Transcript No More Failures: 10 steps to equity in education FAIRNESS AND INCLUSION International Conference Trondheim, Norway 4 June 2007

No More Failures: 10 steps
to equity in education
FAIRNESS AND INCLUSION
International Conference
Trondheim, Norway
4 June 2007
The study rests on:
• Work in and by ten countries in particular…
• …Belgium (Flanders), Finland, France, Hungary,
Norway, the Russian Federation, Slovenia, Spain,
Sweden and Switzerland. ..
• …and more than 1000 people in those countries
• …policy makers, experts, rapporteurs, teachers,
students, parents, community groups, trade
unions.
The OECD secretariat report
• Entitled “No more failures: 10 steps to
equity in education”
• Prepared by Beatriz Pont, Malgorzata
Kuczera and Simon Field
Step 1: Limit early tracking and
streaming and postpone academic
selection.
• Why?
Early tracking, probably bad for equity, no
evidence improves overall outcomes.
• Stakeholders?
• Obstacles.
• It can be done.
Teachers, parents of those doing
well and those doing badly
Entrenched institutional and cultural
divides between different tracks
Sweden half century ago, Spain
a decade ago, Poland.
Step 2: Manage school choice so as to
contain the risks to equity
• Why?
• Stakeholders?
• Obstacles.
• It can be done.
Choice may damage equity by
increasing social differences between
schools
Parents, school heads, teachers,
political leaders
When complexity in decision-making
damages equity
Lotteries in US, Japan for places
for over-subscribed schools.
Step 3: In upper secondary education, provide
attractive alternatives, remove dead ends and
prevent drop out.
• Why?
Drop out has huge social costs and is
an immense waste.
Employment and social affairs as
well as education ministries.
• Stakeholders?
• Obstacles.
School-to-work routes for the weakest
performers are awkward by definition.
• It can be done.
Nordic countries for dead ends,
US Gates-funded scheme has
tackled drop out
Step 4: Offer second chances to gain
from education.
• Why?
• Stakeholders?
• Obstacles.
• It can be done.
Intergenerational equity,
Weak stakeholders. Adult learning
institutions, employers, learners.
Cost, potential competition with initial
upper secondary education.
Eg adult learning in Norway,
Spain.
Step 5: Identify and provide systematic
help to those who fall behind at school,
and reduce year repetition.
40.0
• Why?
35.0
Comparative international evidence shows
huge improvements possible. Evidence
against
year
repetition
compelling.
Percentage of very poor
readers
at age
15:
• Stakeholders?
big differences between Parents/
countries. students at risk, school
teachers.
Below Level 1
(below 335 score points)
Level 1
(from 335 to 407 score points)
30.0
20.0
• Obstacles.
15.0
10.0
• It can be done.
5.0
0.0
Resource implications/ change in teacher
culture required/ teacher resistance to
removal of year repetition.
Proven techniques for rescuing those
falling behind, shifting incentives on
schools using year repetition.
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25.0
Step 6: Help disadvantaged parents to help
their children to learn, strengthening the
links between school and home.
• Why?
Parents role in education both crucial
and a source of inequity.
• Stakeholders?
Parents and schools
• Obstacles.
• It can be done.
The school gates
After school homework clubs in
many countries. Home school
links in Sweden
Step 7: Respond to diversity and
provide for the successful inclusion of
migrants and minorities
• Why?
Variable attainment levels of migrants.
Language issues. Employment discrimination
• Stakeholders?
• Obstacles.
• It can be done.
Migrant communities. Education
institutions.
Prejudice and intolerance. Pace of
change in some countries
Spanish welcome classes for
immigrants, in Hungary
successful schemes for
Step 8: Provide strong education for all,
giving priority to early childhood
provision and basic schooling.
• Why?
12000
10000
public
Early interventions
more cost-effective
private
• Stakeholders?
US dollars
8000
6000
4000
Education sectors and their
respective lobbies
• Obstacles.
2000
0
Pre-primary
education (for
children 3 years
and older)
Primary
education
• It can be done.
EducationUpper
sectors and
their
All tertiary
secondarylobbies
education
respective
education
Lower
secondary
education
In England, strong shift in public
spending away from tertiary
towards early childhood.
Step 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.
• Why?
Inequality of provision
• Stakeholders?
14000
Local/ regional government
Expenditure per pupil
Schools / local communities
12000
Investment per student in $
• Obstacles.
10000
8000
• It can be done.
6000
Stigmatisation
Regional democracy and autonomy
4000
2000
0
Very low income
Low income
Dependent on local contexts
International
experience
of
Moderate income
Middle income
High income
needs-based funding
Step 10: Set concrete targets for more
equity, particularly related to low school
attainment and dropouts.
• Why?
Evidence that many countries could do
better – comparison with best performers
• Stakeholders?
• Obstacles.
• It can be done.
Politicians, delivery agencies
Avoiding distortions
Targets which are realistic and
demanding
Scotland, EU
Two questions
• Are these ten steps the right ones?
• If so, what scope do you see for
implementing them in your countries?
No More Failures: 10 steps
to equity in education
FAIRNESS AND INCLUSION
International Conference
Trondheim, Norway
4 June 2007