Equity and Excellence in Basic Education: Challenges in the - - PowerPoint PPT Presentation

Equity and Excellence in Basic Education: Challenges in the Netherlands

择优

Jo Ritzen, former Minister of Education, Culture and Science, the Netherlands, Honorary Member Chinese Academy of Social Sciences & co-founder of Revisely

“Global Conference on Equity and Excellence in Basic Education” Shanghai, China from May 17-19, 2016.

The Netherlands as a country in top 10 world-wide

• GDP per capita: no. 14 of the world.
• Happiness/ life satisfaction: no. 7 (2016).
• Innovation index: no. 4 (2015).
• PISA: in top 10.
• % GDP on basic education (mostly public): 3.5% (OECD and EU

average).

Challenge: change towards learning

• utcomes for 21st century

Content:

• PISA, what it signifies for a country in search of

strengthening social cohesion and sustainable economic growth.

• Future demands for learning outcomes.
• How schools affect learning outcomes: Dutch

autonomy.

• Equity challenges in the Netherlands.
• Teachers for future learning outcomes.
• The political process of change.

What signifies PISA

Cognitive outcomes (social and behavioral

• utcomes are not included).

Contribution to growth from cognitive outcomes: ØNot only PISA country averages, but also shape of PISA distribution counts, in particular average of lowest 30% and average of top 10%. ØTrade-offs in shape of distribution? NOT OBSERVED.

Two illustrative shapes of distributions of competencies PISA 2003 (15 year olds)and PIAAC 2011 (8 years later: 23 year olds).

10 20 30 40 50 Below Level 1 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Percent

Italy

PISA_2003_AGE15 PIAAC_2011_AGE23 10 20 30 40 50 Below Level 1 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Percent

Netherlands

PISA_2003_AGE15 PIAAC_2011_AGE23

PISA PIAAC LABOR PRODUCTIVITY

General conclusion from 17 countries participating in PIAAC: high in PISA is also high in PIAAC (with Australia as the exception) is high in labor productivity.

PISA and future demands for education outcomes

How schools affect PISA outcomes

• Structure : empowerment of teachers;

innovation capacity

• More autonomy leads to better outcomes

(Dutch system perhaps internationally most autonomous).

• Funding and teacher salaries.
• Teachers’ (recurrent) education.
• Special attention for children from other

cultures (migrant children).

Dutch school autonomy (and full “parental choice”).

Full autonomy for school (=school leadership):

• Financially (carry-over; lump sum finance per

pupil; borrowing and lending);

• Personnel ( recruitment, dismissal, promotion are

a school responsibility);

• Pedagogical and curriculum (no Government

rules) freedom.

Full parental choice

• The same funding per student everywhere in the

country.

• Parent choose according to the (ample) available

information on the quality of the school and its pedagogical approach.

• Schools compete for students based on results

and on pedagogical approach (and may go broke).

Accountability

• Pupils have to satisfy “end – terms” (minimum

achievements) at the age of 12 before entering secondary school;

• Secondary schools have national exams;

Challenged equity

• Equality of opportunity appears to be declining

since the birth cohorts born after 1980 perhaps as a result of more segregation in housing by socio-economic groups, in particular between immigrants and non-immigrants.

• Equality of opportunity is not only a social, but

also an economic issue.

Challenges for teaching profession

• The inflow of teacher training institutes in

generally exhibits too low levels of numeracy Raise entrance requirements.

• Recurrent education essential to retain the

teaching qualification has been lagging Introduce “register” for well-trained teachers.

• The relation between the class room and the

academy is too limited Upgrade teacher training academies to academic institutions.

• Teacher mobility is too high in schools with many

at risk children, undercutting the quality of education Pay teachers extra in at risk schools.

Politics of change

• National debate on strengths and

weaknesses of national education.

• International experience as evidence (OECD, World

Bank): “education learns”.

• Challenging (and threatening) existing

interests.

• Led by national icons from society.
• Base document from Government to be discussed with

population at large.

Thank you