Brian Smyth King, NSW Dept. Education and Communities: Education as a Determinant of Socioeconomic...

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – LEARNING AND ENGAGEMENT WWW.DEC.NSW.GOV.AU

10 December 2013

Education as a Social Determinant of Socioeconomic and Health Status Brian Smyth King, Executive Director, Learning and Engagement


Investing in education and skill development

Influences of early childhood education

Behaviour and social aspects of development and opportunities

“Throughout my 50 years of working in and around prisons and involvement in disadvantaged communities and education, time and time again it has been evident that ensuring that children have the opportunity to prosper educationally is a moral obligation on society.“ Tony Vinson, SMH November 2013

1:4



Expectation target for schooling by 2025, 49% of all 25-34 year olds hold a bachelor degree.

What are the implications for Australian schools? • Quality learning outcomes for all school aged students • Highly effective and responsive education workforce • Effective and efficient schools and schooling systems that have seamless articulation

with post school training, higher education, employment pathways and the community Why set such a target? • Develop creative, informed and resilient citizens who are able to participate fully in a

dynamic and globalised world • Benefit individuals and society, through higher levels of employment and earnings, and

better health, longevity, tolerance and social cohesion

(Gonski 2011)

Lo

Australia’s schooling system

National NSW

Schools 10,000 2,200 (22%)

Students K-12 3.6 million 740,000 (20.5%)

Teachers 300,000 95,000 (31.6%)

Education jurisdictions

24 3 • Public • Catholic • Independent

Completion of year 12 or equivalent 75% high socio-economic status 62 % medium socio-economic status 56% low socio-economic status

(Gonksi 2011b, & DEC 2013)


http://www.youtube.com/watch?v=nA1Aqp0sPQo

http://www.youtube.com/watch?v=nA1Aqp0sPQo



http://usergeneratededucation.wordpress.com/2013/05/22/the-other-21st-century-skills/













Let’s reflect on our expectation By 2025, 49% of all 25-34 year olds hold a bachelors degree – in 2013 this cohort is aged 14-22 years

Figure12: Median weekly earning by highest level of education, 2009

Graph 16: NSW Secondary Education to University admissions as a

percentage of total admissions of key equity group students


A long tail and a widening gap between the high achievers and those falling behind The higher the level of student socio-economic background, the higher the student performance. :

Our challenge

Present state Future state

A Successful System: “One in which the top tenth of students compare favourably to the top tenth in any nation in the world, and the bottom tenth is very close to the top tenth”

(Tucker & Codding 2000)

ACHIEVING EXCELLLENCE AND EQUITY Figure36: Social gradient in PISA reading, literacy by country 2009

Australia



• The early years of life are critical in the development and future well-being of the child, establishing the foundation for competence and coping skills that will affect

• learning

• behaviour and

• health

Children thrive within families and communities that can meet their

physical and developmental needs and can provide security, nurturing,

respect and love. New evidence has shown that development from the

prenatal period to age six is rapid and dramatic and shapes long-term

outcomes.”

(Mustard, & Pichera K.F., 2002 ,Early Child Development in British Columbia: Enabling Communities, the Founders Network Toronto)


High-quality early childhood education and care programs influence a range of long-term development outcomes

Improved child well-being

Improved social and emotional development

Improved school readiness, retention and completion

Higher cognitive growth

Higher, long term levels of educational achievement

Better employment rates and earning potential

Cost benefits to governments

Benefits of quality ECEC programs Size of benefits of quality ECEC programs

40%

60%

38%

15%

28%

60%

77%

61%

49%

67%

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

Earned US$20K+ at age 40

Graduated high school

Homework at 15

Basic achievement at 14

IQ 90+ at age 5

Outcomes for High/Scope Perry Preschool Study Participants at age 40

Source: L J Schweinhart et al, Lifetime Effects: The HighScope Perry Preschool Study Through Age 40 (Monographs of the HighScope Educational Research Foundation, 14) 2005.

Participated in study N=120


Expectations are shaped by belonging and experience

Experience creates

Expectations which alters

Perception (Lally 2012)

Hope

Potential

Ability

Happiness

Success

Talents

Possibilities

Dreams

Achievements

Milestones

Expectations

Aspiration

Goals


High expectations can be enhanced by early childhood experiences • 69,916 (88.9%) children attend NSW early childhood services the year before school (ABS 2013)

• More than 3,450 early childhood education and care services in NSW (DEC 2013)


Students in NSW public schools - 2013

Each day • 7% (52,000) of students do not attend

school

• 15% (7,200) of Aboriginal students do not attend school

(DEC 2013)

• 220,000 (29%) students are from language backgrounds other than English

• 90,000 (12%) students have disability and or difficulties in learning or behaviour

• 75,000 (10%) students are identified as gifted and talented

• 48,000 (6%) students identify as Aboriginal

• 12,000 contacts with the Child Wellbeing Unit (2012)

• 25% (185,000) of students attending NSW public schools are at risk of not completing year 12 or its equivalent

• 52% (25,000) of Aboriginal students are at risk of not completing year 12

Opportunity

NSW DET Data 2012

Students with confirmed disability in NSW government schools by disability type, 2005-2011

Changing student profile in NSW public schools

Current trends in disability NSW public schools K

inderg

art

en

Year

3

Year

5

Year

7

Year

12

Year

2

Language and

Communication

Autism Spectrum

Disorder

Mental Health


Students with mental health conditions in NSW Public Schools

0

50

100

150

200

250

K 1 2 3 4 5 6 7 8 9 10 11 12

Students with mental health diagnosis in mainstream classes

Mental health:

• 25 % 16-24 years olds have experienced

symptoms in the past 12 months

• 50% problems emerge by the mid teens

Young people who experience mental health

problems:

• less likely to complete education

• more likely to be unemployed later

• experience poor health and social

connections N=1620 DEC 2013


Student with mental health and autism diagnosis in NSW public schools

0

50

100

150

200

250

300

K 1 2 3 4 5 6 7 8 9 10 11 12

Mental Health

Autism

Number of students with confirmed disability supported in mainstream classes NSW public schools (2013)

69.5 % students with confirmed disability have either mental health, autism or intellectual diagnosis


Behaviour and social aspects of development

Student expectations

Attendance and academic

performance

Effective teaching

Behaviour and social aspects of development Student expectations

Graph 16: NSW Secondary Education to University admissions as a percentage of total admissions of key equity group students

Behaviour and social aspects of development Attendance and academic performance

• Highly stable attendance throughout primary years ( ≈ 92%), rates fall in secondary

school for all student sub-groups • Disparities in attendance rates evident from Year 1, wider in secondary school • Poorer attendance associated with disadvantage

• Data provided by the Western Australian Department of Education on all WA public school students in years 1 – 10

between 2008 to 2012 (415,000 students)

Hancock, K J, Shepherd, C C J, Lawrence, D, & Zubrick, S R (2013). Student Attendance and Educational Outcomes: Every Day Counts. Report for the Department of Education, Employment and Workplace Relations, Canberra.

First (most advantaged) --- Second quintile …… Third quintile --- Fourth quintile Fifth (least advantaged)

Figure11:Year 3 numeracy results by Socio-Economic Index for schools (SEI) Years at schools


Behaviour and social aspects of development Attendance NSW public schools

66.4 67.6 71.7

29.5 34.2

40.4

54.0 54.8 61.2

43.5 48.8

52.5

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

2006 2009 2011

All students Aboriginal students

low socio econmonic schools Rural and remote schools

66.4 67.6 71.7 72.5 73.9

77.6

60.5 61.5 66.1

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

2006 2009 2011

All students Female students Male students

Apparent retention rates for NSW Public Schools (DEC 2012)

Quality of the learning

experience

Capability

Rigorous

Meaningful

Dignified

Professional

teacher judgement

and practice

Learning drawn

from the Australian

Curriculum

Behaviour and social aspects of development Effective teaching


Netw

orked

sp

ecialist su

pp

ort

Support to students and schools


Collective impact and place based approaches

A Sunday on La Grande Jatte, Georges Seurat, 1884


‘… all experience is local – we only know what we know, and the rest of the world, by definition, lies beyond our radar screen. In social networks, the only information we have access to, and therefore the only data we can use to make assessments of the world, lies in our local neighbourhood – our friends and acquaintances.’

‘… individuals living in a small-world network cannot tell what kind of world they’re living in – they see themselves as living in a tight cluster of friends who know each other. ‘ (Watts, 2003)

Tim Moore :Collective Impact and Place Based Approaches Nov 2013)

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