Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (18)
Similar to International approaches to access to and success in higher education dirk van damme
Similar to International approaches to access to and success in higher education dirk van damme (20)
More from dvndamme
More from dvndamme (14)
Recently uploaded
Recently uploaded (20)
International approaches to access to and success in higher education dirk van damme
- 1. INTERNATIONAL APPROACHES TO ACCESS TO AND SUCCESS IN HIGHER EDUCATION Dirk Van Damme OECD/EDU/IMEP
- 2. • The social contract with students • The international context • For what kind of problems are entrance tests the solution? • Risks • Conclusion Outline 2
- 3. THE SOCIAL CONTRACT WITH STUDENTS 3
- 4. • Components of the social contract of higher education – Public funding – The cost: tuition fees, other direct and indirect costs, scholarships, loans, other support services – Indirect financial consequences: tax benefits, family allowances, social security – Open or closed entry regulation, choice of study and flexibility in progression – The quality of educational provision – Success rates – Expected monetary and non-monetary benefits Entry regulation is part of a wider social contract with students 4
- 5. Public funding 80 90 100 110 120 130 140 150 Estonia SlovakRepublic Chile Hungary Korea CzechRepublic Finland Slovenia Denmark RussianFederation Israel Japan UnitedKingdom Italy Poland OECDaverage EU21average Netherlands Switzerland France Sweden Germany Australia Brazil Spain Norway Mexico Belgium Portugal Austria UnitedStates Ireland Iceland Index of change (2008=100) Change in expenditure Change in the number of students (in full-time equivalents) Change in expenditure per student 5
- 7. Tuition fees and support 7
- 8. Less than 70% of students entering tertiary education actually graduate Proportion of students who enter tertiary education and graduate with at least a first degree 0 10 20 30 40 50 60 70 80 90 100 Japan Australia Denmark France Spain Finland Germany Turkey Belgium(Fl.) Netherlands CzechRepublic UnitedKingdom SlovakRepublic EU21average OECDaverage Portugal Mexico Austria Poland NewZealand Norway Sweden UnitedStates Hungary %
- 9. • Gradual privatisation of costs (although still moderate in BE) • Less transparency on relationship between costs and benefits, while students are expected to make ‘smart’ choices • Higher pressures on orientation and success • From consumption to investment The changing social contract with students 9
- 11. 11
- 12. Exams and testing are the rule, not the exception 12
- 13. FOR WHAT KIND OF PROBLEMS ARE ENTRY TESTS THE SOLUTION? 13
- 14. • Excessively high entry rates, over-consumption? • Field-of-study mismatch? • Deficient prior knowledge and skills, resulting in high failure rates? • Lack of quality in learning outcomes? • Graduate output? For what kind of problems are entry tests the solution? 14
- 15. Entry rates to higher education 15
- 18. The cost of field-of-study mismatch 18
- 19. 200 220 240 260 280 300 320 340 360 380 Spain England (UK) England/N. Ireland (UK) Ireland Italy Korea Canada Poland United States Northern Ireland (UK) Australia Estonia Average France Denmark Norway Slovak Republic Germany Japan Sweden Austria Netherlands Flanders (Belgium) Czech Republic Finland Numeracy scores of tertiary educated adults of 25-34y old 95th percentile mean score tertiary 25-34y 19
- 22. RISKS 22
- 23. • The risk of decreasing participation, graduation and attainment – Entrance tests should not frighten off students and decrease student intake • Social equity risks – Entrance tests should not aggravate equity deficit, but improve opportunities for deserving students from disadvantaged backgrounds • Quality of entrance tests – Low-quality tests are worse than open entry, but high- quality tests are better than open entry Main risks of entrance tests 23
- 24. Tertiary attainment rate among 25-34y-olds, 2000-2013 0 10 20 30 40 50 60 70 Korea Poland Luxembourg Latvia Ireland UnitedKingdom SlovakRepublic Slovenia CzechRepublic Switzerland Portugal Hungary Netherlands Australia OECDaverage Turkey Greece France Italy Estonia Denmark Norway NewZealand Sweden Austria Japan Iceland Canada Mexico Spain UnitedStates Belgium Germany Finland 2000 2013% 24
- 25. Average annual increase in tertiary attainment rate among 25-34y-olds, 2000-2013 % 0 1 2 3 4 5 6 7 8 9 Finland UnitedStates Belgium Canada Spain Germany Japan Norway Sweden Iceland Estonia NewZealand France Denmark Mexico Australia OECDaverage Greece Netherlands EU21average UnitedKingdom Switzerland Ireland Austria Korea Slovenia Hungary Luxembourg Italy Portugal Turkey CzechRepublic SlovakRepublic Poland 25
- 26. Losing talent: equity issues remain and educational mobility slows down Australia Austria CanadaDenmark Estonia Finland France Germany Ireland Italy Japan Netherlands Norway Poland Spain Sweden United States Flanders (Belgium) England/N. Ireland (United Kingdom) Russian Federation* Average 15 20 25 30 35 40 45 50 12345678910 Upwardmobility Odds ratio inequality of opportunity low educational mobility inequality of opportunity high educational mobility equality of opportunity high educational mobility equality of opportunity low educational mobility 26
- 27. CONCLUSION 27
- 28. • When implemented seriously, tests can empower students to make smarter choices and enjoy a more rewarding study trajectory – Better understanding of one’s prior knowledge and skills and one’s capabilities – Better guarantees for successful study – Improving quality of teaching and learning environments for deserving students – Higher efficiency of education system Better information, orientation is the only powerful argument 28
- 29. Thank you ! dirk.vandamme@oecd.org www.oecd.org/edu/ceri twitter @VanDammeEDU 29