The objective of this thesis is to find out the role of school choice of the parents is influencing segregation on a collective social level and on the territory.
In 2015, PISA asked students about the occupation they expect to be working in when they are 30 years old. Students’ responses were later grouped into science-related and non-science-related careers – with the former including science and engineering professionals; health professionals; science technicians and associate professionals; and information and communication technology (ICT) professionals. Girls and boys are almost equally likely to expect to work in a science-related career.
On average across OECD countries, almost one in four students (24%) reported that they expect to work in an occupation that requires further science training beyond compulsory education. Specifically, 8.6% of students expect to work as professionals who use science and engineering training (e.g. engineer, architect, physicist or astronomer), 11.4% as health professionals (e.g. medical doctor, nurse, veterinarian, physiotherapist), 2.6% as ICT professionals (e.g. software developer, applications programmer), and 1.4% as science-related technicians and associate professionals (e.g. electrical or telecommunications engineering technician).
Strong performers and successful reformers in PISA 2012 lessons for SwedenEduSkills OECD
This document provides an overview and analysis of PISA 2012 test results for Sweden and other countries. Some key points:
- 15-year-old Swedish students' performance declined compared to 40 other countries that improved in at least one subject.
- Shanghai-China, Singapore, Hong Kong-China, Chinese Taipei, Korea, and Japan had the highest student performance.
- Socioeconomic factors strongly influence student performance across countries. High-performing education systems promote equitable access to learning opportunities regardless of student background.
Equity in education - Breaking down barriers to social mobilityEduSkills OECD
In times of growing economic inequality, improving equity in education becomes more urgent. While some countries and economies that participate in the OECD Programme for International Student Assessment (PISA) have managed to build education systems where socio-economic status makes less of a difference to students’ learning and well-being, every country can do more.
Equity in Education: Breaking Down Barriers to Social Mobility shows that high performance and more positive attitudes towards schooling among disadvantaged 15-year-old students are strong predictors of success in higher education and work later on. The report examines how equity in education has evolved over several cycles of the OECD Programme for International Student Assessment (PISA). It identifies the policies and practices that can help disadvantaged students succeed academically and feel more engaged at school.
Using longitudinal data from five countries (Australia, Canada, Denmark, Switzerland, and the United States), the report also describes the links between a student’s performance near the end of compulsory education and upward social mobility – i.e. attaining a higher level of education or working in a higher-status job than one’s parents.
Achieving Equity and Inclusion in Education: An OECD PerspectiveEduSkills OECD
Invited to present and discuss "Achieving Equity and Inclusion in Public Education Systems", Beatriz Pont gave a keynote speech at the Education International Global Education Conference, Unite for Quality Education, 27-28 May, Montreal, Canada. Beatriz’s presentation builds on the Equity and Quality in Education and the Education Policy Outlook series.
More information at www.oecd.org/edu/policyoutlook.htm
The ABC of Gender Equality in Education - Aptitude, Behaviour, Confidence EduSkills OECD
Presentation by Andreas Schleicher, Director for the OECD Directorate for Education and Skills
The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence tries to determine why 15-year-old boys are more likely than girls, on average, to be overall low achievers, and why high-performing 15-year-old girls underachieve in mathematics, science and problem solving compared to high-achieving boys. As the evidence in the report makes clear, gender disparities in school performance stem from students’ attitudes towards learning and their behaviour in school, from how they choose to spend their leisure time, and from the confidence they have – or do not have – in their own abilities as students.
Raising Performance in Lithuanian Education - An International PerspectiveEduSkills OECD
Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania’s education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system.
Change in the Education System in England and Wales since the Second World Wa...paulussilas
This document summarizes changes to the education system in England and Wales in the 1950s and 1960s, including:
- The system became more decentralized as central and local governments, and local governments and localities, negotiated their relationships and levels of provision. This led to uneven distribution of power and different approaches across areas.
- Selection of students at age 11 into grammar schools or secondary modern schools, and the lack of a coherent vocational training strategy, contributed to persisting inequality of opportunity.
- Worries over the tripartite system's efficiency and fairness increased interest in comprehensive schools and encouraged adaptation, such as making the selection process less stressful.
OECD PISA 2018 Results - U.K Media BriefingEduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
In 2015, PISA asked students about the occupation they expect to be working in when they are 30 years old. Students’ responses were later grouped into science-related and non-science-related careers – with the former including science and engineering professionals; health professionals; science technicians and associate professionals; and information and communication technology (ICT) professionals. Girls and boys are almost equally likely to expect to work in a science-related career.
On average across OECD countries, almost one in four students (24%) reported that they expect to work in an occupation that requires further science training beyond compulsory education. Specifically, 8.6% of students expect to work as professionals who use science and engineering training (e.g. engineer, architect, physicist or astronomer), 11.4% as health professionals (e.g. medical doctor, nurse, veterinarian, physiotherapist), 2.6% as ICT professionals (e.g. software developer, applications programmer), and 1.4% as science-related technicians and associate professionals (e.g. electrical or telecommunications engineering technician).
Strong performers and successful reformers in PISA 2012 lessons for SwedenEduSkills OECD
This document provides an overview and analysis of PISA 2012 test results for Sweden and other countries. Some key points:
- 15-year-old Swedish students' performance declined compared to 40 other countries that improved in at least one subject.
- Shanghai-China, Singapore, Hong Kong-China, Chinese Taipei, Korea, and Japan had the highest student performance.
- Socioeconomic factors strongly influence student performance across countries. High-performing education systems promote equitable access to learning opportunities regardless of student background.
Equity in education - Breaking down barriers to social mobilityEduSkills OECD
In times of growing economic inequality, improving equity in education becomes more urgent. While some countries and economies that participate in the OECD Programme for International Student Assessment (PISA) have managed to build education systems where socio-economic status makes less of a difference to students’ learning and well-being, every country can do more.
Equity in Education: Breaking Down Barriers to Social Mobility shows that high performance and more positive attitudes towards schooling among disadvantaged 15-year-old students are strong predictors of success in higher education and work later on. The report examines how equity in education has evolved over several cycles of the OECD Programme for International Student Assessment (PISA). It identifies the policies and practices that can help disadvantaged students succeed academically and feel more engaged at school.
Using longitudinal data from five countries (Australia, Canada, Denmark, Switzerland, and the United States), the report also describes the links between a student’s performance near the end of compulsory education and upward social mobility – i.e. attaining a higher level of education or working in a higher-status job than one’s parents.
Achieving Equity and Inclusion in Education: An OECD PerspectiveEduSkills OECD
Invited to present and discuss "Achieving Equity and Inclusion in Public Education Systems", Beatriz Pont gave a keynote speech at the Education International Global Education Conference, Unite for Quality Education, 27-28 May, Montreal, Canada. Beatriz’s presentation builds on the Equity and Quality in Education and the Education Policy Outlook series.
More information at www.oecd.org/edu/policyoutlook.htm
The ABC of Gender Equality in Education - Aptitude, Behaviour, Confidence EduSkills OECD
Presentation by Andreas Schleicher, Director for the OECD Directorate for Education and Skills
The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence tries to determine why 15-year-old boys are more likely than girls, on average, to be overall low achievers, and why high-performing 15-year-old girls underachieve in mathematics, science and problem solving compared to high-achieving boys. As the evidence in the report makes clear, gender disparities in school performance stem from students’ attitudes towards learning and their behaviour in school, from how they choose to spend their leisure time, and from the confidence they have – or do not have – in their own abilities as students.
Raising Performance in Lithuanian Education - An International PerspectiveEduSkills OECD
Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania’s education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system.
Change in the Education System in England and Wales since the Second World Wa...paulussilas
This document summarizes changes to the education system in England and Wales in the 1950s and 1960s, including:
- The system became more decentralized as central and local governments, and local governments and localities, negotiated their relationships and levels of provision. This led to uneven distribution of power and different approaches across areas.
- Selection of students at age 11 into grammar schools or secondary modern schools, and the lack of a coherent vocational training strategy, contributed to persisting inequality of opportunity.
- Worries over the tripartite system's efficiency and fairness increased interest in comprehensive schools and encouraged adaptation, such as making the selection process less stressful.
OECD PISA 2018 Results - U.K Media BriefingEduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
The document discusses India's school education system and the impact of COVID-19. It notes that India's population is young, with over 360 million school-aged children affected by school closures. To address this, India implemented e-learning initiatives like DIKSHA and SWAYAM Prabha educational TV channels. The National Institute of Open Schooling also began online classes. While online education faces challenges, it provides benefits like access from anywhere, flexible schedules, and exposing students to technology at a young age.
Education at a Glance 2014 - United StatesEduSkills OECD
While a large share of US adults have a university-level education, slow growth rates have let the US slip behind many other nations in college completion.
Internationalisation of higher education in new zealand what went wrong and...University of Limerick
1. The document discusses New Zealand's rapid transformation into a world leader in international higher education by 2005 due to a "perfect storm" of supply and demand factors, but numbers have since declined as Asian countries develop their own education capacities.
2. It analyzes why NZ's initial "open doors" model stopped working and recommends developing qualifications and experiences that are internationally portable and meet student needs like employability and multicultural learning.
3. The conclusion is that NZ's initial internationalization was unintended and unsustainable, and future success requires understanding changing global markets and providing education products and alumni support that satisfy long-term student needs.
PISA 2015 Well Being Launch London 19 April 2017Gabriela Ramos
The document discusses students' well-being based on results from the PISA 2015 assessment. It provides data on students' life satisfaction, anxiety, motivation, and relationships with teachers and parents. On average, boys reported higher life satisfaction than girls. Students who felt more supported by teachers and engaged with parents reported higher life satisfaction. Higher internet use was linked to lower science scores, while moderate physical activity and social relationships positively impacted well-being. The implications are that policies should focus on training teachers to address anxiety, promoting moderate internet use, physical activity and student-teacher-parent relationships.
Impact of unit cost on academic performance of public secondary education in ...Alexander Decker
- The document examines the relationship between unit cost and academic performance in public secondary schools in Siaya District, Kenya from 1997 to 2007.
- It finds that the unit cost of secondary education, including both government expenditures and fees paid by parents, has steadily increased over this period for both day schools and boarding schools.
- However, the correlation between increased unit cost and academic performance index, as measured by test scores, is low. This implies that rising costs have not necessarily led to improved performance outcomes.
Experience in using PISA for improving the quality and equity of education - ...unicefmne
Estonia has seen significant improvements in PISA test scores since first participating in 2006. The country has one of the lowest rates of low-performing students in Europe and has reduced performance gaps between students from different socioeconomic backgrounds. In response to declining student populations, Estonia changed its school funding model and implemented policies like increased autonomy for schools and incentives for teachers to work in rural areas. The country also has widespread internet access and uses technology extensively in education.
The World Bank held consultations in Phase 1 of developing its Education Strategy 2020, meeting with countries representing Africa, South Asia, East Asia and the Pacific, Latin America and the Caribbean, and the Middle East and North Africa. Key themes from consultations in low-income countries and middle-income countries were discussed. The document presented population projections and economic growth projections for 2020 to frame education challenges. It outlined strategic directions for the Bank to increase learning for all by strengthening education systems through diagnostic tools, data, learning assessments, research and results-based financing. The Bank will take a differentiated approach depending on countries' economic development and education system capacity.
NEPC Panel 2014 - What Do We Know, and What Should We Know, About Virtual Sch...Michael Barbour
Barbour, M. K., (2014, September). What do we know, and what should we know, about virtual schools? Eighth Annual NEPC Fellows Research Panels, Boulder, CO.
Trends, Stats And The Future Of The International Student Market PlaceAssociation of Colleges
This document summarizes trends in the international student market and implications for the UK. It finds that while the top host countries remain the US, UK, Germany and France, their combined market share has decreased. China is now the top sending country. The UK is increasingly dependent on fewer key markets like China, India, and Malaysia. There is also a trend toward shorter postgraduate courses. Emerging markets include India, China, and countries in the Middle East and Southeast Asia. The future may bring more competition from non-English speaking countries becoming hosts and traditional senders improving in-country education.
This document summarizes a presentation given by Dr. Steve Rasmussen comparing student achievement in the United States to other countries based on international assessments. It finds that when accounting for poverty rates, US students in schools with lower poverty outperform other nations. However, US students in high-poverty schools score much lower. It argues international comparisons are limited due to differences in education systems and student populations between countries. The document concludes by calling for investing in teaching to make education a national priority in the US.
The ABC of Gender Equality in Education: Aptitude, Behaviour, ConfidenceOECD Berlin Centre
The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence.
Presentation Andreas Schleicher, Director, Education and Skills Directorate, OECD.
Education Reforms Across OECD - Trends and ChallengesEduSkills OECD
The document summarizes education reforms across OECD countries from 2008-2014. It finds that OECD countries adopted over 450 reforms in this period, focusing on areas like equity, quality, preparing students for the future, school improvement, evaluation and assessment, governance and funding. However, countries struggled with implementing coherent reform strategies and ensuring reforms reached classrooms. The document also provides examples of reforms in specific countries like Australia, Ireland, and Sweden in this period.
Fifty-six percent Indians born in
the Gen Y period, feel that the brand value of a person’s educational alma mater has a significant impact on the career growth opportunities over the course of time. This prima facie, sounds rather obvious as institutions and corporations to a certain extent tend to contribute to this halo around students and professionals from prestigious educational institutes.
But does one’s alma mater play such a significant role in career development? Are alumni of prestigious schools in our country a privileged lot? Do they have it any easier than their counterparts? Or are there other factors of merit besides the brand value of one’s education at play in corporate society?
These are some of the answers we will address in this paper.
This document discusses policy options for achieving greater equity and quality in education from a comparative perspective. It finds that high-performing education systems combine quality with equity by investing early in children's education, especially those from disadvantaged backgrounds, and supporting schools serving these students. Key policies that can help include comprehensive schooling to delay tracking, managing school choice to prevent segregation, making funding responsive to student needs, and supporting teaching quality. While countries implement different approaches, effective reforms place students and learning at the center, build capacity, engage stakeholders, and have clear, actionable plans tailored to each system.
Fin de siecle: reengineering New Zealand higher education for life after the ...University of Limerick
New Zealand has a large higher education sector, with one of the highest rates of tertiary participation in the OECD. Under the 1989 Education Act, access to university is an entitlement for all students who successfully graduate from high school and, more uniquely, for all permanent residents, regardless of previous educational attainment, once they reach the age of 20 years. The system of budgetary support for higher education is also unusual, insofar as almost half the total funding goes directly to students (in the form of allowances and interest-free loans) rather than as grants to the providers. Sustained high participation rates have put this funding mechanism under strain over the last decade.
The global financial crisis has led to a sharp rise in projected public debt levels. After a major fiscal stimulus package in 2009, the economy is recovering and the government is under intense pressure to cut public spending. New Zealand has very high external debt levels, requiring constant refinancing, and the government needs to restore fiscal stability to retain the country’s AAA credit rating. New government policies are aimed at capping total enrolments in higher education and withdrawing access to loans for under-performing students. Grants to universities have been frozen for 2011 and some related funding lines cancelled. All eight New Zealand universities are currently facing a significant loss of government funding from 2011 and most are in the process of cutting costs and making redundancies.
In the years ahead, the demands on the public purse from an ageing population will intensify, forcing the government to make ongoing real terms cuts to spending on higher education in order to control government debt. These cuts will make the present funding model for New Zealand higher education unsustainable. Alumni donations in New Zealand are relatively uncommon as higher education is widely considered a public service and universities have been relatively unsuccessful in very recent years at growing international enrolments as a way of diversifying their revenue base. The only other source of significant revenue is for universities to be allowed to raise domestic tuition fees over time to full cost-recovery rates and for the government to target declining tuition subsidies and student allowances and loans more precisely on degrees with a strong ‘public good’ dimension (like teacher training) and low-income students.
These changes would signal an end to affordable and easily accessible higher education for New Zealand students. It is hard to avoid the conclusion that the global financial crisis has exposed flaws in the underlying ‘business model’ of New Zealand higher education and, by so doing, is likely to hasten the transformation of the system to a more expensive and selective system.
Higher Education Summit, Auckland, March 2010
The document summarizes updates from various AoC London Region meetings and events:
1) The main items discussed at the recent Regional Committee meeting were updates from funding agencies, a partnership proposal between AoC and a skills observatory, and engaging governors in meetings.
2) At the Vice Principals' Curriculum and Quality Network meeting, attendees received policy and funding updates and were asked to revitalize the region's approach to skills competitions.
3) Hackney Community College performing arts students were selected to perform at the Olympic Opening Ceremony in front of an estimated audience of 3.5 billion people.
This document from the OECD presents data on education spending and policies across countries. It finds that on average across OECD nations, governments now fund 30% of total tertiary education expenditures. It also shows data on tuition fees, which vary widely internationally, from over $11,000 USD per year in the US to under $2,000 in most European countries. Additionally, the document examines student mobility rates and finds the highest percentages of students studying abroad in countries like New Zealand, Australia and the UK.
Innovating learning, social progress and humanity’s future gelp ile, durban...dvndamme
Keynote presentation at the OECD/CERI and GELP conference 'Building Future Learning Systems. From exceptional innovations to systemic transformation', in Durban, South Africa, 20 April 2015.
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar
No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
GETideas.org-from a Conversation on Global Education video series for education leaders. To view the accompanying video go to www.getideas.org/coge. GETideas.org is an open, online community for education leaders to collaborate and discuss key topics for education transformation
Learning loss and learning inequalities during the Covid-19 pandemic: an anal...Christian Bokhove
This document analyzes the impact of school closures during the COVID-19 pandemic on learning loss and inequalities using data from the UK Understanding Society study. It finds that while schools provided more schoolwork and online/offline lessons during the second closure period, inequalities persisted between high and low socioeconomic status families. The transition to remote learning exacerbated existing gaps, though single parents working from home saw some reduction. Recommendations include keeping schools open if possible, increasing targeted support for disadvantaged students through additional funding, tutoring and internet access, and engaging schools directly to identify and help those most in need.
The document discusses India's school education system and the impact of COVID-19. It notes that India's population is young, with over 360 million school-aged children affected by school closures. To address this, India implemented e-learning initiatives like DIKSHA and SWAYAM Prabha educational TV channels. The National Institute of Open Schooling also began online classes. While online education faces challenges, it provides benefits like access from anywhere, flexible schedules, and exposing students to technology at a young age.
Education at a Glance 2014 - United StatesEduSkills OECD
While a large share of US adults have a university-level education, slow growth rates have let the US slip behind many other nations in college completion.
Internationalisation of higher education in new zealand what went wrong and...University of Limerick
1. The document discusses New Zealand's rapid transformation into a world leader in international higher education by 2005 due to a "perfect storm" of supply and demand factors, but numbers have since declined as Asian countries develop their own education capacities.
2. It analyzes why NZ's initial "open doors" model stopped working and recommends developing qualifications and experiences that are internationally portable and meet student needs like employability and multicultural learning.
3. The conclusion is that NZ's initial internationalization was unintended and unsustainable, and future success requires understanding changing global markets and providing education products and alumni support that satisfy long-term student needs.
PISA 2015 Well Being Launch London 19 April 2017Gabriela Ramos
The document discusses students' well-being based on results from the PISA 2015 assessment. It provides data on students' life satisfaction, anxiety, motivation, and relationships with teachers and parents. On average, boys reported higher life satisfaction than girls. Students who felt more supported by teachers and engaged with parents reported higher life satisfaction. Higher internet use was linked to lower science scores, while moderate physical activity and social relationships positively impacted well-being. The implications are that policies should focus on training teachers to address anxiety, promoting moderate internet use, physical activity and student-teacher-parent relationships.
Impact of unit cost on academic performance of public secondary education in ...Alexander Decker
- The document examines the relationship between unit cost and academic performance in public secondary schools in Siaya District, Kenya from 1997 to 2007.
- It finds that the unit cost of secondary education, including both government expenditures and fees paid by parents, has steadily increased over this period for both day schools and boarding schools.
- However, the correlation between increased unit cost and academic performance index, as measured by test scores, is low. This implies that rising costs have not necessarily led to improved performance outcomes.
Experience in using PISA for improving the quality and equity of education - ...unicefmne
Estonia has seen significant improvements in PISA test scores since first participating in 2006. The country has one of the lowest rates of low-performing students in Europe and has reduced performance gaps between students from different socioeconomic backgrounds. In response to declining student populations, Estonia changed its school funding model and implemented policies like increased autonomy for schools and incentives for teachers to work in rural areas. The country also has widespread internet access and uses technology extensively in education.
The World Bank held consultations in Phase 1 of developing its Education Strategy 2020, meeting with countries representing Africa, South Asia, East Asia and the Pacific, Latin America and the Caribbean, and the Middle East and North Africa. Key themes from consultations in low-income countries and middle-income countries were discussed. The document presented population projections and economic growth projections for 2020 to frame education challenges. It outlined strategic directions for the Bank to increase learning for all by strengthening education systems through diagnostic tools, data, learning assessments, research and results-based financing. The Bank will take a differentiated approach depending on countries' economic development and education system capacity.
NEPC Panel 2014 - What Do We Know, and What Should We Know, About Virtual Sch...Michael Barbour
Barbour, M. K., (2014, September). What do we know, and what should we know, about virtual schools? Eighth Annual NEPC Fellows Research Panels, Boulder, CO.
Trends, Stats And The Future Of The International Student Market PlaceAssociation of Colleges
This document summarizes trends in the international student market and implications for the UK. It finds that while the top host countries remain the US, UK, Germany and France, their combined market share has decreased. China is now the top sending country. The UK is increasingly dependent on fewer key markets like China, India, and Malaysia. There is also a trend toward shorter postgraduate courses. Emerging markets include India, China, and countries in the Middle East and Southeast Asia. The future may bring more competition from non-English speaking countries becoming hosts and traditional senders improving in-country education.
This document summarizes a presentation given by Dr. Steve Rasmussen comparing student achievement in the United States to other countries based on international assessments. It finds that when accounting for poverty rates, US students in schools with lower poverty outperform other nations. However, US students in high-poverty schools score much lower. It argues international comparisons are limited due to differences in education systems and student populations between countries. The document concludes by calling for investing in teaching to make education a national priority in the US.
The ABC of Gender Equality in Education: Aptitude, Behaviour, ConfidenceOECD Berlin Centre
The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence.
Presentation Andreas Schleicher, Director, Education and Skills Directorate, OECD.
Education Reforms Across OECD - Trends and ChallengesEduSkills OECD
The document summarizes education reforms across OECD countries from 2008-2014. It finds that OECD countries adopted over 450 reforms in this period, focusing on areas like equity, quality, preparing students for the future, school improvement, evaluation and assessment, governance and funding. However, countries struggled with implementing coherent reform strategies and ensuring reforms reached classrooms. The document also provides examples of reforms in specific countries like Australia, Ireland, and Sweden in this period.
Fifty-six percent Indians born in
the Gen Y period, feel that the brand value of a person’s educational alma mater has a significant impact on the career growth opportunities over the course of time. This prima facie, sounds rather obvious as institutions and corporations to a certain extent tend to contribute to this halo around students and professionals from prestigious educational institutes.
But does one’s alma mater play such a significant role in career development? Are alumni of prestigious schools in our country a privileged lot? Do they have it any easier than their counterparts? Or are there other factors of merit besides the brand value of one’s education at play in corporate society?
These are some of the answers we will address in this paper.
This document discusses policy options for achieving greater equity and quality in education from a comparative perspective. It finds that high-performing education systems combine quality with equity by investing early in children's education, especially those from disadvantaged backgrounds, and supporting schools serving these students. Key policies that can help include comprehensive schooling to delay tracking, managing school choice to prevent segregation, making funding responsive to student needs, and supporting teaching quality. While countries implement different approaches, effective reforms place students and learning at the center, build capacity, engage stakeholders, and have clear, actionable plans tailored to each system.
Fin de siecle: reengineering New Zealand higher education for life after the ...University of Limerick
New Zealand has a large higher education sector, with one of the highest rates of tertiary participation in the OECD. Under the 1989 Education Act, access to university is an entitlement for all students who successfully graduate from high school and, more uniquely, for all permanent residents, regardless of previous educational attainment, once they reach the age of 20 years. The system of budgetary support for higher education is also unusual, insofar as almost half the total funding goes directly to students (in the form of allowances and interest-free loans) rather than as grants to the providers. Sustained high participation rates have put this funding mechanism under strain over the last decade.
The global financial crisis has led to a sharp rise in projected public debt levels. After a major fiscal stimulus package in 2009, the economy is recovering and the government is under intense pressure to cut public spending. New Zealand has very high external debt levels, requiring constant refinancing, and the government needs to restore fiscal stability to retain the country’s AAA credit rating. New government policies are aimed at capping total enrolments in higher education and withdrawing access to loans for under-performing students. Grants to universities have been frozen for 2011 and some related funding lines cancelled. All eight New Zealand universities are currently facing a significant loss of government funding from 2011 and most are in the process of cutting costs and making redundancies.
In the years ahead, the demands on the public purse from an ageing population will intensify, forcing the government to make ongoing real terms cuts to spending on higher education in order to control government debt. These cuts will make the present funding model for New Zealand higher education unsustainable. Alumni donations in New Zealand are relatively uncommon as higher education is widely considered a public service and universities have been relatively unsuccessful in very recent years at growing international enrolments as a way of diversifying their revenue base. The only other source of significant revenue is for universities to be allowed to raise domestic tuition fees over time to full cost-recovery rates and for the government to target declining tuition subsidies and student allowances and loans more precisely on degrees with a strong ‘public good’ dimension (like teacher training) and low-income students.
These changes would signal an end to affordable and easily accessible higher education for New Zealand students. It is hard to avoid the conclusion that the global financial crisis has exposed flaws in the underlying ‘business model’ of New Zealand higher education and, by so doing, is likely to hasten the transformation of the system to a more expensive and selective system.
Higher Education Summit, Auckland, March 2010
The document summarizes updates from various AoC London Region meetings and events:
1) The main items discussed at the recent Regional Committee meeting were updates from funding agencies, a partnership proposal between AoC and a skills observatory, and engaging governors in meetings.
2) At the Vice Principals' Curriculum and Quality Network meeting, attendees received policy and funding updates and were asked to revitalize the region's approach to skills competitions.
3) Hackney Community College performing arts students were selected to perform at the Olympic Opening Ceremony in front of an estimated audience of 3.5 billion people.
This document from the OECD presents data on education spending and policies across countries. It finds that on average across OECD nations, governments now fund 30% of total tertiary education expenditures. It also shows data on tuition fees, which vary widely internationally, from over $11,000 USD per year in the US to under $2,000 in most European countries. Additionally, the document examines student mobility rates and finds the highest percentages of students studying abroad in countries like New Zealand, Australia and the UK.
Innovating learning, social progress and humanity’s future gelp ile, durban...dvndamme
Keynote presentation at the OECD/CERI and GELP conference 'Building Future Learning Systems. From exceptional innovations to systemic transformation', in Durban, South Africa, 20 April 2015.
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar
No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
GETideas.org-from a Conversation on Global Education video series for education leaders. To view the accompanying video go to www.getideas.org/coge. GETideas.org is an open, online community for education leaders to collaborate and discuss key topics for education transformation
Learning loss and learning inequalities during the Covid-19 pandemic: an anal...Christian Bokhove
This document analyzes the impact of school closures during the COVID-19 pandemic on learning loss and inequalities using data from the UK Understanding Society study. It finds that while schools provided more schoolwork and online/offline lessons during the second closure period, inequalities persisted between high and low socioeconomic status families. The transition to remote learning exacerbated existing gaps, though single parents working from home saw some reduction. Recommendations include keeping schools open if possible, increasing targeted support for disadvantaged students through additional funding, tutoring and internet access, and engaging schools directly to identify and help those most in need.
Education - One Year into the COVID Pandemic, Andreas SchleicherStatsCommunications
1) The COVID-19 pandemic led to widespread school closures in 2020, with some countries closing upper secondary schools for over 180 days.
2) Lost instruction time correlated with poorer performance on reading assessments, indicating learning loss. Countries employed various distance learning strategies like online platforms and take-home packages to continue education.
3) Supporting students' mental health and well-being during school closures will be as important as addressing learning gaps when schools reopen. Maintaining connections between teachers, students, and parents can help mitigate negative impacts.
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Food safety, prepare for the unexpected - So what can be done in order to be ready to address food safety, food Consumers, food producers and manufacturers, food transporters, food businesses, food retailers can ...
1. Rachel Darakji
833371
Supervisor:
Prof. Costanzo Ranci
SCHOOL CHOICE AND SEGREGATION:
The Case of Milanese Schools
POLITECNICO DI MILANO
Scuola di Architettura Urbanistica Ingegneria delle Costruzioni
Masters of Science in Urban Planning and Policy Design
3. School segregation is the uneven distribution of a particular minority group
compared with the native population through schools in an actual
geographic region.
Segregation
4. The current focus of interest in this thesis is ethnic segregation in Milanese
schools.
Segregation
5. There is a relationship
between the academic
performance and
student composition.
The assimilation of
foreigners assumes a
fundamental role in
sustaining social
integration, better
achievements, social and
educational equality in
the labor market
and avoiding
multi-ethnic communities
and banlieus.
Why does segregation really matter?
Difference between non-immigrant and second generation students
PISA2003PISA2012Score Point
Difference
0
-20
20
40
60
80
100
120
Belgium
Denmark
France
Switzerland
Austria
Mexico
Netherlands
Germany
Portugal
Sweden
Luxembourg
Norway
OECDAVERAGE
Spain
Italy
Canada
Russia
NewZealand
UnitedStates
Latvia
Ireland
HongKong
Australia
NewZealand
Difference between non-immigrant and first generation students
PISA2003PISA2012Score Point
Difference
0
-20
20
40
60
80
100
120
Finland
France
Mexico
Belgium
Denamrk
Sweden
Switzerland
Germany
Austria
Netherlands
Liestenstein
Spain
Italy
Greece
Norway
Luxemburg
OECDAVERAGE2003
Portugal
Russia
UnitedStates
HongKong
CzechRepublic
Ireland
Australia
NewZealand
Canada
6. What are the underlying mechanisms adding to the cause and persistence of segregation?
School
Choice
Preferences
School Segregation
8. What are the underlying mechanisms adding to the cause and persistence of segregation?
Institutional
Setting
School
Choice
Preferences
School Segregation Territorial
Settlements
10. Cultural Capital
Social Capital
Economic Capital
Human Capital
Perception Stage : The Role of Information - Bourdieu Cultural Capital Theory
Capacity to participate in school choice
Possession of skills and knowledge
A person’s social network, ties and social relations
Income, Occupation, Properties, Investments
Productive characteristics such as language proficiency
These capitals shape
the selection route of
an individual.
School Choice Institutional Setting Territorial Settlement
11. School Rating and Educational Program
Proximity
School Values and Attributes
Online Resources
Time and distance
Religion or Particular Activities
Similar values of a families’ background
Classroom size, Well-Maintained School
Supportive and caring environment
High rated school
Websites that maintain transparency of
educational levels in the school
School Choice Institutional Setting Territorial Settlement
Evaluation Phase: Objective Indicators
12. School Choice Institutional Setting Territorial Settlement
Student Composition/ Class Based
Ethnic Prejudices
School Quality
A bias against ‘exracommunitario’
Word of Mouth
Avoidance to interact with certain ethnic groups
Fear of the school being of a lower socioeconomic
standing
School Choice Institutional Setting Territorial Settlement
Evaluation Phase: Subjective Indicators
Subjective indicators
are more difficult to
measure
13. Zoning
Hardship in the family
Disabled Students
Presence of a sibling in the school
Mono-parental family, Working parents
School Choice Institutional Setting Territorial Settlement
School Access : In case of oversubscription
14. 2. Institutional Setting
School Choice Institutional Setting Territorial Settlement
Incorporate all
children equally.
Core of origins of
integration in
Italy
Comprehensive
System
Early tracking
was abolished
Devolution of
centralization to
semi-autonomous
system
Local Centered
Curricula
Flexibility in
management
and organization
Establishment of
the
Constitutional
Reform
Ministry of Education
works through
Regional School
Offices
1970’s 1973 1999 20011962
Italian Education System
Source: Eurydice
NURSERY
age
EARLY EDUCATION
PRIMARY SCHOOL
PRIMARY EDUCATION
KINDERGARTEN HIGH SCHOOL/
TECHNICAL
SCHOOL
UNIVERSITY
SUPERIOR TECHNICAL
FORMATION (IFS)
TERTIARY EDUCATION
FIRST GRADE
SECONDARY
SCHOOL
SECONDARY EDUCATION
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 019 1 2 3 4 5 6
15. Economic
Social
Demographic
Urban
80,000
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
160,000
Reference: comune di milano - dati ISTAT January 1, 2016
240,000
254,522
Foreign Population with Citizenship: 2016
“Superdiversification”
Increase in Foreign Population
MillionPersons
Year
1980 1990 2003 2010 2012 2016
0
1
2
3
4
5
6
5.4
1.5
3. Foreign Settlements
Dominant Nationalities Spatial Concentration in Milan
Foreign Nationalities by Continent
Europe 19.9%
Asia 39.3%
Africa 21.7%
America 19%
16. School Choice Institutional Setting Territorial Settlement
Foreign Settlements and Primary Schools
zone_decentramento
Cittandinanza nonIT
1- 50
50- 100
100- 150
150- 200
200- 250
250- 300
300- 312
Book1primary csv_Nazionalit
Legend
0
2
4
6
8
10
1980 1984 2012 2015
0.41%
8.4%
Distribution of foreigners with citizenship in Milan Distribution of foreigners in Primary Schools
PercentIncrease
Increase in Foreign Population in Schools
Year
18. ZONE 9
Marie Curie
Public School
Istituto Compresivo Dal
Verme Public School
Istituto Comprensivo
Confalonieri Public
School
Arbe-Zara
Public School
Andrea Mandelli
Private School
Locatelli Public
School
Zone 9
19. School Profiles
School 2081: Raffaello Lambruschini
Public School
Via Begnino Crespi
Capacity: 425 Students
Total Students: 283
Percent Foreigners: 63.96%
Percent Italians: 36.04%
School 2245: Andrea Mandelli
Private School
Via Lodovico Pavoni
Total Students: 251
Percent Foreigners: 1.99%
Percent Italians: 98.01%
School 2032: Govone Confalonieri
Public School
Via Jacopo Del Verme
Capacity: 425 Students
Total Students: 341
Percent Foreigners: 23.17%
Percent Italians: 76.83%
20. 0
100
200
300
400
500
600
2080 2032 2043 2072 2041 2037 2081
Italians Foreigners
0
100
200
300
400
500
600
700
2080 2032 2043 2072 2041 2037 2081
Italians Foreigners
2080
2037
2032
2081
2041
2043
2077
36.33%
63.66%
22.9%
77.1%
19.11%
80.88%
30.25%
69.75%
11.36%
88.63%
36.2%
63.8%
2035
2245
2078
98.46%
96.62%
96.80%
1.54%
Residential Segregation or School Segregation?
GENERAL INFORMATION DISTRIBUTION IN SCHOOL DISTRIBUTION IN CA
SCHOOL
CODE
SCHOOL NAME TYPE % IT % FO FO/IT % IT % FO FO /IT
2081 Raffaelo
Lambruschini
Public 36.33% 63.66% 190/110=
1.72
66.54% 33.45% 185/368=
0.50
2032 Govone
Confalonieri
Public 80.88% 19.11% 69/292=
0.24
87.47% 12.52% 55/3384=
0.14
2037 Luigi Galvani Public 77.1% 22.9% 57/192=
0.30
96% 4% 8/195=
0.04
2041 Pio Menotti -
Muratori
Public 69.75% 30.25% 154/355=
0.43
75.4% 24.6% 133/407=
0.32
2043 Arbe-Zara Public 88.63% 11.36% 54/421=
0.13
91.45% 8.54% 34/364=
0.09
2072 Giuseppe Giusti Public 77.23% 22.77% 110/373=
0.29
83% 17% 78/383=
0.20
2080 Marie Curie Public 63.8% 36.2% 165/291=
0.57
66.33% 33.66% 202/398=
0.51
2245 Mandelli Andrea Private 98.46% 1.54% 4/256=
0.02
21. Static Analysic
School
Code
Entropy Index in the
School
Entropy Index in the
Catchment Area
2081 0.71 0.49
2080 0.64 0.62
2041 0.53 0.48
2037 0.46 0.12
2032 0.42 0.29
2072 0.36 0.18
2043 0.23 0.23
2245 0.12 0.49
H=[(a/Tot*(log (a/Tot))+(b/Tot*(log (b/Tot))+(c/Tot*(log (c/Tot))]
56
3737
18
9
33
School 2081
RPC RP ET BD EC Other
45
36
41
18
8
41
CA 2081
RPC RP ET BD EC Other
37
30
2019
12
10
40
School 2080
RPC RP ET PE ELS EC Other
61
28
30
18
12
15
41
CA 2080
RPC RP ET PE ELS EC Other
22
12
1055
38
School 2032
RP RPC ET PE CL Other
12
12
9
33
47
CA 2032
RP RPC ET PE CL Other
School 2043 CA 2043
Highest
Segregation
Entropy Index of selected schools
Distribution of Nationalities
Nationalities in zone 9
Lowest
Segregation
AL BD BR CL D DZ ECELSET I
PA
K
PE R RP
RP
C
UC
R
YU
BORN IN COUNTRY OF ORIGIN1 12 1 1 0 1 0 3 25 4 0 2 1 7 6 0 0
BORN IN ITALY 0 6 2 3 1 0 9 4 12109 2 4 4 30 50 2 2
1st- 2nd Generation Students
BORN IN ITALY BORN IN COUNTRY OF ORIGIN
2081
Students
CODE
SCHOOL
SECOND
GENERATION
FIRST
GENERATION
2081 127 64
2032 342 54
2037 231 40
2043 454 35
2072 462 90
2080 411 122
2041 466 113
2035 348 6
2245 256 0
2078 243 2BD: Bangladesh * CL: Sri Lanka * EC: Ecuador * ELS: El Salvador
* ET: Egypt * PE: Peru * R: Romania * RP: Philippines * RPC: China
* UCR: Ukraine
22. Dynamic Analysis: Which schools are the students going to?
2080
24
126
32
108
94
5
2040:17
2072: 5
2102:3
2037
2035
Public school
Fluxes
Fluxes of Private School
Fluxes of Foreigners
Private school
2090
2032
2081
2041
2043
2042
2077
2245
2078
209
Public school
Private school
103
2035: 30
2035: 107
2045:19
2040: 53
56
2045:37
2046:17
2303:13
2036: 10
183
67
2080
2090
2032
2077
2245
2078
2037
2042
Fluxes
Fluxes of School 2081
Fluxes of Italians
6
4
43
RP EC ELS RPC UCR Other
3
241
RP EC ELS RPC UCR Other
Less than 10
Less than 20
Less than 30
More than 40
Less than 40
2035
197
2041
67
2081
209
2043
23. Micro-Scale School Segregation Dynamics in Urban Areas
SCHOOL
CODE
ABSOLUTE
NUMBER
PERCENTAGE Number IT PERCENTAGE
IT
2081 178 32.19% 66 18.13%
2032 82 14.83% 67 18.41%
2080 38 6.87% 25 6.87%
2043 34 6.15% 33 9.07%
2245 31 5.61% 31 8.52%
2035 30 5.42% 27 7.42%
2037 22 3.98% 20 5.49%
2041 18 3.25% 17 4.67%
2078 18 3.25% 17 4.67%
CATCHMENT
AREA
ABSOLUTE
NUMBER
PERCENTAGE Number IT PERCENTAGE
IT
2081 178 59.33% 66 59.63%
2042 36 12.00% 15 12.84%
2080 16 5.33% 9 8.26%
2090 14 4.67% 5 4.59%
Code
School
Name Type Foreign
students
staying in the
CA
Foreigners students
coming to this school
from other CA
Foreigners
Leaving the CA
to other
schools
2081 Confalonieri Public 108 77 66
2080 Marie Curie Public 126 38 78
2043 Locatelli Public 24 25 8
2245 Mandelli Private 0 4 0
2041 Arbe-Zara Public 94 56 36
2032 Dal Verme Public 32 30 16
2037 Galvani Public 5 51 1
FLUXES OF STUDENTS / ITALIANS COMING TO CA 2081
Name Type Italians
(Compulsory
Enrollment)
Italians
Going
to
Public
schools
Italian
Fluxes
to
Public
Schools
Italians
Fluxes to
Private
School
White
Flight
(Fluxes
Public +
Private)
2081 Confalonieri Public 368 205 55.7 26.36 82.06
2080 Marie Curie Public 398 51 12.81 34.17 46.98
2043 Locatelli Public 364 69 18.95 23.07 42.03
2245 Mandelli Private
2041 Arbe-Zara Public 407 84 20.63 30.71 51.35
2032 Dal Verme Public 384 86 22.39 29.68 52.08
2037 Galvani Public 195 53 27.17 46.66 73.84
FLUXES OF FOREIGNERS STAYING IN THE CATCHMENT AREA, COMING
TO THE CA, AND LEAVING THE CA
FLUXES OF ITALIANS SHOWING TO WHICH TYPE OF SCHOOLS THEY ARE
HEADING TO HIGHLIGHTING THE WHITE FLIGHT SITUATION
FLUXES OF ITALIANS LEAVING CATCHMENT AREA 2081
25. Micro-Scale School Segregation Dynamics in Urban AreasDescription
ASILO INTERVIEWED HIGH CLASS MIDDLE CLASS LOW CLASS
ANDREA MANDELLI 5 3
VILLANI MURAT 4 9 2
CONFALONIERI 2 6
ASILO INTERVIEWED ITALIAN MIXED FOREIGN
ANDREA MANDELLI 8
VILLANI MURAT 10 3 2
CONFALONIERI 2 6
First-Timers
Nationality & Language Spoken
Social Class
ASILO INTERVIEWED
FIRST
TIMERS
SECOND TIME
STAYED IN THE
SAME SCHOOL
SECOND TIME
BUT CHANGED
SCHOOL
ANDREA MANDELLI 4 3 1
VILLANI MURAT 10 3 2
CONFALONIERI 6 2
MANDELLI RODARI
WHAT ARE THE MOST IMPORTANT CRITERIA YOU LOOKED FOR IN A SCHOOL
HOW DID YOU LOOK UP THE SCHOOL
PERSONAL INFORMATION
VILLANI MURATI
CONFALONIERI
26. School Choice Preferences: Private Schools
Area of residence: Mandelli
Flows
Legend
Religion
School Envionment
Diversity
“It is important for our
children to learn their own
cultures and tradition, and
then they can start
learning about others”
“The children here are
followed-up all the time, no
one is left behind”
“I bambini sono voluti
bene”
“This school has a Catholic
imprint, it is possible that
the parents give importance
to religious classes along
with a high-level education.
”- President of Mandelli
Parent’s Association
27. Proximity
“We have our relative here,
so we ALL followed her...
ask any Arab tey would tell
you the same thing”
Arab group
“We chose Crespi because
its close and convenient.
We didnt look up other
schools but his classmates
are going to the same
one”
Philippine couple
Flows of Confalonieri School Parents
School Choice Preferences: Public
Area of residence Confalonieri
Flows
Schools
Kindergartens
CA 2081
Area of residence
Villani-Murat
Flows Inside CA
Legend
28. School Choice Preferences: Student Composition
Area of residence Confalonieri
Flows
Area of residence Villani-Murat
Flows Inside CA
Schools
Kindergartens
CA 2081
Legend
Flows Outside CA
Diversity
“Le classe con molto
stranieri il livello di
insegnamento e molto più
basso perché non
parlavano bene l’italiano, ce
più confusione nelle classe,
le maestre per stare indietro
per quelli che sono indietro
sempre finiscono per non
fare i programmi di
scolastico come si deve.
Quindi sicuramente anche
quello e un fattore”
“Dobbiamo raccogliere queste
persone e anzi, e proprio il
nostro dovere insegnare loro la
lingua e per fare di tutto perché
queste persone in tutte le carte
per entrare nel mondo della
scuola superiore e il lavoro come
l’italiano….”
29.
30. Limitations
Outcomes may not be generalizable to other zones and other metropolitan areas.
A larger number of interviewees would have produced results that are more signifi-
cant.
Answers may not be representative of the population; it is likely that some of the
more interesting and unique types of families are not captured in the study.
Potential for bias in the results and omitting some answers.
The socioeconomic status of the individuals interviewed is not presented.
31. Limitations
HIGH CLASS & UPPER HIGH CLASS MIDDLE CLASS & LOWER MIDDLE CLASS LOW CLASS
ALTERNATIVES
PRIVATE
WORD OF MOUTH
PROXIMITYPROXIMITYEDUCATIONAL PROGRAM
SCHOOL
ENVIRONMENT
OPEN DAYOPEN DAYWORD OF MOUTH WORD OF
MOUTH
EDUCATIONAL PROGRAM
BEST SCHOOL: EXCLUSIVITY BEST SCHOOL GIVES MY CHILDREN THE BEST
OUTCOME
BEST SCHOOL IN THE CATCHMENT AREA
SCHOOL
STRUCTURE
SCHOOL
ENVIRONMENT
ETHNIC
COMPOSITION
RELIGIOUS
STUDIES
PERSONAL PREFERENCE
Social Class
Information
Collection
Initial Criteria
Secondary
Criteria
What is the Best
Education?
OPEN DAY
ONLINE RESEARCH
PUBLIC
32. Policy Implications
Reducing the barriers that some families face in enrolling their children in schools
Institutional barriers and allocating more resources
To combat inequalities, it is necessary to gather data on the experience of students of
foreign origin by taking into account the obstacles they have to face in their paths,
along with the help that they need.
Policymakers’ perspective must take a broader notion and assess the success of
integration in comparison to its negative influence on enrollment in the
school-centered strategy.
Institutions are capable of ameliorating segregation within its premises through school
choice policies that encourage social inclusion and the development of a fully
multi-ethnic society.