The Education Policy Outlook 2018 - Putting Student Learning at the Centre
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Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
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The Education Policy Outlook 2018 - Putting Student Learning at the Centre
- 1. The Education Policy Outlook 2018: Putting Student Learning at the Centre Andreas Schleicher Special Advisor on Education Policy to the Secretary General Director for Education and Skills Education Policy Reform Dialogues Madrid, Spain 11-12 June 2018
- 2. Preparing students for their future, not our past The post-truth world where reality becomes fungible • Virality seems privileged over quality in the distribution of information • Truth and fact are losing currency Scarcity of attention and abundance of information • Algorithms sort us into groups of like-minded individuals create echo chambers that amplify our views, leave us uninformed of opposing arguments, and polarise our societies
- 4. Students are using more time online outside school on a typical school day (PISA) 0 20 40 60 80 100 120 140 160 180 200 Chile39 Sweden56 Uruguay33 CostaRica31 Spain44 Italy40 Australia52 Estonia50 NewZealand51 Hungary43 Russia42 Netherlands48 Denmark55 SlovakRepublic40 CzechRepublic43 Austria42 Latvia46 Singapore45 Belgium44 Poland46 Iceland51 OECDaverage-2743 Ireland48 Croatia40 Portugal42 Finland48 Israel34 Macao(China)45 Switzerland40 Greece41 HongKong(China)39 Mexico30 Slovenia37 Japan31 Korea20 Minutes per day 2015 2012 Figure III.13.3 Percentage of High Internet Users (spending 2 to 6 hours on line per day), during weekdays
- 6. The kind of things that are easy to teach are now easy to automate, digitize or outsource 35 40 45 50 55 60 65 70 1960 1970 1980 1990 2000 2006 2009 Routine manual Nonroutine manual Routine cognitive Nonroutine analytic Nonroutine interpersonal Mean task input in percentiles of 1960 task distribution
- 7. Tasks without use of ICT Tasks with use of ICT Non routine tasks Routine tasks Non routine tasks Routine tasks Tasks without use of ICT Tasks with use of ICT TWO EFFECTS OF DIGITALISATION
- 8. Non routine tasks, Low use of ICT Non routine tasks, High use of ICT Routine tasks, Low use of ICT Routine tasks, High use of ICT Non routine tasks, Low use of ICT Non routine tasks, High use of ICT Routine tasks, Low use of ICT Routine tasks, High use of ICT TWO EFFECTS OF DIGITALISATION (
- 9. The Race between Technology and Education Inspired by “The race between technology and education” Pr. Goldin & Katz (Harvard) Industrial revolution Digital revolution Social pain Universal public schooling Technology Education Prosperity Social pain Prosperity
- 10. Comparing skills of computers and adults 0% 5% 10% 15% 20% 25% 30% 35% 40% Level 1 and Below Level 2 Level 3 Level 4-5 Literacy Proficiency in OECD Countries (PIAAC) Near-term computer capabilities
- 11. When fast gets really fast, being slow to adapt makes you really slow
- 12. Learning time and science performance Figure II.6.23 Finland Germany Switzerland Japan Estonia Sweden Netherlands New Zealand Macao (China) Iceland Hong Kong (China) Chinese Taipei Uruguay Singapore Poland United States Israel Bulgaria Korea Russia Italy Greece B-S-J-G (China) Colombia Chile Mexico Brazil Costa Rica Turkey Montenegro Peru Qatar Thailand United Arab Emirates Tunisia Dominican Republic R² = 0.21 300 350 400 450 500 550 600 35 40 45 50 55 60 PISAsciencescore Total learning time in and outside of school OECD average OECD average OECDaverage
- 13. Learning time and science performance (PISA) Figure II.6.23 6 7 8 9 10 11 12 13 14 15 16 0 10 20 30 40 50 60 70 Finland Germany Switzerland Japan Estonia Sweden Netherlands NewZealand Australia CzechRepublic Macao(China) UnitedKingdom Canada Belgium France Norway Slovenia Iceland Luxembourg Ireland Latvia HongKong(China) OECDaverage ChineseTaipei Austria Portugal Uruguay Lithuania Singapore Denmark Hungary Poland SlovakRepublic Spain Croatia UnitedStates Israel Bulgaria Korea Russia Italy Greece B-S-J-G(China) Colombia Chile Mexico Brazil CostaRica Turkey Montenegro Peru Qatar Thailand UnitedArabEmirates Tunisia DominicanRepublic Scorepointsinscienceperhouroflearningtime Hours Intended learning time at school (hours) Study time after school (hours) Score points in science per hour of total learning time
- 14. OECD Facilitates Needed Cooperation o Working with governments to understand what drives economic, social and environmental changes o Promoting polices to improve the economic and social well-being of people around the world o Sharing policy experiences and seeking solutions to common problems
- 15. The Five Pillars of the Education Directorate The Five Pillars of the Education Directorate Policy development and implementation Innovation and the future of education Developing and using skills Teaching and learning Measuring outcomes OECD aims to provide answers – Directorate for Education and Skills
- 16. The Five Pillars of the Education Directorate The Five Pillars of the Education Directorate Policy development and implementation o Early Childhood Education and Care Policy Reviews o Education 2030 o Strength Through Diversity o In-Depth Analysis of Higher Education Topics o Country Reviews of Education Policy o Education for Indigenous Students o School Resources Review o Strategic Education Governance o Education Policy Outlook OECD aims to provide answers – Directorate for Education and Skills
- 17. Preparing Students for the Future Equity and quality Evaluation and Assessment School improvement Funding Governance SYSTEM STUDENTS INSTITUTIONS The Education Policy Outlook 2018: Putting Student Learning at the Centre
- 18. Preparing Students for the Future Equity and quality Evaluation and Assessment School improvement Funding Governance STUDENTS o Looks into the evolution of education policy landscapes in 43 education systems during 2008-2017, which touch the lives of over 300 million students. o Identifies common areas of education policy priorities and policy actions to foster equity and quality and prepare students for the future o Identifies over 200 key education policies across 33 education systems . o Aims to understand the evolution of education policy priorities and principles of action in 43 education systems by drawing on the review of more than 150 publications of OECD country- based work, responses to the EPO 2016-17 Survey, EPO country profiles and international evidence. o Traces the policy life cycle from implementation, evaluation, evolution to completion of key education policies. The Education Policy Outlook 2018: Putting Student Learning at the Centre
- 19. Trends in the Evolution of Policy Priorities: Equity and Quality 6 7 7 8 9 13 14 15 20 29 0 5 10 15 20 25 30 Delaying tracking Improving the integration of SEN students Bridging performance gaps among students from different minority groups Bridging performance gaps among boys and girls Preventing school repetition Bridging performance gaps among students and regions Improving the inclusion of immigrant students Raising access to and quality of ECEC Improving student performance for all Bridging gaps in performance due to socio-economic background Persisting policy priorities (2008-2017) Emerging policy priorities (2014-2017) Number of Education Systems
- 20. Source: PISA 2012Low math performance High math performance Mathematics performance of the 10% most disadvantaged American 15-year-olds (~Mexico) Mathematics performance of the 10% most privileged American 15-year-olds (~Japan) Poverty need not be destiny: PISA math performance by decile of social background PISAmathematicsperformance
- 21. Comparing like with like – Learning outcomes by international deciles of the PISA index of economic, social and cultural status (ESCS) 280 330 380 430 480 530 580 630 DominicanRepublic40 Algeria52 Kosovo10 Qatar3 FYROM13 Tunisia39 Montenegro11 Jordan21 UnitedArabEmirates3 Georgia19 Lebanon27 Indonesia74 Mexico53 Peru50 CostaRica38 Brazil43 Turkey59 Moldova28 Thailand55 Colombia43 Iceland1 TrinidadandTobago14 Romania20 Israel6 Bulgaria13 Greece13 Russia5 Uruguay39 Chile27 Latvia25 Lithuania12 SlovakRepublic8 Italy15 Norway1 Spain31 Hungary16 Croatia10 Denmark3 OECDaverage12 Sweden3 Malta13 UnitedStates11 Macao(China)22 Ireland5 Austria5 Portugal28 Luxembourg14 HongKong(China)26 CzechRepublic9 Poland16 Australia4 UnitedKingdom5 Canada2 France9 Korea6 NewZealand5 Switzerland8 Netherlands4 Slovenia5 Belgium7 Finland2 Estonia5 VietNam76 Germany7 Japan8 ChineseTaipei12 B-S-J-G(China)52 Singapore11 Scorepoints Bottom decile Second decile Middle decile Ninth decile Top decile Figure I.6.7 % of students in the bottom international deciles of ESCS OECD median student
- 22. Disadvantaged schools often have more teachers… 24.2 25.8 27.0 27.7 23 24 25 26 27 28 Bottom quarter Second quarter Third quarter Top quarter Students per class Average class size in <9th grade>, by quarter of school socio-economic profile (OECD average)
- 23. …but teachers in disadvantaged schools are less qualified… Figure 3.5 Science teachers without a university major in science, by school socio-economic profile (OECD Average) 31 26 25 21 15 17 19 21 23 25 27 29 31 33 35 Bottom quarter Second quarter Third quarter Top quarter
- 24. Trends in the Evolution of Policy Priorities: Preparing Students for the Future 8 12 17 18 18 18 18 19 25 29 0 5 10 15 20 25 30 Internationalising the higher education sector Decreasing levels of youth unemployment and NEETs Increasing the quality of tertiary education Creating or strengthening apprenticeship systems Reducing high school leaving rates Raising the attractiveness of VET Increasing equal access to tertiary education Facilitating the school-to-work transition for students Increasing employer engagement in VET Reducing skills mismatch Number of Education Systems Persisting policy priorities (2008-2017) Emerging policy priorities (2014-2017)
- 25. Expanding access to and quality of ECEC Identified as a priority by the OECD in 14 education systems; Only 1 education system reported it as such in its responses to the EPO Survey 2016-2017
- 26. Priority: Increase access to and quality of ECEC Number of years in pre-primary education among students attending socio-economically disadvantaged and advantaged schools (2015) 0 1 2 3 4 5 Sweden Estonia Russia Latvia Bulgaria Iceland Norway Hungary Denmark Finland Singapore Israel Belgium HongKong… Spain SlovakRepublic Uruguay France Macao(China) Brazil B-S-J-G(China) Japan Germany CzechRepublic Lithuania Slovenia Thailand Austria Croatia Italy ChineseTaipei OECDaverage Poland Peru Korea Mexico Luxembourg Greece Montenegro Dominican… NewZealand UnitedKingdom UnitedStates Switzerland CostaRica Qatar UnitedArab… Colombia Australia Canada Chile Ireland Tunisia Portugal Turkey %students Disadvantaged schools Advantaged schools FIFTEEN-YEAR-OLDS IN ADVANTAGED SCHOOLS ARE MORE LIKELY TO HAVE ATTENDED PRE-PRIMARY SCHOOL
- 27. Priority: Increase access to and quality of ECEC Number of years in pre-primary education among students attending socio-economically disadvantaged and advantaged schools (2015) 0 1 2 3 4 5 Sweden Estonia Russia Latvia Bulgaria Iceland Norway Hungary Denmark Finland Singapore Israel Belgium HongKong… Spain SlovakRepublic Uruguay France Macao(China) Brazil B-S-J-G(China) Japan Germany CzechRepublic Lithuania Slovenia Thailand Austria Croatia Italy ChineseTaipei OECDaverage Poland Peru Korea Mexico Luxembourg Greece Montenegro Dominican… NewZealand UnitedKingdom UnitedStates Switzerland CostaRica Qatar UnitedArab… Colombia Australia Canada Chile Ireland Tunisia Portugal Turkey %students Disadvantaged schools Advantaged schools FIFTEEN-YEAR-OLDS IN ADVANTAGED SCHOOLS ARE MORE LIKELY TO HAVE ATTENDED PRE-PRIMARY SCHOOL Education systems worked to increase ECEC access, improve its quality and the transition to primary education. Older policies (2008-2017) tend to be broader in scope, more recent policies (2014-2017) tend to be targeted at children from disadvantaged backgrounds. 2008-2017 What happened?
- 28. Priority: Increase access to and quality of ECEC Enrolment rates in ECEC and primary education, age 3 (2005 and 2015) 0 10 20 30 40 50 60 70 80 90 100 France Denmark Iceland Spain Norway Germany Korea Sweden NewZealand Estonia Latvia Slovenia Netherlands Hungary Japan EU22average OECDaverage CzechRepublic Austria Finland Australia Luxembourg Poland SlovakRepublic Colombia Chile Mexico Ireland Turkey CostaRica Italy Portugal UnitedStates Switzerland % Enrolment at age 3 (2005) Enrolment at age 3 (2015)
- 29. In 14 Education Systems: AUS, CZE, FIN, FRA, DEU, ITA, JPN, KOR, LVA, LUX, PRT, SVK, ESP, GBR (ENG) OECD Principle of action: Increase access to and quality of ECEC by, for example, implementing monitoring systems. Increasing coverage of ECEC by providing new infrastructure and programmes was only reported as a priority by CHL. Priority: Increase access to and quality of ECEC (2008-17) What the OECD said: What Education Systems said: Ensure coverage and quality in ECEC for the youngest What was done? Further Policy Evidence: ECEC curriculum (revised 2016) Series of policies to improve coverage and equity in ECEC (2014-18) After-school childcare for 3-5 year-olds (2013); Nuri curriculum (2012) Need to better define goals and content
- 30. Integrating students with an immigrant background into the education system Identified as a priority by the OECD in 14 education systems; 6 education system reported it as such in their responses to the EPO Survey 2016-2017
- 31. Priority: Integrating immigrant students into the education system 0 10 20 30 40 50 60 70 80 Macao(China)-11 Qatar15 Luxembourg16 HongKong(China)-9 Switzerland9 Canada9 NewZealand6 Australia3 UnitedStates8 Austria7 Belgium4 Israel-6 Sweden7 Germany3 UnitedKingdom8 Ireland9 France OECDaverage3 Jordan-5 Norway6 Spain4 Croatia Greece3 Netherlands Denmark3 Estonia-2 Italy4 Slovenia-2 Portugal Russia-2 % 2015 2006 Change between 2006 and 2015 in the percentage of immigrant students Change (2015 – 2006) in the percentage of immigrant students is statistically significant
- 32. Priority: Integrating immigrant students into the education system 0 10 20 30 40 50 60 70 80 Macao(China)-11 Qatar15 Luxembourg16 HongKong(China)-9 Switzerland9 Canada9 NewZealand6 Australia3 UnitedStates8 Austria7 Belgium4 Israel-6 Sweden7 Germany3 UnitedKingdom8 Ireland9 France OECDaverage3 Jordan-5 Norway6 Spain4 Croatia Greece3 Netherlands Denmark3 Estonia-2 Italy4 Slovenia-2 Portugal Russia-2 % 2015 2006 Change between 2006 and 2015 in the percentage of immigrant students Change (2015 – 2006) in the percentage of immigrant students is statistically significant OECD Education systems have become more diverse in terms of the backgrounds of students they serve. The increased diversity is related to the growing number of immigrant students enrolling in their schools. 2008-2017 What happened?
- 33. Priority: Integrating immigrant students into the education system Percentage of students attaining baseline academic proficiency, by immigrant background (2015) 0 10 20 30 40 50 60 70 80 90 100 Canada Ireland NewZealand Estonia Australia UnitedKingdom-11 Hungary Portugal-14 Luxembourg-24 Norway-25 Latvia-21 CzechRepublic-19 Spain-23 EUaverage-22 UnitedStates-22 OECDaverage-24 Belgium-31 Denmark-33 Germany-37 Slovenia-34 Italy-24 Finland-42 France-36 Austria-38 Greece-29 Iceland-39 Chile-20 SlovakRepublic-35 CostaRica-14 Mexico-34 % First-generation immigrant students Native students
- 34. What the OECD said: What Education Systems said: In 14 Education Systems: AUT, BEL (Fl, Fr, Dg), FIN, FRA, DEU, ISL, LUX, POL, SWE, CHE, TUR, GBR (ENG) OECD Principle of action: Ensure early intervention for immigrant students with language courses and specific teacher training Reducing performance and attainment gaps between native and immigrant students is a priority in 6 Education Systems: BEL (Fl), DEU, FIN, ISL, SWE, TUR Refugee children and youth should be swiftly integrated into the mainstream compulsory education system to avoid segregation Ex: Standard curriculum should include German language training Priority: Integrating immigrant students into the education system (2008-17) What was done? National Core Curriculum for Instruction Preparing for Basic Education (2015); National Core Curriculum for Instruction Preparing for Basic Education (2015); National Core Curriculum for Instruction Preparing for General Upper Secondary Education (2015); Preparatory Education for Vocational Training (2015) Qualification Initiative “Getting ahead through education” (2008); National Action Plan on Integration (NAP-I, 2011); Programme on language education (2016); Programme on building bridges to early education for families with refugee background and low SES (2017)A lot… Address literacy gaps between students with an immigrant background and native students Ex: Ensure staff have good knowledge of children’s mother- tongue so children can learn properly at a young age
- 35. Preparing students for the future
- 39. Creating new value connotes processes of creating, making, bringing into being and formulating; and outcomes that are innovative, fresh and original, contributing something of intrinsic positive worth. The constructs that underpin the competence are creativity/ creative thinking/ inventive thinking, curiosity, global mind-set, … . In a structurally imbalanced world, the imperative of reconciling diverse perspectives and interests, in local settings with sometimes global implications, will require young people to become adept in handling tensions, dilemmas and trade-offs. Underlying constructs are empathy, resilience/stress resistance trust, … Dealing with novelty, change, diversity and ambiguity assumes that individuals can think for themselves and work with others. This suggests a sense of responsibility, and moral and intellectual maturity, with which a person can reflect upon and evaluate their actions in the light of their experiences and personal and societal goals; what they have been taught and told; and what is right or wrong Underlying constructs include critical thinking skills, meta-learning skills (including learning to learn skills), mindfulness, problem solving skills, responsibility, …
- 40. Anticipation mobilises cognitive skills, such as analytical or critical thinking, to foresee what may be needed in the future or how actions taken today might have consequences for the future Reflective practice is the ability to take a critical stance when deciding, choosing and acting, by stepping back from what is known or assumed and looking at a situation from other, different perspectives Both reflective practice and anticipation contribute to the willingness to take responsible actions Implications for pedagogy
- 41. 0 10 20 30 40 50 60 70 80 Arts Humanities Mathematics National Language/s PE/Health Science Technologies Numberofmappedcontentitems Skills, Attitudes and Values Key concepts 2030 Learning Framework Competency Development Cycle Compound competencies for 2030 Current curricula and 2030 aspirations Preliminary findings of curriculum content mapping (lower secondary; Ontario, Canada)
- 42. Current curricula and 2030 aspirations Preliminary findings of curriculum content mapping (lower secondary; Japan) 0 20 40 60 80 100 120 140 160 Arts Humanities Mathematics National Language/s PE/Health Science Technologies Numberofmappedcontentitems Skills, Attitudes and Values Key concepts 2030 Learning Framewo rk Competency Development Cycle Compound competencies for 2030
- 43. Some lessons from high performers • Rigor, focus and coherence • Remain true to the disciplines – but aim at interdisciplinary learning and the capacity of students to see problems through multiple lenses – Balance knowledge of disciplines and knowledge about disciplines • Focus on areas with the highest transfer value – Requiring a theory of action for how this transfer value occurs • Authenticity – Thematic, problem-based, project-based, co-creation in conversation • Some things are caught not taught – Immersive learning propositions
- 44. What teachers say and what teachers do
- 45. 96% of teachers: My role as a teacher is to facilitate students own inquiry
- 46. 86%: Students learn best by findings solutions on their own
- 47. 74%: Thinking and reasoning is more important than curriculum content
- 48. -2.00 -1.50 -1.00 -0.50 0.00 Prevalence of memorisation rehearsal, routine exercises, drill and practice and/or repetition 0.00 0.50 1.00 1.50 2.00 Switzerland Poland Germany Japan Korea France Sweden Shanghai-China Canada Singapore United States Norway Spain Netherlands United Kingdom Prevalence of elaboration reasoning, deep learning, intrinsic motivation, critical thinking, creativity, non-routine problems High Low Low High
- 49. Memorisation is less useful as problems become more difficult (OECD average) R² = 0.81 0.70 1.00 300 400 500 600 700 800 Difficulty of mathematics item on the PISA scale 1 Source: Figure 4.3 Difficult problem Easy problem Greater success Less success Odds ratio
- 50. Elaboration strategies are more useful as problems become more difficult (OECD average) R² = 0.82 0.80 1.50 300 400 500 600 700 800 Difficulty of mathematics item on the PISA scale 2 Source: Figure 6.2 Difficult problem Greater success Less success Easy problem Odds ratio
- 51. Ensuring successful transitions by decreasing early school leaving rates Identified as a priority by the OECD in 18 education systems; 10 education system reported it as such in their responses to the EPO Survey 2016-2017
- 52. Priority: Ensuring successful transitions by decreasing early school leaving rates 0 10 20 30 40 50 60 70 80 90 100 Korea Israel Lithuania Finland NewZealand Netherlands Chile Slovenia Poland Austria Latvia Canada Portugal UnitedStates Hungary Germany Denmark OECDaverage EU22average Slovak… Italy Norway CzechRepublic Luxembourg Indonesia Sweden Spain Turkey Brazil Mexico CostaRica 2015 2005 Trends in first-time upper secondary graduation rates for students younger than 25 (2005, 2015)
- 53. Priority: Ensuring successful transitions by decreasing early school leaving rates 0 10 20 30 40 50 60 70 80 90 100 Korea Israel Lithuania Finland NewZealand Netherlands Chile Slovenia Poland Austria Latvia Canada Portugal UnitedStates Hungary Germany Denmark OECDaverage EU22average Slovak… Italy Norway CzechRepublic Luxembourg Indonesia Sweden Spain Turkey Brazil Mexico CostaRica 2015 2005 Trends in first-time upper secondary graduation rates for students younger than 25 (2005, 2015) 2008-2017 What happened ? OECD education systems have implemented policies to keep students in the system, while improving their learning opportunities. Policy options reported include advancing student guidance, revising qualifications, updating course curricula and increasing participation in STEM- related fields. Recently-implemented policies concentrate on similar areas, but also on technology education and support for migrants and refugees.
- 54. What the OECD said: What Education Systems said: In 18 Education Systems: BEL (Fl, Fr, Dg), CHL, EST, FRA, DEU, ISL, ITA, LVA, MEX, PRT, SVK, SVN, ESP, SWE, COL OECD principle of action: Provide more and earlier individualised support to students at risk of falling behind. Favour policies that encourage students to go back to school. Reducing performance and attainment gaps between native and immigrant students is a priority in 10 Education Systems: BEL (Fl, Fr), FRA, DEU, ITA, LVA, NOR, PRT, ESP, SWE Further reduce grade repetition and early school leaving Priority: Ensuring successful transitions by decreasing early school leaving rates (2008-17) What was done? Foster a close partnership between business and VET, so that VET responds to labour market needs Series of policies to promote student success, including a new framework of competences, a National Plan for School Success (PNPSE), tutoring for students who repeat two grades and the Curriculum Flexibility and Autonomy Programme Programme to Reduce Early Dropout in Education and Training (2014-20)
- 55. Improving the attractiveness and relevance of Vocational Education Training (VET) Identified as a priority by 16 the OECD in education systems; 7 education system reported it as such in their responses to the EPO Survey 2016-2017
- 56. 30 40 50 60 70 80 90 100 Iceland Luxembourg Austria Poland Latvia Germany UnitedKingdom2 Belgium Norway Sweden NewZealand France Japan Canada Chile1 Australia UnitedStates Ireland1 OECDaverage Denmark Hungary EU22average Portugal Colombia Slovenia Estonia CostaRica Finland Mexico CzechRepublic SlovakRepublic Spain Korea Turkey Greece Italy % vocational Below upper secondary general or no distinction Tertiary Priority: Improving the attractiveness and relevance of VET Employment rates of 25-34 year-olds, by educational attainment and programme orientation (2016)
- 57. 30 40 50 60 70 80 90 100 Iceland Luxembourg Austria Poland Latvia Germany UnitedKingdom2 Belgium Norway Sweden NewZealand France Japan Canada Chile1 Australia UnitedStates Ireland1 OECDaverage Denmark Hungary EU22average Portugal Colombia Slovenia Estonia CostaRica Finland Mexico CzechRepublic SlovakRepublic Spain Korea Turkey Greece Italy % vocational Below upper secondary general or no distinction Tertiary Priority: Improving the attractiveness and relevance of VET Employment rates of 25-34 year-olds, by educational attainment and programme orientation (2016) 2008-2017 What happened ? OECD education systems have implemented strategies and tools to improve the quality of VET programmes and policies to support students during their transition into post-secondary education or the labour market and to improve access to VET and its attractiveness.
- 58. What the OECD said: What Education Systems said: Improving attractiveness of VET is a priority in 7 Education Systems: BEL (Fr), CAN (federal view), DEU, PRT, SVK, ESP, SWE Priority: Improving the attractiveness and relevance of VET (2008-17) What was done? Provide young people with the generic, transferable skills to support occupational mobility and lifelong learning, and with occupational-specific skills that meet employers’ immediate needs. Further policy evidence: Szabóky Adolf vocational scholarship programme (2016) formerly known as the Vocational School Scholarship Scheme (Fr): Pact for Excellence in Teaching (2015-30) In 16 Education Systems: BEL (Fl, Fr, Dg), CZE, DNK, EST, FRA, DEU, GRC, IRL, ISR, MEX, PRT, SVN, ESP, SWE OECD principle of action (attractiveness): Making programmes more relevant to the labour market, facilitating pathways to tertiary education or higher-level VET (if at upper secondary level), and further involving employers in the establishment of curriculum.
- 59. 3. Three key education policy lessons learnt from this report
- 60. 3 Key education policy lessons from this report 1. System complexity means that no policy makes it or breaks it alone, and the contexts in which they interact, with increased diversity, are key to their success. However, system complexity can be good news after all, as it can mean that different approaches can exist in order to address one same problem depending on the context (e.g. reducing early school leaving, or skills mismatch). 2. New policy priorities have been identified, with corresponding areas of policy action, with an increased focus on improving student performance for all in schools (low performers) or integrating immigrant students into the education system... At the same time, ECEC appeared as a more “silent” priority, yet with several key education policies reported and recent developments. 3. Equity in education is about providing adapted opportunities for all to succeed, and should therefore include support to mid and high performers too. This includes, bridging performance gaps related to student background, but at the same time, being able to offer opportunities for students at different performance levels to reach their full potential and push it further. In the same way, facilitating smooth transitions for all students in a comprehensive and inclusive education system can strengthen students’ success in education, the labour market and as part of a community, today and in the future…