Benchmarking the way aheadDisability-inclusive MDG‘s and Aid Effectiveness

Bangkok, 14-16 March 2012Mihaylo Milovanovitch, Directorate for Education OECD

Structure

o Where do we stand

o Potential tools for addressing challenges

o Benchmarking the way ahead

Where do we stand?

Challenge #1: Funding

Total Bilateral ODA vs. Expenditures on Education

4

Com

mit

men

ts,

US

D B

illi

on

s

Source: Creditor Reporting System (CRS), OECD

Funding: top ten education donors in 2008 and their focus

Sou

rce:

OE

CD

Funding: which kinds of education have received the support of donors?

62005 2006 2007 2008 20090

2000

4000

6000

8000

10000

12000

14000

ODA to education by subsector 2005-2009

Post-Secondary Education

Secondary Education

Basic Education

Education, Level Unspeci-fied

Source: OECD

Funding: which group of countries?

0% 20% 40% 60% 80% 100%0%

20%

40%

60%

80%

100%

IDA

UK

Canada

United States

France

EC

Japan

Germany

Proportion of Education ODA to LICs (%)

Pro

po

rtio

n o

f E

du

ca

tio

n O

DA

to

MIC

s (

%)

Italy

Source: OECD

Not SEN SEN 0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

12%22%

42%

35%

42% 41%

Parent education

Post Secondary, Tertiary Upper Secondary CompulsoryNone

Not SEN SEN 0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

69%

53%

28%

47%

Highest parent occupational status

Blue collar workers White collar workers

Challenge 2: Equity and fairness of education- SEN students’ socio-economic background

Sour

ce: O

ECD

PIS

A 20

06; N

ote:

dat

a ha

s lim

ited

stati

stica

l sig

nific

ance

due

to s

mal

l sam

ple

Equity: SEN students’ educational experience

   Not SEN

Functional Disability

Intellectual Disability

Limited Language

ProficiencyOther

  ISCED Level

% % % % %

Pre-Primary (0)          

  Did not attend 11.8 10.9 11.4 26.3 8.5

  Attended 24.3 25.9 36.2 25.7 23.1

  Attended > 1 year 63.8 63.3 52.4 48.1 68.4

Primary (1)          

  Have not repeated 91.6 87.7 74.5 83.6 72.8

  Repeated 7.5 10.5 22.1 14.6 25.8

  Repeated > Once 1.0 1.8 3.4 1.8 1.3

Lower Secondary (2)          

  Have not repeated 93.2 96.0 89.2 88.7 94.8

  Repeated 6.3 3.6 9.4 10.5 5.2

  Repeated > Once 0.5 0.4 1.4 0.7 0.0

Upper Secondary (3)          

  Have not repeated 97.3 96.9 97.0 96.6 97.3

  Repeated 2.7 2.3 2.8 3.1 2.7

  Repeated > Once 0.0 0.8 0.2 0.3 0.0

         Source: OECD PISA 2003

10

Challenge #3: teachers and their preparation

• SEN is named as area of greatest need for professional development

Clas

sroo

m m

anag

emen

t *

Stud

ent d

isci

plin

e an

s be

havi

our p

rob-

lem

s *

Inst

ructi

onal

pra

ctice

s *

Stud

ent a

sses

smen

t pra

ctice

s *

Subj

ect fi

eld

*

Cont

ent a

nd p

erfo

rman

ce s

tand

ards

*

Stud

ent c

ouns

ellin

g *

Teac

hing

spe

cial

lear

ning

nee

ds s

tude

nts

*

Scho

ol m

anag

emen

t and

adm

inis

trati

on

*

Teac

hing

in a

mul

ticul

tura

l setti

ng

ICT

teac

hing

ski

lls *

0%

5%

10%

15%

20%

25%

30%

35%

0.33

0.31

New teachers Experienced teachers

Sou

rce:

OE

CD

TA

LIS

201

2

Challenge 4: lack of comparative data and evidence

Milovanovitch

Shared policyenvironment

National policyenvironment #1

National policyEnvironment #2

National policyEnvironment #4

National policyEnvironment #3

?

Potential “challenge fitting” tools

A map of PISA countries and economies

13

ODA recipients in PISA

14

Perceived causes of difficulty in accessing the regular curriculum, which determine the need for additional resources:

Making national evidence and data comparable: the SENDDD resource based model

Resource based definition: “Those with special educational needs are defined by the additional public and/or private resources provided to support their education”.

Cross-national category Description

A/Disabilities

Students with disabilities or impairments viewed in medical terms as organic disorders attributable to organic pathologies (e.g. in relation to sensory, motor or neurological defects).

B/Difficulties

Students with behavioural or emotional disorders, or specific difficulties in learning.

C/Disadvantages

Students with disadvantages arising primarily from socio-economic, cultural, and/or linguistic factors.

Benchmarking the way ahead

Adjustment of large scale survey instruments (PISA)

• Low levels of enrolment at age 15 in ODA countries

• Large share of students perform at lowest levels of proficiency

Relevance

• Reliability of measurement is much lower at the bottom of the performance distribution

Reliability

• Background questionnaires (student, school principal, parents) would have to be adjusted to reflect different policy realities in ODA countries

Policy priorities

• Value added gained from participation: very costly and capacity intensive

Value added

New education indicators

• Enrolment rates in primary education• Completion rates in primary education • Literacy rates

The Millennium Development Goals uses three education indicators:

Use of new indicators to assess country’s progress towards development, which can be (largely) implemented in surveys already conducted by national statistical offices

New education indicators

• Proportion of schools with less than 45 students per class or average classroom size or teacher student ratio

• Average teacher salary (as a percentage of GDP per capita)• Proportion of schools meeting minimum infrastructure and material resource

standards

Educational inputs

• Educational attainment (how far students go in the educational system) • Enrolment and completion rates by educational level• Tertiary enrolment in relation to the market relevance and strategic

development needs• School-to-work transition, e.g. unemployment by educational level

• Educational achievement (how much students know)• International student assessments (PISA, TIMMS, PIRLS)

Educational outcomes

• Measuring equity in the distribution of literacy and educational achievement by gender and background characteristics

• The migration of highly educated students out of ODA receiving countries (brain drain) should be monitored

Relevance and lost potential of education

• Promoting the dialogue and collaboration of school systems with similar characteristics

Structure of national school systems

It is time to “mainstream” the issue of inclusiveness

Agree on benchmarking of compliance and implementation of the Convention

Plan steps towards a base of comparative evidence

PCPs (Policy Commitments on Paper) are important, but not enough.

It is time to take a step further and

> agree on what they mean in practice;

> notice and analyse good practice, and

> create channels for exercising peer pressure between governments

The Convention;

Post- 2015 multilateral commitments

Policy track

The Convention;

Post- 2015 multilateral commitments

Technical track

The way ahead:Agree on what, when and how and promote it

21

Positioning in multilateral commitments

Mainstreaming of SENDDD agendas in fora of other sectors

Lobbying for higher priority ofSENDDD-relevant issues in

ODA spending

Define physicalaccessibility standards

Agree on a universal internationalclassification framework of disabilities & disadvantages

Set benchmarks of inclusivenessfor each “category” and

“sub-category” of the framework

Set a benchmark for resources to be invested per SENDDD student

and “category”.

Benchmark achievementper category

Thank you

mihaylo.milovanovitch@oecd.org

www.oecd.org/edu/nme