Transcript Valuing diversity, promoting equity and evaluating quality

Valuing diversity,
promoting equity and
evaluating quality – how
can the OECD help?
Barbara Ischinger
OECD Directorate for Education
European Access Network
York, 23 June 2009
Key economic data
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OECD area economic output collapsing
World trade expected to drop 13%
A highly synchronised recession
Unemployment expected to rise
A social as well as an economic crisis
Ministerial priorities for equity
• Equity in education matters – even more
so in times of economic and social crisis
• Ministers called on OECD to help:
– articulate the economic case for maintaining
investments in education
– quantify costs of inequalities
• educationtoday: OECD’s education
lighthouse for the way out of the crisis
No more failures: ten steps to equity (I)
Design
1. Limit early tracking and streaming and postpone
academic selection.
2. Manage school choice so as to contain the risks
to equity.
3. In upper secondary education, provide attractive
alternatives, remove dead ends and
prevent dropout.
4. Offer second chances to gain from education.
No more failures: ten steps to
equity (I)
Practices
5. Identify and provide systematic help to those
who fall behind at school and reduce year
repetition.
6. Strengthen the links between school and home
to help disadvantaged parents help their
children to learn
7. Respond to diversity and provide for the
successful inclusion of migrants and minorities
within mainstream education.
No more failures: ten steps to
equity (III)
Resourcing
8. Provide strong education for all, giving priority to
early childhood provision and basic schooling.
9. Direct resources to the students with the greatest
needs, so that poorer communities have at least
the same level of provision as those better-off and
schools in difficulty are supported.
10. Set concrete targets for more equity, particularly
related to low school attainment and dropouts.
Projected tertiary enrolments in 2025 (2005=100)
Source: OECD, Higher Education 2030, Vol. 1 Demography
Tertiary educational attainment (%) of
25-64 population
Tertiary education for the knowledge
society: policy priorities (i)
 Raise the profile of equity within national tertiary policy
agendas
 Assess extent and origin of equity issues:
Systematic collection of data.
 Intervene much earlier
 Provide effective career guidance and counselling services
at the school level
 Diversify the supply of tertiary education to accommodate
a more diverse set of learners
 Strengthen the integration of planning, policy and analysis
between secondary and tertiary education systems
Source: Tertiary Education for the Knowledge Society (OECD, 2008)
Tertiary education for the knowledge
society: policy priorities (ii)
 Consider positive discrimination policies for groups whose
prior educational disadvantage is well identified
 Diversify criteria for admission and give a say to
institutions in entrance procedures
 Provide incentives for tertiary education institutions to
widen participation and provide extra support for students
from disadvantaged backgrounds
Special financial incentive for institutions to attract less represented
groups; positive discrimination; studies progression support (e.g. tutoring
services); adapting the learning environment to account for the diversity of the
student body.
 Back the overall cost-sharing funding approach with a
comprehensive student support system.
• A loan system with income-contingent repayments; a means-tested grants
scheme; student aid entitlements to cover living costs
Source: Tertiary Education for the Knowledge Society (OECD, 2008)
Higher Education in regional & city
development
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HE drives growth and innovation in
cities and regions and can help them
become more innovative and globally
competitive
Reviews of HE in Cities and Regions
are OECD’s vehicle to mobilise HEIs
for economic social and social
development
They analyse how the HE system
impacts on regional and local
development and help improve this.
They draw together HEIs and public
and private agencies to identify
strategic goals and to work towards
them.
Three rounds of reviews with
mounting evidence: Applications now
welcome for 2011-2012
2005 – 2007: 14 regions in 12 countries
2008 – 2010: 15 regions in 11 countries
* Reviews are carried out by OECD/ IMHE in
co-operation with OECD programmes and
directorates and the World Bank.
OECD publication “Higher Education and
Regions, Globally Competitive, Locally
Engaged”, OECD, 2007
Assessing the quality of
teaching (AHELO)
• Breaking new ground in comparing what
students have learned across countries
• A feasibility study, not a ranking
• Looking at both generic skills and
discipline specific skills
• Paying attention to the institutional and
individual context
• Trying to capture value-added
To the lighthouse
The educationtoday lighthouse is a new collaborative space to be officially
launched at the OECD Ministerial Council Meeting on the 25th of June.
The aim is to help the education sector to navigate through the current
crisis and shape the post-crisis economy and society, by offering:
• Up-to-the-minute information, evidence and analysis on the impact of the
crisis on education, with concrete examples of how governments and
institutions in different countries are coping with the crisis.
• Information on high priority issues such as education budgets, education in
stimulus packages, how unemployment affects motivation and learning
attitudes … and much more.
• An opportunity to contribute to this information sharing platform with
other members of the fast-growing OECD social network.
www.oecd.org/edu/lighthouse
Thank you
www.oecd.org/edu/higher
And from 26 June
www.oecd.org/edu/lighthouse