making reforms happen - oecd.org (ewf launch).pdf · vet with academic exam (2010); better more...

1 1

Education Policy Outlook

Making Reforms Happen

Education systems perform

differently, policy

can make a difference…

Australia Austria

Belgium Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

Iceland Ireland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain Sweden

Switzerland

Turkey

UK

US

Australia

Austria

Belgium

Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

Iceland

Ireland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain

Sweden

Switzerland

Turkey

UK

US

Socially equitable

distribution of learning

opportunities

High mathematics performance

Low mathematics performance

Strong socio-economic

impact on student

performance

Australia Austria

Belgium Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

Iceland Ireland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain Sweden

Switzerland

Turkey

UK

US

Australia

Austria

Belgium

Canada

Chile

Czech Rep.

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

Iceland

Ireland

Israel

Italy

Japan

Korea

Luxembourg

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Rep.

Slovenia

Spain

Sweden

Switzerland

Turkey

UK

US

Singapore

Shanghai

Singapore

2003 - 2012 Germany, Turkey and Mexico improved

both their mathematics performance

and equity levels

Brazil, Italy, Macao-China, Poland,

Portugal, Russian Federation,

Thailand and Tunisia improved

their mathematics performance

(no change in equity)

Liechtenstein, Norway, the United

States and Switzerland improved

their equity levels (no change in

performance)

Mean mathematics performance, by school location,

after accounting for socio-economic status Fig II.3.3 5 We need education policy reforms that improve outcomes

5

… our schools today are our economy tomorrow

Better education can shape economic prosperity…

Bringing all countries up to the performance of Finland would result in financial gains of USD 260 trillion over the lifetime of today’s 15-year-olds.

Societies with skilled individuals are prepared to respond to the current and future potential crises...

• More educated people contribute to more democratic societies and sustainable economies, are less dependent on public aid and less vulnerable to economic downturns.

• Investing in education for all, and in particular for children from disadvantaged backgrounds, is both fair and economically efficient.


after accounting for socio-economic status Fig II.3.3 6 6 Education Policy Outlook in brief

Identifies common trends among the more than 450 reforms adopted between 2008 and 2014 across countries

Education policy is not only about design: implementation and follow up are vital for success of reforms

The Outlook aims to support policy makers and others to make reform happen

Looks at education reforms across 34 OECD countries that can touch the lives of more than 150 million students…


after accounting for socio-economic status Fig II.3.3 8 8 There are clear common policy trends across countries

Policies implemented across OECD countries, 2008-14

0

5

10

15

20

25

30

35

Equity andquality

Preparingstudents for the

future

Schoolimprovement

Evaluation andassessment

Governance Funding

%

Students: Raising Outcomes

Institutions: Enhancing quality

Systems: Governing effectively


after accounting for socio-economic status Fig II.3.3 9 Making effective reforms happen is key

9

Funding

grants

Subsidies for

disadvantaged

schools Reforms in

school leadership

and teachers

Support to

students

from specific

populations

Setting national

priorities for

education

New middle

school reform National

commitment to

ECEC

School

improvement

VET

reforms

Teacher training

reform

OECD countries are using different policy options to improve their education systems…

School

evaluation

reform

Student

funding

But only around 1 in 10 reforms reported evaluation to gauge impact



10

Students: Raising Outcomes

1) Investing in quality and equity (16% of reforms reported):

Targeting policies to specific disadvantaged groups (e.g. New Zealand, England, France), and investing early on in ECEC (e.g. Australia, Poland and Korea).

2) Preparing students for the future (29% of reforms reported):

Focusing on VET (e.g. Portugal, Denmark and Sweden) & tertiary education (e.g. Belgium, Fl. & Hungary).


after accounting for socio-economic status Fig II.3.3 11 11

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

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stra

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ave

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ain

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ep

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De

nm

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Ratio

Increased likelihood of students in the bottom quarter of the ESCS index scoring in the bottom quarter of the mathematicsperformance distribution

Increased likelihood of immigrant students scoring in the bottom quarter of the mathematics performance distribution

Students from disadvantaged or diverse backgrounds face higher risk of low performance (PISA)

Source: OECD, PISA 2012 Database, Table II.2.4a and Table II.3.4a.

New Zealand: Policies to support

Māori/Pasifika populations (2008-13)

Finland: National Core Curriculum for Instruction

Preparing Immigrants for Basic Education (2009)

France/Portugal: Education Priority

Zones

Chile: Law on Preferential

Subsidies (2008)

Austria: New middle

school reform

Germany: National Action Plan

on Integration (2011)

ECEC: Poland, Korea, Australia, Italy,

Nordic Countries, Slovenia, United States….

UK England: Pupil premium



Prioritising vocational education and training (VET)

0

20

40

60

80

100

Can

ada

Me

xico

Ko

rea

Jap

anH

un

gary

Ne

w Z

eal

and

Ch

ileIr

ela

nd

Gre

ece

Ice

lan

dEs

ton

iaU

nit

ed

Kin

gdo

mIs

rae

lP

ort

uga

lTu

rke

y1Fr

ance

Spai

nO

ECD

ave

rage

De

nm

ark

Po

lan

dG

erm

any

Swe

de

nA

ust

ralia

No

rway

Ital

yLu

xem

bo

urg

Swit

zerl

and

Slo

ven

iaN

eth

erl

and

sFi

nla

nd

Slo

vak

Re

pu

blic

Cze

ch R

ep

ub

licB

elg

ium

Au

stri

a

% General Pre-vocational Vocational

Enrolment of upper secondary students in pre-vocational or vocational programmes

Denmark: VET with academic exam

(2010); Better More attractive VET (2014)

Portugal: National Integrated Strategy(2012-14)

Italy: Governance & Higher Technical

Institutes (2011)

New Zealand: Trades Academies(2009)

Germany: Information & transitions into

Tertiary

Japan: Guidelines for enhancing

provision

Luxembourg: VET Reform (2008)

Canada: Apprenticeship grants (2007-)



14

Institutions: Enhancing quality

3) Supporting school improvement (24% of reforms reported):

Investing in improving the teaching profession (e.g. Finland, France) and revising curricula (Scotland (UK), Japan , Finland)

4) Strengthening evaluation and assessment (12% of reforms reported): System evaluation (e.g. Italy) & student assessments (e.g. Australia).

0

10

20

30

40

50

60

70

80

90

100

Kore

a

Fin

land

Me

xic

o

Alb

ert

a (

Can

ada

)

Fla

nde

rs (

Belg

ium

)

Ne

therl

and

s

Austr

alia

Engla

nd

(U

K)

Isra

el

Un

ite

d S

tate

s

Ch

ile

Ave

rage

No

rwa

y

Japa

n

De

nm

ark

Pola

nd

Icela

nd

Esto

nia

Bra

zil

Ita

ly

Czech R

epu

blic

Port

ug

al

Spain

Sw

ede

n

Fra

nce

Slo

vak R

epub

lic

Perc

en

tag

e o

f te

ach

ers


after accounting for socio-economic status Fig II.3.3 15

Improving the quality and delivery of education in schools

15

Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society, TALIS 2014

15

Netherlands: Teachers’ Programme

2013-20 (2013)

Australia: Institute for Teaching and School Leadership (2010)

Finland: OSAAVA

programme (2010-16)

New Zealand: Teacher standards and Registered

Teacher Criteria (2010-13)

United States: Teacher Quality

Partnership Programme (2012)

France: Reform of teacher training

programmes (2013) Korea:

Evaluation system (2010)

Mexico: Teacher

Professional Service (2013)


after accounting for socio-economic status Fig II.3.3 16 Developing learning environments 16

Students reports of teacher student relations and classrooms conduciveness to learning, PISA 2012

16

-0.5-0.4-0.3-0.2-0.1

00.10.20.30.40.50.60.70.8

Mex

ico

Po

rtu

gal

Can

ada

Icel

and

Un

ited

Sta

tes

Ch

ile

Turk

ey

Un

ited

Kin

gdo

m

Den

mar

k

Au

stra

lia

Swit

zerl

and

New

Zea

lan

d

Swed

en

Isra

el

Irel

and

OEC

D a

vera

ge

Spai

n

Hu

nga

ry

Luxe

mb

ou

rg

Esto

nia

Fin

lan

d

Be

lgiu

m

Ko

rea

Gre

ece

No

rway

Au

stri

a

Net

her

lan

ds

Ital

y

Cze

ch R

epu

blic

Jap

an

Fran

ce

Slo

vak

Rep

ub

lic

Ger

man

y

Slo

ven

ia

Po

lan

d

Mean index

Index of teacher-student relations Index of disciplinary climate

Japan: Course of Study

UK: Curriculum for Excellence (Scotland), and National Literacy and Numeracy (Wales, 2013)

Slovenia: Updated curricula

(2012)

Denmark: National Common Objectives (2009)

Finland: Curriculum reform (2014)

Italy: Curriculum

guidelines (2012)

Sweden: New curriculum

(2011)

France: Redistribution of learning time

0

10

20

30

40

50

60

70

80

90

100

OEC

D

Gre

ece

10

0

Po

rtu

gal

100

Net

her

lan

ds

99

Po

lan

d 9

9

Fran

ce 9

7

Bel

giu

m 9

7

Ger

man

y 9

6

Can

ada

10

0

Spai

n 9

9

Au

stri

a 9

6

Luxe

mb

ou

rg 9

5

Slo

vak

Rep

ub

lic…

Fin

lan

d 9

9

Slo

ven

ia 9

8

Mex

ico

99

Jap

an 9

9

Ch

ile 1

00

Ital

y 9

9

Swit

zerl

and

94

Esto

nia

99

Isra

el

10

0

Cze

ch R

epu

blic

93

New

Ze

alan

d 1

00

OEC

D a

vera

ge 9

8

Hu

nga

ry

94

Un

ited

Kin

gdo

m…

Au

stra

lia

10

0

Irel

and

1

00

Un

ited

Sta

tes

9

9

Ko

rea

95

Turk

ey

97

Swed

en

94

Icel

and

1

00

Den

mar

k

99

No

rway

9

8

%

To make decisions about students’ retention or promotion % To monitor the school’s progress from year to year To identify aspects of instruction or the curriculum that could be improved

→

Source: OECD, PISA 2012 Database, Table IV.5.5. OECD, PISA 2012 Database, Table IV.5.6.

Most common uses of student assessments according to school principals (2012)



Enhancing evaluation and assessment to improve student outcomes

Australia: NAPLAN Student assessment,

My School, My Skills and My University

Chile: National Quality of Education Agency

National Standardised Assessments: Austria; Czech Republic; Denmark; Ireland;

Italy, Spain, Sweden, UK (Wales)

Norway: Assessment for Learning (2010)



18

Systems: Governing effectively

5) Steering policy setting priorities and funding effectively by: setting clear policy priorities (9%) (e.g. Denmark) with concrete objectives or using funding strategically (11%) (e.g. Germany, United States).


after accounting for socio-economic status Fig II.3.3 19 19 Steering education systems towards higher performance

Increasingly complex policy-making environments

Central

Austria

Czech Republic France

Greece

Hungary Israel

Italy

Luxembourg Portugal

Turkey

Central with local

Chile Denmark

Estonia

Finland

Iceland

Japan

Korea Norway

Poland

Slovak Republic Slovenia

Sweden

Central with schools

Ireland Netherlands New Zealand

Shared central agreed with regional

Mexico Spain

Decentralised

Australia Canada Belgium Germany Switzerland United Kingdom United States


after accounting for socio-economic status Fig II.3.3 20 20 Steering education systems towards higher performance

Increasingly complex policy-making environments

Central

Austria

Czech Republic France

Greece

Hungary Israel

Italy

Luxembourg Portugal

Turkey

Central with local

Chile Denmark

Estonia

Finland

Iceland

Japan

Korea Norway

Poland

Slovak Republic Slovenia

Sweden

Central with schools

Ireland Netherlands New Zealand

Shared central agreed with regional

Mexico Spain

Decentralised

Australia Canada Belgium Germany Switzerland United Kingdom United States

Many countries defined general education strategies or priorities

Estonia: LLL strategy 2014-2010

Denmark:

Denmark that stands together (2011); Folkeskole reform (2013)

Mexico: Pact for Mexico (2012); Constitutional Reform (2012-13)

Canada:

Learn Canada 2020 (2008)


after accounting for socio-economic status Fig II.3.3 22 Making effective reforms happen

22

School

improvement Quality and equity

Preparing students for

the future

Evaluation and

assessment

Governance

Funding

Next steps: to make them

work for all and for good.

Mean mathematics performance, by school location, after accounting for

socio-economic status Fig II.3.3 23 23

Key factors for effective implementation of

education policy

Placing the student and

learning at the centre

Capacity-building

Leadership and

coherence

Policy evaluation

Reforms are specific to country’s

education system context

Stakeholder

engagement

Education Policy Trends

• Policy options across different policy levers

Implementation of Reforms

• Key factors to support effective implementation

Country Snapshots

• 34 individual country reform stories

The Education Policy Outlook reviews trends and implementation to help make the policy choices

#OECDEPO @oecd.org

www.oecd.com/edu/policyoutlook.htm 24

Mean mathematics performance, by school location, after accounting for

socio-economic status Fig II.3.3 25

Searching for policies adopted across OECD countries

25

Education Policy Outlook Reforms Finder

presents policies collected:

http://www.oecd.org/edu/reformsfinder.htm

http://www.oecd.org/edu/reformsfinder.htm

Find out more about the Education Policy Outlook Series at

www.oecd.com/edu/policyoutlook.htm

#OECDEPO

@oecd.org

26

making reforms happen - oecd.org (ewf launch).pdf · vet with academic exam (2010); better more...

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