Education Fast Forward: Turning School Performance to Economic Success
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Much has been written about the role education plays in the success of economies and the relationship between school performance in today’s economic climate could not be more important. The relationship between learning today and the needs of society are intertwined in a complex world where global economies are only one dimension. Conflict and economic stability and education may well be forming new equations for individual students as well as national systems.
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Education Fast Forward: Turning School Performance to Economic Success
- 1. 00 Education Fast Forward Turning school performance into economic success 19 January 2015 Andreas Schleicher
- 2. One in six younger adults have not reached upper secondary education Educational attainment among younger (25-34 year-olds) adults (2013) 52 52 39 39 35 34 27 27 23 21 18 18 18 17 16 15 15 14 14 14 13 13 13 13 12 11 11 10 9 9 9 7 6 6 6 6 6 2 25 23 31 45 24 40 50 33 54 39 39 41 36 43 47 42 41 40 38 38 46 36 60 56 44 64 45 47 46 51 47 35 64 52 65 37 57 31 22 25 29 15 41 26 23 40 22 41 43 41 47 40 37 43 44 46 48 48 41 51 27 31 44 25 45 43 45 40 45 58 30 42 29 57 37 67 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Turkey Mexico Portugal Brazil Spain Colombia Italy Iceland Chile NewZealand Belgium Denmark Norway OECDaverage Greece Netherlands France Australia Luxembourg UnitedKingdom Latvia Ireland Germany Hungary Estonia Austria UnitedStates Switzerland Israel Finland Sweden Canada SlovakRepublic Poland CzechRepublic RussianFederation Slovenia Korea Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary
- 3. There is a larger proportion of young men with low qualifications compared to young women Chart 1.2 Percentage of younger adults (25-34 year-olds) with attainment below upper secondary education, by gender (2013) 0 5 10 15 20 25 30 35 40 45 50 55 60 Portugal Spain Brazil Denmark Latvia Estonia Italy Iceland Greece Colombia Australia Norway Luxembourg Israel Netherlands Belgium Ireland Finland OECDaverage Canada UnitedStates France Slovenia Poland RussianFederation Sweden NewZealand Chile UnitedKingdom Hungary Germany CzechRepublic Korea SlovakRepublic Mexico Switzerland Austria Turkey Men Women%
- 4. Almost one in five 20-24 year-olds is NEET Chart 3.1 Distribution of 20-24 year-olds not in education, by work status (2013) 49 47 54 33 46 52 43 45 49 26 45 44 35 30 46 37 33 42 33 35 36 34 21 33 19 29 36 34 28 37 36 32 26 19 22 11 5 7 9 10 5 7 6 4 17 5 6 4 13 5 11 14 7 16 13 10 11 25 8 26 16 8 8 12 4 4 5 5 10 6 15 20 12 27 9 6 12 10 7 17 9 7 19 13 5 8 8 5 5 6 9 7 8 8 7 6 6 8 8 6 6 0 8 4 2 0 10 20 30 40 50 60 70 80 Colombia Mexico Israel Turkey UnitedKingdom Austria UnitedStates NewZealand Norway Italy Australia Canada Korea Hungary Switzerland Belgium Ireland Sweden SlovakRepublic France OECDaverage Latvia Spain Estonia Greece Portugal CzechRepublic Finland Poland Germany Netherlands Iceland Denmark Slovenia Luxembourg Employed Unemployed Inactive %
- 5. The net public return on investment for a man in tertiary education is over USD 100 000, while the net private return is over USD 180 000 Net private and public returns associated with a man attaining tertiary education (2010) 0 50 000 100 000 150 000 200 000 250 000 300 000 350 000 400 000 450 000 500 000 Turkey Denmark Spain Estonia Sweden NewZealand Greece Korea Japan Canada SlovakRepublic Poland Norway Israel CzechRepublic France Australia Finland OECDaverage Portugal EU21average Austria UnitedKingdom Netherlands Italy Belgium Slovenia Germany UnitedStates Hungary Ireland EquivalentUSD Private net returns Public net returns Chart A7.1
- 6. 100 80 60 40 20 0 20 40 60 80 100 Poland Ireland Slovak Republic Estonia Korea United States Austria Czech Republic Average Flanders (Belgium) Japan England/N. Ireland (UK) Germany Canada Australia Denmark Norway Netherlands Finland Sweden Basic digital problem-solving skills Advanced digital problem- solving skills Young adults (16-24 year-olds) All adults (16-65 year-olds) Problem solving skills in a digital environment % 5
- 7. Evolution of employment in occupational groups defined by problem-solving skills 6 -20 -15 -10 -5 0 5 10 15 20 25 % Medium-low problem- solving skills Low problem-solving skills High level problem-solving skills
- 8. Labour productivity and the use of reading skills at work Australia Austria Canada Czech Republic Denmark Estonia Finland Germany Ireland Italy Japan Korea Netherlands Norway Poland Slovak Republic Spain Sweden United States England/N. Ireland (UK) 3 3.2 3.4 3.6 3.8 4 4.2 4.4 4.6 1.5 1.6 1.7 1.8 1.9 2 2.1 2.2 2.3 (log)Labourproductivity Use of reading skills at work 7
- 9. How youths use skills at work 1.4 1.6 1.8 2 2.2 2.4 Reading at work Writing at work Numeracy at work ICT at work Problem solving at work Average Japan United Kingdom Most frequent use = 4 Least frequent use = 0, age 16 to 35 Indexofuse
- 10. Lessons from strong performers High quality initial education and lifelong learning • Investing in high quality early childhood education and initial schooling, particularly for children from disadvantaged backgrounds • Financial support targeted at disadvantage • Opportunities and incentives to continued development of proficiency, both outside work and at the workplace.
- 11. Lessons from strong performers Make learning everybody’s business • Governments, employers, workers and parents need effective and equitable arrangements as to who does and pays for what, when and how • Recognise that individuals with poor skills are unlikely to engage in education on their own and tend to receive less employer- sponsored training .
- 12. Lessons from strong performers Effective links between learning and work • Emphasis on workbased learning allows people to develop hard skills on modern equipment and soft skills through real- world experience • Employer engagement in education and training with assistance to SMEs • Strengthen relevance of learning, both for workplace and workers broader employability .
- 13. Lessons from strong performers Allow workers to adapt learning to their lives • Flexibility in content and delivery (part- time, flexible hours, convenient location) • Distance learning and open education resources .
- 14. Lessons from strong performers Improve transparency • Easy-to-find information about adult education activities • Combination of easily searchable, up-to-date online information and personal guidance and counselling services • Less educated workers tend to be less aware of the opportunities • Recognise and certify skills proficiency .
- 15. Lessons from strong performers Guidance • Timely data about demand for and supply of skills • Competent personnel who have the latest labour-market information at their fingertips to steer learners • Qualifications that are coherent and easy to interpret .
- 16. Lessons from strong performers Help employers make better use of workers skills • Flexible work arrangements that accommodate workers with care obligations and disabilities • Encourage older workers to remain in the labour market • Encourage employers to hire those who temporarily withdrew from the labour market ..
- 17. 16 16 Thank you Find out more about our work at www.oecd.org/eag/eag2014 – The publication – The methodologies – The complete database Email: Andreas.Schleicher@OECD.org Twitter: SchleicherEDU and remember: Without data, you are just another person with an opinion
Editor's Notes
- Chart 1.1 Note: Data for Japan are not displayed because disaggregation between below upper secondary education and upper secondary or post-secondary non-tertiary level is not available. Data for the Russian Federation refer to 2012. Data for Chile refer to 2011. Countries are ranked in ascending order of the proportion of 25-34 year-olds with attainment below upper secondary education. Source: OECD. Table 1.4. See Annex for notes (www.oecd.org/edu.eag.htm).
- Chart 1.2 Note: Data for Japan are not displayed because disaggregation between below upper secondary education and upper secondary or post-secondary non-tertiary level is not available. Data for the Russian Federation refer to 2012. Data for Chile refer to 2011. Countries are ranked in descending order of the difference in the proportion of 25-34 year-old men with attainment below upper secondary education and the proportion of 25-34 year-old women with attainment below upper secondary education. Source: OECD. Table 1.4. See Annex for notes (www.oecd.org/edu.eag.htm).
- Chart 3.1 Note: Data for 20-24 year-olds are not available for Japan. Countries are ranked in ascending order of the proportion of 20-24 year-olds in education. Source: OECD. Table 3.3. See Annex for notes (www.oecd.org/edu.eag.htm).
- (9) Does this matter? Yes, it does. When you look at the evolution of employment by those problem-solving skills, you can see that there has been a significant decline in employment by people with basic problem-solving skills. There has been little change in employment among the low-skilled. But there has been significant growth in employment among great problem-solvers. What you see here is the hollowing out of labour-markets. Those who have great skills are fine, and will be better and better off. The people most at risk are not the poorly-skilled but white-collar workers with so-so-problem-solving skills, because their skills can increasingly be digitised, automated or outsourced. Those at the low end of the spectrum keep their jobs but are seeing declining wages. That's because you cannot digitise your bus driver or outsource your hairdresser to India.
- (18) And these things matter. Our data show that differences in the average use of reading skills explain around 30% of the variation in labour productivity across countries.
- (17) So we measured not only the skills that people have, but also how they use their reading, writing, numeracy and problem-solving skills at work. You see the average skill use across countries here in grey. Americans did not do so well on our skills survey, but compared with the average, they use the skills they have at work, and the economy extracts good value from these skills. Compare that with the Japanese, they read, they write, but they don’t solve many problems - maybe they have no problems. Think about it, here you have the country with the highest skills, but the economy does not transform those skills into better jobs and better lives. And that’s because rigid labour-market arrangements in Japan prevent many high-skilled people, most notably women, from reaping rewards from their skills.
- So what can we learn form the most successful skills systems. We are at the very beginning with understanding the results from the survey, but some things are apparent.
- So what can we do to ensure that the skills we develop match those most in need? Again, there are a couple of policy lessons we can learn from countries with strong skills systems.