raising performance in lithuanian education - an international perspective
TRANSCRIPT
RAISING PERFORMANCE IN
LITHUANIAN EDUCATION
AN INTERNATIONAL PERSPECTIVE
Vilnius, 16 October 2017Andreas Schleicher, Director for Education and Skills - OECD
Responsibility decentralised to local governments to organise and supervise schooling
School heads and higher education leaders given wide responsibility for the management of their institutions
School funding methodology predictable and transparent, and takes equity into account
Participation in schooling has risen, and from childhood through adulthood is at or above OECD averages
2
A reformed and inclusive education system
Principal TeachersSchool board
Local/
regional authority
National authority
Principal
+
teachers
Czech Republic 84.6 1.0 0.9 5.5 8.0 85.6
Latvia 60.0 5.1 9.9 9.3 15.7 65.1
Estonia 59.8 4.2 8.4 11.2 16.5 64.0
Lithuania 60.7 3.3 15.7 8.6 11.7 63.9
Poland 50.2 1.3 0.9 24.8 22.8 51.5
Finland 45.9 2.0 2.4 32.8 17.0 47.8
OECD average 39.0 2.5 12.3 23.1 23.1 41.5
Turkey 4.5 0.6 21.6 3.4 69.9 5.1
3
School heads and boards have wide
responsibility for allocating resources Distribution of responsibility for school resources (in percentage, summing to 100%)
Spending per student from the age of 6 to 15 and
science performance
Figure II.6.2
Luxembourg
SwitzerlandNorwayAustria
Singapore
United States
United Kingdom
Malta
Sweden
Belgium
Iceland
Denmark
Finland
Netherlands
Canada
JapanSlovenia
Australia
Germany
IrelandFranceItaly
Portugal
New Zealand
Korea Spain
PolandIsrael
Estonia
Czech Rep.
LatviaSlovak Rep.
Russia
CroatiaLithuania
HungaryCosta Rica
Chinese Taipei
Chile
Brazil
Turkey
UruguayBulgaria
Mexico
Thailand MontenegroColombia
Dominican Republic
Peru
Georgia
11.7, 411
R² = 0.01
R² = 0.41
300
350
400
450
500
550
600
0 20 40 60 80 100 120 140 160 180 200
Scie
nce p
erf
orm
an
ce (
sco
re p
oin
ts)
Average spending per student from the age of 6 to 15 (in thousands USD, PPP)
School funding equalises staff and learning materialsbetween advantaged and disadvantaged schools
Figure I.6.14
-3
-2
-2
-1
-1
0
1
1
CA
BA
(A
rgentina
)M
exic
oP
eru
Ma
ca
o (
Ch
ina
)U
nite
d A
rab E
mira
tes
Le
ban
on
Jord
an
Co
lom
bia
Bra
zil
Indon
esia
Turk
ey
Spain
Do
min
ican
Rep
ublic
Geo
rgia
Uru
guay
Tha
iland
B-S
-J-G
(C
hin
a)
Austr
alia
Japa
nC
hile
Lu
xe
mbo
urg
Ru
ssia
Port
ug
al
Ma
lta
Ita
lyN
ew
Zeala
nd
Cro
atia
Irela
nd
Alg
eria
No
rwa
yIs
rael
De
nm
ark
Sw
ede
nU
nite
d S
tate
sM
old
ova
Belg
ium
Slo
ven
iaO
EC
D a
vera
ge
Hu
nga
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hin
ese
Taip
ei
Vie
t N
am
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epu
blic
Sin
gapo
reT
un
isia
Gre
ece
Trin
ida
d a
nd T
obag
oC
anad
aR
om
an
iaQ
ata
rM
onte
neg
roK
osovo
Ne
therl
and
sK
ore
aF
inla
nd
Sw
itzerl
and
Germ
any
Ho
ng K
on
g (
Chin
a)
Austr
iaF
YR
OM
Pola
nd
Alb
ania
Bulg
aria
Slo
vak R
epub
licLithu
ania
Esto
nia
Icela
nd
Co
sta
Ric
aU
nite
d K
ing
dom
La
tvia
Me
an
in
de
x d
iffe
ren
ce
betw
een
ad
va
nta
ge
d
and
dis
adva
nta
ge
d s
ch
oo
ls
Index of shortage of educational material Index of shortage of educational staff
Disadvantaged schools have more
resources than advantaged schools
Disadvantaged schools have fewer
resources than advantaged schools
6
Enrolment in early childhood and pre-primary
education is above or close to the OECD average
0
20
40
60
80
100
Age 2 Age 3 Age 4 Age 5 Age 6
%
Lithuania OECD average Nordic countries
Tertiary attainment is above the OECD averageFigure A1.2
Educational attainment of 25-34 year-olds (2016)
0
10
20
30
40
50
60
70
80
90
100
Kore
aCanada
Russian…
Lith
uania
Irela
nd
United K
ingdom
Luxe
mbourg
Aust
ralia
Sw
itze
rland
Norw
ay
United S
tate
sIsra
el
Sw
eden
Denm
ark
Neth
erlands
Belg
ium
France
Pola
nd
New
Zeala
nd
Icela
nd
Slo
venia
OECD
ave
rage
Latv
iaFi
nla
nd
Est
onia
EU
22 a
vera
ge
Spain
Gre
ece
Aust
ria
Portugal
Slo
vak
Republic
Cze
ch R
epublic
Germ
any
Turk
ey
Hungary
Chile
Cost
a R
ica
Colo
mbia
Saudi Ara
bia
Italy
Mexi
coArg
entina
Chin
aBra
zil
India
Indonesia
South
Afric
a
Below upper secondary education Upper secondary or post-secondary non-tertiary education Tertiary education
%
Let’s look at these, in turn
Early childhood education and care
Primary and lower secondary schooling
Upper Secondary schooling
Tertiary Education
8
But challenges remain….
Early Childhood Education and Care
9
0
1
2
3
4
5
Sw
eden
Est
on
ia
Ru
ssia
La
tvia
Bu
lga
ria
Icel
an
d
No
rwa
y
Hu
ng
ary
Den
ma
rk
Fin
lan
d
Sin
ga
po
re
Isra
el
Bel
giu
m
Ho
ng
Ko
ng
(C
hin
a)
Sp
ain
Slo
va
k R
epu
bli
c
Uru
gu
ay
Fra
nce
Ma
cao
(C
hin
a)
Bra
zil
B-S
-J-G
(C
hin
a)
Ja
pa
n
Ge
rma
ny
Cze
ch R
epu
bli
c
Lit
hu
an
ia
Slo
ven
ia
Th
ail
an
d
Au
stri
a
Cro
ati
a
Ita
ly
Ch
ines
e T
aip
ei
OE
CD
av
era
ge
Po
lan
d
Per
u
Ko
rea
Mex
ico
Lu
xem
bo
urg
Gre
ece
Mo
nte
neg
ro
Do
min
ica
n R
epu
bli
c
New
Zea
lan
d
Un
ite
d K
ing
do
m
Un
ite
d S
tate
s
Sw
itze
rla
nd
Co
sta
Ric
a
Qa
tar
Un
ite
d A
rab
…
Co
lom
bia
Au
stra
lia
Ca
na
da
Ch
ile
Irel
an
d
Tu
nis
ia
Po
rtu
ga
l
Tu
rkey
Yea
rs
Disadvantaged schools Advantaged schools
Number of years in pre-primary education among students attending socio-economically …
Socio-economic disparities in ECEC
participation have been especially wide
Table II.6.51
OECD average
11
Urban-Rural Disparities in ECEC Enrolment Persist
0
10
20
30
40
50
60
70
80
90
100%
1-2 years old
All areas Urban areas
0
10
20
30
40
50
60
70
80
90
100%
3-6 years old
All areas Urban areas
Rates of return to one Euro invested in educational interventions for
disadvantaged and well-off children at different stages of the life cycle
Source: Adapted from Cunha et al. (2006) in Wossmann (2008), Efficiency and equity of European education and training policies.
Sources: Adapted from Council for Early Childhood Development, (2010), in Naudeau S. et al. (2011).
Home learning environments matter…
The home learning environment plays a major role, as do socio-economic factors
such as family income and parents’ educational level. However, after accounting
for these factors, researchers in England found that pre-school had almost as
much impact on children’s education achievement at age 11 as school did – even
though children had spent more years in school than in preschool.
Monitoring ECEC quality remains undeveloped
Municipal education departments are responsible, but lack…
Plans for monitoring the quality of education and care
A template from central authorities that helps them do this
ECEC specialists to carry out the work of monitoring
Improvements are needed in identifying ECEC students with special educational needs (SEN), and monitoring health and nutrition needs of all
SEN identification is not consistent across municipalities
Teachers lack training to detect, and to adapt care and instruction for SEN
Health and nutrition dimensions of well-being not integrated into quality monitoring
Workforce professional development is not yet sufficient
15
And beyond ECEC enrolment…
Policy goals and minimum standards
Curriculum (and learning standards)
Family and community engagement
Data, monitoring and research
Workforce quality
Quality means placing children at the centre of policy design
17
Providing a strong start for learning
and life
Supporting the continuing development
needs of the ECEC workforce
Develop Comprehensive
Quality Monitoring
Improving provision for children with
special needs, and focus on health and
nutrition for all
Expand participation in
ECEC
Recommendations
• Expand participation in ECEC
In rural areas by stimulating parent demand for services.
In largest urban areas by expanding supply of ECEC through equitable funding and sustainable funding models
• Develop comprehensive quality monitoring
• Improve identification of and provision for children with special needs, and focus on health and nutrition for all
• Support the continuing development needs of the ECEC workforce
Primary and Lower Secondary
Education
18
Trends in science performance (PISA)
2006 2009 2012 2015
OECD
450
470
490
510
530
550
570
OECD average
Stu
de
nt
pe
rfo
rma
nc
e
Trends in science performance (PISA)
450
470
490
510
530
550
570
2006 2009 2012 2015
OECD average
Poverty is not destiny - Science performanceby international deciles of the PISA index of economic, social and cultural status (ESCS)
280
330
380
430
480
530
580
630D
om
inic
an R
ep
ub
lic 4
0A
lge
ria 5
2K
oso
vo
10
Qa
tar
3F
YR
OM
13
Tu
nis
ia 3
9M
on
ten
eg
ro 1
1Jord
an 2
1U
nite
d A
rab
Em
ira
tes 3
Ge
org
ia 1
9L
eb
an
on
27
Indo
nesia
74
Me
xic
o 5
3P
eru
50
Co
sta
Ric
a 3
8B
razil
43
Tu
rke
y 5
9M
old
ova 2
8T
haila
nd
55
Co
lom
bia
43
Ice
lan
d 1
Trin
idad
and
Tob
ago
14
Ro
ma
nia
20
Isra
el 6
Bu
lga
ria
13
Gre
ece
13
Russia
5U
rug
ua
y 3
9C
hile
27
Latv
ia 2
5L
ith
uan
ia 1
2S
lova
k R
ep
ub
lic 8
Italy
15
Norw
ay 1
Sp
ain
31
Hun
ga
ry 1
6C
roa
tia
10
De
nm
ark
3O
EC
D a
vera
ge
12
Sw
ed
en
3M
alta 1
3U
nite
d S
tate
s 1
1M
acao
(C
hin
a)
22
Ire
lan
d 5
Au
str
ia 5
Po
rtug
al 2
8L
uxe
mb
ourg
14
Hon
g K
on
g (
Ch
ina
) 2
6C
zech
Rep
ublic
9P
ola
nd
16
Au
str
alia
4U
nite
d K
ing
do
m 5
Can
ad
a 2
Fra
nce 9
Ko
rea
6N
ew
Zea
land
5S
witze
rlan
d 8
Ne
the
rlan
ds 4
Slo
ve
nia
5B
elg
ium
7F
inla
nd
2E
sto
nia
5V
iet
Nam
76
Ge
rma
ny 7
Jap
an 8
Chin
ese
Ta
ipe
i 1
2B
-S-J
-G (
Chin
a)
52
Sin
ga
pore
11
Score
poin
ts
Bottom decile Second decile Middle decile Ninth decile Top decile
Figure I.6.7
% of students
in the bottom
international
deciles of
ESCS
OECD median student
Mathematics Reading Science
Below Level 2
(less than 420.07 score
points)
Level 5 or above
(above 606.99 score points)
Below Level 2
(less than 407.47 score
points)
Level 5 or above
(above 625.61 score points)
Below Level 2
(less than 409.54 score
points)
Level 5 or above
(above 633.33 score points
Lithuania 25.4 6.9 25.1 4.4 24.7 4.2
Estonia 11.2 14.2 10.6 11.0 8.8 13.5
Latvia 21.4 5.2 17.7 4.3 17.2 3.8
Poland 17.2 12.2 14.4 8.2 16.3 7.3
Denmark 13.6 11.7 15.0 6.5 15.9 7.0
Finland 13.6 11.7 11.1 13.7 11.5 14.3
Norway 17.1 10.6 14.9 12.2 18.7 8.0
Sweden 20.8 10.4 18.4 10.0 21.6 8.5
OECD average
23.4 10.7 20.1 8.3 21.2 7.7
22
Fewer high performers than many others in
region, or the OECD average
Percentage of top and low performers
OECD average Lithuania
Rural area Town City Rural area Town City
Percentage of students (%) 9% 54% 37% 21% 41% 38%
Average socio-economic and cultural status -0.35 -0.09 0.13 -0.57 -0.10 0.26
Rural area compared
to city
Town compared
to rural area
Citycompared
to town
Rural area compared
to city
Town compared
to rural area
City compared
to town
Unadjusted performance difference -31.83 -16.65 15.18 -55.32 25.69 29.63
Adjusted performance difference (student and school ESCS)
3.96 1.31 -2.65 28.25 22.18 -6.08
23
Large city/rural gaps in performance, due to socio-
economic disadvantage
Performance disadvantage of students in rural areas on PISA science assessment 2015
Teachers still earn less than similarly tertiary-
educated workers Figure D3.1
Lower secondary teachers' salaries relative to earnings for tertiary-educated workers (2015)
0.5
1.0
1.5
Portugal
Luxe
mbourg
Latv
ia
Gre
ece
Fin
land
Germ
any
Isra
el
Est
onia
Fra
nce
EU
22 a
vera
ge
Engla
nd (U
K)
Slo
venia
Denm
ark
Fle
mish c
om
. (B
elg
ium
)
Lith
uania
OECD
ave
rage
New
Zeala
nd
Neth
erlands
Aust
ralia
Sw
eden
Pola
nd
Aust
ria
Fre
nch
com
. (B
elg
ium
)
Sco
tland (U
K)
Norw
ay
Chile
Hungary
Italy
United S
tate
s
Slo
vak R
epublic
Cze
ch R
epublic
Ratio
25
An ageing teaching workforceAge distribution of teachers in primary education (2014)
0 10 20 30 40 50 60 70 80 90 100
OECD average
EU22 average
Lithuania
%
< 30 year-olds 30-39 year-olds 40-49 year-olds 50-59 years >= 60 years
0 10 20 30 40 50 60 70 80 90 100
OECD average
EU22 average
Lithuania
%
< 30 years 30-39 years 40-49 years 50-59 years >= 60 years
Lower Secondary EducationPrimary Education
Student-teacher ratios and class sizeFigure II.6.14
CABA (Argentina)
Jordan
Viet Nam
Poland
United States
Chile
Denmark
Hungary
B-S-G-J(China)
Turkey
Georgia
ChineseTaipei
Mexico
Russia
Albania
Hong Kong(China)
Japan
Belgium
Algeria
Colombia
Peru
Macao(China)
Switzerland
Malta
Dominican Republic
Netherlands
Singapore
Brazil
Kosovo
Finland
Thailand
R² = 0.25
5
10
15
20
25
30
15 20 25 30 35 40 45 50
Stu
den
t-te
ach
er
rati
o
Class size in language of instruction
High student-teacher ratios
and small class sizes
Low student-teacher ratios
and large class sizes
OECD
average
OE
CD
ave
rage
Learning time and science performanceFigure II.6.23
Finland
Germany Switzerland
Japan Estonia
Sweden
NetherlandsNew Zealand
Macao(China)
Iceland
Hong Kong(China) Chinese Taipei
Uruguay
Singapore
PolandUnited States
Israel
Bulgaria
Korea
Russia Italy
Greece
B-S-J-G (China)
Colombia
Chile
Mexico
Brazil
CostaRica
Turkey
MontenegroPeru
QatarThailand
UnitedArab
Emirates
Tunisia
Dominican Republic
R² = 0.21
300
350
400
450
500
550
600
35 40 45 50 55 60
PIS
A s
cie
nce s
co
re
Total learning time in and outside of school
OECD average
OECD average
OE
CD
ave
rage
Learning time and science performanceFigure II.6.23
6
7
8
9
10
11
12
13
14
15
16
0
10
20
30
40
50
60
70
Fin
land
Germ
any
Sw
itzerl
and
Japa
nE
sto
nia
Sw
ede
nN
eth
erl
and
sN
ew
Zeala
nd
Austr
alia
Czech R
epu
blic
Ma
ca
o (
Ch
ina
)U
nite
d K
ing
dom
Ca
nad
aB
elg
ium
Fra
nce
No
rwa
yS
loven
iaIc
ela
nd
Lu
xe
mbo
urg
Irela
nd
La
tvia
Ho
ng K
on
g (
Chin
a)
OE
CD
avera
ge
Ch
ine
se
Taip
ei
Austr
iaP
ort
ug
al
Uru
guay
Lithu
ania
Sin
gapo
reD
enm
ark
Hu
nga
ryP
ola
nd
Slo
vak R
epub
licS
pain
Cro
atia
Un
ite
d S
tate
sIs
rael
Bulg
aria
Kore
aR
ussia
Ita
lyG
reece
B-S
-J-G
(C
hin
a)
Co
lom
bia
Ch
ileM
exic
oB
razil
Co
sta
Ric
aT
urk
ey
Mo
nte
neg
roP
eru
Qata
rT
ha
iland
Un
ite
d A
rab E
mira
tes
Tun
isia
Do
min
ican
Rep
ublic
Score
poin
ts in s
cie
nce p
er
hour
of to
tal le
arn
ing t
ime
Hours Intended learning time at school (hours) Study time after school (hours) Score points in science per hour of total learning time
29
Boys lag in science and especially reading
Gender differences (boys-girls) in mathematics, science and reading performance in PISA 2015
-55
-45
-35
-25
-15
-5
5
15
25
Lithuania Estonia Latvia Poland OECD average
Mea
n sc
ore
diffe
renc
e (b
oys-
girls
)
Science Mathematics Reading
Use of assessments by teachers to improve classroom practice is limited
Assessment use is not a priority in the selection and training of school leaders
30
Extensive standardised assessments provide
rich information, but are not fully used
31
Enhance the capacity of Lithuanian
students to use knowledge and
skills
Establishing conditions for a high quality and attractive teaching profession
Improving quality assurance, school management, and classroom practice
through improved use of assessments
Continue consolidation of the
school network
Recommendations
• Enhance the capacity of Lithuanian students to use knowledge and skills to a high level
Improve learning through expanded instructional time.
Narrow gaps in performance by providing targeted support for rural schools, and targeted interventions for boys.
• Establish conditions for a high quality and attractive teaching profession
• Improve quality assurance, school management, and classroom practice through improved use of assessments
• Continue consolidation of the school network
Upper Secondary Education
32
33
Upper secondary attainment is above the OECD
average Upper secondary graduation rates (2014)
0
10
20
30
40
50
60
70
80
90
100
%
Total Over 25 years old Below 25 years old
34
About three in four complete general secondary
rather than vocational education
0
10
20
30
40
50
60
70
80
90
100
%
Vocational General
35
Reforms underway, but VET is not well regarded
EU27
BEL
CZE
DNK
DEU
EST
IRLGRC
ESP
FRA
ITA
LVA
LUX
HUN
NLD
AUT
POL
PRT
SVN
SVK
FIN
SWE
GBR
Lithuania
45
55
65
75
85
95
60 65 70 75 80 85 90
Vocational education and training offers high quality learning (% of total 'agree' responses)
Positive image of Vocational education and training (% of total 'positive' responses)
• VET teaching workforce has limited experience in working life, and little circulation between school and work to update knowledge and skills
• New sectoral training facilities created, but not always accessible to students
• Benefits of VET not yet well documented for families
• Limited pathways from secondary VET to higher education
36
Continuing challenges in raising quality, relevance, and
image of VET
Intended: continuous and comprehensive learning that is competency-oriented
Delivered: teaching and learning is focused by high stakes matura examination
Effort invested toward end of studies, rather than continuously
Focus is on tested subjects, rather than full curriculum
37
Gap between the intended curriculum and the delivered
curriculum in general education
38
Recommendations
Continue to improve the quality, relevance, and attractiveness of vocational education
• Improve the evidence of VET benefits made available to students and families
• Strengthen the ability of schools to provide high quality VET through improvements to teacher training and careers
• Improve the accessibility of the centres to students through improved student support
• Improve opportunities for upper secondary vocational students to make full use of the pathway to tertiary education
Revise assessment to bridge the gap between the intended and delivered curriculum in general education
Improving the quality and attractiveness of vocational education
Achieving the intended curriculum in upper secondary general education
Tertiary Education
39
Number. of universities
Number. of polytechnics
Number. of inhabitants (in million)
Number. of HEI students
(in thousands, 2012)
Number of HEIs per million inhabitants
Number of HEIs per 10
000 students
Lithuania 23 24 3.2 159.5 14.7 2.9
Finland 14 24 5.5 308.9 6.9 1.2
Denmark 8 16 5.7 275.0 4.2 0.9
Ireland 7 14 4.6 192.6 4.6 1.1
Netherlands 14 37 16.9 793.7 3.0 0.6
Switzerland 12 9 8.2 269.6 2.6 0.8
40
Unusually large number of higher education institutions
Number of higher education institutions per inhabitant and student (2012)
41
Facing severe demographic strainForecast number of entrants, 2016-2020, selected universities
0
200
400
600
800
1000
1200
1400
1600
1800
2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021
Klaipėda University Lithuanian University of Educational SciencesMykolas Romeris University Šiauliai University
42
With low international mobility among Lithuanian higher
education researchers
Share of higher education institution researchers who have worked abroad for
more than 3 months in the last ten years (2012)
0
10
20
30
40
50
60
%
Scientific publications per million population
International scientific co-publications
per million population
Public-private co-publications
per million population
Lithuania 1 022 355.3 1.7
Estonia 1 997 907.7 6.8
Latvia 760 221.0 0.5
Poland 981 251.2 3.7
Denmark 4 066 2 066.7 143.5
Sweden 3 576 1 774.1 107.8
EU-28 average - 459.2 33.9
43
Relatively low international and private sector collaboration,
and scientific output
International student mobility helps create networks of
competencies, particularly at higher levels of education Figure C4.3
International students (inflow) and national students abroad (outflow) as a percentage of total national students (2015)
New Zealand
Australia
United Kingdom
Switzerland
Austria
BelgiumCanada
Netherlands
DenmarkCzech RepublicFrance
FinlandGermanyHungary Ireland
Sweden Slovak RepublicLatvia
ItalyUnited States
Portugal
Estonia
Japan NorwayLithuania
Russian Federation SloveniaPoland KoreaTurkey
Chile China
0
2
4
6
8
10
12
14
16
18
20
22
24
26
28
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Stu
dent in
flow
Student outflow
Tertiary
Luxembourg( 23;73)
45
Tertiary participation is high, but not equitablePercentage of 25-34 year-olds with tertiary attainment, by household income quintile (2014)
0
10
20
30
40
50
60
70
80
90
Q1 Q2 Cohort average Q3 Q4 Q5
%
Adults with tertiary-educated parents are twice more
likely to reach that level themselves than those without Figure A4.3
Share of 30-44 year-olds who completed tertiary-type A or an advanced research programme, by parents' educational attainment (2012 or 2015)
0
10
20
30
40
50
60
70
80
90
Italy
Slo
vak R
epublic
Pola
nd
Turk
ey
France
Sin
gapore
Cze
ch R
epublic
Gre
ece
Spain
Northern
Ire
land
Engla
nd
Isra
el
United S
tate
s
Chile
Irela
nd
Aust
ralia
Lith
uania
Ave
rage
Russ
ian F
edera
tion
Neth
erlands
Canada
Kore
a
Norw
ay
Slo
venia
Flem
ish C
om
.
Germ
any
New
Zeala
nd
Est
onia
Japan
Finla
nd
Sw
eden
Denm
ark
Aust
ria
%At least one parent has attained tertiary education Both parents have less than tertiary educational attainment
• Who enters and completes tertiary education, and what employment outcomes follow? Key populations – rural or disadvantaged -- not monitored.
• There are no equity policy targets (e.g. percent of secondary vocational graduates entering college or university)
• Policies do not focus on reducing inequalities in tertiary education. Some –such as competitively awarded public funding for study places - risk widening inequities
47
Equity monitoring and policies are missing
48
Recommendations
• Consolidate tertiary institutions to raise efficiency and quality
• Balance attractiveness and quality in internationalisation
• Monitor and support equity in tertiary education
Consolidate tertiary institutions to raise efficiency and quality
Balance attractiveness and quality in internationalisation
Monitor and support equity in tertiary education
49
Overarching recommendations
Raising performance
for all students
Clarify and raise
performance expectations
Aligning resources in support of
raised performanceexpectations
Strengthening performance monitoring
and ensuring quality
Building institutional capacity to
achieve high performance
• Clarify and raise expectations of performance at all levels
• Align resources to raised performance expectations
• Strengthen performance monitoring and quality assurance
• Build institutional capacity to achieve high performance
50
50 Thank you
Find out more about our work at www.oecd.org/edu– All publications
– The complete micro-level database
Discover PISA 2015 results by country www.compareyourcountry.org/pisa
Email: [email protected]
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