La formation et la carrière des enseignants à l'ère de l'apprentissage à vie
Le but de ce rapport : La formation et la carrière des enseignants à l'ère de l'apprentissage à vie, est de positionner la carrière enseignante dans le contexte évolutif de l'approche de l'apprentissage tout au long de la vie. Le rapport situe l'émergence de cette approche politique parmi certains changements sociaux et économiques qui refondent la société actuelle. Il souligne que le besoin d'un corps enseignant de qualité, bien formé et impliqué n'a jamais été aussi urgent pour la société. Tandis que les exigences sur les enseignants s'accentuent, nous observons que dans quelques pays, certains facteurs clés nécessaires à un enseignement de qualité sont en péril. Ce rapport examine les problèmes, les tendances et les changements dans des domaines clés ayant un effet sur la formation et la carrière des enseignants, depuis le recrutement jusqu'aux conditions de travail. La section finale propose des directives à engager de façon à ce qu'une politique systémique et cohérente prédomine dans le soutien futur à la profession enseignante. Le rapport conclue qu'une politique énergique et complète doit être une priorité pour les gouvernements et que la profession enseignante doit être consultée lors de la formulation et la mise en place des décisions politiques.
Creation-Date: 2002-12-20
Number: 2
Handle: RePEc:oec:eduaab:2-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Friederike Behringer
Author-Name: Mike Coles
Title: The Role of National Qualifications Systems in Promoting Lifelong Learning
Abstract: The aim of the OECD activity The Role of National Qualifications Systems in Promoting Lifelong Learning is to investigate how qualifications systems influence the volume, distribution and quality of lifelong learning. This paper takes forward thinking about the ways in which qualifications systems can influence participation in lifelong learning (LLL) and the quality of learning experiences. A set of 11 components and some 60 subcomponents of qualifications systems is proposed and delineated and LLL is described by a set of 18 indicators. If there are relationships between qualifications systems and lifelong learning that are not just spurious correlations, then there will be mechanisms by which this happens. These mechanisms are the kernel of this activity and a set of 11 are proposed together with a description of their possible effects on individuals, providers and employers. Mechanisms might also be termed ‘drivers’ of LLL and each one may act on different stakeholders in different ways and operate differently in changing social, economic and cultural conditions. Thus the complexity of the field of enquiry is recognised. The paper attempts to refine the conceptualisation of mechanisms that work through the aspirations of individuals, the planning process of providers and the needs of employers. The paper also outlines some tentative ideas for empirical analysis of the interactions that are at the heart of the activity.
Le rôle des systèmes nationaux de certification pour promouvoir l'apprentissage tout au long de la vie
Le but de l’activité de l’OCDE sur Le rôle des systèmes nationaux de certification pour promouvoir l’apprentissage tout au long de la vie est d’étudier l’influence qu’ont les systèmes de certification sur le volume, la répartition et la qualité de l’apprentissage à vie. Avec cette activité, l’OCDE espère aider les pays à promouvoir l’apprentissage tout au long de la vie pour tous en mettant en avant les instruments utilisés au sein des systèmes de certification. Cet article va au-delà en termes de manières par lesquelles la certification peut influencer la participation à l’apprentissage tout au long de la vie et la qualité des expériences d’apprentissage. Un ensemble de 11 composantes et d’environ 60 sous composantes des systèmes de certification est proposé et défini. Un ensemble de 18 indicateurs est aussi proposé pour caractériser l’apprentissage tout au long de la vie. Si il y a une relation entre les systèmes de certification et l’apprentissage à vie qui ne soit pas une corrélation artificielle, alors il doit exister des mécanismes par lesquels cette relation survient. Ils sont au centre de cette activité et un ensemble de 11 mécanismes est proposé ainsi qu’une description de leurs effets potentiels sur les individus, les fournisseurs et les employeurs. Ces mécanismes peuvent aussi être des « moteurs » de l’apprentissage tout au long de la vie et chacun d’entre eux peut agir sur différentes parties prenantes de différentes manières et opérer différemment selon le contexte social, économique ou culturel. La complexité de ce domaine de recherche est donc reconnue. Cet article tente ainsi d’affiner la conceptualisation des mécanismes à l’oeuvre au travers des aspirations des individus, le comportement des fournisseurs et les besoins des employeurs. Il met aussi en avant quelques idées pour analyser les interactions qui sont au coeur de l’activité.
Creation-Date: 2003-09-30
Number: 3
Handle: RePEc:oec:eduaab:3-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Martin Hampel
Title: Measuring Educational Productivity in Standards-Based Accountability Systems
Abstract: For many years the school system in the United States has measured success by the number of dollars spent, computers and textbooks purchased, and programs created. Moreover, the measures of success have not focused on academic achievement. Since 1965, American taxpayers have spent more than $321 billion in federal funds on kindergarten through 12th grade public education, yet the average reading scores for 17-year-olds have not improved since the 1970s, according to the U.S. Department of Education.1 In an era where standards, testing and accountability are at the forefront of debate in the education community, parents, educators, administrators, legislators and stakeholders require an objective way of ascertaining the progress of public schools throughout the United States...
Creation-Date: 2005-12-16
Number: 4
Handle: RePEc:oec:eduaab:4-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Erich Neuwirth
Title: PISA 2000: Sample Weight Problems in Austria
Abstract: As noted in the OECD's PISA 2000 Technical Report (OECD, 2002), the Austrian sample for the PISA 2000 assessment did not adequately cover students enrolled in combined school and work-based vocational programmes as required by the OECD's technical standards for PISA. The purpose of this working paper is to quantify the comparability problems resulting from the inadequate coverage of the PISA target population in the Austrian PISA 2000 assessment and to establish adjustments that could be used to correct for this and thus to allow reliable comparisons between the 2000 and 2003 data. Using the supplementary data for the number of students in the PISA strata provided by the Austrian Ministry Education, this report presents adjusted student weights for analysing the PISA 2000 Austrian data.
Creation-Date: 2006-06-09
Number: 5
Handle: RePEc:oec:eduaab:5-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Franz Strehl
Author-Name: Sabine Reisinger
Author-Name: Michael Kalatschan
Title: Funding Systems and their Effects on Higher Education Systems
Abstract: This international study focuses on the funding systems in the area of higher education in the following countries: Austria, Czech Republic, Denmark, Germany, Ireland, Latvia, Norway, Portugal and Slovak Republic. Each individual country study was designed and conducted within an overall common framework by a project partner from the respective country. By using the stakeholder approach, this study addresses and analyses the effects of funding systems on the higher education system and its institutions. In order to present a comprehensive overview, the study explicitly takes into account the stakeholders' diversity and explores the effects of how funding systems are perceived and assessed differently...
Cette étude internationale cible les systèmes de financement de l'enseignement supérieur dans les pays suivants : Allemagne, Autriche, Danemark, Irlande, Lettonie, Norvège, Portugal, République slovaque et République tchèque. Chaque étude par pays a été conçue et menée selon un cadre général commun par un partenaire du projet du pays concerné. À travers le recours à l'approche des parties prenantes, cette étude aborde les effets des dispositifs de financement sur les systèmes et établissements de l'enseignement supérieur, avant d'en faire l'analyse. Dans le but de présenter une vue d'ensemble exhaustive, l'étude prend clairement en considération la diversité des parties prenantes et explore les effets consécutifs aux différentes perceptions et évaluations des systèmes de financement...
Creation-Date: 2007-03-20
Number: 6
Handle: RePEc:oec:eduaab:6-EN
Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: On the Edge: Securing a Sustainable Future for Higher Education
Abstract: As higher education has grown and state funding has been constrained, the financial sustainability of institutions of higher education has become an issue for policy makers and for those who govern and manage these institutions. The challenge for governments is to ensure that increasingly autonomous institutions respond to public interest agendas while taking a greater responsibility for their own financial sustainability. The challenge for institutions is to manage an increasingly complex portfolio of aims and funding. This report examines the conditions needed to secure financial sustainability for the future from the national (policy) and institutional (management) perspectives.
A mesure que l’enseignement supérieur se développe et que le financement par l’Etat se restreint, la viabilité financière des établissements d’enseignement supérieur devient un enjeu pour les décideurs, ainsi que pour ceux qui gouvernent et gèrent ces établissements. Le défi auquel les gouvernements doivent faire face est de s’assurer que les établissements de plus en plus autonomes continuent de répondre à l’ensemble des intérêts publics tout en assumant une plus grande responsabilité pour leur propre viabilité financière. Quant aux établissements, leur défi réside dans la gestion d’un portefeuille d’objectifs et de financements de plus en plus complexe. Le présent rapport examine les conditions nécessaires pour garantir la pérennité financière dans l’avenir, d’un point de vue national (politiques) et institutionnel (gestion).
Creation-Date: 2007-03-26
Number: 7
Handle: RePEc:oec:eduaab:7-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Simon Marginson
Author-Workplace-Name: University of Melbourne
Author-Name: Marijk van der Wende
Author-Workplace-Name: University of Twente
Title: Globalisation and Higher Education
Abstract: Economic and cultural globalisation has ushered in a new era in higher education. Higher education was always more internationally open than most sectors because of its immersion in knowledge, which never showed much respect for juridical boundaries. In global knowledge economies, higher education institutions are more important than ever as mediums for a wide range of cross-border relationships and continuous global flows of people, information, knowledge, technologies, products and financial capital. Even as they share in the reinvention of the world around them, higher education institutions, and the policies that produce and support them, are also being reinvented. For the first time in history every research university is part of a single world-wide network and the world leaders in the field have an unprecedented global visibility and power. Research is more internationalised than before and the mobility of doctoral students and faculty has increased. The specifically global element in academic labour markets has gained weight, especially since the advent of global university rankings. This working paper explores the issues for national policy and for individual institutions. Part I provides an overview of globalisation and higher education and the global responses of national systems and individual institutions of higher education. Part II is focused on certain areas of policy with a strong multilateral dimension: Europeanisation, institutional rankings and typologies and cross-border mobility.
Avec la mondialisation économique et culturelle, l'enseignement supérieur entre dans une nouvelle ère. Jusqu'ici, l'enseignement supérieur a toujours été un secteur plus international que les autres, car plongé dans la connaissance, sans égard aux frontières juridiques. Dans les économies mondiales de la connaissance, les établissements d'enseignement supérieur sont plus importants que jamais en tant qu'intermédiaires dans une multiplicité de relations internationales et de flux continus d'individus, d'informations, de connaissances, de technologies, de produits et de capital financier. Même si ils participent à la réinvention du monde autour d'eux, les établissements d'enseignement supérieur, et les actions politiques qui les engendrent et les soutiennent, sont aussi en train d'être repensés. Pour la première fois dans l?histoire, chaque université de recherche fait partie d'un unique réseau mondial, et les chefs de file internationaux dans le domaine sont dotés d'une visibilité et d'un pouvoir au niveau mondial sans pareil. La recherche est désormais plus internationalisée, et la mobilité des doctorants et du corps enseignant se développe. L'élément international a pris de la valeur sur les marchés du travail de la filière académique, et plus particulièrement depuis l'avènement des classements universitaires à l'échelle mondiale. Ce document de travail étudie les problématiques pour les politiques nationales et les établissements eux-mêmes. La première partie analyse dans son ensemble la mondialisation et l'enseignement supérieur, et les actions internationales qu'entreprennent les systèmes nationaux et les établissements d'enseignement supérieur. La seconde partie observe plus spécialement certains domaines politiques à caractère très international : l'européanisation, les classements et les typologies des établissements, et la mobilité internationale.
Creation-Date: 2007-07-06
Number: 8
Handle: RePEc:oec:eduaab:8-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Peter Arbo
Author-Workplace-Name: University of Tromsö
Author-Name: Paul Benneworth
Author-Workplace-Name: University of Newcastle
Title: Understanding the Regional Contribution of Higher Education Institutions: A Literature Review
Abstract: The contribution of higher education institutions to regional development is a theme that has attracted growing attention in recent years. Knowledge institutions are increasingly expected not only to conduct education and research, but also to play an active role in the economic, social and cultural development of their regions. The extent to which higher education institutions are able to play this role depends on a number of circumstances: the characteristics of the institutions, the regions in which they are located and the policy frameworks are all significant. At the same time, there are signs of more fundamental conceptual and strategic confusion. The discussions in this domain are frequently characterised by slogans and popular metaphors. This literature review was prepared to support the OECD project entitled 'Supporting the Contribution of Higher Education Institutions to Regional Development', which was conducted by the OECD Programme on Institutional Management in Higher Education (IMHE) in collaboration with the Directorate of Public Governance and Territorial Development. Drawing mainly from a selection of European and North American publications, the report takes an overall view on the development of higher education institutions in the regional context. It focuses on the evolution and discourses of higher education and research, the regional aspects of higher education policies, the various functions and roles that the institutions play, measures taken to link the universities with their regional partners, and the conditions which favour or hamper stronger regional engagement.
La contribution de l'enseignement supérieur au développement régional suscite depuis plusieurs années un intérêt toujours croissant. De plus en plus, on attend des institutions en charge du savoir non seulement qu'elles mènent les activités liées à l'enseignement et à la recherche, mais aussi qu'elles prennent une part active au développement économique, social et culturel de leur région. La marge de manoeuvre dont disposent les établissements d'enseignement supérieur pour remplir ce rôle varie selon certains facteurs : les caractéristiques de l'établissement, la région et le cadre politique dans lesquels il s'inscrit sont autant de critères significatifs. Par ailleurs, on identifie également les signes d'une confusion conceptuelle et stratégique plus profonde, les débats sur ce sujet étant souvent caractérisés par les slogans et les métaphores populaires. Cette analyse bibliographique a été préparée en soutien au projet de l'OCDE intitulé « Appuyer la contribution des institutions d'enseignement supérieur au développement régional », mené par le Programme de l'OCDE sur la gestion des établissements d'enseignement supérieur (IMHE) en coopération avec la Direction de la gouvernance publique et du développement territorial. À partir d'une sélection de publications principalement européennes et nord-américaines, ce rapport adopte une vue d'ensemble sur le développement des établissements d'enseignement supérieur dans le contexte régional. Il cible notamment l'évolution et les débats dans l'enseignement supérieur et la recherche, le volet régional des politiques d'enseignement supérieur, les divers fonctions et rôles que remplissent les établissements, les mesures prises pour relier les universités à leurs partenaires régionaux, ainsi que les conditions qui favorisent ou freinent un engagement régional plus marqué.
Creation-Date: 2007-07-09
Number: 9
Handle: RePEc:oec:eduaab:9-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Bo Hansson
Author-Workplace-Name: OECD
Title: Effects of Tertiary Expansion: Crowding-out effects and labour market matches for the higher educated
Abstract: This paper examines crowding-out effects and the labour market match for the tertiary educated in 26 OECD countries, using attainment data and data on labour market outcomes from Education at a Glance 2006. A first-difference approach is applied on a three-period, pooled country-panel to examine the effects of changes in tertiary attainment levels against changes in labour market outcomes over time. The policy questions in this paper focus on the potential negative short-term effects that mismatches between the supply of and demand for higher-educated individuals might bring about. There is no evidence in the current data suggesting any crowding-out effects of lower-educated from higher-educated individuals. On the contrary, there seems to be positive employment effects for individuals with less education in countries expanding their tertiary education. Labour market outcomes for the upper secondary educated appears to be less influenced by the expansion of tertiary education, but there is no indication that tertiary educated individuals, on average, are displacing (crowding out) upper secondary educated individuals from the labour market. Similarly, the job market for the tertiary educated appears to be little influenced by the expansion of tertiary education. There are some indications that relative unemployment (relative to upper secondary) for the tertiary educated has been diluted to some extent, but this appears to be more related to the upper secondary educated, relatively speaking, strengthening their labour market positions vis-à-vis tertiary educated individuals in general. The earnings advantage (premium) for tertiary educated individuals in comparison with upper secondary educated individuals is still on the rise, which suggests that, on the whole, demand outstrips supply in most countries.
Cette étude examine l'adéquation sur le marché du travail des diplômés de l'enseignement tertiaire et les effets de progression du chômage chez les moins qualifiés dans 26 pays de l'OCDE, sur la base de données portant sur le niveau d'enseignement et la situation sur le marché du travail publiées dans l'édition 2006 de Regards sur l'éducation. Afin d'analyser les effets de l'évolution des taux d'obtention d'un diplôme tertiaire par rapport à l'évolution au fil du temps de la situation sur le marché du travail, une approche de différence première a été appliquée à un échantillon de pays mis en commun sur trois périodes différentes. Les questions d'action publique abordées dans cette étude se concentrent notamment sur les effets négatifs à court terme que peut occasionner une inadéquation de l'offre par rapport à la demande d'individus titulaires d'un diplôme de l'enseignement tertiaire. Les données actuellement disponibles ne fournissent aucune preuve confirmant la thèse d'une mainmise des plus qualifiés sur l'emploi. À l'inverse, un effet positif sur l'emploi pour les individus moins éduqués semble s'instaurer dans les pays qui développent leur enseignement tertiaire. La situation sur le marché de l'emploi des titulaires d'un diplôme du deuxième cycle du secondaire paraît moins influencée par l'expansion de l'enseignement tertiaire, bien qu'en moyenne, aucun élément ne semble indiquer que les individus titulaires d'un diplôme tertiaire supplantent les diplômés du deuxième cycle du secondaire dans la course à l'emploi. Dans le même ordre d'idées, le marché de l'emploi des diplômés du tertiaire semble peu influencé par l'expansion de l'enseignement tertiaire. Certains éléments indiquent que le taux de chômage relatif des diplômés du tertiaire (c'est-à-dire par rapport à celui des diplômés du deuxième cycle du secondaire) a connu un certain recul, mais ce phénomène paraît somme toute davantage imputable au renforcement par les diplômés du deuxième cycle du secondaire de leur position sur le marché du travail vis-à-vis des diplômés du tertiaire en général. L'avantage salarial des diplômés du tertiaire par rapport aux diplômés du niveau inférieur continue de progresser, ce qui suggère une distanciation générale de la demande par rapport à l'offre dans la plupart des pays.
Creation-Date: 2007-09-14
Number: 10
Handle: RePEc:oec:eduaab:10-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Florian Walter
Author-Workplace-Name: University of Economics and Business, Vienna
Author-Name: Sieglinde Rosenberger
Author-Workplace-Name: University of Economics and Business, Vienna
Title: Skilled Voices?: Reflections on Political Participation and Education in Austria
Abstract: This study, part of OECD/CERI's project on Measuring the Social Outcomes of Learning, investigates the relationship between educational attainment and political participation in Austria. First, a model based on various theoretical considerations is introduced. This incorporates direct educational effects as well as indirect effects that occur through material resources, social capital, civic orientations and values. Using a multivariate analytical approach the model is applied to the 2002 European Social Survey. Three forms of political participation are distinguished, namely voting, elite-directed and elite-challenging activities. Educational attainment is found to have significant effects on all three types but the strongest impact is on elite-challenging activities. The latter includes forms of political action such as signing petitions and buying or boycotting certain products which are increasingly accepted as a legitimate way to express one's political preferences. Most of the effects of education arise through intermediate variables, including social capital (especially affiliation with non-political organisations), civic orientations (political interest as well as internal and external efficacy) and individual (postmaterialist) values. The effect of education on elite-directed activity operated primarily through organisational affiliation, as well as internal and external efficacy. In contrast, the effect of education on elite-challenging activity seems to be fostered via social environments that combine high levels of political interest, interpersonal trust, postmaterialist values and a certain degree of scepticism against political institutions. The paper concludes with suggestions for policy and research.
Ce rapport, publié dans le cadre du projet « Mesurer les retombées sociales de l'éducation », étudie la relation entre niveau d'instruction et participation politique en Autriche. Dans un premier temps, il présente un modèle basé sur diverses considérations théoriques. Cela comprend à la fois les effets éducatifs directs et indirects qui se produisent en fonction des ressources matérielles, du capital social, des orientations civiques et des valeurs. A partir d'une approche analytique à plusieurs variables, le modèle est appliqué à l'Enquête Sociale Européenne de 2002. On distingue trois formes de participation politique, à savoir le vote, les activités conduites par l'élite et celles contestant l'élite. On s'aperçoit que le niveau d'instruction a des effets significatifs sur ces trois formes de participation, et plus particulièrement sur les activités contestant l'élite. Ces dernières incluent des actions politiques telles que la signature de pétitions, l'achat ou le boycott de certains produits, actions qui sont de plus en plus considérées comme une façon légitime d'exprimer ses préférences politiques. La plupart des effets de l'éducation se produisent au moyen de variables intermédiaires, notamment le capital social (et plus particulièrement l'affiliation à des organisations apolitiques), les orientations civiques (l'intérêt politique tout comme l'efficacité interne ou externe) et les valeurs (post-matérialistes) individuelles. L'éducation exerce un impact sur les activités conduites par l'élite principalement via l'affiliation à des organisations, et via l'efficacité interne et externe. Quant aux effets de l'éducation sur les activités contestant l'élite, ils s'exercent par le biais de l'environnement social qui inclut à la foi un niveau élevé d'intérêt politique, la confiance interpersonnelle, des valeurs post-matérialistes et un certain degré de scepticisme vis-à-vis des institutions politiques. En conclusion, ce rapport fait des recommandations en matière de politique et de recherche.
Creation-Date: 2007-11-23
Number: 11
Handle: RePEc:oec:eduaab:11-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Jon Lauglo
Author-Workplace-Name: University of Oslo
Author-Name: Tormod Øia
Author-Workplace-Name: Telemark University College, Porsgrunn
Title: Education and Civic Engagement: Review of Research and a Study on Norwegian Youths
Abstract: What difference does education make for young adults' engagement in politics and social issues? This study is part of the OECD's Centre for Educational Research and Innovation (CERI) project on "Measuring the Social Outcomes of Learning" (SOL). It discusses relevant international research, with special attention to studies in the Nordic countries, and analyses survey responses by more than 11 000 Norwegian youths aged 13 to 19. "Engagement" is defined as youth's declared interest in politics and social issues and by their participation in various forms of political activity. Educational performance and especially educational aspirations matter for this type of engagement. Socialisation in family environments with regard to civic related issues, however, matters even more for taking interest in such types of civic engagement. It also seems that young people experience educational benefits from growing up in families who care about the civic domain. Separately, the findings suggest that young people who are politically active do not easily conform to the status quo. Rather, they confront the authority structures of their schools more often than other young people do. The paper concludes with suggestions for policy and research.
Quel est l'impact de l'éducation sur l'engagement politique et social des jeunes adultes ? Ce rapport, publié dans le cadre du projet « Mesurer les retombées sociales de l'éducation » du Centre pour la recherche et l'innovation de l'OCDE (CERI), traite de la recherche internationale en la matière, et plus particulièrement dans les pays nordiques, et analyse les réponses à une enquête menée auprès de plus de 11 000 Norvégiens âgés de 13 à 19 ans. Par « engagement » on entend l'intérêt déclaré des jeunes pour les problèmes politiques et sociaux ainsi que leur participation à diverses formes d'action politique. Les performances éducatives, et notamment les aspirations scolaires, ont une importance dans ce type d'engagement. Mais la socialisation aux problèmes civiques au sein des familles compte pour bien plus dans l'intérêt porté à l'engagement civique. Également, les jeunes semblent retirer des bénéfices éducatifs du fait de grandir dans des familles intéressées par les questions civiques. D'un autre côté, 'étude suggère que les jeunes qui sont politiquement actifs ne s'accommodent pas du statu quo ; ils ont tendance à se confronter aux autorités de leurs établissements plus souvent que les autres. En conclusion, le rapport fait des recommandations en matière de politique et de recherche.
Creation-Date: 2007-11-23
Number: 12
Handle: RePEc:oec:eduaab:12-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Ludger Wöbmann
Author-Workplace-Name: Ifo Institute for Economic Research, University of Munich
Author-Name: Elke Lüdemann
Author-Workplace-Name: Ifo Institute for Economic Research, University of Munich
Author-Name: Gabriela Schütz
Author-Workplace-Name: Ifo Institute for Economic Research, University of Munich
Author-Name: Martin R. West
Author-Workplace-Name: Brown university
Title: School Accountability, Autonomy, Choice, and the Level of Student Achievement: International Evidence from PISA 2003
Abstract: Accountability, autonomy, and choice play a leading role in recent school reforms in many countries. This report provides new evidence on whether students perform better in school systems that have such institutional measures in place. We implement an internationally comparative approach within a rigorous micro-econometric framework that accounts for the influences of a large set of student, family, school, and country characteristics. The student-level data used in the analysis comes from the PISA 2003 international student achievement test that encompasses up to 265,000 students from 37 countries. Our results reveal that different facets of accountability, autonomy, and choice are strongly associated with the level of student achievement across countries. With respect to accountability, students perform better where policies are in place that aim at students (external exit exams), teachers (monitoring of lessons), and schools (assessment-based comparisons). The combined achievement differences amount to more than one and a half PISA grade-level equivalents. Students in schools with hiring autonomy perform better on average, while they perform worse in schools with autonomy in formulating their budget. School autonomy over the budget, salaries, and course contents appears to be more beneficial when external exit exams hold schools accountable for their decisions.
La responsabilité, l'autonomie et le choix sont au coeur des réformes récentes des systèmes scolaires de nombreux pays. Ce rapport apporte de nouveaux éléments sur la question de savoir si les élèves réussissent mieux dans des systèmes scolaires qui ont adopté ces mesures. Une analyse comparative à l'échelle internationale est menée dans un cadre micro-économétrique rigoureux qui tient compte des incidences d'un large éventail de paramètres liés à l'élève, au milieu familial, à l'établissement et au pays. Les données relatives aux élèves utilisées pour l'analyse sont tirées du test international de niveau des élèves de l'enquête PISA 2003, qui porte sur 265 000 élèves de 37 pays. Les résultats montrent que différentes facettes de la responsabilité, de l'autonomie et du choix sont étroitement associées au degré de réussite des élèves dans l'ensemble des pays. S'agissant de la responsabilité, les élèves réussissent mieux lorsqu'il existe des mesures concernant les élèves (examens de sortie externes), les enseignants (suivi des leçons) et les établissements scolaires (comparaisons fondées sur des évaluations). Les écarts de niveau combinés vont jusqu'à l'équivalent PISA de plus d'une année et demi d'études. Les élèves inscrits dans des établissements ayant la possibilité de recruter librement leurs enseignants réussissent mieux en moyenne, alors qu'ils réussissent moins bien dans les établissements libres d'établir leur budget. L'autonomie des établissements scolaires en matière de budget, de salaires et de contenu des programmes semble plus bénéfique lorsqu'ont été mis en place des examens de sortie externes qui rendent les établissements comptables de leurs décisions...
Creation-Date: 2007-12-21
Number: 13
Handle: RePEc:oec:eduaab:13-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Gabriela Schütz
Author-Workplace-Name: Ifo Institute for Economic Research, University of Munich
Author-Name: Martin R. West
Author-Workplace-Name: Brown university
Author-Name: Ludger Wöbmann
Author-Workplace-Name: Ifo Institute for Economic Research, University of Munich
Title: School Accountability, Autonomy, Choice, and the Equity of Student Achievement: International Evidence from PISA 2003
Abstract: School systems aspire to provide equal opportunity for all, irrespective of socio-economic status (SES). Much of the criticism of recent school reforms that introduce accountability, autonomy, and choice emphasizes their potentially negative consequences for equity. This report provides new evidence on how national features of accountability, autonomy, and choice are related to the equality of opportunity across countries. We estimate whether student achievement depends more or less on SES in school systems employing these institutional features. The rigorous micro-econometric analyses are based on the PISA 2003 data for more than 180,000 students from 27 OECD countries. The main empirical result is that rather than harming disadvantaged students, accountability, autonomy, and choice appear to be tides that lift all boats. The additional choice created by public funding for private schools in particular is associated with a strong reduction in the dependence of student achievement on SES. External exit exams have a strong positive effect for all students that is slightly smaller for low-SES students. The positive effect of regularly using subjective teacher ratings to assess students is substantially larger for low-SES students. The effect of many other accountability devices does not differ significantly by student SES. School autonomy in determining course content is associated with higher equality of opportunity, while equality of opportunity is lower in countries where more schools have autonomy in hiring teachers. Autonomy in formulating the budget and in establishing starting salaries is not associated with the equity of student outcomes. Inequality of opportunity is substantially higher in school systems that track students at early ages.
Les systèmes scolaires souhaitent offrir des chances égales pour tous les élèves, quel que soit leur milieu socio-économique d'origine. La plupart des critiques soulevées par les réformes récentes instaurant la responsabilité, l'autonomie et le choix mettent en avant leurs conséquences potentiellement négatives en termes d'équité. Ce rapport apporte de nouveaux éléments sur les liens existant entre les caractéristiques nationales en matière de responsabilité, d'autonomie et de choix et l'égalité des chances selon les pays. Des estimations sont faites afin de déterminer si les résultats des élèves dépendent plus ou moins de leur milieu socio-économique d'origine dans les systèmes scolaires qui reposent sur ces caractéristiques. Les analyses micro-économétriques rigoureuses s'appuient sur les données de l'enquête PISA 2003 pour plus de 180 000 étudiants de 27 pays Membres de l'OCDE. Le principal résultat empirique est que, plutôt que de nuire aux élèves de milieux défavorisés, la responsabilité, l'autonomie et le choix semblent bénéficier à l'ensemble des élèves. En particulier, le choix supplémentaire généré par les fonds publics accordés aux établissements scolaires privés est associé à une forte diminution de la corrélation entre les résultats des élèves et leur milieu socio-économique d'origine. Les examens de sortie externes ont un effet positif important pour tous les élèves, bien qu'il soit légèrement moindre pour les élèves de milieux modestes. Les retombées bénéfiques du recours régulier à des classements subjectifs d'enseignants pour évaluer les élèves sont nettement plus importantes pour les élèves de milieux modestes. Les effets de nombreux autres outils de responsabilisation ne diffèrent pas notablement selon le milieu d'origine des élèves. L'autonomie laissée aux établissements scolaires pour déterminer le contenu des programmes scolaires est associée à une plus grande égalité des chances, alors que celle-ci est moindre lorsque les établissements scolaires sont plus nombreux à pouvoir recruter librement leurs enseignants. L'autonomie accordée aux établissements pour établir le budget et les salaires de départ n'est pas liée à l'équité des résultats des élèves. L'inégalité des chances est nettement plus forte dans les systèmes scolaires qui favorisent l'orientation précoce des élèves.
Creation-Date: 2007-12-21
Number: 14
Handle: RePEc:oec:eduaab:14-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Deborah Nusche
Author-Workplace-Name: OECD
Title: Assessment of Learning Outcomes in Higher Education: a comparative review of selected practices
Abstract: Higher education institutions (HEIs) have experienced increasing pressures to provide accountability data and consumer information on the quality of teaching and learning. But existing ratings and rankings of HEIs tend to neglect information on student learning outcomes. Instead, they focus on inputs, activities and research outputs, such as resources used, classes taught, and articles published. Such indicators provide no indication of the degree to which HEIs actually develop the knowledge and skills of their students. In most countries, hardly any comparable information is available on the educational quality of different programmes and institutions. In some countries, approaches to assess higher education learning outcomes have been developed, but little cross-country information is available on the characteristics of the instruments used. This paper provides an overview of experience gained in this domain across OECD and partner countries. Based on illustrative evidence collected for 18 assessment instruments, it examines conceptual, organizational and methodological aspects of existing assessments. It proposes a typology of higher education learning outcomes and reviews the ways in which these have been assessed across countries. Examples are drawn from Australia, Brazil, Mexico, the United Kingdom and the United States.
Les institutions d'enseignement supérieur sont de plus en plus amenées à rendre des comptes sur la qualité de leurs enseignements et les résultats de leurs étudiants. Mais les méthodologies de notation et de classement des universités considèrent rarement dans leurs critères l'information sur les « résultats de l’enseignement », à savoir ce que les étudiants ont vraiment appris au sein de ces institutions. Elles se concentrent plutôt sur les inputs, activités, et outputs, tels que les ressources mobilisées, les cours enseignés et le nombre d'articles publiés. Cependant, ces indicateurs ne permettent pas de déterminer dans quelle mesure les universités contribuent au développement des connaissances et des compétences de leurs étudiants. Dans la plupart des pays, il y a peu d'information disponible pour comparer la qualité éducative des différents programmes et institutions. Dans certains pays, des approches ont été développées pour mesurer la qualité de l'enseignement dans les universités, mais peu d'études offrent une comparaison internationale des différents instruments utilisés. Ce papier présente un aperçu des expériences dans ce domaine au sein de l'OCDE et des pays partenaires. A partir de données illustratives concernant 18 tests, il examine des aspects conceptuels, organisationnels et méthodologiques des instruments d'évaluation existants. Le papier identifie différents types de résultats de l’enseignement et étudie la façon dont ceux-ci sont évalués dans les différents pays. Cette étude s'appuie sur des exemples provenant de l’Australie, du Brésil, du Mexique, du Royaume-Uni et des États-Unis.
Creation-Date: 2008-02-29
Number: 15
Handle: RePEc:oec:eduaab:15-EN
Template-type: ReDIF-Paper 1.0
Author-Name: W. Richard Frederick
Title: Recent Developments in Intellectual Capital Reporting and their Policy Implications
Abstract: This paper provides a survey of recent developments in the reporting of intangible assets. It finds that rather than the wholesale restructuring of the accounting model that was proposed years ago, the trend has been to address gaps in reporting with new forms of reporting. New forms of reporting appear better suited to capture the type of information that users of intangibles data seek. Financial reporting standards continue to change both at the national and the international level with the result that they are better able to capture some types of intangibles data. Even so, some areas such as human capital remain difficult to reflect in traditional financial statements. Users interested in human capital information are much better served by reports that are tailored to their needs, and by reporting techniques that take into account the specificities of human capital. On the policy front, companies are receiving considerable encouragement to provide more information on the intangible drivers of corporate performance than ever before. In Europe, part of the impetus has been the Accounts Modernisation Directive, which requires an “enhanced director’s report” that can include a discussion of human capital to the extent that directors feel that it is important for a full understanding of the business and its performance.
La présente étude s’attache aux évolutions récemment observées dans la diffusion d’informations sur les actifs incorporels. Selon les conclusions de cette étude, plutôt que de procéder à la restructuration globale du modèle comptable proposée il y a plusieurs années, la tendance a plutôt consisté à combler les lacunes en matière de publication d’informations à l’aide de nouvelles formes de diffusion. Ces nouvelles formes apparaissent en effet mieux adaptées pour appréhender le genre de renseignements que recherchent les utilisateurs de données relatives aux actifs incorporels. Les normes de publication d’informations financières continuent à évoluer, au plan national comme international et de ce fait, elles sont aujourd’hui mieux à même de saisir certaines catégories de données incorporelles. Cela étant, même dans ces conditions, il reste difficile de refléter dans les états financiers traditionnels certains domaines tels que le capital humain par exemple. Les utilisateurs intéressés par des informations sur le capital humain trouvent davantage ce qu’ils recherchent dans des rapports conçus en fonction de leurs besoins et à l’aide techniques de publication d’informations prenant en compte les spécificités du capital humain.
Creation-Date: 2009-01-19
Number: 17
Handle: RePEc:oec:eduaab:17-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Bo Hansson
Title: Employers' Perspectives on the Roles of Human Capital Development and Management in Creating Value
Abstract: Human capital – the productive capacity that is embedded in people – is one of the most important contributors to the growth in nations’ output and standard of living. Globalisation and technological change have increased the importance of human capital in recent years, to the point that there are now only two options to sustain high profits and high wages in developed nations: escalating the skill levels of individuals or developing superior capacity for managing those skills and “human capital” more broadly. Employers have responded to these new phenomena by increasing wages for employees with more skills and by increasing their use of downsizing and other methods (such as “offshoring”) intended to reduce labour costs. There is little evidence, however, that such efforts by employers have improved profits, productivity, or stock price performance. Employer-provided training for employees represents one method of improving the skill level of a nation’s workforce. Although long-standing economic theory suggests that existing incentives for employers and employees should naturally yield the delivery of an optimal level of training, there is new awareness of a variety of market failures that may be causing a sub-optimal level of training, despite evidence that points to a positive relationship between employer-provided training and firm outcomes (productivity, profitability, employee retention, customer retention, stock performance).
Le capital humain – la capacité productive qui est une partie intégrante de chacun – est une des plus importantes contributions à la croissance économique et des niveaux de vie des nations. La mondialisation et les changements technologiques ont augmenté l’importance du capital humain ces dernières années, au point qu’il existe désormais seulement deux options pour maintenir des profits importants et de hauts salaires dans les pays développés : intensifier les niveaux de compétences des personnes ou développer une plus grande capacité à gérer ces compétences et le « capital humain » de façon plus étendue. Les employeurs ont répondu à ces nouveaux phénomènes en augmentant les salaires des employés plus qualifiés et en ayant plus souvent recours à la réduction de personnel et à d’autres méthodes (telles que le « offshoring ») dans le but de réduire le coût de la main-d’oeuvre. Il n’est cependant pas vraiment prouvé que de tels efforts de la part des employeurs aient augmenté les profits, la productivité ou encore les performances des résultats boursiers. La formation des employés fournie par les employeurs représente une méthode d’amélioration du niveau de compétences de la main d’oeuvre d’un pays. Bien qu’une théorie économique de longue date suggère que les motivations pour les employeurs et les employés devraient naturellement réaliser la provision d’un niveau de formation optimal, il a été récemment fait le constat d’une variété de failles du marché qui peut résulter à un niveau sous-optimal de la formation, malgré les preuves démontrant une relation positive entre la formation fournie par l’employeur et les résultats des entreprises (productivité, rentabilité, maintien des employés dans l’entreprise, maintien de la clientèle, résultats boursiers).
Creation-Date: 2009-01-19
Number: 18
Handle: RePEc:oec:eduaab:18-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Bo Hansson
Author-Workplace-Name: OECD
Title: Job-Related Training and Benefits for Individuals: A Review of Evidence and Explanations
Abstract: This paper reviews the literature on job-related training and the effects of these investments for different groups of individuals. The paper also elaborates on the theories, empirical explanations, and policy implications that can be drawn from these findings. Employer-provided training is by far the most important source of further education and training after an individual enters the labour market. A substantial portion of these human capital investments are financed by firms and it appears that the contribution by individuals are in most circumstances relatively modest. At the same time, substantial gains for individuals participating in training are documented in a large number of studies. The benefits are not only confined to wage returns as research has also shown that training leads to increased internal employability and job-security; and external labour market effects such as higher labour participation rates, lower unemployment, and shorter unemployment periods. Training is not equally distributed among employees. Older, low skilled workers, and to some extent female workers typically receive less training than other groups of employees. However, we do not find any clear-cut evidence that returns to training varies with gender, educational or skills levels, which suggests that inequalities do not arise because of differences in returns to training, but are more a consequence of inequalities of the distribution of training investments. The findings of this review further suggest that the returns to training are higher in the case that it is financed by the employer and that the returns to training are substantially higher for those leaving for a new employer. Employer-financed training appears, however, to lower the probability of an individual leaving for a new job elsewhere. The analysis of the distribution of returns to training reveals that although individuals benefit from these investments, the employer reaps most of the returns to training which suggests that the productivity effects are substantially larger than wage effects.
Creation-Date: 2008-07-15
Number: 19
Handle: RePEc:oec:eduaab:19-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Rolf K. W. van der Velden
Author-Workplace-Name: University of Maastricht
Author-Name: Maarten H. J. Wolbers
Author-Workplace-Name: Radboud University
Title: A Framework for Monitoring Transition Systems
Abstract: With its publication of the Thematic Review on the Transition from Initial Education to Working Life in 2000, OECD has laid the foundation for the development of indicators regarding the transition from education to work. One of the core activities of OECD’s Network B in 2005 and 2006 was to further develop these indicators by establishing a framework for monitoring transition systems. A transition system is defined as “the social institutions and processes through which a society provides its members to make the transition from the education system to the employment system”. The current report presents the results of this developmental work. It first presents the results of a quick scan carried out among the Network B members on the policy goals for transition systems and relevant indicators used to assess national situations (November 2002-January 2003). Next a theoretical framework is presented that identifies the most relevant characteristics of transition systems. It also relates the outcomes of the transition system to relevant characteristics of the educational system on the one hand and the employment system on the other hand. Based on the results of the quick scan and the developed theoretical framework, an evaluation of the earlier defined policy goals is carried, proposing a new set of 11 policy goals. As a next step, the existing data sources from OECD, EUROSTAT and major international surveys have been analysed to identify relevant indicators for the policy goals as well as descriptors for relevant other aspects of the developed framework. This report presents an overview of these indicators and descriptors. The theoretical framework and the developed set of indicators have been discussed at the March 2006 meeting of the Network B in Washington DC. Members of the network have also sent written comments. All these comments have been taken up in this final version. The report concludes with recommendations for the further data collection strategy.
En publiant l’étude « Thematic Review on the Transition from Initial Education to Working Life in 2000 », l’OCDE jette les bases nécessaires à la mise au point d’indicateurs dédiés à la transition entre les études et la vie active. En 2005 et en 2006, le Réseau B de l’OCDE s’est principalement consacré à affiner ces indicateurs en élaborant un cadre de suivi des systèmes de transition. Un système de transition est défini comme « les institutions et les processus sociaux qui permettent à une société de fournir aux individus les moyens d’assurer la transition entre le système éducatif et le marché du travail ». L’étude présente les résultats de ces travaux : dans un premier temps, elle fait le point sur les résultats d’une évaluation rapide réalisée parmi les membres du réseau B sur les objectifs des systèmes de transition en termes d’action publique et sur les indicateurs retenus pour apprécier la situation dans chaque pays (novembre 2002-janvier 2003). Ensuite, l’étude présente un cadre théorique visant à identifier les caractéristiques les plus pertinentes des systèmes de transition. Un lien est ensuite établi entre les résultats du système de transition et les caractéristiques pertinentes du système éducatif d’une part et du marché du travail de l’autre. Enfin, en s’appuyant sur les conclusions de l’évaluation rapide et sur le cadre théorique présenté, l’étude évalue les objectifs définis précédemment en termes d’action publique, pour en proposer 11 nouveaux. Les sources de données existantes issues de l’OCDE, d’EUROSTAT et des principales enquêtes internationales ont été analysées en vue d’identifier les indicateurs pertinents pour les objectifs d’action publique et les caractéristiques descriptives des autres aspects importants du cadre théorique. L’étude fait la synthèse de ces indicateurs et de ces caractéristiques descriptives. Le cadre théorique et les indicateurs ont été examinés lors de la réunion de mars 2006 du Réseau B à Washington DC et les membres du réseau ont également transmis leurs commentaires par écrit. Tous ces commentaires ont été pris en compte dans la version finale de l’étude, qui conclut en proposant des recommandations pour la stratégie de collecte des données.
Creation-Date: 2008-10-18
Number: 20
Handle: RePEc:oec:eduaab:20-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Helmut Kuwan
Author-Workplace-Name: Social Research and Consultancy
Author-Name: Ann-Charlotte Larsson
Author-Workplace-Name: Statistics Sweden
Title: Final Report of the Development of an International Adult Learning Module (OECD AL Module): Recommendations on Methods, Concepts and Questions in International Adult Learning Surveys
Abstract: Policy interest in international surveys on Adult Learning (AL) has increased strongly. AL survey data are used as benchmarks for a country‘s educational system. However, results of key indicators like participation in learning activities often vary remarkably between different data sources. Stating that these differences are due to varying concepts and methods is not enough. The key question is: Which figures represent reality more appropriately? Therefore, evaluation of survey concepts and methods is crucial for international comparison of Adult Learning. This report provides guidelines on methodological and conceptual issues. Part one covers methodological aspects while part two deals with concepts, definitions and example questions. Recommendations are based on input from 14 countries...
L‘intérêt politique envers les enquêtes portant sur la formation des adultes s‘est fortement accru. Les données issues des études menées sur ce thème sont utilisées comme mesures de la performance des systèmes éducatifs nationaux. Pourtant, les résultats d‘indicateurs clés tels que la participation aux activités de formation varient souvent de façon marquée selon la source des données. Il ne suffit cependant pas d‘invoquer les divers concepts et méthodes employés pour expliquer ces variations. En effet, la question clé est la suivante : quels sont les chiffres qui représentent la réalité de la façon la plus appropriée ? Par conséquent, l‘évaluation des concepts et méthodes d‘enquête s‘avère cruciale pour la comparaison internationale des formations des adultes. Le présent rapport founit des directives sur des questions méthodologiques et conceptuelles. La première partie traite des aspects méthodologiques, tandis que la deuxième partie présente les concepts, définitions et les exemples de questions. Les recommandations formulées reposent sur des données fournies par 14 pays...
Creation-Date: 2008-09-26
Number: 21
Handle: RePEc:oec:eduaab:21-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Deborah Nusche
Author-Workplace-Name: OECD
Title: What Works in Migrant Education?: A Review of Evidence and Policy Options
Abstract: Education plays an essential role in preparing the children of immigrants for participation in the labour market and society. Giving these children opportunities to fully develop their potential is vital for future economic growth and social cohesion in OECD countries. But migrant students in most OECD countries tend to have lower education outcomes than their native peers. Extensive previous research has described the system level, school level and individual level factors that influence the education outcomes of migrant students. Building on such previous research, this paper looks at the ways in which education policies can influence these factors to help provide better educational opportunities for migrant students.
L’éducation joue un rôle crucial dans la préparation des enfants d’immigrants au monde du travail et à la vie sociale. Donner à ces enfants l’opportunité de développer pleinement leur potentiel est une nécessité pour assurer la croissance économique future et la cohésion sociale dans les pays de l’OCDE. Cependant, les résultats scolaires des étudiants migrants sont en moyenne plus faibles que ceux des natifs dans la plupart des pays de l’OCDE. De nombreux travaux de recherche ont décrit les facteurs influençant la performance des migrants, au niveau du système d’éducation dans son ensemble, comme au niveau de chaque école et de chaque individu en particulier. En s’appuyant sur les résultats de la recherche existante, ce papier étudie comment les politiques d’éducation peuvent à leur tour influencer ces facteurs, afin de donner aux étudiants migrants les meilleures opportunités.
Creation-Date: 2009-02-05
Number: 22
Handle: RePEc:oec:eduaab:22-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Marlène Isoré
Title: Teacher Evaluation: Current Practices in OECD Countries and a Literature Review
Abstract: This paper discusses the most relevant issues concerning teacher evaluation in primary and secondary education by reviewing the recent literature and analysing current practices within the OECD countries. First, it provides a conceptual framework highlighting key features of teacher evaluation schemes. In particular, it emphasises the importance of clarifying the purposes of teacher appraisal, whether summative when designed to assure that the practices enhancing student learning are undertaken or formative when conducted for further professional development objectives. It also encompasses the diverse criteria and instruments commonly used to assess teachers as well as the actors generally involved in the process and potential consequences for teachers’ professional life. Second, it deals with a number of contentious points, including the question of the use of student outcomes to measure teaching performance, the advantages and drawbacks of different approaches given the purpose emphasised and resource restrictions, the implementation difficulties resulting from different stakeholders’ interests and possible ways to overcome these obstacles. Finally, it provides an account of current empirical evidence, pointing out mixed results stemming from difficulties in assessing the effects of such evaluation schemes on teaching quality, teachers’ motivation and student learning. It concludes by considering the circumstances under which teacher evaluation systems seem to be more effective, fair and reliable. Developing a comprehensive approach to evaluate teachers is critical to make demands for educational best practice compatible with teachers’ appropriation of the process as well as to enhance the decisive attractiveness and recognition of the teaching profession.
Ce document examine les principales questions relatives à l’évaluation des enseignants du primaire et du secondaire en passant en revue la littérature récente et en analysant des pratiques actuelles au sein des pays de l’OCDE. Premièrement, il fournit un cadre conceptuel mettant en évidence les éléments clés entrant dans les processus d’évaluation des enseignants. En particulier, il souligne l’importance de clarifier les objectifs de l’évaluation, qu’ils soient de nature sommative lorsqu’ils visent à assurer que les pratiques favorisant l’apprentissage des élèves sont à l’oeuvre ou de nature formative lorsqu’ils sont conduits à des fins de formation professionnelle continue. Il comprend également les différents critères et instruments communément utilisés pour évaluer les enseignants ainsi que les acteurs généralement impliqués dans le processus et les conséquences potentielles sur la vie professionnelle des enseignants. Deuxièmement, il traite d’un certain nombre de points conflictuels, parmi lesquels la question de l’utilisation des résultats des élèves pour mesurer la performance des enseignants, les avantages et inconvénients de différentes approches compte tenu de l’objectif mis en exergue et de ressources limitées, ou encore les difficultés de mise en place résultant de divergence d’intérêts et les moyens possibles d’y remédier. Enfin, il examine l’évidence empirique sur le sujet et explique en quoi ses résultats nuancés tiennent aux difficultés d’estimer les effets de tels processus sur la qualité de l’enseignement, la motivation des personnels et l’apprentissage des élèves. Pour conclure, il considère les circonstances dans lesquelles l’évaluation des enseignants semble plus efficace, équitable et fiable. Développer une approche d’évaluation compréhensive est cruciale pour concilier les exigences d’enseignement et l’appropriation du processus par les enseignants, tout en recherchant une nécessaire amélioration de l’attractivité et de la reconnaissance du métier d’enseignant.
Creation-Date: 2009-10-20
Number: 23
Handle: RePEc:oec:eduaab:23-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Janet Looney
Title: Assessment and Innovation in Education
Abstract: Do some forms of student (and school) assessment hinder the introduction of innovative educational practices and the development of innovation skills in education systems? This report focuses on the impact of high-stake summative assessment on innovation and argues that it is possible to reconcile high-stakes assessments and examinations through innovative approaches to testing. While necessary, assessment based on high-stake examinations often acts as an incentive to teach or study “to the test”. It may thus limit risk-taking by teachers, students and parents, for instance. The problem may be amplified if a system of accountability and incentives uses the results of these examinations and tests to assess teachers and schools. What should be done to ensure that the systems used to assess education systems do not stifle the risk-taking inherent to innovation – and that they foster innovation skills in students? This study proposes three main ways of combining assessment and innovation: 1) developing a wide range of performance measurements for both students and schools; 2) rethinking the alignment of standards and assessment; 3) measuring the impact of assessments on teaching and learning. One way of influencing teaching and learning might be to modify high-stake testing. Systems will adapt to this, and both teaching and learning will focus on acquiring the right skills. Rather than testing the content of learning, standards could relate to cognitive skills such as problem-solving, communicating and reasoning – with test/examination developers adapting those skills to subjects such as mathematics, science or literary analysis. Similarly, more use might be made of innovative assessment methods based on information and communication technologies, inasmuch as these may feature simulation or interactivity, for instance, at a reasonable cost. Focusing the assessment on cognitive processes rather than content would leave more scope for teachers to put in place innovative teaching/learning strategies. This does, however, assume a high standard of professionalism in teachers and an adequate system of continuing training and knowledge management. As a single type of assessment cannot fully capture student learning, one effective strategy might also be to multiply the number of measurements and thus relieve the pressure on students and teachers to perform well in a single, high-visibility, high-stake test. At the same time, this larger number of measurements could provide the necessary input for systems based on accountability, diagnosis and assessment of the effectiveness of innovative practice. Finally, assessing the technical standard of tests and examinations is an integral part of their development, but it is less common to address the impact they have on teaching/learning or the validity of how their results are used. Since assessment is an integral part of the education process, it is just as important to assess tests and examinations as it is other educational practices in order to achieve improvements and innovation in educational assessment, but also in educational practice.
Certaines formes d’évaluation des élèves (et des écoles) font-elles barrière à l’introduction de pratiques pédagogiques innovantes et au développement des compétences individuelles pour l’innovation au sein des systèmes éducatifs ? Ce rapport se concentre sur l’impact de l’évaluation à fort enjeu (« high-stake summative assessment ») sur l’innovation et argue qu’il est possible de réconcilier ce type d’évaluation et d’examens grâce à des approches innovantes de l’évaluation. Bien que nécessaire, l’évaluation reposant sur des examens à forts enjeux donne souvent des incitations à enseigner et à étudier dans le but premier de réussir à l’examen. Elle peut ainsi limiter la prise de risque des enseignants, des étudiants, des parents, etc. Ce problème peut être amplifié si un système de responsabilisation et d’incitations utilise les résultats de ces examens et tests pour évaluer les enseignants et les écoles. Comment faire pour que les systèmes d’évaluation des systèmes éducatifs n’empêchent pas la prise de risque inhérente à l’innovation et permettent le développement des compétences pour l’innovation des étudiants ? Cet examen propose trois pistes principales pour combiner évaluation et innovation : 1) développer une multiplicité de mesures de la performance des étudiants et des écoles ; 2) repenser l’alignement entre objectifs (standards) et évaluation ; 3) évaluer l’impact des évaluations sur l’enseignement et l’apprentissage. Une manière d’influencer l’enseignement et l’apprentissage pourrait consister à modifier les examens à forts enjeux. Les systèmes vont s’y adapter, et l’on étudiera et l’on enseignera pour acquérir les bonnes compétences. Plutôt que de tester les contenus d’apprentissage, les objectifs pourraient porter sur des compétences cognitives telles que la résolution de problèmes, la communication et le raisonnement – avec une adaptation par les développeurs de tests et examens de ces compétences aux mathématiques, à la science, à l’analyse littéraire, etc. On pourrait de même davantage tirer profit des méthodes innovantes d’évaluation basées sur les technologies de l’information et de la communication, dans la mesure où celles-ci peuvent intégrer des simulations, de l’interactivité, etc., à un coût raisonnable. Axer l’évaluation sur des processus cognitifs plutôt que sur les contenus laisserait davantage de liberté aux enseignants pour mettre en place des stratégies innovantes d’enseignement et d’apprentissage. Cela suppose cependant un haut niveau de professionnalisme des enseignants et un système de formation continue et de gestion des connaissances adéquats. Dans la mesure où un type d’évaluation ne peut pas capturer pleinement l’apprentissage des étudiants, une stratégie efficace pourrait aussi être de multiplier les mesures afin de baisser la pression qui pèse sur les étudiants et les enseignants de bien réussir un seul test à haute visibilité et fort enjeu. Cette multiplicité de mesures pourrait dans le même temps fournir l’information nécessaire à des systèmes de responsabilisation, de diagnostic et d’évaluation de l’efficacité des pratiques innovantes. Enfin, alors que l’évaluation de la qualité technique des évaluations et examens fait partie intégrante de leur développement, l’impact qu’ils ont sur l’enseignement et l’apprentissage ou la validité des usages que l’on fait de leurs résultats sont plus rarement examinés. Dans la mesure où l’évaluation fait partie intégrante du processus pédagogique, l’évaluation des tests et examens est tout aussi importante que celle des autres pratiques pédagogiques pour le perfectionnement et l’innovation de l’évaluation dans l’éducation, et aussi des pratiques pédagogiques.
Creation-Date: 2009-07-16
Number: 24
Handle: RePEc:oec:eduaab:24-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Christopher Lubienski
Author-Workplace-Name: University of Illinois
Title: Do Quasi-markets Foster Innovation in Education?: A Comparative Perspective
Abstract: This report seeks to address critical issues such as these by synthesising the evidence on innovations in more market-driven education systems. The analysis draws on data from over 20 OECD and non-OECD countries, including both developed nations that seek to move beyond established systems of state-run schools, and developing nations where formal and de facto policies promote more free-market approaches to educational expansion. In doing this, the report focuses on the primary and secondary levels, where education is usually compulsory. The more universal nature of educational access at those levels provides a different set of conditions and incentives compared to the post-compulsory tertiary level. And the report pays special attention to the charter school experiment in North America, where reformers explicitly tried to create more competitive conditions in order to encourage the development of innovations in the education sector. Policy approaches such as this that use decentralisation, deregulation, greater levels of autonomy, competition and choice may have singular potential to induce innovations in the education sector, both in how education is organised and the school content that is delivered — critical concerns if the education sector is to be more effective and reach under-served populations.
Le présent rapport a pour objet d’étudier des questions fondamentales telles que celles-ci, en faisant la synthèse des informations disponibles sur les innovations ayant trait à des systèmes éducatifs qui reposent davantage sur les mécanismes du marché. L’analyse s’appuie sur des données tirées de plus de vingt pays membres et non membres de l’OCDE, y compris des pays développés cherchant à dépasser le stade du système établi des établissements scolaires gérés par l’État, et des pays en développement où les politiques officielles et effectives encouragent des approches plus libérales de l’expansion du secteur éducatif. Dans cette perspective, l’étude privilégie l’enseignement primaire et l’enseignement secondaire, où la scolarité est généralement obligatoire. Le caractère plus universel de l’accès à l’éducation à ces niveaux présente des conditions et des incitations distinctes de celles de l’enseignement supérieur post-obligatoire. Ce rapport prête en outre une attention particulière à l’expérience des établissements scolaires à financement public et à gestion privée (les « charter schools ») en Amérique du Nord, où les responsables de la réforme ont tenté de manière explicite de créer des conditions plus concurrentielles afin d’encourager les innovations dans le secteur éducatif. Les approches de ce type, qui utilisent la décentralisation, la déréglementation et le développement de l’autonomie, de la concurrence et du choix, pourraient singulièrement encourager les innovations dans le secteur éducatif, tant au plan de l’organisation de l’enseignement qu’au niveau du contenu des programmes scolaires – des préoccupations essentielles si le secteur de l’éducation veut être plus efficace et atteindre les populations moins bien loties.
Creation-Date: 2009-08-04
Number: 25
Handle: RePEc:oec:eduaab:25-EN
Template-type: ReDIF-Paper 1.0
Author-Name: William Thorn
Author-Workplace-Name: OECD
Title: International Adult Literacy and Basic Skills Surveys in the OECD Region
Abstract: Both within and beyond the OECD region, governments and other stakeholders are increasingly interested in the assessments of the skills of their adult populations in order to monitor how well prepared they are for the challenges of the knowledge based society. The current paper provides an overview of the two international assessments of adult literacy which have already taken place in the OECD region – the International Adult Literacy Survey (IALS) and the Adult Literacy and Life Skills Survey (ALL) as well as of the forthcoming OECD Programme for the International Assessment of Adult Competencies (PIAAC). The conceptual framework for the assessments is described with a focus on the links between the different assessments. In addition, the paper provides a survey of the outputs of IALS and ALL including a review of the major themes addressed in the literature which has used data from these surveys as well as a brief discussion of their policy impact.
Au sein et au-delà de la région OCDE, les gouvernements et les autres parties prenantes sont de plus en plus intéréssés par l’évaluation des compétences de leur population adulte afin de vérifier s’ils sont bien préparés ou non aux défis de la société basée sur la connaissance. Le présent document fournit un aperçu de deux évaluations internationales sur l’alphabétisation des adultes qui ont été effectuées dans la région OCDE : l’Enquête internationale sur l’alphabétisation des adultes (EIAA) et l’Enquête sur la littératie et les compétences des adultes (ELCA) ainsi que le Programme, prochainement disponible, pour l’évaluation internationale des compétences des adultes (PIAAC). La structure conceptuelle des évaluations est décrite comme étant centrée sur les liens entre les différentes évaluations. De plus, le document fournit une enquête sur les résultats de l’EIAA et l’ELCA. Cette dernière comprend une vue d’ensemble des thèmes majeurs de l’alphabétisation et ce, en utilisant les données de ces enquêtes ainsi qu’un bref débat sur l’impact de leur politique.
Creation-Date: 2009-09-02
Number: 26
Handle: RePEc:oec:eduaab:26-EN
Template-type: ReDIF-Paper 1.0
Author-Name: OCDE
Title: Les compétences bien sûr, mais pas seulement : L'influence des compétences cognitives en lecture sur la participation aux études postsecondaires chez les jeunes Canadiens
Abstract: Ce rapport examine l’influence des compétences acquises à l’âge de 15 ans sur la participation aux études postsecondaires chez les jeunes Canadiens. Ces compétences sont mesurées par les résultats au test PISA obtenus auprès d’un échantillon d’élèves canadiens de 15 ans en 2000. Le rapport tente de répondre aux questions suivantes : • Quel est l’effet des résultats aux tests PISA en lecture sur la décision de poursuivre ou non les études postsecondaires? • En quoi les résultats PISA influent-ils sur les décisions de poursuivre les études universitaires ou collégiales? • En quoi les compétences en lecture au PISA influent-ils sur les décisions de poursuivre des études dans différents domaines au niveau postsecondaire? • En quoi les résultats PISA influent-ils sur le maintien aux études postsecondaires? • En quoi les effets qui précèdent varient-ils entre les jeunes immigrants et les jeunes canadiens de naissance, et entre les minorités linguistiques (francophones hors Québec et les anglophones du Québec) et les autres jeunes canadiens (francophones du Québec et les anglophones du reste du Canada)?
This report examines how the competencies acquired by young Canadians at age 15 influence their participation in post secondary studies. These competencies are measured through the PISA results which were obtained through a sample of Canadian students who took the PISA test in 2000 at age 15. The report seeks to answer the following questions: • How do the results of the PISA reading tests influence the choice to go on to post secondary studies? • How do the PISA results influence the choice to go to university or college? • How do the PISA results influence the choice to study different subjects at post secondary level? • How do the PISA results influence the choice to keep students on throughout post secondary studies? • How do the above factors vary between young immigrants and young Canadians by birth and between linguistic minorities (francophones outside of Québec and anglophones from Québec) and other young Canadians (francophones from Québec and anglophones from the rest of Canada).
Creation-Date: 2010-02-10
Number: 28
Handle: RePEc:oec:eduaab:28-FR
Template-type: ReDIF-Paper 1.0
Author-Name: Torben Drewes
Author-Workplace-Name: Trent University
Title: Impact of Proficiency on Early Entrants to the Labour Market: Evidence from the YITS
Abstract: The primary purpose of the report is to explore the impact of PISA reading scores on the early labour market outcomes of young Canadians of the Youth in Transition Survey. This inquiry is complicated by two facts. First, family and school characteristics that are positively correlated with PISA scores are also correlated with labour market success, making it difficult to discover the independent effect of those scores. Second, students with higher PISA scores are much more likely to pursue education beyond high school and scores may operate both directly and indirectly through this channel to influence later outcomes. Among females, there is a positive correlation between PISA scores and future earnings, even after controlling for family background and educational attainment. There is no evidence of such a correlation for males. For both genders, the link between PISA scores and unemployment disappears when controls are added. These weak outcomes may be explained by the fact that sufficient time has not elapsed for the YITS respondents to complete schooling and to integrate into the labour market.
L’objectif premier du présent rapport est d’examiner comment les scores PISA en compréhension de l’écrit influencent les premiers résultats sur le marché du travail des jeunes Canadiens interrogés dans le cadre de l’Enquête auprès des jeunes en transition (EJET). L’analyse est compliquée par deux facteurs : tout d’abord, les caractéristiques en termes de contexte familial et d’établissement scolaire fréquenté qui sont positivement corrélées avec les scores PISA sont également corrélées avec la réussite sur le marché du travail, ce qui empêche d’identifier l’effet indépendant de ces scores. Ensuite, les élèves qui ont obtenu des scores PISA élevés sont beaucoup plus susceptibles de continuer à faire des études après l’enseignement secondaire ; les scores pourraient donc avoir un effet à la fois direct et indirect sur les résultats ultérieurs. Chez les filles, on constate une corrélation positive entre les scores PISA et le revenu futur, même après prise en compte des caractéristiques du contexte familial et du niveau d’études. En revanche, on ne dispose d’aucun élément prouvant une telle corrélation chez les hommes. Pour les femmes comme pour les hommes, le lien entre les scores PISA et le fait d’être sans emploi disparaît dès lors que l’on ajoute des contrôles. La faiblesse de ces résultats peut s’expliquer par le manque de temps écoulé entre le moment où les personnes ont été sondées par l’EJET et le moment où elles ont terminé leurs études pour entrer sur le marché du travail.
Creation-Date: 2010-02-10
Number: 29
Handle: RePEc:oec:eduaab:29-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Jorgen Hansen
Title: How Does Academic Ability Affect Educational and Labour Market Pathways in Canada
Abstract: Using data from the Youth in Transition Survey (YITS), this paper provides an up-to-date description of educational and labour market pathways (or transitions) among Canadian youth. It also estimates the effect of academic abilities, measured by PISA math and reading scores, on such transitions. Descriptive statistics show that educational success is positively related to math and reading achievements as well as family background characteristics. Further, working while in high school reduces educational attainment while participation in school organised activities increases the probability of grade progression. The results also indicate that students with low reading achievements are not only less likely to remain in school; they are also less likely to return to school once they have left school. Finally, the risk of entering unemployment after school is inversely related to the level of completed schooling.
À partir des données de l’Enquête auprès des jeunes en transition (EJET), le présent document fournit une description actualisée des parcours (ou transitions) emprunté(e)s par les jeunes Canadiens dans les études et sur le marché du travail. Il évalue également l’effet de l’aptitude aux études, telle que mesurée par les scores PISA en mathématiques et compréhension de l’écrit, sur ces transitions. Des statistiques descriptives montrent que le succès dans les études est positivement corrélé à la réussite en mathématiques et en compréhension de l’écrit, ainsi qu’aux caractéristiques du contexte familial. Ensuite, on constate que le fait d’avoir un emploi lorsque l’on est encore dans l’enseignement secondaire exerce un effet négatif sur le niveau d’enseignement, tandis que la participation à des activités organisées par l’établissement scolaire augmente la probabilité d’obtenir de meilleures notes. Les résultats indiquent en outre que les élèves ayant obtenu de faibles scores en compréhension de l’écrit ne sont pas seulement moins susceptibles de rester dans l’éducation ; ils sont aussi moins susceptibles de retourner à leurs études une fois qu’ils les ont arrêtées. Enfin, le risque d’être au chômage après sa formation est inversement corrélé au niveau d’enseignement atteint.
Creation-Date: 2010-02-10
Number: 30
Handle: RePEc:oec:eduaab:30-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Tomasz Gluszynski
Author-Name: Justin Bayard
Title: Does Reading Proficiency at Age 15 Affect Pathways through Learning and Work
Abstract: Over the last decade, Canada has experienced a substantial increase in the number of individuals participating in post-secondary education (PSE). This trend emphasizes the importance of understanding the pathways leading to PSE enrolment and the competencies that are associated with them. This chapter describes a range of possible education and work outcomes at the age of 21, and the pathways that led to them. It describes the wealth of information that is available in the combination of the PISA and YITS databases. This overview provides a useful context in which to consider the complexity and importance of transitioning to postsecondary education and work.
Au cours des dix dernières années, le Canada a vu augmenter de façon substantielle le nombre de ses étudiants dans l’enseignement post-secondaire. Cette tendance montre bien l’importance de la compréhension des parcours menant à l’inscription dans l’enseignement post-secondaire et des compétences qui y sont associées. Le présent chapitre passe en revue une gamme de résultats possibles dans les études et sur le marché du travail à l’âge de 21 ans, ainsi que les parcours qui y ont mené. Il décrit l’abondance des informations disponibles via la mise en commun des bases de données PISA et EJET. Cette vue d’ensemble fournit un contexte utile pour examiner la complexité et l’importance des transitions vers l’enseignement post-secondaire et le travail.
Creation-Date: 2010-02-10
Number: 31
Handle: RePEc:oec:eduaab:31-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Margaret Wu
Author-Workplace-Name: University of Melbourne
Title: Comparing the Similarities and Differences of PISA 2003 and TIMSS
Abstract: This paper makes an in-depth comparison of the PISA (OECD) and TIMSS (IEA) mathematics assessments conducted in 2003. First, a comparison of survey methodologies is presented, followed by an examination of the mathematics frameworks in the two studies. The methodologies and the frameworks in the two studies form the basis for providing explanations for the observed differences in PISA and TIMSS results. At the country level, it appears that Western countries perform relatively better in PISA as compared to their performance in TIMSS. In contrast, Asian and Eastern European countries tend to do better in TIMSS than in PISA. This paper goes beyond making mere conjectures about the observed differences in results between PISA and TIMSS. The paper provides supporting evidence through the use of regression analyses to explain the differences. The analyses showed that performance differences at the country level can be attributed to the content balance of the two tests, as well as the sampling definitions – age-based and grade-based – in PISA and TIMSS respectively. Apart from mathematics achievement, the paper also compares results from the two studies on measures of self-confidence in mathematics. Gender differences are also examined in the light of contrasting results from the two studies. Overall, the paper provides a comprehensive comparison between PISA and TIMSS, and, in doing so, it throws some light on the interpretation of results of large-scale surveys more generally.
Le présent document établit une comparaison détaillée des évaluations des mathématiques PISA (OCDE) et TIMSS (IEA), toutes deux menées en 2003. Il présente tout d’abord une comparaison des méthodologies d’enquête, puis un examen des cadres d’évaluation des mathématiques. C’est en effet par une analyse des méthodologies et cadres d’évaluation des deux études que l’on peut expliquer les différences constatées dans les résultats du PISA et ceux du TIMSS. Au niveau des pays, il apparaît que les nations occidentales réussissent relativement mieux à l’enquête PISA qu’à l’enquête TIMSS. En revanche, les pays d’Asie et d’Europe de l’Est ont tendance à obtenir de meilleures performances aux évaluations TIMSS qu’aux évaluations PISA. Au-delà de simples conjectures sur les différences observées, le présent document fournit des éléments de preuves en utilisant des analyses de régression qui expliquent les disparités de résultats. Les analyses ont démontré que les variations de performance au niveau national peuvent être imputées à l’équilibre des contenus des deux tests, ainsi qu’aux définitions d’échantillonnage – fondées sur l’âge ou fondées sur la classe – pour PISA et pour TIMSS, respectivement. Outre les performances en mathématiques, le présent document compare les résultats des deux études sur les mesures de la confiance en soi en mathématiques. Les différences entre les sexes sont également examinées à la lumière des résultats contrastés des deux enquêtes. Dans l’ensemble, ce document offre une comparaison complète entre PISA et TIMSS
Creation-Date: 2010-04-22
Number: 32
Handle: RePEc:oec:eduaab:32-EN
Template-type: ReDIF-Paper 1.0
Author-Name: John P. Sabatini
Author-Workplace-Name: Educational Testing Service
Author-Name: Kelly M. Bruce
Author-Workplace-Name: Educational Testing Service
Title: PIAAC Reading Component: A Conceptual Framework
Abstract: Governments and other stakeholders have become increasingly interested in assessing the skills of their adult populations in order to examine how well prepared they are to meet the challenges of the modern knowledge-based society. The current paper provides a conceptual framework for the assessment of reading component skills in the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC). The assessment of component skills is intended to provide a greater level of information about the skills of individuals with low levels of literacy proficiency than has been available from previous international assessments. The ‘component skills ’identified for the assessment are vocabulary knowledge, sentence processing and passage comprehension.
Les pouvoirs publics et autres parties prenantes s’intéressent de plus en plus à l’évaluation des compétences de la population adulte dans un objectif de suivi de son état de préparation face aux défis de la société moderne de la connaissance. Le présent article fournit un cadre conceptuel pour les éléments de lecture du Programme pour l’évaluation internationale des compétences des adultes (PIAAC). S’appuyant sur les principes et processus de base de la lecture, il définit les compétences à l’écrit ainsi que les tâches de l’évaluation afin de permettre une meilleure compréhension des savoir-faire en lecture inhérents à des niveaux élevés de compréhension des textes. Ce cadre cherche à créer une évaluation qui assure la comparabilité entre les pays et qui établisse une idée plus claire de ce que signifient les profils de lecture des adultes en haut de l’échelle des compétences en compréhension des textes.
Creation-Date: 2009-11-20
Number: 33
Handle: RePEc:oec:eduaab:33-EN
Template-type: ReDIF-Paper 1.0
Author-Name: PIAAC Literacy Expert Group
Title: PIAAC Literacy: A Conceptual Framework
Abstract: The current paper provides an overview of the conceptual framework for the assessment of numeracy developed for the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC).
Les pouvoirs publics et autres parties prenantes s’intéressent de plus en plus à l’évaluation des compétences de la population adulte dans un objectif de suivi de son état de préparation face aux défis de la société moderne de la connaissance. Le présent article fournit une vue d’ensemble du cadre d’évaluation de la compréhension des textes du Programme pour l’évaluation internationale des compétences des adultes (PIAAC) de l’OCDE, afin d’identifier les tâches de lecture et écriture auxquelles les individus sont confrontés dans le nouveau monde de l’information.
Creation-Date: 2009-11-20
Number: 34
Handle: RePEc:oec:eduaab:34-EN
Template-type: ReDIF-Paper 1.0
Author-Name: PIAAC Numeracy Expert Group
Title: PIAAC Numeracy: A Conceptual Framework
Abstract: Governments and other stakeholders have become increasingly interested in assessing the skills of their adult populations in order to monitor how well prepared they are to meet the challenges of the new information world. The current paper provides an overview of the conceptual framework for the assessment of numeracy developed for the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC). This builds on the numeracy framework developed for the Adult Literacy and Life Skills Survey (ALL). Numeracy is broadly defined and complemented with a definition of ‘numerate behaviour’. Four facets of numerate behaviour are identified and described to guide the development of assessment tasks.
Les pouvoirs publics et autres parties prenantes s’intéressent de plus en plus à l’évaluation des compétences de la population adulte dans un objectif de suivi de son état de préparation face aux défis de la société moderne de la connaissance. Le présent article fournit une vue d’ensemble du cadre d’évaluation de la compréhension des textes du Programme pour l’évaluation internationale des compétences des adultes (PIAAC) de l’OCDE, afin d’identifier les tâches de lecture et écriture auxquelles les individus sont confrontés dans le nouveau monde de l’information.
Creation-Date: 2009-11-24
Number: 35
Handle: RePEc:oec:eduaab:35-EN
Template-type: ReDIF-Paper 1.0
Author-Name: PIAAC Expert Group in Problem Solving in Technology-Rich Environments
Title: PIAAC Problem Solving in Technology-Rich Environments: A Conceptual Framework
Abstract: Governments and other stakeholders have become increasingly interested in assessing the skills of their adult populations for the purposes of monitoring how well prepared they are for the challenges of the new information world. The current paper provides an overview of the conceptual framework developed for the assessment of problem solving in technology-rich environments for the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC). This covers the specific class of problems that people encounter when using information and communication technologies. These include problems where the existence of the problem is a consequence of the availability of new technologies, where the solution requires the use of computer-based applications or where the problem relates to the management or use of information technologies.
Les pouvoirs publics et autres parties prenantes s’intéressent de plus en plus à l’évaluation des compétences de la population adulte dans un objectif de suivi de son état de préparation face aux défis de la société moderne de la connaissance. Le présent document fournit une vue d’ensemble du cadre conceptuel en matière de résolution de problèmes dans un environnement hautement technologique du Programme pour l’évaluation internationale des compétences des adultes (PIAAC). L’évolution et le rôle des technologies de l’information dans la société d’aujourd’hui y sont présentés et la définition de la résolution de problèmes et les constructions mentales requises dans ce contexte font l’objet d’une analyse. Le cadre présente également les dimensions clés et tâches prévues en matière de résolution de problèmes, avant de souligner certains aspects pratiques de l’évaluation.
Creation-Date: 2009-11-20
Number: 36
Handle: RePEc:oec:eduaab:36-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Ann-Britt Enochsson
Author-Workplace-Name: Karlstad University
Author-Name: Caroline Rizza
Author-Workplace-Name: Telecom Paris
Title: ICT in Initial Teacher Training: Research Review
Abstract: This research review reports on articles presenting empirical research in the area of how teacher-training institutions work on preparing future teachers for the integration of information and communication technologies (ICT) in their future classrooms. It was conducted mainly in English and French and covers research in 11 OECD-countries during the years 2002–2009. The research is unanimous, even if it is not comprehensive, and it shows that ICT is not used regularly or systematically in the countries reviewed. There are good examples, carried out by enthusiastic teacher trainers, but only a minority of the student teachers benefit from this. Very few articles report innovative use of recent technology. Most of the research reports on the use of computers and traditional computer software. Overall, student teachers do not integrate technology into their teaching. A number of reasons for this are identified. The overall picture is that implementation is necessary at all levels (macro, meso, micro) for a successful outcome, but research also gives examples of how problems can be overcome at a micro-level, which is the level of the actors' pedagogical practice. Enthusiasts do seem to have room for maneuver, but the lack of incentives makes it difficult to involve everyone.
Ce document de travail s’intéresse aux études empiriques relatives à la manière dont les institutions de formation préparent les étudiants-enseignants à intégrer les technologies de l’information et de la communication (TIC) dans leurs pratiques pédagogiques. Elle a été conduite en anglais et en français. Elle couvre la période 2002-2009 et onze pays de l’OCDE y sont représentés. Les recherches sont unanimes. Elles montrent que les TIC ne sont pas utilisées régulièrement ou systématiquement dans les pays passés en revue. Bien qu’elles présentent de bonnes pratiques de la part des formateurs, seulement une minorité des étudiants-enseignants en bénéficie. Peu d’articles font référence à une pratique innovante des technologies « nouvelles » (au sens de récentes). La majeure partie des recherches se réfère à l’utilisation de l’ordinateur ou de logiciels traditionnels. Le tableau qui est dépeint montre que les étudiants-enseignants n’intègrent pas les technologies dans leurs pratiques pédagogiques. Un certain nombre de raisons sont identifiées et présentées. D’une manière générale, un déploiement à tous les niveaux (macro, méso, micro) est nécessaire pour un réel succès. Cependant, les recherches mettent également en évidence des manières de surmonter les difficultés au niveau micro (celui des pratiques pédagogiques des acteurs). Ainsi, si les pionniers semblent avoir une marge de manœuvre, le manque d’incitations constitue un frein à l’intégration des technologies dans les pratiques pédagogiques.
Creation-Date: 2009-11-20
Number: 38
Handle: RePEc:oec:eduaab:38-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Franco Sassi
Author-Workplace-Name: OECD
Author-Name: Marion Devaux
Author-Workplace-Name: OECD
Author-Name: Jody Church
Author-Workplace-Name: OECD
Author-Name: Michele Cecchini
Author-Name: Francesca Borgonovi
Author-Workplace-Name: OECD
Title: Education and Obesity in Four OECD Countries
Abstract: An epidemic of obesity has been developing in virtually all OECD countries over the last 30 years. Existing evidence provides strong suggestions that such epidemic has affected certain social groups more than others. In particular, education appears to be associated with a lower likelihood of obesity, especially among women. A range of analyses of health survey data from Australia, Canada, England and Korea were undertaken with the aim of exploring the relationship between education and obesity. The findings of these analyses show a broadly linear relationship between the number of years spent in full-time education and the probability of obesity, with most educated individuals displaying lower rates of the condition (the only exception being men in Korea). This suggests that marginal returns to education, in terms of reduction in obesity rates, are approximately constant throughout the education spectrum. The findings obtained confirm that the education gradient in obesity is stronger in women than in men. Differences between genders are minor in Australia and Canada, more pronounced in England and major in Korea. The causal nature of the link between education and obesity has not yet been proven with certainty; however, using data from France we were able to ascertain that the direction of causality appears to run mostly from education to obesity, as the strength of the association is only minimally affected when accounting for reduced educational opportunities for those who are obese in young age. Most of the effect of education on obesity is direct. Small components of the overall effect of education on obesity are mediated by an improved socio-economic status linked to higher levels of education, and by a higher level of education of other family members, associated with an individual’s own level of education. The positive effect of education on obesity is likely to be determined by at least three factors: (a) greater access to health-related information and improved ability to handle such information; (b) clearer perception of the risks associated with lifestyle choices; and, (c) improved self-control and consistency of preferences over time. However, it is not just the absolute level of education achieved by an individual that matters, but also how such level of education compares with that of the individual’s peers. The higher the individual’s education relative to his or her peers’, the lower is the probability of the individual being obese.
Classification-JEL: I12; I21
Keywords: education, obesity
Creation-Date: 2009-12-10
Number: 39
Handle: RePEc:oec:eduaab:39-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Katerina Ananiadou
Author-Workplace-Name: OECD
Author-Name: Magdalean Claro
Title: 21st Century Skills and Competences for New Millennium Learners in OECD Countries
Abstract: This paper discusses issues related to the teaching and assessment of 21st century skills and competencies in OECD countries drawing on the findings of a questionnaire study and other relevant background material such as white papers or curriculum documents. Although all OECD countries were invited to participate in the questionnaire survey, responses were received from seventeen countries or regions, and the paper focuses primarily on this group. The paper presents a short discussion of the importance and relevance of 21st century skills and competencies in the current policy debate and the definitions and conceptual frameworks that have been used in the literature, and proposes a new three-dimensional framework, consisting of the dimensions of information, communication and ethics and social impact. The findings of the questionnaire survey show that most countries or regions cover 21st century skills and competencies in their regulations, guidelines or recommendations for compulsory education. However, there are few specific definitions of these skills and competencies at national or regional level and virtually no clear formative or summative assessment policies for these skills. The only evaluation regarding their teaching is often left to external inspectors as part of their whole school audits. Similarly there are few teacher training programmes that target the teaching or development of 21st century skills, although there exist several teacher training initiatives that focus on developing teachers’ ICT pedagogical skills, most of them optional. The paper discusses the implications of these findings especially with regard to the particular role of ICT in the development of these skills and competencies, and issues related to assessment practices and teacher training.
Ce document examine les problèmes liés à l’enseignement et à l’évaluation des qualifications et des compétences nécessaires au XXIe siècle dans les pays de l’OCDE en s’appuyant sur les conclusions d’une enquête et d’autres documents de référence comme des livres blancs et des documents relatifs aux programmes d’étude. Bien que l’ensemble des pays de l’OCDE ait été invité à répondre au questionnaire, 17 pays ou régions ont communiqué leurs réponses de sorte que c’est essentiellement sur ce groupe que la présente note se concentre. On y trouve une brève analyse de l’importance et de la pertinence des qualifications et compétences nécessaires au XXIe siècle dans le débat actuel et les définitions et cadres conceptuels utilisés dans la littérature, et l’on propose un nouveau cadre tridimensionnel intégrant les aspects de l’information, de la communication ainsi que de l’éthique et de l’impact social. Les réponses au questionnaire montrent que la plupart des pays ou régions tiennent compte des qualifications et compétences requises au XXIe siècle dans leurs textes réglementaires, principes directeurs ou recommandations visant la scolarité obligatoire. Cependant, il existe peu de définitions spécifiques de ces qualifications et compétences aux niveaux national ou régional et pratiquement aucune politique d’évaluation formative ou sommative. La seule évaluation concernant la transmission de ces compétences est souvent confiée à des inspecteurs extérieurs, dans le cadre de l’audit qu’ils mènent sur l’ensemble du système scolaire. De même, il existe peu de programmes de formation des maîtres qui ciblent l’enseignement ou le développement des compétences nécessaires au XXIe siècle, mais il y a des programmes de formation des enseignants centrées sur le développement des compétences pédagogiques en matière de TIC, dont la plupart sont optionnels. Le document examine les conséquences de ces conclusions en particulier pour le rôle des TIC dans l’acquisition de ces qualifications et compétences, ainsi que les problèmes liés aux pratiques d’évaluation et à la formation des maîtres.
Creation-Date: 2009-12-18
Number: 41
Handle: RePEc:oec:eduaab:41-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Violaine Faubert
Author-Workplace-Name: Institut d’Etudes Politiques
Title: School Evaluation: Current Practices in OECD Countries and a Literature Review
Abstract: This paper examines the current academic and policy literatures concerning school evaluation in primary and secondary education within the OECD countries. First, it provides a typology of the existing systems of school evaluation across the OECD. It encompasses the diverse criteria and instruments commonly used to carry out schools evaluation, as well as the players involved in the design and implementation of school evaluation. It also describes potential consequences for schools. Second, this paper analyses how school evaluation schemes are interrelated with other components of the evaluation framework, such as teacher evaluation and system evaluation. The potential complementarities, duplication and inconsistency of objectives stemming from these interrelations are discussed. Third, this paper presents the advantages and drawbacks of different approaches to school evaluation, the resistance and implementation difficulties resulting from misalignment of interests between different stakeholders, and possible ways to overcome impediments to implementation. Finally, it reviews the quantitative and qualitative evidence available on the impact of different school evaluation schemes on school performance, student learning and the incentives for the teaching staff. It concludes by considering the circumstances under which school evaluation schemes seem to be more conducive to school improvement. The effectiveness of school evaluation schemes relies on developing competencies for evaluation and for using feedbacks. Alignment of stakeholders' interests is also critical to have the support of those being assessed.
Cet article dresse une revue de la littérature académique et empirique consacrée à l'évaluation des établissements scolaires primaires et secondaires au sein des pays de l'OCDE. Une typologie des différents systèmes d'évaluation existants est tout d'abord esquissée. Les différents instruments et critères utilisés pour procéder à l'évaluation des établissements scolaires, ainsi que les acteurs impliqués dans la conception et la mise en oeuvre des systèmes d'évaluation des écoles, sont précisés. Les conséquences induites par les résultats de l'évaluation pour les établissements sont également évoquées. Cette revue de littérature analyse ensuite les relations existant entre l’évaluation des établissement scolaires et autres composantes du cadre d'évaluation du système scolaire, notamment l'évaluation des enseignants et l'évaluation du système éducatif. Les sources de complémentarité, effets de doublon et possibles incompatibilités entre ces différentes composantes, sont évoqués. Les avantages et les inconvénients des différentes approches de l'évaluation des écoles, ainsi que les résistances et les difficultés rencontrées dans leur mise en oeuvre en raison des divergences d'intérêt et de point de vue des différents acteurs (autorités éducatives, inspecteurs, chefs d'établissement, corps enseignant…), sont soulignés. Les résultats quantitatifs et qualitatifs d'études empiriques destinées à tester l'impact de l'évaluation sur les performances des élèves, la gestion des établissements, la motivation des enseignants et, plus largement, sur les incitations des agents, sont mentionnés. Cette revue de littérature décrit enfin les environnements les plus favorables au développement des mécanismes d'évaluation les plus efficaces. Ceux-ci supposent notamment le développement de compétences en vue de procéder à des évaluations et d'en exploiter les résultats, ainsi que le soutien et la convergence de vues des acteurs impliqués dans le processus.
Classification-JEL: I
Keywords: evaluation, évaluation
Creation-Date: 2009-12-15
Number: 42
Handle: RePEc:oec:eduaab:42-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Kiira Kärkkäinen
Author-Workplace-Name: OECD
Title: Summary of the June 2009 educationtoday Crisis Survey: Initial Reflections on the Impact of the Economic Crisis on Education
Abstract: This paper provides initial reflections on the impact of the economic crisis on education across the OECD area by analysing the OECD educationtoday crisis survey responses of June 2009. It first looks at the impact of the crisis on education demand and participation, after which the focus turns to the supply side and education financing. The paper suggests that while the education sector appeared to experience increased demand and benefit from growing governmental financing in several OECD countries in June 2009, the crisis may have hidden negative effects particularly on decentralised service delivery and private involvement in education.
Ce document offre un début de réflexion à propos de l’impact de la crise économique sur l’éducation dans les pays de l’OCDE, à partir d’une analyse des réponses à l’enquête sur la crise lancée en juin 2009 via la plateforme OCDE educationtoday. Après un examen de l’impact de la crise sur la demande d’éducation et la participation, le propos cible les aspects de l’offre et du financement de l’éducation. Ce document suggère que si le secteur de l’éducation semble avoir connu une demande plus importante et bénéficié d’un financement public croissant dans certains pays de l’OCDE en juin 2009, la crise pourrait avoir des effets négatifs non visibles, en particulier en termes de fourniture décentralisée des services et d’engagement du secteur privé dans l’éducation.
Keywords: crise économique, economic crisis, education, éducation
Creation-Date: 2010-02-05
Number: 43
Handle: RePEc:oec:eduaab:43-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Oscar Valiente
Title: 1-1 in Education: Current Practice, International Comparative Research Evidence and Policy Implications
Abstract: Over the last decade, more and more public and private stakeholders, in developed and developing countries, have been supporting 1:1 initiatives in education (i.e. every child receives her/his own personal computing device). These 1:1 initiatives represent a qualitative move forward from previous educational experiences with ICT, inasmuch as every child is equipped with ubiquitous access to a personal device (usually laptops, netbooks or handhelds). The paper tries to systematise the most salient evidence about 1:1 initiatives in education drawing on official websites, program evaluations and academic meta-reviews. Information is provided about the policy expectations, program designs and the challenges for an effective implementation of 1:1 initiatives in education. Given the limited body of evidence, the paper raises unsolved questions about the cost-effectiveness and educational impacts of 1:1 computing in education.
Au cours de la dernière décennie, de plus en plus d’intervenants du public et du privé des pays développés et pays en voie de développement, soutiennent les initiatives de 1:1 dans l’éducation (chaque élève dispose d’un ordinateur pendant les cours). Ces initiatives représentent une avancée qualitative par rapport aux expériences antérieures d’enseignement avec les TIC, dans la mesure où chaque enfant est équipé d’un accès universel à un dispositif personnel (généralement PC portables ou ordinateurs de poche). Le rapport tente de systématiser les preuves les plus tangibles dans l’élaboration des initiatives 1:1d'éducation sur les sites Web officiels, des évaluations de programmes universitaires et des méta-commentaires. L’information est fournie sur les attentes des politiques, des conceptions de programmes et les défis d’une application efficace des 1:1 initiatives dans l’éducation. Compte tenu de l’ensemble limité d’éléments de preuve, le document soulève des questions non résolues sur le coût-efficacité et les impacts pédagogiques de l’approche 1:1 informatique dans l’éducation.
Creation-Date: 2010-03-04
Number: 44
Handle: RePEc:oec:eduaab:44-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Frank Levy
Author-Workplace-Name: Massachusetts Institute of Technology
Title: How Technology Changes Demands for Human Skills
Abstract: This paper places the competencies to be measured by the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) in the context of the technological developments which are reshaping the nature of the workplace and work in the 21st century. The largest technological force currently shaping work is the computer. Computers are faster and less expensive than people in performing some workplace tasks and much weaker than people in performing other tasks. On the basis of an understanding of the kinds of work computers do well, it is possible to describe the work that will remain for people in the future, the skills that work requires and the way that computers can assist people in performing that work. The paper argues that a technology-rich workplace requires foundational skills including numeracy and literacy (both to be tested in PIAAC), advanced problem-solving skills or Expert Thinking (similar to the construct of Problem Solving in Technology-Rich Environments to be tested in PIAAC) and advanced communication skills or Complex Communication (not being tested in PIAAC).
Ce document situe les compétences qui seront mesurées dans le cadre du programme de l’OCDE pour l’évaluation internationale des compétences des adultes (PIAAC) dans le contexte des avancées technologiques qui redessinent la nature du travail et le lieu où il est effectué au 21ème siècle. La plus grande force technologique qui actuellement façonne le travail est l’ordinateur. Les ordinateurs sont plus rapides et moins onéreux que les individus dans certaines tâches sur le lieu de travail, mais bien moins performants que les personnes dans l’accomplissement d’autres tâches. Si l’on considère que l’on peut identifier les types de travaux que les ordinateurs remplissent correctement, il est alors possible de décrire ceux qui seront de la responsabilité des individus dans le futur ainsi que les compétentes que ces travaux nécessitent, et la façon dont les ordinateurs peuvent assister les individus à les accomplir. L’argument contenu dans le document est qu’un lieu de travail hautement technologique nécessite des aptitudes fondamentales telles que le calcul et la compréhension de textes (qui seront tous deux testés dans le PIAAC), des compétences avancées à résoudre des problèmes ou Expert Thinking (similaires à l’aptitude à résoudre des problèmes dans un environnement hautement technologique qui sera testée dans le PIAAC) et des compétences avancées en communication ou Complex Communication (non testées dans le PIAAC).
Creation-Date: 2010-03-05
Number: 45
Handle: RePEc:oec:eduaab:45-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Ray Adams
Author-Workplace-Name: Australian Council for Educational Research
Author-Name: Alla Berezner
Author-Workplace-Name: Australian Council for Educational Research
Author-Name: Maciej Jakubowski
Author-Workplace-Name: OECD
Title: Analysis of PISA 2006 Preferred Items Ranking Using the Percent-Correct Method
Abstract: This paper uses an approximate average percent-correct methodology to compare the ranks that would be obtained for PISA 2006 countries if the rankings had been derived from items judged by each country to be of highest priority for inclusion. The results reported show a remarkable consistency in the country rank orderings across different sets of countries’ preferred items when comparing with the rank reported in the PISA 2006 initial report (OECD, 2007). On average, only few countries systemically go up or down in their ranking position. As these countries are in a group of moderate performers with very comparable outcomes, these shifts in the ranking would probably be associated with minor changes in mean performance on the final PISA scale. The analysis suggests that PISA rankings are noticeably stable thanks to the large enough pool of test items able to accommodate diverse preferences. The paper shows how important it is to base a choice of test items on a properly structured process which allows different experts and countries to equally contribute. The evidence presented demonstrates that in PISA, average rank positions of countries across different sets of preferred items are apparently stable and experts are not able to predict which items can elevate performance of their countries in the final test.
Le présent document repose sur une méthodologie fondée sur la moyenne des pourcentages de réponses correctes. Il vise à déterminer le rang que les pays auraient obtenu à l’évaluation PISA 2006 si le classement avait été réalisé à partir des items considérés comme prioritaires par chaque pays. Sur les différents groupes d’items préférés des pays, les résultats montrent une cohérence remarquable avec le classement réel qui figure dans le rapport initial PISA 2006 (OCDE, 2007). En moyenne, peu de pays gagnent ou perdent des places systématiquement. Étant donné que ces pays font partie d’un groupe de niveau moyen avec des résultats très comparables, les décalages dans le classement s’accompagneraient probablement de changements mineurs dans la performance moyenne sur l’échelle finale PISA. L’analyse suggère que les classements PISA sont manifestement stables grâce à l’existence d’un vivier d’items de tests suffisamment important pour autoriser toutes les préférences. Ce document montre qu’il est important de fonder le choix des items de tests sur un processus bien structuré, ce qui permet aux pays et aux experts de contribuer de la même façon. Les observations présentées ici établissent que pour PISA, le classement des pays selon les différents groupes d’items de premier choix est apparemment stable et les experts ne peuvent pas prédire quels items pourraient gonfler la performance de leur pays dans les tests finals.
Creation-Date: 2010-03-31
Number: 46
Handle: RePEc:oec:eduaab:46-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Andrew J. Hobson
Author-Workplace-Name: University of Nottingham
Author-Name: Patricia Ashby
Author-Workplace-Name: University of Nottingham
Author-Name: Joanna McIntyre
Author-Workplace-Name: University of Nottingham
Author-Name: Angi Malderez
Author-Workplace-Name: University of Nottingham
Title: International Approaches to Teacher Selection and Recruitment
Abstract: This report presents the findings of our review of the evidence base on comparative practices of teacher selection and recruitment, specifically on the different mechanisms countries use to assess teacher readiness to take up teaching posts, with particular emphasis on testing or examinations.1 It is intended that the report will be helpful to countries or states that are looking to review their existing methods of recruiting and selecting teachers, and to those who are advising them.
Creation-Date: 2010-04-01
Number: 47
Handle: RePEc:oec:eduaab:47-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Pauline Musset
Author-Workplace-Name: OECD
Title: Initial Teacher Education and Continuing Training Policies in a Comparative Perspective: Current Practices in OECD Countries and a Literature Review on Potential Effects
Abstract: To design policies that allow to educate and train teachers, capable of helping students to acquire the competencies needed to evolve in today‘s societies and labour markets is an amazing challenge. In today‘s context, with the undergoing economic and social changes, high-quality schooling is more important than ever.
Creation-Date: 2010-07-01
Number: 48
Handle: RePEc:oec:eduaab:48-EN
Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: The Impact of the 1999 Education Reform in Poland
Abstract: Increasing the share of vocational secondary schooling has been a mainstay of development policy for decades, especially in formerly socialist countries. However, the transition to market economies led to significant restructuring of school systems and a decline in the number of vocational students. Exposing more students to a general curriculum could improve academic abilities. To test the hypothesis that delayed vocational streaming improves academic outcomes, this paper analyses Poland’s significant improvement in international achievement tests and the restructuring of the education system, which expanded general schooling. Using propensity-score matching and difference-in-differences estimates, the authors show that delaying vocational education had a positive and significant impact on student performance on the order of one standard deviation.
L’expansion de l’enseignement secondaire professionnel a été un pilier de la politique de développement pendant plusieurs décennies, peut-être davantage dans les anciens pays socialistes que partout ailleurs. La transition a cependant conduit à une importante restructuration des systèmes scolaires, et notamment à une diminution de la proportion d’élèves en enseignement professionnel. L’augmentation de la proportion d’élèves inscrits en filières générales pourrait améliorer les aptitudes aux études supérieures. Cet article analyse la forte amélioration des scores obtenus par la Pologne aux tests internationaux et la restructuration du système éducatif qui a développé l’enseignement général afin de tester l’hypothèse de l’amélioration des résultats induite par une orientation plus tardive en classes de niveau. À partir d’estimations obtenues par appariement sur scores de propension et par différence de différences, les auteurs montrent que l’orientation plus tardive en filières professionnelles a eu un impact positif important, de l’ordre d’un écart-type, sur les résultats des élèves.
Creation-Date: 2011-06-09
Number: 49
Handle: RePEc:oec:eduaab:49-EN
Template-type: ReDIF-Paper 1.0
Author-Name: María del Carmen Huerta
Author-Workplace-Name: OECD
Author-Name: Francesca Borgonovi
Author-Workplace-Name: OECD
Title: Education, Alcohol Use and Abuse Among Young Adults in Britain
Abstract: In this article we explore the relationship between education and alcohol consumption. We examine whether the probability of abusing alcohol differs across educational groups. We use data from the British Cohort Study, a longitudinal study of one week’s birth in Britain in 1970. Measures of alcohol abuse include alcohol consumption above NHS guidelines, daily alcohol consumption and problem drinking. Higher educational attainment is associated with increased odds of daily alcohol consumption and problem drinking. The relationship is stronger for females than males. Individuals who achieved high test scores in childhood are at a significantly higher risk of abusing alcohol across all dimensions. Our results also suggest that educational qualifications and academic performance are associated with the probability of belonging to different typologies of alcohol consumers among women while this association is not present in the case of educational qualifications and is very weak in the case of academic performance among males.
Dans cet article, nous explorons le rapport entre l’éducation et la consommation d’alcool. Nous analysons si la probabilité de consommer de l’alcool de façon abusive diffère en fonction du niveau d’éducation. Nous utilisons des données de la British Cohort Study, une étude longitudinale menée pendant une semaine en Grande-Bretagne dans les années 70. L’évaluation de l’abus d’alcool inclut la consommation d’alcool située au dessus des normes NHS, la consommation quotidienne d’alcool et les problèmes d’alcoolisme. Le niveau d’éducation supérieur est associé à des risques accrus de consommation quotidienne d’alcool et à des problèmes avec l’alcool. La relation est plus forte chez les femmes que chez les hommes. Les individus qui obtiennent des notes élevées dans leur enfance ont significativement plus de risques d’avoir des problèmes avec l’alcool. Nos résultats suggèrent également que le niveau d’études ainsi que les performances scolaires augmentent les risques pour les femmes d’appartenir à ces différentes catégories de consommateurs d’alcool, alors que chez les hommes, le risque de consommation n’est pas lié au niveau d’éducation et est très faible en cas de performances scolaires élevées.
Creation-Date: 2010-07-01
Number: 50
Handle: RePEc:oec:eduaab:50-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Sietske Waslander
Author-Workplace-Name: University of Tilburg
Author-Name: Cissy Pater
Author-Name: Maartje van der Weide
Title: Markets in Education: An Analytical Review of Empirical Research on Market Mechanisms in Education
Abstract: In the last three decennia, many governments have introduced market mechanisms in education. They have done so by enhancing parental choice and encouraging school competition, through policies like abolishing catchment areas, creating voucher programmes and setting up charter schools. These market mechanisms have given rise to fierce debates in both political and scientific circles. However, most prior reviews of research literature in this area have concluded that the effects of market mechanisms in education are small, if they are found at all. This review tries to answer the question why that is the case, by analysing the causal pathways that link market mechanisms to educational outcomes and by reviewing the empirical evidence for each step along those causal pathways. The findings of this review point to the need for a nuanced and qualified discussion about market mechanisms in education. What market mechanisms mean in actual practice strongly depends on (local) contexts, while the impact of market mechanisms is related to other policies impacting on parental choice behaviour as well as actions taken by schools.
Au cours des trois dernières décennies, de nombreux gouvernements dans le monde entier ont introduit des mécanismes de marché au sein de leur système éducatif. Ils ont procédé ainsi en valorisant le choix des parents d’élèves et en encourageant la compétition scolaire à travers des politiques telles que l’abolition des zones scolaires, la création de programmes accessibles à l’aide de chèques scolaires, et mise en place des écoles à charte. Ces mécanismes de marché ont donné naissance à des débats passionnés dans les milieux politiques et scientifiques. Cependant, les toutes premières recherches dans ce secteur ont conclu que les effets des mécanismes de marché dans le secteur éducatif sont mineurs, lorsqu’ils sont déterminés. Cette étude essaie de comprendre pourquoi il en est ainsi en analysant la chaîne causale qui lie les mécanismes de marché aux résultats dans le secteur éducatif, en passant en revue les données empiriques à chaque étape du processus. Les résultats de cette étude soulignent le besoin d’un débat nuancé et modéré sur les mécanismes de marché dans l’éducation. Ce que mécanismes de marché signifie en pratique dépend fortement du contexte, alors que l’impact des mécanismes de marché est lié à d’autres politiques qui influencent le choix des parents d’élèves ainsi que les actions mises en place dans les écoles.
Creation-Date: 2010-10-21
Number: 52
Handle: RePEc:oec:eduaab:52-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Cecilia S. Lyche
Author-Workplace-Name: OECD
Title: Taking on the Completion Challenge: A Literature Review on Policies to Prevent Dropout and Early School Leaving
Abstract: This paper reviews international research in the field of dropout from upper secondary education and training in OECD countries in order to present possible solutions to policymakers faced with the completion challenge. The paper begins by presenting existing definitions of dropout and upper secondary completion and states that dropout must be understood as the final step in a process of disengagement that begins early. Causes that lead to dropout in OECD countries are then studied, and the paper illustrates that causes of dropout are highly complex and intertwined. Finally, to address these causes or risk factors, the paper reviews research that had been carried out on piloted or implemented measures across OECD countries. It finds that successful measures address several risk factors and involve action both within school, outside school and at systemic level simultaneously. The paper concludes by presenting a set of solutions according to educational level and emphasizes that preventive measures to reduce dropout should start early. Early identification enables broader, less costly measures to be set up earlier and leaves the more costly one-on-one measures for later stages of education to the remaining at risk students that have not yet been picked up. Overcoming the completion challenge requires a close cooperation between educational authorities and many other parts of government such as social and labour services, health services and justice system in some countries.
Ce rapport étudie la recherche internationale dans le domaine du décrochage scolaire dans l'enseignement secondaire au sein des pays de l'OCDE afin de suggérer aux décideurs confrontés à ce défit des solutions possibles. Dans un premier temps, le document présente les définitions existantes et affirme que le décrochage scolaire doit être compris comme la dernière étape d'un processus de désengagement commençant tôt dans la vie éducative de l’élève. Les causes conduisant au décrochage scolaire dans les pays de l'OCDE sont ensuite étudiées, et le rapport montre qu’elles sont non-seulement complexes, mais qu’elles sont étroitement liées. Enfin, pour remédier à ces causes ou facteurs de risque, le rapport étudie la recherche qui porte sur les mesures préventives mises en oeuvre ou mises à l'essai dans les pays de l'OCDE. Il constate que les mesures fructueuses aborde plusieurs facteurs de risque et impliquent une action simultanée au sein de l'école, en dehors de l'école et au niveau systémique. Le rapport conclut en présentant un ensemble de solutions selon le niveau d'éducation et souligne que les mesures préventives pour réduire le décrochage scolaire doivent être prises de bonne heure. L'identification précoce permet la mise en place de mesures globales, moins coûteuses aux premiers stades de l’éducation et relègue la mise en place de mesures individuelles plus coûteuses aux étapes ultérieures. Ces dernières concernent les élèves à risque n’ayant pas encore été identifiés. Surmonter le défi du décrochage scolaire exige une coopération étroite entre les autorités éducatives et de nombreux autres secteurs du gouvernement tels que les services sociaux et de l’emploi, les services de santé et, dans certains pays, le système judiciaire.
Creation-Date: 2010-11-09
Number: 53
Handle: RePEc:oec:eduaab:53-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Morten Anstorp Rosenkvist
Author-Workplace-Name: Ministry of Education and Research, Norway
Title: Using Student Test Results for Accountability and Improvement: A Literature Review
Abstract: This report discusses the most relevant issues concerning using student test results in OECD countries. Initially the report provides an overview of how student test results are reported in OECD countries and how stakeholders in these countries use and perceive of the results. The report then reviews the literature relating to using student test results for accountability and improvement purposes. Two general findings can be drawn from the literature: (1) accountability based on student test results can be a powerful tool for changing teacher and school behaviour, but it often creates unintended strategic behaviour, and (2) no test can be a perfect indicator of student performance. Drawing from these findings the report discusses the advantages and disadvantages of using student test results for accountability and improvement. The discussion touches upon four themes: (1) assessment design, (2) the use of test results, (3) stakeholder involvement, and (4) implementation.
Ce rapport analyse les questions essentielles sur l’utilisation des résultats de tests standardisés aux élèves dans les pays de l’OCDE. Premièrement, le rapport offre un aperçu sur comment les résultats de tests standardisés sont communiqués dans les pays de l’OCDE et comment les différentes parties prenantes utilisent et perçoivent les résultats. Ensuite le rapport fait une révision de la littérature académique sur l’utilisation des résultats de tests standardisés pour l’amélioration et le rendement de comptes. Deux résultats plus généraux émergent de la littérature : (1) Le rendement de comptes basé sur les résultats de tests standardisés peut avoir un fort effet sur le comportement de l’enseignant et de l’école mais peut aussi créer du comportement stratégique non souhaité, et (2) aucun test ne peut être un indicateur parfait des résultats scolaires d’un élève. En se fondant sur ces résultats, le rapport analyse les avantages et inconvénients de l’utilisation des résultats de tests standardisés pour l’amélioration et le rendement de comptes. L’analyse aborde quatre thèmes : (1) la conception de l’évaluation, (2) l’utilisation des résultats des tests, (3) l’implication des parties prenantes, et (4) l’implémentation.
Creation-Date: 2010-11-22
Number: 54
Handle: RePEc:oec:eduaab:54-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Phillip Toner
Author-Workplace-Name: University of Sydney
Title: Workforce Skills and Innovation: An Overview of Major Themes in the Literature
Abstract: This paper provides an account of the main approaches, debates and evidence in the literature on the role of workforce skills in the innovation process in developed economies. It draws on multiple sources including the innovation studies discipline, neoclassical Human Capital theory, institutionalist labour market studies and the work organisation discipline. Extensive use is also made of official survey data to describe and quantify the diversity of skills and occupations involved in specific types of innovation activities.
Creation-Date: 2011-01-07
Number: 55
Handle: RePEc:oec:eduaab:55-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Dirk Van Damme
Author-Workplace-Name: OECD
Author-Name: Kiira Kärkkäinen
Author-Workplace-Name: OECD
Title: OECD Educationtoday Crisis Survey 2010: The Impact of the Economic Recession and Fiscal Crisis on Education in OECD Countries
Abstract: The second OECD educationtoday Crisis Survey was carried out in 2010. Twenty-five OECD member countries completed the questionnaire. The results of the survey relies largely on the informed opinion of education officials regarding various aspects of the impact of the economic recession and fiscal crisis on education. The main outcomes of the 2010 survey are the following: The survey data does not portrait an education system dramatically affected by overall budget cuts. In countries where public investment in education has diminished, the effects are still very specific and concentrated, and vary across and within sectors of education. In general, governments seem to be rather successful in protecting education spending. Although in some cases the impact on teachers and schools is significant, governments are trying to contain the negative impact of fiscal consolidation. Some countries even have increased funding for specific parts of the education system in order to enhance output and efficiency. Only in the few countries which have been severely hit by the crisis a more general expenditure cut has occurred. The demand for non-compulsory education continues to augment, especially in vocational education and training, although the recession reduces the capacity of enterprises to uphold their training investments. As a result, higher demand is not systematically transformed in all cases into more training places. The recession has not slowed down reforms in education; on the contrary, some countries have accelerated reforms. Alleviating unemployment, meeting increased demands, preparing future growth and fostering innovation are the most frequently mentioned policy rationales for education policies which are trying to enhance the education system’s capacity and efficiency. Some governments are also taking into consideration the difficult situation of private households by increasing social measures to contain education cost.
Creation-Date: 2011-02-01
Number: 56
Handle: RePEc:oec:eduaab:56-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Joanna Sikora
Author-Workplace-Name: Australian National University
Author-Name: Artur Pokropek
Author-Workplace-Name: Polish Academy of Science
Title: Gendered Career Expectations of Students: Perspectives from PISA 2006
Abstract: This paper provides a comprehensive overview of adolescent career plans reported in PISA 2006. Its main focus is on the differences in the status and area of employment expected by girls and boys in high school. In almost all countries, girls lead boys in their interest in non-manual, high status professional occupations. This can be seen as a vertical dimension of gender segregation in occupational preferences. Students also differ by gender in selecting particular fields of employment within status categories. These differences make up the horizontal segregation of students' expectations and, in PISA 2006, are prominent in the gendered choices of specific subfields of science. Both the vertical and the horizontal dimensions must be considered to appreciate the cultural and institutional factors which promote and reinforce systematic divides in career choices of adolescent boys and girls.
Creation-Date: 2011-02-17
Number: 57
Handle: RePEc:oec:eduaab:57-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Janet Looney
Title: Integrating Formative and Summative Assessment: Progress Toward a Seamless System?
Abstract: A long-held ambition for many educators and assessment experts has been to integrate summative and formative assessments so that data from external assessments used for system monitoring may also be used to shape teaching and learning in classrooms. In turn, classroom-based assessments may provide valuable data for decision makers at school and system levels. Currently there are important technical barriers to this kind of seamless integration. Nevertheless there are a number of promising developments in the field. Ongoing research and development aims at improving testing and measurement technologies, as well strengthening classroom-based formative assessment practices. Improved integration of formative and summative assessment will require investments in new testing technologies, teacher training and professional development, and further research and development.
L’intégration des évaluations sommative et formative des élèves a toujours été une ambition des éducateurs et des experts afin d’assurer que les données utilisées pour le monitoring des systèmes d’éducation puissent également servir pour améliorer les processus d’apprentissage dans les salles de classe. En retour, l’évaluation des élèves en salle de classe peut fournir des données précieuses pour les décideurs aux niveaux de l’école et du système d’éducation. Actuellement, il y a des obstacles techniques importants à la réalisation de cette intégration des évaluations sommative et formative. Néanmoins, certains développements prometteurs dans ce domaine ont vu le jour. Les travaux de recherche et développement essayent aujourd’hui d’améliorer les techniques de tests et de mesure et de renforcer les pratiques d’évaluation formative en salle de classe. Une meilleure intégration des évaluations formative et sommative des élèves nécessitera des investissements dans de nouvelles technologies de tests, dans la formation des enseignants et dans la recherche et développement.
Creation-Date: 2011-04-08
Number: 58
Handle: RePEc:oec:eduaab:58-EN
Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Tuning-AHELO Conceptual Framework of Expected and Desired Learning Outcomes in Economics
Abstract: The OECD Secretariat, at the invitation of the AHELO Group of National Experts, contracted the Tuning Association to undertake initial development work on learning outcomes to be used for valid and reliable assessments of students from diverse institutions and countries. The two disciplines selected for the AEHLO Feasibility Study are engineering and economics. Following the Tuning approach, academics from various regions and countries in the world reached consensus on definitions of expected learning outcomes for bachelor’s-type programmes in both disciplines. This Working Paper presents the outcomes of their work for the economics discipline. This report intends to identify a set of learning outcomes and spur on a collective reflection on learning outcomes for economics at the transnational level. In addition to the agreed upon learning outcomes, the paper presents an overview of the field of economics, the typical degrees and occupations in economics associated to the first and second cycle degrees. The paper also discusses the role of learning outcomes and presents the approach used to defining them. A summary of some of the prior work on the learning outcomes approaches in the economics field is also provided.
Le Secrétariat de l’OCDE, à l’invitation du Groupe National d’Experts de AHELO, a mandaté l’association Tuning pour conduire un travail initial sur les résultats d’apprentissage qui seront utilisés dans le cadre d’évaluations valides et fiables d’étudiants provenant de divers établissements et de différents pays. Les deux disciplines sélectionnées pour l’étude de faisabilité AHELO sont l’ingénierie et l’économie. Suivant l’approche TUNING, des universitaires provenant de divers pays et régions du monde, se sont mis d’accord sur une définition des résultats attendus d’étudiants de 1er cycle universitaire dans les deux disciplines. Ce document de travail présente le produit de leur réflexion s’agissant de l’économie. Ce rapport a pour objet de susciter la réflexion collective sur les résultats de 1er cycle en économie au niveau transnational. Les membres du groupe de travail AHELO-Tuning ont identifié une variété de résultats d’apprentissage correspondants. Le document présente également le champ couvert par l’économie, les types de diplômes et de métiers possibles pour le premier et le second cycle. Il reflète par ailleurs les débats sur le rôle des résultats d’apprentissage et réunit les approches ayant servi à les définir. Un résumé des travaux conduits précédemment sur les résultats d’apprentissage en économie est inclus.
Creation-Date: 2011-02-21
Number: 59
Handle: RePEc:oec:eduaab:59-EN
Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: A Tuning-AHELO Conceptual Framework of Expected Desired/Learning Outcomes in Engineering
Abstract: The OECD Secretariat, at the invitation of the AHELO Group of National Experts, contracted the Tuning Association to undertake initial development work on learning outcomes to be used for valid and reliable assessments of students from diverse institutions and countries. The two disciplines selected for the AEHLO Feasibility Study are engineering and economics. Following the Tuning approach, academics from various regions and countries in the world reached consensus on definitions of expected learning outcomes for bachelor’s-type programmes in both disciplines. This Working Paper presents the outcomes of their work for the engineering discipline. Members of the Engineering Tuning-AHELO working group defined general learning outcomes for all engineering programmes supplemented by branch specifications for the fields of mechanical, electrical and civil engineering, taking into account different degree profiles and relevant occupations. In addition to the agreed upon learning outcomes, the paper presents an overview of the field of engineering, the typical degrees and engineering occupations associated to the first and second cycle degrees. The paper also discusses the role of learning outcomes and presents the approach used to defining them. A comparative summary of some of the most influential learning outcomes frameworks in the engineering field is also provided.
Le Secrétariat de l’OCDE, à l’invitation du Groupe National d’Experts de AHELO, a mandaté l’association Tuning pour conduire un travail initial sur les résultats d’apprentissage qui seront utilisés dans le cadre d’évaluations valides et fiables d’étudiants provenant de divers établissements et de différents pays. Les deux disciplines sélectionnées pour l’étude de faisabilité AHELO sont l’ingénierie et l’économie. Suivant l’approche TUNING, des universitaires provenant de divers pays et régions du monde, se sont mis d’accord sur une définition des résultats attendus d’étudiants de 1er cycle universitaire dans les deux disciplines. Ce document de travail présente le produit de leur réflexion s’agissant de l’ingénierie. Tout en tenant compte des cycles d’études et des professions, les membres du groupe de travail Ingénierie Tuning-AHELO ont défini les résultats d’apprentissage pour l’ensemble des programmes d’ingénierie, et de ceux plus spécifiques à trois branches de l’ingénierie, soient l’ingénierie mécanique, l’ingénierie électrique et l’ingénierie civile. Le document présente également le champ couvert par l’ingénierie, les types de diplômes et de métiers possibles pour le premier et le second cycle. Il reflète par ailleurs les débats sur le rôle des résultats d’apprentissage et réunit les approches ayant servi à les définir. Un résumé des travaux conduits précédemment sur les résultats d’apprentissage en ingénierie est inclus.
Creation-Date: 2011-02-21
Number: 60
Handle: RePEc:oec:eduaab:60-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Caroline Rizza
Author-Workplace-Name: Joint Research Centre, European Commission, Ispra
Title: ICT and Initial Teacher Education: National Policies
Abstract: This working paper aims to give an overview of the national policies that exist in the field of ICT and initial teacher education. Information on this topic was initially gathered via a survey, in the form of a country questionnaire, which was conducted as part of the analytical strand of the OECD study entitled “ICT and Initial Teacher Education”. In addition, desk research was conducted for 31 OECD countries. All of this work has been carried out under the auspices of the New Millennium Learners project. Responses to the survey were received from the following countries: Austria, Australia, Belgium (Flanders), Chile, Denmark, Finland, Poland, Slovakia, Spain, and the United Kingdom...
Creation-Date: 2011-09-20
Number: 61
Handle: RePEc:oec:eduaab:61-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Anders Stenberg
Author-Workplace-Name: Swedish Institute for Social Research
Title: Access to Education Over the Working Life in Sweden: Priorities, Institutions and Efficiency
Abstract: To facilitate individuals to adjust their skills to changes in market demands, Sweden has a relatively generous policy to stimulate formal adult education at the compulsory, upper secondary and tertiary levels. This paper provides an overview of what research has reported to assess if and/or how it may be an efficient use of tax payers’ money. Some institutional factors are also briefly presented to discuss what is likely to be required for such a policy to exist in a particular country.
Afin d’aider les individus à adapter leurs compétences à l'évolution des demandes du marché, la Suède a adopté une politique relativement généreuse pour renforcer la participation des adultes à l'enseignement obligatoire, ainsi qu’au deuxième cycle du secondaire et au supérieur. Ce document donne un aperçu des résultats de la recherche dans ce domaine, avec pour objectif d’évaluer dans quelle mesure cette politique constitue une utilisation efficace de l'argent des contribuables, et de quelle façon. Certains aspects institutionnels sont également évoqués en bref afin de déterminer quels seraient les pré-requis si une telle mesure d’action publique devait être menée dans un autre pays.
Creation-Date: 2012-02-06
Number: 62
Handle: RePEc:oec:eduaab:62-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Richard Desjardins
Author-Workplace-Name: OECD
Author-Name: Kjell Rubenson
Author-Workplace-Name: University of British Columbia
Title: An Analysis of Skill Mismatch Using Direct Measures of Skills
Abstract: The focus of this study is on the potential causes of skill mismatch, the extent of skill mismatch, the sociodemographic make-up of skill mismatch, and the consequences of skill mismatch in terms of earnings as well as employer sponsored adult education/training. A distinction is made between skill mismatch and education mismatch. The analysis is based on the 2003-2007 Adult Literacy and Lifeskills Survey (ALLS) – a dataset similar to the one that is forthcoming from the Programme for International Assessment of Adult Competencies (PIAAC) in 2013. These studies contain direct measures of key foundation skills as well as measures of the use of certain generic skills at work which allow for a direct measure of skill mismatch. The analysis points to the complex ways in which mismatch is generated and the need for an accurate and up to date measure of mismatch, one that reflects the possibilities for skill gain and skill loss over the lifespan, and reflects differences in the quality of qualifications. Two key findings stand out. First, including supply and demand characteristics in an earnings function reveals that labour demand characteristics are more important than labour supply characteristics in explaining earnings differentials. In other words, skills matter for earnings but only if they are required by the job. This has direct implications for understanding better the causes of mismatch on earnings. Second, the skill content of jobs seems to be an even stronger determinant of participation in employer supported adult education/training than educational attainment or literacy proficiency. The influence of demand characteristics thus tends to outweigh the influence of supply characteristics when employers make the decision to support adult education/training. Addressing mismatch thus requires a careful consideration of both the demand and supply sides of the labour market, so as to understand better the variety of factors which may have a negative impact on the effectiveness of skill formation, skill maintenance, and also skill use.
Le présent document a pour thème l’inadéquation des compétences. Il évoque tour à tour ses causes potentielles, son ampleur et de sa répartition socio-démographique, ainsi que ses répercussions sur le niveau des revenus et sur la participation à la formation pour adultes financée par l’employeur. On notera la distinction établie entre inadéquation des compétences et inadéquation de l'éducation. L'analyse repose sur les résultats de l'Enquête sur l’alphabétisation des adultes (ALLS), menée en 2003-2007 qui rassemble un ensemble de données similaire à celui que le Programme pour l'évaluation internationale des compétences des adultes (PIAAC) rendra public en 2013. Ces deux enquêtes proposent des mesures directes des compétences élémentaires et de l'utilisation au travail de certaines compétences génériques, permettant ainsi une évaluation directe de l'inadéquation des compétences. Ce document décrit les situations complexes qui sont à la source d’une inadéquation des compétences et démontre la nécessité d'une mesure précise et actualisée de cette inadéquation, qui prenne en considération les occasions d’acquérir ou de perdre des compétences au cours de la vie, ainsi que les différences dans la qualité des compétences. Deux conclusions principales ressortent de ces analyses. Premièrement, la prise en compte des caractéristiques de l’offre et de la demande de travail dans une logique de rémunération permet de constater que lorsqu’il s’agit d’expliquer les écarts de rémunération, les caractéristiques de la demande de travail sont plus importantes que ne le sont celles de l'offre. En d'autres termes, les compétences ont un impact sur la rémunération uniquement dans la mesure où elles sont requises pour occuper l'emploi. Cette constatation permet de mieux comprendre les causes des écarts de rémunération. Deuxièmement, la nature des compétences requises par les emplois semble être un facteur encore plus déterminant de la participation des adultes à la formation financée par l’employeur que ne le sont le niveau d'instruction ou les compétences en littératie. L'influence des caractéristiques de la demande a donc tendance à l'emporter sur l'influence des caractéristiques de l'offre lorsque les employeurs prennent la décision de financer la formation des adultes. Aborder la question de l’inadéquation nécessite donc un examen attentif à la fois de la demande et de l'offre du marché du travail, afin de mieux comprendre la diversité des facteurs qui peuvent exercer un impact négatif sur l'efficacité de la formation, le maintien et aussi l'utilisation des compétences.
Creation-Date: 2011-10-17
Number: 63
Handle: RePEc:oec:eduaab:63-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Janet Looney
Title: Alignment in Complex Education Systems: Achieving Balance and Coherence
Abstract: The majority of OECD countries now implement one form or another of standards-based assessment and evaluation. The core logic of standards-based systems rests upon the alignment of three key elements: standards defining the knowledge and skills – or competences – students are expected to have attained at different stages of their education; curricula, which cover the objectives identified in standards; and student assessments and school evaluations which measure attainment of standards. If systems are misaligned, it is impossible to draw valid conclusions about the success of student learning or to develop effective strategies for school improvement. Yet, no system can achieve perfect alignment. This report proposes that rather than thinking of alignment literally, as a lining up of the various elements and actors across systems, it may be more appropriate to approach it as a matter of balance and coherence. The discussion touches on both the technical and social dimensions of alignment.
La majorité des pays de l’OCDE met désormais en oeuvre un système d’évaluation fondé sur des normes, quelle que soit la forme de ce système. La logique de base des systèmes d’évaluation fondés sur des normes repose sur l’alignement de trois éléments clés : des normes définissant les connaissances et les compétences que les élèves sont censés avoir acquis à différents stades de leur éducation; des programmes qui couvrent les objectifs identifiés dans les normes ; et des évaluations des étudiants et des écoles, qui mesurent le niveau des normes. Si les éléments clés de ces systèmes sont mal alignés, il est impossible de tirer des conclusions valables sur la réussite de l’apprentissage des élèves ou de développer des stratégies efficaces pour l’amélioration des écoles. Cependant, aucun système ne peut parvenir à un alignement parfait. Ce rapport propose qu’au lieu de penser l’alignement de manière littérale, à savoir une succession de divers éléments et d’acteurs au travers des systèmes, il serait plus approprié de l’aborder en termes d’équilibre et de cohérence. La discussion porte sur les dimensions techniques et sociales de l’alignement.
Creation-Date: 2011-12-02
Number: 64
Handle: RePEc:oec:eduaab:64-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Allison Morris
Author-Workplace-Name: Institut d’Etudes Politiques
Title: Student Standardised Testing: Current Practices in OECD Countries and a Literature Review
Abstract: This report discusses the most relevant issues concerning student standardised testing in which there are no-stakes for students (“standardised testing”) through a literature review and a review of the trends in standardised testing in OECD countries. Unlike standardised tests in which there are high-stakes for students, no-stakes implies that test results have no impact on the student’s academic career. The same tests, however, may have high stakes for teachers and schools. The report provides an overview of the standardised testing typology in the no-stakes context, including identifying the driving trends behind the gradual increase in standardised testing in OECD countries and the different purposes of standardised tests. Within this framework the report reviews how standardised tests with no-stakes for students are designed, implemented and used across OECD countries. The report also aims to synthesise the relevant empirical research on the impact of standardised testing on teaching and learning and to draw out lessons from the literature on aspects of standardised tests that are more effective in improving student outcomes. Key debates concerning standardised testing are identified throughout and include (among others): 1) selecting the appropriate test purpose; 2) teacher evaluation based on student test results; 3) the impact of publishing standardised test results; and 4) minimising strategic behaviour by teachers and administrators in standardised testing.
Ce rapport analyse les questions essentielles sur les tests standardisés des élèves dont les résultats n’ont pas d’implications pour les élèves (« tests standardisés ») à travers une revue de la littérature et une analyse des tendances dans les pays de l’OCDE. Ce type de tests n’a pas d’implications pour le parcours scolaire des élèves. Ces mêmes tests peuvent toutefois avoir des conséquences pour les enseignants et les écoles. Le rapport offre une typologie de l’utilisation des tests standardisés sans conséquences pour les élèves y compris les raisons pour l’augmentation de leur utilisation dans les pays de l’OCDE et ses différents objectifs. Dans ce cadre, le rapport analyse la façon dont les tests standardisés sans conséquences pour les élèves sont conçus, implémentés et utilisés dans les pays de l’OCDE. Le rapport a aussi pour buts de synthétiser la recherche empirique pertinente sur l’impact des tests standardisés sur l’enseignement et l’apprentissage et de retirer des leçons de la littérature sur les aspects des tests standardisés qui sont plus efficaces dans l’amélioration des résultats des élèves. Des débats clés concernant les tests standardisés sont identifiés, notamment (entre autres) : 1) sélectionner l’objectif approprié pour le test ; 2) évaluation des enseignants sur la base des résultats des tests standardisés des élèves ; 3) l’impact de la publication des résultats des tests standardisés des élèves ; et 4) minimisation du comportement stratégique des enseignants et administrateurs dans la mise en place des tests standardisés.
Creation-Date: 2011-10-11
Number: 65
Handle: RePEc:oec:eduaab:65-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Pauline Musset
Author-Workplace-Name: OECD
Title: School Choice and Equity: Current Policies in OECD Countries and a Literature Review
Abstract: This report discusses the most relevant issues concerning school choice schemes, and how they intertwine with equity considerations, through a literature review and analysis of the effects different types of school choice programmes have on equity. In the last 25 years, more than two-thirds of OECD countries have increased school choice opportunities for parents. The empirical evidence reviewed here reveals that providing full parental school choice results in further student segregation between schools, by ability, socio-economic and ethnic background, and in greater inequities across education systems. The report identifies certain characteristics of programmes that can prevent schools from hand-picking their students - crowding out disadvantaged and low performing students. As school choice is here to stay, countries should explore choice designs that balance parents’ freedom to choose with equity considerations: this report develops two particular schemes: controlled choice programmes – also called flexible enrolment schemes – and weighted funding formula.
Ce rapport aborde les aspects les plus pertinents concernant les systèmes de choix de l'école, et leurs relations avec les questions d’équité, à travers une revue de la littérature et un examen des effets de différents types de mécanismes de choix. Au cours des 25 dernières années, plus des deux tiers des pays de l'OCDE ont augmenté les possibilités de choix de l'école pour les parents. L’évidence empirique examinée ici révèle que de permettre aux parents de choisir entre toutes les écoles contribuent à séparer les élèves par aptitudes, milieux socio-économiques, et origines ethniques, et donc accroit les iniquités entre les écoles. Le rapport identifie certaines caractéristiques des programmes qui peuvent empêcher les écoles « d’écrémer » les élèves, et donc d’exclure ceux qui sont les plus défavorisés, ou les moins bons. Les pays peuvent développer des mécanismes qui permettre de concilier la liberté pour les parents de choisir l’école de leurs enfants et l’équité. Ce rapport analyse deux dispositifs particuliers: les programmes de choix contrôlé - également appelés les régimes d'inscription flexibles - et le financement pondéré des écoles.
Creation-Date: 2012-01-31
Number: 66
Handle: RePEc:oec:eduaab:66-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Mihály Fazekas
Author-Workplace-Name: University of Cambridge
Author-Name: Tracey Burns
Author-Workplace-Name: OECD
Title: Exploring the Complex Interaction Between Governance and Knowledge in Education
Abstract: Governments in all OECD countries are facing the challenge of governing increasingly complex education systems. There is a growing need for governance structures that can handle this complexity and which can provide actors with the knowledge they need to make decisions. This working paper asks the question: How do governance and knowledge mutually constitute and impact on each other in complex education systems? It provides an answer through a state of the art literature review and original theoretical argumentation. It breaks new ground by combining different schools of academic and policy thinking which traditionally look at various aspects of the relationship between governance and knowledge separately. Research in public management, political science and public policy, sociology, institutional economics, and organisational management (particularly the knowledge transfer literature) is augmented with work from education and other social sciences, including healthcare, law, and social justice. This working paper argues that just as knowledge is crucial for governance, governance is indispensible for knowledge creation and dissemination. It proposes an analytical framework that combines models of governance with modes of learning and types of knowledge, and provides preliminary empirical examples to support this framework. In the context of diverse social, economic and political environments of OECD countries, the interaction between these two focal points – models of governance and types of knowledge – has become increasingly relevant to researchers, policy makers, and education stakeholders more generally.
Creation-Date: 2012-02-08
Number: 67
Handle: RePEc:oec:eduaab:67-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Brenton Faubert
Author-Workplace-Name: Ontario Ministry of Education
Title: A Literature Review of School Practices to Overcome School Failure
Abstract: This working paper was prepared as part of the OECD thematic review Overcoming School Failure: Policies that Work, www.oecd.org/edu/equity. The project provides evidence on the policies that are effective to reduce school failure by improving low attainment and reducing dropout, and proactively supports countries in promoting reform. The project builds on the conceptual framework developed in the OECD’s No More Failures: Ten Steps to Equity in Education (2007). Austria, Canada (Manitoba, Ontario, Québec and Yukon), Czech Republic, France, Greece, Ireland, Netherlands, Spain and Sweden took part in this project. This working paper is part of a series of papers prepared for the thematic review Overcoming School Failure: Policies that Work covering the topics of policies to reduce dropout and in-school practices to reduce school failure. These report have been used as background material for the final comparative report Equity and Quality in Education: Supporting Disadvantaged Schools and Students (OECD, 2012), which gives evidence on the policy levers that can help overcome school failure and reduce inequities in OECD education systems. It focuses on the reasons why investing in overcoming school failure -early and up to upper secondary- pays off, on alternatives to specific system level policies that are currently hindering equity, and on the actions to be taken at school level, in particular in low performing disadvantaged schools.
Creation-Date: 2012-02-08
Number: 68
Handle: RePEc:oec:eduaab:68-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Fernando Cartwright
Author-Workplace-Name: Statistics Canada
Title: Technical Feasibility of Reporting YITS 2010 Skill Assessment Results on the PISA 2000 Reading Scale
Abstract: This study examines the feasibility of reporting scores of a test based on the Programme for International Student Assessment (PISA) 2000 instrument that was administered to a sample of 25-year-old Youth in Transition Survey (YITS) respondents on the PISA scale. Each of these respondents also participated in PISA 2000. The study examines the considerations for estimating proficiency estimates for the YITS 2010 sample and describes the methods recommended for analyzing the data. The results indicate that, despite much higher performance, there is no ceiling effect in the YITS 2010 sample for the PISA items. Although the estimated scores for the YITS 2010 sample should not be misconstrued as true =PISA results,‘ there is no technical impediment to reporting them on the PISA scale and examining the differences between these results and the PISA 2000 results.
La présente étude examine la possibilité de rapporter sur l‘échelle PISA les scores d‘un test basé sur les items du cycle 2000 du Programme international pour le suivi des acquis des élèves (PISA) et administré à un échantillon de jeunes de 25 ans participant à l‘Enquête auprès des jeunes en transition (EJET). Chacun de ces participants avait auparavant pris part à l‘enquête PISA 2000. Cette étude examine les possibilités d‘estimation du niveau de compétence de l‘échantillon du cycle 2010 de l‘EJET et décrit les méthodes recommandées pour l‘analyse des données. Les résultats indiquent que, en dépit d‘un niveau de performance bien plus élevé, il n‘existe pas d‘effet de plafonnement pour les items PISA dans l‘échantillon du cycle 2010 de l‘EJET. Bien que les scores estimés pour l‘échantillon du cycle 2010 de l‘EJET ne doivent pas être interprétés à tort comme de véritables « résultats du PISA », il n‘existe pas d‘obstacle technique à les rapporter sur l‘échelle PISA et à les examiner en regard de ceux du cycle 2000 de l‘enquête PISA.
Creation-Date: 2012-02-14
Number: 69
Handle: RePEc:oec:eduaab:69-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Stéphan Vincent-Lancrin
Author-Workplace-Name: OCDE
Author-Name: Sebastian Pfotenhauer
Title: Lignes directrices pour des prestations de qualité dans l'enseignement supérieur transfrontalier : État des lieux
Abstract: Les Lignes directrices pour des prestations de qualité dans l’enseignement supérieur transfrontalier ont été élaborées et adoptées pour promouvoir et encourager la coopération internationale et améliorer la compréhension de l’importance des enjeux lies à la qualité de l’enseignement supérieur transfrontalier. L’objectif des Lignes directrices est de protéger les étudiants et les autres parties prenantes des programmes d’enseignement de médiocre qualité et des prestataires peu scrupuleux (usines à diplômes et à accréditation) et de favoriser le développement d’un enseignement supérieur transfrontalier de qualité qui réponde aux besoins de développement humain, social, économique et culturel. S’appuyant sur une enquête auprès des pays, ce rapport examine dans quelle mesure les pays de l’OCDE et quelques pays non-membres se conformaient aux recommandations des Lignes directrices en 2011. Vingt-trois réponses ont été obtenues de 22 Membres.
Creation-Date: 2012-08-16
Number: 70
Handle: RePEc:oec:eduaab:70-FR
Template-type: ReDIF-Paper 1.0
Author-Name: Stéphan Vincent-Lancrin
Author-Workplace-Name: OECD
Author-Name: Sebastian Pfotenhauer
Author-Workplace-Name: Massachusetts Institute of Technology
Title: Guidelines for Quality Provision in Cross-Border Higher Education: Where Do We Stand?
Abstract: The Guidelines for Quality Provision in Cross-border Higher Education were developed and adopted to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education. The purposes of the Guidelines are to protect students and other stakeholders from low-quality provision and disreputable providers (that is, degree and accreditation mills) as well as to encourage the development of quality cross-border higher education that meets human, social, economic and cultural needs. Based on a survey about the main recommendations of the Guidelines, this report monitors the extent to which OECD countries and a few non-member partners complied with its recommendations in 2011. Twenty-three responses were obtained from 22 Members.
Creation-Date: 2012-03-02
Number: 70
Handle: RePEc:oec:eduaab:70-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Simon Breakspear
Author-Workplace-Name: University of Cambridge
Title: The Policy Impact of PISA: An Exploration of the Normative Effects of International Benchmarking in School System Performance
Abstract: Little research has been done into how the results of the Programme for International Student Assessment (PISA) affect national educational reform and policy-making. This paper examines the normative impact of PISA by investigating how, and the extent to which , national policy actors use PISA in policies and practices, to evaluate and improve school-system performance. Drawing on the results of a survey of country practices, the study shows that PISA has become accepted as a reliable instrument for benchmarking student performance worldwide, and that PISA results have had an influence on policy reform in the majority of participating countries/economies.
À ce jour, rares sont les recherches ciblant l’impact des résultats de l’enquête PISA (Programme international pour le suivi des acquis des élèves) sur les réformes et l’action publique dans les pays. Le présent document examine l’impact normatif du PISA en cherchant à déterminer comment et dans quelle mesure les acteurs politiques des pays utilisent le PISA dans l’établissement de politiques et pratiques, afin d’évaluer et d’améliorer les performances de leur système d’éducation. À partir des résultats d’une enquête sur les pratiques des pays, cet étude montre que le PISA est aujourd’hui communément accepté en tant qu’instrument fiable pour évaluer la performance des élèves dans le monde entier et que les résultats au PISA exercent une influence réelle sur les réformes politiques dans la majorité des pays et économies participants.
Creation-Date: 2012-02-22
Number: 71
Handle: RePEc:oec:eduaab:71-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Richard Desjardins
Author-Workplace-Name: OECD
Author-Name: Arne Jonas Warnke
Author-Workplace-Name: Centre for European Economic Research
Title: Ageing and Skills: A Review and Analysis of Skill Gain and Skill Loss Over the Lifespan and Over Time
Abstract: The relationship between ageing and skills is becoming an important policy issue, not least in the context of population ageing. Data from the Programme for the International Assessment of Adult Competencies (PIAAC) will potentially add considerably to the understanding of the relationship between ageing and foundation skills. In particular, the fact that data from the 1994-1998 International Adult Literacy Survey (IALS) and the 2003-2007 Adult Literacy and Lifeskills Survey (ALL) will be linked with PIAAC offers a unique opportunity to examine trends over time at the cohort level for a wide range of countries. Specifically, repeated measures will enable an analysis of whether there is skill gain and skill loss over the lifespan of cohorts and overtime between cohorts. This is especially important because age-skill profiles observed on the basis of a single cross-section are difficult to interpret. With this as a backdrop, this paper has sought to provide an overview of what is known about age-skill profiles and to conduct an analysis that demonstrates how trend data based on repeated cross-sectional observations of direct measures of skill at the cohort level can be used to estimate skill gain and skill loss over the lifespan and over time.
La relation entre l’âge et les compétences constitue une problématique de plus en plus importante pour les pouvoirs publics, surtout dans le contexte du vieillissement de la population. Les données collectées dans le cadre du Programme international d’évaluation des compétences des adultes (PIAAC) permettront certainement de mieux comprendre le lien qui existe entre l’âge et les savoirs fondamentaux. Ainsi, le recoupement des résultats de l’Enquête internationale sur la littératie des adultes (IALS) de 1994-1998 et de l’Enquête sur la littératie et les compétences des adultes (ALLS) de 2003-2007 avec ceux du PIAAC permettra de procéder à une analyse chronologique des tendances observées au niveau des cohortes, dans un large éventail de pays. En l’occurrence, des mesures régulières permettront de déterminer si les compétences augmentent ou diminuent tout au long de la vie des cohortes et dans le temps entre les cohortes. Il s’agit d’une avancée capitale dans la mesure où les profils de compétences établis en fonction de l’âge à partir d’une seule coupe transversale sont difficiles à interpréter. Avec ces éléments en toile de fond, le présent document s’efforce de faire le bilan des connaissances actuelles sur les profils de compétences en fonction de l’âge et de mener une analyse qui montre comment les données tendancielles fondées sur des observations transversales régulières de mesures directes des compétences au niveau des cohortes peuvent être utilisées pour évaluer l’acquisition et la perte de compétences tout au long de la vie et dans le temps.
Creation-Date: 2012-03-27
Number: 72
Handle: RePEc:oec:eduaab:72-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Francesca Borgonovi
Author-Workplace-Name: OECD
Author-Name: Guillermo Montt
Author-Workplace-Name: OECD
Title: Parental Involvement in Selected PISA Countries and Economies
Abstract: Studies have highlighted the beneficial effects of parental involvement in children’s educational lives. Few studies, however, analyse parental involvement in a cross-national perspective and few evaluate a wide array of forms of involvement. In 2009, 14 countries and economies implemented the parental questionnaire option in the PISA 2009 cycle. This working paper evaluates the levels of parental involvement across countries and sub-groups within countries, as well as the relationship of involvement with both cognitive (reading performance) and non-cognitive outcomes (enjoyment of reading and awareness of effective summarising strategies). Findings suggest that some forms of parental involvement are more strongly related to cognitive and non-cognitive outcomes than others. These include reading to children when they are young, engaging in discussions that promote critical thinking and setting a good example. Findings also show that levels of parental involvement vary across countries and economies. Inequalities in parental involvement exist in practically all countries and economies. Policy implications signal the possibility that promoting higher levels of parental involvement may increase students’ both cognitive and non-cognitive outcomes, and that high-quality parental involvement may help reduce performance differences across socio-economic groups.
Nombreuses sont les études à avoir mis en évidence les effets bénéfiques de l’engagement des parents dans l’éducation de leur enfant. Rares sont celles, en revanche, à avoir analysé cette question sous l’angle de la comparaison internationale ou à avoir évalué différentes formes de cet engagement. En 2009, 14 pays et économies ont choisi d’administrer le questionnaire facultatif destiné aux parents dans le cadre du cycle PISA 2009. Le présent document de travail analyse le degré de l’engagement parental dans ifférents pays et sous-groupes de population au sein même de ces pays, ainsi que la relation entre cet engagement et certains processus cognitifs (performance en compréhension de l’écrit), mais aussi non cognitifs (plaisir de la lecture et connaissance de stratégies efficaces de synthèse). Les résultats laissent penser que certaines formes d’engagement parental sont plus fortement corrélées que d’autres à ces processus cognitifs et non cognitifs, notamment faire la lecture à son enfant dès son plus jeune âge, avoir des discussions favorisant l’esprit critique avec son enfant et montrer soi-même le bon exemple. Les résultats indiquent également que le degré d’engagement des parents varie entre les différents pays et économies, et au sein de la quasitotalité de ces derniers, entre les différents sous-groupes de population. En termes de conséquences pour l’action publique, il ressort de la présente étude que le renforcement de l’engagement parental peut améliorer les résultats à la fois cognitifs et non cognitifs des élèves, et qu’un engagement de qualité de la part des parents peut aider à la réduction des écarts de performance entre les différents groupes socioéconomiques.
Creation-Date: 2012-05-07
Number: 73
Handle: RePEc:oec:eduaab:73-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Mihály Fazekas
Author-Workplace-Name: University of Cambridge
Title: School Funding Formulas: Review of Main Characteristics and Impacts
Abstract: This study provides a literature review on school funding formulas across OECD countries. It looks at three salient questions from a comparative perspective: i) What kind of school formula funding schemes exist and how are they used, particularly for promoting the needs of socially disadvantaged pupils?; ii) How do school formula funding regimes perform according to equity and efficiency standards?; iii) What are the unresolved issues? Formula funding of schools, as opposed to administrative discretion and bidding, relies on a mathematical formula containing a number of variables (e.g. number of pupils), each of which has attached to it a cash amount to determine school budgets. Across OECD countries there are four main groups of variables in such formulas: i) student number and grade level-based; ii) needs-based; iii) curriculum or educational programme-based and; iv) school characteristics-based. Sometimes output and outcome-related variables are also used. The performance of formula funding compared to alternative funding regimes is dependent on the details of the formula and on the wider education policy environment. Formula funding systems typically advance transparency and accountability at low administrative costs and in combination with matching complementary policy tools they can also contribute to equity and efficiency. Currently, there are several ongoing debates across OECD countries: First, there is an inherent tradeoff between transparency/simplicity and sensitivity to local conditions/complexity. Second, knowing how much educating to a given standard costs is problematic and subject to heated debates. The main reason for this is that the causal relationship between education costs and student performance is largely unknown and even the identified impacts appear to be relatively small. Third, even though resources are allocated according to need estimation, they might not be devoted to these needs. Fourth, it is still undecided whether the introduction of school formula funding regimes has changed actual school funding practice.
Cette étude présente un examen de la littérature sur les formules de financement des établissements scolaires dans les pays de l’OCDE. Elle aborde trois questions qui méritent l’attention : i) Quels types de programmes de financement des écoles selon une formule préétablie existe-t-il et comment ceux-ci sont-ils utilisés, en particulier en ce qui concerne les besoins des élèves socialement défavorisés ? ; ii) Quels résultats ces mécanismes de financement des écoles fondé sur une formule préétablie permettent-ils d’obtenir eu égard aux normes d’équité et d’efficience ? ; iii) Quels sont les problèmes pendants ? Le financement des écoles selon une formule préétablie, par opposition au pouvoir discrétionnaire de l’administration et au système de soumissions, s’appuie sur une formule mathématique contenant plusieurs variables (par exemple le nombre d’élèves) dont chacune est attachée à une somme permettant de déterminer le budget des établissements. Dans les pays de l’OCDE, il existe quatre grands groupes de variables dans ce type de formule : i) le nombre d’élèves et les niveaux scolaires ; ii) les besoins ; iii) le programme d’études et le programme des activités éducatives et ; iv) les caractéristiques de l’établissement. Parfois, des variables liées aux résultats et aux réalisations sont également utilisées. L’efficacité du financement selon une formule préétablie par rapport à d’autres modes de financement dépend des détails de la formule retenue et de l’environnement général dans lequel opère la politique de l’éducation. Ces systèmes de financement ont en général pour effet de promouvoir la transparence et la responsabilisation pour un coût administratif faible et, associés à des outils complémentaires bien adaptés, ils peuvent aussi favoriser l’équité et l’efficience. A l’heure actuelle, plusieurs débats sont en cours dans les pays de l’OCDE. Premièrement, il y a un arbitrage à faire systématiquement entre, d’une part, la transparence et la simplicité et, d’autre part, la prise en compte des conditions et de la complexité au niveau local. Deuxièmement, la question de savoir à combien revient un enseignement d’un niveau de qualité donné est délicate et fait l’objet de vifs débats. La principale raison en est que la relation causale entre le coût de l’éducation et les résultats obtenus par les élèves est en grande partie inconnue et que les effets identifiés semblent être relativement peu importants. Troisièmement, même si des ressources sont allouées sur la base d’une estimation des besoins, il se peut qu’elles ne soient pas employées à la satisfaction de ces besoins. Quatrièmement, on ne sait pas encore si l’introduction de mécanismes de financement des écoles fondé sur une formule préétablie a changé les pratiques de financement des établissements.
Creation-Date: 2012-05-03
Number: 74
Handle: RePEc:oec:eduaab:74-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Anthony Heath
Author-Workplace-Name: University of Oxford
Author-Name: Elina Kilpi-Jakonen
Author-Workplace-Name: Otto-Friedrich-University
Title: Immigrant Children's Age at Arrival and Assessment Results
Abstract: While a number of single-country studies have been done to explore whether or not there is a “critical age” at which the arrival in a new country becomes a steep disadvantage to the immigrant student, this study aims to determine whether the steepness of the age-at-arrival/test score profile varies across origin or destination countries. As expected, the later the arrival, the greater the penalty. However results vary according to several factors, including language differences and whether the country of origin had higher or lower educational standards. Evidence shows the importance of helping young migrants with language difficulties, as well as with the subsequent adverse effects of these difficulties.
Tandis qu’un certain nombre d’études nationales ont été réalisées afin de déterminer s’il existe ou non un « âge critique » auquel l’arrivée dans un nouveau pays constitue un désavantage important pour les élèves immigrés, la présente étude tente d’analyser si le profil âge d’arrivée/résultats à l’évaluation varie en fonction du pays d’origine et du pays d’accueil. Comme escompté, plus l’arrivée est tardive, plus le désavantage est important. Les résultats varient cependant en fonction de plusieurs facteurs, notamment des différences linguistiques et du niveau (supérieur ou inférieur) des normes éducatives du pays d’origine. Les données recueillies montrent l’importance d’aider les jeunes migrants à faire face aux difficultés linguistiques auxquelles ils sont confrontés ainsi qu’aux effets négatifs qui peuvent en résulter.
Creation-Date: 2012-05-02
Number: 75
Handle: RePEc:oec:eduaab:75-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Jan Hylén
Author-Workplace-Name: Open Educational Resources
Author-Name: Dirk Van Damme
Author-Workplace-Name: OECD
Author-Name: Fred Mulder
Author-Workplace-Name: United Nations Educational, Scientific and Cultural Organization
Author-Name: Susan D’Antoni
Author-Workplace-Name: United Nations Educational, Scientific and Cultural Organization
Title: Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire
Abstract: OECD’s Centre for Educational Research and Innovation (CERI) has worked on Open Educational Resources (OER) in the past, which led to the publication Giving Knowledge for Free – the Emergence of Open Educational Resources (2007). This working paper thus builds on exploratory and forward-looking research in CERI and invites countries to consider the policy implications of the expansion of OER, its benefits and associated challenges. A small OER expert group was established to discuss the subject, link it to other relevant developments in the field, and develop a draft questionnaire for member countries in order to collect information regarding the policy context related to OER. The expert group met in June 2011 and for a second time in September 2011. The questionnaire was sent to the 34 OECD member countries in August 2011. It outlined a short informative note about the benefits and challenges of OER. The responses to the questionnaire are analysed in this document.
Le Centre de l’OCDE pour la recherche et l’innovation dans l’enseignement (CERI) a déjà travaillé sur les ressources éducatives en libre accès (REL) et a publié un ouvrage sur ce sujet, Giving Knowledge for Free – the Emergence of Open Educational Resources, en 2007. Cet documents de travail s’inscrit donc dans la continuité des travaux prospectifs du CERI et invite les pays à examiner les implications de l’essor des ressources éducatives en libre accès sur l’action publique, ses avantages et les difficultés que cela pose. Un petit groupe d’experts sur les REL a été créé pour étudier le sujet, la relier à d’autres évolutions intervenues dans le secteur, élaborer un projet de questionnaire à l’intention des pays membres afin de collecter des informations sur le contexte dans lequel s’inscrit les ressources éducatives en libre accès. Le groupe d’experts s’est réuni en juin puis à nouveau en septembre 2011. Le questionnaire, qui a été envoyé aux 34 pays membres de l’OCDE en août 2011, comprenait une courte note d’information sur les avantages et les difficultés liés aux REL. Les réponses au questionnaire sont analysées dans le présent document.
Creation-Date: 2012-06-25
Number: 76
Handle: RePEc:oec:eduaab:76-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Garnett Picot
Author-Workplace-Name: Statistics Canada
Title: Immigrant Status and Secondary School Performance as Determinants of Post-Secondary Participation: A Comparison of Canada and Switzerland
Abstract: This working paper seeks to explore the reasons why educational attainment in the immigrant population varies between North America and Europe. Specifically, the examples of Canada and Switzerland are used as Canada has an immigrant population with a typically higher rate of post-secondary education than that of the domestic population, while in Switzerland the opposite is true. Analysis shows that while differences in immigration policy play a significant role, there are many other variables which affect educational attainment in immigrants, such as the education level of the parents, source region and home language.
Le présent document de travail tente d’explorer les raisons pour lesquelles le niveau de formation de la population immigrée varie entre l’Amérique du Nord et l’Europe. Il s’attache plus particulièrement aux exemples du Canada et de la Suisse, les diplômes de l’enseignement post-secondaire étant typiquement plus nombreux dans la population immigrée que dans la population autochtone au Canada, tandis qu’en Suisse, c’est l’inverse qui s’observe. L’analyse montre que si les différences en termes de politiques d’immigration jouent un rôle important, il existe également de nombreuses autres variables qui influent sur le niveau de formation de la population immigrée, telles que le niveau de formation des parents, la région d’origine et la langue parlée à la maison.
Creation-Date: 2012-05-11
Number: 77
Handle: RePEc:oec:eduaab:77-EN
Template-type: ReDIF-Paper 1.0
Author-Name: David Kaplan
Author-Workplace-Name: University of Wisconsin
Author-Name: Alyn Turner
Author-Workplace-Name: University of Wisconsin
Title: Statistical Matching of PISA 2009 and TALIS 2008 Data in Iceland
Abstract: The OECD Program for International Student Assessment (PISA) and the OECD Teaching and Learning International Survey (TALIS) constitute two of the largest ongoing international student and teacher surveys presently underway. Data generated from these surveys offer researchers and policy-makers opportunities to identify particular educational institutional arrangements – that is, how aspects of educational systems are organised to promote equality of educational opportunity both within and between countries. Naturally, policy makers are interested in all three levels of the school system – students, teachers, and schools, in order to fully understand within and between country differences in relations between the inputs, processes, and outcomes of education. A serious limitation of these data collection efforts is that each survey is missing an important component of the educational system in their design – namely, PISA is missing teacher-level data and TALIS is missing student-level data. This limitation can be partly addressed by statistically linking both surveys. This involves the creation of a synthetic cohort of data – that is, a new data file that combines information from both surveys. This paper presents a systematic evaluation of a set of statistical matching methods focused on the goal of creating a synthetic file of PISA 2009 and TALIS 2008 data for Iceland. We evaluate the extent to which each method provides a matched data set that maintains the essential properties of PISA and TALIS, concentrating on a set of validity criteria established by Rässler (2002). The experimental study provides a proof of concept that statistically matching PISA and TALIS is feasible for countries that wish to draw on the added value of both surveys for research and policy analysis.
Le Programme international pour le suivi des acquis des élèves (PISA) et l’Enquête internationale sur l’enseignement et l’apprentissage (TALIS) de l'OCDE constituent deux des plus grande enquêtes internationales auprès des étudiants et des enseignants. Les données générées par ces enquêtes permettent aux chercheurs et aux décideurs en matière de politiques d’identifier les systèmes éducatifs sont organisés afin de promouvoir l'égalité des chances dans l'enseignement tant à l'intérieur des pays qu’entre les pays. Évidemment, les décideurs sont intéressés à tous les trois niveaux du système scolaire, c’est-à-dire aux élèves, aux enseignants, et aux écoles, afin de comprendre pleinement les différences dans les relations entre les intrants, les processus, et les résultats de l’éducation qui sont observées dans les pays et entre les pays. Une limitation importante associée à ces enquêtes relève du fait qu’un élément important du système éducatif manque à chacune d’elles - à savoir, pour PISA l’aspect enseignant, et pour TALIS la perspective des élèves. Cette limitation peut être partiellement résolue en reliant statistiquement les deux enquêtes. Cela implique la création d'une cohorte synthétique des données - un nouveau fichier de données qui combine les informations provenant des deux enquêtes. Cet article présente une évaluation systématique d'un ensemble de méthodes statistiques qui ont pour but de créer un fichier de synthèse des enquêtes PISA 2009 et TALIS 2008 pour l'Islande. L’étude évalue la mesure dans laquelle chaque méthode fournit un ensemble de données qui maintient les propriétés psychométriques essentielles des enquêtes PISA et TALIS, en se concentrant sur un ensemble de critères de validité établis par Rässler (2002). Cette étude fournit la preuve de concept qu’il est possible de relier statistiquement PISA et TALIS pour les pays qui souhaitent s'appuyer sur la valeur ajoutée de chacune des enquêtes pour la recherche et l'analyse des politiques éducatives.
Creation-Date: 2012-06-12
Number: 78
Handle: RePEc:oec:eduaab:78-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Gesa Sonja Elsa van den Broek
Author-Workplace-Name: Radboud University
Title: Innovative Research-Based Approaches to Learning and Teaching
Abstract: Building on an earlier 2008 summary prepared for OECD by Marlene Scardamalia and Carl Bereiter, this paper by Gesa S. E. van den Broek provides a more extensive discussion of approaches described as “research based innovation.” Fostering Communities of Learning is a constructivist approach in which teachers help students discover important curricular concepts. Learning by Design is an inquiry-based science learning programme based on case-based reasoning models. Central Conceptual Structures (CCS) theory describes developmental changes in children’s thinking and what is needed to progress through stages in specific cognitive domains. Web-based Inquiry Science Environment (WISE) is an internet-based adaptive learning environment building on the principles of knowledge integration. Cognitive Tutors and ACT-R theory are intelligent adaptive software programmes that provide students with scaffolded instruction and feedback. Direct Instruction aims to accelerate learning through clear scripted direct instruction by the teacher and scaffolded practice aimed at student involvement and error reduction. Higher Order Thinking Skills (HOTS) is for disadvantaged students especially to engage in Socratic dialogues about ideas and strategies to solve computer game-based problems. Knowledge Building is a constructivist teaching approach centred on building knowledge and creating knowledge communities.
S’inspirant d’une synthèse précédente rédigée par Marlene Scardamalia et Carl Bereiter pour l’OCDE en 2008, la présente note, de Gesa S. E. van den Broek, propose une réflexion plus large sur les approches relevant de ce que l’on appelle « l’innovation fondée sur la recherche ». Encourager les communautés apprenantes s’inscrit dans une démarche constructiviste selon laquelle les enseignants aident leurs élèves à découvrir des concepts importants du programme scolaire. Learning by Design est un programme d’apprentissage des sciences à partir d’enquêtes et de modèles de raisonnement fondés sur des études de cas. La théorie des structures conceptuelles centrales décrit l’évolution développementale du raisonnement des enfants et ce qui est nécessaire pour progresser et franchir des étapes dans des domaines cognitifs particuliers. WISE (Web-based Inquiry Science Environment) est un environnement pédagogique adaptatif sur internet qui repose sur les principes de l’intégration des connaissances. Les tuteurs cognitifs et la théorie ACT-R sont des logiciels adaptatifs intelligents qui proposent aux élèves une instruction et des retours d’information étayés. L’instruction directe vise à accélérer l’apprentissage grâce à des cours clairs, structurés et directs prodigués par l’enseignant, ainsi qu’à travers une application pratique et documentée favorisant la participation des élèves et la diminution des erreurs. Le programme HOTS (Higher Order Thinking Skills), destiné aux élèves de milieux défavorisés, a notamment pour objectif d’organiser des échanges d’idées et de stratégies en vue de résoudre des problèmes à partir de jeux électroniques. Le renforcement des connaissances est une approche pédagogique constructiviste axée sur le développement des connaissances et la création de communautés du savoir.
Creation-Date: 2012-06-14
Number: 79
Handle: RePEc:oec:eduaab:79-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Normann Müller
Author-Workplace-Name: Bundesinstitut für Berufsbildung
Author-Name: Friederike Behringer
Author-Workplace-Name: Bundesinstitut für Berufsbildung
Title: Subsidies and Levies as Policy Instruments to Encourage Employer-Provided Training
Abstract: This paper provides an overview of the available information concerning selected policy instruments intended to promote employer-provided training, including the stated rationale and objectives, the target groups and operational design as well as a at a summary of the evaluative evidence regarding their operation. The analysis focuses on policy instruments providing financial assistance or incentives, specifically, subsidies (including tax incentives and grants) and levy schemes that devote a least some share of their resources to continuing training. Training leave regulations are considered only to the extent that they can be treated as a form of subsidy or a levy scheme, depending on the main financing mechanism involved. Instruments that focus solely on improving the quality of training or enhancing transparency in the training market are not addressed. In addition to offering a description of different instruments, the paper discusses the strengths and weaknesses (or risks and opportunities, respectively) of different types of instrument or particular elements of instrument design. It also specifies principles of successful instrument design that have been put forth in the literature and concludes with some remarks regarding the choice of policies.
Le présent document offre une vue d’ensemble des informations disponibles sur certains instruments d’action visant à encourager la formation en entreprise, notamment l’argumentaire et les objectifs, les groupes cibles et l’élaboration fonctionnelle, ainsi qu’une synthèse des données relatives à l’évaluation de leur mise en oeuvre. L’analyse porte en particulier sur les instruments d’action qui apportent des aides ou incitations financières, à savoir les subventions (y compris incitations fiscales et dotations) et les systèmes de prélèvement dont au moins une partie des recettes est consacrée à la formation continue. La réglementation applicable au congé de formation n’est étudiée que dans la mesure où elle peut être considérée comme une forme d’aide ou de prélèvement, selon le mécanisme de financement principal utilisé. Les moyens d’action qui visent uniquement à améliorer la qualité de la formation ou à renforcer la transparence sur ce marché ne sont pas étudiés. Outre une description des différents instruments, ce document présente également les avantages et les inconvénients (ou les risques et les possibilités) de divers types d’instruments ou éléments particuliers de leur conception. Il examine également les principes à l’origine de leur efficacité qui ont été mis en évidence dans les études menées sur ce sujet, et se conclut par quelques remarques sur le choix des politiques mises en oeuvre.
Creation-Date: 2012-06-20
Number: 80
Handle: RePEc:oec:eduaab:80-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Ilya Zitter
Author-Workplace-Name: ECBO
Author-Name: Aimée Hoeve
Author-Workplace-Name: ECBO
Title: Hybrid Learning Environments: Merging Learning and Work Processes to Facilitate Knowledge Integration and Transitions
Abstract: This paper deals with the problematic nature of the transition between education and the workplace. A smooth transition between education and the workplace requires learners to develop an integrated knowledge base, but this is problematic as most educational programmes offer knowledge and experiences in a fragmented manner, scattered over a variety of subjects, modules and (work) experiences. To overcome this problem, we propose a design approach and shifting the educational focus of attention from individual learners to learning environments. The broader notion of learning environments facilitates transitions by establishing horizontal connections between schools and the workplace. The main argument of this paper is that combining or connecting aspects of school-based settings only is not sufficient to ensure learners will develop an integrated knowledge base. The concept and examples of “hybrid learning environment” show how formal, school-based learning and workplace experiences can be closely connected. The paper offers a framework of four coherent perspectives that can help to understand the complex nature of such environments and to design hybrid learning environments: the “agency perspective”, the “spatial perspective”, the “temporal perspective”, and the “instrumental perspective”. The framework is applied to three cases taken from vocational education in the Netherlands to describe what hybrid learning environments look like in contemporary educational practice.
Le présent document traite de la délicate transition entre les études et la vie active. Pour vivre cette transition dans de bonnes conditions, les apprenants doivent disposer d’une base de connaissances intégrées. Or dans la plupart des programmes éducatifs, l’acquisition des connaissances et des expériences se fait selon une approche fragmentée en une multitude de sujets, modules et expériences (professionnelles) déconnectés les uns des autres. Pour remédier à ce problème, nous proposons une approche conceptuelle et le passage d’une méthode centrée sur l’apprenant à une méthode centrée sur les environnements d’apprentissage. Se placer dans une perspective, plus large, d’environnements d’apprentissage établit des parallélismes entre l’école et le monde du travail, ce qui facilite la transition de l’un à l’autre. Le principal argument défendu dans ce document est le suivant : se contenter d’associer ou de connecter uniquement des cadres axés sur la scolarité ne suffira pas pour garantir que les apprenants développeront une base de connaissances intégrées. Le concept «d’environnement d’apprentissage hybride » et les exemples de son application sont la preuve qu’un lien entre l’apprentissage formel dispensé dans les écoles et les expériences acquises dans le milieu professionnel. Ce document décompose le concept en quatre perspectives cohérentes susceptibles d’apporter un éclairage sur la nature complexe de ces environnements et de faciliter la conception des environnements d’apprentissage hybrides : la « perspective des acteurs », la « perspective spatiale », la « perspective temporelle » et la « perspective des instruments ». Cette décomposition est appliquée à trois cas empruntés à l’enseignement professionnel au Pays-Bas pour montrer comment se concrétisent les environnements d’apprentissage hybrides dans la pratique pédagogique d’aujourd’hui.
Creation-Date: 2012-06-26
Number: 81
Handle: RePEc:oec:eduaab:81-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Kiira Kärkkäinen
Author-Workplace-Name: OECD
Title: Bringing About Curriculum Innovations: Implicit Approaches in the OECD Area
Abstract: Different implicit approaches to promoting innovation in education can be explored through the decision making of curriculum – reflecting what is taught to students and how the students are taught. Are innovations in curriculum expected to derive from centrally driven processes? Or has much room been left for those innovations within schools? What kind of role may be played by different stakeholders such as experts, teachers or parents in curriculum innovation? This paper discusses various innovation rationales for the central and school-based approaches to curriculum decision making and provides an overview of OECD education systems in this continuum. In addition to formal decision making, various structural factors that may have an effect on those decisions are analysed and the ways the different stakeholders can influence curriculum innovations discussed. The paper combines various OECD and UNESCO data with a focus on public lower-secondary education.
Les politiques sur les programmes scolaires reflètent de manière implicite les façons par lesquelles les systèmes éducatifs cherchent à promouvoir l’innovation dans l’éducation. Les innovations curriculaires sont-elles supposées venir de processus centralisés ? Ou a-t-on laissé beaucoup de marge de manœuvre aux écoles dans ce domaine ? Quel rôle différents acteurs (experts, enseignants ou parents) peuvent-ils jouer dans l’innovation curriculaire ? Ce document discute les différentes raisons liées à l’innovation de soutenir des prises de décision centralisées ou, au contraire, reposant sur les écoles, en matière de programme scolaires. Il situe les systèmes éducatifs des pays de l’OCDE le long de ce continuum décisionnel. Outre les processus de décision officiels, divers facteurs structurels qui peuvent affecter ces décisions sont analysés, et les différents moyens des acteurs d’influencer l’innovation sont discutés. Le papier s’appuie sur différentes données de l’OCDE et de l’UNESCO et se concentre sur le premier niveau d’éducation secondaire.
Creation-Date: 2012-08-17
Number: 82
Handle: RePEc:oec:eduaab:82-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Stefanie Dufaux
Author-Workplace-Name: OECD
Title: Assessment for Qualification and Certification in Upper Secondary Education: A Review of Country Practices and Research Evidence
Abstract: Within the policy field of student assessment, the assessment of students for qualification and certification in upper secondary education has special importance since key decisions for the progression of students may be taken on the basis of assessment results. Students in most OECD countries face increased specialisation in upper secondary education and high stakes are associated to their performance when assessment results are used as a criterion for selection, both for access to higher education and other educational programmes and for access to the labour market. On the basis of research findings and country practices, this paper describes key features of assessment for qualification and certification in upper secondary education and discusses issues regarding its design and implementation.
Dans le domaine de l’évaluation des élèves, les évaluations pour qualification et l’obtention d’un diplôme au deuxième cycle de l’enseignement secondaire ont une importance particulière puisque des décisions clés sur la progression des élèves peuvent être prises sur la base des résultats d’évaluation. Les élèves dans la plupart des pays de l’OCDE font face à une spécialisation accrue au deuxième cycle de l’enseignement secondaire et à des enjeux élevés associés à leurs performances, lorsque les résultats d’évaluation peuvent être utilisés comme critère de sélection à la fois pour l’accès à l’enseignement supérieur et autres programmes d’éducation, et au marché du travail. Dans ce rapport, les caractéristiques principales des évaluations pour qualification et l’obtention d’un diplôme au deuxième cycle de l’enseignement secondaire, ainsi que les thématiques associées à leurs conceptions et mises en oeuvre sont présentées à la lumière des résultats de la recherche et des pratiques nationales.
Creation-Date: 2012-09-04
Number: 83
Handle: RePEc:oec:eduaab:83-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Dominique Foray
Author-Workplace-Name: École Polytechnique Fédérale de Lausanne
Author-Name: Julio Raffo
Author-Workplace-Name: World Intellectual Property Organization
Title: Business-Driven Innovation: Is it Making a Difference in Education?: An Analysis of Educational Patents
Abstract: This paper analyses business-driven innovation in education by looking at education-related patents. It first draws a picture of the challenges for innovation in the formal education sector, which suffers from a poor knowledge ecology: science is hardly linked to core teaching and administrative practices. It then turns to a common indicator of innovation: patents. In the case of education, patents typically cover educational tools. An analysis of education-related patents over the past 20 years shows a clear rise in the production of highly innovative educational technologies by businesses, typically building on advances in information and communication technology. While this increase in educational innovations may present new opportunities for the formal education sector, the emerging tool industry currently targets the nonformal education rather than the formal education system. We shortly discuss why business entrepreneurs may be less interested in the market of formal education.
Cet article porte sur l’innovation entrepreneuriale dans le secteur de l’éducation, à partir d’une analyse des dépôts de brevets dans le secteur éducatif. Premièrement, il propose un tableau des défis de l’innovation dans le secteur de l’éducation formelle, dont l’écologie du savoir est faible : la science y est peu liée avec le coeur des pratiques pédagogiques et administratives. L’étude porte ensuite sur un indicateur courant de l’innovation : les brevets. Dans le cas de l’éducation, les brevets couvrent généralement des « outils » éducatifs. L’analyse des brevets éducatifs durant les vingt dernières années montre une claire croissance de la production de technologies éducatives hautement innovantes par des entreprises privées, qui s’appuient souvent sur les progrès des technologies d’information et de communication. Bien que cette croissance des innovations éducatives puisse donner de nouvelles opportunités au secteur formel de l’éducation, l’industrie émergente d’outils éducatifs cible actuellement les secteurs informels d’éducation. Nous discutons brièvement les raisons pour lesquelles les entrepreneurs privés semblent moins intéressés par le secteur de l’éducation formelle.
Creation-Date: 2012-10-03
Number: 84
Handle: RePEc:oec:eduaab:84-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Edith Hooge
Author-Workplace-Name: Tilburg University
Author-Name: Tracey Burns
Author-Workplace-Name: OECD
Author-Name: Harald Wilkoszewski
Author-Workplace-Name: OECD
Title: Looking Beyond the Numbers: Stakeholders and Multiple School Accountability
Abstract: How to hold autonomous schools and school governing boards accountable for their decisions and performance has become a particularly pressing question for central governments in many OECD countries. Increasing complexity in education systems has led to a greater degree of freedom in decision making for many local authorities, school governing boards and schools. However despite this increasing decentralisation, central governments are still held responsible by the general public for ensuring high quality education. During the last ten years, school accountability has become a critical topic, triggered by the results of international benchmarks such as the Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS). This paper analyses trends in accountability mechanisms and processes and argues that vertical measures of accountability, that is, regulatory and school performance accountability, can be usefully augmented by horizontal measures involving multiple stakeholders. This system of multiple school accountability aims to efficiently and effectively take into account the nuanced nature and purposes of education. By combining various forms of accountability, it has the potential to enhance the overall education system, policy for reform, and therefore ultimately improve the quality of education.
Comment rendre les écoles et leurs conseils d’administration plus responsables dans leurs prises de décisions et leur performance est une question pressante pour les gouvernements centraux, eu égard aux complexités croissantes, dans la majeure partie des pays de l’OCDE. L’une des meilleures réponses à cette complexité est la décentralisation de la prise de décisions administratives, c'est-à-dire l’octroît aux autorités locales, aux conseils d’administration et aux écoles d’un plus grand degré de liberté, dans leurs prises de décisions. Toutefois pour le grand public, en dépit d’une décentralisation accrue la responsabilité de garantir une éducation de très grande qualité incombe toujours aux gouvernements centraux. Ces dix dernières années, la responsabilité des écoles est un sujet crucial, déclenché par les résultats de critères internationaux tels que le Programme international pour le suivi des acquis des élèves (PISA) et l'Enquête internationale sur les mathématiques et les sciences (TIMSS). Ce document analyse les tendances de ces mécanismes et de ces processus et défend l'argument que la responsabilité verticale, qui est la plus répandue dans le système scolaire, peut-être enrichie par des mesures horizontales impliquant les parties prenantes. Ce système de partage des responsabilités a pour but de prendre en compte la nature nuancée et les différents propos de l'éducation. En combinant plusieurs formes de directions, il permet d'améliorer le système éducatif, les politiques de réformes, et par conséquent d'améliorer la qualité de l'éducation.
Creation-Date: 2012-10-10
Number: 85
Handle: RePEc:oec:eduaab:85-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Bill Lucas
Author-Workplace-Name: University of Winchester
Author-Name: Guy Claxton
Author-Workplace-Name: University of Winchester
Author-Name: Ellen Spencer
Author-Workplace-Name: University of Winchester
Title: Progression in Student Creativity in School: First Steps Towards New Forms of Formative Assessments
Abstract: Creativity is widely accepted as being an important outcome of schooling. Yet there are many different views about what it is, how best it can be cultivated in young people and whether or how it should be assessed. And in many national curricula creativity is only implicitly acknowledged and seldom precisely defined. This paper offers a five dimensional definition of creativity which has been trialled by teachers in two field trials in schools in England. The paper suggests a theoretical underpinning for defining and assessing creativity along with a number of practical suggestions as to how creativity can be developed and tracked in schools. Two clear benefits of assessing progress in the development of creativity are identified: 1) teachers are able to be more precise and confident in developing young people’s creativity, and 2) learners are better able to understand what it is to be creative (and to use this understanding to record evidence of their progress). The result would seem to be a greater likelihood that learners can display the full range of their creative dispositions in a wide variety of contexts.
La créativité est largement acceptée comme étant un résultat scolaire important. Pourtant il y a beaucoup d’opinions différentes sur ce qu’elle est, comment on peut la cultiver chez les jeunes gens, et si et comment on devrait l’évaluer. De plus, dans beaucoup de programmes scolaires, la créativité n’est reconnue que de manière implicite et rarement définie de manière précise. Ce document offre une définition de la créativité reposant sur cinq dimensions, qui a été testée par des enseignants durant deux expériences de terrain dans des écoles en Angleterre. Le document propose un soubassement théorique pour définir et évaluer la créativité ainsi que nombre de suggestions pratiques sur le développement et le suivi de la créativité à l’école. Deux bénéfices clairs d’évaluer le progrès dans le développement de la créativité sont identifiés : 1) les enseignants peuvent être plus précis et confiants lorsqu’ils développent la créativité des jeunes gens, et 2) les apprenants sont davantage en mesure de comprendre ce que « être créatif » signifie (et à utiliser cette compréhension pour documenter et relater leur progrès). Le résultat semble être une plus grande probabilité que les apprenants témoignent de toute l’étendue de leurs dispositions à la créativité dans un large éventail de contextes.
Creation-Date: 2013-01-10
Number: 86
Handle: RePEc:oec:eduaab:86-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Maciej Jakubowski
Author-Workplace-Name: Warsaw University
Title: Analysis of the Predictive Power of PISA Test Items
Abstract: The predictive power of the PISA test items for future student success is examined based on data from the Longitudinal Surveys of Australian Youth (LSAY) for the PISA 2003 cohort. This working paper analyses how students’ responses to mathematics and problem-solving items in PISA 2003 are related to the students’ qualifications in education in 2007 and 2010. The results show that items do differ in their predictive power, depending on some of their deep qualities. PISA mathematics and problem-solving items are grouped into various classifications according to their qualities. This paper proposes 16 new classifications of items. Among mathematics-specific item classifications, two are found to be significantly related to future student success: those that assess knowledge, understanding, and application of statistics; and those related to rates, ratios, proportions, and/or percent. These items frequently require students to apply common mathematical concepts to solve multi-step, non-routine problems, think flexibly, and understand and interpret information presented in an unfamiliar format or context. Among classifications that are not specific to mathematics, items that were classified as using reverse or flexible thinking are found to be related to student qualifications in both mathematics and problem solving. These items require students to be able to think through a solution at various points during the problem-solving process, not just at the start.
L’efficacité prédictive des items de l’enquête PISA pour la réussite future des élèves est examinée à partir de données collectées par l’enquête longitudinale australienne LSAY (Longitudinal Surveys of Australian Youth) sur l’échantillon d’élèves évalués lors du cycle PISA 2003. Le présent document de travail analyse dans quelle mesure les réponses des élèves aux items de mathématiques et de résolution de problèmes de l’enquête PISA 2003 sont liées à leur niveau de formation en 2007 et 2010. Les résultats montrent que l’efficacité prédictive des items varie en fonction de certaines de leurs qualités profondes. Les items PISA de mathématiques et de résolution de problèmes sont classés dans différentes catégories selon leurs qualités. Le présent document propose 16 nouvelles catégories d’items. Parmi les catégories d’items spécifiques à l’évaluation des compétences en mathématiques, deux ont été identifiées comme étant liées de façon significative à la réussite future des élèves : les types d’items qui évaluent les connaissances, la compréhension et l’application des statistiques, et ceux qui ont trait aux taux, ratios, proportions et/ou pourcentages. Ces items requièrent généralement des élèves l’application de concepts mathématiques de base pour résoudre des problèmes non routiniers et comportant plusieurs étapes, un raisonnement flexible, ainsi que la compréhension et l’interprétation d’informations présentées sous un format ou dans un contexte non familiers. Parmi les catégories qui ne sont pas spécifiques aux mathématiques, il apparaît que les items définis comme faisant appel à un raisonnement rétrospectif ou flexible présentent une corrélation avec les qualifications des élèves à la fois en mathématiques et en résolution de problèmes. Ces items supposent de la part des élèves une capacité à réfléchir à une solution à différentes étapes du processus de résolution du problème, et pas uniquement au début de ce processus.
Creation-Date: 2013-05-10
Number: 87
Handle: RePEc:oec:eduaab:87-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Anna Borkowsky
Author-Workplace-Name: Sozialwissenschaftliche Forschung und Beratung
Title: Monitoring Adult Learning Policies: A Theoretical Framework and Indicators
Abstract: The main task of the Working Group on Adult Learning of the INES Labour Market, Economic and Social Outcomes network is the development of indicators on Adult Learning for publication in the annual volume “Education at a Glance” of the OECD. As part of this task, a list of 18 policy goals/issues in the domain of adult learning have been identified through broad consultations. After identifying the policy goals a theoretical framework was developed in order to be able to systematically select indicators for monitoring them. The theoretical framework is based on a systemic approach, identifying context, input, processes, output and outcome of the system of Adult Learning. The policy goals to be monitored and the theoretical framework constitute the basis for the definition and selection of a list of indicators which might be published in EAG. The third element in the development of international indicators is the existence of comparable data of good quality. The paper includes a list of 44 indicators which are practical to publish with existing data sources or with data sources likely to become available in the near future. The coverage of the policy areas is uneven, reflecting both the focus of existing data sources and the difficulties of some data gathering exercises.
Le Groupe de travail sur la formation des adultes du réseau de l’INES chargé d’élaborer des données relatives aux retombées de l’enseignement sur l’économie, le marché du travail et la société a pour tâche principale l’élaboration d’indicateurs relatifs à la formation des adultes pour parution dans la publication annuelle de l’OCDE Regards sur l’éducation. Dans le cadre de cette tâche, le Groupe a établi, au terme d’un vaste processus de consultation, une liste de 18 objectifs/questions stratégiques dans le domaine de la formation des adultes. Une fois les objectifs stratégiques définis, un cadre conceptuel a été développé afin de permettre la sélection systématique d’indicateurs de suivi. Ce cadre conceptuel se fonde sur une approche systémique, définissant le contexte, les ressources, les processus, les produits et les résultats du système de formation des adultes. Les objectifs stratégiques qui feront l’objet d’un suivi et le cadre conceptuel constituent la base de la définition et de la sélection d’une liste d’indicateurs susceptibles d’être publiés dans Regards sur l’éducation. Un autre élément à prendre en considération dans le développement d’indicateurs internationaux est l’existence de données comparables de bonne qualité. Le présent document inclut une liste de 44 indicateurs dont la publication est réalisable sur la base des sources de données existantes ou de sources de données susceptibles d’être disponibles dans un avenir proche. L’inégalité de la couverture des différents domaines stratégiques reflète à la fois l’orientation des sources de données existantes et les difficultés rencontrées pour la collecte de certains types de données.
Creation-Date: 2013-02-19
Number: 88
Handle: RePEc:oec:eduaab:88-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Sara Hennessy
Author-Workplace-Name: University of Cambridge
Author-Name: Laura London
Author-Workplace-Name: University of Cambridge
Title: Learning from International Experiences with Interactive Whiteboards: The Role of Professional Development in Integrating the Technology
Abstract: This paper describes teacher strategies and experiences with interactive whiteboards (IWBs) and draws on the published research in this area to understand how a systemic approach to technology-based innovations in schools can contribute to quality education for all. It explores ways to support the cultural shift in teacher and learner roles that helps to integrate the technology effectively into classroom teaching. It begins by considering how the features of IWB technology might potentially be exploited in the primary or secondary school classroom to support subject teaching and learning. International experiences of implementing IWB programs are then described, mostly from the United Kingdom where integration efforts are the most prominent, and implications for future intervention efforts are examined. The review concludes by defining the organisational conditions for enhancing teacher commitment and thus the likelihood for successful change. In particular, the role of teacher professional development is foregrounded and characteristics of effective programmes are outlined. Some comments about the relative costs and benefits, and recommendations for policymakers, are made.
Creation-Date: 2013-03-27
Number: 89
Handle: RePEc:oec:eduaab:89-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Francesco Avvisati
Author-Workplace-Name: OECD
Author-Name: Sara Hennessy
Author-Workplace-Name: University of Cambridge
Author-Name: Robert B. Kozma
Author-Name: Stéphan Vincent-Lancrin
Author-Workplace-Name: OECD
Title: Review of the Italian Strategy for Digital Schools
Abstract: The Italian Ministry of Education launched in 2007 a National Plan for Digital Schools (Piano Nazionale Scuola Digitale) to mainstream Information Communication Technology (ICT) in Italian classrooms and use technology as a catalyser of innovation in Italian education, hopefully conducing to new teaching practices, new models of school organisation, new products and tools to support quality teaching. The Italian Ministry of Education, Universities and Research asked the OECD to review its Plan from an international perspective and to suggest improvements. The small budget of the Plan has limited the effectiveness of its diverse initiatives. In its current design, a significant rise of the budget of the plan through public or private sources is a necessary condition for its success. Given current budgetary constraints, a significant budget increase may be difficult, and the report proposes to revise some features of the Plan in order to achieve two objectives: 1) speed up the uptake of ICT in Italian schools and classrooms; 2) create an Innovation Laboratory Network of test bed schools piloting and inventing new pedagogic and organisational practices to improve Italian education, by refocusing the innovation projects on the school 2.0 (scuol@ 2.0) initiative.
En Italie, le Ministère de l’Éducation a initié en 2007 un Plan National pour l’École Numérique (Piano Nazionale Scuola Digitale), avec comme objectifs de diffuser les technologies de l’information et de la communication (TIC) dans les classes d’école italiennes et d’utiliser la technologie comme un catalyseur d’innovation dans l’éducation italienne, conduisant à l’adoption de nouvelles pratiques pédagogiques, de nouveaux modèles d’organisation scolaire, ainsi qu’au développement de nouveaux produits et outils pour soutenir un enseignement de qualité. Le Ministère italien de l’Éducation, des Universités et de la Recherche a demandé à l’OCDE d’examiner son Plan dans une perspective internationale et de faire des suggestions pour son amélioration. Le budget modeste du Plan a limité l’efficacité de ses diverses initiatives. Dans son design actuel, une augmentation significative de son budget, à travers des sources publiques ou privées, est une condition nécessaire à son succès. Étant donné les contraintes budgétaires actuelles, une augmentation importante du budget peut paraître difficile, et le rapport propose de réviser certains aspects du Plan afin d’atteindre deux objectifs : 1) accélérer l’adoption des TIC dans les écoles et salles de classe italiennes ; 2) créer un Laboratoire d’Innovation en Réseau constitué d’écoles expérimentales qui pilotent et inventent de nouvelles pratiques pédagogiques et organisationnelles pour améliorer l’éducation italienne, en recentrant les projets d’innovation du Plan sur son initiative école 2.0 (scuol@ 2.0).
Creation-Date: 2013-03-29
Number: 90
Handle: RePEc:oec:eduaab:90-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Kiira Kärkkäinen
Author-Workplace-Name: OECD
Author-Name: Stéphan Vincent-Lancrin
Author-Workplace-Name: OECD
Title: Sparking Innovation in STEM Education with Technology and Collaboration: A Case Study of the HP Catalyst Initiative
Abstract: This report highlights innovative technology-supported pedagogic models in science, technology, engineering and mathematics (STEM) education, explores what to expect from collaboration in a designed network, and, thereafter, sketches lessons for promoting educational innovation through collaboration. How can technology-supported learning help to move beyond content delivery and truly enhance STEM education so that students develop a broad mix of skills? How can collaboration be encouraged and used to help develop, spread, accelerate and sustain innovation in education? The HP Catalyst Initiative – an education grant programme by the Hewlett Packard (HP) Sustainability and Social Innovation team – is used as a case study to answer these questions.
Le rapport met en lumière des modèles pédagogiques utilisant la technologie pour l'enseignement des science, de la technologie, de l'ingénierie et des mathématiques (STEM), explore ce que l'on peut attendre de la collaboration dans un réseau créé artificiellement, et, ensuite, en tire des leçons pour promouvoir l'innovation éducative à travers la collaboration...
Creation-Date: 2013-04-17
Number: 91
Handle: RePEc:oec:eduaab:91-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Geert Leemans
Author-Workplace-Name: Agency for School Infrastructure (AGION)
Author-Name: Hannah von Ahlefeld
Author-Workplace-Name: OECD
Title: Understanding School Building Policy and Practice in Belgium's Flemish Community
Abstract: This paper describes a conceptual framework that can be used to interpret the general policy issues driving the design, construction, maintenance and evaluation of school buildings in Belgium’s Flemish Community. Within the context of this framework, eight policy challenges relating to the provision of school buildings in Flanders are presented, providing lessons for all national or regional authorities with an interest in governance thinking about school construction issues.
Ce document présente un cadre conceptuel pouvant être utilisé pour interpréter les questions de politique générale concernant la conception, la construction, l'entretien et l'évaluation des bâtiments scolaires de la Communauté flamande de Belgique. Ce cadre conceptuel présente huit défis stratégiques concernant la mise à disposition des bâtiments scolaires en Flandre, susceptibles d’éclairer toute autorité nationale ou régionale s’intéressant aux thématiques relatives aux infrastructures scolaires.
Creation-Date: 2013-05-14
Number: 92
Handle: RePEc:oec:eduaab:92-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Simone Bloem
Author-Workplace-Name: OECD
Title: PISA in Low and Middle Income Countries
Abstract: This paper explores the participation of low- and middle-income countries in OECD’s Programme for International Student Assessment (PISA). It provides a detailed description of partner countries’ participation across PISA rounds and the challenges faced by low- and middle-income partner countries in effectively implementing and deriving policy value from PISA. Specific challenges are illustrated with examples from Tunisia and Kyrgyzstan. Many partner countries lag considerably behind OECD countries on various dimensions of social and economic development. Three OECD countries – Chile, Mexico, Turkey – also differ from higher-income OECD countries in regards to educational achievement and other indicators of social and economic development. After grouping countries based on income (GNI per capita), this paper shows that the cognitive performance of students in countries participating in PISA varies considerably not only between different country income groups but also within them. Analysis of PISA performance in relation to national wealth provides strong arguments for grouping countries according to their social and economic development when reflecting on challenges of participation and effective use of PISA. Lack of funding and governments’ fear of bad performance have been stated as potential deterrents to participation. Lack of institutional capacity and less relevant results due to a non-representative sample of 15 year-olds and clustering of students at low proficiency levels are discussed as main challenges for the effective use of PISA. The paper concludes with some considerations on how to improve the effective use of PISA results in these countries that may be particularly relevant in the context of the OECD’s recently launched initiative called PISA for Development.
Ce document examine la participation des pays à revenu faible ou intermédiaire au Programme international de l’OCDE pour le suivi des acquis des élèves (PISA). Il étudie de façon détaillée la participation des pays partenaires aux différents cycles PISA et les enjeux rencontrés, notamment par les pays partenaires à revenu faible ou intermédiaire, pour mettre en oeuvre de façon efficace l’enquête PISA et en tirer les bénéfices escomptés en termes d’action publique. Ces enjeux spécifiques sont illustrés par des exemples tirés de l’expérience de la Tunisie et du Kirghizistan. De nombreux pays partenaires accusent un retard important par rapport aux pays de l’OCDE concernant différents indicateurs de développement économique et social. Trois pays de l’OCDE – le Chili, le Mexique et la Turquie – se distinguent également des pays de l’OCDE à revenu plus élevé de par leurs résultats éducatifs et d’autres indicateurs de développement économique et social. Après regroupement des pays sur la base de leur revenu (RNB par habitant), ce document montre que les performances cognitives des élèves des pays participant au PISA varient considérablement non seulement entre les différents groupes de pays regroupés par revenu, mais aussi au sein de ces derniers. L’étude de la relation entre la performance aux évaluations PISA et la richesse nationale apporte des arguments solides en faveur du regroupement des pays sur la base de leur développement économique et social lors de l’analyse des enjeux de la participation au PISA et de son utilisation efficace. Le manque de financement et la crainte des pays d’obtenir de mauvais résultats aux évaluations ont été identifiés comme des éléments pouvant dissuader les pays de participer au PISA. L’insuffisance des capacités institutionnelles et la moindre pertinence des résultats en raison de la non-représentativité de l’échantillon d’élèves de 15 ans et de la concentration des élèves aux faibles niveaux de performance sont examinés comme principaux obstacles à une utilisation efficace du PISA. Le document s’achève par une série de recommandations sur la façon d’améliorer l’efficacité de l’utilisation des résultats du PISA dans ces pays, recommandations qui pourraient s’avérer particulièrement pertinentes dans le cadre de l’initiative PISA pour le développement, lancée récemment par l’OCDE.
Creation-Date: 2013-08-20
Number: 93
Handle: RePEc:oec:eduaab:93-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Eric C.K. Cheng
Author-Workplace-Name: Hong Kong Institute of Education
Author-Name: Mun Ling Lo
Author-Workplace-Name: Hong Kong Institute of Education
Title: Learning Study: Its Origins, Operationalisation, and Implications
Abstract: Learning Study is a collaborative, action-research approach to improve the effectiveness of student learning by enhancing the professional competence of teachers. This is achieved through the collaborative construction of the pedagogical content knowledge enabling them better to teach specific objects of learning. Through inquiry and authentic learning by the teachers, it takes account of students’ prior knowledge in the lesson planning and so creates an authentic learning environment for the students. This paper explains how the Learning Study approach relates to the set of approaches known as “Lesson Study” and how it incorporates the principles for high quality learning proposed by the OECD project on Innovative Learning Environments (ILE) in its design and implementation. It examines how Learning Study helps to integrate the factors comprising innovative learning environments. It analyses the critical conditions that support its development and practice in schools and in professional learning networks and education systems in general.
L’étude sur l’apprentissage est un travail de recherche-action collaborative visant à améliorer l'efficacité de l’apprentissage des élèves, tout en renforçant la compétence professionnelle des enseignants. Cette étude est l'aboutissement d'une construction collaborative de la connaissance du contenu pédagogique, facilitant la transmission des objets spécifiques d'apprentissage. Grâce à un processus d'investigation et une authentique réflexion mené par les professeurs, les connaissances préalablement des élèves sont prises en compte pour la planification de leurs cours, créant ainsi un environnement d'apprentissage authentique pour les étudiants. Ce document explique par ailleurs comment l'étude sur l'apprentissage intègre, dans son design et sa mise en oeuvre, les exigences de haute qualité d'apprentissage identifiées par le projet des Environnements Pédagogiques Novateurs (ILE) de l'Organisation pour la Coopération Économique et le Développement (OECD). Elle décrit comment l'étude de l'apprentissage permet d'intégrer les facteurs composant les environnements pédagogiques novateurs. Elle analyse en outre les conditions critiques qui soutiennent son développement dans les organisations scolaires et les systèmes d'éducation.
Creation-Date: 2013-11-04
Number: 94
Handle: RePEc:oec:eduaab:94-EN
Template-type: ReDIF-Paper 1.0
Author-Name: William H. Schmidt
Author-Workplace-Name: Michigan State University
Author-Name: Pablo Zoido
Author-Workplace-Name: OECD
Author-Name: Leland S. Cogan
Author-Workplace-Name: Michigan State University
Title: Schooling Matters: Opportunity to Learn in PISA 2012
Abstract: Many international comparisons of education over the past 50 years have included some measure of students’ opportunity to learn (OTL) in their schooling. Results have typically confirmed the common sense notion that a student’s exposure in school to the assessed concepts, operationalized in some sort of time metric, is related to what the student has learned as measured by the assessment. What has not been demonstrated is a connection between the specifics of what students have encountered through schooling and their performance on any sort of applied knowledge assessment such as PISA. This paper explores this issue in 2012 PISA which, for the first time, included several OTL items on the student survey. OTL demonstrated a significant relationship with student performance on both the main paper-and-pencil literacy assessment as well as the optional computer-based assessment at all three levels – country, school and student. In every country at least one if not all three of the constructed OTL indices – exposure to word problems, formal mathematics topics, and applied mathematics problems – demonstrated a significant relationship to the overall PISA measure of mathematics literacy as well as the four sub areas of change and relationships, shapes and space, quantity, and uncertainty and data. Additionally, results indicated that variability in OTL was related to student performance having implications for equality of opportunity.
Ces 50 dernières années, nombre de comparaisons internationales de l'éducation ont inclus, sous une forme ou une autre, une mesure des possibilités d'apprentissage (opportunity to learn, OTL) des élèves au cours de leur scolarité. Les résultats ont généralement confirmé la notion de bon sens selon laquelle l'exposition des élèves dans la cadre scolaire aux concepts évalués, matérialisée sous forme de mesure temporelle, présente une corrélation avec les connaissances apprises par les élèves, telles que mesurées par l'évaluation. Ce qui n'a pas été démontré, en revanche, c'est le lien qui existe entre la nature des éléments spécifiques auxquels les élèves ont été exposés au cours de leur scolarité et leur performance à tout type d’évaluation des connaissances appliquées, telle que le PISA. Le présent document de travail étudie cette question dans le cadre de l’enquête PISA 2012 qui, pour la première fois, faisait figurer plusieurs items relatifs aux possibilités d’apprentissage dans son questionnaire destiné aux élèves. Il en ressort qu'il existe une corrélation significative entre les possibilités d'apprentissage et les résultats des élèves, tant dans l’évaluation papier-crayon principale que dans l’évaluation informatisée proposée à titre d’option, et ce à tous les niveaux – national, établissements d’enseignement et élèves. Dans tous les pays, au moins l'un des trois indices composites des possibilités d’apprentissage, si ce n'est tous (exposition aux problèmes lexicaux, exposition aux mathématiques formelles et exposition aux problèmes de mathématiques appliquées), présente une corrélation significative avec le niveau de compétence sur l’échelle PISA globale de culture mathématique, ainsi que sur les quatre sous-échelles variations et relations, espace et formes, quantité et incertitude et données. En outre, les résultats indiquent que la variation des indices des possibilités d’apprentissage influe sur la performance des élèves, laissant donc entrevoir des implications en termes d'égalité des chances.
Creation-Date: 2014-01-06
Number: 95
Handle: RePEc:oec:eduaab:95-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Sean Snyder
Author-Workplace-Name: University of Pennsylvania
Title: The Simple, the Complicated, and the Complex: Educational Reform Through the Lens of Complexity Theory
Abstract: This paper explores the nature of complexity theory and its applications for educational reform. It briefly explains the history of complexity theory and identifies the key concepts of complex adaptive systems, and then moves on to define the differences between simple, complicated, and complex approaches to educational reform. Special attention is given to work currently underway in the fields of healthcare, emergency management and ecology that draws on complexity theory to build more resilient and robust response systems capable of adapting to changing needs and of identifying key pressure points in the system. Finally, this paper presents several examples of educational reform programmes undertaken worldwide that have implemented complexity theory principles to achieve positive results. It also recommends involving multiple stakeholders across the different levels of governance structure, increasing lateral knowledge-sharing between schools and districts, and transforming policy interventions to bring greater flexibility to the reform process. This move toward feedback-driven adaptive reform allows for better targeting of programmes to specific contexts and may prove a key way forward for educational policymakers.
Creation-Date: 2013-12-12
Number: 96
Handle: RePEc:oec:eduaab:96-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Therese Hopfenbeck
Author-Workplace-Name: Oxford University
Author-Name: Astrid Tolo
Author-Workplace-Name: University of Bergen
Author-Name: Teresa Florez
Author-Workplace-Name: Oxford University
Author-Name: Yasmine El Masri
Author-Workplace-Name: Oxford University
Title: Balancing Trust and Accountability? The Assessment for Learning Programme in Norway: A Governing Complex Education Systems Case Study
Abstract: This report explores the development of implementation strategies used to enhance the programme “Assessment for Learning – 2010-2014” in Norwegian schools. Norway’s educational governance is highly decentralised, with 428 municipalities and 19 counties responsible for implementing education activities, organising and operating school services, allocating resources and ensuring quality improvement and development of their schools. This case study is based on56 interviews with 98 key actors and stakeholders in the Norwegian education system, as well as analysis of key policy and legal documents and a range of media articles. Key findings include the importance of clear communication between governance levels and a high degree of trust between stakeholders; the need for a clear understanding of programme goals, the role of learning networks between schools to aid the exchange of knowledge and provide peer support during the implementation process. Innovative forms of capacity building were of particular importance for the smaller municipalities, who reported being overextended by the continual stream of policy changes and struggling with prioritising activities. The case study also provides a series of recommendations for improvement.
Ce rapport examine le développement de stratégies de mise en oeuvre utilisées pour l’amélioration du programme « Assessment for Learning – 2010-2014 » dans les établissements scolaires norvégiens. La gouvernance éducative de la Norvège est fortement décentralisée, comptant 428 municipalités et 19 provinces en charge de mettre en oeuvre les activités éducatives, d’organiser et de faire fonctionner les services scolaires, d’allouer les ressources, d’améliorer la qualité des établissements et d’assurer leur développement. Cette étude de cas s’appuie sur 56 entretiens avec 98 acteurs-clé et parties prenantes du système éducatif norvégien, ainsi que sur l’analyse de documents-clé politiques et légaux, et d’un ensemble d’articles médias. Les principaux résultats soulignent : l’importance d’une communication claire entre les différents niveaux de gouvernance et un haut niveau de confiance entre les différentes parties ; la nécessité d’une compréhension nette des objectifs du programme, du rôle des liens d’apprentissage entre les établissements pour faciliter l’échange de savoir et fournir un soutien par les pairs pendant le processus de mise en oeuvre. Des formes innovantes de renforcement des capacités se sont montrées d’importance majeure dans les municipalités de petite taille, lesquelles ont déclaré avoir été dépassées par les fluctuations incessantes dans les politiques à mettre en oeuvre, et avoir eu du mal à décider des activités auxquelles donner priorité. Cette étude de cas conclut par une série de recommandations pour l’amélioration du programme.
Creation-Date: 2013-12-13
Number: 97
Handle: RePEc:oec:eduaab:97-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Mark van Twist
Author-Workplace-Name: Netherlands School of Public Administration
Author-Name: Martijn van der Steen
Author-Workplace-Name: Netherlands School of Public Administration
Author-Name: Marieke Kleiboer
Author-Workplace-Name: Netherlands School of Public Administration
Author-Name: Jorren Scherpenisse
Author-Workplace-Name: Netherlands School of Public Administration
Author-Name: Henno Theisens
Author-Workplace-Name: The Hague University for Applied Sciences
Title: Coping with Very Weak Primary Schools: Towards Smart Interventions in Dutch Education Policy
Abstract: This case study looks at the effectiveness of policy instruments aimed at reducing the number of underperforming primary schools in a system with a long tradition of school autonomy. It reviews relevant Dutch policy developments in education since 1998 and provides an in-depth analysis of five selected schools and their responsiveness to the policy instruments under study. Interviews with relevant stakeholders explore a key issue: what happens after a reform is introduced, and what are the elements that make it successful (or not)? The study suggests that there is not a linear cause and effect driving changes in educational performance of schools. For example, even the assignment of the label ‘very weak’ can elicit a positive response from one school and a negative response from another, depending on the local context, history and staffing situation at the school. The same intervention can thus create a vicious cycle that triggers increasing deterioration of schools or a virtuous cycle that improves conditions to an extent that surpasses the original goal of the reform. This goes some way to explaining why some reform measures unintentionally backfire while others quickly (‘virally’) spread over the system and set a virtuous cycle in motion that engages all parts of the system.
Cette étude a pour objet l’efficacité des instruments d’action destinés à réduire le nombre d’écoles primaires aux performances insuffisantes dans un système où les établissements scolaires sont autonomes depuis longtemps. Dans cette étude sont passés en revue les faits importants qui ont marqué la politique néerlandaise de l’éducation depuis 1998, et examinées de façon approfondie cinq écoles et leur sensibilité aux instruments d’action considérés. Des entretiens ont eu lieu avec certaines parties prenantes au sujet d’une question de premier plan : que se passe-t-il après la mise en place d’une réforme et quels sont les facteurs qui en assurent la réussite (ou l’échec) ? L’étude montre qu’il n’y a pas de relation de causalité linéaire qui détermine l’évolution des résultats de l’enseignement dans les établissements scolaires. Par exemple, la simple appréciation « très faible » peut susciter une réaction positive de la part d’une école et une réaction négative de la part d’une autre, selon le contexte local, l’histoire de l’établissement scolaire en question et sa situation quant à l’effectif de son personnel. Ainsi, une même intervention peut engendrer un cercle vicieux de détérioration de la qualité des écoles, ou un cercle vertueux qui se traduira par des progrès supérieurs à l’objectif initial de la réforme. Ce phénomène contribue à expliquer pourquoi certaines mesures de réforme ont des effets contraires à ceux qui sont attendus tandis que d’autres se « propagent » rapidement dans l’ensemble du système, enclenchant un cercle vertueux dans lequel sont entraînés des secteurs de ce système qui n’étaient nullement censés être touchés.
Creation-Date: 2013-12-13
Number: 98
Handle: RePEc:oec:eduaab:98-EN
Template-type: ReDIF-Paper 1.0
Author-Name: CEPPE UC
Title: Learning Standards, Teaching Standards and Standards for School Principals: A Comparative Study
Abstract: This series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The opinions expressed in these papers are the sole responsibility of the author(s) and do not necessarily reflect those of the OECD or of the governments of its member countries. You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.
Creation-Date: 2013-12-18
Number: 99
Handle: RePEc:oec:eduaab:99-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Sabine Hoidn
Author-Workplace-Name: Harvard University
Author-Name: Kiira Kärkkäinen
Author-Workplace-Name: OECD
Title: Promoting Skills for Innovation in Higher Education: A Literature Review on the Effectiveness of Problem-based Learning and of Teaching Behaviours
Abstract: Higher education plays an important role in providing people with skills for innovation, but a number of important questions remain as to what kind of higher education teaching can be conducive to the strengthening of skills for innovation. This report aims to shed light on this issue by reviewing the current evidence on the effectiveness of problem-based learning compared with more traditional approaches in higher education teaching. It explores the extent to which problem-based learning can be an effective way to develop different discipline-specific and transferable skills for innovation. Research, primarily from the field of medicine, shows that problem-based learning appears to be beneficial in fostering certain aspects of skills for innovation. In addition, the report explores the literature on direct teaching behaviours that may help foster student learning in more traditional teaching settings. Despite the promising evidence linking problem-based learning and effective teaching in higher education to certain aspects of skills for innovation, more work is needed in this area. There is strong potential for further research to provide additional important insights into the development of skills for innovation.
Creation-Date: 2014-01-16
Number: 100
Handle: RePEc:oec:eduaab:100-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Eric A. Hanushek
Author-Workplace-Name: Hoover Institution, Stanford University
Author-Name: Guido Schwerdt
Author-Workplace-Name: University of Siegen
Author-Name: Simon Wiederhold
Author-Workplace-Name: Ifo Institute for Economic Research, University of Munich
Author-Name: Ludger Woessmann
Author-Workplace-Name: Ifo Institute for Economic Research, University of Munich
Title: Returns to Skills Around the World: Evidence from PIAAC
Abstract: Existing estimates of the labor-market returns to human capital give a distorted picture of the role of skills across different economies. International comparisons of earnings analyses rely almost exclusively on school attainment measures of human capital, and evidence incorporating direct measures of cognitive skills is mostly restricted to early-career workers in the United States. Analysis of the new PIAAC survey of adult skills over the full lifecycle in 22 countries shows that the focus on early-career earnings leads to underestimating the lifetime returns to skills by about one quarter. On average, a one-standard-deviation increase in numeracy skills is associated with an 18 percent wage increase among prime-age workers. But this masks considerable heterogeneity across countries. Eight countries, including all Nordic countries, have returns between 12 and 15 percent, while six are above 21 percent with the largest return being 28 percent in the United States. Estimates are remarkably robust to different earnings and skill measures, additional controls, and various subgroups. Intriguingly, returns to skills are systematically lower in countries with higher union density, stricter employment protection, and larger public-sector shares.
Les estimations actuelles des rendements du marché du travail sur le capital humain donnent une image déformée du rôle des compétences dans les différentes économies. Les comparaisons internationales des analyses des revenus du travail dépendent presque exclusivement des mesures de réussite scolaire du capital humain, et les données intégrant des mesures directes des capacités cognitives se limitent essentiellement aux travailleurs en début de carrière aux États-Unis. Les analyses de la nouvelle évaluation des compétences des adultes sur le cycle de vie complet dans 22 pays (PIAAC) montrent que mettre l'accent sur les gains en début de carrière conduit à sous-estimer la durée de vie du rendement des compétences d'environ un quart. En moyenne, une augmentation d'un écart-type en capacités de calcul est associée à une augmentation de salaire de 18 pour cent chez les travailleurs les plus jeunes. Mais ceci masque une grande hétérogénéité entre les pays. Huit pays, dont les pays nordiques, ont des rendements entre 12 et 15 pour cent, tandis que six sont au-dessus de 21 pour cent, le plus grand rendement étant de 28 pour cent aux États-Unis. Les estimations sont remarquablement robustes aux différents résultats et mesures des compétences, aux contrôles supplémentaires, et aux divers sous-groupes. Curieusement, le rendement des compétences est systématiquement plus faible dans les pays à forte densité syndicale, où la protection de l'emploi est plus stricte et la part du secteur public plus grande.
Classification-JEL: F31; I20
Keywords: cognitive skills, education, international comparisons, labour markets
Creation-Date: 2013-12-17
Number: 101
Handle: RePEc:oec:eduaab:101-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Iddo Gal
Author-Workplace-Name: University of Haifa
Author-Name: Dave Tout
Author-Workplace-Name: Australian Council for Educational Research
Title: Comparison of PIAAC and PISA Frameworks for Numeracy and Mathematical Literacy
Abstract: This paper describes key aspects of the frameworks for the assessment of adult numeracy and mathematical literacy in PIAAC and PISA, which are OECD two flagship programs for international comparative assessment of competencies. The paper examines commonalities and differences in how the constructs of adult numeracy and mathematical literacy were assessed in PIAAC and PISA, and sketches selected challenges associated with interpretation of results from these surveys.
Ce document décrit les principaux aspects des cadres d'évaluation de la numératie des adultes et de la culture mathématique dans PIAAC et PISA, deux programmes phares de l'OCDE pour l'évaluation comparative internationale des compétences. Le document examine les points communs et les différences dans la façon dont les concepts de numératie des adultes et de la culture mathématique ont été évalués dans PISA et PIAAC, et esquisse quelques défis associés à l'interprétation des résultats de ces enquêtes.
Keywords: competencies, large-scale assessment, mathematical literacy, numeracy
Creation-Date: 2014-05-27
Number: 102
Handle: RePEc:oec:eduaab:102-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Deana Desa
Title: Evaluating Measurement Invariance of TALIS 2013 Complex Scales: Comparison between Continuous and Categorical Multiple-Group Confirmatory Factor Analyses
Abstract: This paper evaluates measurement invariance of complex scales from a social survey using both a continuous approach and a categorical approach to help inform future decisions in choosing the most appropriate methods to perform the validation of complex scales. In particular, continuous and categorical approaches are compared for constructing and validating 11 complex scales across 23 countries participating in the first round of the OECD Teaching and Learning International Survey (TALIS). Two invariance testing approaches were compared – 1) continuous multiple-group confirmatory factor analysis; 2) categorical multiple-group confirmatory factor analysis. Latent variable modelling was employed to account for the complex structure of the relationships between many items in each scale. The performance of the models is reported and illustrated based on the evaluation of the level of measurement invariance. All of the scales established configural and metric levels of invariance from both approaches, and three scales established scalar invariance from the categorical approach, allowing for a meaningful mean score comparison across countries. Limitations of the models compared in this study and future considerations for construction and validation of scaling complex scales are discussed.
Creation-Date: 2014-06-17
Number: 103
Handle: RePEc:oec:eduaab:103-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Patrick Blanchenay
Author-Workplace-Name: OECD
Author-Name: Tracey Burns
Author-Workplace-Name: OECD
Author-Name: Florian Köster
Author-Workplace-Name: OECD
Title: Shifting Responsibilities - 20 Years of Education Devolution in Sweden: A Governing Complex Education Systems Case Study
Abstract: This case study examines the consequences of important education decentralisation reforms that took place in Sweden in the early 1990s. The sudden shift away from a traditionally centralised education system towards a decentralised one meant that municipalities had to quickly accommodate new responsibilities. Difficulties related to this shift were noticed early on and then confirmed by international surveys, in particular PISA, which revealed that student performance was deteriorating while the gap increased between and top- and bottom-performers. Key elements to this include the fact that decentralisation took place without enough support from the central authorities, municipalities (particularly smaller ones) lacked local capacity to manage their new responsibilities, and as a result the reform has resulted in a mismatch between official responsibilities and the actual powers of the various stakeholders. The central government, steering education at arm’s length, has few tools to incentivise compliance with national goals. At the municipal level, financial resources are often allocated based on tradition and local politics rather than actual needs. This is in part due to misuse of available data and of expert knowledge by decision-makers. The case study also provides a series of recommendations for improvement.
L’étude de cas présentée ici examine les conséquences d’importantes réformes de décentralisation du système éducatif suédois qui ont eu lieu au début des années 1990. La transition soudaine d’un système éducatif traditionnellement centralisé vers un système décentralisé a forcé les municipalités à assumer rapidement des responsabilités nouvelles pour elles. Des difficultés ont été remarquées tôt dans la transition, et ont plus tard été confirmées par des études internationales, en particulier PISA, qui ont révélé des performances scolaires en baisse, et un élargissement du fossé entre les meilleurs et les moins bons élèves. Parmi les facteurs clé de cette évolution : la décentralisation a eu lieu sans un support adéquat de la part des autorités centrales, les municipalités (en particulier celles de petite taille) ne disposaient pas localement des capacités nécessaires pour assumer leurs nouvelles responsabilités, ce qui a abouti à un manque d’alignement entre les responsabilités officielles et les capacités effectives des différents acteurs. Le gouvernement central, dirigeant le système éducatif avec distance, a peu d’outils à sa disposition pour inciter les municipalités à atteindre les objectifs nationaux. Au niveau municipal, les ressources financières sont souvent allouées en fonction des traditions, et des débats politiques locaux, plutôt qu’en accord avec les besoins réels. Cela est en partie dû au mauvais usage par les décideurs locaux des données disponibles ainsi que des connaissances des experts. L’étude de cas suggère un ensemble de pistes d’amélioration.
Creation-Date: 2014-07-23
Number: 104
Handle: RePEc:oec:eduaab:104-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Dirk Van Damme
Author-Workplace-Name: OECD
Title: How Closely is the Distribution of Skills Related to Countries' Overall Level of Social Inequality and Economic Prosperity?
Abstract: A country’s level of human capital – the knowledge and skills in the population – has a strong bearing on its economic potential for growth and prosperity. On the other hand, its level of social inequality might prevent prosperity to be shared in equitable ways across the population. This papers looks at the relationship between the distribution of numeracy skills in the population to measures of economic prosperity (per capita GDP) and social inequality (Gini coefficient). Country-level correlations between various measures of the skills dispersion and these two indicators are presented. The correlations suggest that a higher numeracy skills dispersion is related to higher social inequality. A higher share of low-skilled adults relates positively with greater social inequality, while a higher share of high-skilled adults seems to be related with higher levels of economic output.
Le niveau du capital humain dans un pays - les connaissances et les compétences de la population - a une forte influence sur son potentiel de croissance économique et sa prospérité. D'autre part, son niveau d'inégalité sociale pourrait empêcher le partage équitable de la richesse entre tous les groupes de la population. Ce papier se penche sur la relation entre d’une part la répartition des compétences en numératie de la population, et d’autre part des mesures de prospérité économique (PIB par habitant) et d’inégalités sociales (coefficient de Gini). Les corrélations au niveau des pays entre les différentes mesures de la dispersion des compétences et ces deux indicateurs sont présentés. Ces corrélations suggèrent qu’une dispersion plus élevée des compétences en numératie est liée à un niveau d'inégalité sociale plus élevé. Une proportion plus élevée d'adultes peu qualifiés est associée positivement à une plus grande inégalité sociale, tandis qu'un pourcentage plus important d’adultes hautement qualifiés semble être lié à des niveaux plus élevés de production économique.
Creation-Date: 2014-10-17
Number: 105
Handle: RePEc:oec:eduaab:105-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Macarena Ares Abalde
Author-Workplace-Name: OECD
Title: School Size Policies: A Literature Review
Abstract: Recent demographic, economic and political trends have placed the issue of school size at the heart of school effectiveness and efficiency discussions. The subject of school size is particularly salient in remote and rural areas where the viability of small schools has been questioned. In spite of the relevance of school size policies, the literature on this issue is quite fragmented with few studies taking a comprehensive view on the implications of school size policies. This literature review attempts to bridge different strands of relevant research and describes existing country practices in order to provide a broader picture of the benefits and costs associated with different school sizes. The paper describes the different trends that have affected school enrolment and how different countries have managed school size policies, with a particular focus on school consolidation. It discusses the consequences of school consolidation and the alternatives to consolidation when schools are facing declining enrolment. It also reviews the different mechanisms through which school size affects the quality and efficiency of schools, and the existing empirical evidence on these effects.
Les récentes évolutions démographiques, économiques et politiques ont placé la question de la taille des écoles au centre du débat sur l’efficacité et l’efficience du système éducatif. Le sujet de la taille des écoles est particulièrement important dans les régions isolées et rurales où la viabilité des petites écoles est mise en cause. Malgré l’importance des mesures visant à réguler la taille des écoles, la littérature sur ce sujet reste divisée et peu d’études présentent une vue d’ensemble de ces politiques et de leurs implications. Cette revue de littérature vise à rapprocher les différents courants de la recherche sur ce sujet et à examiner les pratiques existantes afin de présenter une vue exhaustive des coûts et bénéfices qu’impliquent différentes tailles d’écoles. Ce papier décrit les facteurs sous-tendant l’évolution des inscriptions ainsi que les politiques visant à réguler la taille des écoles menées dans différents pays. Il analyse les conséquences des politiques de consolidation d’écoles et des options alternatives à la consolidation lorsque les inscriptions sont en baisse. Il examine également les résultats empiriques relatifs à l’impact de la taille sur la qualité et l’efficience des écoles.
Creation-Date: 2014-11-03
Number: 106
Handle: RePEc:oec:eduaab:106-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Fons J. R. Van de Vijver
Author-Workplace-Name: Tilburg University
Author-Name: Jia He
Author-Workplace-Name: Tilburg University
Title: Report on Social Desirability, Midpoint and Extreme Responding in TALIS 2013
Abstract: This paper investigated the effects of response styles in cross-cultural contexts. The authors used data on social desirability, extreme and midpoint responding, and the scale scores of 17 constructs related to the teaching profession, which were collected from 76,887 teachers in 18 countries in the Teaching and Learning International Survey (TALIS). Main findings are: (1) a 10-item social desirability scale demonstrated partial invariance of a positive and a negative impression management factor; (2) a general response style, representing a continuum ranging from response amplification to moderation, was extracted with social desirability and extreme responding as positive indicators and midpoint responding as a negative indicator; (3) social desirability and the general response style at the country level were negatively correlated with country affluence and educational achievement; (4) social desirability and the general response style were more strongly correlated with constructs of teacher efficacy and job satisfaction than other constructs at both the individual and country level; and (5) correction of response styles had negligible effects on cross-cultural differences in these constructs.
Ce document de travail étudie les effets des styles de réponses au sein des contextes interculturels. Les auteurs se sont servis des données en matière de « désirabilité sociale », des réponses extrêmes et médianes, et des scores des échelles de mesures de 17 constructions relatives à la profession d’enseignant. Ces données ont été recueillies auprès de 76,887 enseignants dans 18 pays de l’enquête internationale sur l’enseignement et l’apprentissage (TALIS). Les principales conclusions sont : (1) l’échelle de mesure de 10 items en matière de désirabilité sociale a démontré une invariance partielle du facteur de gestion du processus d’influence des perceptions positives ou négatives. (2) une réponse d’ordre général, représentant un continuum s’étendant d’une amplification de la réponse à la modération, a été extraite avec la désirabilité sociale et une réponse extrême comme indicateurs positifs et réponse médiane comme indicateur négatif ; (3) la désirabilité sociale et la réponse d’ordre général au niveau des pays étaient liées de manière négative avec la richesse des pays et le niveau d’éducation ; (4) la désirabilité sociale et la réponse d’ordre général étaient plus fortement liées avec les constructions relatives à l’efficacité des enseignants et la satisfaction dans l’exercice de leur profession que les autres constructions au niveau individuel et au niveau des pays ; et (5) la correction des styles de réponses avaient des effets négligeables sur les différences interculturelles de ces constructions.
Creation-Date: 2014-11-19
Number: 107
Handle: RePEc:oec:eduaab:107-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Lucie Cerna
Author-Workplace-Name: OECD
Title: Trust: What it is and Why it Matters for Governance and Education
Abstract: Trust is indispensable for social and economic relations; it is the glue that holds organisations together and appears to work somehow mysteriously. Overall, trust is a ubiquitous ingredient in policymaking and implementation across many governance systems including education, whether it concerns accountability mechanisms, capacity building or strategic thinking. Yet our understanding, conceptualisation and measurement of these issues remain limited. This working paper asks the question: what is trust and how does it matter for governance, especially in education systems? It explores why trust is key for policymaking and where it fits within current governance issues. The paper examines different definitions of trust, presents various ways of measuring trust and discusses some of their benefits and limitations. It proposes a definition of trust made up of three parts: trust as an expectation, a willingness to be vulnerable and a risk-taking act. The paper then presents a simple model of trust and governance and reviews the relationship between trust and different elements in education systems, such as complexity, asymmetries in information and power, collaboration/cooperation, monitoring and accountability, and professionalisation. It concludes with some policy findings and identifies several research gaps.
La confiance est un élément indispensable des relations sociales et économiques. Véritable ciment des organisations, elle semble fonctionner mystérieusement. Globalement, la confiance est un ingrédient omniprésent dans l’élaboration et la mise en oeuvre des mesures d’action publique dans de nombreux systèmes de gouvernance, y compris dans le domaine de l’éducation, qu’il s’agisse des mécanismes de responsabilisation, du renforcement des capacités ou de la réflexion stratégique. Or, notre compréhension, notre conceptualisation et notre évaluation de ces questions restent limitées. Le présent document de travail pose la question suivante : qu’est-ce que la confiance et quelle est son importance pour la gouvernance, en particulier dans les systèmes d’éducation ? Ce document examine les raisons pour lesquelles la confiance est primordiale pour l’élaboration des mesures d’action publique et à quel niveau elle s’inscrit dans les questions actuelles de gouvernance. Ensuite, il aborde les différentes définitions de la confiance et présente plusieurs manières de mesurer la confiance tout en évoquant leurs points forts et faibles. Il propose une définition de la confiance en trois parties : la confiance comme une attente, une volonté d’être vulnérable et un acte de prise de risque. Enfin, ce document présente un simple modèle de confiance et de gouvernance et analyse la relation entre la confiance et des éléments différents des systèmes d’éducation, comme la complexité, les asymétries d’information et de pouvoir, la collaboration/coopération, la surveillance et l’obligation de rendre des comptes, et la professionnalisation. Il termine par quelques conclusions pour l’action publique et identifie certaines lacunes dans la recherche.
Creation-Date: 2014-11-19
Number: 108
Handle: RePEc:oec:eduaab:108-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Harald Wilkoszewski
Author-Workplace-Name: OECD
Author-Name: Eli Sundby
Author-Workplace-Name: Ministry of Education and Research, Norway
Title: Steering from the Centre: New Modes of Governance in Multi-level Education Systems
Abstract: The governance of complex, decentralised, multi-level education systems poses two fundamental questions for both policy- and research discussions: What are innovative contemporary governance strategies for the central level in education systems? How can these approaches be described and analysed to identify commonalities that might help to understand how and if they work? In addressing these questions, this paper’s aim is twofold: first, to inform the policy-discussion by presenting empirical examples of new governance mechanisms that central governments use to steer systems across their levels; and second, to contribute to the conceptual discussion of how to categorise and analyse the evolution of new governance structures. To do so, the paper starts with identifying core features of multi-level governance and the respective conceptual gaps it produces. It then introduces a simple analytical categorisation of modes of governance. An analysis of three empirical cases (an institutionalised exchange between governance levels in Norway, a capacity building programme in Germany, and the Open Method of Coordination within the European Union) then shows how various education systems address these gaps and design the role of the central level in complex decision-making structures. A comparison of the three cases identifies – despite the heterogeneity of the cases – several communalities, such as multi-staged policy processes, transparency and publicity, and soft sanctions. The paper concludes that the Open Method of Coordination, even though often criticised for its inefficiencies, might serve as a promising template for national approaches to soft governance in education. Further research on OECD education systems is needed to gather more empirical examples; these may help to get a better understanding of what is needed for successful steering from the central level in decentralised contexts.
La gouvernance des systèmes éducatifs complexes, décentralisés et multi-niveaux pose deux questions fondamentales dans le cadre du débat pour l’action publique et la recherche : Actuellement, quelles sont les stratégies novatrices de gouvernance centrale dans les systèmes éducatifs ? Comment ces approches peuvent-elles être décrites et analysées afin d'identifier les points communs à même d’expliquer comment elles fonctionnent, et si elles fonctionnent correctement ? Le présent document aborde ces questions dans un double objectif : tout d’abord, pour informer la discussion politique en présentant des exemples empiriques de nouveaux mécanismes de gouvernance que les pouvoirs publics emploient pour diriger les systèmes à tous leurs niveaux ; et, d'autre part, pour contribuer au débat conceptuel sur la façon de classer et d’analyser l'évolution des nouvelles structures de gouvernance. Pour ce faire, l’analyse commence par définir les fonctionnalités principales de la gouvernance à plusieurs niveaux ainsi que les lacunes conceptuelles respectives qu’elle engendre. Elle introduit ensuite une classification analytique simple des modes de gouvernance. Ensuite sont présentés trois cas empiriques (un échange institutionnalisé entre les niveaux de gouvernance en Norvège, un programme de renforcement des capacités en Allemagne et la méthode ouverte de Coordination au sein de l'Union européenne), montrant comment différents systèmes éducatifs comblent ces lacunes et conçoivent le rôle du gouvernement central dans les structures décisionnelles complexes. Malgré l'hétérogénéité de ces trois cas, leur comparaison identifie plusieurs points communs, tels que les processus d’action publique en plusieurs étapes, la transparence et la diffusion des informations, et les sanctions modérées. Le document conclut que la Méthode Ouverte de Coordination, bien que souvent critiquée pour son inefficacité, pourrait servir de modèle prometteur pour des approches nationales de gouvernance souple dans le domaine de l’éducation. Davantage de recherches sur les systèmes éducatifs des pays de l’OCDE sont nécessaires pour recueillir des exemples plus empiriques ; ceux-ci peuvent aider à mieux comprendre ce qui est nécessaire pour une direction efficace du gouvernement central dans des contextes décentralisés.
Creation-Date: 2014-11-17
Number: 109
Handle: RePEc:oec:eduaab:109-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Tim Kautz
Author-Workplace-Name: University of Chicago
Author-Name: James J. Heckman
Author-Workplace-Name: University of Chicago
Author-Name: Ron Diris
Author-Workplace-Name: Katholieke Universiteit Leuven
Author-Name: Bas ter Weel
Author-Workplace-Name: Maastricht University
Author-Name: Lex Borghans
Author-Workplace-Name: Maastricht University
Title: Fostering and Measuring Skills: Improving Cognitive and Non-cognitive Skills to Promote Lifetime Success
Abstract: IQ tests and achievement tests do not capture non-cognitive skills — personality traits, goals, character and motivations that are valued in the labour market, in school and elsewhere. For many outcomes, their predictive power rivals or exceeds that of cognitive skills. Skills are stable across situations with different incentives. Skills are not immutable over the life cycle. While they have a genetic basis they are also shaped by environments, including families, schools and peers. Skill development is a dynamic process. The early years are important in shaping all skills and in laying the foundations for successful investment and intervention in the later years. During the early years, both cognitive and non-cognitive skills are highly malleable. During the adolescent years, non-cognitive skills are more malleable than cognitive skills. The differential plasticity of different skills by age has important implications for the design of effective policies.
Keywords: character, early childhood investment, mentoring, non-cognitive skills, personality, skills beget skills, technology of skill formation
Creation-Date: 2014-11-25
Number: 110
Handle: RePEc:oec:eduaab:110-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Grzegorz Mazurkiewicz
Author-Workplace-Name: Jagiellonian University
Author-Name: Bartłomiej Walczak
Author-Workplace-Name: Jagiellonian University
Author-Name: Marcin Jewdokimow
Author-Workplace-Name: Jagiellonian University
Title: Implementation of a New School Supervision System in Poland
Abstract: This case study explores the strategies, processes and outcomes of an education reform in Poland which was introduced in 2009 and substantively changed the school inspection system. Its analysis looks in particular at the co-operation between the central and the local level throughout the implementation of the programme. In order to address the shortcomings of the prior inspection system, the reform combined internal and external evaluation in school supervision practice and put greater emphasis on collaboration among stakeholders. The results of the analysis show that the reform has had a great impact on the organisation of inspectorates, introducing modern principles such as teamwork and self-evaluation. Also, it affected the attitudes of important actors in the education system regarding the relevance of data to support internal and external school evaluation. The overall goals and aims of the reform gained the support of the various stakeholders. However, the implementation and communication processes were seen as deficient, especially in terms of a lack of capacity to roll out the reform as well as a lack of trust/disbelief that evaluation can be used for improvement, rather than the expected punitive purposes. Nevertheless, the reform achieved first structural steps towards building a culture of self-evaluation, which had thus far not been part of the Polish education system.
L’étude de cas présentée ici examine l’amélioration des performances du système scolaire polonais au moyen d’un nouveau mécanisme d’évaluation introduit en 2009. Ce dernier s’appuie sur des structures conçues pour se substituer au dispositif d’inspection existant, ce qui rend la mise en oeuvre de la réforme difficile à plusieurs égards : aspects logistiques et structurels, changements d’allégeance et problèmes d’orgueil professionnel, ainsi que luttes de pouvoir entre les niveaux central/régional/local. Tandis que la majorité des enseignants et des directeurs touchés par la réforme soutenaient les objectifs généraux du programme, des doutes s’élevaient quant à la procédure de mise en oeuvre elle-même. Dans de telles configurations, un échange structuré entre les acteurs clefs faciliterait l’alignement des stratégies de mise en oeuvre avec les objectifs globaux de la réforme. La critique principale fustigeait un manque de capacités (moyens financiers ou connaissances) au niveau local pour la mise en oeuvre de la réforme, et un certain scepticisme quant à la possibilité d’utiliser l’évaluation pour susciter des améliorations sans recourir aux sanctions habituellement prévues. Néanmoins, la réforme a effectué les premières démarches vers le développement d'une culture de l'auto-évaluation, jusqu'à présent absente du système éducatif polonais.
Creation-Date: 2014-12-01
Number: 111
Handle: RePEc:oec:eduaab:111-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Gabriela Moriconi
Author-Workplace-Name: Fundação Carlos Chagas
Author-Name: Julie Bélanger
Author-Workplace-Name: OECD
Title: Student Behaviour and Use of Class Time in Brazil, Chile and Mexico: Evidence from TALIS 2013
Abstract: Teachers in Brazil, Chile and Mexico report having high percentages of students with behavioural problems in their classes. Especially in Brazil, teachers report spending large amounts of time keeping order in the classroom. Besides potentially significantly reducing instructional time and students’ opportunities to lean, student misbehaviour can also influence attracting and retaining teachers. Therefore, this paper aims to investigate factors associated with time that lower secondary teachers report spending keeping order in the classroom and factors associated with these teachers’ reports of student behavioural problems in their class. It is based on in-depth analyses from the OECD Teaching and Learning International Survey (TALIS 2013) data from Brazil, Chile and Mexico. Some of the major findings show that aspects of initial teacher education, professional development and teacher professional collaboration are associated with the time that lower secondary teachers report spending keeping order in the classroom, while participation among stakeholders in schools is negatively associated with student behavioural problems in the classroom.
Au Brésil, au Chili et au Mexique, les enseignants font état d’importants pourcentages d’élèves ayant des problèmes de comportement dans leurs classes. Au Brésil plus particulièrement, les enseignants indiquent consacrer beaucoup de temps au maintien de l’ordre en classe. En plus de réduire potentiellement de façon significative le temps d’instruction et les opportunités d’apprentissage, les problèmes de comportement des élèves peuvent également avoir une incidence sur l’attrait de la profession d’enseignant et le maintien des enseignants déjà en poste. Cet article document entend donc étudier les facteurs associés au temps que les enseignants du premier cycle du secondaire indiquent consacrer au maintien de l’ordre en classe et les facteurs associés aux déclarations que font ces enseignants de comportements perturbateurs d’élèves dans leurs classes. Il se fonde sur des analyses approfondies des données de l’Enquête internationale de l’OCDE sur l’enseignement et l’apprentissage (TALIS 2013) pour le Brésil, le Chili et le Mexique. Parmi les principaux résultats, il apparaît que certains aspects de la formation initiale des enseignants, de leur formation continue et de leur collaboration professionnelle entre pairs présentent un lien avec le temps que les enseignants du premier cycle du secondaire indiquent consacrer au maintien de l’ordre en classe, tandis que la participation des différents acteurs de l’établissement présente une relation négative avec les problèmes de comportement des élèves en classe.
Creation-Date: 2015-01-30
Number: 112
Handle: RePEc:oec:eduaab:112-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Marius R. Busemeyer
Author-Workplace-Name: University of Konstanz
Author-Name: Janis Vossiek
Author-Workplace-Name: University of Konstanz
Title: Reforming Education Governance Through Local Capacity-building: A Case Study of the “Learning Locally” Programme in Germany
Abstract: This report is an assessment of the programme “Lernen vor Ort” [LvO – “Learning Locally”] initiated by the German federal government in order to support the development of local governance structures in education. LvO ran between 2009 and 2014 in about 40 participating local governments, which were chosen in a competitive process. It aimed at promoting cooperation between local governments and civil society stakeholders, creating sustainable structures in educational monitoring, management and consulting as well as improving local capacities in knowledge management. Besides providing important background information on the German education system and the design of the LvO programme, this study engages in five detailed case studies of the implementation of the LvO programme in different local authorities. These studies are mainly based on approximately 90 interviews with local and national experts, and stakeholders. The main findings are that LvO can be regarded as a success due to the fact that it had a lasting and probably sustainable impact in the cases studied in this report, in particular with regard to those structures that produce concrete and visible outputs, such as educational monitoring. The case studies also reveal a number of local factors that influence the relative effectiveness of the implementation of the programme. Political leadership and support from the head of the local government are crucial, in particular during critical situations during the implementation. Furthermore, the impact of the programme was particularly positive, when the process of local implementation was characterised by clear communication strategies, broad stakeholder involvement in governing bodies and the implementation of concrete goals and projects. However, relative success also depended on important background factors such as local socio-economic conditions as well as financial and administrative capacities, which could not be adressed directly by the programme’s goals. The report concludes with some general recommendations and lessons learned of relevance for other countries.
Par le biais de l’initiative « Lernen-vor-Ort (LvO)» (« Apprentissage local »), le niveau central en Allemagne a lancé un programme politique d’envergure en 2009, qui vise à renforcer la gestion de l’éducation au niveau local. Active entre les années 2009-2014, environs 40 communes participaient à LvO. Le programme vise à promouvoir la collaboration entre les gouvernements locaux et les organisations de la société civile, et la création des structures viables pour améliorer le suivi pédagogique. Par ailleurs, l’organisation du programme facilite la création d’un nouveau système de connaissances dans l’éducation et l’amélioration de la capacité locale dans ce domaine. Le programme LvO peut être considéré comme une réussite car il a eu des répercussions durables et probablement pérennes au niveau de structures comme le suivi pédagogique. Le leadership politique et le soutien apporté par les collectivités locales constituent d’importants facteurs de réussite. L’incidence de ce programme a été particulièrement marquée au moment où la mise en place au niveau local s’est traduite par des stratégies de communication claires, une large implication des parties prenantes dans la direction des organes et la concrétisation des objectifs et des projets. Son succès a néanmoins été lié à d’importants facteurs comme les conditions socio-économiques locales ainsi que les capacités financières et administratives, qui ne pouvaient pas être abordées directement dans le contexte des objectifs du programme. Le rapport conclut avec des recommandations d’ordre général et les leçons pertinentes que d’autre pays peuvent en tirer.
Creation-Date: 2015-02-09
Number: 113
Handle: RePEc:oec:eduaab:113-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Marco Paccagnella
Author-Workplace-Name: OECD
Title: Skills and Wage Inequality: Evidence from PIAAC
Abstract: This paper exploits data from the Survey of Adult Skills (PIAAC) to shed light on the link between measured cognitive skills (proficiency), (formal) educational attainment and labour market outcomes. After presenting descriptive statistics on the degree of dispersion in the distributions of proficiency and wages, the paper shows that the cross-country correlation between these two dimensions of inequality is very low and, if anything, negative. As a next step, the paper provides estimates of the impact of both proficiency and formal education at different parts of the distribution of earnings. Formal education is found to have a larger impact on inequality, given that returns to education are in general much higher at the top than at the bottom of the distribution. The profile of returns to proficiency, by contrary, is much flatter. This is consistent with the idea that PIAAC measures rather general skills, while at the top end of the distribution the labour market rewards specialised knowledge that is necessarily acquired through tertiary and graduate education. Finally, a decomposition exercise shows that composition effects are able to explain a very limited amount of the observed cross-country differences in wage inequality. This suggests that economic institutions, by shaping the way personal characteristics are rewarded in the labour market, are the main determinants of wage inequality.
Ce document exploite les données de l'Évaluation des compétences des adultes (PIAAC) pour tenter de mieux comprendre le lien entre les compétences cognitives mesurées (le niveau de compétence), le niveau de formation (dans le cadre institutionnel) et les résultats sur le marché du travail. Après la présentation de statistiques descriptives sur le degré de dispersion des distributions des niveaux de compétence et des revenus, le document montre que la corrélation internationale entre ces deux dimensions d’inégalité est très faible et, le cas échéant, négative. Le document présente ensuite des estimations de l'incidence à la fois du niveau de compétence et du niveau de formation dans le cadre institutionnel à différents points de la distribution des revenus. Le niveau de formation dans le cadre institutionnel s’avère avoir une incidence plus importante sur l'inégalité, les rendements de l'éducation étant en général bien plus élevés dans la partie supérieure de la distribution que dans sa partie inférieure. Les rendements du niveau de compétence présentent, en revanche, un profil beaucoup plus plat. Ce constat concorde avec le fait que le PIAAC évalue des compétences plutôt générales, tandis qu’au sommet de la distribution, le marché du travail récompense des connaissances spécialisées nécessairement acquises dans l'enseignement supérieur et universitaire. Enfin, un exercice de décomposition montre que les effets de composition ne sont en mesure d'expliquer qu’un nombre très limité des différences d'inégalité des revenus observées entre les pays. Ce constat laisse penser qu’en façonnant la manière dont les caractéristiques personnelles sont récompensées sur le marché du travail, les institutions économiques sont les principaux déterminants de l'inégalité des revenus.
Creation-Date: 2015-02-27
Number: 114
Handle: RePEc:oec:eduaab:114-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Bruce Austin
Author-Name: Olusola O. Adesope
Author-Name: Brian F. French
Author-Name: Chad Gotch
Author-Workplace-Name: University of Washington
Author-Name: Julie Bélanger
Author-Workplace-Name: OECD
Author-Name: Katarzyna Kubacka
Author-Workplace-Name: OECD
Title: Examining school context and its influence on teachers: linking Talis 2013 with PISA 2012 student data
Abstract: The Organisation for Economic Cooperation and Development (OECD) has linked data from the Teaching and Learning International Survey (TALIS) of teachers of 15-year-old students with school-level data from the Programme for International Student Assessment (PISA), a survey of 15-year-old students. The purpose of this study is to present an exploratory analysis of the combined TALIS-PISA data by examining the relationship of school-level student measures to teacher outcomes. In other words, this paper examines how student factors in a school may influence teachers’ work, their attitudes, and their perceived needs for support. Survey responses were collected from teachers and students in eight countries. Data from 26 610 teachers were combined with student measures, aggregated by school, from 103 077 students. Regression, hierarchical linear and multilevel models were used to analyse the data. Teacher outcomes that were modelled included professional development, collaboration, and self-efficacy. Student measures included attitudes about math and school, PISA math achievement, and Economic, Social and Cultural Status (ESCS). Interactions involving teacher measures such as gender and years of experience crossed with student outcomes were examined. Separate models for mathematics teachers were also explored. Findings varied dramatically across countries, and many significant differences were found between male and female teachers as well as between mathematics and all teachers. The paper concludes with practical implications of the research.
L’Organisation de Coopération et de Développement Économiques (OCDE) a rapproché les données de l’Enquête internationale sur l'enseignement et l'apprentissage (TALIS), menée auprès d’enseignants ayant des élèves de 15 ans, de celles recueillies dans les établissements auprès d’élèves âgés de 15 ans dans le cadre du Programme international pour le suivi des acquis des élèves (PISA). Cette étude a pour but de présenter une analyse exploratoire des données combinées de TALIS-PISA en examinant le lien qui existe entre les réponses des élèves au niveau des établissements et celles des enseignants. En d’autres termes, le présent document examine comment les facteurs liés aux élèves dans un établissement peuvent influencer la pratique professionnelle des enseignants, leurs attitudes et l’aide dont ils estiment avoir besoin. Les réponses aux enquêtes ont été recueillies auprès d’enseignants et d’élèves dans huit pays. Les données relatives à 26 610 enseignants ont été associées aux réponses fournies par 103 077 élèves et regroupées par établissement. Des modèles de régression, des modèles linéaires hiérarchiques et des modèles multiniveaux ont été utilisés pour analyser les données. Parmi les indices des enseignants qui ont été modélisés figuraient le développement professionnel, la collaboration et l’efficacité personnelle. Les indices des élèves portaient notamment sur les attitudes vis-à-vis des mathématiques et de l’école, les résultats PISA en mathématiques, et le statut économique, social et culturel (SESC). Ont également été examinées les interactions entre les données relatives aux enseignants, comme le sexe et les années d’expérience, et les résultats des élèves. Des modèles distincts pour les professeurs de mathématiques ont également été étudiés. Les résultats étaient très différents d’un pays à l’autre, et de nombreux écarts importants ont été observés entre les enseignants et les enseignantes mais aussi entre les professeurs de mathématiques et les autres. Pour conclure, le document expose les implications pratiques de ces travaux de recherche.
Creation-Date: 2015-03-30
Number: 115
Handle: RePEc:oec:eduaab:115-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Gabriela Moriconi
Author-Workplace-Name: Fundação Carlos Chagas
Author-Name: Julie Bélanger
Author-Workplace-Name: OECD
Title: Supporting teachers and schools to promote positive student behaviour in England and Ontario (Canada): Lessons for Latin America
Abstract: This paper presents the findings based on case studies of the educational systems of England and of the Canadian province of Ontario, as part of a research project funded by the Thomas J. Alexander Fellowship Programme.1 This research project aims to provide inputs to policymakers and school leaders, especially in Latin America, to support teachers and schools with student behaviour issues and improve classroom and school climate. The purpose of these case studies is to investigate how system-level policies in four main areas (initial teacher education, professional development, professional collaboration and participation among stakeholders) and other types of system-level initiatives (such as student behaviour policies) have been implemented in order to improve disciplinary climate and help teachers to deal with student behaviour issues. It also aims to identify the conditions in which teaching and classroom practices take place, in order to understand the context of student behaviour and disciplinary climate in these educational systems.
Ce document présente les conclusions d’études de cas menées sur les systèmes d’éducation en Angleterre et dans la province canadienne de l’Ontario, dans le cadre d’un projet de recherche financé par le Programme de bourses Thomas J. Alexander2. L’objectif de ce projet est de fournir aux décideurs et aux chefs d’établissement, notamment en Amérique latine, des propositions sur la manière de soutenir les enseignants et les établissements confrontés à des problèmes de comportement de la part de leurs élèves, et d’améliorer le climat des classes et des établissements. Ces études de cas visent à examiner la façon dont des mesures systémiques dans quatre grands domaines (formation initiale des enseignants, développement professionnel, collaboration professionnelle et participation des parties prenantes) et d’autres types d’initiatives systémiques (telles que les mesures relatives au comportement des élèves) ont été mises en oeuvre afin d’améliorer le climat de discipline et d’aider les enseignants à faire face aux problèmes de comportement de leurs élèves. L’un des autres objectifs est d’analyser les conditions dans lesquelles s’inscrivent les pratiques pédagogiques afin de mieux comprendre le contexte du comportement des élèves et du climat de discipline dans ces systèmes d’éducation.
Creation-Date: 2015-04-21
Number: 116
Handle: RePEc:oec:eduaab:116-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Tommaso Agasisti
Author-Workplace-Name: Politecnico di Milano School of Management
Author-Name: Pablo Zoido
Author-Workplace-Name: OECD
Title: The Efficiency of Secondary Schools in an International Perspective: Preliminary Results from PISA 2012
Abstract: As governments around the world struggle with doing more with less, efficiency analysis climbs to the top of the policy agenda. This paper derives efficiency measures for more than 8,600 schools in 30 countries, using PISA 2012 data and a bootstrap version of Data Envelopment Analysis as a method. We estimate that given current levels of inputs it would be possible to increase achievement by as much as 27% if schools improved the way they use these resources and realised efficiency gains. We find that efficiency scores vary considerably both between and within countries. Subsequently, through a second-stage regression, a number of school-level factors are found to be correlated with efficiency scores, and indicate potential directions for improving educational results. We find that many efficiency-enhancing factors vary across countries, but our analysis suggests that targeting the proportion of students below low proficiency levels and putting attention to students’ good attitudes (for instance, lower truancy), as well as having better quality of resources (i.e. teachers and educational facilities), foster better results in most contexts.
Alors que les gouvernements du monde entier tentent de faire toujours plus avec moins, l’analyse de l’efficience occupe le haut de l’agenda politique. Ce document s’appuie sur des mesures d’efficience effectuées dans plus de 8600 écoles dans 30 pays, en utilisant les données PISA de 2012 et une version bootstrap d’une méthode d’analyse par enveloppement de données. Nous estimons qu’au regard des niveaux actuels des contributions, il serait possible d’augmenter les performances de 27% si les écoles amélioraient la façon dont elles utilisent les ressources en réalisant des gains d’efficience. Nous constatons que les scores d’efficience varient de manière considérable entre les pays et au sein des pays. En conséquence, par le biais d’une régression de deuxième étape, il se trouve qu’un certain nombre de facteurs scolaires sont corrélés aux scores d’efficience et indiquent de possibles orientations visant à améliorer les résultats en matière éducative. Nous constatons que de nombreux facteurs favorisant l’efficience varient d’un pays à l’autre, mais notre analyse indique que l’on obtient de meilleurs résultats dans la plupart des domaines en se concentrant sur les étudiants dont les compétences sont faibles et en mettant l’accent sur les bonnes attitudes (réduire l’absentéisme par exemple) tout en ayant des ressources de meilleure qualité (professeurs et établissements scolaires).
Classification-JEL: C14; I21; I24; I28
Keywords: efficiency, equity, international comparisons
Creation-Date: 2015-05-05
Number: 117
Handle: RePEc:oec:eduaab:117-EN
Template-type: ReDIF-Paper 1.0
Author-Name: J. Douglas Willms
Author-Workplace-Name: University of New Brunswick
Author-Name: Lucia Tramonte
Author-Workplace-Name: University of New Brunswick
Title: Towards the development of contextual questionnaires for the PISA for development study
Abstract: The aim of this paper is to describe the technical issues to be addressed in enhancing the Programme for International Student Assessment (PISA) contextual questionnaires instruments for the PISA for Development (PfD) study. We discuss the conceptual framework for the contextual questionnaires used in PISA, describe the evolution of the PISA contextual questionnaires, review the measures used in several other international studies, and consider how the PISA data have been used to address the policy questions relevant to the OECD member countries. This research, alongside discussions with key stakeholders, including those from participating countries, enabled us to identify seven themes in which the PISA contextual questionnaires could be enhanced and made more relevant for low- and middle-income countries: early learning opportunities, language at home and at school, family and community support, quality of instruction, learning time, socioeconomic status, and school resources. We discuss various options for enhancing these measures.
Ce document a pour objectif de présenter les questions techniques devant être examinées dans le cadre du renforcement des instruments des questionnaires contextuels du Programme international pour le suivi des acquis des élèves (PISA) en vue de l’étude PISA pour le développement (PfD). Nous étudions le cadre conceptuel des questionnaires contextuels utilisés dans l’enquête PISA, décrivons l’évolution de ces questionnaires, examinons les indicateurs utilisés dans plusieurs autres études internationales et analysons la façon dont les données PISA ont été utilisées pour répondre aux questions stratégiques pertinentes dans les pays membres de l’OCDE. Ces recherches, parallèlement aux discussions menées avec les principales parties prenantes, notamment celles des pays participants, nous ont permis de mettre au jour sept grands thèmes pour lesquels les questionnaires contextuels PISA pourraient être renforcés afin d’accroître leur pertinence pour les pays à revenu faible ou intermédiaire : l’accès des jeunes enfants aux possibilités d’apprentissage ; la langue dans les cadres privé et scolaire ; le soutien familial et communautaire ; la qualité de l’instruction ; le temps d’apprentissage ; le statut socio-économique ; et les ressources scolaires. Nous analysons différentes possibilités de renforcement de ces indicateurs.
Creation-Date: 2015-05-06
Number: 118
Handle: RePEc:oec:eduaab:118-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Francesca Borgonovi
Author-Workplace-Name: OECD
Author-Name: Tracey Burns
Author-Workplace-Name: OECD
Title: The educational roots of trust
Abstract: Trust is important for social and economic well-being, for enhancing social cohesion and strengthening resilience, and for maintaining security and order in our societies. Trust is the foundation upon which social capital is built and it also is intimately related to human capital. This work examines the association between education and levels of interpersonal trust, using data from the OECD’s Survey of Adult Skills (PIAAC). Our analysis demonstrated that education strengthens the cognitive and analytical capacities needed to develop, maintain, and (perhaps) restore trust in both close relationships as well as in anonymous others. It does so both directly, through building and reinforcing literacy and numeracy in individuals, and indirectly, through facilitating habits and reinforcing behaviours such as reading and writing at home and at work. Education and trust are thus fundamentally intertwined and dependent on each other. While all countries across the OECD have been striving to improve their education systems in terms of student achievement levels, this analysis suggests that there are also concrete elements that could be usefully addressed in order to reinforce and strengthen trust.
La confiance est un élément important du bien-être social et économique, qui permet de renforcer la cohésion sociale et la résilience tout en maintenant la sécurité et l’ordre dans nos sociétés. La confiance est le fondement sur lequel repose le capital social et elle est également liée intimement au capital humain. Ces travaux ont pour objectif d’examiner le rapport entre l’éducation et les niveaux de confiance interpersonnelle, grâce aux données de l’étude de l’OCDE intitulée Programme pour l'évaluation internationale des adultes (PIAAC). Notre analyse a démontré que l’éducation renforçait les capacités cognitives et analytiques nécessaires au développement, au maintien et (éventuellement) à la restauration de la confiance, à la fois dans les relations avec les proches et dans les relations avec le reste du monde. Elle le fait directement, en inculquant et en renforçant l’apprentissage en lecture, écriture et calcul de chacun et aussi indirectement, en facilitant l’accès et en incitant à la lecture et à l’écriture aussi bien à la maison que sur le lieu de travail. De ce fait, éducation et confiance sont intimement liés et interdépendantes. S’il est vrai que tous les pays de l’OCDE se sont efforcés d’améliorer leurs systèmes éducatifs en termes de niveaux de réussite des élèves, cette analyse montre qu’il existe aussi des éléments concrets qui peuvent être efficacement utilisés pour asseoir et renforcer la confiance.
Creation-Date: 2015-05-21
Number: 119
Handle: RePEc:oec:eduaab:119-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Roy Carr-Hill
Author-Workplace-Name: University College London
Title: PISA for development technical strand c: Incorporating out-of-school 15- year-olds in the assessment
Abstract: The success of PISA since its first survey administration in 2000 has attracted an ever increasing number of participating countries. With an increasingly diverse group of countries, the targeting of the original assessment may be less appropriate than when it was first conceived for a smaller more uniform group of countries. The purpose of this paper is to identify the technical issues in respect of Strand C (assessing competencies of those out-of-school) and to discuss and present ways of addressing these issues.
Creation-Date: 2015-05-27
Number: 120
Handle: RePEc:oec:eduaab:120-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Hiroko Ikesako
Author-Workplace-Name: OECD
Author-Name: Koji Miyamoto
Author-Workplace-Name: OECD
Title: Fostering social and emotional skills through families, schools and communities: Summary of international evidence and implication for Japan's educational practices and research
Abstract: Social and emotional skills, such as perseverance, sociability and self-esteem, help individuals face the challenges of the 21st century and benefit from the opportunities it brings. Policy makers, teachers and parents can help foster these skills by improving the learning environments in which they develop. This paper reviews international evidence, including those from Japan, to better understand the learning contexts that can be conducive to children’s social and emotional development. It sheds light on features that underlie successful learning programmes including intervention studies. Reviewed evidence suggests that there are important roles for families, schools and communities to play in enhancing children’s social and emotional skills, and that coherence across multiple learning contexts needs be ensured. While most of the evidence comes from the United States and the United Kingdom, the paper suggests that further efforts could be made in Japan in collecting and better exploiting micro-data on a range of social and emotional skills, as well as in evaluating effectiveness of interventions designed to raise social and emotional skills.
Les compétences socio-affectives, telles que la persévérance, la sociabilité et l’estime de soi, aident les individus à faire face aux défis du XXIe siècle et à tirer profit des opportunités qu’il offre. Les décideurs, les enseignants et les parents peuvent favoriser le développement de ces compétences en améliorant les environnements d’apprentissage au sein desquels se fait leur acquisition. Ce document examine les données internationales, notamment celles du Japon, afin de mieux identifier les cadres d’apprentissage susceptibles d’être propices à l’acquisition des compétences socio-affectives chez l’enfant. Il met au jour les caractéristiques sous-tendant la réussite des programmes d’apprentissage incluant des études d’intervention. L’analyse des données met en évidence le rôle important que peuvent jouer les familles, l’école et la collectivité dans le développement des compétences socio-affectives chez l’enfant, et la nécessité de garantir la cohérence entre les différents cadres d’apprentissage. Si la plupart des données viennent des États-Unis et du Royaume-Uni, ce document suggère que des efforts supplémentaires pourraient être faits au Japon pour collecter et mieux exploiter des micro-données sur un ensemble de compétences socio-affectives, ainsi que pour évaluer l’efficacité des interventions visant à renforcer ces compétences.
Creation-Date: 2015-06-10
Number: 121
Handle: RePEc:oec:eduaab:121-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Lorna Earl
Author-Workplace-Name: Earl & Associates
Author-Name: Helen Timperley
Author-Workplace-Name: University of Auckland
Title: Evaluative thinking for successful educational innovation
Abstract: In this working paper, Earl and Timperley argue that evaluative thinking is a necessary component of successful innovation and involves more than measurement and quantification. Combining evaluation with innovation requires discipline in the innovation and flexibility in the evaluation. The knowledge bases for both innovation and evaluation have advanced dramatically in recent years in ways that have allowed synergies to develop between them; the different stakeholders can bring evaluative thinking into innovation in ways that capitalise on these synergies. Evaluative thinking contributes to new learning by providing evidence to chronicle, map and monitor the progress, successes, failures and roadblocks in the innovation as it unfolds. It involves thinking about what evidence will be useful during the course of the innovation activities, establishing the range of objectives and targets that make sense to determine their progress, and building knowledge and developing practical uses for the new information, throughout the trajectory of the innovation. Having a continuous cycle of generating hypotheses, collecting evidence, and reflecting on progress, allows the stakeholders (e.g., innovation leaders, policymakers, funders, participants in innovation) an opportunity to try things, experiment, make mistakes and consider where they are, what went right and what went wrong, through a fresh and independent review of the course and the effects of the innovation. This paper describes issues and approaches to each phase of the cycle. It concludes by outlining the synergies to be made, building capacity for evaluative thinking, as well as possible tensions to be addressed.
Dans ce document de travail, Earl et Timperley mettent en avant l’argument que la pensée évaluative est un élément indispensable à une innovation réussie, et qu’il ne s’agit pas seulement de méthodes de mesure et de quantification. Combiner évaluation avec innovation exige de la discipline dans l’innovation et de la souplesse dans l’évaluation. Les bases de connaissances pour l’innovation comme pour l’évaluation ont vu une évolution importante ces dernières années, permettant le développement de synergies entre ces deux domaines ; les différentes parties prenantes peuvent apporter la pensée évaluative à l’innovation, en tirant parti de ces synergies. La pensée évaluative contribue aux nouveautés en matière d’apprentissage en fournissant des preuves pour documenter, recenser et mesurer le progrès, les succès, les échecs et les obstacles dans l’innovation en cours. Il s’agit de réfléchir aux preuves qui seraient utiles au cours des activités de l’innovation, et donc d’établir un champ d’objectifs et de cibles propices à déterminer le progrès de ces activités, acquérir des connaissances et développer des usages pratiques des nouvelles informations tout au long de la trajectoire de l’innovation. La génération d’hypothèses en cycle continu, le recueil de preuves, et la réflexion sur le progrès permettent aux parties prenantes (par exemple, les leaders de l’innovation, les responsables politiques, les bailleurs de fonds, et les personnes prenant part à l’innovation) d’essayer, d’expérimenter, de faire des erreurs et de considérer où sont ces erreurs, ce qui s’est bien passé ou ce qui a mal tourné, grâce à un bilan nouveau et indépendant du déroulement et des effets de l’innovation. Ce document décrit les enjeux et les approches de chacune des phases du cycle. Il conclut en indiquant les synergies qu’il reste à accomplir, ouvrant le champ à la pensée évaluative, ainsi que des tensions éventuelles à traiter.
Creation-Date: 2015-07-03
Number: 122
Handle: RePEc:oec:eduaab:122-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Hendrickje Catriona Windisch
Author-Workplace-Name: OECD
Title: Adults with low literacy and numeracy skills: A literature review on policy intervention
Abstract: Identifying effective policy interventions for adults with low literacy and numeracy skills has become increasingly important. The PIAAC Survey of Adult Skills has revealed that a considerable number of adults in OECD countries possess only limited literacy and numeracy skills, and governments now recognise the need to up-skill low-skilled adults in order to maintain national prosperity, especially in the context of structural changes and projected population ageing. Against this background, this literature review examines the current evidence on policy interventions for adults with low literacy and numeracy skills to clarify which targeted policy levers could best enhance socio-economic returns. Despite progress in measuring adult skills and extensive literature describing practices used in adult literacy and numeracy programmes, there is little analysis of the effects of different interventions on learners. This literature review therefore attempts to bring together the analytical insights from research and practice to provide a broad picture of what has so far proven to motivate low-skilled adults to join and persist in literacy and numeracy learning. The paper shows that low basic skills levels of adults are a complex policy problem that has neither straightforward causes nor straightforward solutions and successful interventions are relatively uncommon. Tackling serious literacy and numeracy weaknesses is challenging because the group of low-skilled adults is diverse and requires different, well-targeted interventions. But there is now an emerging body of evidence on the approaches to teaching and learning that can make life-changing differences to adults in need. The paper identifies formative assessment, e-learning, and contextualisation and embedding (especially in the workplace and family context) as effective approaches to basic skills teaching. The central challenge is to put the evidence to work.
Le recensement des interventions efficaces des pouvoirs publics auprès des adultes possédant de faibles compétences en littératie et en numératie est devenu de plus en plus important. Le Programme pour l’évaluation internationale des compétences des adultes (PIAAC) a en effet mis en évidence qu’un nombre considérable d’adultes dans les pays de l’OCDE ne possédaient que des compétences limitées en lecture, écriture et mathématiques, et les pouvoirs publics reconnaissent désormais la nécessité de renforcer les compétences des adultes peu qualifiés dans le but de maintenir la prospérité nationale, notamment dans le contexte des changements structurels et des prévisions de vieillissement de la population. Dans ce contexte, la présente analyse des travaux antérieurs examine les données disponibles sur les interventions des pouvoirs publics auprès des adultes possédant de faibles compétences en littératie et en numératie dans le but de déterminer quels moyens d’action ciblés pourraient optimiser les retombées socioéconomiques. Malgré les progrès accomplis dans l’évaluation des compétences des adultes et les nombreux travaux décrivant les pratiques utilisées dans les programmes de formation des adultes en littératie et numératie, il existe peu d’analyses des effets des différentes interventions sur les apprenants. Le but de cet examen des travaux antérieurs est par conséquent de rassembler les données analytiques issues de la recherche et de la pratique pour donner un aperçu des éléments qui ont jusqu’à présent prouvé leur efficacité pour inciter les adultes peu qualifiés à suivre jusqu’au bout des programmes de perfectionnement à l’écrit et en mathématiques. Le présent document montre que le faible niveau de compétences élémentaires des adultes est un problème complexe pour l’action des pouvoirs publics, n’ayant ni causes directes ni solutions évidentes, et que les interventions réussies dans ce domaine sont relativement peu fréquentes. Il est difficile de combler des lacunes importantes en littératie et en numératie parce que le groupe des adultes peu qualifiés se compose d’individus très divers et exige des interventions différentes et bien ciblées. Mais on dispose désormais de nouvelles séries de données sur les approches de l’enseignement et de l’apprentissage qui peuvent changer la vie des adultes ayant besoin d’améliorer leurs compétences. Le présent document désigne l’évaluation formative, l’apprentissage en ligne, mais aussi la contextualisation et l’intégration de l’apprentissage (notamment sur le lieu de travail et dans le contexte familial) comme étant des approches efficaces de l’acquisition des compétences de base. Le principal enjeu consiste à traduire ces données en action.
Creation-Date: 2015-07-13
Number: 123
Handle: RePEc:oec:eduaab:123-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Jia He
Author-Name: Katarzyna Kubacka
Author-Workplace-Name: OECD
Title: Data comparability in the teaching and learning international survey (TALIS) 2008 and 2013
Abstract: This report focuses on data comparability of scale scores in the Teaching and Learning International Survey (TALIS). Valid cross-cultural comparisons of TALIS data are vital in providing input for evidence-based policy making and in promoting the equity and effectiveness of teacher policies. For this purpose, an investigation of data comparability is a prerequisite for any meaningful cross-cultural comparison. TALIS involves a large number of countries and economies, and has used rather strict conventional statistical methods to test comparability. Thus, many scales in TALIS do not reach the level of comparability that allows direct comparisons of scale scores. To facilitate the effective data analysis of TALIS and maximise its policy implications, this project: (1) uses a more flexible statistical method to test comparability, and (2) investigates the level and sources of scale data incomparability. With teacher and principal self-report data from the two rounds of TALIS (2008 and 2013), three studies are carried out to address these issues. Study 1 compares the conventional statistical method with more flexible Bayesian approximate invariance testing in scale data comparability testing. Study 2 investigates whether scale characteristics (e.g. scale length, item length, number of response options, and self-evaluative components) are associated with data comparability in principal and teacher scales. Finally, Study 3 examines the specific cultural variations that contribute to the lack of comparability. It tests the comparability of the Satisfaction with Current Work Environment scale (a key outcome construct in TALIS) between each participating country or economy with a pooled international average reference group. The paper concludes with a discussion of the implications for large-scale survey design and data analyses such as using more flexible psychometric method to test comparability and using fewer response options in items forming scales.
Ce rapport étudie la comparabilité des données relatives aux scores obtenus sur les différentes échelles de l’Enquête internationale sur l’enseignement et l'apprentissage (TALIS). Des comparaisons fiables des données de TALIS entre les différentes cultures sont vitales pour contribuer à l'élaboration de politiques fondées sur des informations probantes ainsi que pour promouvoir l'équité et l'efficacité des politiques concernant les enseignants. Dans cette optique, une étude de la comparabilité des données est indispensable pour permettre d'établir des comparaisons pertinentes entre les différentes cultures. Dans la mesure où l'enquête TALIS implique de nombreux pays et économies, des méthodes statistiques conventionnelles assez strictes ont été adoptées pour tester la comparabilité des échelles construites. Ainsi, de nombreuses échelles de TALIS n'atteignent pas un niveau de comparabilité suffisant pour permettre des comparaisons directes des scores obtenus. Afin de favoriser une analyse efficace des données de TALIS et d'optimiser ses implications politiques, ce projet : (1) s'appuie sur une méthode statistique plus souple pour tester la comparabilité, et (2) étudie le niveau et les sources de non comparabilité des données des échelles. Sur la base des données recueillies auprès des enseignants et des chefs d'établissement dans le cadre des deux cycles de TALIS (2008 et 2013), trois études sont réalisées pour examiner ces problématiques. L'étude 1 compare la méthode statistique conventionnelle avec l'approche plus souple du test bayésien de l'invariance approximative pour l'évaluation de la comparabilité des données des échelles. L'étude 2 examine si les caractéristiques des échelles (par ex., la longueur de l'échelle, la longueur des items, le nombre de modalités de réponse et les composantes d'auto-évaluation sont associées à la comparabilité des données échelles relatives aux chefs d'établissement et aux enseignants. Enfin, l'étude 3 examine les variations culturelles qui contribuent spécifiquement au manque de comparabilité. Elle teste la comparabilité de l'échelle de Satisfaction à l'égard de l'environnement de travail actuel (un construct majeur dans TALIS) entre chacun des pays ou des économies participants avec un groupe moyen international de référence. Le document se conclut par un examen des implications pour la conception et l'analyse des données d'enquêtes à grande échelle, comme le recours à une méthode psychométrique plus souple pour tester la comparabilité et l'utilisation d'un nombre restreint de modalités de réponse pour les items qui constituent les échelles.
Creation-Date: 2015-12-07
Number: 124
Handle: RePEc:oec:eduaab:124-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Francesc Masdeu Navarro
Title: Learning support staff: A literature review
Abstract: With learning support staff an increasing part of the school workforce that is assuming more and more teaching related responsibilities, attention has grown as to how their skills and practices can have the greatest impact on students. “Learning support staff” are defined as those school staff whose main function is to assist the work of teachers. This paper reviews country approaches to the roles and responsibilities of learning support staff. It discusses the different mechanisms through which learning support staff can have an impact on teachers’ work and student achievement and reviews the related empirical evidence. While the available research provides mixed evidence on the impact of learning support staff on student achievement, it suggests that learning support staff may improve teaching and learning as long as adequate strategies for their training, deployment and use are implemented. There are several ways through which learning support staff may have a positive impact on student attainment. Students receive more individualised help and attention from either the support staff or the teacher; and the learning environment can be made more flexible possibly leading to increased engagement and inclusion of children in classroom activities. Also, teachers receive specialist support and assistance with their administrative and planning tasks, granting them more time for their core responsibilities.
Avec l’importance croissante du personnel de soutien à l’apprentissage dans les équipes éducatives des établissements scolaires qui assume de plus en plus des responsabilités liées à l’enseignement, plus d’attention est dirigée aux façons dont leur compétences et leur pratiques peuvent avoir le plus grand impact sur l’apprentissage des élèves. « Personnel de soutien à l’apprentissage » est défini comme étant le personnel scolaire dont la fonction principale est de soutenir le travail des enseignants. Ce papier examine les approches des différents pays dans la définition des rôles et des responsabilités du personnel de soutien à l’apprentissage. Il élabore sur les différents mécanismes à travers lesquels le personnel de soutien à l’apprentissage peut avoir un impact sur le travail des enseignants et sur l’apprentissage des élèves et examine l’évidence empirique associée. Alors que la recherche disponible fournit des données contradictoires sur l'impact du personnel de soutien à l’apprentissage sur le rendement des élèves, elle suggère que le personnel de soutien peut améliorer l'enseignement et l'apprentissage des élèves si des stratégies adéquates pour leur formation, son affectation et son utilisation sont mises en oeuvre. Le personnel de soutien à l’apprentissage peut avoir un effet positif sur le rendement des élèves à travers différent mécanismes. Les élèves reçoivent plus d’aide et d’attention individuelles soit de la part du personnel de soutien soit de la part de l’enseignant ; et l’espace pour l’apprentissage peut devenir plus souple de façon à augmenter le niveau d’engagement et d’inclusion des enfants dans les activités de la classe. En outre, les enseignants reçoivent du soutien spécialisé et de l’aide dans leur tâches administratives et de planification, leur assurant plus de temps pour leur responsabilités principales.
Creation-Date: 2015-12-24
Number: 125
Handle: RePEc:oec:eduaab:125-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Ray Adams
Author-Workplace-Name: Australian Council for Educational Research
Author-Name: John Cresswell
Author-Workplace-Name: Australian Council for Educational Research
Title: PISA For Development Technical Strand A: Enhancement of PISA Cognitive Instruments
Abstract: The OECD is planning to enhance existing PISA assessment instruments in reading, mathematics and science so that they will be more suitable to the context of developing countries. The main purpose of this paper is to identify the main technical issues associated with this aim. The paper reports detailed analysis of the existing PISA item pool and its suitability for countries which have students of average limited capacity. The paper cautions that the fit of developing country data to the PISA model is not good and that modifications to address some of the deviations should be explored. The use of learning metrics to describe dimensions of educational progression is at the core of the PISA reporting methodology and requires a consistency across countries in item behaviour that is not apparent for developing countries. The paper recommends that any process to move towards enhancing the instruments must be undertaken with extensive consultation with the countries involved.
L’OCDE prévoit le renforcement des instruments d’évaluation PISA existants en compréhension de l’écrit, en mathématiques et en sciences, afin de mieux les adapter au contexte des pays en développement. Ce document vise avant tout à mettre au jour les principaux enjeux techniques associés à ce projet. Il présente une analyse détaillée de l’ensemble des items PISA existants et de leur pertinence pour des pays où les élèves ont un niveau de compétences moyen limité. Il met en évidence la mauvaise adaptation des données des pays en développement au modèle PISA et suggère l’exploration de modifications afin de pallier certains des écarts. L’utilisation de mesures de l’apprentissage pour décrire les dimensions de la progression en matière d’éducation est au coeur de la méthodologie de PISA et nécessite une certaine cohérence entre les pays en termes de comportement des items qui n’est pas apparente pour les pays en développement. Ce document recommande que tout processus en vue du renforcement des instruments d’évaluation s’accompagne d’une consultation approfondie auprès des pays concernés.
Creation-Date: 2016-01-12
Number: 126
Handle: RePEc:oec:eduaab:126-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Anna Gromada
Author-Name: Claire Shewbridge
Author-Workplace-Name: OECD
Title: Student Learning Time: A Literature Review
Abstract: This paper examines student learning time as a key educational resource. It presents an overview of how different OECD countries allocate instruction time. It also develops a model to understand the effective use of allocated instruction time and examines how different OECD countries compare on this. The paper confirms the value of sufficient instruction time as a key educational resource, but the key conclusion is that what matters the most is the way in which allocated time is used. Student learning time and academic achievement seem to have complex and curvilinear relationship with diminishing returns to scale. The paper also cautions that there should be realistic expectations on how effectively students can learn throughout the school day and year. Accordingly, it suggests that instruction could be organised to better optimise times when students are better able to concentrate. Evidence on lost instruction time in different OECD countries points to areas of potential increased effectiveness within existing time allocations, for example by improving classroom management and matching instruction to better meet students’ learning needs.
Creation-Date: 2016-02-06
Number: 127
Handle: RePEc:oec:eduaab:127-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Tala Fakharzadeh
Title: Budgeting and Accounting in OECD Education Systems: A Literature Review
Abstract: Recent demographic, economic and political trends have drawn attention to the issue of effectiveness and efficiency in the use of resources in the education sector. In the context of the renewed interest for the optimisation of resource use, this paper attempts to review the literature on budgeting and accounting in OECD education systems. The analysis of accounting and budgeting in education systems provides an understanding of decision-making processes regarding education policies and projects, in terms of prioritisation, planning, allocation, monitoring and evaluation of resource use. The subjects covered in the paper also help to understand how resources are distributed. Greater requests for transparency from citizens are indeed pressuring governments to justify how public resources are allocated, and which variables determine the levels of funding flowing to schools. Finally, accounting standards and budgeting methods are studied in the current paper as they may also have an impact on effectiveness and efficiency of resource use. This report first explores governance questions underlying budgeting and accounting. Subsequently, the report reviews procedures and tools adopted by countries for budgeting and accounting. Finally, it presents methods for evaluation and monitoring of resource use. The paper attempts to identify trends and commonalities in country practices in primary, secondary and post-secondary non-tertiary education; however, there are great variations on the studied topics across and within countries.
En raison des récentes évolutions démographiques, économiques et politiques, une plus grande attention est accordée aux questions d’efficience et d’efficacité dans l’utilisation des ressources dans le domaine de l’éducation. Dans le contexte d’un renouveau d’intérêt pour l’optimisation de l’utilisation des ressources, ce papier vise à réaliser une revue de littérature au sujet des processus budgétaires et comptables au sein des systèmes éducatifs de l’OCDE. L’analyse des systèmes comptables et des procédures budgétaires dans les systèmes éducatifs permet de donner un aperçu des processus de décision relatifs aux politiques et aux projets dans l’éducation, en termes de priorisation, planification, allocation, pilotage et d’évaluation de l’utilisation des ressources. Les sujets étudiés dans ce papier permettent également de comprendre comment les ressources sont distribuées. Une plus grande demande de transparence de la part des citoyens met en effet sous pression les gouvernements, qui doivent justifier l’allocation des ressources publiques et la nature des variables permettant de déterminer le montant des fonds alloués aux écoles. Enfin, les standards comptables et les méthodes budgétaires sont étudiés dans ce papier car ces derniers peuvent également avoir un impact sur l’efficience et l’efficacité dans l’utilisation des ressources. Ce rapport explore tout d’abord les questions de gouvernance sous-jacentes aux systèmes budgétaires et comptables. Par la suite, le rapport effectue une revue des procédures et outils budgétaires et comptables adoptés par les pays. Enfin, le papier présente des méthodes pour l’évaluation et le pilotage de l’utilisation des ressources. Le papier vise à identifier les tendances et les points communs au travers des pratiques des pays au niveau de l’école primaire, secondaire et post-secondaire non tertiaire. Cependant, il faut noter de grandes variations relatives aux sujets étudies, entre et au sein-même des pays.
Creation-Date: 2016-02-10
Number: 128
Handle: RePEc:oec:eduaab:128-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Marguerita Lane
Author-Workplace-Name: London Economics
Author-Name: Gavan Conlon
Author-Workplace-Name: London Economics
Title: The Impact of Literacy, Numeracy and Computer Skills on Earnings and Employment Outcomes
Abstract: Using the 2012 PIAAC data, our analysis confirms that there are significantly higher earnings and employment returns to both increasing levels of formally recognised education, and to increasing levels of numeracy, literacy and Information and communication technologies (ICT) skills proficiencies controlling for the level of education. Unsurprisingly, the labour market returns to changes in formally recognised levels of education in general exceed the labour market returns associated with increasing levels of skills proficiency. In the case of literacy and numeracy proficiencies, improved literacy and numeracy skills narrow the labour market outcomes gap between individuals with different levels of formally recognised education, but do not close it completely. The analysis demonstrates more substantial returns to ICT skills. Furthermore, possession of higher levels of ICT skills and lower levels of formally recognised qualification are often associated with higher returns compared to individuals with higher levels of formally recognised education but lower ICT proficiency levels. In other words, ICT skills proficiencies often entirely compensate for lower formally recognised qualifications in the labour market.
Sur la base des données de 2012 du PIAAC, notre analyse confirme que tant l’élévation du niveau d’éducation formellement reconnue que celle du niveau de compétences en numératie, en littératie et en TIC après contrôle du niveau d’éducation entraînent des bénéfices significativement supérieurs. Sans surprise, les bénéfices sur le marché du travail associés à une élévation du niveau d’éducation formellement reconnue sont en général supérieurs à ceux découlant de l’amélioration du niveau de compétences. Dans le cas des niveaux de compétences en littératie et en numératie, leur élévation réduit l’écart de résultats sur le marché du travail entre les individus ayant des niveaux différents d’éducation formellement reconnue, sans pour autant le combler totalement. L’analyse met au jour des bénéfices plus importants pour les compétences en TIC. En outre, un niveau plus élevé de compétences en TIC associé à un niveau inférieur d’éducation formellement reconnue entraînent souvent des bénéfices plus importants par comparaison avec un niveau plus élevé d’éducation formellement reconnue associé toutefois à un niveau inférieur de compétences en TIC. En d’autres termes, sur le marché du travail, les compétences en TIC compensent souvent totalement un niveau inférieur d’éducation formellement reconnue.
Creation-Date: 2016-03-21
Number: 129
Handle: RePEc:oec:eduaab:129-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Alfonso Echazarra
Author-Workplace-Name: OECD
Author-Name: Daniel Salinas
Author-Workplace-Name: OECD
Author-Name: Ildefonso Méndez
Author-Workplace-Name: Universidad de Murcia
Author-Name: Vanessa Denis
Author-Workplace-Name: OECD
Author-Name: Giannina Rech
Author-Workplace-Name: OECD
Title: How teachers teach and students learn: Successful strategies for school
Abstract: This paper examines how particular teaching and learning strategies are related to student performance on specific PISA test questions, particularly mathematics questions. The report compares teacher-directed instruction and memorisation learning strategies, at the traditional ends of the teaching and learning spectrums, and student-oriented instruction and elaboration learning strategies, at the opposite ends. Other teaching strategies, such as formative assessment and cognitive activation, and learning approaches, such as control strategies, are also analysed. Our analyses suggest that to perform at the top, students cannot rely on memory alone; they need to approach mathematics strategically and creatively to succeed in the most complex problems. There is also some evidence that most teaching strategies have a role to play in the classroom. To varying degrees, students need to learn from teachers, be informed about their progress and work independently and collaboratively; above all, they need to be constantly challenged.
Ce document examine le lien entre certaines stratégies d’enseignement et d’apprentissage, et la performance des élèves dans certains items de l’évaluation PISA, en particulier en mathématiques. Il compare d’un côté (traditionnel), les stratégies d’instruction dirigée par l’enseignant et d’apprentissage par mémorisation, et de l’autre (à l’autre extrémité du spectre), les stratégies d’instruction centrée sur l’élève et d’apprentissage par élaboration. D’autres stratégies d’enseignement, telles que l’évaluation formative et l’activation cognitive, et approches de l’apprentissage, telles que les stratégies de contrôle, sont également examinées. Nos analyses semblent indiquer que pour être parmi les plus performants, les élèves ne peuvent pas compter uniquement sur leurs capacités de mémorisation ; pour réussir à résoudre les problèmes les plus complexes, ils doivent avoir une approche stratégique et créative des mathématiques. En outre, certains résultats indiquent que la plupart des stratégies d’enseignement ont un rôle à jouer en classe. À des degrés divers, les élèves doivent apprendre de leurs enseignants, être informés de leurs progrès et travailler seuls ou en groupe ; mais avant tout, ils doivent se sentir stimulés en permanence.
Creation-Date: 2016-03-18
Number: 130
Handle: RePEc:oec:eduaab:130-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Anke Grotlüschen
Author-Name: David Mallows
Author-Name: Stephen Reder
Author-Name: John Sabatini
Title: Adults with Low Proficiency in Literacy or Numeracy
Abstract: This paper offers a comprehensive analysis of the information from the Survey of Adult Skills (PIAAC) regarding adults with low literacy and numeracy proficiency. The paper first describes the demographic and socio-economic characteristics of these populations. Although, they are more likely than the rest of the population to exhibit certain characteristics, such as lower levels of educational attainment, lower rates of unemployment or more disadvantaged backgrounds, adults with low literacy are found in among all socio-demographic groups and in all walks of life. The paper then explores the frequency with which adults with low proficiency engage in the reading, writing and numeracy practices and the relationship between these practices and a range of social and economic outcomes. For most outcomes, levels of engagement in literacy practices appear to be as strong predictors as proficiency, indicating the importance of encouraging more intense use of these skills both in and outside of work. The unique data from the Survey of Adult Skills regarding performance on the simple reading tasks (the so called “reading components”) is also analysed. Adults with low proficiency are found to be able to easily recognise commonly used words in printed form but often have difficulty with processing the logic of sentences and reading extended passages for basic meaning. Adults with low proficiency are considerably less likely than their more proficient peers to participate in formal or non-formal adult education or training programmes, which is mostly due to the socio-demographic and employment characteristics of this population. However, the lower participation rates among the low proficient adults does not appear to be a consequence of their lack of motivation as much as of the presence of various obstacles to participation, such as lack of time and the cost of training.
Ce document propose une analyse exhaustive des informations collectées dans le cadre de l’Évaluation des compétences des adultes (PIAAC) concernant les adultes peu compétents en littératie et en numératie. Il commence par décrire les caractéristiques démographiques et socio-économiques de ces groupes. Bien qu’ils soient plus susceptibles que le reste de la population de présenter certaines caractéristiques, telles qu’un niveau moins élevé de formation, un taux plus faible d’emploi ou un milieu d’origine plus défavorisé, les adultes peu compétents en littératie peuvent venir de tous les groupes socio-démographiques et de tous les milieux. Ce document étudie ensuite la fréquence à laquelle les adultes peu compétents s’adonnent à certaines pratiques en rapport avec la lecture, l'écriture et la numératie, ainsi que la relation entre ces pratiques et un ensemble de retombées économiques et sociales. Pour la plupart de ces retombées, la mesure dans laquelle les individus s’adonnent à certaines pratiques en rapport avec la littératie semble être une variable prédictive aussi forte que leur niveau de compétences, d’où l'importance d'encourager une plus grande utilisation de ces compétences, tant dans le cadre professionnel que privé. Ce document propose également une analyse des données uniques de l’Évaluation des compétences des adultes concernant la performance dans les tâches simples de compréhension de l’écrit (aussi appelées « composantes de la lecture »). Il en ressort que les adultes peu compétents sont capables de reconnaître facilement des mots d’usage courant sur un support imprimé, mais ont souvent des difficultés à comprendre la logique d’une phrase et à lire des passages plus longs pour en extraire le sens. Les adultes peu compétents sont en outre nettement moins susceptibles que leurs pairs plus compétents de participer à des activités formelles ou non formelles d'éducation ou de formation pour adultes, constat qui s’explique principalement par leurs caractéristiques socio-démographiques ou professionnelles. Cependant, cette plus faible participation des adultes peu compétents ne semble pas résulter de leur manque de motivation, mais plutôt de la présence de divers obstacles à cet égard, tels que le manque de temps et le coût de la formation.
Creation-Date: 2016-04-14
Number: 131
Handle: RePEc:oec:eduaab:131-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Marco Paccagnella
Author-Workplace-Name: OECD
Title: Age, Ageing and Skills: Results from the Survey of Adult Skills
Abstract: This paper presents a comprehensive analysis of the link between age and proficiency in information-processing skills, based on information drawn from the Survey of Adult Skills (PIAAC). The data reveal significant age-related differences in proficiencies, strongly suggesting that proficiency tends to “naturally” decline with age. Age differences in proficiency are, at first sight, substantial. On average across the OECD countries participating in PIAAC, adults aged 55 to 65 score some 30 points less than adults aged 25 to 34 on the PIAAC literacy scale, which is only slightly smaller than the score point difference between tertiary educated and less-than-upper-secondary educated individuals. However, despite their lower levels of proficiency, older individuals do not seem to suffer in terms of labour market outcomes. In particular, they generally earn higher wages, and much of the available empirical evidence suggests that they are not less productive than younger workers. Older and more experienced individuals seem therefore able to compensate the decline in information processing skills with the development of other skills, generally much more difficult to measure. On the other hand, proficiency in information-processing skills remain a strong determinant of important outcomes at all ages: this makes it important to better understand which factors are the most effective in preventing such age-related decline in proficiency, which does not occur to the same extent in all countries and for all individuals. Two broad interventions seem to be particularly promising in this respect. First, it is important to ensure that there is adequate and effective investment in skills development early in the life-cycle: as skills beget skills, starting off with a higher stock of human capital seems also to ensure smaller rates of proficiency decline. Second, it is equally important that policies are in place that provide incentives to individuals (and firms) to invest in skills across the entire working life. In this respect, changes in retirement policies can not only have the short-term effect of providing some reliefs to public finance, but have the potential to radically reshape incentives to stay active, to practice their skills and to invest more in training, thus helping to maintain high levels of proficiency.
Ce document présente une analyse approfondie du lien entre l’âge et les compétences en traitement de l’information, sur la base de données tirées de l’Évaluation des compétences des adultes (PIAAC). Les données mettent au jour des différences significatives de niveau de compétences en fonction de l'âge, portant fortement à croire que le niveau de compétences tend à diminuer « naturellement » avec l'âge. Les différences de niveau de compétences en fonction de l’âge sont, à première vue, substantielles. En moyenne, dans les pays de l'OCDE participant au PIAAC, les adultes âgés de 55 à 65 ans obtiennent des résultats inférieurs d’environ 30 points à ceux des adultes âgés de 25 à 34 ans sur l'échelle de compétences en littératie du PIAAC, un écart de score seulement légèrement inférieur à celui observé entre les diplômés de l’enseignement tertiaire et les individus dont le niveau de formation est inférieur au deuxième cycle du secondaire. Cependant, en dépit de leur niveau plus faible de compétences, les individus plus âgés ne semblent pas lésés en termes de résultats sur le marché du travail. En particulier, ils perçoivent en général des revenus plus élevés, et d’après la plupart des données empiriques disponibles, ne sont pas moins productifs que les travailleurs plus jeunes. Les individus plus âgés et plus expérimentés semblent donc en mesure de compenser la baisse de leurs compétences en traitement de l'information par le développement d'autres compétences, généralement beaucoup plus difficiles à mesurer. En revanche, la maîtrise des compétences en traitement de l’information reste l’un des principaux facteurs déterminants de résultats importants à tous les âges : il apparaît donc essentiel de mieux comprendre quels facteurs sont les plus à même de prévenir une telle baisse du niveau de compétences avec l'âge, l’ampleur de cette dernière n’étant pas la même dans tous les pays et pour tous les individus. Deux grandes interventions semblent particulièrement prometteuses à cet égard. Tout d'abord, il est important de veiller à l’adéquation et à l’efficacité des investissements dans le développement des compétences dès le plus jeune âge : les compétences engendrant les compétences, un stock de capital humain plus élevé au départ semble également garantir un degré moindre de déclin des compétences. Deuxièmement, il est tout aussi important de garantir la mise en oeuvre de politiques offrant aux individus (et aux entreprises) des incitations à investir dans les compétences tout au long de la vie active. À cet égard, les changements apportés aux politiques de retraite peuvent non seulement avoir un effet à court terme en allégeant quelque peu les finances publiques, mais sont également susceptibles de remodeler radicalement les incitations à rester actif, à entretenir ses compétences et à investir davantage dans la formation, contribuant ainsi à maintenir des niveaux élevés de compétences.
Creation-Date: 2016-04-22
Number: 132
Handle: RePEc:oec:eduaab:132-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Frank Goldhammer
Author-Workplace-Name: German Institute for International Educational Research (DIPF)
Author-Name: Thomas Martens
Author-Workplace-Name: Medical School Hamburg (MSH)
Author-Name: Gabriela Christoph
Author-Workplace-Name: German Institute for International Educational Research (DIPF)
Author-Name: Oliver Lüdtke
Author-Workplace-Name: Leibniz Institute for Science and Mathematics Education
Title: Test-taking engagement in PIAAC
Abstract: In this study, we investigated how empirical indicators of test-taking engagement can be defined, empirically validated, and used to describe group differences in the context of the Programme of International Assessment of Adult Competences (PIAAC). The approach was to distinguish between disengaged and engaged response behavior by means of response time thresholds. Constant thresholds of 3000 ms and 5000 ms were considered, as well as item-specific thresholds based on the visual inspection of (bimodal) response time distributions (VI method) and the proportion correct conditional on response time (P+>0% method). Overall, the validity checks comparing the proportion correct of engaged and disengaged response behavior by domain and by item showed that the P+>0% method performed slightly better than the VI method and the methods assuming constant thresholds. The results for Literacy and Numeracy by module revealed that there was an increase from Module 1 to Module 2 in the proportion of disengaged responses, suggesting a drop in test-taking engagement. The investigation of country differences in test-taking engagement by domain using the P+>0% method showed that the proportion of responses classified as disengaged was quite low. For Literacy, the proportion was well below 5% for the majority of countries; in Numeracy, the proportion was even smaller than 1% for almost all countries; while for Problem solving, the proportion of disengaged responses was more than 5% but usually well below 10%. There were significant differences in test-taking engagement between countries; the obtained effect sizes were small to medium. Population differences in test-taking engagement were highly correlated between the three domains, suggesting that test-taking engagement can be conceived as a consistent characteristic. Furthermore, there was a clear negative association between test-taking disengagement and proficiency in Literacy, Numeracy and Problem solving, respectively. Finally, subgroup differences for gender, age, educational attainment, and language proved to be insignificant or very small. Results suggest that males tend to be more disengaged, that disengagement increases with age in Problem solving, with lower educational attainment and when the test language is not the same as a testee’s native language.
Dans cette étude, nous analysons comment des indicateurs empiriques de l'engagement dans les réponses à un test peuvent être définis, validés empiriquement et utilisés pour décrire des différences entre les groupes dans le cadre du PIAAC. L'approche utilisée consiste à établir une distinction entre un comportement de réponse « désengagé » et un comportement de réponse « engagé » sur la base de seuils de temps de réponse. Des seuils constants de 3000 ms et 5000 ms ont été retenus, ainsi que des seuils spécifiques en fonction des items, sur la base de l’inspection visuelle des distributions (bimodales) du temps de réponse (méthode VI) et du pourcentage de réponses correctes en fonction du temps de réponse (méthode P+>0%). Dans l'ensemble, les contrôles de validité comparant le pourcentage de réponses correctes des comportements « engagés » et « désengagés » par domaine et par item montrent que la méthode P+>0% donne des résultats légèrement meilleurs que la méthode VI et les méthodes fondées sur des seuils constants. Les résultats en littératie et en numératie par module indiquent une augmentation du pourcentage de réponses désengagées entre le module 1 et le module 2, suggérant une baisse de l'engagement dans les réponses au test. L’étude par domaine des différences d’engagement dans les réponses au test entre les pays, sur la base de la méthode P+>0%, met au jour un pourcentage assez faible de réponses pouvant être qualifiées de « désengagées ». En littératie, ce pourcentage est nettement inférieur à 5 % dans la majorité des pays ; en numératie, il est même inférieur à 1 % dans la quasi-totalité des pays ; en résolution de problèmes, en revanche, il est supérieur à 5 %, mais reste en général nettement inférieur à 10 %. Des différences significatives d’engagement dans les réponses au test s’observent entre les pays ; l’ampleur de l’effet va de faible à moyenne. Les différences d'engagement dans les réponses au test entre les différents groupes sont fortement corrélées entre les trois domaines, semblant indiquer que l'engagement dans les réponses au test peut être perçu comme une caractéristique constante. En outre, une nette corrélation négative s’observe entre d’un côté, le désengagement dans les réponses au test, et de l’autre, les compétences en littératie, en numératie et en résolution de problèmes, respectivement. Enfin, les différences entre les sous-groupes en fonction du sexe, de l’âge, du niveau de formation et de la langue s’avèrent négligeables ou très faibles. D’après les résultats, les hommes tendent à être plus désengagés, et le désengagement augmente avec l'âge en résolution de problèmes, lorsque le niveau de formation des répondants est plus faible et lorsque leur langue maternelle n’est pas celle du test.
Creation-Date: 2016-05-05
Number: 133
Handle: RePEc:oec:eduaab:133-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Oliver Falck
Author-Workplace-Name: University of Munich (LMU)
Author-Name: Alexandra Heimisch
Author-Workplace-Name: University of Munich (LMU)
Author-Name: Simon Wiederhold
Author-Workplace-Name: Ifo Institute for Economic Research, University of Munich
Title: Returns to ICT Skills
Abstract: How important is mastering information and communication technologies (ICT) in modern labour markets? We present the first evidence on this question, drawing on unique data that provide internationally comparable information on ICT skills in 19 countries from the OECD Programme for the International Assessment of Adult Competencies (PIAAC). Our identification strategy relies on the idea that Internet access is important in the formation of ICT skills, and we implement instrumental-variable models that leverage exogenous variation in Internet availability across countries and across German municipalities. ICT skills are substantially rewarded in the labour market: returns are at 8% for a one standard-deviation increase in ICT skills in the international analysis and are almost twice as large in Germany. Placebo estimations show that exogenous Internet availability cannot explain numeracy or literacy skills, suggesting that our identifying variation is independent of a person’s general ability. Our results further suggest that the proliferation of computers complements workers in executing abstract tasks that require ICT skills.
Quelle est l'importance de la maîtrise des technologies de l’information et de la communication (TIC) sur les marchés du travail modernes ? Nous présentons ici les premières réponses à cette question, à partir de données uniques offrant des informations comparables à l’échelle internationale sur les compétences en TIC dans 19 pays. Notre stratégie d'identification repose sur l'idée que l'accès à Internet joue un rôle important dans la formation des compétences en TIC, et nous appliquons des modèles à variables instrumentales utilisant la variation exogène de l’accès à Internet entre les pays et entre différentes municipalités allemandes. Les compétences en TIC font l’objet d’une reconnaissance substantielle sur le marché du travail : les rendements s’établissent ainsi à 8 % pour une augmentation d'un écart-type des compétences en TIC dans l'analyse internationale et sont presque deux fois plus élevés en Allemagne. Des estimations placebo montrent qu’un accès exogène à Internet ne constitue pas un facteur explicatif des compétences en numératie ou en littératie, semblant indiquer que notre identification d’une variation est indépendante des aptitudes générales des individus. Nos résultats suggèrent en outre que la multiplication du nombre d’ordinateurs assiste les travailleurs dans l'exécution de tâches abstraites nécessitant des compétences en TIC.
Classification-JEL: J31; K23; L96
Keywords: broadband, earnings, ICT skills, international comparisons
Creation-Date: 2016-05-05
Number: 134
Handle: RePEc:oec:eduaab:134-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Viktoria Kis
Author-Workplace-Name: OECD
Title: Work, train, win: work-based learning design and management for productivity gains
Abstract: Realising the potential of work-based learning schemes as a driver of productivity requires careful design and support. The length of work-based learning schemes should be adapted to the profile of productivity gains. A scheme that is too long for a given skill set might be unattractive for learners and waste public resources, but a scheme that is too short will fail to attract employer interest. Ensuring that the design of work-based learning schemes balances the interests of both employer and trainee is key to successful implementation. Carefully organising what trainees do while in the workplace and integrating learning into productive work can yield higher benefits for firms, while maintaining the quality of learning. Strengthening capacity within firms to effectively manage work-based learning can help achieve this. Enhancing that capacity, for example through training for trainee supervisors can help employers reap more benefits from work-based learning schemes while meeting quality requirements.
Les programmes d’apprentissage en milieu professionnel doivent être conçus avec soin et mis en oeuvre de façon appropriée si l’on veut exploiter pleinement les possibilités qu’ils offrent en tant que moteurs de la productivité. La durée de ces programmes devrait être adaptée au profil des gains de productivité. Un programme qui est trop long pour acquérir un ensemble donné de compétences risque de ne pas attirer les apprentis et de gaspiller les ressources publiques, tandis qu’un programme trop court ne suscitera pas l’intérêt des employeurs. Il est donc essentiel à la bonne mise en oeuvre des programmes d’apprentissage en milieu professionnel qu’ils soient conçus de façon à répondre aux besoins à la fois des employeurs et des stagiaires. Le fait d’organiser avec soin les tâches des stagiaires sur le lieu de travail et d’intégrer l’apprentissage dans un travail productif peut procurer aux entreprises des avantages accrus, tout en maintenant la qualité de l’apprentissage. La capacité des entreprises à gérer l’apprentissage efficacement en interne contribue à atteindre ces objectifs. Renforcer cette capacité, par exemple en offrant une formation aux maîtres de stage, peut aider les employeurs à tirer davantage profit des programmes d’apprentissage en milieu professionnel tout en répondant à des exigences de qualité.
Creation-Date: 2016-05-20
Number: 135
Handle: RePEc:oec:eduaab:135-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Chung Yen Looi
Author-Workplace-Name: University of Oxford
Author-Name: Jacqueline Thompson
Author-Workplace-Name: University of Oxford
Author-Name: Beatrix Krause
Author-Workplace-Name: University of Oxford
Author-Name: Roi Cohen Kadosh
Author-Workplace-Name: University of Oxford
Title: The Neuroscience of Mathematical Cognition and Learning
Abstract: The synergistic potential of cognitive neuroscience and education for efficient learning has attracted considerable interest from the general public, teachers, parents, academics and policymakers alike. This review is aimed at providing 1) an accessible and general overview of the research progress made in cognitive neuroscience research in understanding mathematical learning and cognition, and 2) understanding whether there is sufficient evidence to suggest that neuroscience can inform mathematics education at this point. We also highlight outstanding questions with implications for education that remain to be explored in cognitive neuroscience. The field of cognitive neuroscience is growing rapidly. The findings that we are describing in this review should be evaluated critically to guide research communities, governments and funding bodies to optimise resources and address questions that will provide practical directions for short- and long-term impact on the education of future generations.
Le potentiel synergétique des neurosciences cognitives et de l’éducation pour l’efficacité de l’apprentissage suscite un vif intérêt de la part du grand public, des enseignants, des parents, des universitaires et des décideurs. Cet examen entend : 1) offrir un aperçu général accessible des progrès réalisés par la recherche en neurosciences cognitives dans la compréhension des processus d’apprentissage et de cognition en mathématiques ; et 2) déterminer s’il existe des données suffisantes pour étayer la possibilité, à ce stade, d’une contribution des neurosciences à l’enseignement des mathématiques. Nous mettons également en lumière certaines questions en suspens ayant des implications en termes d’éducation et restant à explorer dans les neurosciences cognitives, domaine connaissant un essor rapide. Les résultats que nous présentons dans cet examen doivent faire l’objet d’une évaluation critique afin de guider les communautés de chercheurs, les pouvoirs publics et les organismes de financement dans leurs efforts pour optimiser les ressources et répondre aux questions qui orienteront l’incidence à court et long termes sur l’éducation des générations futures.
Creation-Date: 2016-06-24
Number: 136
Handle: RePEc:oec:eduaab:136-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Marco Kools
Author-Workplace-Name: OECD
Author-Name: Louise Stoll
Author-Workplace-Name: University College London
Title: What Makes a School a Learning Organisation?
Abstract: What are the characteristics of a school as learning organisation? This paper should be seen as an attempt to work towards a common understanding of the school as learning organisation concept that is both solidly founded in the literature and is recognisable to all parties involved, i.e. educators, policy makers, parents and others alike. The paper provides an in-depth analysis of the learning organisation literature in general, and within a school context. It identifies and operationalises the characteristics of the school as learning organisation in an integrated model that consists of seven overarching ‘action-oriented’ dimensions: 1) developing and sharing a vision centred on the learning of all students; 2) creating and supporting continuous learning opportunities for all staff; 3) promoting team learning and collaboration among staff; 4) establishing a culture of inquiry, innovation and exploration; 5) establishing embedded systems for collecting and exchanging knowledge and learning; 6) learning with and from the external environment and larger learning system; and 7) modelling and growing learning leadership. The dimensions and underlying key characteristics are intended to provide practical guidance on how schools can transform themselves into a learning organisation and ultimately enhance student outcomes.
Quelles sont les caractéristiques d’une école comme structure d’apprentissage? Ce document devrait être considéré comme une tentative d’obtenir une compréhension commune du concept de l’école comme structure d’apprentissage, qui est à la fois solidement ancré dans la littérature et reconnaissable par toutes les parties prenantes, c’est-à-dire éducateurs, décideurs politiques, parents et autres parties prenantes. Le document fournit une analyse détaillée de la littérature sur la structure d’apprentissage en général, et au sein d’un contexte scolaire. Il identifie et opérationnalise les caractéristiques de l’école comme structure d’apprentissage en un model intégré qui consiste en sept dimensions globales axées sur les actions: 1) développer et partager une vision centrée sur l’apprentissage de tous les étudiants; 2) créer et encourager des opportunités de formation en continu pour tout membre du personnel; 3) promouvoir l’apprentissage en équipe et la collaboration entre les membres du personnel ; 4) établir une culture de recherche, d’innovation et d’investigation; 5) établir un système intégré de collecte et d’échange de connaissances et d’enseignements; 6) apprendre avec et depuis l’environnement externe et un système éducatif plus large; 7) façonner et développer le leadership dans l’enseignement. Les dimensions et caractéristiques fondamentales sous-jacentes ont pour but de fournir une aide pratique sur la façon dont les écoles peuvent s’auto-transformer en une structure d’apprentissage et ainsi améliorer les résultats des étudiants.
Creation-Date: 2016-07-07
Number: 137
Handle: RePEc:oec:eduaab:137-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Darleen Opfer
Author-Workplace-Name: RAND Corporation
Title: Conditions and Practices Associated with Teacher Professional Development and Its Impact on Instruction in TALIS 2013
Abstract: A key lever for improving teaching is provision of effective professional development. This paper uses TALIS 2013 data to consider personal and school-level factors associated with teacher participation in effective professional development and reports of impact on instruction. Results of the analyses indicate that levels of teacher co-operation and instructionally-focused leadership in schools are associated with higher levels of effective professional development participation and reported instructional impact. Systems also vary significantly on the percentage of teachers in schools with supportive conditions and this is associated with differences in teacher participation in professional development types and reported instructional impact.
Offrir des possibilités de formation continue constitue assurément un levier efficace pour améliorer la qualité de l’enseignement. Ce document utilise les données issues de l’enquête TALIS 2013 pour étudier les facteurs, tant au niveau des individus qu’au niveau des établissements scolaires, qui interviennent dans la participation des enseignants à des programmes de formation continue. Il rend compte également de l’effet de ces programmes sur l’enseignement. Les résultats de cette étude indiquent que la coopération entre enseignants et un leadership des chefs d’établissement centré sur l’instruction sont associés à une plus grande participation des enseignants à des programmes de formation continue et à de plus grandes retombées pour l’enseignement. Le pourcentage d’enseignants qui bénéficient de conditions favorables dans leur environnement de travail varie de manière significative d’un système d’éducation à l’autre. Cette réalité est associée à des niveaux différents de participation à des programmes de formation continue et à des effets différents sur l’enseignement.
Keywords: school leadership, TALIS 2013, teacher co-operation, Teacher professional development
Creation-Date: 2016-08-10
Number: 138
Handle: RePEc:oec:eduaab:138-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Rien Rouw
Author-Name: Marc Fuster
Author-Workplace-Name: OECD
Author-Name: Tracey Burns
Author-Workplace-Name: OECD
Author-Name: Marlon Brandt
Title: United in Diversity: A Complexity Perspective on the Role of Attainment Targets in Quality Assurance in Flanders
Abstract: This case study explores the role of attainment targets as a means of systemic quality assurance in Flanders (Belgium), an education system whose governance structures and processes are characterised by high decentralisation and the participation of multiple actors. The analysis identifies a number of key issues in the design and implementation of the attainment targets, such as difficulties in creating a common understanding and participatory governance not leading automatically to teacher ownership of the attainment targets. Three processes that were particularly challenging included the deployment of a whole-of-system approach for implementation, capacity building and the creation of a culture of evaluation. For the future, it is essential to open up participation processes to a broad range of stakeholders. Furthermore, key stakeholders should join forces in setting a shared agenda, creating momentum in implementation and raising capacity across the system, especially in new modes of teaching and assessment.
Cette étude de cas explore le rôle des objectifs finaux comme moyen d’assurance de qualité systémique en Flandre, dans un système éducatif où les structures de gouvernances et les processus sont caractérisés par une forte décentralisation et par la participation de multiples acteurs. Cette analyse identifie un certain nombre de questions clés dans la conception et la mise en oeuvre des objectifs finaux. Trois processus qui ont été particulièrement difficiles sont : le déploiement d’une approche de l’ensemble du système pour la mise en oeuvre, le renforcement des capacités et la création d’une culture de l’évaluation. À l’avenir, il est essentiel d’ouvrir les processus de participation à un plus large éventail de parties prenantes. De plus, les principales parties prenantes doivent unir leurs forces dans l’établissement d’un programme commun, afin de créer une dynamique de mise en oeuvre et d’augmentation des capacités à travers tout le système, en particulier en ce qui concerne les nouveaux modes d’enseignement et d’évaluation.
Creation-Date: 2016-09-07
Number: 139
Handle: RePEc:oec:eduaab:139-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Francesca Borgonovi
Author-Workplace-Name: OECD
Author-Name: Judit Pál
Author-Workplace-Name: OECD
Title: A Framework for the Analysis of Student Well-Being in the PISA 2015 Study: Being 15 In 2015
Abstract: In 2015, PISA (the Programme for International Student Assessment) asked students to describe their well-being in addition to collecting information on students’ subject-specific skills. This paper provides a comprehensive overview and details the policy relevance of the following five dimensions of well-being covered in PISA 2015: cognitive, psychological, social, physical and material well-being. In addition, the paper outlines the underlying indicators of each dimension and their theoretical and analytical value for education policy. This paper concludes by identifying data gaps within the indicators and exploring how future cycles of PISA could bridge these gaps in order to provide a more comprehensive portrait of students’ well-being.
En 2015, PISA (le Programme international pour le suivi des acquis des élèves) a interrogé les élèves sur leur bien-être, en plus de sa collecte de données sur leurs compétences dans des matières spécifiques. Ce document propose un aperçu complet et une analyse détaillée de la pertinence stratégique des cinq dimensions du bien-être couvertes dans l’enquête PISA 2015 : le bien-être cognitif, psychologique, social, physique et matériel. En outre, il examine les indicateurs sous-tendant chacune de ces dimensions, ainsi que leur valeur théorique et analytique pour les politiques d’éducation. Enfin, il identifie les lacunes dans les données des indicateurs et étudie les possibilités d’y remédier dans les prochains cycles PISA afin de dresser un portrait plus exhaustif du bien-être des élèves.
Creation-Date: 2016-10-05
Number: 140
Handle: RePEc:oec:eduaab:140-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Fabian Barrera-Pedemonte
Author-Workplace-Name: Institute of Education, University College London
Title: High-Quality Teacher Professional Development and Classroom Teaching Practices: Evidence from Talis 2013
Abstract: This paper examines the contribution of high-quality teacher professional development (TPD) to the strategies teachers report using to improve students’ learning in the classroom. What was taught in this TPD, and how it was delivered to teachers is compared across the 35 educational systems with available data in TALIS 2013. Results suggest that teachers who take part in curriculum-focused TPD are more likely to report using a variety of the instructional methods considered in this study. Furthermore, TPD delivered with greater levels of teacher collaboration, active learning and longer duration also increases, in many countries and economies, the likelihood of teachers reporting using a large number of these strategies. In contrast, teachers’ exposure to TPD involving other teachers from the school (i.e. with collective participation) seems to be specifically detrimental for active teaching methods. The paper discusses the prevalence of these features, national gaps in their exposure and policy implications derived from these findings.
Cet article examine dans quelle mesure un développement professionnel de qualité (DP) peut aider les enseignants à trouver des stratégies pour améliorer l'apprentissage des élèves en classe. Dans les 35 systèmes scolaires pour lesquels les données sont disponibles dans TALIS 2013, on compare le contenu et la manière de procurer ce développement professionnel aux enseignants. Les résultats suggèrent que le DP axé sur le curriculum augmente la probabilité que les enseignants déclarent utiliser une variété de méthodes d’instruction décrites dans cette étude. En outre, les enseignants qui déclarent avoir participé à des activités de développement professionnel mettant en oeuvre un niveau élevé de collaboration entre enseignants et un apprentissage actif sur le long terme utilisent un nombre important de ces stratégies. En revanche, l'exposition des enseignants au DP impliquant d'autres enseignants de l'école (par exemple avec la participation collective) semble être particulièrement néfaste pour les méthodes pédagogiques actives. Ce document traite de la prévalence de ces caractéristiques, des lacunes nationales dans leur exposition et des implications politiques découlant de ces conclusions.
Creation-Date: 2016-10-05
Number: 141
Handle: RePEc:oec:eduaab:141-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Marco Paccagnella
Author-Workplace-Name: OECD
Title: Literacy and Numeracy Proficiency in IALS, ALL and PIAAC
Abstract: This paper analyses proficiency in literacy and numeracy in the countries that have participated in the International Adult Literacy Survey (IALS, administered between 1994 and 1998), the Adult Literacy and Life Skills Survey (ALL, administered between 2003 and 2007) and the Survey of Adult Skills (PIAAC, administered in 2012). While many countries experienced small to modest changes in literacy proficiency between IALS and PIAAC, others saw sizeable variations, mostly on the negative side. In the shorter span that separated ALL and PIAAC, numeracy proficiency clearly declined (except in Italy), while literacy moved less on average (except for the large increase registered in Italy and the large decline experienced by Norway). Changes in the composition of the population have had little impact on observed changes in scores. Larger variations took place within different socio-demographic groups, but these tended to cancel each other out on aggregate. In particular, large variations are observed by age and levels of education. Older adults in PIAAC are generally more proficient than their IALS counterparts, probably due to the increase in educational attainments that took place over recent decades. On the contrary, tertiary-educated individuals appear to be on average less proficient than in the past, which may signal that the expansion of tertiary education has been accompanied by a decline in the average quality of university graduates (or of university instruction). There is also no evidence that the change in delivery mode, with a switch to a computer-based assessment in PIAAC, had any significant effect on performance. However, the OECD is unable to ascertain how differences in implementation and technical standards affect the comparability of the data, so that a certain degree of caution should always be exercised in interpreting these results. Amongst the countries that experienced larger changes in literacy proficiency between surveys, a close inspection of IALS data (in particular through an investigation of response patterns at the item level) highlights some anomalies in Italy and Poland (and, to a lesser extent, in England and Northern Ireland), suggesting that particular caution should be exercised in interpreting the evolution of proficiency in these countries.
Ce document analyse les compétences en littératie et en numératie dans les pays qui ont participé à l'Enquête internationale sur l'alphabétisation des adultes (EIAA, administrée entre 1994 et 1998), à l'Enquête sur la littératie et les compétences des adultes (ELCA, administrée entre 2003 et 2007) et à l’Enquête sur les compétences des adultes (PIAAC, administrée en 2012). Alors que dans de nombreux pays le changement du niveau de littératie entre l'EIAA et PIAAC a été faible, d’autres ont enregistré des variations notables, pour la plupart négatives. Dans l’intervalle plus court qui sépare l’ELCA et PIAAC, les compétences en numératie ont clairement décliné (sauf en Italie), tandis que les niveaux de littératie ont en moyenne enregistré de moindres variations (excepté une importante augmentation enregistrée en Italie et un déclin notable constaté en Norvège). Les modifications dans la composition de la population semblent avoir peu d'impact sur le changement dans les résultats entre les différentes enquêtes. De plus grandes variations ont eu lieu au sein des différents groupes socio-démographiques, mais ceux-ci ont tendance à s’annuler les uns les autres dans l'ensemble. En particulier, de grandes variations sont observées selon l'âge et les niveaux d'éducation. Les adultes plus âgés dans PIAAC sont généralement plus compétents que leurs homologues de l'EIAA, probablement en raison de l'augmentation du niveau d'instruction qui s’est opérée au cours des dernières décennies. Au contraire, les individus ayant un niveau d’instruction de niveau tertiaire semblent en moyenne moins compétents que dans le passé, ce qui pourrait indiquer que l'expansion de l'enseignement supérieur a été accompagnée d'une baisse de la qualité des nouveaux entrants à l’université (ou de l’enseignement universitaire).
Creation-Date: 2016-10-11
Number: 142
Handle: RePEc:oec:eduaab:142-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Samuel Mühlemann
Author-Workplace-Name: University of Munich (LMU)
Title: The Cost and Benefits of Work-based Learning
Abstract: Dual apprenticeship training is increasingly seen as an important educational track that provides youth with the skills necessary for a smooth transition into the labour market. However, providing skills at the workplace rather than at (vocational) school comes at a cost for firms that hire such apprentices. Nonetheless, as apprentices become part of a firm’s workforce, they also generate a benefit from working productively. This paper provides a theoretical framework and the latest empirical evidence about a firm’s costs and benefits that are associated with offering dual apprenticeship training. While many aspects of such training are determined by external factors such as government policies, training regulations, and labour market institutions, firms can still influence many other aspects. The available empirical evidence suggests that there is no single optimal model of dual apprenticeship training. However, given the differences in the institutional setting across countries, adjusting key framework conditions can allow training firms to generate a sufficiently high return on their training investments. The main parameters affecting the cost–benefit ratio are apprentice wages, amount of training provided at the workplace, apprenticeship duration, and the manner in which firms integrate apprentices into the production process (to perform both skilled and unskilled tasks). An important prerequisite to successful apprenticeships, however, is also an adequate supply of suitable apprentices, which in turn (among other factors) depends on the training quality at the workplace, certification of the acquired skills, and future wages and career opportunities from obtaining a vocational qualification.
La formation en alternance est de plus en plus considérée comme une filière importante qui dote les jeunes des compétences dont ils ont besoin pour entrer sans difficulté sur le marché du travail. La formation sur le lieu de travail plutôt que dans un établissement d’enseignement (professionnel) a toutefois un coût pour les entreprises qui font appel à des apprentis. Néanmoins, étant donné que les apprentis font partie des effectifs de l’entreprise, ils génèrent aussi des bénéfices en travaillant de façon productive. Le présent document fournit un cadre théorique et les dernières données empiriques sur les coûts et les bénéfices liés au fait, pour les entreprises, de proposer des formations en alternance. Si de nombreux aspects de la formation sont déterminés par des facteurs externes comme les politiques gouvernementales, les réglementations applicables à la formation, et les institutions du marché du travail, les entreprises peuvent encore influencer de nombreux autres aspects. D’après les données empiriques disponibles, il n’existe pas de modèle optimal unique de formation en alternance. Compte tenu des différences des environnements institutionnels entre les pays, le fait d’ajuster certaines conditions clés du cadre permet aux entreprises formatrices de générer un rendement suffisamment élevé de leur investissement dans la formation. Les principaux paramètres qui influencent le rapport coûts-bénéfices sont les salaires des apprentis, le volume de formation fourni sur le lieu de travail, la durée de l’apprentissage, et la façon dont les entreprises intègrent les apprentis dans le processus de production (pour effectuer des tâches à la fois qualifiées et non qualifiées). Une importante condition préalable à la réussite de l’apprentissage, toutefois, est aussi une offre suffisante d’apprentis compétents, laquelle dépend à son tour (entre autres facteurs) de la qualité de la formation sur le lieu de travail, de la validation des compétences acquises, et des perspectives futures de salaire et de carrière qu’offre un diplôme professionnel.
Creation-Date: 2016-10-20
Number: 143
Handle: RePEc:oec:eduaab:143-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Golo Henseke
Author-Workplace-Name: Centre for Learning and Life Chances in Knowledge Economies and Societies
Author-Name: Francis Green
Author-Workplace-Name: Institute of Education, University College London
Title: "Graduate Jobs" in OECD countries: Analysis Using A New Indicator Based on High Skills Use
Abstract: A recurring issue for education policy-makers is the labour market effect of the long-term global mass expansion of higher education, particularly on what is a “graduate job”. The traditional assumption is that graduate jobs are virtually coterminous with professional and managerial occupations. A new indicator of graduate jobs, termed ISCO(HE)2008, is derived using task-based data drawn from the The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC). The new classification shows that several jobs in ISCO major group 3 “Technicians and Associate Professionals” are also classed as graduate jobs in many countries. Altogether, 27.6% of jobs are classified as graduate jobs in the 15 OECD country-regions for which we have data. Considerable variation in the proportion of graduate jobs is found across industries and countries and in the short period from 2011 to 2013, the proportion of graduate jobs has become more diverse across countries.
Un problème récurrent qui se pose aux responsables des politiques éducatives concerne l’effet que peut avoir sur le marché du travail la massification de l’enseignement supérieur à l’échelle mondiale, en particulier sur les emplois nécessitant un diplôme supérieur. Il est communément admis que ces emplois sont quasiment synonymes de professions intellectuelles, scientifiques et d’encadrement. Un nouvel indicateur des emplois nécessitant un diplôme supérieur, désigné sous le code CITP(HE)2008, est déterminé à partir des données relatives aux tâches tirées de l’Évaluation des compétences des adultes, lancée dans le cadre du Programme de l’OCDE pour l'évaluation internationale des compétences des adultes (PIAAC). La nouvelle classification montre que plusieurs emplois relevant du grand groupe 3 de la CITP, « Professions intermédiaires », sont également classés parmi les emplois nécessitant un diplôme supérieur dans de nombreux pays. Dans l’ensemble, 27.6 % des emplois sont classés comme emplois nécessitant un diplôme supérieur dans les 15 pays/régions de l’OCDE pour lesquels des données sont disponibles. On observe des variations considérables dans la part de ces emplois selon les secteurs et les pays et, sur la courte période allant de 2011 à 2013, le pourcentage des emplois nécessitant un diplôme supérieur est devenu de plus en variable d’un pays à l’autre.
Creation-Date: 2016-10-26
Number: 144
Handle: RePEc:oec:eduaab:144-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Garry Barrett
Author-Workplace-Name: University of Sydney
Author-Name: W. Craig Riddell
Author-Workplace-Name: University of British Columbia
Title: Ageing and Literacy Skills: Evidence from IALS, ALL And PIAAC
Abstract: This paper examines the relationship between age and literacy using data from the International Adult Literacy Survey (IALS), the Adult Literacy and Life Skills Survey (ALL) and The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC). A negative partial relationship between literacy and age exists with literacy declining with age, especially after age 45. However, this relationship could reflect some combination of age and birth cohort effects. The analysis shows that in most participating countries the negative literacy-age profile observed in cross-sectional data arises from offsetting ageing and cohort effects. With some exceptions, more recent birth cohorts have lower levels of literacy and individuals from a given birth cohort lose literacy skills after they leave school at a rate greater than indicated by cross-sectional estimates. The results for birth cohort suggest that there is not a general tendency for literacy skills to decline from one generation to the next, but that the majority of the countries examined are doing a poorer job of developing literacy skills in successive generations.
Ce document étudie les liens entre l’âge et les compétences à l’écrit, à l’aide de données tirées de l’Enquête internationale sur la littératie des adultes (IALS), de l’Enquête sur la littératie et les compétences des adultes (ALL) et de l’Évaluation des compétences des adultes, lancée dans le cadre du Programme de l’OCDE pour l'évaluation internationale des compétences des adultes (PIAAC). Une corrélation négative partielle entre le niveau à l’écrit et l’âge existe, les compétences dans ce domaine déclinant avec l’âge, surtout après 45 ans, mais cette corrélation pourrait mettre en évidence une combinaison d’effets liés à l’âge et à la cohorte de naissance. L’analyse montre que dans la plupart des pays participants, la corrélation négative observée à partir de données transversales entre les compétences à l’écrit et l’âge est due à des effets de compensation liés au vieillissement et à la cohorte. À certaines exceptions près, les générations plus récentes présentent des niveaux plus faibles à l’écrit et les individus appartenant à une cohorte de naissance donnée perdent leurs compétences à l’écrit après leur scolarité à un rythme plus rapide que ce qu’indiquent les estimations transversales. Les résultats relatifs aux cohortes de naissance semblent indiquer qu’il n’y a pas de déclin général du niveau à l’écrit d’une génération à l’autre, mais que la majorité des pays soumis à l’étude parviennent moins bien à développer les compétences à l’écrit de génération en génération.
Creation-Date: 2016-10-26
Number: 145
Handle: RePEc:oec:eduaab:145-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Juan Francisco Jimeno
Author-Workplace-Name: Banco de España
Author-Name: Aitor Lacuesta
Author-Workplace-Name: Banco de España
Author-Name: Marta Martínez-Matute
Author-Workplace-Name: Banco de España
Author-Name: Ernesto Villanueva
Author-Workplace-Name: Banco de España
Title: Education, Labour Market Experience and Cognitive Skills: A First Approximation to the PIAAC Results
Abstract: This paper examines how formal education and experience in the labour market correlate with measures of human capital available in The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC). The findings are consistent with the notion that, in producing human capital, work experience substitutes formal education at the bottom of the schooling distribution. First, the number of years of working experience correlates with literacy proficiency only among low-educated individuals. Secondly, low-educated workers who only perform simple tasks on their jobs (calculating percentages or reading emails) do better in numeracy and literacy tests than similar employees who did not perform those tasks. Thirdly, workers in jobs intensive in numeric tasks perform relatively better in the numeracy section of the PIAAC test than in the literacy part. Overall, our results suggest that the contribution of on-the-job learning to skill formation is about a third of that of compulsory schooling in most of the countries that participated in PIAAC.
Ce document étudie les liens entre, d’une part, la scolarité et l’expérience professionnelle, et d’autre part, les indicateurs du capital humain présents dans l’Évaluation des compétences des adultes, lancée dans le cadre du Programme de l’OCDE pour l'évaluation internationale des compétences des adultes (PIAAC). Les résultats concordent avec l’idée selon laquelle, dans le contexte de la production de capital humain, l’expérience professionnelle se substitue à la scolarité à l’extrémité inférieure de la distribution des niveaux d’instruction. Premièrement, le nombre d’années d’expérience professionnelle n’est corrélé au niveau de compétences à l’écrit que chez les individus peu qualifiés. Deuxièmement, les actifs peu qualifiés qui n’effectuent que des tâches simples (calculer des pourcentages ou lire des courriers électroniques) obtiennent de meilleurs résultats aux tests de compétences en calcul et à l’écrit que des salariés similaires qui n’effectuent pas ce type de tâches. Troisièmement, les salariés qui effectuent des nombreuses tâches de calcul obtiennent des résultats relativement meilleurs en calcul qu’à l’écrit au test du PIAAC. Dans l’ensemble, nos résultats semblent indiquer que la contribution de l’expérience professionnelle aux compétences acquises représente un tiers environ de celle de la scolarité obligatoire dans la plupart des pays ayant participé au PIAAC.
Creation-Date: 2016-10-26
Number: 146
Handle: RePEc:oec:eduaab:146-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Luka Boeskens
Author-Workplace-Name: OECD
Title: Regulating Publicly Funded Private Schools: A Literature Review on Equity and Effectiveness
Abstract: As school choice is an increasingly common feature of OECD education systems, the regulation of publicly funded private schools has become a salient concern for researchers and policy makers alike. Focussing on three areas of regulation – selective admission, add-on tuition fees and for-profit ownership – this paper provides a review of the theoretical and empirical literature concerning their effects on equity and educational effectiveness. It also offers an overview of different countries’ approaches to the funding of private education and the methodological challenges involved in their empirical evaluation. The available evidence confirms that the funding of private schools has yielded widely different results across educational systems and suggests that regulatory frameworks are an important factor shaping these outcomes. Selective admission and substantial add-on tuition fees in particular are likely to exacerbate social segregation and can undermine schools’ incentives to compete on the basis of educational quality. The evidence on subsidised for-profit schools is equally divergent across countries but evidence points to the importance of rigorous accreditation processes and clear conditions concerning selectivity and fees to guide allocation of public funds. Although important questions are yet to be conclusively addressed, including the interaction of different regulatory devices and their effect on specific student groups, the existing literature suggests that private school regulation can make an important contribution to the equity and effectiveness of school choice programmes.
À mesure que le choix scolaire est une caractéristique des systèmes éducatifs de l'OCDE de plus en plus commune, la réglementation des écoles privées subventionnées par l’État est devenue une préoccupation saillante pour les chercheurs et les décideurs. En se concentrant sur trois domaines de la réglementation – l’admission sélective, les frais de scolarité et les établissements à but lucratif – ce rapport présente une revue de la littérature théorique et empirique concernant leurs effets sur l'équité et l'efficacité pédagogique. Il énumère également des approches différentes au financement des écoles privées et les défis méthodologiques impliqués dans leur évaluation empirique. Les données disponibles confirment que le financement de l'enseignement privé a donné des résultats très différents à travers les systèmes éducatifs et suggère que les cadres réglementaires sont un principal facteur affectant ces résultats. L’admission sélective et les frais de scolarité substantiels en particulier sont susceptibles d'aggraver la ségrégation sociale et de réduire les incitations des écoles de concourir sur la base de leur qualité éducative. Les données sur les écoles subventionnées à but lucratif sont également divergentes à travers des pays, mais ils soulignent l'importance d'un processus d'accréditation rigoureux et des conditions réglementaires en ce qui concerne leur qualité et sélectivité. Bien que des questions importantes doivent encore être abordées définitivement, la littérature existante suggère que la réglementation des écoles privées peut constituer une contribution importante à l'équité et l'efficacité des programmes de choix scolaire.
Creation-Date: 2016-11-11
Number: 147
Handle: RePEc:oec:eduaab:147-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Noémie Le Donné
Author-Workplace-Name: OECD
Author-Name: Pablo Fraser
Author-Workplace-Name: OECD
Author-Name: Guillaume Bousquet
Author-Workplace-Name: OECD
Title: Teaching Strategies for Instructional Quality: Insights from the TALIS-PISA Link Data
Abstract: This report explores the relationships between mathematics teachers’ teaching strategies and student learning outcomes in eight countries, using information from the TALIS-PISA link database. First, the study seeks to understand the shaping of teaching strategies by examining the way teachers use different classroom practices and the prevalence of these strategies among teachers across schools and countries. As a result of this exploration, three teaching strategies are put forward: active learning, cognitive activation and teacher-directed instruction. Second, the report aims at identifying the teaching strategies that are positively associated with student skill acquisition. Third and finally, it analyses the contributions of the school and the classroom settings, the teacher background and beliefs, to the implementation of the teaching strategies found to be positively related to student learning outcomes. Results show that cognitive activation strategies and, to a lesser extent, active learning strategies, have a strong association with students’ achievement in mathematics. However, this association seems to be weaker in schools with socio-economically disadvantaged students. Also, teachers from the same school tend to share the same approach to teaching, which indicates that these teaching strategies are part of a “teaching culture” within the school. Teacher self-efficacy and teacher collaboration are shown to be the factors more often associated with the implementation of cognitive activation strategies and active learning. Following on from these findings, the paper concludes with a series of policy recommendations.
Ce rapport explore les relations entre les stratégies pédagogiques des enseignants de mathématique et les résultats d’apprentissage des élèves à partir d’information de la base de données de l’option « lien TALIS-PISA » dans 8 pays. Tout d’abord, l’enquête cherche à comprendre comment s'élaborent les stratégies pédagogiques en examinant la façon dont les enseignants emploient des pratiques scolaires différentes et la prévalence de ces stratégies parmi les enseignants, dans les établissements et les pays. Trois stratégies pédagogiques en sont ressorties : l’apprentissage actif, l’activation cognitive et l’enseignement direct. Le rapport a pour but d’identifier les stratégies qui sont associées de manière positive à l’acquisition de compétences chez l’élève. Finalement, il analyse les contributions des établissements et des caractéristiques des classes, de la formation et des croyances de l’enseignant, à la mise en oeuvre de stratégies pédagogiques considérées comme participant de manière positive aux résultats d’apprentissage de l’élève. Les résultats montrent que les stratégies d’activation cognitives et, dans une moindre proportion, les stratégies d’apprentissage actif, sont très fortement associées à la réussite de l’étudiant en mathématiques. Cependant, cette corrélation semble être plus faible dans les établissements où se trouvent des élèves désavantagés sur les plans économique et social. En outre, les enseignants provenant de la même école ont tendance à utiliser la même approche, ce qui indique que ces stratégies font partie d’une « culture d’enseignement » au sein de l’établissement. L’efficacité personnelle et la collaboration entre enseignants sont les facteurs qui sont le plus souvent associés à la mise en oeuvre de stratégies d’activation cognitive et d’apprentissage actif. Sur la base de ces résultats, le rapport présente une série de recommandations.
Creation-Date: 2016-11-22
Number: 148
Handle: RePEc:oec:eduaab:148-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Marta Palczyńska
Author-Workplace-Name: Educational Research Institute, Poland
Author-Name: Karolina Świst
Author-Workplace-Name: Educational Research Institute, Poland
Title: Measurement Properties of Non-cognitive scales in the Polish Follow-up Study on PIAAC (POSTPIAAC)
Abstract: There is a growing literature providing evidence that not only cognitive skills but also non-cognitive skills are important for economic and social outcomes. This paper assesses the measurement properties of the Big Five and Grit scales in a large representative sample of adults in Poland. The data from the Polish Follow-up Study on the Programme for International Assessment of Adult Competencies (postPIAAC) include longitudinal information on PIAAC respondents in Poland and additional background information not available in the international study. The results presented in this paper show that not all the criteria concerning the reliability, validity and comparability of these scales have been satisfied, though the personality measures significantly contribute to explaining the variability in policy-relevant outcomes. Most of the questions discriminate well between people possessing a high and a low level of a given trait, though reverse-worded items perform weaker. The Big Five theoretical five-factor structure was not replicated; however, a six-factor model with an additional factor loading reverse-worded items fits the data. In case of Grit, a bi-factor model, which has an equivalent interpretation to the second-order theoretical structure, holds. The scales are not fully measurement invariant. The results confirm earlier findings from the literature that differences in personality traits are clearly associated with differences in life outcomes. For most of the outcomes, the Big Five traits outperform cognitive skills in predictive power. Only educational attainment is more strongly related to cognitive skills, while for wages, the predictive power of personality and cognitive skills is similar. The paper provides recommendations for incorporating measures of personality traits into competence surveys.
Creation-Date: 2016-12-08
Number: 149
Handle: RePEc:oec:eduaab:149-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Viktoria Kis
Title: Work-based Learning for Youth at Risk: Getting Employers on Board
Abstract: Work-based learning can provide a bridge into careers and its potential benefits are particularly noticeable for youth at risk – those most likely to face difficulties in accessing jobs and learning opportunities. If this potential is to be fully realised, work-based learning programmes must be attractive to employers. Achieving this requires a closer look at the costs and benefits for employers when they offer work-based learning. This paper looks at tools designed to help get employers on board for work-based learning, with an emphasis on work-based learning for youth at risk. International experience suggests that financial incentives, such as subsidies and tax breaks are not the answer. Attention should be focussed instead on non-financial measures that improve the cost-benefit balance of apprenticeship to employers. These include adjusting key parameters of apprenticeship schemes, better preparing youth at risk for apprenticeship and providing support (e.g. remedial courses, mentoring) to youth at risk during apprenticeship.
Creation-Date: 2016-12-08
Number: 150
Handle: RePEc:oec:eduaab:150-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Janina Krawitz
Author-Workplace-Name: University of Kassel
Author-Name: Kay Achmetli
Author-Workplace-Name: University of Kassel
Author-Name: Werner Blum
Author-Workplace-Name: University of Kassel
Author-Name: Sebastian Vogel
Author-Workplace-Name: University of Kassel
Author-Name: Michael Besser
Author-Workplace-Name: University of Kassel
Title: Report on the relative strengths and weaknesses of the United States in PISA 2012 mathematics
Abstract: This paper aims to investigate the performance of the students in the United States in all 84 mathematics items that were administered in the United States as part of the PISA 2012 assessment. It compares the performance of the United States with the OECD average and with the performance of five reference countries/economies that were ranked higher on the PISA scale. The analysis reveals specific relative strengths and weaknesses of the 15-year-olds in the United States, referring to items in which they performed unexpectedly well or unexpectedly badly compared to their overall distance from the OECD average or from the reference countries/economies. On that basis, certain patterns – that means certain clusters – of items with similar cognitive requirements, are identified. There are seven altogether, three for strengths and four for weaknesses of the US students. An analysis of student solutions illustrates and further clarifies these strengths and weaknesses. The results show that the relative strengths are mostly revealed in easy items, whereas the relative weaknesses are mostly reflected in particularly demanding items.
Cette étude s’intéresse aux performances des élèves aux États-Unis dans l’ensemble des 84 items de mathématiques qui ont été administrés aux États-Unis dans le cadre de l’évaluation PISA 2012. Elle compare les performances des États-Unis à la moyenne de l’OCDE et aux performances de cinq pays/économies de référence qui ont obtenu un meilleur classement à l’échelle du PISA. L’analyse révèle les forces et les faiblesses relatives spécifiques des élèves de 15 ans aux États-Unis, en se reportant aux items où ils ont obtenu des résultats les uns meilleurs et les autres pires que ceux auxquels on s’attendait, par rapport à leur classement global d’après la moyenne de l’OCDE ou les pays ou économies de référence. C’est sur cette base que sont relevés certains schémas, à savoir certains clusters, d’items présentant des exigences cognitives similaires. Il en existe sept au total, trois pour les forces et quatre pour les faiblesses des élèves américains. Une analyse des solutions trouvées par les élèves illustre et précise davantage ces forces et ces faiblesses. Les résultats montrent que les forces relatives se manifestent surtout au niveau des items faciles, tandis que les faiblesses relatives se reflètent surtout au niveau des items particulièrement exigeants.
Creation-Date: 2016-12-20
Number: 151
Handle: RePEc:oec:eduaab:151-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Małgorzata Kuczera
Title: Incentives for apprenticeship
Abstract: While an apprenticeship is potentially very beneficial to students, employers and economies, many countries face difficulties in encouraging companies to provide apprenticeship places, and individuals to enter apprenticeship programmes. To encourage companies to provide apprenticeships, the government, and sometimes social partners, promote apprenticeships through a wide range of incentives, including financial incentives, such as subsidies and tax breaks, and non-financial incentives, such as adjustments in apprenticeship design to make it more attractive to employers. While financial incentives are common, their effect is often modest and depends on the amount of financial support and allocation criteria. Schemes that target specific sectors and are supported by social partners tend to be more successful. However, non-financial measures, which are often less costly than financial incentives, can also be helpful in increasing the provision of apprenticeships and merit further consideration.
Creation-Date: 2017-01-19
Number: 152
Handle: RePEc:oec:eduaab:152-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Małgorzata Kuczera
Author-Workplace-Name: OECD
Title: Striking the right balance: Costs and benefits of apprenticeship
Abstract: For students, apprenticeships are an attractive form of learning as they simultaneously enhance skills and prepare them for jobs and careers. Typically, public authorities organise and fund off-the-job education and training, while employers take responsibility for the supervision and training of apprentices during their work placements. The involvement of both public authorities and employers in the design and provision of apprenticeships is a key strength, however, the successful involvement of various stakeholders in apprenticeships can be a challenge as it requires the reconciliation of different interests and the careful distribution of costs and benefits from apprenticeships. Well-designed apprenticeship systems are attractive to students, create value for employers, and support economic growth.
Creation-Date: 2017-02-11
Number: 153
Handle: RePEc:oec:eduaab:153-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Nicholas Spaull
Author-Workplace-Name: Stellenbosch University
Title: Who Makes It Into PISA?: Understanding the Impact of PISA Sample Eligibility Using Turkey as a Case Study (PISA 2003 - PISA 2012)
Abstract: Of the OECD countries that participate in the Programme for International Student Assessment (PISA), Turkey has one of the lowest levels of performance and the highest rates of improvement in PISA scores between 2003 and 2012. New evidence presented in this paper suggests that existing accounts have underestimated both progress and inequity in Turkey because they did not take into account the large proportion of 15-16 year-olds that are ineligible for the PISA sampling frame, either because they are no longer in school or because they are severely delayed. Using Turkey’s Demographic and Health Survey (DHS) data for 2003, 2008 and 2013 we show that the proportion of 15-16 year-olds that were eligible for the PISA sample in Turkey has nearly doubled from 45% in PISA 2003, to 80% in PISA 2012. By combining DHS data on access/attainment and PISA survey data on learning outcomes we show that: (1) the improvement in the percentage of 15-16 year-olds reaching Level 2 in PISA (functional literacy and functional numeracy) is up to twice as large as that reflected in official PISA reports, (2) the gap in functional literacy rates between rich and poor youth in 2012 is 2.3 times as large as was previously thought, and (3) contrary to earlier research the gap between rich and poor has not declined between 2003 and 2012. The paper emphasises the importance of accounting for sample eligibility and representivity when making inter-country and inter-temporal comparisons using international assessment data, particularly for developing countries with expanding education systems.
Creation-Date: 2017-03-24
Number: 154
Handle: RePEc:oec:eduaab:154-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Francesca Borgonovi
Author-Workplace-Name: OECD
Author-Name: Artur Pokropek
Author-Workplace-Name: Educational Research Institute, Poland
Author-Name: François Keslair
Author-Workplace-Name: OECD
Author-Name: Britta Gauly
Author-Workplace-Name: GESIS - Leibniz Institute for the Social Sciences
Author-Name: Marco Paccagnella
Author-Workplace-Name: OECD
Title: Youth in Transition: How Do Some of The Cohorts Participating in PISA Fare in PIAAC?
Abstract: This paper uses data from PISA and the OECD Survey of Adult Skills (PIAAC) to examine the evolution of socio-economic and gender disparities in literacy and numeracy proficiency between the ages of 15 and 27 in the sample of countries that took part in both studies. Socio-economic disparities are exacerbated between the age of 15 and 27 and the socio-economic gap in proficiency widens, particularly among low-achievers. Gender disparities in literacy at age 15 are marked across the performance spectrum but are particularly wide among low-performers. However, by age 24 there is no difference in the literacy proficiency of males and females. The gender gap in numeracy at age 15 is quantitatively small when compared with the gap in literacy, although it is more pronounced among high achievers. The paper canvasses possible explanations for the trends observed and discusses implications for policy and practice, including the extent to which the lack of an established link between PISA and PIAAC limits the analytical value of the two studies.
Creation-Date: 2017-03-28
Number: 155
Handle: RePEc:oec:eduaab:155-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Samuel Greiff
Author-Workplace-Name: University of Luxembourg
Author-Name: Katharina Scheiter
Author-Workplace-Name: Leibniz-Institut für Wissensmedien
Author-Name: Ronny Scherer
Author-Workplace-Name: Centre for Educational Measurement
Author-Name: Francesca Borgonovi
Author-Workplace-Name: OECD
Author-Name: Ann Britt
Author-Workplace-Name: Northern Illinois University
Author-Name: Art Graesser
Author-Workplace-Name: University of Memphis
Author-Name: Muneo Kitajima
Author-Workplace-Name: Nagaoka University of Technology
Author-Name: Jean-François Rouet
Author-Workplace-Name: Université de Poitiers
Title: Adaptive problem solving: Moving towards a new assessment domain in the second cycle of PIAAC
Abstract: The set of skills that is required to be a successful citizen in the 21st century is rapidly evolving. New technologies and social systems grow increasingly complex and require individuals to quickly and flexibly adapt to new and changing circumstances. This paper outlines the key features of the domain of adaptive problem solving that is proposed to be assessed in the 2nd cycle of the OECD Survey of Adult Skills (PIAAC) in addition to the domains of numeracy and literacy. Adaptive problem solving is considered to be a crucial 21st century skill that combines cognitive and meta-cognitive processes. The paper develops a definition of adaptive problem solving building on relevant work in cognitive psychology and cognitive science, introduces its covariates and preconditions, discusses relevant assessment principles, and provides insights on the relevance of adaptive problem solving for labour markets and social integration.
Creation-Date: 2017-06-07
Number: 156
Handle: RePEc:oec:eduaab:156-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Miloš Kankaraš
Title: Personality matters: Relevance and assessment of personality characteristics
Abstract: Personality characteristics shape human behaviour and influence a wide range of life events and outcomes. They do so not only through their direct effects on life outcomes, but also through their indirect effects on other important personal factors and intermediate life events, such as the development of cognitive capacities, the attainment of educational qualifications and the formation of a family. As such, personality characteristics have a demonstrable relevance for a wide range of policy issues and represent an important, although often neglected, subject of policy interest.This paper reviews the scientific literature covering a wide range of personality characteristics, discussing their conceptualisations and main features, their relevance for important outcomes in life and work, and the chief ways they are measured. It aims to provide a comprehensive overview of various attributes of personality from the perspective of their potential importance for the Survey of Adult Skills (PIAAC), taking into account their analytical potential and policy relevance. The paper also outlines and evaluates the most important measurement instruments for each personality characteristic, with a focus on short self-report scales as the most appropriate form for inclusion in large-scale international surveys. Finally, it presents some considerations related to the evaluation and promotion of personality characteristics and introduces the substantive and measurement criteria that could be used to select the personality attributes, and related measurement scales, to include in large-scale surveys.
Creation-Date: 2017-07-31
Number: 157
Handle: RePEc:oec:eduaab:157-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Özge Bilgili
Author-Workplace-Name: OECD
Title: The “CHARM” Policy Analysis Framework: Evaluation of Policies to Promote Immigrant Students’ Resilience
Abstract: This paper focuses on children with a migration background and conceptualises their migration experience as adversity. The paper adapts the resilience framework to understand how immigrant children can overcome adversity. The paper discusses policy models that can be derived from adopting a resilience approach to the measurement of immigrant students' integration prospects and proposes a policy analysis framework. The "CHARM" framework helps to assess the extent to which destination country policies and practices support the educational and socioemotional well-being of immigrant children. Namely, it evaluates whether policies consider 1) Cumulative adversity; adopt a 2) Holistic approach; consider 3) Adjustment as a dynamic process; identify a 4) Relational development; and implement a 5) Multilevel approach. The paper finally applies the CHARM framework to the education policies of Ontario, Canada and underscores the relevance of applying the CHARM framework across countries and jurisdictions to evaluate education policies that can promote the resilience of immigrant children.
Creation-Date: 2017-09-20
Number: 158
Handle: RePEc:oec:eduaab:158-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Kristina Sonmark
Author-Name: Nóra Révai
Author-Name: Francesca Gottschalk
Author-Name: Karolina Deligiannidi
Author-Name: Tracey Burns
Title: Understanding teachers' pedagogical knowledge: report on an international pilot study
Abstract: What is the nature of teachers’ pedagogical knowledge? The Innovative Teaching for Effective Learning Teacher Knowledge Survey (ITEL TKS) set out to answer this question in a pilot study that ran in five countries: Estonia, Greece, Hungary, Israel and the Slovak Republic. Using convenience samples, the pilot assessed the pedagogical knowledge base of teachers, teacher candidates and teacher educators. Pedagogical knowledge was broken down into the domains of assessment, instructional processes and learning processes. The link between teachers’ knowledge and characteristics of teacher education systems, opportunities to learn and motivational characteristics was also examined.The ITEL TKS pilot demonstrated the feasibility of researching teachers’ pedagogical knowledge profiles across countries, and validated an innovative instrument for assessing general pedagogical knowledge in an internationally comparative way. It also allowed for reflection on potential adaptations to strengthen the design of future work. The results serve as a template for a larger-scale study to explore teacher knowledge and competences in nationally representative samples.
Creation-Date: 2017-10-11
Number: 159
Handle: RePEc:oec:eduaab:159-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Jonathan Williams
Author-Workplace-Name: OECD
Title: Collaboration, alliance, and merger among higher education institutions
Abstract: Declining student numbers; growing fiscal pressures; and intensified international competition for prestige, research talent and funding, have increasingly made collaborations, alliances, and mergers among higher education institutions a priority for institutions themselves, and for the governments that support them. Collaborations, alliances and mergers among higher education institutions may seek to enhance academic performance, to achieve economic efficiencies, or to better align the network and performance of institutions to public needs. Institutional collaboration occurs less frequently and successfully in the design and delivery of instruction than in other domains, owing largely to the traditionally autonomous and solitary role of faculty in this area. Collaboration is much more common in research, engagement, and back-end administration and other supports, with research collaboration often offering the greatest performance gains, and administrative collaboration the greatest potential efficiencies. Targeted grants are the most common tool governments use to encourage institutional collaboration and consolidation, while more flexible quality assurance standards and the greater alignment of policy frameworks more generally can also make it much easier for institutions to collaborate. Evidence about the outcomes of collaborations, alliances, and mergers is limited, but indicates that these initiatives can strengthen institutional performance, produce efficiencies, improve resilience and enhance alignment to national priorities, although not for all institutions in all circumstances. Policymakers who succeed in promoting effective collaboration appear to strategically stimulate institutional initiative, support effective planning and implementation, secure stakeholder buy-in, concentrate resources, and achieve policy alignment.
Creation-Date: 2017-11-22
Number: 160
Handle: RePEc:oec:eduaab:160-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Nora Newcombe
Title: Harnessing Spatial Thinking to Support Stem Learning
Abstract: Spatial intelligence concerns the locations of objects, their shapes, their relations, and the paths they take as they move. Recognition of spatial skills enriches the traditional educational focus on developing literacy and numerical skills to include a cognitive domain particularly relevant to achievement in science, technology, engineering and mathematics (STEM). This report reviews research showing that (a) spatial thinking and STEM learning are related, and (b) spatial thinking is malleable. It evaluates two strategies for exploiting these findings in education. Strategy 1 involves direct training of spatial skills. Strategy 2 involves spatialising the curriculum, using tools suited to spatial thinking including spatial language, maps, diagrams, graphs, analogical comparison, physical activity that instantiates scientific or mathematical principles, gesture and sketching. Existing data support including spatial thinking and tools in designing curricula, training teachers and developing assessments. At the same time research continues to evaluate the effectiveness of the efforts and explore mechanisms.
Creation-Date: 2017-11-27
Number: 161
Handle: RePEc:oec:eduaab:161-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Romane Viennet
Author-Name: Beatriz Pont
Title: Education policy implementation: A literature review and proposed framework
Abstract: This literature review focuses on education policy implementation, its definition, processes and determinants. It aims to clarify what implementing policies involve in complex education systems to support policy work, building on the literature and country examples. An introduction delves into the reasons behind the need to update the concept of education policy implementation, which is defined as a purposeful and multidirectional change process aiming to put a specific policy into practice and which affects an education system on several levels.The paper then analyses the determinants that hinder or facilitate the process and groups them under four dimensions which support effective implementation: smart policy design, inclusive stakeholder engagement, conducive context and a coherent implementation strategy. Based on these dimensions, the paper proposes a generic framework and a complementary set of questions and principles for action that can guide policy makers to design, analyse and carry out their education policy implementation processes.
Classification-JEL: A
Creation-Date: 2017-12-13
Number: 162
Handle: RePEc:oec:eduaab:162-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Jan Paul Heisig
Author-Name: Heike Solga
Title: How returns to skills depend on formal qualifications: Evidence from PIAAC
Abstract: Using PIAAC (Programme for the International Assessment of Adult Competencies) data for 21 countries, we study interrelationships between formal qualifications, cognitive skills, and labour market outcomes, focusing on comparisons between less and intermediate-educated adults (i.e. between adults with a degree below the upper secondary and at the upper secondary level). Less-educated adults tend to have lower cognitive skills than intermediate-educated adults, yet both groups are internally heterogeneous. In country-specific individual-level regressions, cognitive skills partly explain the lower occupational status of less-educated adults, but cross-national variation in their disadvantage remains substantial after accounting for skills. Country-level regressions show that the remaining disadvantage increases with the aggregate skills gap and with the internal homogeneity of the two educational groups. We further show that the association between skills and occupational attainment is weaker among the less educated than among the intermediate group. These findings are consistent with the idea that employers statistically discriminate on the basis of formal qualifications.
Creation-Date: 2017-12-15
Number: 163
Handle: RePEc:oec:eduaab:163-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Francesca Borgonovi
Author-Workplace-Name: OECD
Author-Name: Artur Pokropek
Author-Workplace-Name: European Commission, Joint Research Centre
Title: Birthplace diversity, income inequality and education gradients in generalised trust: The relevance of cognitive skills in 29 countries
Abstract: The paper examines between-country differences in the mechanisms through which education could promote generalised trust using data from 29 countries participating in the OECD’s Survey of Adult Skills (PIAAC). Results indicate that education is strongly associated with generalised trust and that a large part of this association is mediated by individuals’ literacy skills, income and occupational prestige. However, education gradients in levels of generalised trust and in the extent to which they are due to social stratification mechanisms or cognitive skills mechanisms vary across countries. Differences across countries in birthplace diversity and income inequality are correlated with how strongly education is associated with trust in different countries, as well as in the relative magnitude of direct and indirect associations. In particular, the relationship between literacy skills and generalised trust is stronger in the presence of greater birthplace diversity but is weaker in the presence of greater income inequality.
Creation-Date: 2017-12-15
Number: 164
Handle: RePEc:oec:eduaab:164-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Sujay Kakarmath
Author-Workplace-Name: Harvard T.H. Chan School of Public Health
Author-Name: Vanessa Denis
Author-Workplace-Name: OECD
Author-Name: Marta Encinas-Martín
Author-Workplace-Name: OECD
Author-Name: Francesca Borgonovi
Author-Workplace-Name: OECD
Author-Name: S. V. Subramanian
Author-Workplace-Name: Harvard T.H. Chan School of Public Health
Title: Association between literacy and self-rated poor health in 33 high-and upper-middle-income countries
Abstract: We assess the relationship between general literacy skills and health status by analysing data from the Programme for the International Assessment of Adult Competencies (PIAAC), an international survey of about 250 000 adults aged 16-65 years conducted by the Organisation for Economic Co-operation and Development (OECD) from 2011-15 in 33 countries/national sub-regions. Across countries, there seems to be a strong and consistent association between general literacy proficiency and self-rated poor health, independent of prior socio-economic status and income. General literacy proficiency also appears to be a mediator of the association between self-education and self-rated poor health. While the literacy-health association is robust over time, it varies in magnitude across countries. It is strongest for those with a tertiary or higher degree and does not appear to exist among young adults (ages 25 to 34 years). Future studies are required to understand the contextual factors that modify the general literacy proficiency-health association.
Creation-Date: 2018-01-11
Number: 165
Handle: RePEc:oec:eduaab:165-EN
Template-type: ReDIF-Paper 1.0
Author-Name: John P. Martin
Title: Skills for the 21st century: Findings and policy lessons from the OECD survey of adult skills
Abstract: The OECD Survey of Adult Skills is the jewel in the crown of its Programme for the International Assessment of Adult Competencies (PIAAC). This paper argues that the findings and policy lessons from the project to date justify the high hopes which were placed in PIAAC when detailed planning for the project began in 2003. First, it presents a brief recap of PIAAC and its two predecessor international skills surveys. Second, it outlines the main themes which have been investigated to date using data from PIAAC. Third, the main findings and policy lessons drawn from PIAAC are highlighted. Finally, looking forward to the second cycle of PIAAC, for which planning is now underway, the paper suggests some priority areas for improvement to the survey design in order to add to its analytical usefulness and enhance its utility to policy makers.
Creation-Date: 2018-01-24
Number: 166
Handle: RePEc:oec:eduaab:166-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Tommaso Agasisti
Author-Workplace-Name: Politecnico di Milano School of Management
Author-Name: Francesco Avvisati
Author-Workplace-Name: OECD
Author-Name: Francesca Borgonovi
Author-Workplace-Name: OECD
Author-Name: Sergio Longobardi
Author-Workplace-Name: University of Naples "Parthenope"
Title: Academic resilience: What schools and countries do to help disadvantaged students succeed in PISA
Abstract: Resilience refers to the capacity of individuals to prosper despite encountering adverse circumstances. This paper defines academic resilience as the ability of 15-year-old students from disadvantaged backgrounds to perform at a certain level in the Programme for International Student Assessment (PISA) in reading, mathematics and science that enables them to play an active role in their communities and prepares them to make the most of lifelong-learning opportunities. Using data from the most recent PISA cycles, this paper explores changes in the share of resilient students over time (2006-2015); highlights the importance of school environments and resources in mitigating the risk of low achievement for disadvantaged students; and identifies school-level factors that are associated with the likelihood of academic resilience among socio-economically disadvantaged students. Analyses reveal that several countries were able to increase the share of resilient students over time, reflecting improvements in the average performance of students, or a weaker relationship between socio-economic status and performance. In the vast majority of education systems examined, the likelihood of academic resilience among disadvantaged students is lower in schools where students report a negative classroom climate. The paper concludes by exploring school policies and practices that are associated with a positive classroom climate.
Creation-Date: 2018-01-29
Number: 167
Handle: RePEc:oec:eduaab:167-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Tarek Mostafa
Author-Workplace-Name: OECD
Author-Name: Judit Pál
Author-Workplace-Name: OECD
Title: Science teachers’ satisfaction: Evidence from the PISA 2015 teacher survey
Abstract: In 2015, for the first time in its history, PISA (the Programme for International Student Assessment) asked teachers to describe the various aspects of their working environment and teaching practices. This paper examines how teacher, student and school characteristics are related to science teachers’ satisfaction in 19 PISA-participating countries and economies.The findings show that the most satisfied science teachers tend to be those who are initially motivated to become teachers. The results also highlight the positive relationship between science teachers’ satisfaction and teacher collaboration, good disciplinary climate in science classes, availability of school resources, and the opportunity to participate in professional-development activities.
Creation-Date: 2018-02-07
Number: 168
Handle: RePEc:oec:eduaab:168-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Anna Choi
Author-Workplace-Name: OECD
Title: Emotional well-being of children and adolescents: Recent trends and relevant factors
Abstract: This paper provides a synthesis of the literature on mental health and emotional well-being of children and adolescents, including an overview on the latest PISA 2015 results where relevant. The paper begins by providing a definition of the terms and a synopsis of mental health and emotional well-being trends among youths in the recent decades, including psychiatric disorders, life satisfaction, and bullying. Different factors underlie recent emotional well-being trends, such as sleep deprivation, increasing levels of stress and pressure and social relations. The contexts and environment that children live in today have been rapidly changing and can have a considerable impact on their well-being. Among effective prevention and intervention programmes for children and adolescents' depression, anxiety, and suicide, the most common element found is cognitive-behavioural therapy. This approach aims to improve children's problem solving, coping skills and to overcome negative thoughts and emotions. Efforts to collect more information on mental health indicators and information on relevant factors would be helpful for future research.
Creation-Date: 2018-02-09
Number: 169
Handle: RePEc:oec:eduaab:169-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Ruth Aston
Title: Physical health and well-being in children and youth: Review of the literature
Abstract: This paper provides an overview of trends in physical health outcomes of young people over the last several decades. It makes the argument for the importance of physical health and well-being for the individual and society, including its role in education outcomes. The paper then examines interventions, identifying common factors of effective intervention design to improve physical health among young people. It ends with a discussion of remaining gaps in our knowledge and the implications of this body of research on education, communities and families.
Creation-Date: 2018-02-15
Number: 170
Handle: RePEc:oec:eduaab:170-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Kari Dreyer
Author-Workplace-Name: Candena GmbH
Author-Name: Alexandra Cosma
Author-Workplace-Name: Candena GmbH
Author-Name: Iveta Hlinková
Author-Workplace-Name: Candena GmbH
Author-Name: Jan Henggeormation
Author-Workplace-Name: Candena GmbH
Title: Lessons learned from the PISA4U pilot: The online programme for school improvement
Abstract: PISA4U is an online programme developed by CANDENA in association with the Organisation for Economic Co-Operation and Development (OECD) which brings together teachers from around the world in order to learn from one another and develop meaningful, tangible improvements in their schools. This work is supported by an online collaborative learning environment that contributes to the strengthening of these strategic developments across borders and educational silos by providing participants with foundational guidance, inspiration, and support. The programme is based on an innovative collaborative learning format built upon the principles of teamwork, peer-to-peer feedback and exchange, project-based learning, mentorship, and expert input.The pilot edition of the PISA4U programme conducted in 2017 has resulted in the development of a passionate global community of educators working together to produce innovative ideas and to bring them into their own classrooms. While originally conceived for 2 000 participants, PISA4U has attracted more than 6 000 registered participants from 172 countries and school systems.Overall, the PISA4U pilot programme has shown that educators around the world are in need of connection with, and support from, one another. They are motivated to address the challenges they face in their profession, eager to collaborate and share knowledge with one another, and determined to develop tangible solutions for change. As a result of the programme, participants created over 100 innovative teaching resources which are now available within the PISA4U global library of teaching resources and can be accessed by teachers and educators from around the world free of charge.
Creation-Date: 2018-03-28
Number: 171
Handle: RePEc:oec:eduaab:171-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Amelia Peterson
Author-Workplace-Name: Harvard University
Author-Name: Hanna Dumont
Author-Workplace-Name: German Institute for Economic Research (DIW-Berlin)
Author-Name: Marc Lafuente
Author-Name: Nancy Law
Author-Workplace-Name: University of Hong Kong
Title: Understanding innovative pedagogies: Key themes to analyse new approaches to teaching and learning
Abstract: Pedagogy is at the heart of teaching and learning. Preparing young people to meet new contemporary challenges means to review and update the pedagogies teachers use. However, despite the increased reporting of teachers and schools that are innovating, schools remain largely seen as very resistant places for innovation. To address the importance and challenges of implementing new pedagogies, this paper brings together leading experts to reflect on key areas of pedagogy. In particular, each chapter addresses a pedagogical dimension that together offers a conceptual framework for action. This framework moves beyond a fragmented focus on specific innovations. In doing so, it helps explain how innovative pedagogies may be developed, applied and scaled. Amelia Peterson’s first contribution shows how fundamental purpose is to pedagogy, while Hanna Dumont’s section explores adaptive teaching as a cross-cutting concept over a range of different pedagogical approaches. Then the paper moves to discuss the importance of understanding pedagogies as combinations, which Amelia Peterson defines as two layers: one combining discrete teaching practices and another that combines approaches to meet long-term educational goals. Marc Lafuente looks first at content domains (mathematics, non-native languages, and socio-emotional learning) and how they relate to pedagogies. He then contributes to the thinking on “new learners” and technology, as important context influencing pedagogical choices and implementation. The final section by Nancy Law is focused on change, through the particular prism of technology-enhanced pedagogical innovations. Her analysis moves towards a theory of change that takes account of the need for alignment at the different levels of the educational system.
Creation-Date: 2018-03-29
Number: 172
Handle: RePEc:oec:eduaab:172-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Oleksandr S. Chernyshenko
Author-Workplace-Name: University of Western Australia
Author-Name: Miloš Kankaraš
Author-Workplace-Name: OECD
Author-Name: Fritz Drasgow
Author-Workplace-Name: Drasgow Consulting Group
Title: Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills
Abstract: In an increasingly fast-changing, complex and diverse world, social and emotional skills are becoming ever more important. In this paper we present an overview of literature on social and emotional skills, describing the nature and structure of these skills, their development, malleability and factors that influence them, their cross-cultural comparability and their relevance for a wide range of educational, economic and life outcomes. The paper also represents a conceptual framework for the OECD’s new Study on Social and Emotional Skills, an international survey that assesses 10- and 15-year-old students in a number of cities and countries around the world.We focus on the underlying skills within and outside of the widely researched Big Five model that are found to be more predictive and policy relevant. We examine the relationships of these skills with a variety of indicators of individual and societal well-being such as education, employment and income, health, and personal well-being. The paper discusses the structure of child’s social and emotional skills and the developmental trajectories of these skills across a lifetime. It presents the evidence of malleability of these skills as well as their relevance across a wide range of cultural contexts.
Creation-Date: 2018-04-27
Number: 173
Handle: RePEc:oec:eduaab:173-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Nóra Révai
Author-Workplace-Name: OECD
Title: What difference do standards make to educating teachers?: A review with case studies on Australia, Estonia and Singapore
Abstract: This paper reviews evidence on the interplay between professional standards for teachers, the content of teacher education and educational sciences, and provides three case studies to illustrate these interactions from Estonia, Australia and Singapore. In particular, it investigates what aligning teacher education programmes to standards really mean; and what conception of educational sciences is reflected in the standards and the curriculum. Analyses suggest that alignment, as an explicit, direct and consistent correspondence, is difficult to achieve, in part due to different conceptualisations of professional knowledge. However, this paper argues that the main value of standards as policy tools lies in their capacity to create mutual dialogue between different artefacts (standards’ requirements, curriculum, course descriptions, accreditation standards, etc.), as well as among stakeholders. Regularly renegotiating the standards as a result of such dialogue and reflections should be a crucial part of the policy process.
Creation-Date: 2018-05-28
Number: 174
Handle: RePEc:oec:eduaab:174-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Pauline Musset
Author-Workplace-Name: OECD
Author-Name: Lucia Mytna Kurekova
Author-Workplace-Name: Slovak Governance Institute
Title: Working it out: Career Guidance and Employer Engagement
Abstract: Career and education decisions are amongst the most important young people make. Gender, ethnicity and socio-economic factors all strongly affect these choices. Career guidance is both an individual and a social good: it helps individuals to progress in their learning and work, but it also helps the effective functioning of the labour and learning markets, and contributes to a range of social policy goals, including social mobility and equity. This justifies the public investment in career guidance activities. Empirical evidence point towards career guidance services – in school and outside – having a formative influence on young people’s understanding of themselves and the world of work, and can often improve educational, social and economic outcomes. As young people stay in education and training longer and as the labour market becomes more complex, the case for career guidance grows. But what makes for effective provision? This paper looks at the features of good career guidance practice, including the need for schools to begin early and the essential role of exposure to the world of work.
Creation-Date: 2018-07-06
Number: 175
Handle: RePEc:oec:eduaab:175-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Pauline Slot
Author-Workplace-Name: Utrecht University
Title: Structural characteristics and process quality in early childhood education and care: A literature review
Abstract: This literature review investigated relations between structural characteristics and process quality in centre and family daycare provisions for children from birth to age 5. Structural characteristics were examined at system, organisational, classroom, and staff levels. The strongest evidence concerned the positive relations between staff’ pre-service and professional development and process quality. Smaller group sizes and child-staff ratios were also generally positively related to process quality. At the system level, quality rating and improvement systems appeared to be associated with higher process quality, although most systems lacked sensitivity in differentiating between fine-grained levels of quality. Evidence on relations at the organisational level was scarce. Furthermore, there was evidence of a complex interaction of structural features at different levels that jointly predicted process quality, but more research is warranted. Overall, most studies were focused on centre-based provisions for children aged 3 to 5, whereas less evidence was available for provisions for children aged 0 to 2 and family daycare.
Creation-Date: 2018-07-16
Number: 176
Handle: RePEc:oec:eduaab:176-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Nicolas Jonas
Author-Workplace-Name: OCDE
Title: Les pratiques et les compétences des adultes en numératie
Abstract: Nous étudions les liens entre les compétences et les pratiques des adultes en numératie dans leur vie de tous les jours et au travail en analysant les données de l’enquête internationale sur les adultes, un produit du Programme pour l’évaluation internationale des compétences des adultes (PIAAC), portant sur 250 000 adultes âgés de 16 à 65 ans et menée par l’OCDE dans 33 pays et régions.La maîtrise des compétences et l'intensité d'engagement dans les pratiques sont deux aspects liés de la numératie. Les adultes compétents en numératie y ont recours plus fréquemment, et ceux qui pratiquent régulièrement la numératie améliorent leurs performances.Plusieurs facteurs jouent sur la force de ces liens, mais différemment selon les pays. L'intensité de pratique au quotidien diminue avec l'éloignement des études. Par ailleurs, les actifs occupés pratiquent moins la numératie dans le cadre privé s'ils n’y ont pas intensivement recours dans leur travail.
Creation-Date: 2018-07-26
Number: 177
Handle: RePEc:oec:eduaab:177-FR
Template-type: ReDIF-Paper 1.0
Author-Name: Nicolas Jonas
Author-Workplace-Name: OECD
Title: Numeracy practices and numeracy skills among adults
Abstract: We assess the relationship between numeracy skills and numeracy practices among adults in everyday life and at work from the Survey of Adult Skills, a product of the Programme for the International Assessment of Adult Competencies (PIAAC), an international survey of about 250 000 adults aged 16-65 years old conducted by the OECD in 33 countries/economies. The level of proficiency and the intensity of engagement in numeracy practices are two embedded aspects of numeracy. Proficient adults use numeracy frequently and adults who regularly engage in numeracy practices improve their performance. Individual and contextual factors influence, in different ways across countries, the strength of these links. The intensity of the use of numeracy in everyday life decreases as the lapse of time since a person’s studies increases. Moreover, employed people engage in mathematical activities less in the private setting if they do not do so intensively in the workplace.
Creation-Date: 2018-07-26
Number: 177
Handle: RePEc:oec:eduaab:177-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Anna K. Chmielewski
Title: Can we close gaps in literacy by social background over the life course?: Evidence from synthetic 1950-1980 birth cohorts
Abstract: It is well-known that there are large disparities in academic achievement between children of different socio-economic status (SES) backgrounds. This study examines the evolution of disparities in literacy skills between adults of different SES backgrounds. It compares countries’ patterns in the evolution of disparities in literacy by SES background as cohorts age and asks which patterns of educational and labour force participation predict a narrowing rather than a widening of these disparities. Since there is no international longitudinal study of skills across the entire adult life span, this study uses three cross-sectional international adult studies (International Adult Literacy Survey, Adult Literacy and Lifeskills and Programme for the International Assessment of Adult Competencies) and matches birth years to create synthetic cohorts. Results indicate that there is large cross-national variation in the evolution of skills disparities associated with SES background. Disparities in literacy proficiency tend to widen when SES disparities in high school completion, professional and blue-collar employment increase. Disparities narrow when workers exit the labour force, a finding that is explained by the large inequalities in the employment experiences of individuals from different SES backgrounds, measured by differences in use of literacy skills at work. These results help to explain cross-national variation in the evolution of skills disparities by SES background, which has implications for policies aimed at closing skills gaps over the life course.
Creation-Date: 2018-09-14
Number: 178
Handle: RePEc:oec:eduaab:178-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Julie Hooft Graafland
Author-Workplace-Name: OECD
Title: New technologies and 21st century children: Recent trends and outcomes
Abstract: This paper provides a synthesis of the literature on and recent trends in new technologies and its effect on 21st century children (0-18 years old). It begins by providing an overview of recent trends in the access and use of new technologies as well as a summary of online opportunities and risks. It then explores a variety of factors, including economic, social and cultural status which underlie these trends and lead to online and offline inequalities. Building digital resilience is an important skill for 21st century children. Effective strategies to accomplish this include encouragement of active rather than passive Internet use, e-safety in the school curriculum, and teacher and parental Information and Communication Technology (ICT) support. A focus on younger children (primary school or younger) and the effects of new emerging technologies would be helpful for future research.
Creation-Date: 2018-09-17
Number: 179
Handle: RePEc:oec:eduaab:179-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Viktoria Kis
Author-Name: Hendrickje Catriona Windisch
Title: Making skills transparent: Recognising vocational skills acquired through workbased learning
Abstract: This paper looks at the importance of mechanisms that give formal recognition to vocational skills acquired through work-based learning and how such mechanisms might be developed. It describes how skill recognition can benefit individuals, employers and society as a whole, and identifies in which contexts skill recognition has the highest potential to bring benefits. The focus is on three tools that are commonly used to shorten the path to a formal qualification: admission into a programme, reduced programme duration and qualification without a mandatory programme. For each of these tools, this paper sets out country approaches, discusses common challenges that arise in their implementation and advances policy messages to support policy design and implementation.
Creation-Date: 2018-09-20
Number: 180
Handle: RePEc:oec:eduaab:180-EN
Template-type: ReDIF-Paper 1.0
Author-Name: North Cooc
Author-Workplace-Name: University of Texas
Title: Who Needs Special Education Professional Development?: International Trends from TALIS 2013
Abstract: Although access to formal education has improved internationally for children with disabilities, concerns remain about education quality for this student population. Using data on 121 173 teachers from 38 countries in the 2013 Teaching and Learning International Survey (TALIS), this study examined the qualifications and professional development (PD) needs of teachers who work with children with special needs. The results indicate that teachers responsible for students with special needs had, on average, lower qualifications, worked in itinerant positions more frequently and expressed greater professional development need than colleagues who did not teach students with special needs. The need for professional development among teachers who taught special needs students was lowest in schools with greater instructional leadership. Additionally, only a small percentage of teachers reported that their professional development had a positive impact on their instruction. The paper discusses policy implications for teacher recruitment and designing professional development.
Creation-Date: 2018-09-24
Number: 181
Handle: RePEc:oec:eduaab:181-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Huacong Liu
Author-Workplace-Name: OECD
Title: Education systems, education reforms, and adult skills in the Survey of Adult Skills (PIAAC)
Abstract: This study uses the PIAAC data to examine the relationships between education system characteristics (e.g. early tracking and vocational education orientation) and distributions of adult numeracy skills. It also investigates the effects of postponing the tracking age and easing university access for students on a vocational track on the average skills and different percentiles of the skills distribution.Correlational analysis suggests that education systems with more students enrolled in vocational tracks have on average higher levels of numeracy skills and more compressed skills distributions between the 50th and 90th percentiles.Further analysis suggests that postponing the tracking age among 14 European countries does not have a significant effect on the average skills of the population. However, it increases skills for individuals at the 10th, 20th, and 30th percentiles of the skill distribution.Expanding university access is associated with an increase in numeracy skills, particularly for individuals at the bottom three deciles of the distribution.
Creation-Date: 2018-10-10
Number: 182
Handle: RePEc:oec:eduaab:182-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Francesca Borgonovi
Author-Workplace-Name: OECD
Author-Name: Alessandro Ferrara
Author-Workplace-Name: OECD
Author-Name: Soumaya Maghnouj
Author-Workplace-Name: OECD
Title: The gender gap in educational outcomes in Norway
Abstract: As is the case in most OECD countries, boys in Norway are more likely to have lower levels of academic achievement and attainment than girls. While this phenomenon is not recent, it has become increasingly pronounced in recent years and, as a result, is attracting considerable attention from policy-makers in many countries. This paper develops evidence of gender gaps in educational outcomes in Norway and selected OECD countries and identifies examples of policies and practices that could help close existing gender gaps in Norway. The first part of the paper describes gender gaps in school achievement, attainment, attitudes, beliefs and behaviours using an international comparative analysis. Evidence from PIRLS, TIMSS, PISA and the OECD Survey of Adult Skills (PIAAC) is used to identify gender gaps during primary and secondary schooling as well as young adulthood. The second part of the paper summarises evidence on policies and practices that were implemented in other countries and that could support efforts in Norway to mitigate, prevent and reduce gender gaps in achievement and attainment. Most of the evidence on policies and practices reviewed in the report comes from the peer countries Finland, the Netherlands and the United States that were identified of particular relevance for Norway, given the policy challenge Norway faces.
Creation-Date: 2018-10-12
Number: 183
Handle: RePEc:oec:eduaab:183-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Francesca Borgonovi
Author-Workplace-Name: OECD
Author-Name: Álvaro Choi
Author-Workplace-Name: University of Barcelona
Author-Name: Marco Paccagnella
Author-Workplace-Name: OECD
Title: The evolution of gender gaps in numeracy and literacy between childhood and adulthood
Abstract: Numeracy and literacy skills have become increasingly important in modern labour markets. The large gender differences that several studies have identified have therefore sparked considerable attention among researchers and policy makers. Little is known about the moment in which such gaps emerge, how they evolve and if their evolution differs across countries. We use data from large-scale international assessments to follow representative samples of birth-cohorts over time, and analyse how gender gaps in numeracy and literacy evolve from age 10 to age 27. Our results suggest that, across the countries examined, males’ advantage in numeracy is smallest at age 10 and largest at age 27. The growth in magnitude of the gender gap is particularly pronounced between the age of 15 and 27. Such evolution stands in sharp contrast with the evolution of the gender gap in literacy, which is small at age 10, large and in favour of females at age 15, and negligible by age 27.
Creation-Date: 2018-10-30
Number: 184
Handle: RePEc:oec:eduaab:184-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Francesca Borgonovi
Author-Workplace-Name: OECD
Author-Name: Artur Pokropek
Author-Workplace-Name: European Commission, Joint Research Centre
Title: The role of education in promoting positive attitudes towards migration at times of stress
Abstract: The paper examines the role of education in shaping individuals’ attitudes towards migration in European countries using data from the 2012, 2014 and 2016 editions of the European Social Survey (rounds 6, 7 and 8). Results indicate that, despite the large influx of migrants experienced by many European countries in 2015, attitudes towards migration reported by 25-65 year olds did not vary significantly over the period considered. Education was strongly associated with individuals’ attitudes towards migration although the strength of the association and how the association changed over time varied greatly across countries. On average a difference of one standard deviation in educational participation is associated with a difference of 20% of a standard deviation in reported opposition to migration. Around three quarters of the association between education and opposition to migration can be explained by the lower economic threat, cultural threat and prejudice that individuals with higher educational participation experience.
Creation-Date: 2018-11-05
Number: 185
Handle: RePEc:oec:eduaab:185-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Elizabeth A. Shuey
Author-Workplace-Name: OECD
Author-Name: Miloš Kankaraš
Author-Workplace-Name: OECD
Title: The Power and Promise of Early Learning
Abstract: Early learning matters and can be strengthened and supported through contexts where children spend much of their time. Strong early learning experiences provide young children with opportunities to enjoy exploring their own interests and growing capabilities. Strong early learning also positively predicts well-being across a range of indicators in adulthood, including general well-being, physical and mental health, educational attainment and employment. Areas of early learning that are of particular importance include: language and literacy; numeracy and other non-verbal cognitive skills; self-regulation; emotional health, social well-being and social and emotional skills. These domains are interrelated, meaning that holistic assessment of a range of skills is necessary to understand well-being in early childhood and its implications for the future. Assessment of early learning provides an essential opportunity to reflect on whether governments, communities, schools and families are supporting the power and promise of early learning as intended.
Creation-Date: 2018-11-07
Number: 186
Handle: RePEc:oec:eduaab:186-EN
Template-type: ReDIF-Paper 1.0
Author-Name: John Ainley
Author-Workplace-Name: Australian Council for Educational Research
Author-Name: Ralph Carstens
Author-Workplace-Name: International Association for the Evaluation of Educational Achievement
Title: Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework
Abstract: The Teaching and Learning International Survey (TALIS) is an ongoing large-scale survey of teachers, school leaders and their learning environments, with the first survey taking place in 2008. The survey is administered in lower secondary schools (ISCED 2) and, as an option, is administered in primary (ISCED 1) and upper secondary (ISCED 3) schools. The survey is also optionally administered in PISA sampled schools, forming a TALIS-PISA link. Therefore, this TALIS 2018 conceptual framework builds on the previous two cycles in 2008 and 2013 and underpins the survey’s focus on effective instructional and institutional conditions that enhance student learning, while describing how these vary both within and across countries, and over time.The 2018 framework addresses enduring themes and priorities related to professional characteristics and pedagogical practices at the institutional and individual levels: teachers’ educational background and initial preparation; their professional development, instructional and professional practices; self-efficacy and job satisfaction; and issues of school leadership, feedback systems, and school climate. It also addresses emerging policy and research interests related to innovation and teaching in diverse environments and settings. The document provides scientific foundations for each area, along with the major influences from related research in education at the OECD and beyond. Finally, the conceptual framework provides a general overview of the survey’s operations and its implementation process through its different stages.
Creation-Date: 2018-11-15
Number: 187
Handle: RePEc:oec:eduaab:187-EN
Template-type: ReDIF-Paper 1.0
Author-Name: John Ainley
Author-Name: Ralph Carstens
Title: Enquête internationale sur l’enseignement et l’apprentissage (TALIS) : Cadre conceptuel
Abstract: L’Enquête internationale sur l'enseignement et l'apprentissage (TALIS) est une enquête en cours et à grande échelle sur les enseignants, les chefs d'établissement et leurs environnements d'apprentissage. La première enquête s'est déroulée en 2008. L’Enquête est administrée dans le premier cycle de l'enseignement secondaire (niveau 2 de la CITÉ). Le niveau primaire et le second cycle de l’enseignement secondaire (les niveaux 1 et 3 de la CITÉ) sont en option. La mise en oeuvre de l'enquête se fait de manière optionnelle dans les écoles échantillonnées du PISA (lien TALIS-PISA). Ainsi, ce cadre conceptuel TALIS 2018 se fonde sur les deux cycles précédents de 2008 et 2013 et met l'accent sur les conditions pédagogiques et institutionnelles efficaces qui favorisent l'apprentissage des élèves, qui sont au coeur de l’enquête, tout en décrivant leur variation au sein des pays et entre eux, et dans le temps.Le cadre de 2018 aborde des thèmes et des priorités durables liés aux caractéristiques professionnelles et aux pratiques pédagogiques aux niveaux institutionnel et individuel : les antécédents scolaires des enseignants et leur préparation initiale ; leur développement professionnel, les pratiques pédagogiques et professionnelles ; l'auto-efficacité et la satisfaction au travail ; et les problèmes de direction d’établissement, des systèmes de rétroaction et de climat scolaire. Il aborde également les intérêts émergents en matière de politiques et de recherche liés à l'innovation et à l'enseignement dans divers environnements et contextes. Ce document fournit une base scientifique à chaque domaine, ainsi que les principales influences de la recherche connexe en lien avec l’éducation à l'OCDE et au-delà. Enfin, le cadre conceptuel fournit un aperçu général des opérations de l'enquête et de son processus de mise en oeuvre à travers ses différentes étapes.
Creation-Date: 2019-02-28
Number: 187
Handle: RePEc:oec:eduaab:187-FR
Template-type: ReDIF-Paper 1.0
Author-Name: Tarek Mostafa
Author-Workplace-Name: OECD
Author-Name: Alfonso Echazarra
Author-Workplace-Name: OECD
Author-Name: Hélène Guillou
Author-Workplace-Name: OECD
Title: The science of teaching science: An exploration of science teaching practices in PISA 2015
Abstract: This paper explores the relationship between various science teaching strategies and students’ science-related outcomes. The focus is on enquiry-based science teaching, teacher-directed instruction, adaptive teaching and teacher feedback. The outcomes of interest include students’ science performance, and students’ dispositions and attitudes towards science. The findings show that the negative association between enquiry-based science teaching and science performance is greatly attenuated when lessons are delivered in disciplined science classes. This approach could help close the gender gap between girls and boys when it comes to attitudes towards science and to the decision to pursue a career in STEM-related fields. The results also show that teacher-directed instruction is a reliable strategy that is positively associated with students’ science outcomes regardless of school climate and resources. Adaptive teaching is positively correlated with science performance in the majority of countries, particularly in countries known for the use of personalised learning approaches, while teacher feedback is weakly but positively associated with science performance once students’ achievement in mathematics and reading is accounted for. In general, all teaching strategies have the potential to foster enjoyment of and interest in science, and students’ epistemic beliefs, self-efficacy in science and expectations of a career in science.
Creation-Date: 2018-11-19
Number: 188
Handle: RePEc:oec:eduaab:188-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Andrea Frankowski
Author-Workplace-Name: Netherlands School of Public Administration
Author-Name: Martijn van der Steen
Author-Workplace-Name: Netherlands School of Public Administration
Author-Name: Daphne Bressers
Author-Workplace-Name: Netherlands School of Public Administration
Author-Name: Martin Schulz
Author-Workplace-Name: Netherlands School of Public Administration
Author-Name: Claire Shewbridge
Author-Workplace-Name: OECD
Author-Name: Marc Fuster
Author-Workplace-Name: OECD
Author-Name: Rien Rouw
Author-Workplace-Name: OECD
Title: Dilemmas of central governance and distributed autonomy in education
Abstract: Prepared for a Strategic Education Governance learning seminar, this working paper analyses the ways in which the Dutch government tried to reach overarching goals in education, in a system characterised by a high degree of distributed autonomy of education institutions and the participation of multiple actors, and consequently a government highly dependent on the collaboration with stakeholders. The paper introduces four perspectives on governance: ‘traditional public administration’, ‘new public management’, ‘network governance’ and ‘societal resilience’. In practice, these perspectives do not exclude each other. Based on three cases the paper shows that the Dutch government used simultaneously different perspectives in each case and across the cases, in various combinations. Each combination proved to have its pros and cons. The paper argues for a deliberate consideration and choice of governance perspectives as an important element of policy preparation.
Creation-Date: 2018-11-26
Number: 189
Handle: RePEc:oec:eduaab:189-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Alejandro Paniagua
Author-Workplace-Name: OECD
Author-Name: Angelina Sánchez-Martí
Author-Workplace-Name: Autonomous University of Barcelona
Title: Early Career Teachers: Pioneers Triggering Innovation or Compliant Professionals?
Abstract: New teachers entering the profession are said to bring with them enthusiasm, idealism and recent training – a promising combination for innovative teaching. However, these early career teachers are also commonly portrayed as professionals facing exceptional challenges, with fragile identities who leave the career in high proportions. Can these new teachers help schools to innovate while trying to perform as effective teachers during their initial years? This paper argues that the difficulties most early career teachers encounter, which have largely remained unchanged over the last 50 years, are embedded characteristics of the teaching profession. Further, it discusses the importance of the first five years of the teacher career in acquiring critical professional skills, and highlights the importance of context over experience per se. The paper concludes by making the case that these first five years could work as a residency for early career teachers – similar to that of medical training – where they could receive support to experiment in sheltered environments. This professional residency might represent a policy milestone in the building of a continuum of teachers’ professional growth and development.
Creation-Date: 2018-12-03
Number: 190
Handle: RePEc:oec:eduaab:190-EN
Template-type: ReDIF-Paper 1.0
Author-Name: François Keslair
Author-Workplace-Name: OECD
Title: Interviewers, test-taking conditions and the quality of the PIAAC assessment
Abstract: This paper explores the impact of test-taking conditions on the quality of the Programme for the International Assessment of Adult Competencies (PIAAC) assessment. Interviewers record information about the room of assessment and interruptions that occurred during each interview. These observations, along with information on interviewer assignment size and a careful look at interviewer effects, provide insights into the quality of the assessment. This working paper first describes the variations in test-taking conditions among participating countries. Second, it examines interviewer assignment sizes and the frequency of interruptions, finding that both vary markedly among countries (contrary to the room of assessment). The paper then looks at the relationship between these variations and response rates and engagement measures. While neither the room of assessment nor the recorded interruptions impact quality differences among countries, interviewer assignment size and interviewer effects may have a mild impact on results.
Creation-Date: 2018-12-04
Number: 191
Handle: RePEc:oec:eduaab:191-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Nicolas Jonas
Author-Workplace-Name: OCDE
Author-Name: William Thorn
Author-Workplace-Name: OCDE
Title: Compétences en littératie et configurations familiales
Abstract: Nous étudions les liens entre la morphologie et la formation de la famille d’une part et les compétences en littératie des adultes d’autre part en analysant les données du Programme pour l'évaluation internationale des compétences des adultes (PIAAC) portant sur 250 000 personnes âgées de 16 à 65 ans et mené par l’OCDE dans 33 pays et régions.La maîtrise des compétences en littératie a un effet sur de nombreux aspects touchant à la dynamique des configurations familiales, comme l’âge au premier enfant ou l’âge de mise en couple, même après la prise en compte du niveau d’études et de l’âge.Par ailleurs, le fait d’avoir des enfants et de vivre en couple a des conséquences sur les opportunités professionnelles et la participation au marché du travail des adultes, qui peuvent être particulièrement négatives pour les femmes les plus compétentes en littératie.
Creation-Date: 2018-12-12
Number: 192
Handle: RePEc:oec:eduaab:192-FR
Template-type: ReDIF-Paper 1.0
Author-Name: Nicolas Jonas
Author-Workplace-Name: OECD
Author-Name: William Thorn
Author-Workplace-Name: OECD
Title: Literacy skills and family configurations
Abstract: We study the links between family configuration and formation on the one hand and adult literacy skills on the other by analysing data from the Programme for the International Assessment of Adult Competencies (PIAAC), a survey of 250 000 people aged 16 to 65 conducted by the OECD in 33 countries and economies.Literacy proficiency has an effect on many aspects of the formation and development of families, such as age of parents at birth of first child, or age of partners at cohabitation, even when educational attainment and age are taken into account.Moreover, having children and living with a partner have consequences for adults’ job opportunities and participation in the labour market, which can be particularly negative for the women with the highest literacy proficiency.
Creation-Date: 2018-12-12
Number: 192
Handle: RePEc:oec:eduaab:192-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Elizabeth A. Shuey
Author-Workplace-Name: OECD
Author-Name: Najung Kim
Author-Workplace-Name: OECD
Author-Name: Alejandra Cortazar
Author-Workplace-Name: Centro de Estudios de Primera Infancia
Author-Name: Ximena Poblete
Author-Workplace-Name: Centro de Estudios de Primera Infancia
Author-Name: Lorena Rivera
Author-Workplace-Name: Centro de Estudios de Primera Infancia
Author-Name: María José Lagos
Author-Workplace-Name: Centro de Estudios de Primera Infancia
Author-Name: Francesca Faverio
Author-Workplace-Name: Centro de Estudios de Primera Infancia
Author-Name: Arno Engel
Author-Workplace-Name: OECD
Title: Curriculum alignment and progression between early childhood education and care and primary school: A brief review and case studies
Abstract: Curriculum plays an important role in ensuring continuity and progression from early childhood education and care (ECEC) to primary education. The alignment of curricula and standards across these settings shapes children’s early experiences with education systems, with implications for children’s relationships and engagement in both ECEC and primary school, as well as longer-term learning and well-being outcomes. Governments can achieve curricular continuity in various ways, ranging from high-level alignment of goals across multiple curriculum documents to full integration of the curriculum into a single document that covers both ECEC and primary school. The broader contexts of education systems, such as organisation and governance, the training of staff and teachers who work in these settings, matter for curricular continuity – and an integrated curriculum alone does not guarantee a continuous experience for children. International data and in-depth case studies from seven jurisdictions (Japan, Luxembourg, New Jersey [United States], New Zealand, Norway, Scotland [United Kingdom] and Victoria [Australia]) provide insights to these different approaches to curricular alignment.
Creation-Date: 2019-01-11
Number: 193
Handle: RePEc:oec:eduaab:193-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Lucie Cerna
Author-Workplace-Name: OECD
Author-Name: Hanna Andersson
Author-Workplace-Name: OECD
Author-Name: Meredith Bannon
Author-Workplace-Name: Pennsylvania State University
Author-Name: Francesca Borgonovi
Author-Workplace-Name: OECD
Title: Strength through diversity’s Spotlight Report for Sweden
Abstract: Within OECD countries, Sweden has historically welcomed large numbers of migrants, in particular migrants seeking humanitarian protection. Since 2015, this large influx of new arrivals with multiple disadvantages has put a well-developed integration system under great pressure and highlighted a number of challenges for education policy given current institutional frameworks. PISA 2015 shows that immigrant students fare considerably worse than native students in terms of academic and well-being outcomes also after accounting for differences in social-economic background. The OECD has identified four priority areas for Sweden for closing the gap between immigrant and native students: (1) Facilitating the access of immigrants to school choice, (2) Building teaching capacity, (3) Providing language training and (4) Strengthening the management of diversity. The findings in this Spotlight Report are based on existing OECD work in the area of immigrant integration in education, OECD and national data, a questionnaire on the range of policies and practices in Sweden and good practice examples for the integration in the education system in peer-learner countries and regions [Austria, Germany, the Netherlands and North America (Canada and the United States)], which were identified of particular relevance for Sweden. The report also includes policy pointers on what policies and practices Sweden could adopt to respond to the current integration challenges in the four priority areas.
Creation-Date: 2019-02-01
Number: 194
Handle: RePEc:oec:eduaab:194-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Francesca Gottschalk
Author-Workplace-Name: OECD
Title: Impacts of technology use on children: Exploring literature on the brain, cognition and well-being
Abstract: Children in the 21st century are avid users of technology - more so than generations past. This rise in use has led to much attention on the consequences of technology use, and how this impacts children’s brains and their socio-emotional, cognitive and physical development. Much of the research in these fields, especially brain-based research, is in its infancy. Furthermore, it often shows very small correlations between technology use and child outcomes; whether technology causes these outcomes is unclear, and small effect sizes bring questions about real-life implications for children. Despite these issues, policy-makers in various countries have set guidelines for technology use in children, which are often restriction-focused. This paper explores some of the literature on the effects of technology use on children in terms of their brain, cognitive, socio-emotional and physical development, and summarises what is clearly demonstrated in the literature. It also highlights where more quality research is needed to better understand the impact of technology on children, and support the development of effective, evidence-based guidelines.
Creation-Date: 2019-02-04
Number: 195
Handle: RePEc:oec:eduaab:195-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Alfonso Echazarra
Author-Workplace-Name: OECD
Author-Name: Thomas Radinger
Author-Workplace-Name: OECD
Title: Learning in rural schools: Insights from PISA, TALIS and the literature
Abstract: Based on a review of previous research, the paper describes the distinctive characteristics of rural areas and communities and the factors typically associated with shaping students’ learning experience in rural contexts. Data from the OECD Programme for International Student Assessment (PISA) 2015 and the Teaching and Learning International Survey (TALIS) 2013 are analysed to examine differences in learning outcomes and education expectations between rural and urban students and to assess the extent to which challenges and opportunities in the provision of rural education are commonplace across OECD member and partner countries. To our surprise, some of the perceived challenges of providing rural education, such as an inadequate infrastructure or a lack of quality teachers, are far from universal. Rural-urban gaps in academic performance generally disappear after accounting for socio-economic status and rural students are less likely to expect completing a university degree than city students, but this gap in expectations persists even when rural students have a similar socio economic status, on average across OECD countries. This highlights the importance of raising aspirations and creating opportunities for rural students. The paper concludes with ideas for policy and country experiences that governments may consider to ensure high quality learning for students in rural contexts.
Creation-Date: 2019-03-12
Number: 196
Handle: RePEc:oec:eduaab:196-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Megan P. Y. Sim
Author-Name: Julie Bélanger
Author-Name: Agnes Stancel-Piątak
Author-Name: Lynn Karoly
Title: Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework
Abstract: The Starting Strong Teaching and Learning International Survey 2018 is an international survey of staff and centre leaders working in early childhood education and care (ECEC), administered in ECEC centres belonging to ISCED Level 0.2, and, as an option, centres providing services for children under the age of 3. The Conceptual Framework provides an integrated theoretical and analytical underpinning to the survey that articulates its research foci and links to existing knowledge and evidence and policy questions. The key themes include those mainly concerned with: ECEC staff-child interaction (process quality of staff-child interaction and monitoring and assessment of children’s development, well-being and learning); ECEC centre characteristics (structural quality characteristics, pedagogical and administrative leadership, climate, and stakeholder relations); ECEC leader and staff characteristics (background and initial preparation, professional development, well-being, professional beliefs about children’s development, well-being and learning, and self-efficacy); and the cross-cutting theme of equity and diversity in the child group.
Creation-Date: 2019-03-13
Number: 197
Handle: RePEc:oec:eduaab:197-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Neda Forghani-Arani
Author-Workplace-Name: University of Vienna
Author-Name: Lucie Cerna
Author-Workplace-Name: OECD
Author-Name: Meredith Bannon
Author-Workplace-Name: Pennsylvania State University
Title: The lives of teachers in diverse classrooms
Abstract: Recent migration patterns have brought major change to the experience of schooling for students, parents and teachers. This paper focuses on teachers, and explores their roles, functions and challenges in classrooms with diverse student populations. It examines initial and in-service teacher education and professional development programmes and approaches that can foster the teacher competencies called for in school settings characterised by migration-induced diversity, and offers policy pointers. The paper argues that in order to fulfil the growing expectations teachers face, they need to be equipped with relevant knowledge, capabilities, dispositions, values and skills, such as knowledge and understanding of diversity issues, reflectivity about identities, perspectives and practices, teacher agency and autonomy, empathy, and pedagogical judgement and tact. The paper suggests that responsive teacher education should integrate diversity into the curriculum, approach diversity as an asset, link theory and practice, create spaces for action, reflection, study and anticipation in handling diversity, and incorporate relevant technologies for innovative teaching.
Creation-Date: 2019-03-14
Number: 198
Handle: RePEc:oec:eduaab:198-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Claire Shewbridge
Author-Workplace-Name: OECD
Author-Name: Marc Fuster
Author-Workplace-Name: OECD
Author-Name: Rien Rouw
Author-Workplace-Name: OECD
Title: Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders
Abstract: Prepared for a Centre for Educational Research and Innovation (CERI) Strategic Education Governance Learning Seminar, this working paper analyses the functioning of accountability mechanisms in the Flemish school system from a complexity perspective, particularly accountability of equity funding in primary and secondary education. The paper shows that accountability mechanisms are not highly developed, specifically to the Flemish government and to the public. As a result, it proved hard to examine if resources were used effectively and efficiently. The paper argues that a long-term perspective and step-by-step approach is needed to create a culture of evaluation and accountability. It is emphasised that a long-term strategy should start with building horizontal and more specifically professional accountability mechanisms, based on a clear picture of how accountability relates to the overall aims and vision of education. The paper suggests furthermore to strengthen the use of knowledge, both tacit knowledge among others from students, as well as knowledge from research.
Creation-Date: 2019-03-15
Number: 199
Handle: RePEc:oec:eduaab:199-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Michael Bruneforth
Author-Name: Claire Shewbridge
Author-Workplace-Name: OECD
Author-Name: Rien Rouw
Author-Workplace-Name: OECD
Title: Moving towards more school autonomy in Austria: Refocusing the role of school supervision
Abstract: Prepared for a CERI (Centre for Educational Research and Innovation) Strategic Education Governance Learning Seminar, this working paper analyses an ongoing reform in Austria to change the traditional sector-specific “supervision” of different school types to a system of quality management of all schools in the region and to introduce a new external school evaluation body. The paper identifies four pertinent areas for lasting success of the reform: a new focus on quality management and monitoring; a restructuring of existing sector-specific school supervision bodies; creating a shared vision of quality and educational goals; and ensuring reliable and useful knowledge. Employing a complexity perspective to governance, the paper highlights that long-term sustainability of the reform requires a compelling narrative clarifying how school supervision supports education improvement and how supervision fits into wider education policy. The analysis further underlines the principle of co-creation in developing quality frameworks and establishing the methodology for the new external school evaluation body; and also for school leaders and school supervisors to drive the development of their new professional identities. Finally, to provide useful knowledge for schools and the system, the new external evaluation body should focus on the improvement of teaching and learning.
Creation-Date: 2019-04-03
Number: 200
Handle: RePEc:oec:eduaab:200-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Fons J. R. Van de Vijver
Author-Workplace-Name: Tilburg University
Author-Name: Francesco Avvisati
Author-Workplace-Name: OECD
Author-Name: Eldad Davidov
Author-Workplace-Name: University of Cologne
Author-Name: Michael Eid
Author-Workplace-Name: Free University of Berlin
Author-Name: Jean-Paul Fox
Author-Workplace-Name: University of Twente
Author-Name: Noémie Le Donné
Author-Workplace-Name: OECD
Author-Name: Kimberley Lek
Author-Workplace-Name: Utrecht University
Author-Name: Bart Meuleman
Author-Workplace-Name: KU Leuven
Author-Name: Marco Paccagnella
Author-Workplace-Name: OECD
Author-Name: Rens van de Schoot
Author-Workplace-Name: Utrecht University
Title: Invariance analyses in large-scale studies
Abstract: Large-scale surveys such as the Programme for International Student Assessment (PISA), the Teaching and Learning International Survey (TALIS), and the Programme for the International Assessment of Adult Competences (PIAAC) use advanced statistical models to estimate scores of latent traits from multiple observed responses. The comparison of such estimated scores across different groups of respondents is valid to the extent that the same set of estimated parameters holds in each group surveyed. This issue of invariance of parameter estimates is addressed in model fit indices which gauge the likelihood that one set of parameters can be used across all groups. Therefore, the problem of scale invariance across groups of respondents can typically be framed as the question of how well a single model fits the responses of all groups. However, the procedures used to evaluate the fit of these models pose a series of theoretical and practical problems. The most commonly applied procedures to establish invariance of cognitive and non-cognitive scales across countries in large-scale surveys are developed within the framework of confirmatory factor analysis and item response theory. The criteria that are commonly applied to evaluate the fit of such models, such as the decrement of the Comparative Fit Index in confirmatory factor analysis, work normally well in the comparison of a small number of countries or groups, but can perform poorly in large-scale surveys featuring a large number of countries. More specifically, the common criteria often result in the non-rejection of metric invariance; however, the step from metric invariance (i.e. identical factor loadings across countries) to scalar invariance (i.e. identical intercepts, in addition to identical factor loadings) appears to set overly restrictive standards for scalar invariance (i.e. identical intercepts). This report sets out to identify and apply novel procedures to evaluate model fit across a large number of groups, or novel scaling models that are more likely to pass common model fit criteria.
Creation-Date: 2019-05-03
Number: 201
Handle: RePEc:oec:eduaab:201-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Adrien Lorenceau
Author-Workplace-Name: OECD
Author-Name: Camille Marec
Author-Workplace-Name: OECD
Author-Name: Tarek Mostafa
Author-Workplace-Name: OECD
Title: Upgrading the ICT questionnaire items in PISA 2021
Abstract: This paper explains the rationale for updating the OECD Programme for International Student Assessment (PISA) 2021 questionnaire on Information and Communication Technology (ICT) and shows how it covers policy topics of current relevance. After presenting key findings based on previous ICT-related PISA data, the paper provides a summary of the PISA 2021 ICT framework guiding the development of the questionnaire. The paper then describes the process followed by the OECD/PISA secretariat for the development of the PISA 2021 ICT questionnaire items. The paper concludes by drawing some lessons that would inform future development of this instrument.
Creation-Date: 2019-05-13
Number: 202
Handle: RePEc:oec:eduaab:202-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Lucie Cerna
Author-Workplace-Name: OECD
Title: Refugee education: Integration models and practices in OECD countries
Abstract: The recent refugee crisis has put many OECD countries under considerable pressure to accommodate and integrate large numbers of refugees. Refugee students are a particularly vulnerable group due to their forced displacement, but their needs are not always met by education systems, which can hinder the integration potential of these students. This poses considerable challenges as the integration of refugee students in education systems is important for their academic outcomes as well as their social and emotional well-being. The success (or lack of) integration in schools can also affect the future labour market and social integration potential of these children and youth. While there is a growing body of research on the integration of immigrants, policy-relevant research on refugee children and youth from an educational perspective is rather limited, fragmented and case specific. Detailed surveys and research projects focusing on the current wave of refugees that allow for cross-country comparisons are not yet available. Drawing on research from previous refugee waves, the paper examines key needs of refugee students and factors that promote their integration. It proposes a holistic model of integration in education that responds to the learning, social and emotional needs of refugee students. Furthermore, the paper examines what type of policies and practices are in place in OECD countries that support the integration of refugee students. Nonetheless, evaluations of practices and policies are often missing, which makes it difficult to assess whether they are successful. The paper finishes with some policy pointers on how to promote the integration of refugee students.
Creation-Date: 2019-05-17
Number: 203
Handle: RePEc:oec:eduaab:203-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Glenn Fahey
Author-Name: Florian Köster
Title: Means, ends and meaning in accountability for strategic education governance
Abstract: Recent decades have revealed a gap between promises and realities of accountability in education governance, as well as further afield. Despite efforts identifying and analysing cautionary tales of accountability interventions, a systematic approach to support progressive improvements for managing accountability in complex education systems is yet to be widely adopted. This review of the interdisciplinary literature leverages the complexity paradigm to address the extant lack of clarity in theory and practice surrounding accountability. Central to this are recent research efforts that embrace accountability’s foundations as a relational exchange of accounts. The approach enables distancing accountability from misconceptions arising from its patchy track record in practice and the rhetorical usage of the term. The review discusses implications for understanding and managing accountability within contemporary strategic governance. In such an environment, this means rethinking the management of accountability stresses by practitioners as a new normal to be grappled with – and where possible attenuated – rather than the object of tractable solutions, as has been mistakenly conceived in the past.
Creation-Date: 2019-07-22
Number: 204
Handle: RePEc:oec:eduaab:204-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Qiwei He
Author-Workplace-Name: OECD
Author-Name: Francesca Borgonovi
Author-Workplace-Name: OECD
Author-Name: Marco Paccagnella
Author-Workplace-Name: OECD
Title: Using process data to understand adults’ problem-solving behaviour in the Programme for the International Assessment of Adult Competencies (PIAAC): Identifying generalised patterns across multiple tasks with sequence mining
Abstract: The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), used computers as the main assessment deliver platform. This enabled the Programme to collect data not only on whether respondents were able to solve specific tasks, but also on how they approached the problems at hand and how much time they spent on them. This paper draws on this information to characterise individuals’ problem-solving strategies using the longest common subsequence (LCS) method, a sequence-mining technique commonly used in natural language processing and biostatistics. The LCS is used to compare the action sequences followed by PIAAC respondents to a set of “optimal” predefined sequences identified by test developers and subject matter experts. This approach allows studying problem-solving behaviours across multiple assessment items.
Creation-Date: 2019-09-20
Number: 205
Handle: RePEc:oec:eduaab:205-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Özge Bilgili
Author-Workplace-Name: OECD
Title: Policy approaches to integration of newly arrived immigrant children in schools: The case of the Netherlands
Abstract: This research paper has the objective of providing a comprehensive overview of Dutch education policy approaches to the integration of children with a migration background, with a particular focus on those who have recently arrived in the country. After mapping the current population characteristics of children with a migration background and their educational performance and socio-emotional well-being, the research paper summarises the Dutch education system and the opportunities it provides for newcomer children. The remainder of the paper focuses on three key policy issues that are crucial for promoting the academic and social resilience of children with a migration background: promoting social cohesion and multiculturalism in schools, capacity building in the education system and language acquisition for newcomers. The paper concludes with pointers for the short and long-term policy debates to enhance the successful integration of students with a migration background in the education system as well as the wider society.
Creation-Date: 2019-09-25
Number: 206
Handle: RePEc:oec:eduaab:206-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Miloš Kankaraš
Author-Name: Javier Suarez-Alvarez
Title: Assessment framework of the OECD Study on Social and Emotional Skills
Abstract: The OECD’s new Study on Social and Emotional Skills aims to provide policy makers, educators, families and communities with a comprehensive set of tools to foster students’ social and emotional learning. The Study’s assessment framework – presented in this paper – is a result of an extensive literature review of previous research, existing frameworks and assessment approaches in the area of social and emotional skills. The framework, developed by a team of experts in various domains, incorporates evidence from psychology, education, organisational sciences, sociology, economy, and public policy. This framework describes the objectives, characteristics and expected outcomes of the Study. It presents the conceptual model of social and emotional skills assessed in the Study, their development, malleability and predictive value. The framework also discusses how factors in students’ family, school and peer environment influence their social and emotional skills’ development along with the contextual questionnaires designed to gather this information. The framework also presents the Study’s design, assessment approach, instrument development process, sampling procedures and data collection methods.
Creation-Date: 2019-10-28
Number: 207
Handle: RePEc:oec:eduaab:207-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Miloš Kankaraš
Author-Name: Eva Feron
Author-Name: Rachel Renbarger
Title: Assessing students’ social and emotional skills through triangulation of assessment methods
Abstract: Triangulation – a combined use of different assessment methods or sources to evaluate psychological constructs – is still a rarely used assessment approach in spite of its potential in overcoming inherent constraints of individual assessment methods. This paper uses field test data from a new OECD Study on Social and Emotional Skills to examine the triangulated assessment of 19 social and emotional skills of 10- and 15-year-old students across 11 cities and countries. This study assesses students’ social and emotional skills combining three sources of information: students’ self-reports and reports by parents and teachers. We examine convergent and divergent validities of the assessment scales and the analytical value of combining information from multiple informants. Findings show that students’, parents’ and teachers’ reports on students’ skills overlap to a substantial degree. In addition, a strong ‘common rater’ effect is identified for all three informants and seems to be reduced when we use the triangulation approach. Finally, triangulation provides skill estimates with stronger relations to various life outcomes compared with individual student, parent or teacher reports.
Creation-Date: 2019-11-20
Number: 208
Handle: RePEc:oec:eduaab:208-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Kentaro Yamamoto
Author-Workplace-Name: Educational Testing Service
Author-Name: Hyo Jeong Shin
Author-Workplace-Name: Educational Testing Service
Author-Name: Lale Khorramdel
Author-Workplace-Name: Educational Testing Service
Title: Introduction of multistage adaptive testing design in PISA 2018
Abstract: This paper describes and evaluates a multistage adaptive testing (MSAT) design that was implemented for the Programme for International Student Assessment (PISA) 2018 main survey for the major domain of Reading. Through a simulation study, recovery of item-response theory model parameters and measurement precision were examined. The PISA 2018 MSAT design resulted in a parameter recovery as good as the operational benchmark, and measurement precision was improved by 4 to 5% with gains up to 10% at the extreme performance levels.
Keywords: assessment designs, item parameter estimation, large-scale assessments, multistage adaptive testing, Programme for International Student Assessment (PISA)
Creation-Date: 2019-11-28
Number: 209
Handle: RePEc:oec:eduaab:209-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Caitlyn Guthrie
Author-Workplace-Name: OECD
Author-Name: Hanna Andersson
Author-Workplace-Name: Barcelona Graduate School of Economics
Author-Name: Lucie Cerna
Author-Workplace-Name: OECD
Author-Name: Francesca Borgonovi
Author-Workplace-Name: OECD
Title: Strength through diversity: Country spotlight report for Chile
Abstract: Chile is now working to develop stronger integration processes after being largely unprepared for the influx of immigrants who arrived in recent years. In the education sector, evidence suggests important differences in the academic and well-being outcomes between students with an immigrant background and native Chilean students. While available data on immigrant students in Chile is limited, these disparities highlight the need to reflect on the types of policies that can reverse emerging gaps, advance the educational and long-term success of students and promote social cohesion. As such, the Ministry of Education invited the OECD Strength through Diversity project to develop this Spotlight Report, which examines four policy priorities regarding the inclusion of immigrant and refugee students in the country: (1) School choice and segregation; (2) Language training; (3) Capacity building; and (4) Inclusive education. The findings of this report reflect existing OECD work on education policy in Chile and in the area of migration policy. The report also draws on national data, questionnaire results on policies and practices implemented in Chile to support the educational achievement and socio emotional well-being of immigrant students and examples of policies and practices in peer-learner countries and regions that were collected through desk based research (notably from Australia, Canada, the Netherlands, Sweden and the United States). Finally, interviews conducted by the OECD Strength through Diversity team during a review mission and a stakeholder workshop that took place in Santiago in June 2018 help inform the report.
Creation-Date: 2019-12-10
Number: 210
Handle: RePEc:oec:eduaab:210-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Anne L. Douglass
Author-Workplace-Name: University of Massachusetts
Title: Leadership for quality early childhood education and care
Abstract: This literature review examines the research on early childhood education and care (ECEC) leadership and how leaders impact process quality in ECEC settings. Process quality refers to interactions and relationships between and among children and ECEC staff, and is a strong predictor of children’s learning, development and well-being. Research suggests that leadership plays a central role in improving and sustaining process quality in ECEC settings. This literature review presents findings about: 1) the functions, roles and structures of leadership in ECEC settings, 2) factors that may support or hinder leadership and its effectiveness, 3) working conditions and professional development for staff, and 4) how these factors might impact process quality. The results suggest that supports for ECEC leadership may be needed to strengthen areas such as leadership recruitment, preparation and professional development, credentialing and compensation, job design and further research.
Creation-Date: 2019-12-19
Number: 211
Handle: RePEc:oec:eduaab:211-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Hannah Ulferts
Author-Workplace-Name: OECD
Title: The relevance of general pedagogical knowledge for successful teaching: Systematic review and meta-analysis of the international evidence from primary to tertiary education
Abstract: This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21 countries. The meta-analysis of 20 quantitative studies revealed significant effects for teaching quality and student outcomes (Cohen’s d = .64 and .26), indicating that more knowledgeable teachers achieve a three-month additional progress for students. The three themes emerging from 31 qualitative studies underline that general pedagogical knowledge is a crucial resource for teaching. Results also show that teaching requires knowledge about a range of topics, specific skills and other competences to transform knowledge into practice. Teachers need training and practical experience to acquire knowledge, which they apply according to the pedagogical situation at hand. The results allow for important conclusions for policy, practice and research.
Creation-Date: 2019-12-20
Number: 212
Handle: RePEc:oec:eduaab:212-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Carine Viac
Author-Workplace-Name: OECD
Author-Name: Pablo Fraser
Author-Workplace-Name: OECD
Title: Teachers’ well-being: A framework for data collection and analysis
Abstract: Modern education systems evolve in a context of growing teacher shortages, frequent turnover and a low attractiveness of the profession. In such a context where these challenges interrelate, there is an urgent need to better understand the well-being of teachers and its implications on the teaching and learning nexus. This is the ambition of the OECD Teacher Well-being and Quality Teaching Project. This working paper is an integral part in the development of this project as it proposes a comprehensive conceptual framework to analyse teachers’ occupational well-being and its linkages with quality teaching. The core concept of this framework defines teachers’ well-being around four key components: physical and mental well-being, cognitive well-being, subjective well-being and social well-being. The framework then explores how working conditions, at both system and school levels, can impact and shape teachers’ well-being, both positively and negatively aspects. It also presents two types of expected outcomes regarding teachers’ well-being: inward outcomes for teachers in terms of levels of stress and intentions to leave the profession; and outward outcomes on quality teaching in terms of classroom processes and student’ well-being. In an annex, the paper proposes an analytical plan on how to analyse teachers’ well-being indicators and cross the results with other OECD instruments. It also presents the field trial items of the new module on teachers’ well-being which are included in the Programme for International Student Assessment (PISA) 2021 teacher questionnaire.
Creation-Date: 2020-01-30
Number: 213
Handle: RePEc:oec:eduaab:213-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Jaime Balladares
Author-Workplace-Name: Pontificia Universidad Católica de Chile
Author-Name: Miloš Kankaraš
Author-Workplace-Name: OECD
Title: Attendance in early childhood education and care programmes and academic proficiencies at age 15
Abstract: Early years are a critical period for skill development. In this sense, the Early Childhood Education and Care (ECEC) programmes have an important role in promoting children’s learning during this period. This study aimed to explore the effectiveness of ECEC programmes by analysing the relationship between students’ ECEC attendance and their later academic proficiency using PISA 2015 data. PISA results show that across the OECD countries, students who had attended ECEC tend to have higher scores in academic proficiencies at the age of 15. However, these differences in academic proficiencies between those who attended ECEC versus those who did not attend are almost nil when students’ socio-economic status (SES) is considered. This relationship reflects differential access to learning opportunities for children from deprived contexts. Furthermore, results show that entering ECEC programmes earlier than the typical time is associated with lower proficiencies at the age of 15. Therefore, earlier entry to ECEC is not necessarily beneficial.Learning benefits of ECEC provision vary considerably across PISA countries illustrating the importance of a country-specific policy context and the quality of their ECEC provision. The analyses of several quality indicators point out that the improved quality of ECEC programmes is associated with higher academic skills at later stages. These results highlight that mere attendance to ECEC programmes is not enough to ensure better academic performance. The quality of the educational provision, especially concerning those students from disadvantaged backgrounds, should be ensured.
Creation-Date: 2020-01-31
Number: 214
Handle: RePEc:oec:eduaab:214-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Nóra Révai
Author-Workplace-Name: OECD
Title: What difference do networks make to teachers’ knowledge?: Literature review and case descriptions
Abstract: The paper investigates two – often disconnected – policy questions: how can we scale the use of evidence in teaching practice, and how can we generate and scale innovation? Both questions necessitate understanding how teachers and schools connect with each other, and with other organisations and professionals. The paper thus explores the role of networks in scaling evidence and innovation through a review of literature and a number of short case descriptions. Through the lens of networks, the analysis shows how the mobilisation, construction and diffusion of knowledge are of central importance in both policy issues. It suggests that scaling evidence and innovation should be treated as one ecosystem, in which mechanisms that allow effectively blending research and practical knowledge are key. Further, the paper proposes a framework for studying knowledge dynamics in networks to better understand how their context, characteristics and devices can contribute to facilitate these dynamics.
Creation-Date: 2020-02-19
Number: 215
Handle: RePEc:oec:eduaab:215-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Shizuka Kato
Author-Workplace-Name: OECD
Author-Name: Victoria Galán-Muros
Author-Workplace-Name: The Global Institute on Innovation Districts
Author-Name: Thomas Weko
Author-Workplace-Name: OECD
Title: The emergence of alternative credentials
Abstract: The landscape of post-secondary education is changing with the emergence of new credentials that are engaging millions of learners. So-called “alternative credentials” – such as micro-credentials, digital badges and industry-recognised certificates – have expanded their scale considerably, as a consequence of a rising demand for upskilling and reskilling, as well as a sharp reduction in the unit cost of provision made possible by digitalisation. Higher education institutions, businesses and other institutions are actively offering alternative credentials that help learners acquire new skills, update their existing skills and signal the competencies they already have. Despite an increasing volume of these new credentials, great uncertainty persists. This working paper aims to assist policy makers across the OECD by defining terminologies, identifying the characteristics of these credentials, looking at providers and learners of these credentials, and examining how employers and governments perceive these credentials.
Creation-Date: 2020-03-16
Number: 216
Handle: RePEc:oec:eduaab:216-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Trude Nilsen
Author-Workplace-Name: University of Oslo
Author-Name: Pauline Slot
Author-Workplace-Name: Utrecht University
Author-Name: Hynek Cigler
Author-Workplace-Name: Muni Masaryk University
Author-Name: Minge Chen
Author-Workplace-Name: International Association for the Evaluation of Educational Achievement
Title: Measuring process quality in early childhood education and care through Situational Judgement Questions: Findings from TALIS Starting Strong 2018 Field Trial
Abstract: Situational Judgement Questions (SJQs) measuring process quality were included in the OECD Starting Strong Teaching and Learning International Survey 2018 (TALIS Starting Strong 2018) to address concerns of self-report bias in large-scale international surveys. These SJQs provide the staff in early childhood education and care with situations taken from a real-life professional context and offer several options on how to address these given situations. Using TALIS Starting Strong 2018 field trial data, this paper evaluates the reliability and validity of the SJQs as measures of process quality in a large-scale international survey. The results showed that the SJQs were reliable, valid and worked well in evaluating process quality. High process quality was characterised by: 1) supporting child-directed play; 2) managing conflicts through behavioural management; and 3) supporting pro-social behaviour by encouraging sharing and collaboration among children. Staff self efficacy and formal education were positively related to these practices. The paper further makes recommendations regarding the formats, type of analysis and interpretation of the SJQs in the Main Survey.
Creation-Date: 2020-03-17
Number: 217
Handle: RePEc:oec:eduaab:217-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Stéphan Vincent-Lancrin
Author-Workplace-Name: OECD
Author-Name: Reyer van der Vlies
Author-Workplace-Name: OECD
Title: Trustworthy artificial intelligence (AI) in education: Promises and challenges
Abstract: This paper was written to support the G20 artificial intelligence (AI) dialogue. With the rise of artificial intelligence (AI), education faces two challenges: reaping the benefits of AI to improve education processes, both in the classroom and at the system level; and preparing students for new skillsets for increasingly automated economies and societies. AI applications are often still nascent, but there are many examples of promising uses that foreshadow how AI might transform education. With regard to the classroom, this paper highlights how AI can accelerate personalised learning, the support of students with special needs. At the system level, promising uses include predictive analysis to reduce dropout, and assessing new skillsets. A new demand for complex skills that are less easy to automate (e.g. higher cognitive skills like creativity and critical thinking) is also the consequence of AI and digitalisation. Reaching the full potential of AI requires that stakeholders trust not only the technology, but also its use by humans. This raises new policy challenges around “trustworthy AI”, encompassing the privacy and security of data, but also possible wrongful uses of data leading to biases against individuals or groups.
Creation-Date: 2020-04-08
Number: 218
Handle: RePEc:oec:eduaab:218-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Alex J. Bowers
Author-Workplace-Name: Columbia University
Title: Examining a congruency-typology model of leadership for learning using two-level latent class analysis with TALIS 2018
Abstract: Are teachers and principals aligned in their perceptions of the core components of the theory of Leadership for Learning across countries, or are there subgroups of schools in which there is misalignment? The purpose of this study is to examine the extent to which a congruency-typology model of leadership for learning is distributed across countries/economies using the TALIS 2018 dataset through examining the interaction of significantly different subgroups of teacher and principal responders through using multilevel latent class analysis (LCA) with a cross-level interaction. I analyse data from lower secondary schools of n=152 635 teachers in 9 079 schools and their principals across 47 countries/economies. Currently in the research literature on school leadership, leadership for learning has emerged as a framework to bring together managerial, transformational, distributed, and instructional leadership. Yet little is known about leadership for learning across national contexts. This study 1) maps the TALIS 2018 survey items to the current literature and surveys for leadership for learning, 2) then details the methods and analysis framework to examine if there are multiple significantly different types of teachers, principals, and schools from a leadership for learning theory framework. The final model 3) identifies a three-group teacher typology and a three-group principal typology, linking these types to school context, covariates, as well as teacher and principal training and experience. Results relate directly to the intersection of research, policy, and practice for training and capacity of school leaders across 47 countries/economies globally.
Creation-Date: 2020-04-22
Number: 219
Handle: RePEc:oec:eduaab:219-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Heather Price
Author-Workplace-Name: Marian University
Author-Name: Ralph Carstens
Author-Workplace-Name: International Association for the Evaluation of Educational Achievement
Title: Teaching and Learning International Survey (TALIS) 2018 analysis plan
Abstract: This analysis plan proposes the specifications for analysis for various studies using the third cycle of the Teaching and Learning International Survey (TALIS 2018) data. It serves as a link between the TALIS 2018 Conceptual Framework and the reporting plan. After a brief introduction in Section 1, Sections 2 and 3 suggest analyses for the eleven focal themes collected in the 2018 dataset. The analyses are grounded in literature discussed in detail in the conceptual framework and questions of interest based on the priorities set forth by the Board of Participating Countries (BPC) and later in subsequent TALIS Governing Board (TGB) meetings. Section 2 highlights, by theme, new items, items measured across TALIS cycles, scale constructs (when applicable), and within-theme multivariate analyses. Section 3 provides recommendations for research questions to test between thematic indicators and includes a reference look-up table that identifies the most appropriate aggregation unit for analysis (teacher-, school-, or system-level) based on the item construction and the policy questions of interest. Section 4 outlines the reporting standards for the TALIS 2018 data with subsections that discuss: defining the participants, estimation statistics, displaying statistical information, specifications for scales and specifications for statistical models. The target audience for this analysis plan are internal analysts working on the project, such as those at the OECD and, by extension, analysts in national centres.
Creation-Date: 2020-04-29
Number: 220
Handle: RePEc:oec:eduaab:220-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Pauline Givord
Author-Workplace-Name: OECD
Title: How a student’s month of birth is linked to performance at school: New evidence from PISA
Abstract: Because of the regulations concerning school entry in most school systems, a child’s date of birth may significantly affect his or her age at entry into school, and thus their first experience of schooling. Using data from the Programme for International Student Assessment (PISA), this paper provides a comparative analysis of the impact of a student’s month of birth on cognitive and non-cognitive outcomes. It describes school regulations regarding school entry in over 45 countries and economies, and discusses the reasons why a student’s date of birth may have consequences on his or her performance in school.The results show that a student’s month of birth has consequences on performance in the three main domains assessed by PISA, and also on the student’s progress through education, as those children who were the youngest in their grade cohort at entry into school were more likely to have repeated a grade in primary school.This paper also shows that, in several school systems, being the youngest in the school-entry cohort has an impact on self-confidence, notably on self-perceived competence and self-efficacy, and also on future education outcomes. These results call for raising awareness amongst educators and parents of the initial disadvantage experienced by the youngest children in their first years of school. The paper concludes with a review of existing recommendations to reduce age-related effects on education outcomes.
Creation-Date: 2020-05-05
Number: 221
Handle: RePEc:oec:eduaab:221-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Hannah Ulferts
Author-Workplace-Name: OECD
Title: Why parenting matters for children in the 21st century: An evidence-based framework for understanding parenting and its impact on child development
Abstract: This paper provides a structured overview of the existing parenting literature with the aim of developing an evidence-based and culture-sensitive framework of parenting and its influence on child development. The paper outlines how changes in the 21st century have altered family life and summarises evidence from 29 meta-studies and 81 quantitative studies for the developmental impact of different parenting styles and dimensions. Overall, results suggest that warm parenting that provides children with age-appropriate autonomy and structure is key for a healthy and prosperous development of children and adolescents across various domains. The parenting approach adopted by parents but also its effect varies and the paper points to various contextual (e.g. culture, socio-economic factors, support within the community and family) and individual (e.g. gender, personality and health condition of children and parents) factors explaining these variations. The paper discusses how a systematic consideration of such factors not only sharpens the scientific understanding of parenting and its impact but also helps improving family policies and support.
Creation-Date: 2020-06-10
Number: 222
Handle: RePEc:oec:eduaab:222-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Richard Desjardins
Author-Workplace-Name: University of California
Title: PIAAC Thematic Review on Adult Learning
Abstract: This report focuses on the adult learning data that was collected as part of the OECD Survey of Adult Skills between 2012 and 2016, which has been a core activity of the ongoing OECD Programme for the International Assessment of Adult Competencies (PIAAC). The objectives are to: present the data on adult learning made available by PIAAC; provide an international and comparative overview of the extent of adult learning of different types along with trends, where possible, for countries and economies that have so far participated in PIAAC; reveal international and comparative patterns on the distribution of adult learning within participating countries and economies, focusing on who is and who is not participating in terms of the types of jobs they work in as well as their socio-demographic profile; assess empirically the relationship between some types of adult learning and economic as well as social outcomes; discuss systemic features of adult learning systems and their relationship with selected economic and social policy instruments; and to draw out implications of the results in relation to the continued measurement of adult learning.
Creation-Date: 2020-07-07
Number: 223
Handle: RePEc:oec:eduaab:223-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Pierre Gouëdard
Author-Workplace-Name: OECD
Author-Name: Beatriz Pont
Author-Workplace-Name: OECD
Author-Name: Romane Viennet
Author-Workplace-Name: OECD
Title: Education responses to COVID-19: Implementing a way forward
Abstract: During the COVID-19 crisis, countries have implemented a range of measures to curb the educational impact of the pandemic. In times of emergency, speed in the implementation of responses is key, but evidence of what may work is limited, and constraints on resources and capacity are binding. A framework providing a coherent implementation perspective can save time and result in better outcomes. As countries explore ways forward to reopen schools and design new models of education that expand the borders of the physical schools through technology, this paper proposes a framework that can help governments structure the implementation strategy of their evolving education responses to COVID-19. It consists of a set of general recommendations and guiding questions that can inform the development of mid-term education strategies and, more broadly, help build school systems’ resilience for potential education emergencies.
Creation-Date: 2020-07-10
Number: 224
Handle: RePEc:oec:eduaab:224-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Eric A. Hanushek
Author-Name: Ludger Woessmann
Title: The economic impacts of learning losses
Abstract: The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated.While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly.The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings.The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses. Specifically, with the expected increase in video-based instruction, matching the skills of the teaching force to the new range of tasks and activities could quickly move schools to heightened performance. Additionally, because the prior disruptions are likely to increase the variations in learning levels within individual classrooms, pivoting to more individualised instruction could leave all students better off as schools resume.As schools move to re-establish their programmes even as the pandemic continues, it is natural to focus considerable attention on the mechanics and logistics of safe re-opening. But the long-term economic impacts also require serious attention, because the losses already suffered demand more than the best of currently considered re-opening approaches.
Creation-Date: 2020-09-10
Number: 225
Handle: RePEc:oec:eduaab:225-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Reyer van der Vlies
Title: Digital strategies in education across OECD countries: Exploring education policies on digital technologies
Abstract: This working paper identifies OECD countries’ interests in digital innovation in education by analysing their policy papers on digital education. Many OECD countries have adopted a specific strategy on digital education, or integrated the topic in a generic strategy on digital innovation as such. The ideas that are expressed in the strategies differ greatly; some are work in progress, others contain bold envisions of the future. There is a high awareness among OECD countries of the benefits of digitalisation, and the role of government to support digital innovation in education. This paper covers and documents countries’ policy focus before the 2020 coronavirus crisis.
Creation-Date: 2020-09-16
Number: 226
Handle: RePEc:oec:eduaab:226-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Ottavia Brussino
Title: Mapping policy approaches and practices for the inclusion of students with special education needs
Abstract: Across OECD countries, there are various and diverse policy approaches in place to promote inclusive education systems for students with special education needs (SEN), understood as learning disabilities, physical impairments and disorders related to mental health. Analysing current policies in place across OECD countries and investigating advantages and disadvantages of diverse policy approaches for students with SEN is important when acknowledging non-negligible disparities in terms of enrolment, graduation, and employment outcomes for students with SEN across OECD countries. Overall, educational approaches to address students with SEN have historically shifted from placing students in special school settings to more mainstream education environments. However, differences still exist in the extent to which students are mainstreamed in schools with the rest of the students. Furthermore, education systems differ in the way they design and implement governance arrangements, resourcing systems, capacity-building, school-level interventions, and monitoring and evaluation of their policies in place to support students with SEN. Through a holistic approach, the following desk-based research adopts the analytical framework developed by the OECD’s Strength through Diversity project, Education for Inclusive Societies, to map policy approaches to include students with SEN in education systems and promote their well-being. The review also investigates how special education needs intersect with other forms of induced diversity in education systems and other emerging trends across countries to provide a more comprehensive analysis of the issues at stake.
Creation-Date: 2020-09-23
Number: 227
Handle: RePEc:oec:eduaab:227-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Alexandre Rutigliano
Title: Inclusion of Roma students in Europe: A literature review and examples of policy initiatives
Abstract: Despite the international commitment to Roma social inclusion from 2005 onwards, the overall situation has not significantly changed. In education, important achievements have been reached, mainly in terms of access to primary. Yet, Roma students still lag behind.This paper maps policy initiatives for Roma inclusion in European education systems, analyses remaining challenges and explores policy perspectives. It first describes European countries’ conceptualisation and categorisation of ethnic groups. In doing so, it differentiates colour-blind countries that prohibit diversity data and prioritise integrated approaches in policymaking, and countries that collect such data and use targeted approaches. This work then identifies initiatives aimed at improving Roma students’ inclusion and recurrent challenges, such as segregation in education and anti-Gypsyism. The few evaluations available indicate that best practices are those that (1) combine mainstream and targeted approaches; (2) are community-based, with a genuine participation of Roma; (3) are conscious of cultural disparities; and (4) adopt an intercultural approach.
Creation-Date: 2020-09-30
Number: 228
Handle: RePEc:oec:eduaab:228-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Andrea-Rosalinde Hofer
Author-Workplace-Name: OECD
Author-Name: Aleksandra Zhivkovikj
Author-Name: Roger Smyth
Title: The role of labour market information in guiding educational and occupational choices
Abstract: Governments recognise that careers guidance, underpinned by accurate labour market information, can help learners make post-secondary education choices that match their interests, aptitudes and abilities, and lead to rewarding employment. For this reason, they have invested in building linked education/employment information systems and other information resources which are displayed on websites targeted to learners and their families. However, researchers and governments agree that these efforts are often ineffective in informing learners’ decisions – access to information is not sufficient to provide effective support to student choice. Drawing upon the insights of behavioural economics, this paper examines how learners access and use information, and what this implies for the design of public study and career choice websites that aim to effectively support student choice. The report also takes stock of the career guidance websites in use in the majority of OECD countries, and sets out to provide actionable advice for policy makers to guide the design of effective information policy levers that support student choice.
Creation-Date: 2020-10-09
Number: 229
Handle: RePEc:oec:eduaab:229-EN
Template-type: ReDIF-Paper 1.0
Author-Name: François Keslair
Author-Workplace-Name: OECD
Author-Name: Marco Paccagnella
Author-Workplace-Name: OECD
Title: Assessing adults’ skills on a global scale: A joint analysis of results from PIAAC and STEP
Abstract: This paper illustrates similarities and differences between two international surveys that assess adults’ skills: the Programme for the International Assessment of Adult Competencies (PIAAC) and the Skills Towards Employment and Productivity (STEP) survey. In particular, the paper highlights the issues that can arise for researchers interested to jointly analyse the data from the two surveys and to compare their results. The paper finds that, in spite of the many similarities, important differences exist between PIAAC and STEP, both in the way the data are collected, and in the way the proficiency of respondents is estimated. These issues can indeed affect the cross-country comparability of results from the two surveys. There is instead little evidence that the literacy assessment used in the two surveys is not adequate to form a basis for a valid assessment of adults’ proficiency on a global scale.
Creation-Date: 2020-10-12
Number: 230
Handle: RePEc:oec:eduaab:230-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Nora Brüning
Author-Workplace-Name: OECD
Author-Name: Patricia Mangeol
Author-Workplace-Name: OECD
Title: What skills do employers seek in graduates?: Using online job posting data to support policy and practice in higher education
Abstract: Employers increasingly reach job seekers through online job postings, particularly for jobs requiring a higher education qualification. Job postings available online provide a rich source of real-time and detailed data on the qualifications and skills sought by employers across industries, occupations and locations. Using a sample of over 9 million job postings in four US states (Ohio, Texas, Virginia and Washington), this paper explores three questions. How does employer demand for graduate skills vary geographically, within and among occupations? For graduates in a general study field without a dedicated career vocational pathway, like sociology, what occupational clusters show evidence of employer demand, and what skills are sought? Given the high demand in the field of information and communications technology (ICT), are employers looking for ICT specialists open to hiring graduates from study fields other than ICT?We find evidence of variation in occupational demand, and to some extent in skill demand, within occupational clusters across the four states. We identify three occupational clusters where sociology graduates are in most demand, with distinct skill profiles. We also find that, when filling ICT positions, a notable share of employers considers recruiting graduates from other fields of study while requiring those graduates have the right technical transferable skills.Job posting data, we conclude, hold promise to complement existing labour market information systems and aid educators and policy makers in aligning labour demand and educational offerings. If analysed and disseminated effectively, such data could also assist students and workers in making learning and career decisions, for instance by identifying opportunities to build their own non-traditional path into high-demand, high-paying ICT occupations.
Creation-Date: 2020-10-13
Number: 231
Handle: RePEc:oec:eduaab:231-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Jonas Bertling
Author-Workplace-Name: Educational Testing Service
Author-Name: Nathaniel Rojas
Author-Workplace-Name: Educational Testing Service
Author-Name: Jan Alegre
Author-Workplace-Name: Educational Testing Service
Author-Name: Katie Faherty
Author-Workplace-Name: Educational Testing Service
Title: A tool to capture learning experiences during COVID-19: The PISA Global Crises Questionnaire Module
Abstract: The global spread of COVID-19 has led to unprecedented disruptions in schooling around the world that have animated increased interest among policymakers, educators, researchers and the general public in knowing about how education systems have responded to the pandemic and how students’ learning experiences have changed. The PISA Global Crises Module was developed to address this need. 62 student questionnaire items (grouped into 11 questions) and 68 school questionnaire items (grouped into 14 questions) were developed following a process that involved input from leading questionnaire development experts, PISA National Centres, as well as small-scale cognitive interview studies in three countries. While all countries were affected by the pandemic in some way, the module seeks to illuminate differential effects on student learning and well-being, and the degree of interruption or changes to education across different education systems. Governing bodies, organisations and researchers can use the instruments and the descriptions of the underlying constructs for adaptation and broader implementation.
Creation-Date: 2020-10-14
Number: 232
Handle: RePEc:oec:eduaab:232-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Jihyun Lee
Author-Workplace-Name: University of New South Wales
Title: Non-cognitive characteristics and academic achievement in Southeast Asian countries based on PISA 2009, 2012, and 2015
Abstract: Non-cognitive characteristics of students in four Southeast Asian countries – Indonesia, Malaysia, Thailand, and Viet Nam – were reviewed based on the PISA 2009, 2012, and 2015 data. Overall, students in this region demonstrated similarities with respect to their non-cognitive dispositions such as learning habits, approaches to learning, motivation for school subject matters and self-beliefs about their abilities.The non-cognitive characteristics that were most prevalent in the region included enjoyment and instrumental motivation to learn, which were evidenced by the indices of intrinsicmotivation for mathematics (INTMAT), instrumental motivation for mathematics (INSTMOT), enjoyment in learning of science (JOYSCIE), and instrumental motivation in learning science (INSTSCIE). However, these variables were not strong predictors of student achievement in this region.The review also revealed that the best non-cognitive predictors of student achievement were metacognitive awareness (METASUM and UNDREM) for reading achievement; self-efficacy, self-concept, and anxiety (MATHEFF, SCMAT, and ANXMAT) for mathematics achievement; and environmental awareness and epistemological beliefs (ENVAWARE and EPIST) for science achievement. These variables were also the best predictors, on average, across all PISA participants and economies. However, some region-specific non-cognitive predictors were also noted. These were intrinsic motivation (INTMAT) in Malaysia; perseverance (PERSEV) in Thailand; and mathematics intentions (MATINTFC)in Viet Nam.Overall, the similarities found in the non-cognitive characteristics among Southeast Asian students suggest that (a) regional collaboration in designing the educational strategies may be beneficial and that (b) an implementation of regional questionnaires in future PISA surveys may be useful to gain an in-depth understanding of achievement-related factors in this region.
Creation-Date: 2020-10-15
Number: 233
Handle: RePEc:oec:eduaab:233-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Gabriele Marconi
Author-Name: Carla Campos Cascales
Author-Name: Catalina Covacevich
Author-Name: Tue Halgreen
Title: What matters for language learning?: The questionnaire framework for the PISA 2025 Foreign Language Assessment
Abstract: For the first time, PISA 2025 will assess foreign language skills on a global scale. This paper provides a framework for collecting policy and contextual information on foreign language learning from students, parents, teachers, school principals and government officials. The framework will be used to guide the PISA 2025 Foreign Language Assessment questionnaire development, and to interpret and to produce policy-relevant analyses based on the data on 15-year-old students’ proficiency in foreign languages. For academics and practitioners, this paper provides a comprehensive picture of the factors influencing foreign language learning, based on an in-depth review of the international literature and past assessments in this area, and on discussions with experts in the field and OECD countries. The framework is centred around four policy domains: Government and school policies, Students and learning, Teachers’ training and profile, and Teaching practices. In addition, the framework addresses two transversal topics that overlap these four policy domains: Information and communication technologies, and the Use of the target language for instruction in other subjects.
Creation-Date: 2020-10-20
Number: 234
Handle: RePEc:oec:eduaab:234-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Luka Boeskens
Author-Name: Deborah Nusche
Author-Name: Makito Yurita
Title: Policies to support teachers’ continuing professional learning: A conceptual framework and mapping of OECD data
Abstract: While teachers’ initial education is key to ensuring that new teachers are prepared for their work, it is only one piece in the continuum of teachers’ professional growth. Continuing professional learning is vital for teachers to broaden and deepen their knowledge, keep up with new research, tools and practices and respond to their students’ changing needs. It also plays a key role in building collaborative school cultures and supporting the collective improvement of the teaching profession. While the importance of continuing teacher learning is widely recognised, building efficient, equitable and sustainable professional learning systems is far from trivial. The OECD Teachers’ Professional Learning (TPL) study seeks to support the development of effective TPL policies and practices in schools and school systems. This paper proposes a theoretical and analytical framework for the study, systematically maps available OECD indicators to this framework and identifies information gaps and areas for future comparative work.
Creation-Date: 2020-10-22
Number: 235
Handle: RePEc:oec:eduaab:235-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Gillian Golden
Author-Workplace-Name: OECD
Title: Education policy evaluation: Surveying the OECD landscape
Abstract: This paper aims to survey the current landscape of education policy evaluation across OECD countries and economies by examining recent trends and contextual factors that can promote more robust education policy evaluation, as well as identifying key challenges. It takes a view of policy evaluation as an activity that takes place throughout the entire policy cycle, before, during, and after a reform is implemented. It proposes a supporting framework for education policy evaluation that integrates institutional factors which can help to build robust underpinnings for policy evaluation. It also presents some specific considerations to take into account for individual policy evaluation processes. Analysis of more than 80 evaluations across OECD education systems provides an indication of the diversity of approaches taken in the policy evaluation process. Key findings refer to the “who”, “when”, “what”, “how”, “for what” and “what next” of policy evaluation processes through a comparative lens.
Creation-Date: 2020-11-19
Number: 236
Handle: RePEc:oec:eduaab:236-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Andreea Minea-Pic
Title: Innovating teachers’ professional learning through digital technologies
Abstract: Digital technologies offer immense potential for transforming teacher learning and the delivery of professional development activities throughout teachers’ careers. As the COVID-19 pandemic has made face‑to‑face professional learning challenging or impossible for teachers to attend in many contexts, online professional learning options for teachers have been receiving renewed attention. This paper puts forward research evidence on the effectiveness of various forms of online learning for teachers and adults, and examines prerequisite conditions for enhancing teacher learning through digital technologies. Teachers’ engagement in online learning activities, as captured by OECD surveys, remained limited in many OECD countries before the COVID-19 pandemic. This paper provides a basis for investigating how policies can support teachers’ engagement in professional learning using digital technologies and help strike a balance between system-level provision of online teacher professional learning opportunities and the facilitation of teacher-led initiatives.
Creation-Date: 2020-12-04
Number: 237
Handle: RePEc:oec:eduaab:237-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Cecilia Mezzanotte
Title: Policy approaches and practices for the inclusion of students with attention-deficit hyperactivity disorder (ADHD)
Abstract: OECD countries have developed various practices and policy approaches to promote inclusive education systems for students with special education needs (SEN), which include learning disabilities, physical impairments and mental disorders. Among the latter, Attention-Deficit/Hyperactivity Disorder (ADHD) is a particularly relevant: being often comorbid with other learning disabilities, it causes significant difficulties in academic and social outcomes to affected students. Compared to other disorders that can cause difficulties to students, ADHD is less consistently accepted as an impairing condition. Mapping and analysing the key elements of diverse practices across OECD countries is fundamental to correctly define the situation of students with ADHD in education systems and the future direction of policy-making. Through a holistic approach, the paper adopts the analytical framework developed by the OECD’s Strength through Diversity project: Education for Inclusive Societies to analyse policies and practices to include students with ADHD in education systems and promote their well-being.
Creation-Date: 2020-12-10
Number: 238
Handle: RePEc:oec:eduaab:238-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Pierre Gouëdard
Author-Name: Beatriz Pont
Author-Name: Susan Hyttinen
Author-Name: Pinhsuan Huang
Title: Curriculum reform: A literature review to support effective implementation
Abstract: Countries consider curriculum reform as an important and necessary measure to make schools enter the 21st century and respond to a fast-changing world. In recent years, many OECD countries have engaged in curriculum reform as a way to equip children with the knowledge, skills and competences needed for tomorrow. However, how to initiate such change in the most suitable and effective way remains somewhat challenging. In other words, there is a missing step between the intention, and the realisation of this curriculum renewal, crystallising what has been coined in the literature “the implementation gap”.This paper analyses the curriculum reform literature through the lens of the OECD proposed implementation framework that promotes, among others, inclusive stakeholder engagement. Curriculum reform has indeed long been considered from a “top-down” perspective, but has progressively shifted towards a more “bottom-up” approach, emphasising the central role of teachers in the process. The analysis is enriched with successful practices and examples from different countries, and concludes with a specific resource for countries to make the lessons learned actionable through the planning of a coherent curriculum implementation strategy
Creation-Date: 2020-12-11
Number: 239
Handle: RePEc:oec:eduaab:239-EN
Template-type: ReDIF-Paper 1.0
Author-Name: William Thorn
Title: Improving the collection of information on literacy proficiency in household surveys
Abstract: In the vast majority of the world’s countries, information on the literacy proficiency of the adult population is collected through census collections, labour force surveys or through omnibus household surveys. These commonly use simple measures: respondents’ reports of their own or other household members’ capacity to read and write or the capacity of the respondent to accurately read aloud a short sentence. While there is a justified interest in the use of assessments to collect information regarding literacy proficiency, household surveys using simple measures will continue to be a primary source of data on literacy in many countries for some time. Improvement of the quality of simple measures should, therefore, be a priority. Three main avenues for improvement are identified: greater clarity regarding the concepts being measured, the development of improved simple direct assessments of literacy proficiency and encouragement for the use of a common set of instruments and questions.
Creation-Date: 2020-12-16
Number: 240
Handle: RePEc:oec:eduaab:240-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Anthony Mann
Author-Workplace-Name: OECD
Author-Name: Vanessa Denis
Author-Workplace-Name: OECD
Author-Name: Chris Percy
Author-Workplace-Name: University of Derby
Title: Career ready?: How schools can better prepare young people for working life in the era of COVID-19
Abstract: The focus of this working paper is on how secondary schools can optimise young people’s preparation for adult employment at a time of extreme labour market turbulence. By reviewing academic analysis of national longitudinal datasets, it is possible to identify indicators of comparative adult success. How teenagers (i) think about their futures in work and what they do to (ii) explore and (iii) experience workplaces within and outside of schools is consistently associated with better than expected employment outcomes in adulthood. Data-driven career guidance will take such indicators into account within delivery. Analysis of the Programme for International Student Assessment (PISA) 2018 illustrates substantial variation in the extent of such career readiness between and within countries. Variation in career readiness is particularly associated with disadvantage. More effective education systems will ensure schools systematically address inequalities in teenage access to information and support in preparing for working life.
Creation-Date: 2020-12-16
Number: 241
Handle: RePEc:oec:eduaab:241-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Manolya Tanyu
Author-Workplace-Name: American Institutes for Research
Author-Name: Elizabeth Spier
Author-Workplace-Name: American Institutes for Research
Author-Name: Scott Pulizzi
Author-Workplace-Name: American Institutes for Research
Author-Name: Mariah Rooney
Author-Workplace-Name: American Institutes for Research
Author-Name: Isobel Sorenson
Author-Workplace-Name: American Institutes for Research
Author-Name: Jessica Fernandez
Author-Workplace-Name: American Institutes for Research
Title: Improving education outcomes for students who have experienced trauma and/or adversity
Abstract: All children experience some level of stress in their lives. If stress is persistent and accumulative, it may have detrimental effects on the social, emotional, and physical well-being of the individual child and long-term economic and health impacts on our societies. Understanding the causes, effects, and mitigating and exacerbating factors of adversity and trauma is critical to promote practices and policies for better lives. The purpose of this working paper is to help education policymakers and education leaders and practitioners know how to better support students who have experienced adversity and/or trauma and build their resilience.In this working paper we synthesise the best available evidence for the causes and effects of adversity and/or trauma in children, specify the factors that exacerbate poor educational experiences and outcomes as well as mitigating factors that support resilience, and draw together evidence on effective practices in education systems to improve supports and outcomes for students who have experienced trauma and/or adversity. We also feature five case studies of these effective practices. We conclude with considerations for education stakeholders. This includes, strengthening linkages between schools and services and supports in other sectors; using learner-centred pedagogies for social and emotional learning (SEL) and resilience building; prioritising teacher training and support to understand and respond to adversity and trauma of learners and to promote their own well-being; employing frameworks, such as multi-tiered approaches, to identify and meet the needs of learners; and using technical assistance centres and networks to share evidence-based practices and provide guidance to education stakeholders about how to meet the specific needs of sub-populations of students. Together, these approaches should provide better learning experiences for all learners, especially for those who have experienced adversity and/or trauma.
Creation-Date: 2020-12-18
Number: 242
Handle: RePEc:oec:eduaab:242-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Joana Cadima
Author-Name: Gil Nata
Author-Name: Sílvia Barros
Author-Name: Vera Coelho
Author-Name: Clara Barata
Title: Literature review on early childhood education and care for children under the age of 3
Abstract: This literature review provides an up-to-date comprehensive overview of what is known about process quality in early childhood education and care (ECEC) provision for children under age 3. It builds on empirical studies published in peer-reviewed journals between 2010 and 2019. Current views on process quality for children under age 3 highlight that process quality is a multidimensional and value-laden concept. But there is growing agreement on several core features, namely, the prominence of warm/responsive interactions, the value of both education and care and the importance of strong partnerships with parents. Recent studies show positive links between process quality and infant/toddler development. The evidence is relatively robust in terms of the influences of staff pre-service training, group size and ratios for process quality in centre-based settings, although more limited for home-based settings. Nevertheless, consideration of complex interactions among structural features is noted. Recent studies further advance knowledge on more fine-grained understandings of process quality.
Creation-Date: 2020-12-22
Number: 243
Handle: RePEc:oec:eduaab:243-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Tomoya Okubo
Author-Name: Tanja Bastiniac
Author-Name: Tiago Fragoso
Author-Name: Chi Sum Tse
Title: PISA-Based Test for Schools: International Linking Study 2020
Abstract: An international linking study was conducted in order to link parameters of PISA-based Test for Schools (PBTS) cognitive items to PISA international scales. New booklets for the linking study were designed in which the PISA trend items were inserted as anchor items in addition to the PBTS items. Data was collected from four countries with over 95 000 students via Computer-Based Testing, and analysed with the finite mixture modelling in order to estimate the parameters of PBTS items under the constraint of fixed PISA item parameters. The estimated item parameters were validated in terms of reliability and international comparability. The linking study enabled the PBTS test to provide valid and reliable scores on PISA international scale.
Creation-Date: 2021-01-14
Number: 244
Handle: RePEc:oec:eduaab:244-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Luka Boeskens
Author-Name: Deborah Nusche
Title: Not enough hours in the day: Policies that shape teachers’ use of time
Abstract: Teachers’ time is a critical resource for education systems and a key input for student learning. Like any type of resource, teachers’ time can be used more or less effectively to promote a range of outcomes such as student learning, equity and well-being. Whether teachers are given an additional hour in the classroom, an hour to prepare their lessons or an hour to engage in professional learning can affect both the cost and the quality of education. Based on OECD survey data and indicators, this paper provides a systematic overview of how teachers across the OECD report using their time and how their time use is regulated in national policy frameworks. Building on the findings from the OECD School Resources Review series, the paper then explores human resource policies that can support education stakeholders in rethinking priorities, roles and responsibilities in school education and promote an effective use of teachers’ time.
Creation-Date: 2021-01-18
Number: 245
Handle: RePEc:oec:eduaab:245-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Rowena Phair
Author-Workplace-Name: OECD
Title: International early learning and child well-being study assessment framework
Abstract: The International Early Learning and Child Well-being Study puts a spotlight on how children are faring at 5 years-of-age. Children’s early well-being and learning are primary determinants of their later outcomes in schooling and in adulthood. Yet children’s development during their early years remains one of the most neglected areas of international research in education. As a consequence, the international evidence countries can draw on to inform their policy approaches for children’s early learning is sparse. The International Early Learning and Child Well-being Study has been developed and designed to fill this gap. Education systems that prioritise evidence on children’s actual needs and who learn from other countries’ achievements and challenges will be more successful in giving every child a strong early start, thereby building more successful and equitable systems.
Creation-Date: 2021-02-10
Number: 246
Handle: RePEc:oec:eduaab:246-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Susan Edwards
Author-Workplace-Name: Australian Catholic University
Title: Process quality, curriculum and pedagogy in early childhood education and care
Abstract: This paper reports the findings of an integrative review of the literature conducted to gain insight into the relationship between process quality, curriculum and pedagogy. Process quality attends to those aspect of early childhood education and care (ECEC) provision associated with children’s interactions and experiences in the ECEC setting, including with peers, adults, materials and other resources. Process quality is considered an important mechanism for moving quality ECEC provision beyond structural dimensions of quality alone (e.g. child-to-adult ratios, minimum space requirements). Curriculum and pedagogy in this paper examines the definitional relationship between teaching and learning, with this relationship having implications for the extent to which identified features of the ECEC curriculum may be used to leverage increased process quality. This paper finds that defining the relationship between curriculum and pedagogy is required to facilitate the use of curriculum as a lever for process quality according to the socio-cultural context in which ECEC is intended for young children
Creation-Date: 2021-05-26
Number: 247
Handle: RePEc:oec:eduaab:247-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Catalina Covacevich
Author-Workplace-Name: OECD
Author-Name: Anthony Mann
Author-Workplace-Name: OECD
Author-Name: Filippo Besa
Author-Workplace-Name: OECD
Author-Name: Jonathan Diaz
Author-Workplace-Name: OECD
Author-Name: Cristina Santos
Author-Workplace-Name: OECD
Title: Thinking about the future: Career readiness insights from national longitudinal surveys and from practice
Abstract: This paper explores how teenage thinking about jobs and careers relates to adulthood labour market outcomes. The OECD working paper Career Ready? How schools can better prepare young people for working life in the era of COVID-19 identifies career certainty, alignment and ambition as relevant indicators related to career thinking. This paper extends analysis of these indicators to new longitudinal datasets from Australia, Denmark, and Switzerland, and incorporates two new indicators, instrumental motivation and career concentration. The findings provide further evidence that teenage career ambition, certainty, alignment, instrumental motivation and broad occupational expectations relate to positive employment outcomes, including in periods of economic turbulence. However, this is not always the case and on some occasions, this association is found only in specific subgroups. Finally, the paper presents evidence from the academic literature, analysis of OECD PISA data and accounts from practitioners, which focus on ways in which schools can foster students’ career thinking.
Creation-Date: 2021-06-04
Number: 248
Handle: RePEc:oec:eduaab:248-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Francesco Avvisati
Author-Workplace-Name: OECD
Author-Name: Pauline Givord
Author-Workplace-Name: Institut national de la statistique et des études économiques
Title: The learning gain over one school year among 15-year-olds: An analysis of PISA data for Austria and Scotland (United Kingdom)
Abstract: This paper compares the learning gain over one year of schooling among 15-year-old students in Austria and Scotland (United Kingdom). Common metrics for reading, mathematics and science learning, as established by the Programme for International Student Assessment (PISA), are used. In order to overcome the limitations of a cross-sectional, single-cohort design, multiple cycles of PISA data are combined. The fact that Austria and Scotland moved their testing period across cycles is also exploited. The results are used to establish a benchmark for other performance differences observed in PISA, such as gender gaps, socio-economic gaps or between-country differences.
Creation-Date: 2021-06-30
Number: 249
Handle: RePEc:oec:eduaab:249-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Rodrigo Torres
Author-Workplace-Name: OECD
Title: Does test-based school accountability have an impact on student achievement and equity in education?: A panel approach using PISA
Abstract: School accountability is one of the most controversial recent reforms taking place in education systems around the world, but evidence of whether and which accountability practices affect equity and performance in academic achievement has been difficult to isolate and establish. By using data available from several cycles of the Programme for International Student Assessment (PISA 2006-2015), this paper assesses the extent to which accountability practices affect equity and performance in academic achievement in high-income-and-low-and-middle-income-countries. We found no conclusive evidence of accountability practices affecting educational outcomes in high-income-countries. However, we found some evidence in low-and-middle-income-countries pointing towards increased performance and increased inequality under accountability regimes in these contexts, although only in mathematics and science, and for one of our preferred specifications. In low-and-middle-income-countries, we found that, under higher levels of accountability, higher school autonomy on curriculum management and assessment could render better academic results in reading, mathematics and science.
Creation-Date: 2021-07-15
Number: 250
Handle: RePEc:oec:eduaab:250-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Inge Kral
Author-Workplace-Name: Australian National University
Author-Name: Lyn Fasoli
Author-Workplace-Name: Charles Darwin University
Author-Name: Hilary Smith
Author-Workplace-Name: Australian National University
Author-Name: Barbra Meek
Author-Workplace-Name: University of Michigan
Author-Name: Rowena Phair
Author-Workplace-Name: OECD
Title: A strong start for every Indigenous child
Abstract: This Working Paper was developed to assist policy makers, education and Indigenous leaders, as well as education practitioners, to better support Indigenous children’s early learning and well-being. The paper focuses on early years policies and provision in Aotearoa New Zealand, Australia and Canada. It sets out a synthesis of evidence on children’s early development, with a particular focus on the conditions and approaches that support positive outcomes for Indigenous children. The Working Paper then outlines a set of promising initiatives that seek to create positive early learning environments for Indigenous children. Drawing on the available evidence and promising approaches, the paper presents a framework for strengthening Indigenous children’s early learning and well-being.
Creation-Date: 2021-07-27
Number: 251
Handle: RePEc:oec:eduaab:251-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Thomas Radinger
Author-Name: Luka Boeskens
Title: More time at school: Lessons from case studies and research on extended school days
Abstract: Many countries have considered extending their school days to improve students’ outcomes, promote equity or support parents to combine work and family lives. Given the impact of such reforms, identifying conditions for their successful implementation is an important concern. This working paper reviews the available evidence and synthesises common lessons from six European and Latin American countries that extended and reorganised their school days. Each case study describes the reform’s context and goals, design and implementation, and resource implications. The paper highlights that lengthening the school day might be an efficient strategy for some schools and systems, but not for others, depending on policy goals and alternatives. To reap any potential benefits, reforms need to consider the quality and articulation of the activities taking place and related adjustments to school resources. As the paper suggests, school-day extensions provide an opportunity to rethink schools as places not just for learning, but for holistic student development, engagement and support.
Creation-Date: 2021-07-30
Number: 252
Handle: RePEc:oec:eduaab:252-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Gordon Stobart
Author-Workplace-Name: University College London
Title: Upper-secondary education student assessment in Scotland: A comparative perspective
Abstract: Scotland’s Curriculum for Excellence (CfE) is a pioneering example of curriculum reform, but the qualifications for upper-secondary school students have seen far less reform. Exam cancellations in 2020-21, and the debates generated provide an opportunity to radically reconsider the assessment system. This paper compares the Scottish system to four other British legacy systems and five other legacy traditions, to offer insight for how Scotland could improve the alignment between CfE and upper-secondary assessments. Theoretical considerations further guide the analysis on what constitutes a dependable and trustworthy assessment system, to refine the reflection around options for the Scottish system. Three major themes emerge from this comparative review: external assessments could be more innovative to capture a wider range of student capabilities; the role of teacher assessment could be reconsidered; and the academic and vocational strands could be better integrated with the assessment system to offer a broader range of curriculum options.
Creation-Date: 2021-08-31
Number: 253
Handle: RePEc:oec:eduaab:253-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Nicholas Biddle
Title: Behavioural economics and the COVID-induced education crisis
Abstract: The COVID-19 pandemic hit many countries at a time when their education systems were facing multiple challenges. Economic, public-health and social impacts from the pandemic have exacerbated many of these challenges. The aim of this paper is to explore the way in which the behavioural sciences can help support the policy response to the COVID-induced education crisis, and to serve as a learning experience for other future crises. The paper involves an empirical exploration of the factors associated with a range of outcomes using large nationally representative datasets, and interpreting these relationships in the context of a detailed literature review. By using data that it is generally representative of the populations of interest, and is available for many dozens of countries with different histories, languages, cultures, and socioeconomic outcomes, this paper highlights how identifying behavioural biases can direct education systems towards more effective targeted policy interventions.
Creation-Date: 2021-09-23
Number: 254
Handle: RePEc:oec:eduaab:254-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Pierre Gouëdard
Title: Developing indicators to support the implementation of education policies
Abstract: Across OECD countries, the increasing demand for evidence-based policy making has further led governments to design policies jointly with clear measurable objectives, and to define relevant indicators to monitor their achievement. This paper discusses the importance of such indicators in supporting the implementation of education policies. Building on the OECD education policy implementation framework, the paper reviews the role of indicators along each of the dimensions of the framework, namely smart policy design, inclusive stakeholder engagement, and conducive environment. It draws some lessons to improve the contribution of indicators to the implementation of education policies, while taking into account some of their perennial challenges pertaining to the unintended effects of accountability. This paper aims to provide insights to policy makers and various education stakeholders, to initiate a discussion on the use and misuse of indicators in education, and to guide future actions towards a better contribution of indicators to education policy implementation.
Creation-Date: 2021-10-14
Number: 255
Handle: RePEc:oec:eduaab:255-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Ottavia Brussino
Author-Workplace-Name: OECD
Title: Building capacity for inclusive teaching: Policies and practices to prepare all teachers for diversity and inclusion
Abstract: Classrooms have become increasingly diverse places where students from various backgrounds share their learning experiences. To promote inclusive school settings for all, building teacher capacity for inclusive teaching represents a key policy area. Education systems need to ensure that teachers are adequately prepared for inclusive teaching and supported throughout their career. Mechanisms to attract and retain a more diverse teaching body as well as to monitor and evaluate teacher preparation and work with respect to diversity and inclusion should also be developed. While teacher policies have increasingly addressed some of these areas, most education systems lack comprehensive capacity-building frameworks for inclusive teaching. This paper maps policies and practices to build teacher capacity for inclusive teaching across OECD countries. It then presents core elements and competences to design and implement inclusive teaching strategies. Finally, the paper reviews some of the evidence available on teacher diversity and interventions for inclusive teaching.
Creation-Date: 2021-10-18
Number: 256
Handle: RePEc:oec:eduaab:256-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Francesco Avvisati
Author-Workplace-Name: OECD
Author-Name: Pauline Givord
Author-Workplace-Name: Institut national de la statistique et des études économiques
Title: How much do 15-year-olds learn over one year of schooling? An international comparison based on PISA
Abstract: This paper quantifies the learning gain that accrues to 15‑year-old students over one year of schooling in 18 countries and economies, where the cohort eligible to sit the OECD Programme for International Student Assessment (PISA)ISA test overlaps with two distinct school cohorts. School-entry regulations are used as an exogenous source of variation for grade levels in an instrumental- variables framework. The focus on the joint effect of schooling and age, together with (local) linearity assumptions, make it possible to account for differences in school-starting age across students who are expected to be in different grades. On average, students’ test scores increase by about one-fifth of a standard deviation over a school year. While estimates of the grade gain for individual countries and economies come with wide confidence intervals, this study also shows the annual learning gain of students around the age of 15 tends to be larger in high-income countries compared to middle-income countries.
Creation-Date: 2021-10-20
Number: 257
Handle: RePEc:oec:eduaab:257-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Catalina Covacevich
Author-Workplace-Name: OECD
Author-Name: Anthony Mann
Author-Workplace-Name: OECD
Author-Name: Cristina Santos
Author-Workplace-Name: OECD
Author-Name: Jonah Champaud
Author-Workplace-Name: OECD
Title: Indicators of teenage career readiness: An analysis of longitudinal data from eight countries
Abstract: The aim of the OECD Career Readiness project is to identify patterns of teenage attitudes and activities that are associated with better transitions into employment by analysing multiple national longitudinal datasets. This paper looks for further evidence of the link between teenage activities, experiences and career-related thinking and adult career outcomes by analysing 10 new datasets from eight countries. Overall, the results of this paper find further evidence that secondary school students who explore, experience and think about their futures in work frequently encounter lower levels of unemployment, receive higher wages and are happier in their careers as adults. The findings of this paper are analysed together with the evidence from the two previous working papers of the Career Readiness project, concluding that there is international evidence to support 11 out of the 14 potential indicators that were explored as indicators of career readiness.
Creation-Date: 2021-10-27
Number: 258
Handle: RePEc:oec:eduaab:258-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Gillian Golden
Author-Name: Lisa Troy
Author-Name: Thomas Weko
Title: How are higher education systems in OECD countries resourced?: Evidence from an OECD Policy Survey
Abstract: The OECD Higher Education Policy Survey (HEPS) is a new instrument developed by the OECD Higher Education Policy Team to gather comparative information on system features and characteristics of policies across OECD jurisdictions, to support policy analysis and peer learning. The first HEPS was fielded in 2020, to support the ongoing thematic project on Resourcing Higher Education. This paper presents a comparative analysis of the results of the survey, examining student support systems, institutional funding mechanisms, human resource policies and higher education resource governance across the 29 OECD jurisdictions responding to the survey.
Creation-Date: 2021-11-11
Number: 259
Handle: RePEc:oec:eduaab:259-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Lucie Cerna
Author-Workplace-Name: OECD
Author-Name: Cecilia Mezzanotte
Author-Workplace-Name: OECD
Author-Name: Alexandre Rutigliano
Author-Name: Ottavia Brussino
Author-Workplace-Name: OECD
Author-Name: Paulo Santiago
Author-Workplace-Name: OECD
Author-Name: Francesca Borgonovi
Author-Workplace-Name: OECD
Author-Name: Caitlyn Guthrie
Author-Workplace-Name: OECD
Title: Promoting inclusive education for diverse societies: A conceptual framework
Abstract: In many countries, schools and classrooms are becoming increasingly diverse along a variety of dimensions, including migration; ethnic groups, national minorities and Indigenous peoples; gender; gender identity and sexual orientation; special education needs; and giftedness. To navigate this diversity, adopting a multidimensional and intersectional lens could help education systems promote equity and inclusion in education and foster the well-being and learning of all students. Such an approach could also support education systems in preparing all individuals so that they can engage with others in increasingly complex and diverse societies. To build equitable and inclusive education systems, analysing policy issues regarding governance arrangements, resourcing schemes, capacity building, school-level interventions, and monitoring and evaluation is key. The Strength through Diversity: Education for Inclusive Societies project seeks to help governments and education systems address diversity to achieve more equitable and inclusive education systems. This paper presents the project’s theoretical and analytical framework.
Creation-Date: 2021-11-18
Number: 260
Handle: RePEc:oec:eduaab:260-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Lucie Cerna
Author-Workplace-Name: OECD
Author-Name: Ottavia Brussino
Author-Workplace-Name: OECD
Author-Name: Cecilia Mezzanotte
Author-Workplace-Name: OECD
Title: The resilience of students with an immigrant background: An update with PISA 2018
Abstract: Education has a fundamental role in promoting the integration of students with an immigrant background in host societies. It can help them acquire skills to participate in the economy, promote their social and emotional well-being and support their participation in the social and civic life of their communities. However, there are challenges in ensuring good outcomes for students with an immigrant background as, among others, they need to overcome adversities related to displacement, socio-economic disadvantage and language barriers. Building on the 2018 Report “The Resilience of Students with an Immigrant Background: Factors that Shape Well-being” by the OECD Strength through Diversity project, this paper analyses the academic, socio‑emotional and motivational resilience of students with an immigrant background across OECD countries. It provides updated findings with data from the OECD’s Programme of International Student Assessment (PISA) 2018 and examines how outcomes across different student groups have changed in recent years.
Creation-Date: 2021-12-20
Number: 261
Handle: RePEc:oec:eduaab:261-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Alexandre Rutigliano
Author-Name: Nikita Quarshie
Title: Policy approaches and initiatives for the inclusion of gifted students in OECD countries
Abstract: To date, no international consensus exists on the definition of giftedness. There is a great diversity in conceptualising giftedness not only between, but also within countries. Inevitably, this has a major influence on how countries design and implement gifted education programmes. This paper starts with an overview of the extended academic literature on the definition and identification of giftedness. It then describes OECD countries’ policy initiatives to respond to the needs of gifted students and to foster their inclusion in education systems. Following the Strength through Diversity project’s framework, the analysis focuses on the areas of governance, resourcing, capacity building, school-level interventions, and monitoring and evaluation of gifted programmes. The paper finds that a greater emphasis is placed on the governance of gifted education, often related to broader equity and inclusion concerns. Nonetheless, further research and evaluations are needed to understand what policies and practices can best benefit gifted learners while ensuring positive educational and well-being outcomes for all students.
Creation-Date: 2021-12-21
Number: 262
Handle: RePEc:oec:eduaab:262-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Cecilia Mezzanotte
Title: The social and economic rationale of inclusive education: An overview of the outcomes in education for diverse groups of students
Abstract: Since UNESCO’s Salamanca Declaration in 1994, inclusive education has progressively attracted attention in international debates around education policy. While some evidence exists on the positive impact that inclusive education reforms can have on the academic and personal outcomes of diverse students – and in particular of students with special education needs – limited information is available on the economic sustainability of such reforms. Starting from the literature on the correlations between education and individuals’ life outcomes, this paper reviews the existing evidence on the potential benefits and costs of inclusive education reforms. Specifically, the paper discusses the evidence on the shortcomings of current education settings for diverse groups of students – with specific sections on students with special education needs; immigrant and refugee students; ethnic groups, national minorities and Indigenous peoples; gifted students; female and male students; and LGBTQI+ (which stands for ‘lesbian, gay, bisexual, transgender, queer and intersex’) students. It highlights the individual and societal costs deriving from the low academic, social and emotional outcomes of these students and the socio-economic costs these yield for societies. Where possible, the paper also presents evidence on the effects of inclusive education reforms on diverse student groups.
Creation-Date: 2022-01-27
Number: 263
Handle: RePEc:oec:eduaab:263-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Claudia Koehler
Author-Workplace-Name: Farafina Institute
Author-Name: Nektaria Palaiologou
Author-Workplace-Name: Hellenic Open University
Author-Name: Ottavia Brussino
Author-Workplace-Name: OECD
Title: Holistic refugee and newcomer education in Europe: Mapping, upscaling and institutionalising promising practices from Germany, Greece and the Netherlands
Abstract: Education is one of the most important fields to promote the integration of refugee and newcomer children and youths in host countries. However, holistic education for refugee and newcomers has so far not been established into mainstream education systems in European countries. Projects and pilot programmes have developed across Europe to test holistic approaches. Some of them have started very recently as a response to the arrival of high numbers of refugees and newcomers, while others have been established for a longer period and have started to expand. This paper first provides an overview of key research gaps in refugee education. It then provides a mapping of promising holistic education practices in Europe, with a focus on Germany, Greece and the Netherlands. Based on this, the paper explores key conditions to upscale and institutionalise promising practices of holistic refugee and newcomer education.
Creation-Date: 2022-01-28
Number: 264
Handle: RePEc:oec:eduaab:264-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Hanna Siarova
Author-Workplace-Name: PPMI
Author-Name: Loes van der Graaf
Author-Workplace-Name: PPMI
Title: Multi-stakeholder approach for better integration of refugee students: Stakeholder engagement in the practice-research-policy transfer in refugee education policy
Abstract: Ample research has shown the importance of collaboration between practitioners, researchers, and policy makers to ensure holistic, inclusive, and effective policy making, particularly in the field of refugee education. Many countries, however, still face challenges in engaging with stakeholders during all the stages of the practice – research – policy transfer in the context of refugee education in a meaningful and effective way. The unique and distinct needs of refugee students in education systems require extensive collaboration among schools, service providers, and (refugee) communities to collect evidence whether and how refugee students’ needs are met. Hence, a multi-stakeholder approach or “whole-of-a-society” approach is one of the prerequisites for designing inclusive refugee education policies. This paper highlights the importance of stakeholder engagement at all stages of the practice – research – policy transfer, and maps key stakeholders in refugee education in Europe.
Creation-Date: 2022-01-31
Number: 265
Handle: RePEc:oec:eduaab:265-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Jody McBrien
Author-Workplace-Name: OECD
Title: Social and emotional learning (SEL) of newcomer and refugee students: Beliefs, practices and implications for policies across OECD countries
Abstract: Social and emotional learning (SEL) strengthens students’ abilities to regulate their emotions, thoughts, and behaviours and to interact successfully with others. There are an array of important social and emotional skills (SES): goal-setting, working to one’s potential, resilience, creativity, perseverance, problem solving, and caring about the welfare of others, among them. All students need SEL, but newcomer and refugee students may have particular challenges requiring SES. The beginning of this paper examines the current situation of refugee and newcomer students in OECD countries, SEL, its frameworks and skills and how they apply to newcomer and refugee students. The paper concludes with an examination of SEL policies and practices for newcomer and refugee students in OECD countries.
Creation-Date: 2022-01-31
Number: 266
Handle: RePEc:oec:eduaab:266-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Valentina Suarez
Author-Workplace-Name: Columbia University
Author-Name: Jason McGrath
Author-Workplace-Name: OECD
Title: Teacher professional identity: How to develop and support it in times of change
Abstract: Promoting and supporting the development of strong professional identities in teachers is relevant to teachers, policy makers and the research community. The benefits of examining Teacher Professional Identity (TPI) relate to success for students in their learning, long-term empowerment of teachers in their professional work, and support for effective policy development. This paper provides a scan and examination of the research and the OECD international data sets to propose a TPI Development and Outcome model and consider implications for practice, policy and research. Increased attention to understanding and developing individual and collective TPI provides a positive and feasible approach in a time of change .
Creation-Date: 2022-02-11
Number: 267
Handle: RePEc:oec:eduaab:267-EN
Template-type: ReDIF-Paper 1.0
Author-Name: William H. Schmidt
Author-Name: Richard T. Houang
Author-Name: William F. Sullivan
Author-Name: Leland S. Cogan
Title: When practice meets policy in mathematics education: A 19 country/jurisdiction case study
Abstract: The OECD Future of Education and Skills 2030 (E2030) project’s overall goal is that of looking to the future in terms of how school curricula should evolve given the technological advances and other changes that societies are now facing. Towards that end, the E2030 project centres on the idea that education needs to equip students with the knowledge, skills, attitudes and values they need to become active, responsible and engaged citizens.Mathematics is considered a highly relevant subject for achieving the above stated goals, as such it requires further and more detailed analysis. As a result, it has been chosen as one of the E2030 project’s subject-specific analyses. The project has been named the Mathematics Curriculum Document Analysis (MCDA) study as per the request of participating countries. This working paper presents the findings of the MCDA study, which involves participants from 19 countries and jurisdictions.
Creation-Date: 2022-03-07
Number: 268
Handle: RePEc:oec:eduaab:268-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Janine Buchholz
Title: Mixed-worded scales and acquiescence in educational large-scale assessments
Abstract: Self-report data such as those regularly administered with questionnaires in the OECD’s educational large-scale assessments are subject to response biases such as acquiescence, i.e., the tendency to agree with questionnaire items regardless their content. Research has shown that acquiescence affects the psychometric quality of such data, posing a threat to validity. Using a simple index that can be computed in the presence of both positively and negatively keyed items, the author examined the prevalence, the individual-level correlates, the impact on associations between indicators, as well as the county-level consistency of acquiescence for 16 questionnaires administered in four study programmes (PISA, TALIS, SSES, and IELS). Findings suggest that variation in acquiescence exists both between and within countries, the latter of which is determined by factors largely in line with prior research. Impact on associations as well as high levels of country-level consistency are evident. Based on these findings, recommendations for the construction of questionnaires to be administered in future assessments are derived.
Creation-Date: 2022-03-14
Number: 269
Handle: RePEc:oec:eduaab:269-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Francesca Gottschalk
Author-Workplace-Name: OECD
Title: Cyberbullying: An overview of research and policy in OECD countries
Abstract: Cyberbullying is a high priority policy challenge in many OECD countries. In recent years, the literature base on cyberbullying has rapidly expanded, shedding insights into the prevalence of the issue, highlighting which characteristics make children more likely to be cyberbullied, those that make them more likely to cyberbully others, and how this affects or is affected by well-being. Education systems have responded to this challenge in different ways such as promoting awareness of the issue, providing support to children in schools, through Internet safety initiatives, and implementing policies and sometimes laws to combat cyberbullying. There are a number of empirically assessed interventions that aim to support victims and reduce perpetration, although more information is needed on how to develop and scale up effective interventions. Furthermore, the current literature base underscores the need to establish a common and agreed upon definition of cyberbullying, and a need for research to identify its causes and effects.
Creation-Date: 2022-03-29
Number: 270
Handle: RePEc:oec:eduaab:270-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Ottavia Brussino
Author-Workplace-Name: OECD
Author-Name: Jody McBrien
Author-Workplace-Name: OECD
Title: Gender stereotypes in education: Policies and practices to address gender stereotyping across OECD education systems
Abstract: In spite of advances in recognising that girls and boys, and women and men, do not have to be bounded by traditional roles, gender stereotypes persist in education and beyond. Children and youth are affected by gender stereotypes from the early ages, with parental, school, teacher and peer factors influencing the way students internalise their gender identities. As such, not only is intervening in pre-primary education necessary, but also measures at the primary and secondary levels are key to eradicate gender stereotypes and promote gender equality. Based on the analytical framework developed by the OECD Strength through Diversity project, this paper provides an overview of gender stereotyping in education, with some illustrations of policies and practices in place across OECD countries, with a focus on curriculum arrangements, capacity-building strategies and school-level interventions in primary and secondary education.
Creation-Date: 2022-05-19
Number: 271
Handle: RePEc:oec:eduaab:271-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Gabor Fulop
Author-Workplace-Name: OECD
Author-Name: Francesco Avvisati
Author-Workplace-Name: OECD
Title: The analytical value of non-probability samples in the context of TALIS: A review of current practices in the use of non-probability samples in comparative, cross-national research
Abstract: The appeal of non-probabilistic surveys has been on the rise given the costs and decreasing response rates associated with probabilistic surveys. Yet the non-random selection of respondents into non-probabilistic surveys leads to inaccurate estimates if there are systematic differences in relation to the variable of interest between the self-selected respondents to the survey and the rest of the target population. In addition, for non probability samples there is no general statistical theory that justifies when and why accurate inferences can be expected. This paper presents a review of established uses of non-probability samples in comparative, cross-national contexts and their value for policy. In particular, the review focuses on the rationales for using non-probability samples, the risks involved and the potential ways of mitigating these risks. The paper concludes by providing some potential roles non-probability samples could play in the context of the OECD Teaching and Learning International Survey (TALIS).
Creation-Date: 2022-06-03
Number: 272
Handle: RePEc:oec:eduaab:272-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Jody McBrien
Author-Name: Alexandre Rutigliano
Author-Name: Adam Sticca
Title: The Inclusion of LGBTQI+ students across education systems: An overview
Abstract: Students who identify as lesbian, gay, bisexual, transgender, queer, intersex or somewhere else on the gender/sexuality spectrum (LGBTQI+) are among the diverse student groups in need of extra support and protection in order to succeed in education and reach their full potential. Because they belong to a minority that is often excluded by heteronormative/cisgender people, they are often the targets of physical and psychological harassment. Such discrimination can place them at risk for isolation, reduced academic achievement, and physical and mental harm. This paper provides a brief history of how the LGBTQI+ population has often been misunderstood and labelled in order to understand challenges faced by students who identify as a part of this population. It continues by considering supportive educational policies and programmes implemented from national to local levels across OECD countries. Finally, the paper considers policy gaps and discusses policy implications to strengthen equity and inclusion for LGBTQI+ students.
Creation-Date: 2022-06-22
Number: 273
Handle: RePEc:oec:eduaab:273-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Marina Umaschi Bers
Author-Workplace-Name: DevTEch Research Group, Tufts University
Author-Name: Amanda Strawhacker
Author-Workplace-Name: DevTEch Research Group, Tufts University
Author-Name: Amanda Sullivan
Author-Workplace-Name: DevTEch Research Group, Tufts University
Title: The state of the field of computational thinking in early childhood education
Abstract: Computer programming and associated Computational Thinking (CT) skills are essential to thriving in today’s academic and professional world. There has been a growing focus globally on fostering CT skills as well as on introducing computer programming concepts and languages beginning as early as kindergarten and pre-primary school. Tools, curriculum, and frameworks to promote CT in the early years must be designed and implemented in ways that engage children who cannot yet read and write, who learn through play, and who have a short attention span and limited working memory but also strong natural curiosity. This review summarises empirical and theoretical literature on the state of the field of CT as it relates to early learning and development, a time when young children are being introduced to foundational skills, such as literacy and numeracy, which can carefully be complemented by an exploration of CT.
Creation-Date: 2022-07-13
Number: 274
Handle: RePEc:oec:eduaab:274-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Jordan Hill
Title: Policy responses to false and misleading digital content: A snapshot of children’s media literacy
Abstract: The digital environment offers opportunities that can enrich children’s physical and mental well-being. Yet, false and misleading digital content, including disinformation and misinformation, is a risk. It can deepen political polarisation, erode public trust in democratic institutions and threaten public health. Media literacy is part of a suite of policies countries are using to maximise digital opportunities and minimise digital risks. This paper has four parts. First, it outlines current research and definitions relating to false and misleading digital content and looks at children's behaviour in the digital environment. Second, the concepts of media literacy, digital literacy and other relevant competencies are discussed. Third, research on children’s experiences of false and misleading digital content and their perceived levels of digital media literacy is analysed. Finally, policies and practices which deliver media literacy are discussed. Research limitations and other barriers, such as teacher training, are described.
Creation-Date: 2022-08-02
Number: 275
Handle: RePEc:oec:eduaab:275-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Anita Mezza
Author-Workplace-Name: University of Helsinki
Title: Reinforcing and innovating teacher professionalism: Learning from other professions
Abstract: Education systems are facing challenges in relation to attracting and retaining excellent teachers. Strengthening teacher professionalism by deriving insights from other sectors is a promising approach in confronting these issues. This paper maps the position of teaching in the changing landscape of professions using a cross-sectoral approach to identify areas for practitioners, researchers and policymakers to improve teaching status and practice, with repercussions on the public’s respect for the work of teachers. Existing literature, alongside OECD findings, suggest that a focus on career progression and specialisation, autonomy, and status, are promising areas for implementing cross sectoral insights. Simultaneously, teaching is well placed to explore the potential of collaboration, continuing professional learning and engagement with research, thus playing a role in renewing professionalism itself. This paper calls for increased discussion about teacher professionalism at the local level, with teachers themselves at the forefront of innovation supported by researchers and policymakers.
Creation-Date: 2022-08-04
Number: 276
Handle: RePEc:oec:eduaab:276-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Artur Pokropek
Author-Workplace-Name: Polish Academy of Science
Author-Name: Marek Muszyński
Author-Workplace-Name: Polish Academy of Science
Author-Name: Tomasz Żółtak
Author-Workplace-Name: Polish Academy of Science
Title: The impact of growing participation in PISA on scaling outcomes: A Monte Carlo simulation study
Abstract: The OECD's PISA (Programme for International Student Assessment) is expanding on new educational systems from cycle to cycle. Most of the new participants differ significantly and negatively from the core participants in the level of educational proficiency. The study has investigated a potential expansion of the new participants’ proportion from 15% of low performing countries to 50% of low-performing countries in the PISA sample. A simulation study was performed that aimed to check whether an increasing share of low performing countries among PISA participants can affect: a) key country parameters (means and within-country standard deviations), b) item parameters (difficulty and discrimination), and c) sensitivity and specificity of differential item functioning procedures. The results of the study point out that the PISA procedures are fit and robust to the increasing proportion of low-performing countries resulting in highly reliable inter country score differences and estimates of country means.
Creation-Date: 2022-08-22
Number: 277
Handle: RePEc:oec:eduaab:277-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Denise Angelo
Author-Workplace-Name: Australian National University
Author-Name: Samantha Disbray
Author-Name: Ruth Singer
Author-Name: Carmel O'Shannessy
Author-Name: Jane Simpson
Author-Workplace-Name: Australian National University
Author-Name: Hilary Smith
Author-Name: Barbra Meek
Author-Workplace-Name: University of Michigan
Author-Name: Gillian Wigglesworth
Author-Workplace-Name: University of Melbourne
Title: Learning (in) Indigenous languages: Common ground, diverse pathways
Abstract: Indigenous peoples have rightful aspirations for their languages and cultures, supported under international conventions, jurisdictional treaties, laws, policies and enquiry recommendations. Additionally, the inclusion of Indigenous languages in education can impact positively on Indigenous students’ learning, engagement, identity and well-being, and can increase involvement of their communities in education. This working paper provides an overview of Indigenous languages learning in Aotearoa New Zealand, Australia and Canada. These three jurisdictions participate in an OECD initiative Promising Practices in Supporting Success for Indigenous Students, designed to help education systems to improve the experiences and outcomes of Indigenous students in education. The significance of Indigenous languages constitutes common ground between the diverse Indigenous peoples in these three countries. But learning in Indigenous languages and learning Indigenous languages follow diverse pathways with local language programme designs that fit the different historical and contemporary language contexts within and between the countries.
Creation-Date: 2022-09-14
Number: 278
Handle: RePEc:oec:eduaab:278-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Janine Buchholz
Author-Name: Marta Cignetti
Author-Name: Mario Piacentini
Title: Developing measures of engagement in PISA
Abstract: Student engagement is of central importance in a low-stakes assessment such as OECD Programme for International Student Assessment (PISA). In the theoretical section, this report provides an overview of the literature on the topic and identifies sources of information to compute measures of disengagement in PISA. In the empirical section, the consistency, associations with student variables, and stability over time are examined for a set of measures based on data from PISA 2018, 2015, and 2012. The various measures investigated only show little consistency, an exception being rapid guessing on the test and non-response in the questionnaire. Boys, socio-economically disadvantaged students, as well as students with an immigrant background are more likely to show disengagement. Furthermore, disengagement is consistently associated with lower test performance. The report concludes with a discussion of possible solutions to address the impact of disengagement on the inferences made on the basis of PISA test and questionnaire data.
Creation-Date: 2022-10-25
Number: 279
Handle: RePEc:oec:eduaab:279-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Alenoush Saroyan
Author-Workplace-Name: McGill University International Institute of Education
Title: Fostering creativity and critical thinking in university teaching and learning: Considerations for academics and their professional learning
Abstract: Developed as one of the resources within the context of the OECD /Centre for Educational Research and Innovation (CERI)ERI project entitled “Fostering and assessing students' creative and critical thinking skills in higher education”, this paper focuses on ways in which students’ creativity and critical thinking can be fostered in higher education by contextualising such efforts within the broader framework of academics’ professional learning. Intended for system or institution-level stakeholders, the paper draws on the empirical literature, review articles, and meta-analyses, reports, institutional websites, and input from project participants to: (a) highlight models and best practices of academics’ professional learning as well as institutional and individual factors which render professional learning desirable, valued, and effective, and (b) elaborate key elements in professional learning which institutions can introduce and/or strengthen to promote instruction that fosters cognitive, social and emotional processes associated with students’ creativity and critical thinking.
Creation-Date: 2022-10-31
Number: 280
Handle: RePEc:oec:eduaab:280-EN
Template-type: ReDIF-Paper 1.0
Author-Name: François Staring
Author-Name: Mark Brown
Author-Workplace-Name: Dublin City University
Author-Name: Paul Bacsich
Author-Workplace-Name: Dualversity
Author-Name: Dirk Ifenthaler
Author-Workplace-Name: University of Mannheim
Title: Digital higher education: Emerging quality standards, practices and supports
Abstract: Fully online and hybrid study programmes have emerged at a rapid rate across higher education. However, the negative experience of some students, instructors and institutions with emergency remote instruction during the COVID 19 pandemic has led to public concerns over the quality of digital study programmes. As a result, public authorities across the OECD have started to reflect on how to embed the quality assurance (QA) of digital education into their existing QA frameworks for higher education. This Working Paper aims to assist policy makers as they seek to adapt their higher education QA systems to digital education by: reviewing the advice and guidance provided by international and regional quality assurance organisations; analysing the standards and indicators for digital higher education developed by QA agencies; identifying trends and best practice from higher education institutions for the quality management of digital study programmes; and discussing how public authorities can support institutions to enhance their internal quality management policies and processes for digital teaching and learning
Creation-Date: 2022-11-18
Number: 281
Handle: RePEc:oec:eduaab:281-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Tomoya Okubo
Title: Theoretical considerations on scaling methodology in PISA
Abstract: OECD Programme for International Student Assessment (PISA) scaling methodologies are reviewed from the mathematical perspective. In particular, the paper aims to elucidate the model structures and the model assumptions of item response theory used in the item scaling phase, the latent regression model employed in the student prior estimation phase, and the population modelling and Laplace approximation performed in the multiple imputations phase. It provides insights for maximising the impact of the innovations implemented in PISA while minimising the risk of impairing the reliability and the validity of the assessments, which is essential for maintaining technically sound international assessments. Based on the theoretical considerations, the scale robustness of PISA is confirmed against the growing number of countries/economies; nevertheless, the importance of assessing the model-data fit and investigating residual structures by sub-populations are indicated in this study. Furthermore, analysis procedures for nuisance factors such as testlet effect and locally dependent items are introduced in this paper. In summary, this study provides the theoretical considerations underpinning the stability and extensibility of the PISA scale.
Creation-Date: 2022-12-16
Number: 282
Handle: RePEc:oec:eduaab:282-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Daniel Nilsson Brodén
Title: Cross-sector and interprofessional collaborations: A powerful tool for the teaching profession?
Abstract: OECD education systems place a premium on high-quality teaching and look to strengthen the attractiveness of the teaching profession in the mid- to long-term. This paper considers if, when and under what circumstances new or ameliorated inter-professional and cross-sectoral collaborations may strengthen the teaching profession. It also introduces “personas” as a tool to illuminate how various stakeholders may respond to a given policy. This tool can inform smarter policy design and implementation choices. Based on the literature within and outside the education sector and concrete, cutting-edge examples, the paper identifies common facilitating features and proposes a set of guiding principles that can aid policy makers and practitioners in decisions related to the introduction or development of cross-sector or inter-professional collaborations. The paper concludes that cross-sector and inter-professional collaborations, under certain circumstances, can strengthen the teaching profession, by supporting, attracting and retaining a diverse teacher workforce and improving student outcomes.
Keywords: cross-sectoral collaborations, interprofessional collaboration, teaching profession
Creation-Date: 2022-12-19
Number: 283
Handle: RePEc:oec:eduaab:283-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Samo Varsik
Title: A snapshot of equity and inclusion in OECD education systems: Findings from the Strength through Diversity Policy Survey
Abstract: The Strength through Diversity Policy Survey collected information from 34 education systems on their policies and practices for equity/inclusion. The Survey revealed a great variation among the definitions of equity/inclusion, as well as among the definitions for the analysed dimensions of diversity. Education systems identified equity/inclusion as policy priorities in 2021/22 and, accordingly, changed their curriculum strategies and tailored the provision of instructional and non-instructional support to students. Education systems provided guidelines to promote teachers’ and schools’ collaboration with families and communities, and to help stakeholders respond to the diversity of student populations. Distribution of resources accounted especially for students with special education needs. Most education systems did not implement policies to promote diversity among school staff. Monitoring of diversity was unbalanced and relied heavily on academic outcomes. Few education systems used the term intersectionality in their jurisdictions, although several had policies that target the intersection of student groups.
Keywords: diversity, equity, inclusion
Creation-Date: 2022-12-19
Number: 284
Handle: RePEc:oec:eduaab:284-EN
Template-type: ReDIF-Paper 1.0
Author-Name: José Manuel Torres
Author-Name: Mykolas Steponavičius
Title: More than just a go-between: The role of intermediaries in knowledge mobilisation
Abstract: Despite the widespread effort to increase and improve the use of evidence in policy making and practice, practical efforts to enhance research-policy-practice engagement in the education sector often fall short of their ambition. Little is known about how such knowledge mobilisation initiatives can be characterised and how their impact can be understood and measured. This paper reviews theoretical and empirical literature on knowledge mobilisation focusing on the above research gaps. It conceptualises knowledge mobilisation actors and initiatives, discusses the shortcomings of the current literature, and proposes a set of frameworks that captures their objectives, functions and impact. It is hoped that these frameworks will support future empirical research efforts.
Creation-Date: 2022-12-19
Number: 285
Handle: RePEc:oec:eduaab:285-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Bryan Maddox
Title: The uses of process data in large-scale educational assessments
Abstract: The digital transition in educational testing has introduced many new opportunities for technology to enhance large-scale assessments. These include the potential to collect and use log data on test-taker response processes routinely, and on a large scale. Process data has long been recognised as a valuable source of validation evidence in assessments. However, it is now being used for multiple purposes across the assessment cycle. Process data is being deliberately captured and used in large-scale, standardized assessments – moving from viewing it as a "by-product" of digital assessment, to its use "by design" to extend understanding of test-taker performance and engagement. While these techniques offer significant benefits, they also require appropriate validation practices to ensure that their use supports reliable inferences and do not introduce unintended negative consequences.
Creation-Date: 2023-01-25
Number: 286
Handle: RePEc:oec:eduaab:286-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Tomoya Okubo
Author-Workplace-Name: OECD
Author-Name: Wayne Houlden
Author-Workplace-Name: Janison
Author-Name: Paul Montuoro
Author-Workplace-Name: Janison
Author-Name: Nate Reinertsen
Author-Workplace-Name: OECD
Author-Name: Chi Sum Tse
Author-Workplace-Name: OECD
Author-Name: Tanja Bastianić
Author-Workplace-Name: OECD
Title: AI scoring for international large-scale assessments using a deep learning model and multilingual data
Abstract: Artificial Intelligence (AI) scoring for constructed-response items, using recent advancements in multilingual, deep learning techniques utilising models pre-trained with a massive multilingual text corpus, is examined using international large-scale assessment data. Historical student responses to Reading and Science literacy cognitive items developed under the PISA analytical framework are used as training data for deep learning together with multilingual data to construct an AI model. The trained AI models are then used to score and the results compared with human-scored data. The score distributions estimated based on the AI-scored data and the human-scored data are highly consistent with each other; furthermore, even item-level psychometric properties of the majority of items showed high levels of agreement, although a few items showed discrepancies. This study demonstrates a practical procedure for using a multilingual data approach, and this new AI-scoring methodology reached a practical level of quality, even in the context of an international large-scale assessment.
Creation-Date: 2023-02-21
Number: 287
Handle: RePEc:oec:eduaab:287-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Camilla Stronati
Title: The design of upper secondary education across OECD countries: Managing choice, coherence and specialisation
Abstract: How is upper secondary education organised across OECD countries? This level of education, which most frequently serves students aged between 15 to 18, is generally the first time when learners have significant capacity to shape the content of their learning, for example by opting for general or vocational education, choosing their subjects and developing a specialisation. Across the OECD, education systems have developed different ways to be responsive to different student needs and interests while trying to ensure that learners develop coherent foundational skills. This paper captures the diversity of countries’ upper secondary systems by: 1) developing a common language that sets the foundation for internationally comparative analysis; 2) categorising how countries organise their programmes in upper secondary education to manage choice, coherence and specialisation; and 3) identifying benefits and strategies to mitigate the risks associated with different approaches to upper secondary programmes for students, education systems and society.
Creation-Date: 2023-04-05
Number: 288
Handle: RePEc:oec:eduaab:288-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Anna Vitoria Perico E Santos
Title: Managing student transitions into upper secondary pathways
Abstract: Many factors influence students’ experiences in upper secondary education and beyond, including upper secondary curricula, programme design and support for students. But a good transition from earlier levels of education is the first, essential step in a successful journey through upper secondary education and into further education and/or employment. The design of transition systems can mitigate existing inequities in education, but it can also accentuate them. Transitions can also influence student well-being. They can have either a negative impact, for example through highly competitive systems that can be stressful for students and narrow their development, or a positive impact, for example by helping to construct young people’s sense of agency and ability to make informed decisions about their future. This paper looks at how countries manage students’ transition into upper secondary education and the main policy implications of each transition point and how they can influence student outcomes.
Creation-Date: 2023-04-19
Number: 289
Handle: RePEc:oec:eduaab:289-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Béatrice Halleux
Title: Translation and adaptation processes in TALIS 2018
Abstract: The international instruments of the Teaching and Learning International Survey (TALIS) require national adaptations and translation before data collection processes begin. This paper provides an assessment of the processes used in TALIS 2018, based on an analysis of the documentation available, as well as countries’ descriptions of the processes and challenges undergone during that cycle. The author starts by identifying several positive aspects, highlighting the work of the international contractor, the national centres and national project managers but also suggests areas for improvement. Finally, the paper looks at the new translatability assessment in the current cycle (TALIS 2024) and how it could be even more effective, as well as recommending a series of proposals that could support adaptation and translation processes in future cycles.
Creation-Date: 2023-04-20
Number: 290
Handle: RePEc:oec:eduaab:290-EN
Template-type: ReDIF-Paper 1.0
Author-Name: David Kaplan
Author-Name: Kjorte Harra
Title: A Bayesian workflow for the analysis and reporting of international large-scale surveys: A case study using the OECD Teaching and Learning International Survey
Abstract: This report aims to showcase the value of implementing a Bayesian framework to analyse and report results from international large-scale surveys and provide guidance to users who want to analyse the data using this approach. The motivation for this report stems from the recognition that Bayesian statistical inference is fast becoming a popular methodological framework for the analysis of educational data generally, and large-scale surveys more specifically. The report argues that Bayesian statistical methods can provide a more nuanced analysis of results of policy relevance compared to standard frequentist approaches commonly found in large-scale survey reports. The data utilised for this report comes from the OECD Teaching and Learning International Survey (TALIS). The report provides steps in implementing a Bayesian analysis and proposes a workflow that can be applied not only to TALIS but to large-scale surveys in general. The report closes with discussion of other Bayesian approaches to international large-scale survey data, in particularly for predictive modelling.
Creation-Date: 2023-04-27
Number: 291
Handle: RePEc:oec:eduaab:291-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Andreea Minea-Pic
Title: Catching up on lost learning opportunities: Research and policy evidence on key learning recovery strategies
Abstract: Climate change and natural disasters, the COVID-19 pandemic, and geopolitical shocks have increasingly disrupted school education around the world in recent years. Whether leading to school closures, school destructions or repeated interruptions in students’ learning experiences, these external shocks have translated into lost learning opportunities for students. In this context, education systems face heightened pressure to become ever more resilient, enhance the efficiency of public spending and address emerging learning gaps. This working paper highlights key education strategies for helping students catch up on lost learning opportunities and bridge learning gaps, based on a review of research and policy evidence from OECD and non-OECD countries. It examines a range of academic strategies to address learning gaps, including i) adapting instructional strategies and pedagogies to individual needs, ii) extending and adapting the time of instruction, and iii) providing curricular flexibility and enabling fluid learning pathways within the school system. It provides research evidence on the effectiveness of such strategies, together with examples of their large-scale implementation and cost-effectiveness considerations. While this paper presents programmes of general interest for all countries, a separate policy brief targets learning recovery strategies for students in Ukraine.
Creation-Date: 2023-05-11
Number: 292
Handle: RePEc:oec:eduaab:292-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Mathias Bouckaert
Title: The assessment of students’ creative and critical thinking skills in higher education across OECD countries: A review of policies and related practices
Abstract: Developed as one of the resources within the context of the OECD Centre for Educational Research and Innovation (CERI) project entitled “Fostering and assessing creativity and critical thinking skills in higher education”, this paper reviews existing policies and practices relating to the assessment of students’ creativity and critical thinking skills in higher education across OECD countries. Creativity and critical thinking are largely emphasised in policy orientations and qualification standards governing higher education in many countries. In contrast, these skills are sparsely integrated into the dimensions of centralised assessments administered at the level of systems. At the local level, because of the large degrees of institutional autonomy and academic freedom, there is little indication that policy orientations translate into actual transformation of assessment practices developed and implemented by faculty members. Based on this analysis, the paper provides recommendations for policy and decision makers in systems and institutions to further support the development and implementation of assessment strategies to measure and foster students’ creativity and critical thinking in higher education.
Creation-Date: 2023-05-26
Number: 293
Handle: RePEc:oec:eduaab:293-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Peta Wyeth
Author-Name: Lisa Kervin
Author-Name: Susan Danby
Author-Name: Natalie Day
Author-Name: Aisha Darmansjah
Title: Digital technologies to support young children with special needs in early childhood education and care: A literature review
Abstract: This review examines the current literature on the use of digital technologies to support young children with special needs in early childhood education and care (ECEC). It identifies four key areas of focus, which relate to understanding and articulating the purpose and focus for integrating assistive technologies (ATs) in ECEC; activating and integrating expertise in ECEC; developing an engaged community of experience and practice; and promoting and supporting quality AT design. Foundations for further developments are evident across the research literature and the review derives recommendations to provide direction for ECEC policy makers and staff, educational institutions and allied support networks for achieving the promise of AT for children with special needs in ECEC.
Creation-Date: 2023-05-31
Number: 294
Handle: RePEc:oec:eduaab:294-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Maria Dardanou
Author-Name: Maria Hatzigianni
Author-Name: Sarika Kewalramani
Author-Name: Ioanna Palaiologou
Title: Professional development for digital competencies in early childhood education and care: A systematic review
Abstract: Digitalisation places new demands on the early childhood education and care (ECEC) workforce to navigate the care and well-being of children in the digital age. This literature review examines frameworks for digital competencies (DC) in education, with a focus on ECEC, as well as variation in DC requirements for ECEC staff with different responsibilities. It explores strategies for a successful integration of DC in ECEC workforce development programmes. The review shows there has been limited research and policy support regarding the development of DC in ECEC and discusses the importance for the ECEC workforce to understand how digital technologies may be incorporated to their work, encompassing both technical aspects and responsible use, as well as the social and collaborative dimensions of professional development in this area. The review examines also how attitudes towards technology use with young children condition skills development in the sector.
Creation-Date: 2023-05-31
Number: 295
Handle: RePEc:oec:eduaab:295-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Jason McGrath
Title: What systematic connections should we have around schools to support the work of teachers?: Global lessons and the potential of ambition loops
Abstract: Co-constructing a long-term sustainable vision on the future of teaching is a policy priority for many countries as society rapidly changes. There is a need to create space in the teacher debate to look forward for inspiration and to learn from contemporary change in other professions, such as the concept of “connective professionalism”. There is also a paradox to navigate. On the one hand, the idea of change can be daunting. This leads to people seeking comfort in the known. On the other hand, the status quo is unlikely to provide the solutions required for a prosperous and sustainable future for the teaching profession. In this paper, we introduce an Ambition loops tool to create preferred future scenarios that can support the work of teachers, add to the prosperity for students and communities, and support transformation of education to meet contemporary challenges while focusing on current needs. The framework has an iterative design and outlines ambitions relevant to all stakeholders in the school-community, education community and broader societal sectors. The current framework statements have been distilled from a review of the research as well as engagement with experts and practitioners.
Creation-Date: 2023-06-01
Number: 296
Handle: RePEc:oec:eduaab:296-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Peta J. White
Author-Name: Nicole M. Ardoin
Author-Name: Chris Eames
Author-Name: Martha C. Monroe
Title: Agency in the Anthropocene: Supporting document to the PISA 2025 Science Framework
Abstract: An important construct to be measured in the Programme for International Student Assessment (PISA) 2025 is the degree to which 15-year-olds are knowledgeable of, concerned about, and able to act on environmental issues as a result of their science education. This document justifies and explains the competencies youth need to address local and global challenges in this epoch of human influences on the planet. Those with agency in the Anthropocene work individually and collectively with hope and efficacy to understand diverse perspectives on socio-ecological systems and to create a more just and resilient future.
Creation-Date: 2023-06-05
Number: 297
Handle: RePEc:oec:eduaab:297-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Gabriele Marconi
Title: Does English instruction teach more reading than listening skills?: Evidence from 15 European education systems
Abstract: This study investigates whether English formal instruction and a number of teaching practices are more strongly associated with reading or listening English skills, using data from a large-scale assessment of English skills among 14- and 15-year-olds in 15 European education systems in 2012. The results indicate that the skill difference between reading and listening skills is positively associated with: more years spent learning English in school; more hours of current English instruction; and even indicators of quality of English instruction. In addition, the use of different teaching materials and the emphasis put on oral skills in the classroom are also associated with the difference between reading and listening skills. These results are based on a methodology developed specifically for this study, and they confirm the usefulness of separately measuring foreign language skills for policy analysis.
Creation-Date: 2023-08-03
Number: 298
Handle: RePEc:oec:eduaab:298-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Francesca Gottschalk
Author-Name: Crystal Weise
Title: Digital equity and inclusion in education: An overview of practice and policy in OECD countries
Abstract: Digital technologies can be used to support the inclusion of diverse student groups in education in a number of ways including enhancing accessibility of educational content, increasing personalisation and providing distance learning opportunities, as was the case during the COVID-19 pandemic. However, persistent digital inequalities can undermine digital equity and inclusion and equity and inclusion in education generally, particularly for the most disadvantaged students. This paper explores the themes of digital equity and inclusion, and maps some of the policies and practices adopted in OECD countries for the equitable and inclusive use of digital tools in education. It highlights the importance of inclusive design and implementation of digital technologies, as well as the need for education systems to focus on capacity building such as teacher training, as well as adequate resourcing of digital tools. It discusses advantages and disadvantages of different approaches, and concludes by highlighting research and policy gaps.
Creation-Date: 2023-08-08
Number: 299
Handle: RePEc:oec:eduaab:299-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Cecilia Mezzanotte
Author-Name: Claire Calvel
Title: Indicators of inclusion in education: A framework for analysis
Abstract: Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its holistic nature. Indeed, measuring inclusion implies analysing a variety of policy areas within education systems, while also considering the different roles of the system, the school and the classroom. This paper discusses the application of the input-process-outcome model to the measurement of inclusion in education, and key indicators that can be adopted by education systems and schools to this end. It makes considerations relevant to policy makers when designing indicators to measure inclusion, such as the extent of their application, the constraints related to data disaggregation and the relevance of intersectional approaches to inclusion.
Creation-Date: 2023-10-26
Number: 300
Handle: RePEc:oec:eduaab:300-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Francesca Gottschalk
Author-Name: Hannah Borhan
Title: Child participation in decision making: Implications for education and beyond
Abstract: Child empowerment is on the policy agenda of education systems around the world, in particular since the increasing emphasis in policy and research discourse on supporting children’s participation rights. A large body of literature suggests that child participation in making decisions on matters that affect them is not only essential from a child rights perspective, but also that it is associated with several positive outcomes from the individual to societal level. In OECD countries there are many domains in which children can and do actively participate in making decisions, including regarding their education. This paper explores how and where children can participate in decision making, with a focus on policies and practices in OECD education systems. It outlines key considerations for child participation, including barriers that many systems are struggling to overcome.
Creation-Date: 2023-11-02
Number: 301
Handle: RePEc:oec:eduaab:301-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Samo Varsik
Author-Name: Julia Gorochovskij
Title: Intersectionality in education: Rationale and practices to address the needs of students’ intersecting identities
Abstract: Intersectionality highlights that different aspects of individuals’ identities are not independent of each other. Instead, they interact to create unique identities and experiences, which cannot be understood by analysing each identity dimension separately or in isolation from their social and historical contexts. Intersectional approaches in this way question the common classification of individuals into groups (male vs. female, immigrant vs. native etc.), which raises important implications for the policy-making process. In education, analyses with an intersectional lens have the potential to lead to better tailored and more effective policies and interventions related to participation, learning outcomes, students’ attitudes towards the future, identification of needs, and socio-emotional well-being. Consequently, as elaborated in this paper, some countries have adjusted their policies in the areas of governance, resourcing, developing capacity, promoting school-level interventions and monitoring, to account for intersectionality. Gaps and challenges related to intersectional approaches are also highlighted.
Creation-Date: 2023-11-09
Number: 302
Handle: RePEc:oec:eduaab:302-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Nikolaj Broberg
Author-Name: Gillian Golden
Title: How are OECD governments navigating the digital higher education landscape?: Evidence from a comparative policy survey
Abstract: Module A of the OECD Higher Education Policy Survey (HEPS) 2022 elicited information on policies to promote digitalisation of higher education in OECD member and accession countries. In total, 30 jurisdictions responded, providing comparative information on various areas of digitalisation policy, from regulation and governance to financial and human resources. The survey results provide insight into the role of public authorities in guiding, coordinating and resourcing the digital transformation of higher education institutions. The analysis and comparative tables in this working paper provide insights that can support the development of strategic digitalisation policies.
Creation-Date: 2023-11-09
Number: 303
Handle: RePEc:oec:eduaab:303-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Mykolas Steponavičius
Author-Name: Catharina Gress-Wright
Author-Name: Adriano Linzarini
Title: Social and emotional skills: Latest evidence on teachability and impact on life outcomes
Abstract: Education systems around the world are increasingly recognising that social and emotional skills (SES) are essential for students and societies. This paper contributes to the Innovative approaches to measuring social and emotional skills project, which aims to complement self-report measures of SES with more direct assessments. It addresses criticisms of the OECD framework for SES used by the OECD Survey on Social and Emotional Skills and discusses the use of the Big Five model as an underlying structure for organising SES. The paper then examines the teachability of SES through a comprehensive literature review. In addition, it reviews the evidence for the relationship between different SES and key life outcomes. The paper also seeks to reconcile divergent conceptual understandings in the literature by providing a clear definition of SES and highlighting discrepancies in skill definitions. The conclusions of the paper identify gaps in current research, highlight teachable skills with notable predictive value SES relevant for educators and policy makers, and support the development of direct SES assessments.
Creation-Date: 2023-11-15
Number: 304
Handle: RePEc:oec:eduaab:304-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Carlos González-Sancho
Author-Name: Manuela Fitzpatrick
Author-Name: Nora Brüning
Author-Name: Stéphanie Jamet
Title: Levelling the playing field in ECEC: Results from TALIS Starting Strong 2018
Abstract: The provision of high-quality early childhood education and care (ECEC) is widely seen as a strategy to promote a more equitable and inclusive society due to its potential to give all children, and especially those from disadvantaged backgrounds, a strong basis for early development and well-being. This requires approaches that address the needs of the increasingly diverse populations of children participating in ECEC. A first step in this direction is to assess the prevalence of different dimensions of diversity (e.g., socio-economic disadvantage, special education needs, different first language, and refugee status) across ECEC centres, and the extent to which the quality of ECEC varies between more and less diverse centres. This working paper uses data from the TALIS Starting Strong 2018 survey to examine these questions in the nine participating countries, and to derive policy pointers to ensure that ECEC systems promote equity and inclusion in response to the diversity of children’s needs.
Creation-Date: 2023-11-20
Number: 305
Handle: RePEc:oec:eduaab:305-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Cassie Hague
Author-Workplace-Name: OECD
Title: Fostering higher-order thinking skills online in higher education: A scoping review
Abstract: This scoping review examines the effectiveness of online and blended learning in fostering higher-order thinking skills in higher education, focussing on creativity and critical thinking. The paper finds that whilst there is a growing body of research in this area, its scope and generalisability remain limited. Current evidence suggests that, for most students and contexts, in-person learning yields better or equivalent outcomes for higher-order thinking skills than fully online learning. However, blended and flipped learning show promise. In some cases, they may be more effective than in-person learning to develop higher-order skills. The review aims to be of use to higher education practitioners by synthesising, for the first time at such a scale, the diverse literature on what supports students to develop these skills online. This has been linked to active and interactive online learning, well-structured project-based learning, disciplined questioning, students labelling relevant dimensions of their thinking, and regular, quality instructor and peer feedback. The review calls for improved research design to understand the effectiveness of different modes of learning and address gaps in the literature, which include fostering creativity online and ensuring equitable online skills development across disciplines and teaching contexts. Policy implications include the need to integrate attention to higher-order thinking skills into professional learning, innovation funds, national networks and quality assurance to support effective online teaching of these skills across higher education systems.
Creation-Date: 2024-02-05
Number: 306
Handle: RePEc:oec:eduaab:306-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Deborah Nusche
Author-Name: Marc Fuster Rabella
Author-Name: Simeon Lauterbach
Title: Rethinking education in the context of climate change: Leverage points for transformative change
Abstract: State-of-the-art scientific evidence shows that our planet is approaching several environmental and climate tipping points faster than previously expected. This means that the international community is facing a rapidly closing window of opportunity to achieve profound transformations across sectors, systems and mindsets to secure a sustainable and liveable future. What is the role of education system in enabling social change at the massive scale and pace needed for climate change mitigation? And what policy levers can they employ to build resilience and adapt to environmental challenges? This paper explores ways to rethink educational approaches in the context of climate change, focussing primarily on school education, while exploring links to other levels of education. It looks specifically at strategies to restructure foundational science education and cross-curricular learning, zooms in on the potential of place-based approaches in empowering learners for action, and concludes by identifying policy levers to increase education system resilience.
Creation-Date: 2024-02-16
Number: 307
Handle: RePEc:oec:eduaab:307-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Ava Guez
Author-Name: Ketan
Author-Name: Mario Piacentini
Title: Mapping study for the integration of accommodations for students with Special Education Needs (SEN) in PISA
Abstract: Due to various technical and methodological challenges, PISA has to date offered only limited accommodations for students with special education needs (SEN). As a result, some students are currently excluded from the PISA target population at the sampling stage, and in some countries, exclusion rates are growing as more and more students are recognized as having disabilities that require testing accommodations. This practice in PISA contrasts with testing standards in many countries which call for the inclusion of students with SEN in order to give every student the right to demonstrate their skills and to generate information that represents all students. In order to take stock of the situation in terms of exclusions from PISA and accommodations already offered in national evaluations, we conducted a survey of PISA-participating countries and economies. This paper presents results from this survey and reviews the literature on effective accommodations in order to identify the priority needs to address in PISA, as well as promising accommodations that PISA could integrate to support these needs.
Creation-Date: 2024-03-08
Number: 308
Handle: RePEc:oec:eduaab:308-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Beatrice Rammstedt
Author-Name: Lena Roemer
Author-Name: Dorothée Behr
Author-Name: Matthias Bluemke
Author-Name: Clemens Lechner
Author-Name: Steve Dept
Author-Name: Laura Wäyrynen
Author-Name: Chris Soto
Author-Name: Oliver P. John
Title: Going global: 39 language versions of the BFI-2-XS
Abstract: In the 2023 Survey of Adult Skills (PIAAC), the Big Five personality traits were assessed using the BFI-2-XS, the 15-item extra-short form of the Big Five Inventory-2 (BFI-2). For this purpose, the instrument was translated into 24 languages and adapted to 29 countries, resulting in 39 language versions. This translation and adaptation process followed state-of-the-art procedures to generate language versions of the BFI-2-XS that are maximally comparable across countries and regions. In the present paper, we describe this general translation procedure from a methodological point of view. We also document each resulting language version and report in detail the decisions taken during the translation process and the adaptations made to preexisting national versions of the BFI-2-XS. Our aim is to share with researchers the resulting BFI-2-XS language versions developed with high quality standards to allow maximal cross-cultural comparability. Our intention in so doing is to enable their wider usage beyond PIAAC.
Creation-Date: 2024-03-18
Number: 309
Handle: RePEc:oec:eduaab:309-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Tomoya Okubo
Title: Towards more diverse and flexible international large-scale assessments
Abstract: This paper explores enhancements to international large-scale assessments (ILSAs). It advocates for diversification, targeting specific groups or individuals for more precise diagnoses, and flexibilisation, refining the item bank for assessments' relevance and adaptability. The paper also introduces prototypes for new assessment tools, representing a significant evolution in ILSAs' design and application, aiming for broader impact and increased adaptability in ILSAs.
Creation-Date: 2024-03-20
Number: 310
Handle: RePEc:oec:eduaab:310-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Beatrice Rammstedt
Author-Name: Clemens M. Lechner
Author-Name: Daniel Danner
Title: Beyond literacy: The incremental value of non-cognitive skills
Abstract: This paper reviews a number of previous studies that have investigated how measure of non-cognitive skills predict important life outcomes such as educational attainment, employment, earnings, and self-reported health and life satisfaction. All reviewed studies analyse data from large-scale surveys from multiple countries and rely on the Big-Five framework to assess non-cognitive skills. The paper finds that measures of non-cognitive skills are robustly and consistently associated to indicators of life success in youth and adulthood, and have incremental predictive power over traditional measures of cognitive ability.
Creation-Date: 2024-03-26
Number: 311
Handle: RePEc:oec:eduaab:311-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Francesco Avvisati
Author-Name: Janine Buchholz
Author-Name: Mario Piacentini
Author-Name: Luis Francisco Vargas Madriz
Title: Item characteristics and test-taker disengagement in PISA
Abstract: If test-takers do not engage with the assessment, the reliability of test scores and the validity of inferences about their proficiency may suffer. Test-taker disengagement is particularly likely in low-stakes assessments and, according to prior research, for certain types of students. But levels of engagement may also be related to aspects that test developers can manipulate, such as item characteristics. This paper investigates which item characteristics are associated with two indicators of test-taker disengagement, rapid guessing and breakoffs, in an international assessment of reading. Analyses of data from almost 500 000 students from 67 countries and economies that took part in the 2018 Programme for International Student Assessment (PISA) show that rapid guessing was observed mainly on simple multiple-choice questions. Breakoffs were more likely in the presence of idiosyncratic selected-response formats, such as hot spot or matching tasks. Both rapid guessing and breakoffs were more frequent on tasks involving long and complex texts.
Creation-Date: 2024-04-12
Number: 312
Handle: RePEc:oec:eduaab:312-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Marta Cignetti
Author-Name: Mario Piacentini
Title: Beyond grades: Raising the visibility and impact of PISA data on students’ well-being
Abstract: Students are much more than their grades. Beyond performing well in school, students must learn to manage their relationships with others, confront stress, find purpose in what they do, and deal with a series of factors oftentimes beyond their control – all of this, during a particularly sensitive period of their lives. How they do across all these dimensions of life shapes their well-being, which in turn affects their school performance and their life outcomes beyond school. In 2015, PISA broke new ground by including indicators of student well-being alongside traditional measures of academic performance. However, the data on student well-being often remain overshadowed by country and economy scores in mathematics, science, and reading - traditionally considered the primary outputs of PISA.This paper presents a proposal to increase the visibility and policy impact of PISA indicators on well-being, by organising them in thematic areas and presenting them through data visualisations that respond to the needs of different kinds of users. The proposed PISA dashboard on students’ well-being has the potential to offer policy makers, educators, parents, and other stakeholders a comparative perspective on how well schools are fostering the essential foundations for students to lead fulfilling lives.
Creation-Date: 2024-04-12
Number: 313
Handle: RePEc:oec:eduaab:313-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Miho Taguma
Author-Name: Alena Frid
Title: Curriculum Frameworks and Visualisations Beyond National Frameworks: Alignment with the OECD Learning Compass 2030
Abstract: This evolving paper follows a first paper released in 2021 on “National or regional curriculum frameworks and visualisations”. It presented a compilation of visualisations of curriculum frameworks, main competences and strategic schemes provided by countries and jurisdictions as part of the OECD Education 2030 curriculum analysis work. This paper presents a compilation of visualisations from conceptual frameworks that align with the OECD Learning Framework – OECD Learning Compass 2030, developed by inter-governmental, international organisations, non-governmental associations, or at the school or local level. The OECD Learning Compass 2030 positions itself as an overarching framework, with a taxonomy that serves as a common language for a multitude of audiences and contexts. The paper is an evolving document: new frameworks will be added and updated on a regular basis, in particular with frameworks of those schools, NPOs and other social partners who become part of the OECD Education 2030 multi-stakeholders’ group.
Creation-Date: 2024-04-24
Number: 314
Handle: RePEc:oec:eduaab:314-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Anthony Mann
Author-Name: Jonathan Diaz
Author-Name: Sara Zapata Posada
Title: Teenage career development in England: A Review of PISA 2022 Data
Abstract: This paper explores the state of teenage career development in England. It sets out findings from the 2022 round of the OECD Programme for International Student Assessment (PISA), a comparative international survey of young people in secondary education. PISA 2022 provides considerable data related to young people’s engagement in, and perceptions of, career development, including information on occupational and educational intentions and participation in career development activities. This paper compares student responses in England to OECD averages, disaggregated by a range of student characteristics, including gender, socio-economic background, academic proficiency and school type attended. This comprehensive analysis finds that in many ways student career development in England compares well with many other OECD countries, particularly countries identified as providing most relevant comparisons. However, analysis of longitudinal cohort studies show that students in England and across the OECD fail to engage sufficiently in career development by the age of 15. In England, students from lower socio-economic backgrounds engage less consistently in career development than their more socially advantaged peers. As in many countries, low performing students in England demonstrate forms of career development that raise particular concerns. The career expectations of all students align poorly with patterns of labour market demand.
Creation-Date: 2024-05-16
Number: 315
Handle: RePEc:oec:eduaab:315-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Adriano Linzarini
Author-Name: Daniel Catarino da Silva
Title: Innovative tools for the direct assessment of social and emotional skills
Abstract: Social and emotional skills (SES) are important for various life outcomes, such as academic achievement, mental health, job performance or civic engagement. The assessment of these skills in children and adolescents, however, currently relies heavily on the use of self-reported questionnaires. As such, there is an urgent need for more direct measurement approaches of SES, which look at behaviours, actions and choices, in order to diversify the current portfolio of available assessments. The aim of this working paper is, thus, to map and review innovative assessment tools as well as technological approaches, aimed at the direct assessment of SES. Firstly, the paper documents almost 60 different behavioural tools, namely tasks and digital games. These instruments are reviewed according to a set of criteria, including their reliability, construct and ecological validity, and feasibility. Secondly, the paper identifies technological approaches, such as biophysiological measures, virtual reality or different artificial intelligence applications. Many of these technologies have the potential of being transversally integrated into different tasks and game, enriching the quality of SES assessment, albeit bringing new challenges. Lastly, the paper promotes a dialogue between the different types of innovative assessments, identifying comparative strengths and challenges.
Creation-Date: 2024-06-03
Number: 316
Handle: RePEc:oec:eduaab:316-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Mantas Sekmokas
Author-Name: Lotta Larsson
Author-Name: Ashley Roberts
Author-Name: Emanuel von Erlach
Author-Name: Yanjun Guo
Author-Name: Gara Rojas González
Title: Updated framework for monitoring adult learning: Enhancing data identification and indicator selection
Abstract: The Network on Labour market, economic, and social outcomes of learning (LSO Expert Network) has diligently worked on the selection of indicators for monitoring adult learning policies. Their inaugural theoretical framework on adult learning, published in 2013, covered a broad spectrum of policy areas. This comprehensive scope reflected both the focus of existing data sources and the challenges encountered in data collection efforts. Over the past decade, significant policy shifts have occurred, reshaping adult learning systems both domestically and internationally. Concurrently, there have been improvements in the availability and frequency of data pertaining to adult learning. In response to these developments, this working paper presents an updated theoretical framework on adult learning, aiming to enhance the identification of statistical data concerning adult learning systems and facilitate the selection of pertinent indicators for monitoring purposes. Additionally, the paper offers detailed insights into national priorities and practices within this domain.
Keywords: education
Creation-Date: 2024-06-21
Number: 317
Handle: RePEc:oec:eduaab:317-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Young Chang
Author-Name: Anthony Mann
Title: Enhancing green career guidance systems for sustainable futures
Abstract: The global challenge of the green transition, aimed at achieving net-zero emissions, is expected to reshape the labour market significantly. This shift presents both economic and redistributive challenges, with a particular concern for young people entering the job market. Education plays a crucial role in preparing students with the knowledge, skills, attitudes, and values needed for green careers. However, there is a gap in how well schools are preparing students for these opportunities. Effective career guidance systems are essential to serve as bridges between students' interests and labour market demands. This study examined 87 programmes within primary and secondary education across 20 OECD countries, aimed at enhancing students' understanding of and progression towards green careers. These programmes, though not exhaustive, provide valuable insights into the conceptualisation and implementation of green guidance programmes, which are expected to become increasingly important in the future.
Creation-Date: 2024-07-05
Number: 318
Handle: RePEc:oec:eduaab:318-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Raphaela Schlicht-Schmälzle
Author-Name: Jordan Hill
Author-Name: Kåre Andreas Folkvord
Author-Name: Kjersti Balle Tharaldsen
Author-Name: Jennifer Wargo
Author-Name: Ulrike Hartmann
Author-Name: Nóra Révai
Title: Bridging the research-practice gap in education: Initiatives from 3 OECD countries
Abstract: Over the past two decades, the use of research in educational practice has emerged as a policy imperative in many OECD countries. However, concerns about the significant gap between research evidence and practice are persistent. This working paper delves into the role of research-practice partnerships in bridging this divide. It critically evaluates common assumptions associated with such partnerships through an overview of research, insights from recent OECD data, and importantly, through in-depth case studies. These illustrate partnerships between education researchers and school practitioners in three countries: Norway, the United States, and Germany. They examine the conditions under which these can achieve an impact on both research and practice, and illuminate challenges and open questions associated with these collaborations. The paper aims to inform policy makers and researchers alike on the potential and limitations of research-practice partnerships.
Creation-Date: 2024-07-05
Number: 319
Handle: RePEc:oec:eduaab:319-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Paul Herdman
Author-Name: Anthony Mann
Author-Name: Alison Burke
Author-Name: Patrick Signoret
Title: Innovation in career pathways across five countries
Abstract: Since the Great Financial Crisis (2007–08) many countries have explored how education systems can better prepare students for their working lives in order to reduce youth unemployment and enhance educational engagement and achievement. This paper focuses on Career Pathways, learning programmes delivered in general secondary education that allow students to undertake a deep exploration of a vocational field of interest while keeping their options for the future open. In a first-of-its-kind analysis and building on understanding of historic provision, the study considers innovation in programme development in five predominantly Anglophone countries (Australia, Canada, New Zealand, Scotland and the United States) since 2010. While historically participation in Career Pathways has been strongly associated with better employment outcomes for learners, evaluations have highlighted important challenges to their delivery at scale for the full range of learners. This paper reviews a range of responses to historic challenges based on study visits to five countries and closes with policy recommendations for future enhancement of provision.
Creation-Date: 2024-08-02
Number: 320
Handle: RePEc:oec:eduaab:320-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Francesco Avvisati
Author-Workplace-Name: OECD
Author-Name: Celine Wuyts
Author-Workplace-Name: OECD
Title: The Measurement of Socio-economic Status in PISA
Abstract: With each survey cycle, the measurement of socio-economic status in PISA must strike a delicate balance between at-times conflicting goals: accuracy, coverage, cost-efficiency, trend continuity, relevance (keeping up with changes in society) and comparability across countries. Over the past decade, a number of changes were introduced in the instruments and scaling processes; new related questions were added; and experiments were conducted with alternative question formats. In light of these changes, new variables, and experiments, we examine the quality of the indicators and scales that contribute to the index of economic, social and cultural status (ESCS) in PISA. We conclude with implications for questionnaire development, recommendations for scaling, and suggestions for future research.
Creation-Date: 2024-09-19
Number: 321
Handle: RePEc:oec:eduaab:321-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Anthony Mann
Author-Name: Jonathan Diaz
Title: Career development in the community of Madrid and Spain: Insights from PISA
Abstract: This paper explores the state of teenage career development in Madrid, Spain. It sets out findings from the 2022 round of the OECD Programme for International Student Assessment (PISA), a comparative international survey of young people in secondary education. PISA 2022 provides considerable data on young people’s engagement in, and perceptions of, career development, including information on occupational and educational intentions and participation in career development activities. This paper compares student responses in Madrid to averages across both Spain and the OECD, disaggregated by a range of student characteristics, including gender, socio-economic background, academic proficiency and school type attended. Compared to students across the OECD, teenagers in Madrid exhibit high levels of uncertainty about their future careers. Students who do express an occupational expectation are very strongly focused in one field of employment: the professions. They also increasingly expect to complete tertiary education. The occupational expectations of young people are poorly aligned with actual patterns of labour market demand. Students participate in career development activities and express attitudes about their career development in ways that are often comparable to OECD averages. However, teenagers in Madrid are less likely to engage directly with employers and people in work than their OECD peers, losing out on important opportunities for career-related exploration.
Creation-Date: 2024-12-04
Number: 322
Handle: RePEc:oec:eduaab:322-EN
Template-type: ReDIF-Paper 1.0
Author-Name: Anthony Mann
Author-Name: Jonathan Diaz
Title: Teenage career development in Malta: Insights from PISA
Abstract: This paper explores the state of teenage career development in Malta. It sets out findings from the OECD Programme for International Student Assessment (PISA), a comparative international survey of young people in secondary education. PISA 2022 notably provides considerable data on young people’s engagement in, and perceptions of, career development, including information on occupational and educational intentions and participation in career development activities. This paper compares student responses in Malta to averages across the OECD, disaggregated by a range of student characteristics, including gender, socio-economic background, academic proficiency and school type attended. Students in Malta who express an occupational expectation are very strongly focused in one field of employment: the professions. They also increasingly expect to complete tertiary education. The occupational expectations of young people are poorly aligned with actual patterns of labour market demand. Students participate in career development activities and express attitudes about their career development in ways that are largely comparable to OECD averages. However, teenagers in Malta are less likely to engage directly with employers and people in work than their OECD peers, losing out on important opportunities for career-related exploration. In comparison however to selected countries, students in Malta are more likely to engage in core guidance activities than peers in seven of nine jurisdictions.
Creation-Date: 2024-12-16
Number: 323
Handle: RePEc:oec:eduaab:323-EN