1. Education at a Glance 2004 – Andreas Schleicher Organisation for Economic Co-Operation and Development I risultati dell’Italia nell’indagine OCSE “Education at a Glance” 15 September 2004 Andreas Schleicher Head, Indicators and Analysis Division

2. Education at a Glance 2004 – Andreas Schleicher OECD’s Objectives r Producing a small but critical mass of policy- oriented indicators... …that provide truly comparative insight into the functioning, development and impact of learning... …within a framework of agreed standards, established collaboratively by countries … r The idea: By seeing themselves in the light of other countries’ performance… …countries can identify their own strengths and weaknesses

3. Education at a Glance 2004 – Andreas Schleicher

4. In the dark, all education systems look the same… But with a little light….

5. But with a little light…. …important differences become apparent….

6. Education at a Glance 2004 – Andreas Schleicher I risultati dell’Italia nell’indagine OCSE “Education at a Glance”

7. Education at a Glance 2003 – Andreas Schleicher More people are completing higher levels of education than ever before… …in some countries, growth has been spectacular… …but others have fallen behind.

8. Education at a Glance 2004 – Andreas Schleicher Growth in baseline qualifications Approximated by the percentage of persons with uppersecondary qualfications in the age groups 55-64, 45-55, 45-44 und 25-34 years (2002) 24 1 3 12 11 3 15 8 13 22 A2.2 26 25 r In Italy, progress to ensure that all people obtain strong baseline qualifications (at upper secondary level) has been limited With serious consequences for those who have not completed this level –Only 39% of women without upper secondary education are employed, compared with 61% of those with upper secondary and 79% of those with tertiary education –Women without upper secondary education earn only 84% of upper secondary graduates and little more than half of tertiary graduates

9. Education at a Glance 2004 – Andreas Schleicher Growth in university-level qualifications Approximated by the percentage of persons with ISCED 5A/6 qualfication in the age groups 55-64, 45-55, 45-44 und 25-34 years (2002) 4 22 7 19 8 21 A3.2 24 26

10. Education at a Glance 2004 – Andreas Schleicher Current entry rates suggest that the growth will continue Sum of net entry rates for single year of age in tertiary-type A and tertiary-type B education r Today’s entry rates in universities suggest that the strive for higher qualifications will continue… Half of an age cohort now enter university, and in Australia, Finland, Iceland, Poland and Sweden 70% or more University-entry in Italy is, at 50%, at the average level …but not everyone completes with a degree Drop-out in Italy is, at 52%, the highest in the OECD –Drop-out is somewhat lower in the new short university programmes C3.1

11. Education at a Glance 2004 – Andreas Schleicher Higher tertiary participation is becoming visible in the qualification of the workforce Percentage of 25-64-year-olds with academic or vocational tertiary qualification (10 countries with steepest growth + Italy) A3.4

12. Education at a Glance 2004 – Andreas Schleicher Foreign students in tertiary education by country of study (2002) C3.6 r Education is rapidly becoming and international domain Foreign enrolment in tertiary education in OECD countries rose by 35% between 1998 and 2002 Italy saw a rise of 24%, but foreign enrolment is still limited Only 2.2% of Italian students study abroad (OECD 4.1)

13. Education at a Glance 2004 – Andreas Schleicher The 1990’s was the decade when women moved ahead of men in terms of educational attainment Percentage of Tertiary Type-A qualification awarded to women Higher proportion of men Higher proportion of women r Italy is strong in women graduation rates In Italy, the share of women among first degree holders is, at 61%, one of the highest in the OECD Italy is the only country in which the number of men and women graduating from mathematics and computer science is equal Gender differences in fields of study at university level are already mirrored in the educational aspirations of 15-year-olds –Career expectations of boys were far more often associated with physics, mathematics or engineering (on average 18% of boys versus 5% of girls) –While girls more frequently expected occupations related to life sciences and health (20% of girls compared to only 7% of boys) OECD averageItaly A4.2

14. Education at a Glance 2004 – Andreas Schleicher

15. Education at a Glance 2003 – Andreas Schleicher Why education matters more than ever… Growing educational success pays off.

16. Education at a Glance 2004 – Andreas Schleicher The earnings advantage of education Relative earnings of 25-64-year-olds with income from employment (upper secondary education=100) A3.2

17. Education at a Glance 2004 – Andreas Schleicher Trends in the earnings advantage Trends in relative earnings of 25-64-year-old tertiary graduates (upper secondary=100, countries with 5% or more attainment growth +I ) r Growing benefits in many of the countries with the steepest attainment growth In the countries in which tertiary attainment increased by more than 5 percentage points since 1995 (Australia, Austria, Belgium, Canada, Denmark, France, Iceland, Ireland, Japan, Korea, Spain and the UK) most have seen falling unemployment and rising earnings benefits In Australia, Canada, Germany, Hungary, Ireland and the UK, the earnings benefit increased by between 6 and 14 per centage points between 1997 and 2001 Among the 15 countries with comparable data, only New Zealand, Norway and Spain have seen a decline in earnings benefits A11.2

18. Education at a Glance 2004 – Andreas Schleicher The driving forces of GDP per capita growth Average annual percentage change (1990-2000) Ireland, Korea, Mexico and Turkey were the only countries where demography made a significant positive impact on GDP per capita growth… Increases in employment rates made a big contribution to growth in some countries But in almost all countries, the biggest contribution came from increased labour productivity …in others it is beginning to act as a slight drag on growth While declines in employment rates reduced growth in others But where does labour productivity growth come from… …and why does it vary so much across countries? A12

19. Education at a Glance 2004 – Andreas Schleicher Enhancements in human capital contribute to labour productivity growth Average annual percentage change (1990-2000) A12

20. Education at a Glance 2004 – Andreas Schleicher

21. Education at a Glance 2003 – Andreas Schleicher In many countries, the expansion was accompanied by massive financial investments …while in others student numbers grew faster than expenditure

22. Education at a Glance 2004 – Andreas Schleicher Expenditure on educational institutions as a percentage of GDP All levels of education B2

23. Education at a Glance 2004 – Andreas Schleicher Expenditure on educational institutions as a percentage of GDP Tertiary education (2001) B2

24. Education at a Glance 2004 – Andreas Schleicher Public expenditure on education as a percentage of total public expenditure (1995, 2001) A4

25. Education at a Glance 2004 – Andreas Schleicher Annual expenditure per student on educational institutions, in equivalent US dollars converted using PPPs B1 r Spending per primary and secondary student in Italy is well above the OECD average r Why is spending high but teacher salaries are low? Much of spending is invested in very low student/staff ratios (10.6 in primary education, the lowest in the OECD) Annual intended instruction hours for students are high but teaching hours for teachers are low r High spending levels do not translate into strong results

26. Education at a Glance 2004 – Andreas Schleicher Cumulative expenditure on educational institutions per student over the average duration of tertiary studies Annual expenditure on educational institutions per student multiplied by average duration of studies, in equivalent US dollars converted using PPPs (2001) Each segment of the bar represents the annual expenditure per student. The number of segments represents the number of years a student remains on average in tertiary education. B1

27. Education at a Glance 2004 – Andreas Schleicher Changes in spending per student in primary and secondary education relative to different factors (1995=100, 2001 constant prices ) B1

28. Education at a Glance 2004 – Andreas Schleicher Basic teachers' salaries in lower secondary education Annual statutory teachers' salaries in public institutions in equivalent US dollars converted using PPPs, and ratio of salary after 15 years of experience to GDP per capita (2002) US $ D3

29. Education at a Glance 2004 – Andreas Schleicher Changes in teachers' salaries in lower secondary education between 1996 and 2002 Index of change between 1996 and 2002 (1996=100, 2002 price levels using GDP deflators) Index (1996=100) D3

30. Education at a Glance 2004 – Andreas Schleicher Percentage of teachers’ working time spent teaching Hours per year

31. Education at a Glance 2004 – Andreas Schleicher Age distribution of teachers (2002) Distribution of teachers in educational institutions, by level of education and age group Secondary education

32. Education at a Glance 2004 – Andreas Schleicher

33. Education at a Glance 2003 – Andreas Schleicher But what about the quality of education? OECD’s PISA assessment allows to compare the knowledge and skills of 15-year-olds across countries.

34. Education at a Glance 2004 – Andreas Schleicher PISA - The OECD Programme for International Student Assessment r The most comprehensive international assessment to date Geographic and economic coverage –340,000 15-year-old students randomly sampled –43 countries in 2000 and 2003, 60 countries in 2006 Subject matter coverage –Reading, Mathematics, Science –Cross-curricular competencies Variety of task formats –Open-constructed responses, multiple-choice Depths –A total of 7 hours of assessment material

35. Education at a Glance 2004 – Andreas Schleicher Low Performance High Performance Low performance Low social equity High performance Low social equity Low performance High social equity High performance High social equity Strong impact of social background on performance Moderate impact of social background on performance

36. Education at a Glance 2004 – Andreas Schleicher Low performance Low social equity High performance Low social equity Low performance High social equity. High performance High social equity Low Performance High Performance Strong impact of social background on performance Moderate impact of social background on performance

37. Education at a Glance 2004 – Andreas Schleicher Is it all innate ability? Variation in student performance 1 6 4-9 8 3-10 7 5-9 22 21-25 21 19-24 16 10-20 10 9-11 19 17-21 5 3-9

38. Education at a Glance 2004 – Andreas Schleicher 1 6 4-9 8 3-10 7 5-9 22 21-25 21 19-24 16 10-20 10 9-11 19 17-21 5 3-9 Is it all innate ability? Variation in student performance

39. Education at a Glance 2004 – Andreas Schleicher Variation of performance between schools Variation of performance within schools 1 6 4-9 8 3-10 7 5-9 22 21-25 21 19-24 16 10-20 10 9-11 19 17-21 5 3-9 Is it all innate ability? Variation in student performance

40. Education at a Glance 2003 – Andreas Schleicher How we can get there. Policy levers that emerge from international comparisons.

41. Education at a Glance 2004 – Andreas Schleicher 1.A 1.B 3.D 1.C 1.D 2.A 2.B 2.C 2.D 3.A 3.B 3.C Overall system performance Variation in institutional performance Quality and distribution of knowledge and skills System-wide structures, resources and policies The learning environment, autonomy, accountability of schools Learning practices and classroom climate Individual attitudes, engagement and behaviour National educational, social and economic context Community and school characteristics Student learning conditions and teacher working conditions Social background of the learners Analytic framework Outputs and Outcomes Impact of Learning Policy Levers That shape Outcomes Antecedents that contextualise or constrain policy Country or system Schools Instructional settings Individual learner Quality of instructional delivery Level A Level B Level C Level D Domain 1Domain 2Domain 3

42. Education at a Glance 2004 – Andreas Schleicher Policy Levers r Student approaches to learning The ability to manage one’s learning is both an important outcome of education and a contributor to student literacy skills at school –Learning strategies, motivation, self-related beliefs, preferred learning styles Different aspects of students’ learning approaches are closely related –Well-motivated and self-confident students tend to invest in effective learning strategies and this contributes to their literacy skills Immigrant students tend to be weaker performers …but they do not have weaker characteristics as learners Boys and girls each have distinctive strengths and weaknesses as learners –Girls stronger in relation to motivation and self-confidence in reading –Boys believing more than girls in their own efficacy as learners and in their mathematical abilities

43. Education at a Glance 2004 – Andreas Schleicher Students perceived teacher support High degree of support Low degree of support. Low Performance High Performance Strong impact of social background on performance Moderate impact of social background on performance

44. Education at a Glance 2004 – Andreas Schleicher Governance of the school system r In the best performing countries Decentralised decision-making is combined with devices to ensure a fair distribution of substantive educational opportunities The provision of standards and curricula at national/subnational levels is combined with advanced evaluation systems –That are implemented by professional agencies Process-oriented assessments and/or centralised final examinations are complimented with individual reports and feed-back mechanisms on student learning progress

45. Education at a Glance 2004 – Andreas Schleicher E.g. Learning environment and course offering High degree of school-level autonomy Low degree of school-level autonomy % Variance between schools. 7% 9% 11% 76% 75% 71% 20% r=.51 Low Performance High Performance Strong impact of social background on performance Moderate impact of social background on performance

46. Education at a Glance 2004 – Andreas Schleicher Organisation of instruction r In the best performing countries Schools and teachers have explicit strategies and approaches for teaching heterogeneous groups of learners –A high degree of individualised learning processes –Disparities related to socio-economic factors and migration are recognised as major challenges Students are offered a variety of extra- curricular activities Schools offer differentiated support structures for students –E.g. school psychologists or career counsellors Institutional differentiation is introduced, if at all, at later stages –Integrated approaches also contributed to reducing the impact of students socio-economic background on outcomes

47. Education at a Glance 2004 – Andreas Schleicher Early selection and institutional stratification High degree of integration Early selection and stratification. Low Performance High Performance Strong impact of social background on performance Moderate impact of social background on performance

48. Education at a Glance 2004 – Andreas Schleicher Support systems and professional teacher development r In the best performing countries Effective support systems are located at individual school level or in specialised support institutions Teacher training schemes are selective The training of pre-school personnel is closely integrated with the professional development of teachers Continuing professional development is a constitutive part of the system Special attention is paid to the professional development of school management personnel

49. Education at a Glance 2004 – Andreas Schleicher Common characteristics “hit and miss” Universal high standards “Inputs” Outcomes BureaucraticDevolved responsibility Look up Look outwards Received wisdom Data and best practice Uniformity Diversity Prescription Informed profession Evaluation to control Motivating feedback and incentivising success and innovation

50. Education at a Glance 2004 – Andreas Schleicher One challenge – different approaches The tradition of education systems has been “knowledge poor” The future of education systems needs to be “knowledge rich” National prescription Professional judgement Informed professional judgement, the teacher as a “knowledge worker” Informed prescription Uninformed professional judgement Uninformed prescription, teachers implement curricula

51. Education at a Glance 2004 – Andreas Schleicher Consider South Korea 1960sBeginning of 21 st Century Wealth Below all South American countries. Around level of Afghanistan. 20 th in OECD. Educational expenditure 1 st in OECD in % of GDP. Educational attainment completing secondary – 24 th in OECD. completing tertiary – 20 th in OECD. completing secondary – 1 st in OECD. completing tertiary – 3 rd in OECD. Educational quality 4 th in reading, 1 st in mathematics 1 st in science in OECD. Educational equity 1 st in OECD.

52. Education at a Glance 2004 – Andreas Schleicher Further information www.oecd.org www.pisa.oecd.org email: pisa@oecd.org Andreas.Schleicher@OECD.org …and remember: Without data, you are just another person with an opinion

53. Education at a Glance 2004 – Andreas Schleicher Internal rate of return to tertiary education Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female immediately to higher education at age 40, no fees, no income at age 40, fees, no income A11.5

54. Education at a Glance 2003 – Andreas Schleicher The distribution of decision-making responsibilities has changed… …but in different ways across countries.

55. Education at a Glance 2004 – Andreas Schleicher Percentage of educational decisions taken at each level of government Lower secondary education (2003) % D6

56. Education at a Glance 2004 – Andreas Schleicher Percentage of decisions relating by schools Lower secondary education, by mode of decision making (2003) % Organisation of instruction Personnal management Planning and structuresResources (allocation and use) % % % B3

57. Education at a Glance 2004 – Andreas Schleicher 6001020304050102030405060 Centralisation and decentralisation of decisions Percentage of decisions in lower secondary education taken at more centralised/decentralised levels in 2003 than in 1998 % B3

58. Education at a Glance 2004 – Andreas Schleicher