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WENNER-GREN FOUNDATIONS &
THE ROYAL SWEDISH ACADEMY OF SCIENCES EDUCATION COMMITTEE
SYMPOSIUM RESEARCH AND POLICYMAKING IN EDUCATION
STOCKHOLM, 7-10 SEPTEMBER 2016
Education reforms across OECD:
Trends and challenges
1
Beatriz PontSenior Education Policy Analyst, OECD
@beatrizpont
Stockholm, 8 September 2016
2
Education Reforms Across OECD Countries: Trends and Challenges
Presentation focus: How do countries respond to the challenges of education policy making?
Review education reforms adopted across OECD/Sweden
Analyse some of the main challenges
Elements for reform strategies to be effective
OECD countries have done more than 450 reforms in 7 years (2008-2014)
3
US: Funding grants
Chile: Subsidies for disadvantaged
schools
Reforms in school leadership
and teachersAustralia, N. Zealand
Support to students
from specific populations
Japan: Setting national priorities
foreducation
Austria: New middle
school reform
Canada:National
commitment to ECEC
UK: School improvement
Portugal:VET reforms
France/Nordics: Teacher training
reform
With different strategies and options that search for educational improvement …
Italy: School evaluation
reform
UK: Student funding
Finland/Nordic: Curriculum
reform
Mexico: Constitutional
ReformGermany: Investing
in the future
Source: OECD Education Policy Outlook 2015: Making Reforms Happen
Evaluation and assessment
Disadvantaged students and schools
Vocational education and training
System-level policies
Early childhood education and care
Governance and funding
School Improvement
Preparing students for the futureEquity and quality
School leaders
Learning environments
Teachers
Tertiary education Upper secondary
education
Student assessment
System level
School evaluation
System and institution level funding
Stakeholder engagement
Systemic prioritising
Challenge : to select policies that adapt to the context of each education system and reach classrooms and students
Design of reform
Implementation of reform
Stakeholders
Funding
Context
Political changes
Evaluation
Data for improvement
Invest in teachers/SL
Focus on students
Challenge: to develop sustainable reforms that reach classrooms in complex political environments
Equity and QualityPreparing students for the futureSchool ImprovementEvaluation and AssessmtGovernanceFunding
6
Policies that can contribute to improvement (OECD EPO)
Systems: how to drive improvemen
t
Students: Equity with
quality
Schools: focus on
improvement
Source: OECD Education Policy Outlook 2015: Making Reforms Happen
How are OECD countries using different policy options?Trends in education policy OECD 2008-2014
0%
10%
20%
30%
Distribution of policies adopted by policy lever, 2008-2014
Trends in OECD education policy 2008-2014: Teachers and equity
Distribution of policies adopted by policy option, 2008-2014
Disa
dvan
tage
d st
uden
ts
Inve
sting
ear
ly o
n
Syst
em-le
vel p
olic
ies t
hat p
rom
ote
or
hind
er e
quity
Qua
lity
of se
cond
ary
Qua
lity
of te
rtiar
y
Tran
sition
bet
wee
n sc
hool
and
wor
k
Voca
tiona
l edu
catio
n an
d tr
aini
ng
Lear
ning
env
ironm
ents
Scho
ol le
ader
ship
Teac
hers
Scho
ol e
valu
ation
Stud
ent a
sses
smen
t
Syst
em e
valu
ation
Educ
ation
prio
rities
Org
anisa
tion
of d
ecisi
on m
akin
g pr
oces
s
Econ
omic
reso
urce
s in
educ
ation
Use
of r
esou
rces
Equity and Quality Preparing Students for the Future
School Im-provement
Evaluation and Assessment to Im-
prove Student Outcomes
Governance Funding
0%
4%
8%
12%
16%
8.8%6.1%
1.9%
5.5%8.1%
6.8% 8.0% 8.3%
2.8%
13.9%
3.1% 4.3% 4.0%5.4%
2.9% 2.8%
7.3%
9
Esto
nia
Icel
and
Kore
aTu
rkey
Nor
way
Cana
daM
exic
oU
nite
d Ki
ngdo
mFi
nlan
dIta
lySw
eden
Japa
nN
ethe
rland
sU
nite
d St
ates
Slov
enia
Gree
ceSw
itzer
land
Irela
ndAu
stra
liaO
ECD
aver
age
Pola
ndSp
ain
Czec
h Re
publ
icPo
rtug
alAu
stria
Denm
ark
Chile
Luxe
mbo
urg
Germ
any
Belg
ium
Isra
elFr
ance
New
Zea
land
Hung
ary
Slov
ak R
epub
lic
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
Increased likelihood of students in the bottom quarter of the ESCS index scoring in the bottom quarter of the mathematics performance distributionIncreased likelihood of immigrant students scoring in the bottom quarter of the mathematics per-formance distributionRatio
OECD average
Source: OECD, PISA 2012 Database, Table II.2.4a and Table II.3.4a.
New Zealand: Policies to support
Māori/Pasifika populations
(2008-13)
Finland: National Core Curriculum for Instruction Preparing Immigrants
for Basic Education (2009)
France/Portugal:Education Priority Zones
Chile: Law on Preferential
Subsidies (2008)
Austria: New middle
school reform
Germany: National Action Plan on Integration (2011)
ECEC:Poland, Korea, Australia, Italy,
Nordic Countries, Slovenia, United States….
UK England:Pupil premium
Students: options to support students from disadvantaged or diverse backgrounds
Kor
ea
Finl
and
Mex
ico
Alb
erta
(Can
ada)
Flan
ders
(Bel
gium
)
Net
herla
nds
Aus
tralia
Eng
land
(UK
)
Isra
el
Uni
ted
Sta
tes
Chi
le
Ave
rage
Nor
way
Japa
n
Den
mar
k
Pol
and
Icel
and
Est
onia
Bra
zil
Italy
Cze
ch R
epub
lic
Por
tuga
l
Spa
in
Sw
eden
Fran
ce
Slo
vak
Rep
ublic
0
10
20
30
40
50
60
70
80
90
100
Perc
enta
ge o
f tea
cher
s
Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society, TALIS 2014
Netherlands:Teachers’ Programme
2013-20 (2013)
Australia: Institute for Teaching and School Leadership (2010)
Finland: OSAAVA programme
(2010-16)
New Zealand: Teacher standards and Registered
Teacher Criteria (2010-13)
United States: Teacher Quality Partnership
Programme (2012)
France: Reform of teacher training
programmes (2013)Korea:
Evaluation system (2010) Mexico:
Teacher Professional Service (2013)
Institutions: quality of teaching
Students reports of teacher student relations and classrooms conduciveness to learning, PISA 2012
Mex
ico
Port
ugal
Cana
daIc
elan
dU
nite
d St
ates
Chile
Turk
eyU
nite
d Ki
ngdo
mD
enm
ark
Aust
ralia
Switz
erla
ndN
ew Z
eala
ndSw
eden
Isra
elIr
elan
dO
ECD
ave
rage
Spai
nH
unga
ryLu
xem
bour
gEs
toni
aFi
nlan
dBe
lgiu
mKo
rea
Gre
ece
Nor
way
Aust
riaN
ethe
rland
sIta
lyCz
ech
Repu
blic
Japa
nFr
ance
Slov
ak R
epub
licG
erm
any
Slov
enia
Pola
nd
-0.5
-0.3
-0.1
0.1
0.3
0.5
0.7
Index of teacher-student relations Index of disciplinary climate
Mean index
Japan: Course of Study
UK: Curriculum for Excellence (Scotland), and National
Literacy and Numeracy (Wales, 2013)
Slovenia: Updated curricula
(2012)
Denmark: National Common Objectives (2009)
Finland: Curriculum reform (2014)
Italy: Curriculum guidelines
(2012)
Sweden: New curriculum
(2011)
France: Redistribution of learning time
Institutions: Making the content of learning more relevant
OEC
DGr
eece
100
Port
ugal
100
Neth
erla
nds
99Po
land
99
Fran
ce 9
7Be
lgiu
m 9
7Ge
rman
y 9
6Ca
nada
100
Spai
n 9
9Au
stria
96
Luxe
mbo
urg
95
Slov
ak R
epub
lic ..
.Fi
nlan
d 9
9Sl
oven
ia 9
8M
exic
o 9
9Ja
pan
99
Chile
100
Italy
99
Switz
erla
nd 9
4Es
toni
a 9
9Isr
ael
100
Czec
h Re
publ
ic 9
3Ne
w Z
eala
nd 1
00O
ECD
aver
age
98
Hung
ary
94
Unite
d Ki
ngdo
m .
..Au
stra
lia
100
Irela
nd
100
Unite
d St
ates
9
9Ko
rea
95
Turk
ey
97
Swed
en
94
Icel
and
10
0De
nmar
k
99No
rway
9
8
0
10
20
30
40
50
60
70
80
90
100
To make decisions about students’ retention or promotion %To monitor the school’s progress from year to yearTo identify aspects of instruction or the curriculum that could be improved
%
→
12
Source: OECD, PISA 2012 Database, Table IV.5.5. OECD, PISA 2012 Database, Table IV.5.6.
Most common uses of student assessments according to school principals (2012)
Australia: NAPLAN Student assessment, My School, My Skills and My University
Chile: National Quality of Education Agency
National Standardised Assessments: Austria; Czech Republic; Denmark; Ireland;
Italy, Spain, Sweden, UK (Wales
Norway: Assessment for Learning (2010)
Institutions: evaluation and assessment focused on outcomes
Central
AustriaCzech RepublicFranceGreeceHungaryIsraelItalyLuxembourgPortugalTurkey
Central with local
DenmarkEstoniaFinlandIcelandJapanKoreaNorwayPolandSlovak RepublicSloveniaSweden
Central with schools
NetherlandsNew Zealand
Shared central agreed with regional
Spain Decentralised
AustraliaCanadaBelgiumGermanySwitzerlandUnited KingdomUnited States
13
Countries define national strategies or general reforms
Systems: steering
Estonia:LLL strategy 2014-2010
Denmark:Denmark that stands together (2011); Folkeskole reform (2013)
Mexico:Pact for Mexico (2012); Constitutional Reform (2012-13)
Canada:Learn Canada 2020 (2008)
14
….Countries are investing in education
Students Targeting policies to specific disadvantaged groups and making VET and tertiary education more relevant to labour market needs.
Institutions Institutions: Investing in improving the teaching profession and curriculum as well as developing more system evaluation & student assessments.
Systems System: Setting policy priorities with concrete objectives or using funding strategically.
Isra
elTu
rkey
Mex
ico
Port
ugal
Italy
Pola
ndCh
ileG
erm
any
Kore
aG
reec
ePe
ruEs
toni
aSw
itzer
land
Japa
nU
nite
d St
ates
Spai
nAu
stria
Uni
ted
King
dom
OEC
D a
vera
ge 2
003
Nor
way
Luxe
mbo
urg
Irel
and
Hun
gary
Slov
ak R
epub
licCa
nada
Fran
ceBe
lgiu
mN
ethe
rland
sD
enm
ark
Icel
and
Aust
ralia
New
Zea
land
Czec
h Re
publ
icFi
nlan
dSw
eden
-4
-2
0
2
4
6
8
10
Annu
alis
ed ch
ange
in m
athe
mati
cs p
erfo
rman
ce
15
Chile: Subsidies for disadvantaged
schools
Australia, N. ZealandSupport to students
from specific populations +
Japan: national priorities foreducation
Spain: LOCME
Canada:National
agreement andcommitment to
ECEC
Portugal:School
networks;
France/Nordics: Teacher training
reform
Annualised change in mathematics 15 year olds, PISA 2003-2012Mathematics score-point difference associated with one calendar year
Italy: School Evaluation; curriculum
UK: School improv; tudent funding
Finland/Nordic: Curriculum
reform; ;teachers
Mexico: Constitutional
Reform
Germany: common standards;
investing in the future
US: Common core
Yet, do reforms reach the classroom?
Are countries adopting coherent educational change strategies ?
Coherence
Hargreaves & Shirley 4 Way: National vision,
prof. collaboration, engagement
Hattie: Politics of collaborative expertise and
student progression
Fullan: Right drivers direction,
collaboration, deep learning,
account.
Focusing on countries’ reforms, 2008-2014
Grand TotalUK
Australia
Portugal
Slovenia
New Zealand
Turkey
Germany
France
Belgium
Canada
Finland
Netherla
ndsSpain
Austria
Ireland
Japan
Norway
Italy
Czech Rep
Denmark
Poland
Estonia
HungaryKorea
SwedenChile
Greece
Iceland
Mexico Lu
x
Slovak Rep US0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Governance Funding School Improvement Evaluation Assessment Preparing Students for Future Equity and Quality
18
Messy reality of education reform
Policy making strategies Drowned by multiple reforms and programmes. Overlap of policies. Wide range of reform approaches. Vision not clearly stated in many countries (or through curriculum or assessments). Often tied to political changes. Visible. Unclear implementation strategies.
Policies: Invest in core areas. School /classroom focus: Countries appear to opt for equity strategies for disadvantaged or school improvement; Teacher policy a clear priority; Curriculum reform for XXI cent; Not investing enough in school leadership .
Evaluation Only 10% report evaluation of policy or impact.
Australian reforms 2008-2014 (07,10, 13)
2008Smarter Schools National Partnership for Low Socio-economic Status School CommunitiesClosing the Gap: Indigenous Early Childhood DevelopmentNational Assessment Program – Literacy and NumeracyNational Partnership Agreements (Smart Schools)Melbourne Declaration on Educational Goals for Young Australians2009National Partnership on Youth Attainment and TransitionsVET targetsNational targets for higher educationAustralian Early Development IndexNational Education AgreementInvesting in Early Years – National Early Childhood Development StrategyNational Agreement for Skills and Workforce DevelopmentNational Partnership on Improving Teacher quality2010National Professional Standards for TeachersAboriginal and Torres Strait Islander Education Action PlanHigher Education Participation and Partnerships ProgrammeMy School website, My Skills and My University websiteReview of Funding for Schooling Australian Institute for Teaching and School Leadership
2011Australian Professional Standards for PrincipalsAustralian Qualifications FrameworkSkills Quality AuthorityTertiary Education Quality and Standards Agency2012The National Quality Framework for Early Childhood Education and Care (NQF)National Foundation Skills Strategy for AdultsAdvancing Quality in Higher EducationThe Australian Workforce and Productivity Agency My University websiteNational Partnership Agreement on Skills Reform2013National Partnership Agreement on Universal Access to Early Childhood Education (replaced National Partnership on Early Childhood Education - 2008)Accreditation of Initial Teacher Education ProgrammesAustralian Charter for the Professional Learning of Teachers and School Leaders Australian Teacher Performance and Development FrameworkNew Colombo PlanEducation Act2014Teacher Education Ministerial Advisory GroupUpholding-Quality Indicators for Learning and Teaching measuresStudents First
Irish reforms 2008-2014 (07,11)Delivering Equality of Opportunity in Schools: Action Plan for Educational Inclusion (DEIS) 2005Traveller Education Strategy 2006Survey on Lifeskills in Primary (2009) and Post-Primary Schools (2012) 2009Project Maths 2010Intercultural Education Strategy 2010Springboard programme 2011Professional development for teachers and school leaders 2011Initial Teacher Education Criteria and Guidelines for Programme Providers 2011Higher education reforms 2011National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-20 2011
Increase in reading instruction 2011National Strategy for Higher Education to 2030 2011ICT Action Plan 2012Standardised assessment in literacy and numeracy 2012School Self Evaluation: Guidelines for Primary Schools 2012School Self-Evaluation: Guidelines for Post-Primary Schools 2012Investing in education infrastructure 2012Third Level Bursary Scheme – scholarship scheme 2012Action Plan for Jobs 2012Procedures for Induction and Procedures and Criteria for Probation 2013Education and Training Boards Act 2013SOLAS – New National Education and Training Authority 2013Framework for Junior Cycle 2014
21
Sweden: 2011 reforms
New grading scale
Upper secondary
reform
National testsSupport for minority language learning
Training schools Teacher education reform
Selected reforms to shift decline in performance
Curriculum reform
But no consistency and coherence in reform efforts
Challenges
1. Need to raise expectations of student performance and develop
learning environments that are conducive to learning for all
students and address high variability across system
2. Build the capacity of the teaching profession to improve teaching and
learning
3. Strenghten accountability and gear evaluation and assessment
arrangements to focus on continuous improvement
4. Steer policy and focus on improvement to adapt to current
governance structure.
Strengths
1. Public commitment to education and to equity is high
2. Recognition of the need for change and general support for recent reforms (e.g. curriculum)
3. Efforts to develop teachers underway (ITE, i.e. first teachers
and first subject teachers)
4. Emerging assessment and evaluation culture
5. Decentralisation and autonomy can lead to
examples of local good practice
Swedish system strengths and challenges
OECD
• Establish conditions that promote quality w/ equity across schools
• Build capacity for teaching and learning through a long term hr strategy
• Strengthen school evaluation
• Monitoring framework
• Steer policy (objectives) and accountability focused on improvements
Equity and quality
Schools: the education profession
Evaluation and
assessment
Steering and account-
ability
23
Sweden: policy options for improvement
Coherence
24
24
Norway
Wales
Sweden
Reality of policy making/reform
Mexico
Time…changes in government…need for results….highly political…need more capacity…uncertain…ever
changing….complex implementation strategies…need to be adapted to context
Design of reform: coherence
Stakeholder engagement
Long term investment
Favorable edu environment
Political context
Evaluation
Data for improvement
Invest in teachers/SL
Focus on students
Elements of education reform: a balancing act that goes beyond evidence base policy making
To conclude
Thank you! @beatrizpont [email protected]
http://www.oecd.org/edu/school/Improving-Schools-in-Sweden.pdf
http://www.oecd.org/education/policyoutlook.htm
Set high expectations for all students building on the existing curriculum.
Consolidate support to disadvantaged groups.
Review school funding to ensure quality learning opportunities for all students.
Revise school choice arrangements to ensure quality with equity.
Policy actions:
Recommendation 1: Promote quality with equity
Policy actions:
Recommendation 2: Build a high quality teaching profession
Create a publicly-funded National Institute of Teacher and School Leader Quality.
Review the number and quality of existing teacher education providers.
Improve the attractiveness of the teaching and school leadership profession.
Policy actions:
Recommendation 3: Steer policy and accountability focused on improvement
Together with key stakeholders define a set of ambitious education priorities.
Develop a comprehensive national school improvement strategy.
Strengthen school self-evaluation and planning through an agreed set of indicators.
Strengthen the School Inspectorate to help shift a culture of administrative compliance to responsibility for improvement.
Issues for further research…
Link between education and adult skills. PIAAC data shows high adult literacy skills.
Beyond basic literacy and numeracy: Strong skills in civic engagement and citizenship and in english as a foreign language.
Link to economic growth and competitiveness: will it remain highly competitive despite educational decline?
Use of ICT: among most connected and innovative societies – strong gap with schools use of ICT.