1 building human capital and social cohesion through schools cape town, south africa 11-14 july 2005...
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Building human capital and social Building human capital and social cohesion through schoolscohesion through schools
Cape Town, South AfricaCape Town, South Africa11-14 July 200511-14 July 2005
Barry McGawBarry McGawDirector for EducationDirector for Education
Organisation for Economic Co-operation and DevelopmentOrganisation for Economic Co-operation and Development
Ubuntu –Ubuntu –Humanity, Community, Humanity, Community,
ResponsibilityResponsibilityInternational Convention of International Convention of
PrincipalsPrincipals
2
Schools as intellectual Schools as intellectual institutions:institutions:
Building human capitalBuilding human capital
3
Increasing proportion of population Increasing proportion of population staysstays
to end of secondary education.to end of secondary education.
4
Unite
d S
tate
s .
Czech R
epublic
.
Germ
any .
Sw
itzerland .
Norw
ay .
Denm
ark
.
Canada .
Slo
vak R
epublic
.
Sw
eden .
Austria
Japan .
New
Zeala
nd .
Unite
d K
ingdom
.
Neth
erlands .
Fin
land .
Hungary
.
Fra
nce
Icela
nd
Australia
.
Luxem
bourg
.
Belg
ium
Irela
nd
Pola
nd
Kore
aG
reece
Italy
Spain
Turk
ey .
Mexic
o .
Portugal
.Is
rael
Arg
entin
a .
Chile
Uru
guay .
Peru
Bra
zil
Mala
ysia
.
Para
guay .
Indonesia
.
Thaila
nd .
Phili
ppin
es .
0
10
20
30
40
50
60
70
80
90
100
55-64 extra for 45-54 extra for 35-44 extra for 25-34
Upper secondary education attainment (%)
Source: OECD (2004) Education at Glance, Table A2.2, p.58.
1st
10th
11th
3rd
13th
22nd
1st
24th
OECD Other
5
Many countries spend a great dealMany countries spend a great dealon education.on education.
6
Kore
aU
nite
d S
tate
s .
Denm
ark
.
Icela
nd .
Sw
eden .
Norw
ay .
Belg
ium
.
Canada .
Fra
nce
Australia
.
Mexic
o .
Portugal
.F
inla
nd .
Austria
Unite
d K
ingdom
.
Italy
Germ
any .
Hungary
.
Neth
erlands .
Spain
Japan
Czech R
epublic
.
Irela
nd
Slo
vak R
epublic
.
Gre
ece
Luxem
bourg
.
Turk
ey .
Jam
aic
aIs
rael
Chile
Para
guay .
Arg
entin
a .
Phili
ppin
es .
Thaila
nd .
Peru
India
Uru
guay .
Indonesia
0
2
4
6
8
10
12
Public Private
% GDP spent on educational institutions
Source: OECD (2004) Education at Glance, Table B2.1a, p.229.
OECD Other
7
Countries differ in educational quality:Countries differ in educational quality:Mathematics performance (PISA 2003)Mathematics performance (PISA 2003)
8
Key features of PISA 2003 assessment
Information collected Subject matter coverage
– Mathematics, Science, Reading, Cross-curricular competencies
Volume of questions– 3½ hours of mathematics assessment– 1 hour for each of reading, science and problem solving
From each student– 2 hours on paper-and-pencil tasks (subset of all questions)– ½ hour for questionnaire on background, learning habits,
learning environment, engagement and motivation From school principals
– questionnaire (school demography, learning environment quality)
Geographic coverage 275,000 15-year-old students randomly sampled 43 countries in 2000/2000+, 41 in 2003, 59 in 2006
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% at mathematics proficiency levels (OECD)
0%
20%
40%
60%
80%
100%
Finl
and
Kore
a
Net
herl
ands
Jap
an
Cana
da
Belg
ium
Sw
itze
rlan
d
Aus
tral
ia
New
Zea
land
Czec
h Re
p
Icel
and
Den
mar
k
Fran
ce
Sw
eden
Aus
tria
Ger
man
y
Irel
and
Slo
vak
Rep
Nor
way
Luxe
mbo
urg
Pola
nd
Hun
gary
Spa
in
US
A
Port
ugal
Ital
yG
reec
e
Tur
key
Mex
ico
Level 3
Level 1
Below Level 1
Level 6
Level 5
Level 4
Level 2
OECD (2004), Learning for tomorrow’s world, Table 2.5a, p.354.
USA:2% at Level 6
26% below Level 2
10% below Level 1
Finland:7% at Level 6
7% below Level 2
1.5% below Level 1 Korea:
8% at Level 610% below Level
22.5% below
Level 1
10
0%
20%
40%
60%
80%
100%
Hon
g Ko
ng-C
hina
Finl
and
Kore
aN
ethe
rlan
dsLi
echt
enst
ein
Jap
anCa
nada
Belg
ium
Mac
ao-C
hina
Sw
itze
rlan
dA
ustr
alia
New
Zea
land
Czec
h Re
publ
icIc
elan
dD
enm
ark
Fran
ceS
wed
enA
ustr
iaG
erm
any
Irel
and
Slo
vak
Repu
blic
Nor
way
Luxe
mbo
urg
Pola
ndH
unga
ryS
pain
Latv
iaU
nite
d S
tate
sRu
ssia
n Fe
dera
tion
Port
ugal
Ital
yG
reec
eS
erbi
aT
urke
yU
rugu
ayT
haila
ndM
exic
oIn
done
sia
Tun
isia
Braz
il
OECD (2004), Learning for tomorrow’s world, Table 2.5a, p.354.
% at mathematics proficiency levels (All)
Level 4
Level 3
Level 2
Level 5
Non OECD shaded.
Below Level 1
Level 1
Level 6
11
Countries differ in educational quality:Countries differ in educational quality:Problem solving (PISA 2003)Problem solving (PISA 2003)
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% at problem solving proficiency levels (OECD)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Finl
and
Kore
a
Jap
anA
ustr
alia
New
Zea
land
Cana
da
Belg
ium
Sw
itze
rlan
d
Fran
ceD
enm
ark
Net
herl
ands
Czec
h
Ger
man
y
Sw
eden
Icel
and
Aus
tria
Hun
gary
Irel
and
Luxe
mbo
urg
Slo
vak
Nor
way
Pola
nd
Spa
in
US
A
Ital
y
Port
ugal
Gre
ece
Tur
key
Mex
ico
Level 1
Level 3
Level 2
OECD (2004), Problem solving for tomorrow’s world, Table 2.1, p.144.
Below Level 1
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% at problem solving proficiency levels (All)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Finl
and
Kore
aH
ong
Kong
-Chi
naJ
apan
Mac
ao-C
hina
Aus
tral
iaN
ew Z
eala
ndCa
nada
Liec
hten
stei
nBe
lgiu
mS
wit
zerl
and
Fran
ceD
enm
ark
Net
herl
ands
Czec
h Re
publ
icG
erm
any
Sw
eden
Icel
and
Aus
tria
Hun
gary
Irel
and
Luxe
mbo
urg
Slo
vak
Repu
blic
Nor
way
Pola
ndS
pain
Latv
iaRu
ssia
nU
SA
Ital
yPo
rtug
alG
reec
eU
rugu
ayT
haila
ndS
erbi
aT
urke
yM
exic
oBr
azil
Indo
nesi
aT
unis
ia
Level 1
Level 3
Level 2 Non-
OECD shaded
Below Level 1
OECD (2004), Problem solving for tomorrow’s world, Table 2.1, p.144.
14
Countries differ in educational equity:Countries differ in educational equity:Reading (PISA 2000)Reading (PISA 2000)
15
Equity in reading literacy (PISA 2000)
SocialAdvantag
ePISA Index of social
background
Each dot in this diagram
represents 20,000 students in the
OECD area.
High
Readin
g lit
era
cy
Low
Source: OECD (2001) Knowledge and skills for life, Appendix B1, Table 8.1, p.308
Social background has a strong relationship
with student performance(Parental occupation, wealth, cultural resources, parental education, family structure,
immigrant status)
But disadvantaged background is not
necessarily associated with poor
performance.
Nor advantaged with good
performance.
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300
350
400
450
500
550
600
-2 -1.5 -1 -0.5 0 0.5 1 1.5 2
Equity in reading literacy (PISA 2000)
Source: OECD (2001) Knowledge and skills for life, Appendix B1, Table 8.1, p.308
SocialAdvantag
ePISA Index of social
background
Low
Readin
g lit
era
cyHigh
Finland
Germany
UnitedStates
UnitedKingdo
m
Korea
This gap is in the order of 3 years of
schooling.
Steeper slope = less equitable results
17
GermanyHungary
Czech RepublicSwitzerland
Luxembourg
Denmark
PortugalGreece
Poland
Mexico
I taly
United Kingdom
Belgium
United StatesFrance
AustraliaNew Zealand
AustriaNorway
I relandCanada
Sweden
Finland
I celand
KoreaJ apan
Spain
420
440
460
480
500
520
540
560
-20 -15 -10 -5 0 5 10 15 20 25
Equity in reading literacy (PISA 2000)
Social equity (OECD regression slope – country regression slope)
Readin
g lit
era
cy
Source: OECD (2001) Knowledge and skills for life, Table 2.3a, p.253.
High qualityLow equity
High quality
High equity
Low qualityLow equity
Low quality
High equity
18
Thailand
Peru
Liechtenstein
Russian Fed.
LatviaI srael
FYR Macedonia
I ndonesia
Hong Kong-China
Chile
Bulgaria
Albania
Brazil
Argentina
Finland
KoreaJ apan
I celand
CanadaI reland
Sweden
SpainI taly
PolandGreece
Portugal
Luxembourg
Mexico
Denmark
AustriaNorway
New Zealand
AustraliaUnited Kingdom
BelgiumFranceUnited States
SwitzerlandCzech Republik
Hungary
Germany
325
350
375
400
425
450
475
500
525
550
-25 -20 -15 -10 -5 0 5 10 15 20 25
Reading literacy vs social equity: All
Source: OECD, UNESCO (2003) Literacy skills for the world of tomorrow, Table 6.1a, pp.334-335.
Social equity (OECD regression slope – country regression slope)
Readin
g lit
era
cy
19
Countries differ in extent and source of Countries differ in extent and source of variation among students:variation among students:Mathematics (PISA 2003)Mathematics (PISA 2003)
20
0
20
40
60
80
100
120
140T
urke
y
Hun
gary
Jap
an
Bel
gium
Ital
y
Ger
man
y
Aus
tria
Net
herl
ands
Cze
ch R
epub
lic
Kor
ea
Slo
vak
Rep
ublic
Gre
ece
Sw
itze
rlan
d
Luxe
mbou
rg
Port
ugal
Mex
ico
Uni
ted
Sta
tes
Aus
tral
ia
New
Zea
land
Spa
in
Can
ada
Irel
and
Den
mar
k
Pola
nd
Sw
eden
Nor
way
Fin
land
Icel
and
Variation in mathematics performance
OECD (2004), Learning for tomorrow’s world, Table 4.1a, p.383.
Variation in OECD as a whole
= 100