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Multidimensional Deprivation and Education Inequality
- 1. Multidimensional Deprivation Education and Inequality Presentation 13 November 2015 Durban, South Africa
- 2. Economic survey from 1975 to 2015
- 3. 3 Main message from the Economic Survey of New Zealand
- 4. 4 Economic gain from bringing all countries up to the performance of Finland
- 5. 5 Education Performance and Economic Growth across World Regions
- 6. Employment rates among adults by educational attainment (2013) 0 10 20 30 40 50 60 70 80 90 100 Tertiary education Upper secondary or post-secondary non-tertiary Below upper secondary % Source: OECD (2015), Education at a Glance Interim Report: Update of Employment and Educational Attainment Indicators, OECD, Paris, www.oecd.org/edu/EAG-Interim-report.pdf.
- 7. • Measurement of quantity (access to education) to quality (outcomes of education) and equity • PISA (Programme for International Student Assessment) • PIAAC (Programme for the International Assessment of Adult Competencies) • PISA for Development 7 From quantity to quality
- 8. 88 Poverty isn’t destiny PISA performance by decile of social background 300325350375400425450475500525550575600625650675 Mexico Chile Greece Norway Sweden Iceland Israel Italy UnitedStates Spain Denmark Luxembourg Australia Ireland UnitedKingdom Hungary Canada Finland Austria Turkey Liechtenstein CzechRepublic Estonia Portugal Slovenia SlovakRepublic NewZealand Germany Netherlands France Switzerland Poland Belgium Japan Macao-China HongKong-China Korea Singapore ChineseTaipei Shanghai-China Source: PISA 2012
- 9. 0 5 10 15 20 25 30 35 40 Below upper secondary education Upper secondary or post-secondary non-tertiary education Tertiary education 9 Numeracy outcomes Proportion of 25-64 year-olds scoring at PIAAC numeracy level 4 and 5, by educational attainment of the population (2012)
- 10. 220 230 240 250 260 270 280 290 300 ScoreAverage16-65year-olds Literacy skills in younger and older generations Average16-24year-olds Korea Germany Norway Average55-65year-olds Spain Finland France US UK
- 11. 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 United States Japan Use of skills at work Most frequent use = 4 Least frequent use = 0 Indexofuse
- 12. 0 10 20 30 40 50 60 70 80 90 100 Health Volunteering Below level 1 Level 1 Level 2 Level 3 Level 4/5 Proportion of adults reporting that they are in good health and that they volunteer at least once a month, by PIAAC numeracy proficiency, OECD Average Social outcomes of education: Health and Volunteering %
- 13. 0 10 20 30 40 50 60 Level 1 Level 2 Level 3 Level 4/5 Proportion of adults reporting that they trust others, by PIAAC numeracy proficiency Social outcomes of education: Trust %
- 14. 0 10 20 30 40 50 60 70 Level 1 Level 2 Level 3 Level 4/5 % Social outcomes of education: Political engagement Proportion of adults reporting that they believe they have a say in government, by PIAAC numeracy proficiency
- 16. Can we develop a framework that embraces the diversity of contexts in which students learn, teachers teach & school systems operate? • Comparable to facilitate peer-learning • Country-specific to be meaningful & interpretable in national contexts Can we improve the relevance, quality & reliability of performance measurement? • Establishing measures that work in a wider range of countries Can we extend measurement to children not enrolled in formal education? • Establishing policy-incentives for inclusiveness 16 PISA for Development - How far can we go with expanding PISA as we know it?
- 17. 17 Main project outputs 1. Contextual questionnaires & data-collection instruments adapted to a wider range of economic and social contexts 2. The descriptive power of cognitive assessments in reading, maths & science enhanced to meet a wider range of student abilities 3. An approach developed for including out-of-school 15 year-olds in the assessments. 4. Country capacity in assessment, analysis & use of results for monitoring & improvement strengthened among participating countries. 5. Engagement established with pilot countries, development partners & with other developing countries to identify peer-to-peer learning opportunities regarding participation in PISA & its potential contribution to the UN-led discussions on the post-2015 framework
- 18. Post-2015 education targets focus on quality with equity will require use of surveys that capture individual characteristics, e.g., gender, location & socioeconomic status. • PISA can help: PISA as a potential metric for measuring progress towards a learning goal in the context of the post- 2015 agenda Post-2015: Quality with equity 18
- 19. www.oecd.org/education Montserrat.Gomendio@oecd.org Follow us on Twitter @OECD_Edu Youtube @EduContact Slideshare @OECDEDU Find out more oecdeducationtoday.blogspot.com oecdmybrochure.org/edu
Editor's Notes
- Intro remarks
- And there is no way you can see better that poverty isn’t destiny when you look at PISA performance by decile of social background. You see that the 10% most disadvantaged kids in Mexico do much less well than the 10% kids from the most privileged background. If you are from a poor family in Chile, you do worse than if you are from a poor background in Mexico. But what’s so interesting is that social background plays out so differently across countries. At one extreme, the 10% most disadvantaged children in Shanghai outperform the most privileged kids in many other countries.
- Young Koreans, for example, are outperformed only by their Japanese counterparts, while Korea’s 55 to 64 year-olds are among the three lowest-performing groups of this age across all participating countries. Every decade, Korea has been the equivalent of two years in quality, wihtout raising quantity. The results from Finland tell a similar story. But progress has been uneven. Young Brits and Americans are entering a much more demanding job market with similar literacy and numeracy skills as their compatriots who are retiring. The talent pool in these countries could shrink significantly over the next decades unless urgent action is taken both to improve schooling and to provide adults with better opportunities to develop and maintain their skills
- (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.