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Thehighcostoflow
educationalperform
ance
The long-run economic impact of
improvements in learning outcomes
Lisbon Council, 25 January 2010
Andreas SchleicherEducation Policy Advisor of the OECD Secretary-General
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Thehighcostoflow
educationalperform
ance In the current economic environment
Labour-market entry becomes more difficult as young graduates compete with experienced workers Job prospects for less qualified deteriorate
Young people with lower qualifications who becomeunemployed are likely to spend long time out of work
In most countries over half of low-qualified unemployed25-34-year-olds are long-term unemployed
Higher risks for systems with significant work-based training
Gaps in educational attainment between younger and
older cohorts likely to widen Opportunity costs for education decline
Dominated by lost earnings .
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Thehighcostoflow
educationalperform
ance
Economic impact of improvements
1.Know why you are looking The yardstick for success is no longerjust improvement by national standards
but the best performing education systemsglobally
2. Know what you are looking for The kind of human capital that makes a
difference for individuals and nations
3. How do we know that we found it? Measuring the impact of human capital
4. Implications Understanding what contributes to the success
of education and learning .
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6September2009
Im
pactof
in
ternationalAssessments
Know why you are lookingThe yardstick for success is no longer
just improvement by national standards
but the best performing education systems globally
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Australia
Austria
CzechRepublic
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
ItalyJapan
Netherlands
NewZealand
Norway
Poland
Portugal
SlovakRepublic
Spain
Sweden
UnitedKingdom
UnitedStates
0
5000
10000
15000
20000
25000
30000
0 10 20 30 40 50 60 70
1995
ExpenditureperstudentatterRarylevel(USD)
TerarytypeAgraduaonrate
A world of change higher education
Graduate supply
Cost
per
student
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Australia
Austria
CzechRepublic
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
ItalyJapan
Netherlands
NewZealand
Norway
Poland
Portugal
SlovakRepublic
Spain
Sweden
UnitedKingdom
UnitedStates
0
5000
10000
15000
20000
25000
30000
0 10 20 30 40 50 60 70
1995
ExpenditureperstudentatterRarylevel(USD)
TerarytypeAgraduaonrate
A world of change higher education
United States
Finland
Graduate supply
Cost
per
student
Germany
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Australia
Austria
CzechRepublic
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
ItalyJapan
Netherlands
NewZealand
Norway
Poland
Portugal
SlovakRepublic
Spain
Sweden
UnitedKingdom
UnitedStates
0
5000
10000
15000
20000
25000
30000
0 10 20 30 40 50 60 70
2000
ExpenditureperstudentatterRarylevel(USD)
TerarytypeAgraduaonrate
A world of change higher education
Australia
FinlandUnited Kingdom
Poland
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Australia
Austria
CzechRepublic
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
ItalyJapan
Netherlands
NewZealand
Norway
Poland
Portugal
SlovakRepublic
Spain
Sweden
UnitedKingdom
UnitedStates
0
5000
10000
15000
20000
25000
30000
0 10 20 30 40 50 60 70
2001
ExpenditureperstudentatterRarylevel(USD)
TerarytypeAgraduaonrate
A world of change higher education
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Australia
Austria
CzechRepublic
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
ItalyJapan
Netherlands
NewZealand
Norway
Poland
Portugal
SlovakRepublic
Spain
Sweden
UnitedKingdom
UnitedStates
0
5000
10000
15000
20000
25000
30000
0 10 20 30 40 50 60 70
2002
ExpenditureperstudentatterRarylevel(USD)
TerarytypeAgraduaonrate
A world of change higher education
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Australia
Austria
CzechRepublic
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
ItalyJapan
Netherlands
NewZealand
Norway
Poland
Portugal
SlovakRepublic
Spain
Sweden
UnitedKingdom
UnitedStates
0
5000
10000
15000
20000
25000
30000
0 10 20 30 40 50 60 70
2003
ExpenditureperstudentatterRarylevel(USD)
TerarytypeAgraduaonrate
A world of change higher education
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Australia
Austria
CzechRepublic
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
ItalyJapan
Netherlands
NewZealand
Norway
Poland
Portugal
SlovakRepublic
Spain
Sweden
UnitedKingdom
UnitedStates
0
5000
10000
15000
20000
25000
30000
0 10 20 30 40 50 60 70
2004
Expenditureperstudentatt
erRarylevel(USD)
TerarytypeAgraduaonrate
A world of change higher education
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Australia
Austria
CzechRepublic
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
ItalyJapan
Netherlands
NewZealand
Norway
Poland
Portugal
SlovakRepublic
Spain
Sweden
UnitedKingdom
UnitedStates
0
5000
10000
15000
20000
25000
30000
0 10 20 30 40 50 60 70
2005
Expenditureperstudentatt
erRarylevel(USD)
TerarytypeAgraduaonrate
A world of change higher education
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Australia
Austria
CzechRepublic
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
ItalyJapan
Netherlands
NewZealand
Norway
Poland
Portugal
SlovakRepublic
Spain
Sweden
UnitedKingdom
UnitedStates
0
5000
10000
15000
20000
25000
30000
0 10 20 30 40 50 60 70
2006
Expenditureperstudentatt
erRarylevel(USD)
TerarytypeAgraduaonrate
A world of change higher education
United States
Australia
Finland
Poland
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Council,1
8September2008
E
ducationataGlance
Moving targetsFuture supply of college graduates
-
2,000,000
4,000,000
6,000,000
8,000,000
10,000,000
12,000,000
China EU US
2006
2010
2015
2020
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8September2008
E
ducationataGlance
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16September2009
Im
pactof
in
ternationalAssessments
Know what you are looking for
Defining and measuring the kind of human capitalthat makes a difference for people and nations
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T
hehighcostoflow
educationalperform
ance
7,34218,802
23,30640,036
40,26041,090
48,02448,714
55,69560,51963,414
64,66469,235
82,00785,586
104,410
127,691146,539
146,673
173,889186,307
-250,000 -150,000 -50,000 50,000 150,000 250,000 350,000 450,000
DenmarkSwedenNorway
New ZealandFranceTurkey
GermanyAustralia
SpainAustriaBelgiumFinlandCanada
OECD averageKorea
Ireland
HungaryPoland
Czech RepublicUnited States
ItalyPortugal
Foregone earnings Direct cost Gross earnings benefits Income tax effectSocial contribution effect Transfers effect Unemployment effect
USD equivalentA8.3
Components of the private net present valuefor a male with higher education
Net presentvalue in USDequivalent
35K$56K$ 367K$105K$27K$ 26K$ 170K$
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hehighcostoflow
e
ducationalperform
ance
Upper secondary and post-secondarynon-tertiary education
Tertiary Education
Public cost and benefits for a male obtaining upper secondary orpost-secondary non-tertiary education and tertiary education
Publicbenefits
Publiccosts
10,34614,23617,19717,85119,752
21,28023,87528,19336,73037,58647,36850,27151,95455,61257,22163,60463,75674,219
94,80496,186100,119
160,834
0 50,000 100,000 150,000 200,000
Net presentvalue, USD
equivalent(numbers inorange show
negative values)
A8.5USD equivalent
2,10935,524
28,76823,3509,652
4,27214,59911,242
27130,613
11,75523,857
14,05618,058
3,71113,959
5,32512,474
5,06512,314
32,2575,086
0 50,000 100,000 150,000 200,000
Turkey
Denmark
Sweden
NorwaySpain
Korea
Canada
New Zealand
France
Austria
Australia
PortugalOECD average
Finland
Poland
Germany
Italy
Ireland
Hungary
BelgiumUnited States
Czech Republic
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T
hehighcostoflow
e
ducationalperform
ance
Latin America then
Hanushek 2009
GDP/pop1960
Yearsschooling
Asia 1891 4
Sub-Saharan Africa2304 3.3
MENA 2599 2.7
Latin America 4152 4.7
Europe 7469 7.4
Orig. OECD 11252 9.5
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hehighcostoflow
e
ducationalperform
ance
Latin America then and now
Hanushek 2009
GDP/pop1960
Yearsschooling
Growth1960-2000
GDP/pop2000
Asia 1891 4 4.5 13571
Sub-Saharan Africa 2304 3.3 1.4 3792
MENA 2599 2.7 2.7 8415
Latin America 4152 4.7 1.8 8063
Europe 7469 7.4 2.9 21752
Orig. OECD 11252 9.5 2.1 26147
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hehighcostoflow
e
ducationalperform
ance
Latin America then and nowWhy quality is the key
Hanushek 2009
GDP/pop1960
Yearsschooling
Growth1960-2000
GDP/pop2000
Testscore
Asia 1891 4 4.5 13571 480
Sub-Saharan Africa 2304 3.3 1.4 3792 360
MENA 2599 2.7 2.7 8415 412
Latin America 4152 4.7 1.8 8063 388
Europe 7469 7.4 2.9 21752 492
Orig. OECD 11252 9.5 2.1 26147 500
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hehighcostoflow
e
ducationalperform
ance
OECDs PISA assessment of theknowledge and skills of 15-year-olds
Coverage of world economy 77%81%83%85%86%87%
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hehighcostoflow
e
ducationalperform
ance
Average performanceof 15-year-olds inscience extrapolateand apply
High science performance
Low science performance 18 countries perform below this line
Poland
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hehighcostoflow
e
ducationalperform
ance
IdentifyingRecognising issues that canbe investigated scientifically
Identifying keywords in ascientific investigation
Recognising the keyfeatures of a scientificinvestigation
ExplainingApplying knowledge ofscience in a situation
Describing or interpretingphenomena scientifically orpredicting change
Using evidence
Interpreting scientific
evidence and drawingconclusions
Identifying the assumptions,evidence and reasoningbehind conclusions
OECD Level 6OECD Level 2
Students can demonstrateability to understand andarticulate the complexmodelling inherent in the
design of an investigation.
Students can determine ifscientific measurement can beapplied to a given variable in aninvestigation. Students can
appreciate the relationshipbetween a simple model andthe phenomenon it is modelling.
Students can draw ona range of abstract scientificknowledge and concepts andthe relationships betweenthese in developingexplanations ofprocesses
Students can recall anappropriate, tangible,scientific fact applicable in asimple and straightforwardcontext and can use it toexplain or predict an outcome.
Students demonstrateability to compare and
differentiate amongcompeting explanations byexamining supportingevidence. They can formulatearguments by synthesisingevidence from multiplesources.
Students can point to anobvious feature in a simple
table in support of a givenstatement. They are able torecognise if a set of givencharacteristics apply to thefunction of everydayartifacts.
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hehighcostoflow
e
ducationalperform
ance
60
40
20
0
20
40
60
80
100
NewZealand
Finland
UnitedKingdom
Aust
ralia
J
apan
Ca
nada
OECDave
rage
Portugal
Italy
Tu
rkey
Me
xico
UnitedSt
ates
K
orea
Level 6 Level 5 Level 4 Level 3 Level 2 Below Level 1%
530 563 515 527 531 534 500 474 475 424 410 489 522
Large proportion of top performers
Top and bottom performers in science
Large prop. of poor perf.
These students often confuse keyfeatures of a scientificinvestigation, apply incorrect
information, mix personal beliefswith facts in support of a position
These students can consistently identify,explain and apply scientific knowledge, linkdifferent information sources and
explanations and use evidence from these tojustify decisions, demonstrate advancedscientific thinking in unfamiliar situations
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hehighcostoflow
e
ducationalperform
ance
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Impactof
internationalAsses
sments
How do we know that we found it?
To what extent knowledge and skills matter for thesuccess of individuals and economies
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hehighcostoflow
e
ducationalperform
ance
Level 2Level 3
Level 4Level 5
02468
1012
14161820
Age 19
Age 21
Age 21
Increased likelihood of tertiary particip. at age 19/21associated with PISA reading proficiency at age 15 (Canada)after accounting for school engagement, gender, mother tongue,
place of residence, parental, education and family income
(reference group PISA Level 1)Increased chance ofsuccessful tertiary participation
Schoolmarksatage15
PISAperform
anceatage1
5
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hehighcostoflow
e
ducationalperform
ance
How knowledge and skills can impacton economic performance
Different theories(1) An aggregate production function where the output
of the macro economy is a direct function of thecapital and labour in the economy
The human capital component of growth comes throughaccumulation of more education that implies the economymoves from one steady state level to another; once at thenew level, education exerts no further influence on growth
Model is estimated by relating changes in GDP per workerto changes in education (and capital)
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hehighcostoflow
e
ducationalperform
ance
How knowledge and skills can impacton economic performance
Different theories(2) Endogenous growth models
Education increases the innovative capacity of the economythrough developing new ideas and new technologies. A givenlevel of education can lead to a continuing stream of new
ideas, thus making it possible for education to affectgrowth even when no new education is added to theeconomy
Estimated through models that relate changes in GDP perworker to the level of education .
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hehighcostoflow
e
ducationalperform
ance
How knowledge and skills can impacton economic performance
Different theories(3) Diffusion of technologies
If new technologies increase firm productivity, countriescan grow by adopting these new technologies more broadly.Education may facilitate the transmission of knowledge
needed to implement new technologies .
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hehighcostoflow
e
ducationalperform
ance
Estimating the relationship Link PISA to previous international assessments
in order to obtain historical data Requires tests to be put on a common scale
Estimate the impact of test performance on economicgrowth through growth regressions .
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hehighcostoflow
e
ducationalperform
ance
Modelling the impact Programmes to improve cognitive skills through schools
take time to implement and to have their impact onstudents. Assume that it will take 20 years to implement reform
The impact of improved skills will not be realised untilthe students with greater skills move into the labourforce Assume that improved PISA performance will result in
improved skill-based of 2.5% of the labour-forceeach year
The economy will respond over time as newtechnologies are developed and implemented, makinguse of the new higher skills Estimate the total gains over the lifetime of the generation
born this year .
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hehighcostoflow
e
ducationalperform
ance
0%
5%
10%
15%
20%
25%
30%
35%
40%
2010 2020 2030 2040 2050 2060 2070 2080 2090 2100 2110
Relationship between test performanceand economic outcomes
Annual improved GDP from raising performance by 25 PISA points
Percentadditio
ntoGDP
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8September2008
E
ducationataGlance
0
2000
4000
6000
8000
10000
12000
14000
UnitedStates
Japan
Germany
UnitedKingdom
France
Italy
Mexico
Spain
Korea
Canada
Turkey
Australia
Poland
Netherlands
Belgium
Sweden
Greece
CzechRepublic
Austria
Norway
Switzerland
Portugal
Hungary
Denmark
Finland
Ireland
NewZealand
SlovakRepublic
Luxembourg
Iceland
Potential increase in economic output (bn $)
Increase average performance by 25 PISA points(Total 115 trillion $)
bn$
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8September2008
EducationataGlance
0
2000
4000
6000
8000
10000
12000
14000
UnitedStates
Mexico
Turkey
Italy
Germany
Spain
France
UnitedKingdom
Poland
Greece
Portugal
Japan
Canada
Australia
Norway
Sweden
Belgium
Austria
Hungary
Netherlands
Denmark
Switzerland
CzechRepublic
Ireland
Korea
SlovakRepublic
Luxembourg
NewZealand
Iceland
Finland
Potential increase in economic output (bn $)
Catching up with Finland(total 260 trillion $)
bn$
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8September2008
EducationataGlance
0%
200%
400%
600%
800%
1000%
1200%
Mexico
Turkey
Greece
Portugal
Italy
Luxembourg
Spain
UnitedStates
Poland
Norway
SlovakRepublic
Hungary
Denmark
Germany
Iceland
France
Ireland
Sweden
Austria
Switzerland
Belgium
CzechRepublic
UnitedKingdom
Australia
NewZealand
Canada
Netherlands
Japan
Korea
Finland
Catching up with Finland(in percent of GDP)% currrent
GDP
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8September2008
EducationataGlance
0
2000
4000
6000
8000
10000
12000
14000
UnitedStates
Mexico
Turkey
Germany
Italy
Japan
France
Spain
UnitedKingdom
Poland
Canada
Greece
Korea
Australia
Portugal
Belgium
Netherlands
Norway
Sweden
Austria
CzechRepublic
Switzerland
Hungary
Denmark
Ireland
SlovakRepublic
NewZealand
Luxembourg
Finland
Iceland
Potential increase in economic output (bn $)
Raise everyone to minimum of 400 PISA pointsbn$
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8September2008
EducationataGlance
0%
200%
400%
600%
800%
1000%
1200%
Mexico
Turkey
Greece
Portugal
Italy
Luxembourg
UnitedStates
Spain
Poland
Germany
Norway
Hungary
SlovakRepublic
Belgium
France
Denmark
Austria
Sweden
Iceland
Switzerland
CzechRepublic
Ireland
UnitedKingdom
NewZealand
Australia
Netherlands
Japan
Canada
Korea
Finland
Raise everyone to minimum of 400 PISA points% currrentGDP
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8September2008
EducationataGlance
Some caveats
Do the statistical models used to characterise OECDgrowth between 1960 and 2000 accurately reflect theunderlying determinants of growth?
A changing impact of cognitive skills on technologicalchange and economic growth would directly affect the
specific estimates The present value of improved growth depends on the
general health and growth of individual economies,which again is simply projected according to thehistoric patterns of the OECD nations .
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8September2008
EducationataGlance
Evidence on causality
Estimated relationship is little affected by includingother possible determinants of economic growth
Measures of geographical location, political stability,capital stock, population growth, and school inputs(pupil-teacher ratios and various measures of spending)
do not significantly affect the estimated impact ofcognitive skills The only substantial effect on the estimates is the inclusion
of various measures of economic institutions (security ofproperty rights and openness of the economy) which reducesthe estimated impact of cognitive skills by 15 percent .
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8September2008
EducationataGlance
Evidence on causality
To tackle reverse-causality issues Separate the timing of the analysis by estimating
the effect of scores on tests conducted until theearly 1980s on economic growth in 1980-2000
Estimate shows a significant positive effect that is about twiceas large as the coefficient used in the simulations here
Reverse causality from growth to test scores is also unlikelybecause additional resource in the school system (which mightbecome affordable with increased growth) do not relatesystematically to improved test scores
Compare performance of immigrants Verify that changes in test scores over time lead tochanges in growth rates
To eliminate country-specific and cultural factors .
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8September2008
EducationataGlance
Some conclusions
The higher economic outcomes that improved studentperformance would entail dwarfs the dimensions ofeconomic cycles
Even if the estimated impacts of skills were twice aslarge as the true underlying causal impact on growth,
the resulting present value of successful schoolreform still far exceeds any conceivable costs ofimprovement.
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8September2008
EducationataGlance
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I
mpactof
i
nternationalAsses
sments
Implications
Understanding what contributes to the successof education systems and improving performance
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hehighcostoflow
e
ducationalperform
ance
Money matters - but other things do too
Australia
AustriaBelgium
Czech Republic
Denmark
Finland
France
Germany
Greece
Hungary
Iceland
Ireland
Italy
Japan
Korea
Mexico
NetherlandsNew Zealand
Norway
Poland
Portugal
Slovak Republic Spain
Sweden
Switzerland
Turkey
United Kingdom
United States
y=0.0006x+462R=0.1904
400
425
450
475
500
525
550
575
0 10000 20000 30000 40000 50000 60000 70000 80000 90000 100000
Scienceperformance
Cumulative expenditure (US$ converted using PPPs)
Question:
If better education results in more money,Does more money result in better education?
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hehighcostoflow
e
ducationalperformance
-10
-5
0
5
10
15
Portugal
Spain
Switzerland
Turkey
Belgium
Korea
Luxembourg
Germany
Greece
Japan
Australia
UnitedKingdom
NewZealand
France
Netherlands
Denmark
Italy
Austria
CzechRepublic
Hungary
Norway
Iceland
Ireland
Mexico
Finland
Sweden
UnitedStates
Poland
SlovakRepublic
Salary as % of GDP/capita Instruction time 1/teaching time 1/class size
-10
-5
0
5
10
15
Portugal
Spain
Switzerland
Turkey
Belgium
Korea
Luxembourg
Germany
Greece
Japan
Australia
UnitedKingdom
NewZealand
France
Netherlands
Denmark
Italy
Austria
CzechRepublic
Hungary
Norway
Iceland
Ireland
Mexico
Finland
Sweden
UnitedStates
Poland
SlovakRepublic
Difference with OECD average
Spending choices on secondary schoolsContribution of various factors to upper secondary teacher compensation costs
per student as a percentage of GDP per capita (2004)
Percentage points
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hehighcostoflow
e
ducationalperformance
High ambitions
and universal standardsRigor, focus and
coherence
Great systems attractgreat teachers and
provide access to best
practice and qualityprofessionaldevelopment
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Thehighcostoflow
educationalperformance
Challenge and support
Weak support
Strong support
Lowchallenge
Highchallenge
Strong performance
Systemic improvement
Poor performance
Improvements idiosyncratic
Conflict
Demoralisation
Poor performance
Stagnation
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educationalperformance
Human capital
International Best PracticePrincipals who are trained,
empowered, accountable andprovide instructional leadership
Attracting, recruiting andproviding excellent training forprospective teachers from the topthird of the graduate distribution
Incentives, rules and fundingencourage a fair distribution ofteaching talent
The pastPrincipals who manage a building,
who have little training andpreparation and are accountablebut not empowered
Attracting and recruiting teachersfrom the bottom third of thegraduate distribution and offeringtraining which does not relateto real classrooms
The best teachers are in the mostadvantaged communities
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Human capital (cont)
International Best PracticeExpectations of teachers are
clear; consistent quality, strongprofessional ethic and excellentprofessional development focusedon classroom practice
Teachers and the system expectevery child to succeed andintervene preventatively to ensurethis
The pastSeniority and tenure matter more
than performance; patchyprofessional development; widevariation in quality
Wide achievement gaps, justbeginning to narrow but systemicand professional barriers totransformation remain in place
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High ambitions
Access to best practice
and quality professionaldevelopment
Accountabilityand intervention in
inverse proportion tosuccess
Devolvedresponsibility,
the school as thecentre of action
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No
Yes
0
10
20
30
40
50
60
70
NoYes
0
41
46
63
Standards basedexternal
examinationsSchool autonomyin selecting teachers for hire
PISA scorein science
School autonomy, standards-basedexaminations and science performance
School autonomy in selecting teachers for hire
P bli d i t h l
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Public and private schools
Private schoolsperform better
Public schoolsperform better
%
Score point difference
P l d i t ti l d t t ff t f l t d h l/
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Pooled international dataset, effects of selected school/system factors on science performance after accounting
for all other factors in the model
OECD (2007), PISA 2006 Science Competencies from Tomorrows World, Table 6.1a
30
20
10
0
10
20
30
40
50
60
70
80
90
100
Gross Net
Approx. oneschool year
Scorepointdifferenceinscience
Schools practicing abilitygrouping (gross and net)
Academically selectiveschools (gross and net) but
no system-wide effect
School results postedpublicly (gross and net)
One additional hour ofscience learning at school
(gross and net)
One additional hour of out-of-school lessons
(gross and net)
One additional hour ofself-study or homework
(gross and net)
School activities topromote science learning
(gross and net)
Schools with greaterautonomy (resources)
(gross and net)
Each additional 10% ofpublic funding(gross only)
Schools with morecompeting schools
(gross only)
School principals
perception that lack ofqualified teachers hinders
instruction(gross only)
School principals positive
evaluation of quality ofeducational materials(gross only)
Measured effect
Effect after accountingfor the socio-economic
background of students,schools and countries
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Strong ambitions
Access to best practice
and quality professionaldevelopment
Accountability
Devolvedresponsibility,
the school as the centreof action
Integratededucational
opportunities
From prescribedforms of teaching andassessment towardspersonalised learning
High science performance
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DurchschnittlicheSchlerleistungen imBereich Mathematik
Low average performance
Large socio-economic disparities
High average performance
Large socio-economic disparities
Low average performance
High social equity
High average performance
High social equity
Strong socio-economic impact on
student performanceSocially equitable
distribution of learningopportunities
High science performance
Low science performance
Early selection andinstitutional differentiationHigh degree of stratification
Low degree of stratification
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Education needs to prepare students to Deal with more rapid change than ever before
for jobs that have not yet been created using technologies that have not yet been invented to solve problems that we dont yet know will arise
Its not about more of the same, but about new Ways of thinking
involving creativity, critical thinking, problem-solving anddecision-making
Ways of working including communication and collaboration
Tools for working including the capacity to recognise and exploit the potential of
new technologies
The capacity to live in a multi-faceted world as activeand responsible citizens.
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Paradigm shifts
The old bureaucratic system The modern enabling system
Hit and miss Universal high standards
Uniformity Embracing diversity
Provision Outcomes
Bureaucratic look-up Devolved look outwards
Talk equity Deliver equity
Prescription Informed profession
Conformity Ingenious
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www.oecd.org; 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 anopinion