chile
Den
mar
k
Aus
tria
Port
ugal
Czec
h Re
publ
ic
Spai
n
Pola
nd
OEC
D a
vera
ge
Aus
tral
ia
Irel
and
Swit
zerl
and
Gre
ece
Slov
enia
Uni
ted
Stat
es
Net
herl
ands
Japa
n
Swed
en
Ital
y
Finl
and
Uni
ted
Kin.
..
Mex
ico
Cana
da
Nor
way
Turk
ey
Kore
a
Icel
and
Esto
nia
0.0
0.5
1.0
1.5
2.0
2.5
3.0
Students in the bottom quarter of the ESCS index Immigrant students
Rela
tive
risk
of sc
orin
g in
bott
om q
uart
er in
PIS
A m
athe
mati
cs 2
012
The mathematics gap between immigrant and native students
% of students above baseline level (level 3 or above by immigrant status, PISA 2012H
ong
Kong
-Chi
naSi
ngap
ore
Liec
hten
stei
nSw
itze
rlan
dN
ethe
rlan
dsM
acao
-Chi
naEs
toni
aFi
nlan
dG
erm
any
Belg
ium
Cana
daA
ustr
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xem
bour
gD
enm
ark
Fran
ceIr
elan
dSl
oven
iaA
ustr
alia
Czec
h Re
publ
icN
ew Z
eala
ndO
ECD
ave
rage
Icel
and
Uni
ted
King
dom
Nor
way
Spai
nPo
rtug
alLa
tvia
Ital
ySw
eden
Russ
ian
Fede
ratio
nU
nite
d St
ates
Hun
gary
Isra
elCr
oatia
Gre
ece
Serb
iaKa
zakh
stan
Mal
aysi
aM
onte
negr
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exic
oU
nite
d A
rab
Emir
ates
Cost
a Ri
caBr
azil
Arg
entin
aJo
rdan
Qat
ar
0
10
20
30
40
50
60
70
80
90
100
First-generation students
Perc
enta
ge o
f stu
dent
s ab
ove
the
base
line
leve
l (L
evel
3 o
r ab
ove)
Policies to achieve more equitable education systems and reduce dropout
Invest early and through upper
secondary
Eliminate system level
obstacles to equity
1) Avoid system level policies that hinder equity
More equitable
system level
policies
ECECAustralia/Canada/
Chile/Mexico/Nordic/
France/Spain
Comprehensive education
and postpone trackingNordic/Austria/Germany
Equivalent upper
secondary pathways
Nordic/Alberta
Manage school choice to avoid
inequities Neths/Chile
Make funding responsive to
needs Chile/Netherlands/Australia/
Ontario
Policy options to postpone tracking to upper secondary
Comprehensive school to upper secondary
Suppress low-level tracks
Limit selection to specific subjects or flexible settings
Upper secondary pathwaysA
ustr
ia
Czec
h Re
publ
ic
Belg
ium
Slov
ak R
epub
lic
Finl
and
Net
herla
nds
Switz
erla
nd
Slov
enia
Luxe
mbo
urg
Ital
y
Swed
en
Nor
way
Ger
man
y
Chin
a
Russ
ian
Fede
ratio
n
Aus
tral
ia
Den
mar
k
Pola
nd
OEC
D a
vera
ge
Fran
ce
Spai
n
Turk
ey
New
Zea
land
Port
ugal
Isra
el
Irel
and
Chile
Icel
and
Esto
nia
Gre
ece
Uni
ted
King
dom
Hun
gary
Kore
a
Japa
n
Braz
il
Mex
ico
Cana
da
Indi
a
0
10
20
30
40
50
60
70
80
90
100General Vocational
Perc
enta
ge o
f stu
dent
s
Braz il
Indi
a
Enrolment in upper secondary by programme
Upper secondary pathways: promote more work-oriented skills
Academic and vocational tracks
should be
equivalent to ensure
transferability and avoid dead ends
VET should provide high
level
generic skills in addition to
professional
Guidance and counselling
services need to engage more fully with the
world of work
+ strategies for those at risk of dropping out
Manage school choice
Opt for higher quality
schools, and might foster efficiency, spur innovation and raise
quality overall.
Choice can result in a greater sorting and
segregation of students by ability, income
and ethnic background.
Choice
Equity
Make funding more responsive to needs
Take into consideration that the instructional
costs of disadvantaged students may be higher
Targeting resources to areas with a high
concentration of low performing
disadvantaged students
Policies to achieve more equitable education systems and reduce dropout
Invest early and through upper
secondary
Eliminate system level
obstacles to equity
Insufficient systemic support
Schools’ inadequate response to
student needs
Insufficient support for
staff
Poor manageme
nt
Impact of student’s
socio-economic
background
Wider range of abilities
Challenging school climate
Poor school environmen
ts
Disadvantaged schools are confronted to multiple challenges
Demanding learni
ng environment
Inadequate support
systems
22
Students may have different opportunities depending on schools they attend
Netherlands
Belgium
Germany
Austria
Japan
Slovak Republic
Ireland
Portugal
Czech
RepublicChile
Mexico
Australia
Turkey
Poland
Canada
Sweden
Finland0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
Students in socio-economically disadvantaged schoolsStudents in socio-economically average schoolsStudents in socio-economically advantaged schools
Relative risk of scoring in the bottom quarter of the performance distribution, PISA 2012
2) Support low performing disadvantaged schools
Supporting
disadvantaged
schools
General strategies
IRL/FIN/AUST/N. ZEAL/GER
Supportive school
climates/dataH.
PERF./DK/FR
Quality professionalsAUSTR/NOR
Effective classroom strategiesParental and
community engagement
MX/NETH
Examples of systemic support to disadvantaged groups/schools
•OFIP targeted support to schools•2002/03- 2010/11: from 19% to 6% reduction .
Ontario
•Smarter schools national partnership for disadvantaged schools •Aboriginal and torres islanders action plan.
Australia
•Ireland Delivering Equality of Opportunity (DEIS, 2005)•System for identifying levels of disadvantage and providing tailored support •n Schools (DEIS, 2005):
Ireland
•Maori and pasifika islanders strategy•Cultural competencies for teachers
New Zealand
•Action programme to promote equal opportunity in education (2013) lower gender differences, impact of SES and disadvantaged.•One year preparatory education for immigrants (2014).
Finland
•Québec “Act differently”:•Database of effective practices for intervention to develop schools’ expertise (189 schools in 2007/08). •School boards, through resources and coordination, support the school leadership team.
Quebec
Quality teaching in disadvantaged schools: a key challengeRelationship between school average socio-economic background and teachers
AustraliaAustria
BelgiumCanada
Czech RepublicDenmark
EstoniaFinlandFrance
GermanyGreece
HungaryIcelandIreland
IsraelItaly
JapanKorea
MexicoNetherlands
New ZealandNorwayPoland
PortugalSpain
SwedenSwitzerland
United KingdomUnited States
OECD average
-0.5 -0.4 -0.3 -0.2 -0.1 0 0.1 0.2 0.3
Disadvantaged schools tend to have higher proportions of full-time teachers…
…But a fewer proportion of them have an advanced university degree
Students attending
more advantaged
schools tend to enjoy a higher
proportion of high
quality, full-time
teachers
Disadvantaged schools face difficulties in attracting and retaining staff
•Teachers in schools with higher proportions of low-SES or minority students have higher propensity to leave.
United States
•Rural schools with higher proportions of aboriginal students are seen as less desirable, making it harder to recruit and retain teachers.
Australia
•School leaders report that it is difficult to recruit and retain teachers to work in schools with children born abroad.
Japan
•Teachers in schools with higher proportions of low socio-economic status students have higher propensity to leave.
New Zealand
•Schools with higher levels of minority students harder to staff and teachers are significantly more likely to leave.
Norway
•Better qualified teachers are less likely to teach in schools containing minority and disadvantaged children.
France
More effective classroom strategies for disadvantaged students
Effective classroom strategies
Diversified and flexible pedagogic
strategies
Summative and formative
assessment
Curriculum with high
expectations
Policies to achieve more equitable education systems and reduce dropout
Invest early and through upper
secondary
Eliminate system level
obstacles to equity
No single model for success in the implementation of education reforms Reforms are specific to country’s education system context.
Some factors for effective implementation:
Placing the student and learning at the centre;
Invest in capacity-building; Leadership and coherence; Stakeholder engagement; Clear and actionable plans.
Main sources for further information at OECD
Education Policy Outlookwww.oecd.org/edu/policyoutlook.htm
www.oecd.org/edu/equity
Context
Reforms
Challenges
Education Policy Outlook: Country ProfilesA comparative OECD insight into a country’s context, challenges and policy responses
For further information at OECD Education: Beatriz Pont, [email protected]
www.oecd.org/edu/policyoutlook.htm www.oecd.org/pisa