presentation by alberto rodriguez, manager, education global practice, europe and central asia,...
DESCRIPTION
Presentation from the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014TRANSCRIPT
Improving the Education SystemsWhat have we learned?
Alberto RodríguezManager, Education Global Practice
Europe and Central Asia
World Bank
Why a good education?
To improve labor market outcomes and promote economic growth
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Mo
nte
neg
ro
Alb
ania
Serb
ia
Bo
snia
an
d H
erze
govi
na
Mac
edo
nia
, FYR
Net
her
lan
ds
Ger
man
y
Cze
ch R
epu
blic
Bel
giu
m
Den
mar
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Un
ited
Kin
gdo
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Slo
ven
ia
Fran
ce
Po
lan
d
Ital
y
Hu
nga
ry
Bu
lgar
ia
Irel
and
Cro
atia
Gre
ece
Spai
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No
rway
Au
stra
lia
Ru
ssia
n F
eder
atio
n
Can
ada
Un
ited
Sta
tes
Turk
ey
OEC
D
Euro
pe
& C
entr
al A
sia
Euro
pea
n U
nio
n
Western Balkans(excluding EU
members)
European Union Other Countries Aggregates
Total and Youth Unemployment Rate (World Development Indicators, 2012)
Total (15-64)
Youth (15-24)
Montenegro 2010
Fuente: Banco Mundial
-30 -20 -10 0 10 20 30
0-4
5-9
10-14
15-19
20-24
25-29
30-34
35-39
40-44
45-49
50-54
55-59
60-64
65-69
70-74
75+
Men Women
Primary and Secondary
Tertiary
Employed
UnemployedOut of the labor force
Forecast Montenegro 2035
Fuente: Banco Mundial
-30 -20 -10 0 10 20 30 40
0-4
5-9
10-14
15-19
20-24
25-29
30-34
35-39
40-44
45-49
50-54
55-59
60-64
65-69
70-74
75+
Men Women
Primary and Secondary
Tertiary
Employed
UnemployedOut of the labor force
Brazil 2005
Fuente: Banco Mundial
Forecast Brazil 2035
Fuente: Banco Mundial
Why a good education?
Promote the individual and social developmentof citizens with the following goals:
1) Train individuals with critical thinking.2) Promote citizen participation in society.3) Develop values that strengthen social and
democratic capital in countries.4) Promote happiness of individuals.
Three Lessons Learned
• Part 1: The challenges of secondary education
• Part 2: The importance of socio-emotional skills.
• Part 3: Tightly coupled systems.
Source: Aedo et al., 2013.
Pe
rce
nta
ge P
oin
ts
96
97
98
99
100
101
102
103
104
1980 2008
USA
96
97
98
99
100
101
102
103
104
1992 2009
Chile
96
97
98
99
100
101
102
103
104
2002 2010
Poland
96
97
98
99
100
101
102
103
104
2004 2008
Turkey
Non-routine cognitive and analytical
Non-routine interpersonal
Part 1: What skills does the labor market demand?
Higher demand of non-routine skills…
… combined with a stagnant or declining demand of routine skills.
Pe
rce
nta
ge P
oin
ts
96
97
98
99
100
101
102
103
104
1980 2008
USA
96
97
98
99
100
101
102
103
104
1992 2009
Chile
96
97
98
99
100
101
102
103
104
2002 2010
Poland
96
97
98
99
100
101
102
103
104
2004 2008
Turkey
Routine cognitive
Routine Manual
Source: Aedo et al., 2013.
What skills does the labor market demand?
Profound changes if skills demand.
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97
98
99
100
101
102
103
104
1980 2008
USA
96
97
98
99
100
101
102
103
104
1992 2009
Chile
96
97
98
99
100
101
102
103
104
2002 2010
Poland
96
97
98
99
100
101
102
103
104
2004 2008
Turkey
Non-routine cognitive, analytical
Non-routine interpersonal
Routine cognitive
Routine manual
Source: Aedo et al., 2013.
What skills does the labor market demand?
Pe
rce
nta
ge p
oin
ts
Source: McKinsey, 2012.
Jobs in OECD countries are more linked to highly-skilled workers.
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24
41
44
2232
1995 2010
Higher Education
Upper Secondary education
Basic and lower secondaryeducation
Education Attainment of employed workers in OECD100%=Total employed
What skills does the labor market demand?
Source: Skills, Not Just Diplomas (World Bank, 2008)
Why are Skills Important?Education Systems do not meet the labor market demands
Updating workers’ skills is crucial.
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9
x<10% 10%<x<20% 20%<x<30% 30%<x<40% 40%<x<50% x>50%
Distribution of firms in Europe and Central Asia that consider that workers’ skills are an important constraint (2008).
HUN
MNE
SVN
GEO
KGZ
ALB
BGR
TUR
AZE
BIH
KOS
MKD
SRB
TJK
UZB
CZE
EST
HRV
LVA
POL
SVK
ARM
UKR
MDA
LTU
ROM
BLR
RUS
KAZ
EU11 and Turkey CIS Middle IncomeCIS Low IncomeWestern Balkans
Average=30.2
The labor market challenges
• How do we train today’s youth for the labor market in 2035?
• What curriculum prepares our youth for thislabor market of the future which is:
– Rapidly changing (technology).
– Global.
– With high labor mobility in competitive sectors.
– With frequent organizational changes that resultin high labor rotation.
Vocational Education: The impact on labor market outcomes
Fuente: Back to Work (World Bank, 2014)
Although transition to the labor market is initially higher, it can lead to imbalances between workers in the long term.
é
Early Vocational Education: a policy academically unfair and inefficient.
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10.0
20.0
30.0
40.0
50.0
60.0
Low
High
Socioeconomic Index
21.7
57.6
0.0
59.4
Age of first tracking:10
Age of First Tracking: 15
Source: Hanushek & Woessmann (2005)
Early vocational education increases inequality without average improvements at the school…
PISA points (compared to the lowest category)
Polish Education Reform in 1999: A systemic and sustained reform
Primary School
Higher Education
Upper GeneralSecondary
Upper Vocational Secondary
Basic Vocational
Primary School Gimnazjum
General and Vocational
Upper Secondary
Basic Vocational
Higher Education
Exam Exam Matura
MaturaEntry Exam
Centralized Exams
7 15 1813
Diversified OptionOf
Vocational Training
Before 1999
After 1999
Changes included delaying vocationalization, teacher development, external assessments, time on task, and curriculum.
Results showed a large expansion of general upper secondary education and an improvement of the quality of the system, in particular for the most disadvantaged.
450
470
490
510
530
550
2000 2003 2006 2009 2012
OECD
Poland
Average score in PISA Math
0%
5%
10%
15%
20%
25%
30%
35%
Level 1 or Below Level 2 Level 3 Level 4 Level 5 and above
Percentage of Polish Students by level of readingproficiency in PISA
PISA 2000
PISA 2012SignificantImprovement
Upper Secondary Schools
50%
Basic Vocational
50%
Upper Secondary Schools
86%
Basic Vocational14%
Before 1999 In 2012
Polish Education Reform in 1999: A systemic and sustained reform
The Challenges of Secondary Education
• Significant changes in skills demand for the labor marketin a context of globalization and technological change: a need for more analytical and less routine skills. Flexible, adaptable skills are a premium!
• Difficulty to update skills during professional careerwithout a foundation of solid and basic knowledge.
Part 2: The importance of non-cognitive skills.
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12
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17
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23
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0 5 10 15 20 25 30 35Percentage
Georgia: Percentage of firms which report a skills mismatch among highly skills workers
Often or Very Often Quite Often
Source: STEP Survey Georgia
Openness
Technical Skills
Problem Solving
Communication
Teamwork
Reading
Math
Non-cognitive skills such as teamwork, communication, or openness to new ideas are very demanded.
Source: Council for Early Childhood Development (2010)
Key Periods and Skill Brain Formation
Formation of cognitive and non-cognitive skills takes place mainly in thefirst 4 years.
Non-cognitive skills and is pattern of formation
Non-cognitive skills and quality of life
• Higher probability of employment and higher salary.
• Lower rates of substance abuse and criminal activities.
• Lower levels of anxiety and depression.
• Higher life expectancy.
• Higher tendency to be cooperative and extroverted.
Non-cognitive skills and Education Systems
• Investing early has a larger impact and can bridge the education gap more likely.
• Compensatory programs are more expensive and inefficient.
• It is crucial to have a high-quality teacher workforce adapted to the early childhood programs.
• Countries that have faced the issue of teacher quality at the preschool and primary level obtained the most successful results (Finland).
The answer of Education Systems
Pre-Primary Net Enrollment Rate (2012 or latest)
Source: World Bank
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10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
• The challenge for the future is to focus on the quality of the systems.
• Measuring the quality of early education systems will be a pillar to reach excellence: the example of Trinidad and Tobago.
The answer of Education Systems
Part 3: The black box of quality of education…Tightly Coupled Systems
Curriculum
Teacher Policies
Textbooks
and Materials
Assessment
It is fundamental to guarantee the coordination and coupling in the design and implementation of education policies.
Tightly Coupled Systems: The Polish Example
A systemic reform which placed emphasis in the central and local coordination:
• Curriculum and instruction.
• Teacher training and development.
• External Assessments.
• Clarity in responsibilities at each governmentbody.
• Comprehensive model.
• 30 years of convergence on fundamental issues.
A systemic reform which place emphasis in :
• Teachers, teachers, teachers.
• Central strong curriculum, with highautonomy for teachers.
• 50 years of convergence about fundamental issues.
• Comprehensive model in secondary.
Tightly Coupled Systems: The Finnish Example
• System characterized by a high decentralization and limited coordination. Teacher training is designedand financed, for example, at the local level.
• Recent changes in the curriculum towards a nationalbasic curriculum (“common core”).
• Huge efforts to coordinate and broaden nationalassessments...“High stakes assessments”.
• Local financing, except compensatory programs, which has generated inequity.
Loosely Coupled Systems: The US Example
• A very decentralized system with lowcoordination.
• No national curriculum.
• Contents are designed from national texts.
• There are “focus of excelence” but theaverage performance is low.
Loosely Coupled Systems: The Brazil Example
