educational standards and economic and social development organisation for economic cooperation and...
TRANSCRIPT
1111
Educational standards and economic and social
development
Organisation for Economic Cooperation and Development (OECD)
Lisbon CouncilBrussels, 14 September 2005
Andreas SchleicherHead, Indicators and Analysis Division
OECD Directorate for Education
2222
Making Europe the world‘s premier knowledge economy by 2010.
Using education as a lever to compete by working smarter, rather than
working harder or cheaper.
3333
Flexibility
Knowledge
Innovation
Connectiveness
Where are the drivers of the knowledge economy in education?
4444
Delivering high level qualifications.
A world of change.
5555
0
10
20
30
40
Uni
ted
Sta
tes
Den
mar
k
Nor
way
Can
ada
Net
herl
ands
Swed
en
Swit
zerl
and
Hun
gary
Aus
tral
ia
Uni
ted
Kin
gdom
Fin
land
Icel
and
Jap
an
Ger
man
y
Pola
nd
Fra
nce
Cze
ch R
epub
lic
New
Zea
land
Irel
and
Spa
in
Kor
ea
Slo
vak
Rep
ublic
Bel
gium
Gre
ece
Tur
key
Mex
ico
Ital
y
Aus
tria
Luxe
mbou
rg
Port
ugal
1960's 1970's 1980's 1990's
Growth in university-level qualificationsApproximated by the percentage of persons with ISCED 5A/6 qualfication in the
age groups 55-64, 45-55, 45-44 und 25-34 years (2003)
14
23
3
21
9
10
A1.3a
1
2
15
16
6666
Australia, 8.9
United Kingdom; 12.1 Germany, 11.4
J apan, 4.1
Russ. Federation, 3.2
Sweden, 1.2
Malaysia, 1.3New Zealand; 1.2
Austria; 1.5
Netherlands; 1
Other OECDOther non-OECD
Switzerland, 1.6I taly; 1.7
Belgium, 2
Spain; 2.5
France; 10.5
United States, 27.7
Borderless education:Where international students go
Percentage of foreign tertiary students reported to the OECD who are enrolled in each country of destination
According to the Shanghai rating, 17 of the world’s top 20
universities are in the United States
8888 From institutions to qualificationsTertiary-type A graduation rates, by duration (2003)
%
0
10
20
30
40
50
60A
ustr
alia
Fin
land
Icel
and
Pola
nd
Den
mar
k
Nor
way
Uni
ted K
ingd
om
Irel
and
Sw
eden
Hun
gary
Jap
an
Uni
ted S
tate
s
Spa
in
Ital
y
Fra
nce
Slo
vak
Rep
ublic
4
Sw
itze
rlan
d
Ger
man
y
Aus
tria
Cze
ch R
epub
lic4
Tur
key
More than 6 years5 to 6 years3 to less than 5 years
10101010
0
10
20
30
40
50
60
70
80
Aus
tral
ia
Sw
eden
Icel
and
Fin
land
Pola
nd
New
Zea
land
Uni
ted
Sta
tes
Hun
gary
Net
herl
ands
Kor
ea
Ital
y
Spa
in
Den
mar
k
Uni
ted
Kin
gdom
Slo
vak
Rep
ublic
Jap
an
Irel
and
Fra
nce
Ger
man
y
Sw
itze
rlan
d
Mex
ico
Bel
gium
Aus
tria
Cze
ch R
epub
lic EU
OECD
Tertiary- type A
A moving targetSum of net entry rates into tertiary education for single year of age
(2003)
%
Current graduation rate
11111111
12121212
Mobilising resources
Who pays for education and who benefits ?
13131313 Investment in high-level qualificationsExpenditure on tertiary educational institutions
as a percentage of GDP (2002)
0
0.5
1
1.5
2
2.5
3
Den
mar
k
Fin
land
Sw
eden
Nor
way
Bel
gium
Gre
ece
Uni
ted
Sta
tes
Aus
tria
Irel
and
Pola
nd
Tur
key
Icel
and
Net
herl
ands
Mex
ico
Ger
man
y
Hun
gary
Fra
nce
Spa
in
Port
ugal
New
Zea
land
Uni
ted
Kin
gdom
Cze
ch R
epub
lic
Aus
tral
ia
Ital
y
Jap
an
Kor
ea EU
% of GDP
Puvlic Private Total 95
B2.1
Economies and ideologies…in Austria, Germany, Denmark and Norway
private sources contribute a much larger share of the costs of early childhood education and care than for tertiary education
14141414 Annual expenditure per studenton educational institutions, in equivalent US dollars converted using PPPs
USD 0
USD 5,000
USD 10,000
USD 15,000
USD 20,000
USD 25,000
United States
J apan
EU
17171717 Where do high skills pay?Distribution of 25-64-year-olds by level of earnings
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
More than 2 times the median
More than 1.5 times the medianbut at or below 2.0 times themedianMore than the median but at orbelow 1.5 times the median
More than half the median butat or below the median
At or below half of the median
EU United States
18181818
-10 -5 0 5 10 15 20 25
United States
UK
France
Canada
Denmark
I taly
Germany
Netherlands
J apan
Sweden
Taxes Tuition Higher income Lower risk of unemployment Public subsidies
The returns on high level qualificationsPrivate internal rates of return (RoR) for an individual obtaining a university-level degree (ISCED 5/6) from an upper secondary and post-secondary non-
tertiary level of education (ISCED 3/4), MALES
21212121The driving forces of GDP per capita
growth Average annual percentage change (1990-2000)
-1.5
-1
-0.5
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
5.5
6
6.5
Ire
land
Kor
ea
Lux
em
bou
rg
Port
ugal
Spa
in
Aus
tral
ia
Net
herl
ands
Uni
ted S
tate
s
Fin
land
Tur
key
Uni
ted K
ingd
om
Nor
way
1
Aus
tria
Belg
ium
Denm
ark
Gre
ece
Can
ada
Mexic
o
Fra
nce
Ice
land
Ita
ly
Sw
eden
Jap
an
Germ
any2
New
Zeal
and
Sw
itze
rlan
d
Working- age population/total population Employment/working- age population
Labour productivity GDP per capita growth
•Ireland, Korea, Mexico and Turkey were the only countries where demography made a significant positive impact on GDP per capita growth…
•Increases in employment rates made a big contribution to growth in some countries
•But in almost all countries, the biggest contribution came from increased labour productivity
…in others it is beginning to act as a slight drag on growth
•While declines in employment rates reduced growth in others
But where does labour productivity growth come from…
…and why does it vary so much across countries?
22222222Enhancements in human capital contribute
to labour productivity growthAverage annual percentage change (1990-2000)
-2
-1
0
1
2
3
4
5
Irel
and
Fin
land
Sw
eden
Den
mar
k
Port
ugal
Aus
tral
ia
Uni
ted
Sta
tes
Uni
ted
Kin
gdom
Ital
y
Nor
way
Ger
man
y
Can
ada
Fra
nce
Net
herl
ands
New
Zea
land
Hours worked Level of education
Hourly GDP per efficient unit of labour Labour productivity
23232323
24242424
Making lifelong learning a reality.
For all.
25252525
0
10
20
30
40
50
60
70
Den
mar
k
Sw
eden
Uni
ted
Sta
tes
Fin
land
Sw
itze
rlan
d
Uni
ted
Kin
gdom
Can
ada
1
Aus
tria
Slo
vak
Rep
ublic
Fra
nce
Bel
gium
Luxe
mbou
rg
Ger
man
y
Irel
and
Cze
ch R
epub
lic
Pola
nd
Port
ugal
Spa
in
Ital
y
Hun
gary
Gre
ece
OECD
All levels of education
Lower upper secondary education
Upper secondary and post- secondary non- tertiary education
Tertiary education
Participation of the labour force in non-formal job-related continuing education and training (2003)
%
26262626
0
5
10
15
20
25
30
35
40
45
50
Sw
eden
Den
mar
k
Uni
ted
Sta
tes
Fin
land
Sw
itze
rlan
d
Uni
ted
Kin
gdom
Can
ada
1
Slo
vak
Rep
ublic
Fra
nce
Aus
tria
Bel
gium
Luxe
mbou
rg
Ger
man
y
Cze
ch R
epub
lic
Irel
and
Pola
nd
Port
ugal
Spa
in
Ital
y
Hun
gary
Gre
ece
OECD
Total Employed Unemployed Labourforce
Participation of the labour force in non-formal job-related continuing education and training (2003)
%
27272727
0
10
20
30
40
50
60
70
Sw
eden
Den
mar
k
Fin
land
Uni
ted
Sta
tes
Uni
ted
Kin
gdom
Sw
itze
rlan
d
Can
ada1
Slo
vak
Rep
ublic
Aus
tria
Fra
nce
Bel
gium
Irel
and
Luxe
mbou
rg
Ger
man
y
Cze
ch R
epub
lic
Pola
nd
Port
ugal
Spa
in
Ital
y
Hun
gary
Gre
ece
OECD
Total
Resource industries
Goods- producing industries Lower- tier services
Upper- tier services
Participation of the labour force in non-formal job-related continuing education and training (2003)
%
28282828
29292929
Who can afford these productivity differentials ?
How school performance varies .
30303030
- 80
- 60
- 40
- 20
0
20
40
60
80
100Tur
key
Hun
gary
Jap
an
Bel
gium
Ital
y
Ger
man
y
Aus
tria
Net
her
land
s
Cze
ch R
epub
lic
Kor
ea
Slo
vak
Rep
ublic
Gre
ece
Swit
zerl
and
Luxem
bou
rg
Port
ugal
Mex
ico
Uni
ted S
tate
s
Aus
tral
ia
New
Zea
land
Spa
in
Can
ada
Irel
and
Den
mar
k
Pola
nd
Swed
en
Nor
way
Fin
land
Icel
and
Variation of performance
between schools
Variation of performance within
schools
Consistency in quality standardsVariation in the performance of 15-year-olds in mathematics
OECD (2004), Learning for tomorrow’s world: First results from PISA 2003, Table 4.1a, p.383.
11
114
125
32323232
33333333
Using the potential.
Equality in outcomes and equity in opportunities.
34343434Stu
dent
perf
orm
ance
School performance and schools’ socio-economic background -
Germany
AdvantagePISA Index of social backgroundDisadvantage
Figure 4.13
School proportional to size
Student performance and student SES
Student performance and student SES within schools
School performance and school SES
200
500
800
-3 -2 -1 0 1 2 3
35353535
200
500
800
-3 -2 -1 0 1 2 3
Stu
dent
perf
orm
ance
School performance and schools’ socio-economic background - Finland
AdvantagePISA Index of social backgroundDisadvantage
Figure 4.13
Student performance and student SES
Student performance and student SES within schools
School performance and school SES
School proportional to size
36363636
37373737
Making education a knowledge rich profession
38383838 One challenge – different approaches
The tradition of education systems
has been “knowledge poor”
The future of education systems needs to be
“knowledge rich”
National prescription
Professional judgement
Informed professional judgement, the teacher
as a “knowledge worker”
Informed prescription
Uninformed professional judgement
Uninformed prescription,
teachers implement curricula
39393939 Further information
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
40404040What can a 15-year-old expect in the next 15
years ? (2003)
-1
1
3
5
7
9
11
13
15
Tur
key
Mex
ico
Slo
vak
Rep
ublic
Ital
y
Pola
nd
Hun
gary
Gre
ece
Cze
ch R
epub
lic
Spa
in
Bel
gium
Fin
land
Uni
ted
Sta
tes
Uni
ted
Kin
gdom
Fra
nce
Aus
tral
ia
Ger
man
y
Can
ada
Sw
itze
rlan
d
Aus
tria
Port
ugal
Irel
and
Net
herl
ands
Sw
eden
Nor
way
Den
mar
k
Luxe
mbou
rg
Icel
and
% of total public
expenditure
I n education and employed (including work study programmes)I n education and not employedNot in education but employedNot in the labour forceUnemployedOECD
43434343Share of the 25-to-29-year-olds who are
unemployed and not in education, by level of educational attainment (2003)
0
5
10
15
20
25
30
35
40
45
Pola
nd
Slo
vak
Rep
ublic
Gre
ece
Spa
in
Fra
nce
Fin
land
Ital
y
Bel
gium
Ger
man
y
Tur
key
Can
ada
Sw
eden
Port
ugal
Cze
ch R
epub
lic
Hun
gary
Nor
way
Uni
ted
Sta
tes1
Aus
tral
ia
Sw
itze
rlan
d
Uni
ted
Kin
gdom
Aus
tria
Irel
and
Den
mar
k
Mex
ico
Luxe
mbou
rg
Net
herl
ands
1
Below upper secondary educationUpper secondary and post- secondary non- tertiary educationTertiary education
%
44444444The situation of the youth population with low
levels of education (2003)Share of 20-to-24-year olds who have not attained upper secondary education and
who are no longer in education
0
10
20
30
40
50
60
70
80N
orw
ay
Slo
vak
Rep
ublic
Cze
ch R
epub
lic
Pola
nd
Uni
ted
Kin
gdom
Luxe
mbou
rg
Fin
land
Aus
tria
Sw
eden
Den
mar
k
Sw
itze
rlan
d
Can
ada
Uni
ted
Sta
tes
1
Hun
gary
Irel
and
Ger
man
y
Fra
nce
Bel
gium
Aus
tral
ia
Gre
ece
Net
herl
ands
1
Ital
y 1
Icel
and
1
Spa
in
Port
ugal
Tur
key
Mex
ico
Males Females%
45454545
0 1000 2000 3000 4000 5000 6000 7000 8000 9000
I talyNetherlands
AustraliaScotland
New ZealandBelgium (Fr.)
GreeceMexicoFranceI reland
England 1PortugalTurkey
Belgium (Fl.)Spain
LuxembourgI celandSlovak
GermanyHungary
KoreaSweden
J apanDenmarkNorwayPoland
Finland
Ages 7 -8 Ages 9 -11 Ages 12-14
D1.2. Total number of intended instruction hours in public institutions between ages 7 and 14
(2003)
Cumulative number of intended instructions hours
46464646 D2.1. Average class size in lower secondary education (2003)
Number of students per class in public and private institutions
0
5
10
15
20
25
30
35
40Kor
ea
Jap
an
Mex
ico
Aus
tral
ia
Ger
man
y
Spa
in
Pola
nd
Fra
nce
Uni
ted
Kin
gdom
Aus
tria
Cze
ch R
epub
lic
Slo
vak
Rep
ublic
Gre
ece
Uni
ted
Sta
tes
Port
ugal
Hun
gary
Bel
gium
(Fr.
)
Ital
y
Irel
and
1
Luxe
mbou
rg
Icel
and
Den
mar
k
Sw
itze
rlan
d
Number of students per class
47474747 D3.2. Teachers salaries in lower secondary education (2003)
Annual statutory teachers’ salaries in public institutions for teachers of lower secondary education, in equivalent US dollars converted using PPPs
0
20,000
40,000
60,000
80,000
100,000
120,000
Luxe
mbou
rg
Sw
itze
rlan
d
Ger
man
y
Kor
ea
Jap
an
Uni
ted
Sta
tes
Sco
tlan
d
Net
herl
ands
Aus
tral
ia
Eng
land
Irel
and
Spa
in
Bel
gium
(Fl.)
Den
mar
k
Bel
gium
(Fr.
)
Fin
land
Nor
way
New
Zea
land
Aus
tria
Port
ugal
Fra
nce
Ital
y
Sw
eden
Gre
ece
Icel
and
Mex
ico
Cze
ch R
epub
lic
Hun
gary
Pola
nd
Slo
vak
Salary af ter 15 years of experience/ minimum trainingSalary at the top of scale/ minimum trainingStarting salary/ minimum training
Equivalent US dollars converted using purchasing power parities
48484848 D3.1b. Ratio of statutory salaries after 15 years of experience to GDP per capita for teachers in
lower secondary education (2003)
0
1
2
3
Kor
ea
Mex
ico
Port
ugal
Ger
man
y
Sw
itze
rlan
d
Jap
an
Spa
in
New
Zea
land
Luxem
bou
rg
Sco
tlan
d
Net
her
land
s
Aus
tral
ia
Eng
land
Gre
ece
Fin
land
Bel
gium
(Fl.)
Bel
gium
(Fr.
)
Irel
and
Den
mar
k
Fra
nce
Ital
y
Uni
ted S
tate
s
Aus
tria
Cze
ch R
epub
lic
Sw
eden
Hun
gary
Nor
way
Pola
nd
Icel
and
Slo
vak
Rep
ublic
Ratio
49494949 D4.2. Number of teaching hours per year, by level of education (2003)
Net contact time in hours per year in public institutions
0
100
200
300
400
500
600
700
800
900
1,000
1,100
1,200U
nite
d S
tate
s
Mex
ico
New
Zea
land
Sco
tlan
d
Aus
tral
ia
Net
herl
ands
Ger
man
y
Irel
and
Bel
gium
(Fr.
)
Bel
gium
(Fl.)
Nor
way
Slo
vak
Rep
ublic
Icel
and
Luxe
mbou
rg
Den
mar
k
Pola
nd
Gre
ece
Port
ugal
Fra
nce
Aus
tria
Cze
ch R
epub
lic
Fin
land
Ital
y
Spa
in
Kor
ea
Hun
gary
Jap
an
Tur
key
Lower secondary education
Primary education
Upper secondary education, general programmes
Hours per year