New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
11
Programme for International Student Assessment
Excellence and equity
Policy lessons from top-performers
Wellington, July 2013
Andreas Schleicher
Special advisor to the Secretary-General on Education Policy
Deputy Director for Education
ANZOG 2013
Strong performers and successful reformers
Andreas Schleicher
22
Across the world
more people obtain better qualifications
but the pace of change varies hugely across countries
A world of change – higher education
30,000
1995
Expenditure per student at tertiary level (USD)
25,000
Cost per student
ANZOG 2013
Strong performers and successful reformers
Andreas Schleicher
33
20,000
15,000
10,000
5,000
Graduate supply
0
0
10
20
30
40
Tertiary-type A graduation rate (%)
50
60
70
A world of change – higher education
30,000
1995
Expenditure per student at tertiary level (USD)
25,000
Cost per student
ANZOG 2013
Strong performers and successful reformers
Andreas Schleicher
44
20,000
United States
15,000
10,000
5,000
Graduate supply
0
0
10
20
30
40
Tertiary-type A graduation rate (%)
50
60
70
A world of change – higher education
30,000
2000
25,000
Expenditure per student at tertiary level (USD)
ANZOG 2013
Strong performers and successful reformers
Andreas Schleicher
55
20,000
15,000
United Kingdom
10,000
5,000
0
0
10
20
30
40
Tertiary-type A graduation rate
50
60
70
A world of change – higher education
30,000
2001
25,000
Expenditure per student at tertiary level (USD)
ANZOG 2013
Strong performers and successful reformers
Andreas Schleicher
66
20,000
15,000
Australia
10,000
5,000
0
0
10
20
30
40
Tertiary-type A graduation rate
50
60
70
A world of change – higher education
30,000
2002
25,000
Expenditure per student at tertiary level (USD)
ANZOG 2013
Strong performers and successful reformers
Andreas Schleicher
77
20,000
15,000
10,000
5,000
0
0
10
20
30
40
Tertiary-type A graduation rate
50
60
70
A world of change – higher education
30,000
2003
25,000
Expenditure per student at tertiary level (USD)
ANZOG 2013
Strong performers and successful reformers
Andreas Schleicher
88
20,000
15,000
10,000
5,000
0
0
10
20
30
40
Tertiary-type A graduation rate
50
60
70
A world of change – higher education
30,000
2004
25,000
Expenditure per student at tertiary level (USD)
ANZOG 2013
Strong performers and successful reformers
Andreas Schleicher
99
20,000
15,000
10,000
5,000
0
0
10
20
30
40
Tertiary-type A graduation rate
50
60
70
A world of change – higher education
30,000
2005
25,000
Expenditure per student at tertiary level (USD)
ANZOG 2013
Strong performers and successful reformers
Andreas Schleicher
10
10
20,000
15,000
New Zealand
10,000
5,000
0
0
10
20
30
40
Tertiary-type A graduation rate
50
60
70
A world of change – higher education
30,000
2006
25,000
Expenditure per student at tertiary level (USD)
ANZOG 2013
Strong performers and successful reformers
Andreas Schleicher
11
11
20,000
15,000
10,000
5,000
0
0
10
20
30
40
Tertiary-type A graduation rate
50
60
70
A world of change – higher education
30,000
2007
25,000
Expenditure per student at tertiary level (USD)
ANZOG 2013
Strong performers and successful reformers
Andreas Schleicher
12
12
20,000
15,000
10,000
5,000
0
0
10
20
30
40
Tertiary-type A graduation rate
50
60
70
A world of change – higher education
30,000
2008
25,000
Expenditure per student at tertiary level (USD)
ANZOG 2013
Strong performers and successful reformers
Andreas Schleicher
13
13
20,000
15,000
10,000
5,000
0
0
10
20
30
40
Tertiary-type A graduation rate
50
60
70
A world of change – higher education
30,000
2009
25,000
Expenditure per student at tertiary level (USD)
ANZOG 2013
Strong performers and successful reformers
Andreas Schleicher
14
14
20,000
15,000
10,000
5,000
0
0
10
20
30
40
Tertiary-type A graduation rate
50
60
70
A world of change – higher education
30,000
2010
25,000
Expenditure per student at tertiary level (USD)
ANZOG 2013
Strong performers and successful reformers
Andreas Schleicher
15
15
20,000
UK
15,000
Australia
New Zealand
10,000
Iceland
Poland
5,000
0
0
10
20
30
40
Tertiary-type A graduation rate
50
60
70
A world of change – higher education
30,000
2010
25,000
Expenditure per student at tertiary level (USD)
ANZOG 2013
Strong performers and successful reformers
Andreas Schleicher
16
16
20,000
US
15,000
10,000
5,000
0
0
10
20
30
40
Tertiary-type A graduation rate
50
60
70
ANZOG 2013
Strong performers and successful reformers
Andreas Schleicher
23
23
Benchmarking quality and equity
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
24
24
PISA 2009 in brief
PISA countries in 2001
2003
2000
2009
2006
1998

Coverage
world economy 83%
Over half
a million of
students…
81%
77%
86%
85%
87%

representing 28 million 15-year-olds in 74* countries/economies
… took an internationally agreed 2-hour test…
Goes beyond testing whether students can
reproduce what they were taught…
… to assess students’ capacity to extrapolate from what they
know and creatively apply their knowledge in novel situations

… and responded to questions on…


their personal background, their schools
and their engagement with learning and school
Parents, principals and system leaders provided data on…

*
school policies, practices, resources and institutional factors
that help explain performance differences .
Data for Costa Rica, Georgia, India, Malaysia, Malta, Mauritius, Venezuela and Vietnam will be published in December 2011
ANZOG 2013
Strong performers and successful reformers
Andreas Schleicher
27
27
What 15-year-olds can do
Shanghai-China
High reading performance
Excellence and Equity
28
28
Singapore
New Zealand
Japan
Australia
Belgium
Poland, Switzerland
United States
Germany, Sweden
France, Ireland
Hungary, United Kingdom
New Zealand, July 2013
Andreas Schleicher
Macao-China
Slovenia
Slovak Republic, Czech Republic
Luxembourg, Israel
Austria
Dubai (UAE)
Average performance
of 15-year-olds in
540.000
Korea
reading – extrapolate
Finland
Hong Kong-China
and apply
Canada
520.000
Netherlands
Norway , Estonia
Iceland
500.000
Liechtenstein
Chinese Taipei
Denmark
Portugal
Italy
Latvia
Greece
480.000
Spain
Croatia
Lithuania
Turkey
460.000
Russian Federation
Chile
Serbia
440.000
55
45
35
25
… 17 countries perform below this line
Low reading performance
High reading performance
29
29
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
High average performance
Large socio-economic disparities
Average performance
15-year-olds
Highof
average
performancein
science – extrapolate
High social equity
and apply
Strong socioeconomic impact on
student performance
Socially equitable
distribution of learning
opportunities
Low average performance
Low average performance
Large socio-economic disparities
High social equity
Low reading performance
High reading performance
Australia
2009
Belgium
Canada
High average performance
High average performance
Chile
Czech Rep Large socio-economic disparities
High social equity
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Israel
Strong socioSocially equitable
Italy
economic impact on
distribution of learning
Japan
student performance
opportunities
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Spain
Low average performance
Low average performance
Sweden
High social equity
SwitzerlandLarge socio-economic disparities
UK
55
45
35
25
15
US
Low reading performance
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
30
30
2009
Durchschnittliche
Schülerleistungen im
Bereich Mathematik
High reading performance
Australia
Belgium
Canada
High average performance
High average performance
Chile
Czech Rep Large socio-economic disparities
High social equity
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Israel
Strong socioSocially equitable
Italy
economic impact on
distribution of learning
Japan
student performance
opportunities
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Spain
Low average performance
Low average performance
Sweden
High social equity
SwitzerlandLarge socio-economic disparities
UK
US
Low reading performance
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
31
31
2009
Durchschnittliche
Schülerleistungen im
Bereich Mathematik
Excellence and Equity
33
33
High performing systems often prioritize the
quality of teachers over the size of classes
Contribution of various factors to upper secondary teacher compensation costs
per student as a percentage of GDP per capita (2004)
Salary as % of GDP/capita
Instruction time
1/teaching time
1/class size
Difference with OECD average
Percentage points
15
10
0
-5
Poland
United States
Sweden
Finland
Mexico
Ireland
Iceland
Norway
Hungary
Czech Republic
Austria
Italy
Denmark
Netherlands
France
New Zealand
United Kingdom
Australia
Japan
Greece
Germany
Luxembourg
Korea
Belgium
Switzerland
Spain
-10
Portugal
New Zealand, July 2013
Andreas Schleicher
5
High reading performance
Australia
Belgium
Canada
High average performance
High average performance
Chile
Czech Rep Large socio-economic disparities
High social equity
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Israel
Strong socioSocially equitable
Italy
economic impact on
distribution of learning
Japan
student performance
opportunities
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Spain
Low average performance
Low average performance
Sweden
High social equity
SwitzerlandLarge socio-economic disparities
UK
US
Low reading performance
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
40
40
2009
Durchschnittliche
Schülerleistungen im
Bereich Mathematik
High reading performance
Australia
Belgium
Canada
High average performance
High average performance
Chile
Czech Rep Large socio-economic disparities
High social equity
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Israel
Strong socioSocially equitable
Italy
economic impact on
distribution of learning
Japan
student performance
opportunities
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Spain
Low average performance
Low average performance
Sweden
High social equity
SwitzerlandLarge socio-economic disparities
UK
US
Low reading performance
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
41
41
2000
Durchschnittliche
Schülerleistungen im
Bereich Mathematik
High reading performance
Australia
Belgium
Canada
High average performance
High average performance
Chile
Czech Rep Large socio-economic disparities
High social equity
Denmark
Finland
Germany
Greece
Hungary
Iceland
Ireland
Israel
Strong socioSocially equitable
Italy
economic impact on
distribution of learning
Japan
student performance
opportunities
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Spain
Low average performance
Low average performance
Sweden
High social equity
SwitzerlandLarge socio-economic disparities
UK
US
Low reading performance
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
42
42
2000
Durchschnittliche
Schülerleistungen im
Bereich Mathematik
43
43School performance and socio-economic background
School performance and students’ socio-economic background within schools
Student performance and schools’ socio-economic background
Private school
Public school in rural area
Score
Public school in urban area
700
Student performance
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
New Zealand
493
200
-2
Disadvantage
-1
0
1
PISA Index of socio-economic background
2
Advantage
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
44
44
Changes in performance by type of task
Increase
percentage correct
10
9
OECD
8
Japan
7
6.5
6
5
4
Japan
3
2
1
0
0.8
OECD
1.7
1.7
Japan
OECD
Multiple-choice - reproducing
knowledge
Open-ended - constructing
knowledge
High impact on outcomes
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
50
50
Quick wins
Must haves
Achieving excellence with equity
Low feasibility
High feasibility
Money pits
Low hanging fruits
Low impact on outcomes
High impact on outcomes
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
51
51
Quick wins
Must haves
Commitment to universal
achievement
Capacity
at point of delivery
Coherence
Incentive structures
and accountability
Resources
where they yield most
Gateways,
instructional systems
Low feasibility
High feasibility
Money pits
Low hanging fruits
Low impact on outcomes
High impact on outcomes
52
52  A commitment to education and the belief
Quick wins
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
Must haves
that competencies can be learned and
Commitment to universal
therefore all children
can achieve
Incentive structures
achievement
and accountability
Universal
educational standards and
Capacity
as the approach to
at personalisation
point of delivery
heterogeneity in the studentResources
body
where
they yield

Clear articulation who is
responsible
formost
Gateways,
ensuring student success and to whom
instructional systems
Coherence

Low feasibility
High feasibility
Money pits
Low hanging fruits
Low impact on outcomes
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
54
54
High impact on outcomes
Quick wins
Must haves
Commitment to universal
achievement
Incentive structures
and accountability
Capacity
 Clear ambitious goals that are shared across
at point of delivery
the system and Resources
aligned with high stakes
where
they yield most
gateways and
instructional
systems
Gateways,

Well established delivery chain through
which
instructional
systems
curricular goals translate into
instructional
Coherence systems, instructional practices and student
learning (intended, implemented and achieved)
Low feasibility
High feasibility

High level of metacognitive content of
instruction

Innovative learning environments
Money pits
Low hanging fruits
Low impact on outcomes
High impact on outcomes
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
55
55
 Capacity at the point of delivery




Quick wins
Must haves and retaining high quality
Attracting, developing
universal
teachers and schoolCommitment
leaders andto
a work
Incentive structures
organisation in which theyachievement
can use their
and accountability
Capacity
potential
at point of delivery
Instructional leadership and human
resource
Resources
management in schools
where they yield most
Keeping teaching an attractive profession
Gateways,
System-wide career development
instructional systems
Coherence
Low feasibility
High feasibility
Money pits
Low hanging fruits
Low impact on outcomes
Teacher in-service development

No matter how good the pre-service education for teachers is
… it cannot prepare teachers for rapidly changing challenges throughout their
careers

High-performing systems rely on ongoing professional to…
… update individuals’ knowledge of a subject in light of recent advances
… update skills and approaches in light of new teaching techniques, new
circumstances, and new research
… enable teachers to apply changes made to curricula or teaching practice
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
56
56
… enable schools to develop and apply new strategies concerning the curriculum
and teaching practice
… exchange information and expertise among teachers and others
… help weaker teachers become more effective

.
Effective professional development is on-going…
… includes training, practice and feedback, and adequate time and follow-up
support
Relatively few teachers participate in the kinds of professional
development which they find has the largest impact on their work
Comparison of teachers participating in professional
development activities and teachers reporting
moderate or high level impact by types of activity
TALIS Average
%
100
90
80
70
60
50
40
30
20
10
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
Impact
Participation
0
Impact
OECD Programme for
International Student Assessment
PISA
Strong performers and successful reformers
Andreas Schleicher
13 October 2011
57
57
Individual Qualification Informal
Reading
Courses and Professional Mentoring Observation Education
and
programmes dialogue to professional workshops development and peer visits to other conferences
collaborative
improve
literature
network
observation
schools and seminars
research
teaching
Relatively few teachers participate in the kinds of professional
development which they find has the largest impact on their work
Comparison of teachers participating in professional
development activities and teachers reporting
moderate or high level impact by types of activity
OECD Programme for
International Student Assessment
PISA
Strong performers and successful reformers
Andreas Schleicher
13 October 2011
58
58
SIN plc
High impact on outcomes
59
59
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity

Incentives,
accountability, knowledge management
Quick wins
Must haves
Aligned incentive
structures
Commitment
to universal
Incentive structures
For students achievement
and accountability
Capacity

How gateways affect the strength, direction, clarity and nature of
at point ofthe
delivery
incentives operating on students at each stage of their education

Degree to which students Resources
have incentives to take tough courses and
study hard
where they yield most

Opportunity costs for staying in school and performing
well
Gateways,
For teachers
instructional systems
Coherence

Make innovations in pedagogy and/or organisation


Low feasibility




Improve their own performance
and the performance of their colleagues
Pursue professional development opportunities
that lead to stronger pedagogical practices
High feasibility
A balance between vertical and lateral accountability
Effective instruments to manage and share knowledge and
spread innovation – communication within the system and
with stakeholders around it
Money pits
Low hanging fruits
A capable centre with authority and legitimacy to act
Low impact on outcomes
School autonomy, accountability
and student performance
Impact of school autonomy on performance in systems with and without
PISA score in reading
accountability arrangements
500
495
490
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
60
60
School autonomy in resource
allocation
Schools with more autonomy
480
Schools with less autonomy
Systems with more
accountability
Systems with less
accountability
System’s accountability arrangements
High impact on outcomes
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
61
61
Quick wins
Must haves

Investing resources
where
they can make
Commitment
to universal
Incentive structures
most of a difference
achievement
and accountability
Capacity
Alignment of resources with key challenges (e.g.
at point
of delivery
attracting
the most talented teachers to the
Resources
most challenging classrooms)
where they yield most

Effective spending choices that prioritise high
Gateways,
quality teachers over smaller classes
instructional systems
Coherence

Low feasibility
High feasibility
Money pits
Low hanging fruits
Low impact on outcomes
High impact on outcomes
62
62
Commitment to universal
achievement
Excellence and Equity
New Zealand, July 2013
Andreas Schleicher

Quick wins
Must haves
Capacity
at point of delivery
Incentive structures
and accountability
Resources
where they yield most
Gateways,
instructional systems
Coherence
Coherence
Low feasibilityof policies and practices




Alignment of policies
across all aspects of the system
Coherence of policies
over sustained periods of time
Consistency of implementation
Money pits
Fidelity of implementation
(without excessive control)
High feasibility
Low hanging fruits
Low impact on outcomes
High impact on outcomes
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
63
63
Quick wins
Must haves
Commitment to universal
achievement
Capacity
at point of delivery
Coherence
Incentive structures
and accountability
Resources
where they yield most
Gateways,
instructional systems
Low feasibility
High feasibility
Money pits
Low hanging fruits
Low impact on outcomes
ANZOG 2013
Strong performers and successful reformers
Andreas Schleicher
64
64
Why equity has become so central
to economic and social well-being
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
65
65
Low skills and economic outcomes
Increased likelihood of failure (16-65 year olds)
3.5
In lowest two
quintiles of personal
income
3.0
Unemployed
2.5
Received social
assistance in last
year
2.0
1.5
1.0
0
1
2
3
Number of skills domains with low performance
Odds are adjusted for age, gender and immigration status.
4
Did not receive
investment income in
last year
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
66
66
Low skills and social outcomes
Odds ratios
Has fair to poor health
2.6
Does not volunteer for
charity or non-profit
organizations
Poor understanding of
political issues facing
country
Poor level of general trust
2.4
2.2
2.0
1.8
1.6
Higher propensity of
believing people try to take
of advantage of others
Lower propensity to
reciprocate
1.4
1.2
1.0
Level 5
Level 4
Level 3
Level 2
Odds are adjusted for age, gender, pand immigration status.
Level 1
Poor political efficacy
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
67
67
Average school systems
High performers in PISA
Some students learn
at high levels

All students learn
at high levels
Uniformity

Embracing diversity
Curriculum-centred

Learner-centred
Learning a place

Learning an activity
Low status of the
teaching profession

Countries attract and develop
high quality teachers
Prescription

Informed profession
New Zealand, July 2013
Andreas Schleicher
Excellence and Equity
68
68
Education reform trajectories
The old bureaucratic system
Some students learn at high levels
Student inclusion
The modern enabling system
All students need to learn at high levels
Curriculum, instruction and assessment
Routine cognitive skills, rote learning
Learning to learn, complex ways of
thinking, ways of working
Teacher quality
Few years more than secondary
High-level professional knowledge workers
Work organisation
‘Tayloristic’, hierarchical
Flat, collegial
Accountability
Primarily to authorities
Primarily to peers and stakeholders
Excellence and Equity
Find out more about PISA at…
 OECD www.pisa.oecd.org

U.S. White House www.data.gov
New Zealand, July 2013
Andreas Schleicher
69
69

Email: Andreas.Schleicher@OECD.org
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