OECD AND THE WORLD ECONOMY 2001

1
Jana Straková Quality and Equity - a  Challenge
for Education Policy
2
Education policy priorities

• To increase permeability of education system
• To eliminate deadlocks
• To increase quality of education
• To open tertiary education
• To develop a system of long life learning
• To respond adequately to the needs of the society
  and labour market
• To secure equal access to education

3
Education inequalityInternational perspective
4
The role of international comparative studies

• IEA
• SIALS
• PISA

5
Performance in reading and the impact of family
backgroundRelationship between the average
performance of countries on the PISA reading
literacy scale and the socio-economic
distribution of student performance
Source OECD, PISA
6
First age at which selection takes place in the
education system
7
EaG 2005

• Students in more differentiated and selective
  education systems perform slightly lower on
  average than those in more comprehensive systems,
  but this difference is not statistically
  significant. However, more differentiated systems
  show much larger variation in performance among
  students, not only from one school to another,
  but also when comparing students from more and
  less advantaged family backgrounds.

8
Regression of mathematics performance on social
background in Finland - PISA 2003Source OECD
(2004b), Figure 4.13, pp.199-203
9
Regression of mathematics performance on social
background in Germany - PISA 2003Source OECD
(2004b), Figure 4.13, pp.199-203
10
OECD PISA 2003
11
Relationship of ethnicity and disadvantage to
achievement in Key Stage 3 English
EnglandSource Barber (2005)
12
The case of the Czech Republic
13
Student achievement

• Above average achievement in science
• Average achievement in mathematics
• Below average achievement in reading

14
Curriculum ( of the total hours of instruction)
Source EaG 2004
15
Education system of the Czech Republic in
2002Primary and secondary level
follow up courses 5
secondary technical Schools 40
Gymnasia 10
secondary vocational schools 40
basic schools
special schools 5
schools/ classrooms with extended language
education 10
16
Development since 1989

• introduction of multi-year gymnasia
• higher proportion of population with completed
  ISCED 3A
• higher proportion of the population attending
  tertiary education

17
Main features of the system

• high proportion of population with completed
  upper secondary education (88 , OECD mean 78)
• low proportion of students in general education
  programmes (18 , OECD mean 43 )
• low proportion of students in ISCED 3A
  programmes (54 , OECD mean 56 )
• low proportion of higher education graduates 17,
  OECD mean 32 )

18
Relationship between student performance and
socio-economic and cultural status for grades 10,
PISA 2003
19
School profiles at Grade 10 level, PISA 2003
20
Education of parents of students in basic schools
and in multi-year gymnasia
Table IV Analysis of variance of the test
results
Note The total variation and the corresponding
degrees of freedom after deducting the effect of
the constant (1242825, df1). The sums of squares
(SS2) are the sums of the squares of the
so-called I type, i.e. the variation caused by
each of the effects is calculated from the
variation that remains after deleting the
variation caused by the variables that precede in
the model.
21
HLM output The effect of school type and
economical, social and cultural status at the
school level (PISA 2003, Grade 10)
22
Proportion of students attaining sufficient level
of reading literacy (PISA 2000)
23
The proportion of students aspiring to study at a
post-secondary school in groups defined by
quintiles of socio-economic and cultural status
(SES)
24
The proportion of students aspiring to study at a
post-secondary school in groups defined by
quintiles of reading achievement
25
Employment rates for 20-24 year-olds who are not
in education by the level of education attainment
(EaG 2005)
26
EU benchmarks (2010)

• The percentage of low achieving 15 year olds in
  reading literacy should decrease by at least 20
  compared to the year 2000
• The total number of graduated in mathematics,
  science and technology should increase by at
  least 15 , while at the same time the level of
  gender imbalance should decrease
• An EU average rate benchmark of no more than 10
  early school leavers should be achieved
• At least 85 of 22 year olds should have
  completed upper secondary education
• Average level of participation in Lifelong
  learning should be at least 12,5 of the adult
  working age population (25 64 age group)