B pont int perspective on ed change bc boisi oct 2015

Beatriz PontEducation Policy

Visiting Researcher, LIEPP, Science Po

October 14, 2015

20th Annual Boisi Lecture in Education & Public PolicyCenter for the Study of Testing, Evaluation

and Education Policy

An international perspective on educational change strategies

for equity and quality

2

From policy making to the classroom: a far reach

Purpose: Review OECD education reforms related to equity and quality to understand change strategies Sources: PISA; OECD edu policy outlookFindings: Focus on key policy areas. Volume and speed of reforms.Lack of clarity in change strategies. Gap between expectations and implementation. Conclusions: High expectations: matched with policy capacity to reach the classrooms? Need to focus on vision, implementation and evaluation of reforms.

An overview of change and reforms in education

Policies for equity and quality in education

Results and conclusions: A gap between policies, expectations and capacity to reach meaningful change?

An international perspective on education reforms for equity and quality

4

Common core;

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

VETreforms

Teacher training reform

School evaluation

reform

Student funding

With more than 450 reforms in 33 countries in 7 years (2008-2014)

OECD countries are actively reforming education

VETreforms

Curriculumreforms

Structurereforms

Teacher and SL professionalisatio

n

Investing in the future

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01020304050607080

Percentage of students below Level 2 in 2012Percentage of students below Level 2 in 2003

% of students be-low proficiency

Level 2

Why: around 1 in 5 15-year-olds do not reach a minimum level of skills (PISA 2012)

Source: OECD PISA 2012 Database.

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ralia

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any

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20

40

60

80

100 25-34 55-64 %

Why: the share of those who do not complete remains high (EAG 2014)

% of those who have not completed upper secondary education, 2012

Source: OECD (2014), Education at a Glance 2014: OECD Indicators, OECD Publishing, Paris, Table A1.2a.

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84

2

Unemployed Inactive

Why: almost 1 in 5 is not employed or inactive (NEET) (EAG 2014)

% of 20-24 unemployed or inactive, 2014

Source: OECD (2015), Education at a Glance Interim Report : Update of Employment and Education Attainment Indicators, OECD Publishing, Paris, Table 3.3..

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0.0

0.5

1.0

1.5

2.0

2.5

3.0 Students in the bottom quarter of the ESCS index Immigrant students

Why: the impact of background on performance is strong (PISA 2012)

Source: OECD PISA 2012 Database.

Relative risk of scoring in bottom quarter in PISA mathematics 2012

-0.5-0.3-0.10.10.30.50.70.91.11.31.5350

400

450

500

550

600

650

R² = 0R² = 0-

Equity in resource allocation (index-point difference)

Mat

hem

atics

per

form

ance

(sco

re p

oint

s)

Less equity

Why: it is not how much but how resources are allocated that matters

Allocation of resources and PISA mathematics performance, PISA , 2012

Source: OECD PISA 2012.

Why: reducing school failure pays off

School failure is expensive Limits capacity of economiesto grow and innovateDamages social cohesion &mobility and is expensive: • Higher public health ex-

penditures• Higher welfare, increased

criminality

Source: OECD (2013), PIAAC.

Likelihood of positive outcomes among high iterate adults, PIAAC 2012

Why: Investing in equity in education is key to growth

PIKETTY (2014)

Increasing wealth inequalities (r>g) have negative consequences. Knowledge and skills diffusion are key to productivity growth and

reduction of inequality. For greater convergence in growth, need for progressive wealth

tax and invest in education and skills for the more disadvantaged.

CINGANO (2014)

Income inequality has negative impact on further growth Wider gaps in income prevent skills development among low SES and generate

more inequality and prevent growth Inequality affects growth: Undermining education opportunities for low SES

children. lowering social mobility and hampering skills development.

         68101214161820222426

350

400

450

500

550

600

NetherlandsEstoniaFinland

Japan

Sweden

Australia CanadaIceland

Norway

Mexico

Korea

Italy

Israel

Germany

TurkeyGreece

Spain

United Kingdom

Czech Republic

Denmark

Slovenia

Ireland

AustriaSwitzerland

Poland

United States

Chile

Hungary

Slovak RepublicPortugal Luxembourg

France New Zealand

Belgium

Porcentaje de variación en el rendimiento explicado por el índice PISA de los derechos económicos, sociales y culturales status

Punt

uaci

ón m

edia

en

mat

emáti

cas

OE

CD

ave

r-ag

e

OECD average

Above average performance in mathematics literacyAbove average impact of SES on performance

Above average performance in math literacyBelow average impact of SES on performance

Below average performanceAbove average impact of SES on results

Below average performanceAbove average impact of SES on results

Source: OECD (2013), PISA 2012 Results: Excellence through Equity (Volume II): Giving Every Student the Chance to Succeed, Table II.1.2.

It can be done: high performing systems combine equity with quality (PISA 2012)

It can be done: selected evidence on policies that can contribute to improvement : students, institutions and systems

Equity and

Quality

Preparing students for the future

School Improve

ment

Evaluation and

Assessmt

Governance

Funding

13

Consistency

Equity = QualityPolicies to achieve more equitable education systems

Source: OECD 2012: Equity and Quality in Education.

Invest early and through upper

secondary

1. Eliminate system

level obstacles to

equity

More equitable

system level

policies

ECECAustralia/Canada/

Chile/Mexico/Nordic/

France/Spain

Equivalent upper

secondary pathways

Nordic/Alberta

Manage school choice to avoid

inequities Neths/Chile

Make funding responsive to

needs Chile/Netherlands/Australia/

Ontario

Avoid system level policies that hinder equity

Source: OECD PISA 2012.

Support disadvantaged students and schools

Support disadvant

aged schools

General strategies

IRL/FIN/AUST/N. ZEAL/GER

Supportive school

climates/dataH.

PERF./DK/FR

Quality professionalsAUSTR/NOR

Effective classroom strategiesParental and

community engagement

MX/NETH

17 Among the + 450 education reforms across OECD countries…

Key policies implemented across OECD countries by policy lever, 2008-14(based on countries’ self reports)

05

101520253035

%

Students: Raising Outcomes

Institutions: Enhancing quality

Systems: Governing effectively

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2.0

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3.0

3.5

Increased likelihood of students in the bottom quarter of the ESCS index scoring in the bot -tom quarter of the mathematics performance distributionIncreased likelihood of immigrant students scoring in the bottom quarter of the mathematics performance distributionRatio

OECD average

UK England:Pupil premium

New Zealand: Policies to support

Māori/Pasifika populations

(2008-13)

France/Portugal:Education Priority Zones

Chile: Law on Preferential

Subsidies (2008)

Austria: New middle

school reform

Germany: National Action Plan

on Integration (2011)

Finland: National Core Curriculum for Instruction Preparing

Immigrants for Basic Education (2009)

ECEC:Poland, Korea, Australia, Italy,

Nordic Countries, Slovenia, United States….

Policies for equity: support disadvantaged students (9%)

Source: OECD PISA 2012.

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20

30

40

50

60

70

80

90

100

Perc

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

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; Italy; SwedenReform of teacher training

programmes Korea:

Evaluation system (2010) Mexico:

Teacher Professional Service (2013)

Policies targeting the teaching profession (14%)

Reforms to support school improvement: national strategies and curriculum

Source: OECD PISA 2012.

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ico

Port

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-0.5-0.4-0.3-0.2-0.1

00.10.20.30.40.50.60.70.8

Mean index

Mexico: PEC (2010-13)

UK: Curriculum for Excellence (Scotland), and National

Literacy and Numeracy (Wales, 2013)

Sweden: New curriculum

(2011)

Finland: Curriculum reform

(2014)

Italy: Curriculum guidelines

(2012)

Japan: Course of Study

Australia: Students First 2014

New Zealand: Student Achievement Function (2010)

UK: Wales: School Improve-

ment 2012N. Ireland: ESGS 2009

Ireland: National Strategy to Improve Literacy and

Numeracy (2011)

Norway: Better Learn-ing Environment (2009-14)

Index of teacher-student relations index of classroom conducive to learning

Japan

Switz

erland

Netherlands

Luxembourg

Finland

Belgium

Estonia

Slova

k Republic

Czech

Republic

Iceland

Hungary

Chile

Sweden

Germany

New Zealand

Canada

Australia

-1.5

-1

-0.5

0

0.5

1

1.5

Reforms for school leadership (2.8%)

Source: OECD PISA 2012.

Portugal: School Leadership Reform 2008; mandatory training (2013)

Mexico: Teacher Professional Service (2013)

Australia: Professional Standards and professional Charter 2011

Chile: Reform and Profes-sional training plans

(2013)

Norway: Leadership training and develop-ment (2009)

Index of instructional leadership, PISA 2012

Italy: Initial Training (2013)

Ireland: Professional Development for School

Leaders & teachers (2011)

Finland: Advisory Board for

Prof. Personnel (2008)

2222 Among the + 450 education reforms across OECD countries…

Key policies implemented across OECD countries by policy lever, 2008-14(based on countries’ self reports)

05

101520253035

%

Students: Raising Outcomes

Institutions: Enhancing quality

Systems: Governing effectively

Disadv

antag

ed st

uden

ts

Invest

ing ea

rly on

Syste

m-leve

l polic

ies

Quality

of se

conda

ry

Quality

of te

rtiary

Transi

tion t

o work VET

Learn

ing en

viron

ments

Schoo

l lead

ership

Teach

ers

Schoo

l eva

luatio

n

Stude

nt ass

essmen

t

Syste

m evalu

ation

Educa

tion p

rioriti

es

Decisio

n mak

ing pr

ocess

Econo

mic reso

urces

Use of

resou

rces

0%

4%

8%

12%

16%

Are countries following coherent educational change strategies ?

1st way •state support and professional freedom

2nd Way •competition and ed prescriptions

3rd Way •balance prof community with accountability

4th Way\ •national vision; prof. collaboration; engagement

Fourth way: Hargreaves and Shirley

Distraction 1: Appease the parents

Distraction 2: Fix the infrastructure

Distraction 3: Fix the students

Distraction 4: Fix the schools

Distraction 5: Fix the teachers

Hattie: the politics of distraction

Policy borrowing from “high performers” Shanghai, Singapore or Ontario?

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Multiple change strategies across OECD countries

24

Chile: Subsidies for disadvantaged

schools

Australia, N. ZealandSupport to students

from specific populations +

Japan: national priorities foreducation

Spain: LOCME

Canada:National

agreement andcommitment to

ECEC

Portugal:School

networks;

France/Nordics: Teacher training

reform

Annualised change in mathematics 15 year olds, PISA 2003-2012Mathematics score-point difference associated with one calendar year

Italy: School Evaluation; curriculum

UK: School improv; tudent funding

Finland/Nordic: Curriculum

reform; ;teachers

Mexico: Constitutional

Reform

Germany: common standards;

investing in the future

US: Common core

Countries reforms, 2008-2014

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Funding GovernanceEvaluation and Assessment to Improve Student Outcomes School ImprovementPreparing Students for the Future Equity and Quality

Countries reforms, 2008-2014

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Funding GovernanceEvaluation and Assessment to Improve Student Outcomes School ImprovementPreparing Students for the Future Equity and Quality

Australian reforms 2008-2014 (07,10, 13)

2008Smarter Schools National Partnership for Low Socio-economic Status School CommunitiesClosing the Gap: Indigenous Early Childhood DevelopmentNational Assessment Program – Literacy and NumeracyNational Partnership Agreements (Smart Schools)Melbourne Declaration on Educational Goals for Young Aus-tralians2009National Partnership on Youth Attainment and TransitionsVET targetsNational targets for higher educationAustralian Early Development IndexNational Education AgreementInvesting in Early Years – National Early Childhood Develop-ment StrategyNational Agreement for Skills and Workforce DevelopmentNational Partnership on Improving Teacher quality2010National Professional Standards for TeachersAboriginal and Torres Strait Islander Education Action PlanHigher Education Participation and Partnerships ProgrammeMy School website, My Skills and My University websiteReview of Funding for Schooling Australian Institute for Teaching and School Leadership

2011Australian Professional Standards for PrincipalsAustralian Qualifications FrameworkSkills Quality AuthorityTertiary Education Quality and Standards Agency2012The National Quality Framework for Early Childhood Education and Care (NQF)National Foundation Skills Strategy for AdultsAdvancing Quality in Higher EducationThe Australian Workforce and Productivity Agency My University websiteNational Partnership Agreement on Skills Reform2013National Partnership Agreement on Universal Access to Early Child-hood Education (replaced National Partnership on Early Childhood Ed-ucation - 2008)Accreditation of Initial Teacher Education ProgrammesAustralian Charter for the Professional Learning of Teachers and School Leaders Australian Teacher Performance and Development FrameworkNew Colombo PlanEducation Act2014Teacher Education Ministerial Advisory GroupUpholding-Quality Indicators for Learning and Teaching measuresStudents First

Irish reforms 2008-2014 (07,11)Delivering Equality of Opportunity in Schools: Action Plan for Educational Inclusion (DEIS) 2005Traveller Education Strategy 2006Survey on Lifeskills in Primary (2009) and Post-Primary Schools (2012) 2009Project Maths 2010Intercultural Education Strategy 2010Springboard programme 2011Professional development for teachers and school leaders 2011Initial Teacher Education Criteria and Guidelines for Programme Providers 2011Higher education reforms 2011National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-20 2011

Increase in reading instruction 2011National Strategy for Higher Education to 2030 2011ICT Action Plan 2012Standardised assessment in literacy and numeracy 2012School Self Evaluation: Guidelines for Primary Schools 2012School Self-Evaluation: Guidelines for Post-Primary Schools 2012Investing in education infrastructure 2012Third Level Bursary Scheme – scholarship scheme 2012Action Plan for Jobs 2012Procedures for Induction and Procedures and Criteria for Probation 2013Education and Training Boards Act 2013SOLAS – New National Education and Training Authority 2013Framework for Junior Cycle 2014

29

School autonomy in wages

Swedish Schools

Inspectorate

National Agency for Education

Free/independent schools

Shift responsibility to

290 municipalities

Curriculum reform

School choice

High municipality/school autonomy not matched with capacity, accountability or support

Sweden: 1990s reforms

30

New grading scale

Upper secondary

reform

National testsSupport for minority language learning

Training schools Teacher education reform

A range of reforms and policies aimed at reversing the decline in performance

Curriculum reform

But no consistency and coherence in reform efforts

Sweden: 2009-11 reforms (06, 10,14)

Spotlight:

VET

Improving equity and boosting participation:

- ECEC policy (2013)- Policies supporting individuals from

immigrant backgrounds (2011,12)

Supporting school improvement:- Comprehensive teacher policy (2013)- Investing in all-day schools (2003-09)

Steering the education system to improve evaluation and assessment:

- A comprehensive strategy for educational monitoring (2006)

Germany reforms (09, 13)

32

Spotlight:

Test-free

semesters

Raising student achievement:

- ECEC curriculum (2012)

- After-school care policies for disadvantaged families (2014)

- Qualification equivalency policies (2009,2013)

Enhancing school quality:

- National Teacher Professional Development and Evaluation System

(2010)

- Broadening the evaluation and assessment framework (2010)

Korea reforms (07, 12)

33

33

Educational change strategies?

Equity: a priority• OECD countries appear to either opt for

equity or school improvement strategies• Also invest in preparing students for the

future

School improvement

• Teacher policy (prof. development) is a clear priority, especially anglo saxon and nordic countries + CHI, GER, GRE, MX (corr with PISA 2003-2012)

• Curr reform for XXI cent. Correl curr eform/school leadership & assessment

• Not investing enough in school leadership for improvement (2.8%)

National strategies/vision

• Drowned by multiple reforms and programmes.

• Vision not clearly stated in many countries – some in curriculum or through assessment. Some countries clear longer term unstated strategies.

Evaluation • Only 10% report evaluation of policy and impact

34

Strive to improverecognition of importance

Invest in core areas: Equity/teachers/school

improvement

more political more visible

More numerous/oftenPolicy borrowing

Implementation challenges

Stakeholder engagement

Change strategies vs reality of policy reforms

35

High expectations: Policy makers have clear, ambitious, multiple objectives.

Matched with policy capacity to reach the classrooms?

• Change strategies require more vision, stability, clarity and investment in student learning, doing away with distractors.

• Focus on implementation and evaluation to ensure that they reach the classroom.

Is education policy an “art” or a “science”?

From policy making to the classroom: a far reach?

Israe

lTu

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Mex

ico

Port

ugal

Italy

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rman

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rea

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ited

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ain

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riaUn

ited

King

dom

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ak R

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ceBe

lgiu

mN

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nmar

kIc

elan

dAu

stra

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ew Z

eala

ndCz

ech

Repu

blic

Finl

and

Swed

en

-4

-2

0

2

4

6

8

10

Annu

alis

ed ch

ange

in m

athe

mati

cs p

erfo

rman

ce

36

Chile: Subsidies for disadvantaged

schools

Australia, N. ZealandSupport to students

from specific populations +

Japan: national priorities foreducation

Spain: LOCME

Canada:National

agreement andcommitment to

ECEC

Portugal:School

networks;

France/Nordics: Teacher training

reform

Annualised change in mathematics 15 year olds, PISA 2003-2012Mathematics score-point difference associated with one calendar year

Italy: School Evaluation; curriculum

UK: School improv; tudent funding

Finland/Nordic: Curriculum

reform; ;teachers

Mexico: Constitutional

Reform

Germany: common standards;

investing in the future

US: Common core

From policy making to the classroom: between art and science

Sources for further information

www.oecd.org/edu/policyoutlook.htmwww.oecd.org/edu/equity

For further information Beatriz Pont, [email protected]@beatrizpont

www.oecd.org/edu/policyoutlook.htm