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![Strengthening vertical transitions
Improving access to formal career guidance
How to guide students towards careers that match their interests and potential?
Guarantee appropriate student guidance and counselling
• Adequately support students taking decisions in key transition points
• Ensure sufficient number and effective distribution of professional guidance
counsellors across schools [$$$]
Reform initiatives:
Slovenia (planned): School counselling services to provide career information, visits to
companies, evaluate students’ capabilities (co-ordinated with teachers, external experts
and career advisers of the Employment Services).
• Explore interventions informed by latest behavioural insights [$$$]
– E.g., text messages reminding students of application deadlines to tertiary education](https://image.slidesharecdn.com/oecdschoolresourcesreview-responsiveschoolsystems-200121101159/75/OECD-School-Resources-Review-Responsive-School-Systems-28-2048.jpg)
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OECD School Resources Review - Responsive School Systems
The document discusses the evolution and challenges of responsive school systems in adapting to changing educational demands and student needs, emphasizing the necessity for efficient and equitable educational infrastructure. It highlights the demographic changes affecting school-age populations and the importance of co-ordination among various levels and sectors of education to improve student trajectories. Additionally, it provides recommendations for policy adjustments aimed at ensuring inclusive education and addressing the disparities faced by rural and marginalized communities.
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OECD School Resources Review - Responsive School Systems
- 1. Responsive School Systems - ConnectingFacilities, Sectors and Programmes for Student Success OECD School Resources Review OECD Directorate for Education and Skills
- 2. RESPONSIVE SCHOOL SYSTEMS: CONTEXT,MOTIVATION AND SCOPE
- 3. Changing demand Changing student needs Rising and falling studentnumbers Rural-urban migration Rising demand in sub- systems (ECEC) Increasing returns to education 3 Increased student diversity Changing labour market needs Increasingly complex school systems Commitment to inclusive education Context and motivation Adapting to changing demand and student needs Systems must be responsive to provide students with the right educational offer in the right places
- 4. 50 60 70 80 90 100 110 120 1990 1995 20002005 2010 2015 2020 Belgium 50 60 70 80 90 100 110 120 1990 1995 2000 2005 2010 2015 2020 OECD 50 60 70 80 90 100 110 120 1990 1995 2000 2005 2010 2015 2020 2025 Lithuania 0 to 4 years 5 to 9 years 10 to 14 years 15 to 19 years Change in school-age population between 1990 and 2020 (projected) 20 50 60 70 80 90 100 110 120 1990 1995 2000 2005 2010 2015 2020 OECD 50 60 70 80 90 100 110 120 1990 1995 2000 2005 2010 2015 2020 2025 Lithuania 5 to 9 years 10 to 14 years 15 to 19 years 50 60 70 80 90 100 110 120 1990 1995 2000 2005 2010 2015 2020 Belgium 50 60 70 80 90 100 110 120 1990 1995 2000 2005 2010 2015 2020 OECD 50 60 70 80 90 100 110 120 1990 1995 2000 2005 2010 2015 2020 2025 Lithuania 0 to 4 years 5 to 9 years 10 to 14 years 15 to 19 years 50 60 70 80 90 100 110 120 1990 1995 2000 2005 2010 2015 2020 Belgium 50 60 70 80 90 100 110 120 1990 50 60 70 80 90 100 110 120 1990 1995 2000 2005 2010 2015 2020 2025 Lithuania 0 to 4 years 5 to 9 years 10 to 14 years Context and motivation Changing school age populations Source: OECD (2016), Historical Population Data and Projections (1950-2050)
- 5. Change in 0-14year-old population in rural and urban areas (2001 – 2015) Context and motivation Demographic changes vary across regions Source: OECD (2017), Regional Demography
- 6. Context and motivation Ambitiousand evolving educational goals UN SDG 4: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” SDG Target 4.2: Ensure that by 2030 “all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education” SDG Target 4.a: “Build and upgrade education facilities that are child, disability and gender sensitive …” SDG Target 4.5: “…ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities…”
- 7. Infrastructure, facilities, school places Education levels, sectors, programmes 7 ResponsiveSchool Systems Scope and Analysis How can school infrastructure and services be adapted to respond to changing needs and demand in an efficient and equitable way? Specific challenges in sub-regions Introduction: Changing needs and demand Chapter 3: Adapting urban, rural and remote school networksChapter 4: Co-ordinating levels and sectors Chapter 2: Governing the school network
- 8. RESPONSIVE SCHOOL SYSTEMSCH. 2: GOVERNING THE SCHOOL NETWORK
- 9. Responsibilities for theadjustment of school networks vary, but both regional and central level have important roles to play Decisions on planning and structures taken at each level of government (2012) 9 Governing the school network Who decides on network adjustments? 0 10 20 30 40 50 60 70 80 90 100 % Central or State Regional or Sub-regional Local School Source: OECD (2012), Education at a Glance 2012
- 10. System-level steering canpromote efficiency and equity in school networks • Monitoring and forecasting demand for school places • School licensing procedures based on quality and needs assessment • Regulating catchment areas and assignment mechanisms Example: Estonia (2017): Reduced number of municipalities, encouraging reorganisation of their school offer • Guidelines for infrastructural investments • Class and school size regulations • Incentives through school funding formulas 10 Governing the school network A range of system-level steering tools
- 11. Co-ordination between localactors and levels of government • Clear division of responsibilities for different parts of the network • Building planning capacity and collecting high quality data Example: Czech Republic: School registry can provide oversight and support strategic planning • Platforms for regional network planning Significant variation in the funding mechanisms and scale of capital investment • Aligning capital funding with schools’ needs poses challenges • A lack of capacity can exacerbate investment inequities Example: United Kingdom: Standard designs/procurement support 11 Governing the school network Co-ordination and local capacity
- 12. • Monitor thedemand and supply of school places and build planning capacity at relevant levels of government • Use adequate licensing procedures to support educational quality and network efficiency • Balance central regulation of class and school sizes with the need to maintain high-quality provision in small schools and remote areas • Strengthen horizontal co-ordination mechanisms and clarify responsibilities for the school network • Ensure equitable access to capital funds and the efficient management of infrastructural investment Governing the school network 12 Governing the school network Main pointers for policy
- 13. RESPONSIVE SCHOOL SYSTEMSCH. 3: ADAPTING URBAN, RURAL AND REMOTE SCHOOL NETWORKS
- 14. Schools in ruralareas are considerably smaller School size in cities versus rural areas/villages (2015) 14 Adapting urban and rural school networks Mismatches in the supply of school places Source: OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, Table II.6.7
- 15. Small classes andstudent-teacher ratios can create financial pressures Rural and urban schools’ student-teacher ratio and class size (2015) 15 Adapting urban and rural school networks Mismatches in the supply of school places Source: OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools,Tables II.6.29 and II.6.30.
- 16. Adapting urban andrural school networks Policy options – Rural network reform (1) 16 A continuum of approaches to school network reform… A modular approach to the school offer • Allowing for flexibility in the distribution of grade levels across school sites (e.g. ) Enabling schools to share facilities and resources • Joint use of facilities or sharing courses to create economies of scale Promoting the formation of school clusters • Uniting multiple school sites under joint administration (e.g. Portugal) • High demand on school administrations and teachers Incentives and direct support for school consolidation • Support grants; per-capita funding formula; minimum school sizes • Should be justified by strong economic and pedagogical case
- 17. Adapting urban andrural school networks Policy options – Rural network reform (2) 17 School consolidation - Quality, equity and student well-being as guiding principles Early stakeholder consultation and engagement • (Mandatory) consultations can help to pre-empt conflicts, increase transparency and accountability Identifying and addressing equity concerns • Vulnerable student populations may be disproportionately affected by closures Identifying and addressing concerns for local development • Compensation for the schools’ role in the local community / planning the future use of consolidated facilities
- 18. School network reformmay not be an option… …but systems can compensate for efficiency and quality challenges in remote areas • Acknowledge the resource needs of remote schools • Explore the use of ICT and complementary distance learning • Attract and retain teachers with adequate preparation, support and opportunities for peer-learning • Enable schools to leverage community support 18 Adapting urban and rural school networks Supporting schools in remote areas
- 19. • Consider arange of strategies to enhance efficiency in school networks with excess capacity, guided by principles of educational quality, equity and student well-being • Compensate for efficiency, quality and equity challenges experienced by remote schools • Respond strategically and sustainably to capacity shortages • Take a multi-sector approach to reduce segregation and ensure that all students benefit from the rich offer of urban school networks Adapting urban and rural school networks 19 Adapting urban and rural school networks Main pointers for policy
- 20. RESPONSIVE SCHOOL SYSTEMSCH. 4: CO-ORDINATING LEVELS AND SECTORS TO IMPROVE STUDENT TRAJECTORIES
- 21. Co-ordinating levels andsectors Efficiency and equity challenges Vertical co-ordination Students’ sequential progression… • …across school years • …across education levels • …into the labour market Removing barriers and avoiding disruptions Horizontal co-ordination Parallel education sectors and student pathways: • General <-> VET • Mainstream <-> SEN • Tracking and assignment Creating synergies and avoiding mismatches
- 22. The cost ofgrade repetition, per student and as a proportion of total expenditure (2009/10) Strengthening vertical transitions Grade repetition: a very costly policy… 0 2 4 6 8 10 12 14 0 2,000 4,000 6,000 8,000 10,000 12,000 14,000 16,000 Japan Korea Norway Iceland Slovenia(1) UnitedKingdom Ireland Finland Mexico Denmark SlovakRepublic Estonia(1) Chile CzechRepublic Poland Switzerland Sweden NewZealand Israel(1) France Luxembourg Australia Canada UnitedStates Austria Italy Germany Portugal Netherlands Spain Belgium % Total annual costs per student (USD, PPPs) Total annual costs, relative to total expenditure on primary and secondary education (%)USD, PPPs Source: OECD (2011), “When Students Repeat Grades or Are Transferred Out of School: What Does it Mean for Education Systems?”, PISA in Focus, No. 6
- 23. The impact ofstudents’ socio-economic status on the odds of repeating a grade (2015) Strengthening vertical transitions …raising equity concerns… 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 1.1 1.2 SlovakRepublic CzechRepublic Uruguay Spain Poland Portugal Slovenia Canada Belgium Estonia Hungary France Israel Lithuania Italy UnitedStates Iceland OECDaverage Latvia Luxembourg Greece Ireland Mexico Switzerland Denmark UnitedKingdom Sweden Netherlands Germany Australia Turkey Finland Chile Austria Korea NewZealand Colombia Advantaged students more likely to repeat a grade Disadvantaged students more likely to repeat a grade Source: OECD (2015), PISA 2015 Database, Table II.5.13
- 24. 24 Strengthening vertical transitions …butmany countries are making progress 0 5 10 15 20 25 30 35 40 45 Luxembourg-9 Uruguay France-16 Colombia5 Portugal-6 Spain-4 Belgium Netherlands-7 Mexico-11 Switzerland-6 Chile Latvia-15 Germany Italy UnitedStates-4 OECDaverage-3 Turkey Austria3 Ireland-5 Hungary Australia-2 Canada-3 Israel Sweden-2 Bulgaria Greece Estonia-2 NewZealand Poland Denmark-2 SlovakRepublic Romania2 CzechRepublic Lithuania-1 Finland UnitedKingdom Slovenia Iceland % 20152009 Change in the percentage of 15-year-olds who had repeated a grade Source: OECD (2016) PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, Table II.5.11.
- 25. How to reducethe reliance on grade repetition? Promoting effective alternatives to grade repetition • “Conditional promotion” practices – Grade repetition vs. promotion need not be a binary choice • Leading the change in cultural attitudes towards repetition Reform initiatives: Belgium (Fr.) (2016): To ensure that grade repetition in the 3rd pre-primary year remains an exception, it now requires assessments from school leaders and health professionals. Early-warning and remediation plans provide further support. Using early-warning systems to support targeted intervention • Data-tracking systems and indicators can help to identify at-risk students – Ensure students are uniquely identified and their transitions traceable – Promote the regular and correct use of indicators by all actors in the system • Early targeted intervention can prevent learning gaps from widening 25 Strengthening vertical transitions Reducing grade repetition & dropout (1/2)
- 26. 26 Strengthening vertical transitions Reducinggrade repetition & dropout (2/2) How do systems address early school leaving? Investing in alternative interventions for students at-risk of school failure • Early-acceleration programmes can pre-empt disengagement – Opportunities to gain tertiary credentials while at upper secondary level – Widened access to professional mentors, workplace environments and internships • Complementary second-chance programmes for those who have dropped out of school Promoting collaboration and transition planning across education levels • Design of transition programmes • Integration of different levels of schooling (e.g. in school clusters) Reform initiatives: Portugal (since 2005): Clusters link multiple “basic schools” (Years 1-9) with an upper secondary school under the same leadership. This network structure has facilitated consolidation and reduced the complexity of vertical transitions.
- 27. Strengthening vertical transitions Limitedaccess to formal career guidance 0 10 20 30 40 50 60 70 80 90 100 Denmark Finland Australia Slovenia Ireland OECDaverage Canada NewZealand Korea Croatia Portugal Luxembourg Italy Hungary Belgium Austria SlovakRepublic Singapore Serbia Latvia China(Macao) China(HongKong) China(Shanghai) Career advisor at school Career advisor outside school Internship Worksite visit Percentage of 15-year-old students who have accessed career guidance (2012) Source: OECD (2012), PISA 2012 Database
- 28. Strengthening vertical transitions Improvingaccess to formal career guidance How to guide students towards careers that match their interests and potential? Guarantee appropriate student guidance and counselling • Adequately support students taking decisions in key transition points • Ensure sufficient number and effective distribution of professional guidance counsellors across schools [$$$] Reform initiatives: Slovenia (planned): School counselling services to provide career information, visits to companies, evaluate students’ capabilities (co-ordinated with teachers, external experts and career advisers of the Employment Services). • Explore interventions informed by latest behavioural insights [$$$] – E.g., text messages reminding students of application deadlines to tertiary education
- 29. Co-ordinating parallel pathways Efficiencyin the VET offer High-quality VET programmes are resource-intensive, but critical to expand students’ learning and labour market opportunities Expenditure per student in general and vocational secondary education, 2014 0 5 000 10 000 15 000 20 000 25 000 USD General Vocational Source: OECD (2017), Education at a Glance 2017, Table B1.1.
- 30. Co-ordinating parallel pathways Improvingalignment of VET and general ed. How to ensure efficiency in the VET offer and align it with labour market needs? Drawing on structured consultation and labour-market forecasts • Consulting stakeholders and industry representatives • Training offer should reflect the structure of regional labour markets Drawing on the potential of work-based learning • Improves the labour-market outcomes of graduates • Provides opportunities for cost sharing arrangements with private actors Encouraging regional planning and co-operation between local authorities • Sharing resources and planning the regional offer can reduce duplications Reform initiatives: Lithuania (2000s): Regional training centres with increased budgetary autonomy merged multiple regional training institutions, focussing their offer on one or several sectors of the Lithuanian economy.
- 31. Co-ordinating general educationand VET Improving alignment and fluidity across tracks 0 20 40 60 80 100 Norway Brazil Chile Sweden (2) Estonia Finland (1) Netherlands Belgium (Fl.) Luxembourg Austria Portugal % A. Entrants into general programmes, two years after theoretical duration of studies 0 20 40 60 80 100 Norway Brazil Chile Sweden (2) Estonia Finland (1) Netherlands Belgium (Fl.) Luxembourg Austria Portugal % B. Entrants into vocational programmes, two years after theoretical duration of studies Graduated from original track Did not graduate or not enrolled Still in education Changed to graduate from VET/general track Movements across tracks remain rare in many countries (2015) Source: OECD (2017), Education at a Glance 2017, Table A9.2.
- 32. Co-ordinating general educationand VET Improving alignment and fluidity across tracks How to mitigate effects of early tracking and improve fluidity across tracks? Move towards a greater integration of differentiated tracks • Reducing separation into different schools • Explore synergies by integrating elements of vocational and general education in the same curriculum (or use modular approaches) Delaying the time of tracking Reform initiatives: Austria (2008/09): A newly introduced school type, New Secondary School (Neue Mittelschule), allows students to defer their choice between academic and vocational tracks by two years, learning together in Years 5 and 6. Use alternative mechanisms to increase access to tertiary education • Bridge classes or “scaffolded diplomas” can increase access to tertiary education for VET students
- 33. Co-ordinating levels andsectors Mainstream and special needs provision Many systems recognise the integration of SEN students as a priority… …but significant obstacles remain for effective, high-quality inclusion How to improve SEN identification & target support to where it is needed? Develop standardised definitions of Special Education Needs • Set clear frameworks for categorisation • Map SEN categories to international reporting standards Support staff in the identification process • Provide training for local and school staff involved • Develop consistent protocols for the process (involving all relevant actors) Remove incentives to over-identify students • Equalising funding across settings for agreed-upon SEN categories
- 34. • Ease students’vertical transitions across school years and levels through effective co-ordination and targeted support • Ensure the VET offer’s continued relevance and create greater fluidity in students’ horizontal transitions • Address infrastructural, administrative and pedagogical barriers between SEN and mainstream education to support inclusion Co- ordinating levels and sectors 34 Co-ordinating levels and sectors Main pointers for policy
- 35. 35 All publications ofthe School Resources Review can be found at: www.oecd.org/edu/school/schoolresourcesreview.htm For further information: EDUSchoolResourcesReview@oecd.org