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Education and skills policies to alleviate inequality
- 1. EDUCATION AND SKILLS POLICIES TO ALLEVIATE INEQUALITY Dirk Van Damme OECD/EDU/IMEP
- 2. Social Inequality Education & Skills A simple conceptual map
- 3. Social Inequality Education & Skills A simple conceptual map I n s t i t u t i o n a l & P o l i c y F r a m e w o r k s
- 4. Social Inequality Education & Skills A simple conceptual map / Q1 1. What do OECD data tell us about impact of social inequality on learning outcomes and skills?: • Impact of parents’ socio- economic status on students’ learning outcomes (PISA) • Impact of parents’ education status on access to tertiary education (PIAAC) • Impact of parents’ background on adult skills (PIAAC)
- 5. • Main findings (OECD countries): – A socio-economically advantaged student scores 39 points higher in math (equivalent of nearly one year of schooling) than less-advantaged student – Socio-economic status explains on average 14.8% of variance in math performance – But differences between countries are huge – PISA data show that there is no trade-off between excellence and equity in students’ learning outcomes – Between 2003 and 2012 a slight improvement in equity of learning outcomes has been noted Impact of socio-economic background on students’ learning outcomes in PISA 2012 (math)
- 6. Impact of socio-economic background on students’ learning outcomes in PISA 2012
- 7. Trends in equity between PISA 2003 and PISA 2012 Turkey Germany Netherlands Mexico Sweden OECD average Uruguay Australia Belgium Austria Canada Czech Republic Denmark Finland France Greece Hungary Iceland Ireland Italy Japan Korea Luxembourg New Zealand Norway Poland Portugal Slovak Republic Spain Switzerland United States Brazil Hong Kong-China Indonesia LatviaLiechtenstein Macao-China Russian FederationThailand Tunisia -4.0 -3.0 -2.0 -1.0 0.0 1.0 2.0 3.0 4.0 5.0 -20 -10 0 10 Annualisedchangeinmathematicsperformance Change in the percentage of variation in mathematics performance explained by the PISA index of economic, social and cultural status (2012 - 2003) Equity deterioratedEquity improved PerformancedeterioratedPerformanceimproved
- 8. Impact of parents’ education on access to tertiary education (PIAAC data) 0 10 20 30 40 50 60 CzechRepublic Japan Germany Estonia Poland Canada Norway UnitedStates RussianFederation* Finland SlovakRepublic Austria Sweden England/N.… Denmark Flanders(Belgium) Average France Korea Australia Netherlands Ireland Italy Spain Proportion of young students (20-34 year-olds) in tertiary education whose parents have below upper secondary education Proportion of parents with below upper secondary education in the total parent population %
- 9. Impact of parents’ educational status on skills distribution (numeracy) Australia Austria Flanders (Belgium) Canada Czech Republic Denmark Estonia Finland France Germany Ireland Italy Japan Korea Netherlands Norway Poland Slovak Republic Spain Sweden England/N. Ireland (UK) United States R² = 0.3275 20 25 30 35 40 45 50 55 60 105 110 115 120 125 130 135 140 Score-pointdifference,byparents'highestlevelof educationalattainment Score-point difference between the top and the bottom 10% in numeracy proficiency Correlation between inequality in numeracy skills and the impact of parents' education Correlation = 0.57 Native born only, controlling for age and gender
- 10. • Educational inequality (parents’ socio-economic background) has a high impact on outcomes of education and skills • But the impact is slightly weakening • The impact is felt throughout the educational life- course, well into access and success in tertiary education • Impact of social background is related to the width of the distribution of skills Impact of social inequality on education and skills
- 11. Social Inequality Education & Skills A simple conceptual map / Q2 2. What do OECD data tell us about the distribution of education and skills?: • Evolution of the Education Gini • Distribution of educational attainment • Differential growth rates at top and bottom of educational attainment • Distribution of literacy and numeracy in adult population
- 12. Education Attainment Gini by region (Wail, Said & Abdelhak, 2011)
- 13. Education Attainment Lorenz curves (Wail, Said & Abdelhak, 2011)
- 14. Distribution of educational attainment (25-34 year-olds, 2013) 52 52 39 39 35 34 27 27 23 21 18 18 18 17 16 15 15 14 14 14 13 13 13 13 12 11 11 10 9 9 9 7 6 6 6 6 6 2 25 23 31 45 24 40 50 33 54 39 39 41 36 43 47 42 41 40 38 38 46 36 60 56 44 64 45 47 46 51 47 35 64 52 65 37 57 31 22 25 29 15 41 26 23 40 22 41 43 41 47 40 37 43 44 46 48 48 41 51 27 31 44 25 45 43 45 40 45 58 30 42 29 57 37 67 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Turkey Mexico Portugal Brazil Spain Colombia Italy Iceland Chile NewZealand Belgium Denmark Norway OECDaverage Greece Netherlands France Australia Luxembourg UnitedKingdom Latvia Ireland Germany Hungary Estonia Austria UnitedStates Switzerland Israel Finland Sweden Canada SlovakRepublic Poland CzechRepublic RussianFederation Slovenia Korea Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary
- 15. Differential growth rates at top and bottom of educational attainment (25-64 year-olds, 2000-2013) -6 -4 -2 0 2 4 6 8 Sweden Finland Israel Canada Estonia Australia Belgium Germany Norway UnitedKingdom Hungary Greece NewZealand Korea Iceland CzechRepublic France UnitedStates SlovakRepublic EU21average Netherlands OECDaverage Slovenia Austria Ireland Spain Mexico Luxembourg Poland Switzerland Italy Denmark Turkey Portugal Average annual growth rate below secondary education Average annual growth rate tertiary education Difference in the extent of both annual growth rates More inclusive Less inclusive
- 16. Inequality indices – Numeracy Skills Country CV 90th-10th 90th-50th 50th-10th Australia 0.21 136.59 62.33 74.26 Austria 0.18 121.24 55.95 65.30 Canada 0.21 138.28 62.61 75.67 Czech Republic 0.16 110.94 50.90 60.03 Denmark 0.18 126.10 57.47 68.63 Estonia 0.17 113.92 53.46 60.45 Finland 0.18 127.65 59.21 68.44 France 0.22 141.80 62.39 79.41 Germany 0.20 133.09 59.10 73.99 Ireland 0.21 129.33 59.28 70.05 Italy 0.20 126.26 59.87 66.39 Japan 0.15 110.05 50.89 59.17 Korea 0.17 114.60 51.31 63.29 Netherlands 0.18 125.11 53.97 71.14 Norway 0.19 131.77 57.90 73.88 Poland 0.20 127.86 59.20 68.66 Slovak Republic 0.17 117.16 51.03 66.12 Spain 0.21 129.61 57.08 72.53 Sweden 0.20 132.84 58.74 74.10 United States 0.23 144.84 66.66 78.18 Flanders (Belgium) 0.18 127.84 57.13 70.71 England/N. Ireland (UK) 0.21 137.71 64.38 73.33 OECD Average 0.20 130.99 59.20 71.79 Distribution in numeracy skills among adults (PIAAC)
- 17. Distribution of Numeracy Proficiency0 .002.004.006.008 .01 0 100 200 300 400 500 United States Czech Republic France Japan OECD Average FRANCE JAPAN
- 18. Skill Inequality Declines with Education
- 19. Skill Dispersion Increases with Age
- 20. • Generally, educational inequality has diminished over the past half century • But many countries have a heavily polarized educational attainment structure • In some countries expansion of education made the educational attainment structure more inclusive, while in others inequality increased • Countries differ very much in the amount of dispersion in skills Distribution of education and skills
- 21. Social Inequality Education & Skills A simple conceptual map / Q3 3. What do OECD data tell us about the relationship between the distribution of education and skills and social inequality?: • Educational attainment is positively related to socio-economic outcomes (earnings, employment, trust, ...) • Skills level and distribution are moderately related to socio-economic outcomes
- 22. Employment benefits of education are very significant 20 30 40 50 60 70 80 90 100 Iceland Norway Switzerland Sweden Germany Netherlands Austria Denmark Latvia Brazil Slovenia Israel Luxembourg Poland Belgium Australia France Finland Chile UnitedKingdom NewZealand CzechRepublic OECDaverage EU21average RussianFederation Estonia Portugal Canada Mexico UnitedStates SlovakRepublic Ireland Japan Hungary Italy Spain Korea Turkey Greece % Below upper secondary education Upper secondary or post-secondary non-tertiary education Tertiary education Employment rates among 25-64 year-olds, by educational attainment (2012)
- 23. Social outcomes – interpersonal trust Proportion of adults reporting that they trust others, by educational attainment (2012) 0 10 20 30 40 50 60 70 SlovakRepublic Estonia Italy CzechRepublic France Korea Germany Japan Ireland Poland England/N.… Average Flanders(Belgium) Canada Spain Austria UnitedStates Australia Finland Netherlands Sweden Norway Denmark % Below upper secondary education Upper secondary or post-secondary non-tertiary education Tertiary Education
- 24. Social outcomes – trust in political institutions Individuals with higher level of education more likely to believe they have a say in government 0 10 20 30 40 50 60 70 80 CzechRepublic Italy Spain Estonia Germany Japan SlovakRepublic Ireland Canada Korea England/N.Ireland (UK) Austria Average Flanders(Belgium) Australia UnitedStates Netherlands Sweden Denmark Finland Norway % Below upper secondary education Upper secondary or post-secondary non-tertiary education Tertiary Education
- 25. Highly literate adults enjoy higher social benefits than low-literate adults 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 Good to excellent health Being Employed High levels of trust Participation in volunteer activities High levels of political efficacy High wages Average England (UK) Odds ratios of those scoring at Level 4/5 compared with those scoring at Level 1 or below
- 26. A wide skills dispersion is unrelated to social inequality… Australia Austria Canada Czech Rep Denmark Estonia Finland GermanyIreland Italy Japan Korea Netherlands Norway Poland Slovak Rep Spain Sweden United States Flanders UK R² = 0.1195 0.20 0.25 0.30 0.35 0.40 105 110 115 120 125 130 135 140 145 Gini Score point difference between percentile 90 and 10 on the numeracy scale
- 27. Also, skills and wage inequality are unrelated
- 28. A wider skills dispersion at the top of the distribution is weakly related to social inequality Australia Austria Canada Czech Rep Denmark Estonia Finland Germany Ireland Italy Japan Korea Netherlands Norway Poland Slovak Rep Spain Sweden United States Flanders UK R² = 0.2254 0.20 0.25 0.30 0.35 0.40 50 52 54 56 58 60 62 64 66 68 Gini Score point difference between percentile 90 and 50 on the numeracy scale
- 29. Partly because of a stronger effect of tertiary education on earnings at the top end
- 30. But, a higher mean numeracy score is positively related to more social equality Australia Austria Canada Czech Republic Denmark Estonia Finland GermanyIreland Italy Japan Korea Netherlands Norway Poland Slovak Republic Spain Sweden United States Flanders (Belgium) United Kingdom R² = 0.3888 0.20 0.25 0.30 0.35 0.40 245 250 255 260 265 270 275 280 285 290 Gini coefficient Mean numeracy score
- 31. And, also, less low-skilled adults is positively related to less social inequality Australia Austria Canada Czech Rep Denmark Estonia Finland Germany Ireland Italy Japan Korea Netherlands Norway Poland Slovak Rep Spain Sweden United States Flanders UK R² = 0.3479 0.20 0.25 0.30 0.35 0.40 35 40 45 50 55 60 65 70 75 Gini Percentage adults scoring below Level 2 on the numeracy scale
- 32. • Education and skills allocate various economic, social and cultural benefits in society which all directly or indirectly affect social inequality • Still, skills dispersion and social inequality are not strongly related at the country level • There is a weak relationship at the upper half of the distribution, but the impact of education there is stronger • Higher skills level and more equitable skills distribution at the bottom end weakens social inequality Relationships between dispersion of education and skills and social inequality
- 33. Social Inequality Education & Skills A simple conceptual map / Q4 I n s t i t u t i o n a l & p o l i c y f r a m e w o r k s 4. What do OECD data tell us about the institutional and policy frameworks in education and skills alleviating inequality?: • Equitable and inclusive education policies • Pro-equality skills policies
- 34. • In many countries educational institutions insufficiently support children of disadvantaged backgrounds and, hence, help to reproduce social inequality • But we can learn from highly equitable and well- performing education systems in identifying education policies that mitigate the impact of social background Institutional and policy frameworks: schools
- 35. • Equitable school policies: – Get children from disadvantaged families in ECEC and schools as early as possible – Support disadvantaged families so that they can increase investment in education of their children – Avoid early selection and tracking in education – Reduce repetition and prevent failure and drop-out – Manage school choice and segregation – Strengthen the links between school and family – Allocate resources to support schools with disadvantaged populations – Ensure that every student acquires good foundation skills – Improve the quality of teaching and learning in schools with disadvantaged students Institutional and policy frameworks: schools
- 36. • Equitable skills policies – Provide second-chance opportunities to educational qualifications and skills development – Develop strong lifelong learning systems – Target skills policies towards reducing the share of low-skilled in the adult population – Focus skills policies towards specific groups-at- risk (NEET, unqualified school leavers, long-term unemployed, etc.) Institutional and policy frameworks: skills
- 37. • In most countries, labour market institutions and wage structures favour educational qualifications over skills Institutional and skills policies: labour markets
- 38. Labour market institutions and wage structures favour education over skills
- 39. Labour market institutions and wage structures favour education over skills
- 40. • In most countries, labour market institutions and wage structures favour educational qualifications over skills • This might undermine attempts to improving skills among the low-skilled population • Skills policies should strengthen reward mechanisms for skills development Institutional and skills policies: labour markets
- 41. Thank you ! dirk.vandamme@oecd.org www.oecd.org/edu/ceri twitter @VanDammeEDU 42