Reaching equity, excellence and well being in

education across OECD countries

1

Beatriz PontSenior Education Policy Analyst,

Directorate for Education and Skills OECD

Boston, MA, October 22-23 2017

2

Equity, excellence and well-being for inclusive growth: today's main messages

Well-being & Excellence

for all children

1. Investing in children for a meaningful

future

2. Education policy can

spur quality & equity +

wellbeing

3. We all have a role to play to make it a

reality

Inclusive growth

Better policies

Better lives

Shifting the narrative: from GDP per capita to inclusive growth

Inclusive growth: economic growth that creates opportunities for all segments of the population and distributes the dividends of increased prosperity, both in monetary and non-monetary terms, fairly across society.

Shifting the narrative: towards better livesa multi dimensional view of well being acrosscountries

Ranked according to individual preferences, US responses

Child well being (Better Life Index)

Better Life Index applied to children

6

Key 1: delivering excellence with equity in education, PISA 2015Mean performance in science and strength of the socio-economic gradient

GermanySwitzerlandBelgium

AustriaFranceCzech Republic

Luxembourg

Hungary Slovak RepublicChile

New ZealandSlovenia

Australia

Netherlands

IrelandPolandPortugal United States

SwedenSpain

LithuaniaIsrael

Greece

Mexico

Japan Estonia

Finland CanadaKorea

United KingdomDenmark Norway

LatviaItaly

Iceland

Turkey

350

400

450

500

550

600

0510152025

Mean science score

Percentage of variation in performance explained by socio-economic status

Strength of the relationship between performance and socio-economic status is above the average

Strength of the relationship between performance and socio-economic status is not statistically significantly different from the average

Strength of the relationship between performance and socio-economic status is below the average

OEC

D

aver

age

OECD average

Above-average science performanceBelow-average equity in education

Above-average science performanceAbove-average equity in education

Below-average science performanceBelow-average equity in education

Below-average science performanceAbove-average equity in education

Key 2: Preparing for the future Education 2030

Global competency: “the capacity to analyse global and intercultural issues criticallyand from multiple perspectives, to understand how differences affect perception,judgements, and ideas of self and others, and to engage in open, appropriate andeffective interactions with others from different backgrounds on the basis of ashared respect for human dignity”

Key 3: Life satisfaction and educationalperformance can go together

Index of life satisfaction (0-10) and performance, 15 yr ols, PISA 2015

Life satisfaction in OECD countries (0-10), 15 year olds, PISA 2015

Student wellbeing is multidimensional

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% of schools whose principals report (PISA 2009)Student wellbeing: motivation, belonging and anxiety

0.0 20.0 40.0 60.0 80.0 100.0

Index of students' lifesatisfaction

% of frequently bulliedstudents

I feel like I belong at school

Even if I am well prepared fora test I feel very anxious

I want to be one of the beststudents in my class

% of students who agree or strongly agree with the following statements:

United StatesOECD average

1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7

Spend time just talking to my child

Eat <the main meal> with my child around a table

Discuss how well my child is doing at school

Attended a scheduled meeting or conferences forparents

Talked about how to support learning at home and homework with my child’s teachers

Discussed my child’s progress with a teacher on my own initiative

Exchanged ideas on parenting, family support, or the child’s development with my child’s teacher

Discussed my child's behaviour with a teacher on myown initiative

Odds ratiosStudents are as likely to report being highly satisfied if theirparents reported having engaged

Students are as likely to report being highly satisfied if theirparents reported having engaged the

ti it

Student wellbeing: support at home

Student's home environment and probability of satisfaction, PISA 2015

LEARNINGEquity with quality: all

students learning-Curriculum: knowledge,

competencies & values-Student agency

PROFESSIONALSProfessional capital:

human, social & decisional

Develop schools as learning organisations

SUPPORTGovernance beyond

education, school organization, IT, evaluation, data,

improvement capacityFamilies, Communities

12

What education policies for this new paradigm?

Well being

Education policy in OECD 2008-2014: Teachers, equity and curriculum reform

Distribution of policies adopted by policy option, 2008-2014

8.8%

6.1%

1.9%

5.5%

8.1%6.8%

8.0% 8.3%

2.8%

13.9%

3.1%4.3% 4.0%

5.4%

2.9% 2.8%

7.3%

0%

2%

4%

6%

8%

10%

12%

14%

16%

Disa

dvan

tage

d st

uden

ts

Inve

stin

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Syst

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olic

ies t

hat p

rom

ote

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equ

ity

Qua

lity

of se

cond

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Qua

lity

of te

rtia

ry

Tran

sitio

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twee

n sc

hool

and

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k

Voca

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catio

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aini

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Lear

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env

ironm

ents

Scho

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ship

Teac

hers

Scho

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valu

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Stud

ent a

sses

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t

Syst

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valu

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Educ

atio

n pr

iorit

ies

Org

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dec

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akin

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Econ

omic

reso

urce

s in

educ

atio

n

Use

of r

esou

rces

Equity and Quality Preparing Students for theFuture

School Improvement Evaluation andAssessment to Improve

Student Outcomes

Governance Funding

14

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

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Ratio

Increased likelihood of students in the bottom quarter of the ESCS index scoring in the bottomquarter of the mathematics performance distributionIncreased likelihood of immigrant students scoring in the bottom quarter of the mathematicsperformance distribution

OECD average

Source: OECD, PISA 2012 Database, Table II.2.4a and Table II.3.4a.

New Zealand: Policies to support Māori/Pasifika

populations (2008-13)

Finland: National Core Curriculumfor Instruction Preparing Immigrants

for Basic Education (2009)

France/Portugal:Education Priority Zones

Chile: Law on Preferential

Subsidies (2008)

Austria: New middle

school reform

Germany: National Action Plan

on Integration (2011)

ECEC:Poland, Korea, Australia, Italy,

Nordic Countries, Slovenia, United States….

UK England:Pupil premium

Equity: policies to support students from disadvantaged or diverse backgrounds

Students reports of teacher student relations and classrooms conduciveness to learning, PISA 2012

-0.5-0.4-0.3-0.2-0.1

00.10.20.30.40.50.60.70.8

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Port

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Turk

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Mean index

Index of teacher-student relations Index of disciplinary climate

Japan: Course of Study

UK: Curriculum for Excellence (Scotland), and Welsh Curriculum for Life

Slovenia: Updated curricula

(2012)

Denmark: National Common Objectives (2009)

Finland: Curriculum reform (2014)

Italy: Curriculum guidelines

(2012)

Sweden: New curriculum

(2011)

France: Redistribution of learning time

Curricular reform: Making the content of learning more relevant and include wellbeing

Curriculum reform: Australia

Curriculum Estonia: knowledge, values, skills and competencies

Curriculum Japan: knowledge, values, skills and competencies

0

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20

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Never observe otherteachers' classesand providefeedback

Never teach jointlyas a team in thesame class

Never engage injoint activitiesacross differentclasses and agegroups (e.g.projects)Never take part incollaborativeprofessionallearning

Netherlands:Teachers’ Programme

2013-20 (2013)

Australia: Institute for Teaching and School Leadership (2010)

Finland: OSAAVA programme

(2010-16)

New Zealand: Teacher standards and Registered

Teacher Criteria (2010-13)

United States: Teacher Quality Partnership

Programme (2012)

France: Reform of teacher training

programmes (2013)

Korea: Evaluation system

(2010)

Mexico: Teacher Professional

Service (2013)

Teacher policy: invest in professional capital

Reforms on key policy areas Need to center more on teaching, learning and well being

Content

Large reform activity Reform fatigue/lack of sustainability

N of reforms

Reforms respond to challenges

Context of reforms

Centered around policy design Need to focus on implementation

Reform process

Evaluation

WeaknessesStrengths

Complexity between design and implementation of reforms

Don't consider current/other policies

only 10% Evaluation research abound

How to reach the students and classrooms?

You: educational leaders as both agents and actorsof reforms

Engage in education policy process

Bring coherence of reforms into theschoolsEnsure capacity of implementation at the school

Defining what it means in your contextAdapting curriculumSchool development plansPartner with ….

Com

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To conclude

THANK YOU. Beatriz Pont (beatriz.pont@oecd.org)

There is no one model for success. Each education system can reach results combining policies based on evidence and implementation

processes adapted to the context and concrete challenges.