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Making education systems socially inclusive
- 1. Making education systems socially inclusive - How to design education systems that enhance opportunities for all Dr. Dirk Van Damme Head, OECD Directorate for Education and Skills
- 2. Educational disadvantages are transmitted from one generation to the other
- 3. Educational disadvantages are transmitted from one generation to the other 0 10 20 30 40 50 60 70 Unadjusted difference Adjusted differenceScore-point difference After controlling for age, gender, educational attainment and immigrant status, there still is a 20-point difference in literacy between adults with and without tertiary-educated parents
- 4. Educational disadvantages are transmitted from one generation to the other • The intergenerational transmission of inequality through education • Less well-off families tend to relatively invest less in education • Inequality and poverty lead to harms (malnutrition, brain damage, etc.) which affect educational achievement • Lower quality of education and lower learning outcomes at bottom of distribution in countries with higher inequality • ‘Opportunity hoarding’ by middle class • The education gradient in various other outcomes: education redistributes many other ‘goods’ such as jobs, health, income, … living standards and life satisfaction which in turn determine investments and life choices for the next generation
- 5. Unequal investments in very young children
- 6. Unequal investments in very young children
- 7. Unequal investments in very young children 0 10 20 30 40 50 60 70 80 90 100 Israel UnitedKingdom France Belgium Denmark Iceland Norway Spain Germany Korea Italy Sweden NewZealand Estonia Latvia Slovenia Netherlands Hungary EU22average Japan Portugal OECDaverage CzechRepublic Lithuania Russian… Austria Finland Australia Luxembourg Poland Colombia SlovakRepublic Brazil Chile Mexico UnitedStates Argentina Ireland Indonesia Turkey CostaRica Switzerland Canada SaudiArabia Enrolment rates at age 3 (ISCED 01 + ISCED 02) Enrolment rates at age 2 (ISCED 01 + ISCED 02) Enrolment rates at age 4 (ISCED 02 + ISCED 1) Enrolment rates at age 5 (ISCED 02 + ISCED 1) Many countries still have a long way to go to provide access to early childhood education, especially for very young children
- 8. Unequal investments in very young children 0 10 20 30 40 50 60 70 80 90 100 Estonia Korea Canada Ireland Latvia Slovenia Netherlands Japan Poland Germany Russian… Norway Portugal Lithuania Finland Iceland Austria Australia Switzerland Luxembourg NewZealand United… OECD… United… Denmark Spain Czech… Sweden Italy Turkey Belgium France Greece Slovak… Israel Mexico Chile Brazil Colombia Indonesia Argentina More than a year of pre-primary education A year or less of pre-primary education No pre-primary education% Yet, access to early childhood education has a huge impact on learning, e.g. at age 15 (PISA)
- 9. Across OECD countries, disadvantaged students are almost 3 times more likely to not attain the baseline level of proficiency in science 1.0 1.5 2.0 2.5 3.0 3.5 4.0 France Hungary Luxembourg Bulgaria Belgium CzechRepublic SlovakRepublic Germany Switzerland Spain Austria Portugal Poland OECDaverage Malta Ireland Greece Romania Slovenia Italy Finland Netherlands Sweden Moldova Lithuania Denmark Norway UnitedKingdom Estonia Latvia Iceland Odds ratio Increased likelihood of students in the bottom quarter of ESCS scoring below Level 2 in science, relative to non-disadvantaged students (3 other quarters of ESCS)
- 10. Some education systems succeed in offering opportunities to disadvantaged students to reach high levels of performance 0 10 20 30 40 50 60 Estonia Finland Spain Portugal UnitedKingdom Latvia Slovenia Poland Germany Netherlands Ireland OECDaverage Switzerland Denmark Belgium France Italy Norway Austria CzechRepublic Sweden Croatia Lithuania Malta Luxembourg Hungary Greece SlovakRepublic Iceland Bulgaria Moldova Romania Montenegro % Percentage of resilient students 2015 Resilient students come from the bottom 25% of the ESCS index within their country/economy and perform among the top 25% across all countries/economies, after accounting for socio-
- 11. Gap in literacy performance between adults with and without tertiary-educated parents
- 12. Societies with more social inequality, show larger skills gaps by parental education background 240 250 260 270 280 290 300 0.18 0.23 0.28 0.33 0.38 Numeracyscore Inequality (Gini coefficient) Low PEB Medium PEB High PEB Average numeracy score by parent educational background (PEB) and inequality
- 13. Large differences between countries in equity in education indicators More equitableLess equitable 9-10 indicators1-2 indicators Estonia Japan Korea The Netherlands Australia Canada Finland Sweden 7-8 indicators The Slovak Republic the United States Israel 5-6 indicators Turkey France The United Kingdom Chile Poland 3-4 indicators Belgium France The Czech Republic Germany Greece Ireland Italy Norway Austria Denmark The United Kingdom New Zealand Slovenia Spain 8 Number of indicators performing above OECD average
- 14. Invest in early childhood education 1. Removing the barriers to access ECEC 2. Supporting family and community-based interventions Financial costs, availability of quality ECEC facilities Lack of information on ECEC services Parenting guidelines and programmes for families Home visits for troubled families Subsidies to boost family income
- 15. Support low performers from disadvantaged backgrounds and disadvantaged schools 1. Identifying low performers early on and provide targeted support 2. Supporting disadvantaged schools Early identification and support for low performers Delaying tracking and minimizing grade repetition Holding high expectations for all students Allocation of adequate resources to disadvantaged schools Investing in high-quality human resources such as school leaders and teachers Creation of networks and greater opportunities for “professional knowledge exchange”
- 16. Provide continuing education opportunities for adults 1. Providing targeted learning support for the most vulnerable groups 2. Focusing on improving basic literacy, numeracy and language acquisition 3. Providing innovative and flexible learning opportunities to overcome access barriers 4. Combining adult education, and practical job training and career guidance to reintegrate unemployed adults into the labour market
- 17. Ensuring an equitable growth of educational attainment -6 -4 -2 0 2 4 6 8 Sweden Finland Israel Canada Estonia Australia Belgium Germany Norway UnitedKingdom Hungary Greece NewZealand Korea Iceland CzechRepublic France UnitedStates SlovakRepublic EU21average Netherlands OECDaverage Slovenia Austria Ireland Spain Mexico Luxembourg Poland Switzerland Italy Denmark Turkey Portugal Average annual growth rate below secondary education Average annual growth rate tertiary education Difference in the extent of both annual growth rates Differential growth rates at top and bottom of educational attainment (25-64 year-olds, 2000-2013)
- 18. Inclusive education systems: compensating for inequitable circumstances • Pro-equity education policies: • Get children from disadvantaged families in ECEC and schools as early as possible • Support disadvantaged families so that they can increase investment in education of their children • Avoid early selection and tracking in education • Reduce repetition and prevent failure and drop-out • Manage school choice and segregation • Strengthen the links between school and family • Allocate resources to support schools with disadvantaged populations • Ensure that every student acquires good foundation skills • Improve the quality of teaching and learning in schools with disadvantaged students
- 19. What is an inclusive education system? • Inclusive education is? • Small variance in the distribution of attainment, learning outcomes or skills (“equality of outcomes”) • Small impact of social background (environment, circumstances) on outcomes (“equality of opportunity”) • No particular groups (e.g. migrants, indigenous, handicapped, etc.) in society excluded (“inclusion”) • Less segregation in education, e.g. less between-school variance (“integration”) • Equal access to educational goods (e.g. university access), even if allocated very selectively (“fairness”, “non-discrimination”) • Educational goods are widely available and accessible (“openness”)
- 20. What is an inclusive education system? Some difficult questions and policy trade-offs • How to disentangle ‘circumstances’ from ‘personal effort’? In education it is very hard to make that distinction • What about personal agency and the right of individuals to make ‘wrong’ choices? • Cf the ‘lads’ in Paul Willis’ Learning to labour • Are educational preferences and values also socially constructed realities or do they have an absolute meaning? • Is education imposing a middle-class agenda on the rest of society, for example in behavioural norms, values and social & emotional skills?
- 21. What is an inclusive education system? Some difficult questions • Is education rewarding unequal dispositions (talents, intelligence, etc.), that are in themselves also outcome of previous inequalities, unequally? • Intelligence is not equally distributed, but affected by genetic selection, malnutrition, and education in previous generations • Do equitable education policies come at a cost for middle-class educational interests and ambitions and the quest for excellence? How do well-performing countries find the appropriate policy mix? • Cf discussion on mixed-ability classrooms, multilingualism • Should educational achievement at the top be sacrificed for the sake of lowering the variance? • Should standards be lowered in order for enabling more students to get there?
- 22. Thank you ! dirk.vandamme@oecd.org www.oecd.org/edu/ceri twitter @VanDammeEDU