REVIEWS OF NATIONAL POLICIES FOR EDUCATION: EDUCATION … · 2016-05-19 · • Continue expanding...

19 May 2016Andreas SchleicherDirector for Education and Skills, OECD

REVIEWS OF NATIONAL POLICIES FOR EDUCATION: EDUCATION IN LATVIAPROGRESS, CHALLENGES AND

RECOMMENDATIONS

2

Reviews of National Policies for Education: Education in Latvia

Early childhood education and care

Primary and lower secondary education

Upper secondary general and vocational education

Tertiary education

Enrolm

ent rate at age 3 in EC

EC

, 2013

3

Participation in E

CE

C is high and starts

early in Latvia

0 10 20 30 40 50 60 70 80 90100

IsraelFrance

BelgiumUnited Kingdom

DenmarkNew Zealand

IcelandSpain

NorwayItaly

SwedenGermany

EstoniaSlovenia

NetherlandsLatviaJapan

PortugalOECD average

AustriaLuxembourg

FinlandSlovak Republic

AustraliaCzech Republic

PolandChile

IrelandMexico

United StatesTurkey

Switzerland

Early childhood educational program

mes (IS

CE

D 01)

Pre-prim

ary education (ISC

ED

02)

Pre-prim

ary education (ISC

ED

02) (2005)

4

ECEC enrolment

0

10

20

30

40

50

60

70

80

90

100

under age of 3 aged 3 aged 4 aged 5 aged 6 aged 7

% 2002 2003 2006 2009 2012

Net enrolment rate of children up to age 7, 2002-2012

Latvian students’ performance on PISA

5

Significant improvements in student performance

450

460

470

480

490

500

510

2003 2006 2009 2012

Mathematics performance (2003-2012)

Latvia OECD average

450

460

470

480

490

500

510

2000 2003 2006 2009 2012

Reading performance (2000-2012)

Latvia OECD average

450

460

470

480

490

500

510

2006 2009 2012

Science performance (2006-2012)

Latvia OECD average

6

Upper secondary education attainment is high across generations

-10

0

10

20

30

40

50

60

70

80

90

100

-10

0

10

20

30

40

50

60

70

80

90

100

Latv

ia

Est

on

ia

Un

ite

d S

tate

s

No

rwa

y

Ge

rma

ny

Cze

ch R

ep

ub

lic

Sw

itze

rla

nd

Ca

na

da

Slo

va

k R

ep

ub

lic

De

nm

ark

Sw

ed

en

Hu

ng

ary

Isra

el

Po

lan

d

Ice

lan

d

Au

stri

a

Un

ite

d K

ing

do

m

Fin

lan

d

Ne

w Z

ea

lan

d

Luxe

mb

ou

rg

OE

CD

av

era

ge

Slo

ve

nia

Me

xico

Ne

the

rla

nd

s

Au

stra

lia

Fra

nce

Tu

rke

y

Be

lgiu

m

Sp

ain

Ita

ly

Ire

lan

d

Gre

ece

Po

rtu

ga

l

Ch

ile

Ko

rea

Difference between the 25-34 and 55-64 year-old population with upper secondary education (right axis)

Proportion of the 25-34 year-old population with upper secondary education (left axis)

Proportion of the 55-64 year-old population with upper secondary education (left axis)

%

Early leavers from

education and training, age group 18-24

7

Good progress in reducing early school

leavers

0 5 10 15 20 25 30

Slovenia

Poland

Czech Republic

Lithuania

Luxembourg

Slovakia

Sweden

Ireland

Austria

Denmark

France

Latvia

Netherlands

Greece

Germany

Finland

Belgium

EU 28

Estonia

Hungary

United Kingdom

Italy

Portugal

Spain

%2010

2014

8

Many students continue into tertiary

education

0 20 40 60 80

100

AustraliaLatvia

IcelandPoland

New ZealandNorway

SloveniaDenmark

United States1Korea

United KingdomFinland

NetherlandsPortugal

Slovak RepublicSweden

IsraelCzech RepublicOECD average

IrelandHungary

GermanyAustria

SpainJapanChileItaly

SwitzerlandEstoniaFranceTurkeyGreeceMexico

BelgiumLuxembourg

%A

cademic tertiary

Professional tertiary

Entry rates to tertiary education, 2012

Estimated changes in population between 2012 and 2020 by age groups

“Remarkable achievements” considering the socio -economic challenges

0

1

2

3

4

5

6

7

New

Zea

land

Uni

ted

Sta

tes

Uni

ted

Kin

gdom

Nor

way

Can

ada

Por

tuga

lF

inla

ndB

elgi

umN

ethe

rland

sS

wed

enF

ranc

eO

EC

D a

vera

geE

ston

iaS

witz

erla

ndP

olan

dG

erm

any

Spa

inC

zech

Rep

ublic

Latv

iaH

unga

ryS

lova

k R

epub

lic

% of GDP

Expenditure on primary to tertiary education institutions as a percentage of GDP (2012)

-11%

-3%

19%

-16%

-42%

-18%

7%

-50%

-40%

-30%

-20%

-10%

0%

10%

20%

30%

0-4 5-9 10-14 15-19 20-24 25-29 30-34Age groups

The kind of things that

are easy to teach are

now easy to automate,

digitize or outsource

Robotics

>1m km,

one minor accident,

occasional human intervention

Augmented Reality

A lot more to come

• 3D printing• Synthetic biology• Brain enhancements• Nanomaterials• Etc.

Changes in the demand for skillsTrends in different tasks in occupations (United States)

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

Source: Autor, David H. and Brendan M. Price. 2013. "The Changing Task Composition of the US Labor Market: An Update of Autor, Levy, and Murnane (2003)." MIT Mimeograph, June.

16

Challenges and recommendations




Tertiary education

Form

al childcare by duration -%

over the population of 0-2 year-olds (2014)

17

Participation of the youngest children is

still relatively low

0 10 20 30 40 50 60 70 80

Denmark

Sweden

Norway

Belgium

Luxembourg

Netherlands

Portugal

Iceland

France

Spain

Slovenia

Switzerland

Finland

United Kingdom

Ireland

EU 27

Germany

Italy

Lithuania

Latvia

Estonia

Austria

Hungary

Greece

Slovakia

Czech Republic

Poland

%30 hours or over

From

1 to 29 hours

18

Participation in ECEC is unequal across Latvia

0

10

20

30

40

50

60

70

80

0

50

100

150

200

250

300

350

400

450

500

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Institutions in urban areas (left axis) Institutions in rural areas (left axis)

Enrolment in urban areas, thsd (right axis) Enrolment in rural areas, thsd (right axis)

Age distribution of ECEC teachers

19

Barriers to developing a high -quality and motivated ECEC profession

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Nor

way

Bel

gium

Uni

ted

Kin

gdom

Aus

tria

Pol

and

Slo

veni

a

Luxe

mbo

urg

Fra

nce

Ger

man

y

Sw

itzer

land

Spa

in

Latv

ia

Net

herla

nds

Cze

ch R

epub

lic

Est

onia

Lith

uani

a

50 years or over 40 to 49 30 to 39 less than 30

Differences in m

athematics perform

ance, by attendance at pre-primary school

20

Need for strengthen data collection,

monitoring and use of research

-20 0 20 40 60 80

100

120

FranceSlovak Republic

BelgiumItaly

SwitzerlandCzech Republic

IsraelDenmarkGermany

United KingdomGreece

SpainJapan

FinlandPoland

SwedenAustralia

New ZealandOECD average

NetherlandsAustria

LuxembourgMexicoIceland

PortugalTurkey

CanadaNorway

LithuaniaChile

KoreaUnited States

SloveniaIrelandLatvia

Estonia

Score-point difference between students who attended pre-primary school for more than one year

and those who had not attended

Before accounting for socio-econom

ic status

After accounting for socio-econom

ic status

21

Governance and financing hamper equal access to quality ECEC

• Continue expanding ECEC services, in particular in rural areas and for the youngest children

• Take a strategic approach to improving the quality and motivation of ECEC staff

• Strengthen data collection, monitoring and use of research

• Review the governance and financing arrangements of ECEC

22

Recommendations for ECEC

23





Tertiary education

24

Students and teacher supply

0

5 000

10 000

15 000

20 000

25 000

0

50 000

100 000

150 000

200 000

250 000

300 000

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Number of students, Grades 1-9 (left axis)Number of teachers, Grades 1-9 (right axis)

430

440

450

460

470

480

490

500

510

520

City (> 100 000) Town (3 000 - 100000)

Rural (< 3 000)

PISA 2012 mathematics performance and school location in Latvia

Disparities in equity across the Latvian school system

Gap equivalent to more than one year of

schooling

At-risk-of-poverty rate for children under age 6

26

Disparities in equity across the Latvian

school system

0 5 10 15 20 25

Finland

Netherlands

Ireland

Czech Republic

Denmark

Norway

Switzerland

Germany

United Kingdom

Iceland

Slovenia

France

Sweden

Belgium

Estonia

EU 27

Latvia

Slovakia

Austria

Poland

Lithuania

Luxembourg

Hungary

Portugal

Spain

Italy

Greece

%2013

2010

27

Underdeveloped assessment and evaluation arrangements

SteeringPriority setting Accountability

ImplementationPolicy Design

Knowledge use

Knowledge production

28

Low rem

uneration and low status of the

education profession

0,0

0,2

0,4

0,6

0,8

1,0

1,2

1,4

1,6

1,8

2,0

Korea

Mexico

Germany

Portugal

Spain

Netherlands

Ireland

New Zealand

Canada

Japan

United Kingdom

Denmark

Chile

Slovenia

Luxembourg

Belgium

Australia

Finland

Italy

Greece

Austria

France

Israel

Lithuania

Poland

United States

Sweden

Norway

Czech Republic

Iceland

Hungary

Estonia

Slovak Republic

Latvia

%

Lower secondary teachers' salaries (after 15 years of experience/m

inimum

training) relative to per capita G

DP

-10

-5

0

5

10

15

Port

ugal

Spa

in

Sw

itze

rlan

d

Belg

ium

Kor

ea

Lux

em

bou

rg

Germ

any

Gre

ece

Jap

an

Aus

tral

ia

Uni

ted K

ingd

om

New

Zeal

and

Fra

nce

Neth

erl

ands

Denm

ark

Ita

ly

Aus

tria

Czech

Repu

blic

Hun

gary

Nor

way

Ice

land

Ire

land

Mex

ico

Fin

land

Sw

eden

Uni

ted S

tate

s

Pola

nd

Slo

vak

Repu

blic

Salary as % of GDP/capita Instruction time 1/teaching time 1/class size

Contribution of various factors to upper secondary teacher compensation costs, per student as a percentage of GDP per capita

Percentage points

Difference with OECD average

Policy levers to teacher professionalism

Knowledge base for teaching (initial education and incentives for professional development)

Autonomy: Teachers’ decision-making power over their work (teaching content, course offerings, discipline practices)

Peer networks: Opportunities for exchange and support needed to maintain high standards of teaching (participation in induction, mentoring, networks, feedback from direct observations)

Teacherprofessionalism

Teacher professionalism

Knowledge base for teaching (initial education and incentives for professional development)

Autonomy: Teachers’ decision-making power over their work (teaching content, course offerings, discipline practices)

Peer networks: Opportunities for exchange and support needed to maintain high standards of teaching (participation in induction, mentoring, networks, feedback from direct observations)

0 1 2 3 4 5 6 7 8 9 10Spain

Japan

France

Brazil

Finland

Flanders

Norway

Alberta (Canada)

Australia

Denmark

Israel

Korea

United States

Czech Republic

Shanghai (China)

Latvia

Netherlands

Poland

England

New Zealand

Singapore

Estonia

Netw

orksA

utonomy

Know

ledge

Mean m

athematics perform

ance, by school location, after accounting for socio-econom

ic statusF

ig II.3.332 32

TALIS

Teacher professionalism index

0 10 20 30 40 50 60 70 80 90

100

Discuss individual

students

Share resources

Team conferences

Collaborate for common

standards

Team teaching

Collaborative PD

Joint activities

Classroom observations

Percentage of teachers

Professio

nal co

llaboratio

n

Percentage of low

er secondary teachers who report doing the follow

ing activities at least once per month

Professional collaboration am

ong teachers

Exchan

ge an

d co

-ord

inatio

n

Mean mathematics performance, by school location, after accounting for socio-economic status

Fig II.3.33434 Teachers Self-Efficacy and Professional Collaborati on

11,40

11,60

11,80

12,00

12,20

12,40

12,60

12,80

13,00

13,20

13,40

Nev

er

Once

a y

ear

or

less

2-4

tim

es a

yea

r

5-10

tim

es a

yea

r

1-3

tim

es a

month

Once

a w

eek

or

more

Teac

her

sel

f-ef

fica

cy (le

vel)

Teach jointly as a

team in the same

class

Observe other

teachers’ classes and

provide feedback

Engage in joint

activities across

different classes

Take part in

collaborative

professional learning

Less frequently

Morefrequently

0

10

20

30

40

50

60

70

Low professionalism

High professionalism

Mean mathematics performance, by school location, after accounting for socio-economic status

Fig II.3.33535 Teacher professionalism index and teacher outcomes

Perceptions of teachers’ status

Satisfaction with the profession

Satisfaction with the work environment

Teachers’ self-efficacy

Predicted percentile

• Establish the conditions for a high-quality teaching and leadership profession

• Promote equity and excellence in education, with a focus on rural schools

• Develop a coherent assessment and evaluation framework for informing policy and educational practice

36

Recommendations for primary and lower secondary education

37





Tertiary education

Perceived quality and image of vocational education

38

Lack of quality and relevance of vocational education

EU27

BEL

CZE

DNK

DEU

EST

IRLGRC

ESP

FRA

ITA

LatviaLUX

HUN

NLD

AUT

POL

PRT

SVN

SVK

FIN

SWE

GBR

45

55

65

75

85

95

60 65 70 75 80 85 90

Imag

e o

f V

ET

(%

of

'po

siti

ve‘

resp

on

ses)

VET offers high quality learning (% of 'agree' responses)

39

Stark divide between upper secondary general and vocational pathways

Participation of adults in form

al and non-formal learning, 2014

40

Lifelong learning underdeveloped

0 5 10 15 20 25 30 35

Denmark

Sweden

Finland

France

Netherlands

United Kingdom

Austria

Luxembourg

Slovenia

Estonia

EU 28

Spain

Portugal

Czech Republic

Italy

Germany

Belgium

Ireland

Latvia

Lithuania

Poland

Hungary

Greece

Slovakia

%

EU

target

• Continue improving the quality and relevance of vocational education

• Narrow the divide between general and vocational upper secondary education

• Increase efforts to raise participation in lifelong learning

41

Recommendations for upper secondary general and vocational education

42





Tertiary education

43

System capacity not aligned with demographic decline, fiscal reality and labour market needs

Number of tertiary education institutions and students

0

20000

40000

60000

80000

100000

120000

140000

0

10

20

30

40

50

60

70

Number of institutions (left axis) Number of students (right axis)

44

System capacity not aligned with demographic decline, fiscal reality and labour market needs

Percentage of graduates by field of study

0% 10% 20% 30% 40% 50% 60%

Education

Humanities and art

Social sciences, business and law

Natural sciences, mathematics and informationtechnologies

Engineering, manufacturing and construction

Agriculture

Health and welfare

Services

2004 2009 2014

45

Inadequate tertiary education funding

0

5 000

10 000

15 000

20 000

25 000

Luxembourg

United States

Switzerland

United Kingdom

Sweden

Norway

Netherlands

Finland

Germany

Japan

Australia

Austria

Belgium

France

Ireland

New Zealand

Spain

Israel

Slovenia

Czech Republic

Italy

Korea

Poland

Iceland

Portugal

Slovak Republic

Hungary

Estonia

Mexico

Chile

Turkey

Latvia

Annual expenditure per tertiary student by educational

institutions for all services (2012)

OE

CD

average

In equivalent US

D

converted using PP

Ps)

32 876

Pillar 1: basic funding

Pillar 2: performance-

oriented funding

Pillar 3: innovation-

oriented funding

Teaching • number of study places (per field)

• cost-oriented weight

• number of graduates

• number of incoming and outgoing students

profile-orientedtarget

agreementsteaching +

research + third missionResearch • number of

professors/academic staff (per field)

• cost-orientedweight

• bibliometricindicator

• third party funds• number of PhDs

46

Proposed tertiary education financing model

Funding of centres of excellence

Institutional indicators

Institutional indicators

47

Concerns about the quality of tertiary

education and science

European Innovation S

coreboards: Sum

mary Innovation Index 2014

0,0

0,1

0,2

0,3

0,4

0,5

0,6

0,7

0,8

0,9

Switzerland

Sweden

Denmark

Finland

Germany

Netherlands

Luxembourg

United Kingdom

Ireland

Iceland

Belgium

France

Austria

EU

Slovenia

Estonia

Norway

Czech Republic

Italy

Portugal

Spain

Hungary

Greece

Slovakia

Poland

Lithuania

Latvia

Turkey

• Move forward with the implementation of the three-pillar financing model

• Continue improving the quality of tertiary education and science

• Continue efforts to realign system capacity with demographic decline, fiscal reality and labour market needs

• Strengthen the capacity for strategic leadership and management

48

Recommendations for tertiary education

49

Making educational reform happen

• Clear and consistent priorities (across governments and across time), ambition and urgency, and the capacity to learn rapidly.

Shared vision

• Appropriate targets, real-time data, monitoring, incentives aligned to targets, accountability, and the capacity to intervene where necessary.

Performance

management

• Building professional capabilities, sharing best practice and innovation, flexible management, and frontline ethos aligned with system objectives.

Frontline capacity

• Strong leadership at every level, including teacher leadership, adequate process design and consistency of focus across agencies.

Delivery architecture

Resilience to

political

change

Engage

stakeholders

Careful

piloting

Sustainable

resources

Careful timing

Partnership

with the

profession

• Acknowledge divergent views and interests

• Communicate, communicate, communicate

– Feedback reduces the likelihood of strong

opposition

– Involvement of stakeholders cultivates a sense

of joint ownership over policies, and hence helps

build consensus over both the need and the

relevance of reforms

• Mechanisms of regular and institutionalised

consultation contribute to the development

of trust among parties, and help them reach

consensus

– Regular interactions raise awareness of the

concerns of others, thus fostering a climate of

compromise

• External pressures can build a compelling

case for change .

50 Successful reform implementation

Strive for

consensus about

the aims without

compromising the drive

for improvement

Resilience to

political

change

Engage

stakeholders

Careful

piloting

Sustainable

resources

Careful timing

Partnership

with the

profession

• Regular involvement by teachers in

policy design helps to build capacity and

shared ideas over time

• Several countries have established

teaching councils that provide teachers

with both a forum for policy

development and, critically, a

mechanism for profession-led standard

setting and quality assurance in teacher

education, teacher induction, teacher

performance and career development

• Policy can encourage the formation of

such communities .


Engage teachers

not just in the

implementation of

reform but in their

design

Resilience to

political

change

Engage

stakeholders

Careful

piloting

Sustainable

resources

Careful timing

Partnership

with the

profession

• Currently only one in ten educational

reforms is evaluated

• Policy experimentation can help build

consensus on implementation and can

prove powerful in testing out policy

initiatives and – by virtue of their

temporary nature and limited scope –

overcoming fears and resistance by

specific groups of stakeholders.


Use and evaluate

pilot projects before

full implementation

Resilience to

political

change

Engage

stakeholders

Careful

piloting

Sustainable

resources

Careful timing

Partnership

with the

profession

• The benefits for ‘winners’ are often

insufficient to mobilise support, the

costs for ‘losers’ are concentrated

• Need for consistent, co-ordinated

efforts to persuade those affected of

the need for change and, in particular,

to communicate the costs of inaction


Back reforms with

sustainable capacity

Resilience to

political

change

Engage

stakeholders

Careful

piloting

Sustainable

resources

Careful timing

Partnership

with the

profession

• All political players and stakeholders

need to develop realistic expectations

about the pace and nature of reforms to

improve outcomes

• Certain reform measures are best

introduced before others, particularly

because of the substantial gap between

the time at which the initial cost of

reform is incurred, and the time when

the intended benefits of reforms

materialise

• Time is needed to learn about and

understand impact, to build trust and

develop capacity for the next stage .


Time implementation

carefully

Resilience to

political

change

Engage

stakeholders

Careful

piloting

Sustainable

resources

Careful timing

Partnership

with the

profession

• Putting the teaching profession at the

heart of education reform requires a

fruitful dialogue between governments

and unions

• Teachers should not just be part of the

implementation of reforms but also part

of their design

• Conflict isn’t best addressed by weak

unions but by strong social partnership .


Build partnerships

with education

unions to design and

implement reforms

5656Le

sson

s fr

om h

igh

perf

orm

ers

Some students learn at high levels All students need to learn at high levels

Student inclusion

Routine cognitive skills Conceptual understanding,

complex ways of thinking, ways of working

Curriculum, instruction and assessment

Standardisation and compliance High-level professional knowledge workers

Teacher quality

‘Tayloristic’, hierarchical Flat, collegial

Work organisation

Primarily to authorities Primarily to peers and stakeholders

Accountability

What it all means

The old bureaucratic system The modern enabling system

Thank you

WWW.OECD.ORG/EDUCATION

[email protected]

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