skills, not just diplomas presentation of findings from forthcoming regional flagship report
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Skills, not just diplomas Presentation of findings from forthcoming regional flagship report. Mamta Murthi May 12, 2010. Future growth requires skills. Why skills? Recent growth masked many shortcomings of regional economies – postponed reforms - PowerPoint PPT PresentationTRANSCRIPT
Skills, not just diplomasPresentation of findings from
forthcoming regional flagship report
Mamta Murthi May 12, 2010
Future growth requires skills Why skills?
Recent growth masked many shortcomings of regional economies – postponed reforms
Future growth will rely much more on improving competitiveness
Improving labor productivity requires skills
2
Messages and structure of presentation What skills are we talking about?
Broad set of skills: cognitive, social and life skills
How well are education and training systems doing? Expanding access Providing skills for all
What can countries do to improve? Provide better information on quality
of education Relying more on incentives to steer
sector
3
4
Complex skills are needed and all workers need them
5
Solving un-foreseen prob-
lems
Learning new things
Choose or change methods
of work
Undertaking complex tasks
Monotonous tasks
0102030405060708090 Does your main job involve:
(% of respondents answering "yes")
Old EU Member States New EU Member States, excl. Bulgaria and RomaniaBulgaria, Romania and Turkey
Source: European Survey of Working Conditions 2005
There is broad agreement on the skills needed to succeed in work and life
6
Source: OECD (2005): Definition and Selection
of Competencies (DeSeCo) Project
Use toolsinteractively
(e.g. language,technology)
Interact inheterogeneous
groups
Actautonomously
Good news: more diplomas are being issued
01020304050607080
Gross enrollment rate in tertiary education (%)
199019992006
7Source: World Bank Edstat
But quality of lower secondary in ECA countries falls short
8
Source: OECD PISA 2006
1 year behind
2-3 years
behind
3-4 years
behindScienc
eMath Readin
g
OECD avg
Too many students do not have the ability to “read to learn”
9
Est
onia
Pola
ndSl
oven
iaH
unga
ryLa
tvia
Cro
atia
Cze
ch R
epub
licLi
thua
nia
Slov
ak R
epub
licTu
rkey
Rus
sian
Fed
erat
ion
Bul
gari
aSe
rbia
Rom
ania
Aze
rbai
jan
Kyr
gyzs
tan
Finl
and
Kor
eaC
anad
aIr
elan
dA
ustr
alia
New
Zea
land
Net
herl
ands
Swed
enD
enm
ark
Swit
zerl
and
Japa
nU
nite
d K
ingd
omB
elgi
umG
erm
any
Icel
and
Aus
tria
Fran
ceN
orw
ayLu
xem
bour
gPo
rtug
alSp
ain
Ital
yG
reec
eM
exic
oU
nite
d St
ates
Hon
g K
ong-
Chi
naM
acao
-Chi
naLi
echt
enst
ein
Chi
nese
Tai
pei
Chi
leIs
rael
Thai
land
Uru
guay
Jord
anB
razi
lC
olom
bia
Mon
tene
gro
Arg
enti
naIn
done
sia
Tuni
sia
Qat
ar
ECA OECD, non-ECA Other
0
10
20
30
40
50
60
70
80
90
100
% s
tude
nts
scor
ing
"lev
el 1
or
belo
w"
on
PIS
A s
read
ing
test
Source: OECD PISA 2006
Higher education does not provide students with the right skills
10
25%
19%43%
13%
Challenges identified by young people (ages 18-30) in the transition from
school to work, Turkey 2006Lack of jobsLack of infor-mation about jobsSchooling inade-quate/not relevantOther
Source: World Bank (2008): Investing in Turkey's Next Generation
Fraud, corruption and unethical behavior – quality of diplomas?
(*) Data for Kyrgyz Republic is a based on a slightly different question: students were asked if they had “personal experiences with corruption and bribery in their university”.
Bulgaria Croatia Moldova Serbia Kyrgyz Republic (*)0
10
20
30
40
50
60
70
80
90
Students who knew of bribery for a grade or an exam among their faculty (%)
11
Source: Heyneman, Stephen P. Kathryn H. Anderson, and Nazym Nuraliyeva (2007)
Employers found “skills” to be a major constraint before the crisis
12
0
1
2
3
4
5
6
7
8
9
x <
10%
10%
≤ x
< 2
0%
20%
≤ x
< 3
0%
30%
≤ x
< 4
0%
40%
≤ x
< 5
0%
50%
≤ x
< 6
0%
60%
≤ x
<70
%
70%
≤ x
< 8
0%
80%
≤ x
<90
%
MI CISLI CISWestern BalkansEU10+1 and Turkey
AZE
BIH
KOS
MKD
SRB
SVN
ARM
GEO
KGZ
ALB
BGR
TUR
TJK
UZB
CZE
EST
HRV
LVA
POL
SVK
UKR
MDA
LTU
ROM
MNE
HUN
KAZ
RUS BLR
Workers' skills had become a constraint on firm expansion by 2008.
(percent of firms considering factor a 'major' or 'very severe' constraint)
Source: Turmoil at Twenty, World Bank, 2009
Quality assurancemechanismsare in their
infancy
Regulators find many degrees do not meet quality standards
14
30
70
% of students enrolled in higher education institutions that did not satisfy minimum quality standards
(estimate, Georgia 2004)
Students en-rolled in in-stitutions that don't satisfy minimum re-quirements
Others
Let’s face it: very little is known about the good versus the less good Unhealthy tendency to focus on
excellence at the top rather than the quality achieved by all
What do we really know about the quality of tertiary education when it comes to creating skills? Bologna is far away! Which institutions are truly great at
imparting skills to their students? What happens to students after they
graduate?
15
In the dark……all individuals, institutions and systems
look the same…
But with a little light….
But with a little light….
…important differences become apparent….
In the dark……all individuals, institutions and systems
look the same…
Example of important unknown There are around 35 HE institutions
teaching economics in Kiev: 20 private and 15 public Student’s perspective: which
institution does a better job at teaching me the skills I need to succeed? (selectivity ≠ high quality teaching)
Employer’s perspective: which students outside of the prestigious institutions have skills?
Policy maker’s perspective: which institution is performing well? Which institution need sanctions/rewards/support?
18
The distribution matters!
Academic growth of students
Limited academic gains
Solid academic gains Significant
academic gains
19
Dramatic academic gains & impact
What can policy makers do better? Turn the lights on!
Measure, analyze, disseminate and use results for policy making
Different role for central policy makers: less micro-management and more focus on steering
20
Turning the lights on!
Collecting data
Analyzing and disseminating
Using results for decision making
21
Tracer studies
Quality of tertiary
Quality of vocational education
Quality of training Performance-
informed budgeting
Linking incentives to
results
Use information on results to steer
More autonomy in exchange for results
Use financing as an instrument: tie resources to results
Increasing accountability for results
22
Accountability
Financing
Autonomy
Steering involves a balancing act among three instruments
Innovation
Compliance
Accountability
Financing
Autonomy
23
Don’t rely on only one way to strengthen accountability
Accountability through accreditation and quality assurance… but this takes time!
Accountability through information and transparency: rankings, performance tables (e.g. CHE), tracer studies (e.g. the US and LAC)
Accountability through partnerships with civil society and students (e.g. Romania)
24
Better use of sector’s resources is needed to pay for better quality
25
1970
1975
1980
1985
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
1517192123252729313335
East Asia & PacificEurope & Central Asia
(pup
il-te
ache
r ra
tio,
pri
mar
y)
The right policies can have a big impact
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2000 2001 2002 2003 2004 2005 2006 2007 200811.8
12.2
12.6
13.0
13.4
13.8Student-teacher ratio, 2000-2008 in Bulgaria
Stud
ent t
each
er r
atio
Reform years
How can the World Bank help creating skills for competitiveness? For more information on
report: contact Lars Sondergaard, Mamta Murthi or Andrei Markov [email protected] or [email protected]
For technical support and/or fee based services to strengthen skills creation: contact Isak Froumin [email protected]
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