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Education: an international Education: an international perspectiveperspective
Barry McGawBarry McGawDirectorDirector
University of Melbourne Education Research InstituteUniversity of Melbourne Education Research Institute
Moonee Valley, 27 January 2009Moonee Valley, 27 January 2009
Principal ForumPrincipal Forum
Western Metropolitan RegionWestern Metropolitan Region
Mel
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Australian educational quality in an Australian educational quality in an international context.international context.
Mel
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Finl
and
Can
ada
New
Zea
land
Aus
tralia
Irela
ndH
ong
Kon
g-C
hina
Kor
eaU
nite
d K
ingd
omJa
pan
Swed
enA
ustri
aB
elgi
umIc
elan
dN
orw
ayFr
ance
Uni
ted
Stat
esD
enm
ark
Switz
erla
ndSp
ain
Cze
ch R
epub
licIta
lyG
erm
any
Liec
hten
stei
nH
unga
ryPo
land
Gre
ece
Portu
gal
Rus
sian
Fed
erat
ion
Latv
iaIs
rael
Luxe
mbo
urg
Thai
land
Bul
garia
Rom
ania
Mex
ico
Arg
entin
aC
hile
Bra
zil
FYR
Mac
edon
iaIn
done
sia
Alb
ania
Peru
300
350
400
450
500
550
600
Mean reading results (PISA 2000)
Australia tied for 2nd with 8 others
among 42 countries.
OECD (2003), Literacy skills for the world of tomorrow: Further results from PISA 2000, Fig. 2.5, p.76.
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Australia’s ranking in OECD/PISA Reading
Reading ranks PISA 2000: 4th but tied for 2nd
PISA 2003: 4th but tied for 2nd
PISA 2006: 7th but tied for 6th
FinlandKorea
CanadaNZ
Hong Kong
KoreaCanada
NZHong Kong
Finland
PISA 2000 PISA 2003 PISA 2006
Ahead of Australia
Same as Australia
Behind Australia
Finland
KoreaCanada
NZ
Hong Kong
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Trends in reading performance
500
510
520
530
540
550
560
PISA 2000 PISA 2003 PISA 2006
Australia
Finland
Hong KongChina
Canada
New Zealand
KoreaHigher performers in Korea improved.
Lower performers in HK improved.
OECD (2007), PISA 2006: science competencies for tomorrow’s world, Vol. 1 - analysis, Fig. 6.21, p.319.
Changes for Finland, Canada & New Zealand are not significant.
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Trends in Australian reading performances
300
350
400
450
500
550
600
650
700
PISA 2000 PISA 2003 PISA 2006
95th %ile
OECD (2007), PISA 2006: science competencies for tomorrow’s world, Vol. 1 - analysis, Fig. 6.21, p.319.
5th %ile
90th %ile
10th %ile
75th %ile
25th %ile
Mean
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Australia’s ranking in OECD/PISA Mathematics
Mathematics ranks PISA 2000: 6th but tied for 3rd
PISA 2003: 11th but tied for 5th
PISA 2006: 13th but tied for 9th
TaiwanFinland
Hong KongKorea
NetherlandsSwitzerland
CanadaMacao
PISA 2000 PISA 2003 PISA 2006
Ahead of Australia
Hong Kong
Japan
FinlandKorea
SwitzerlandCanada
FinlandHong Kong
KoreaNetherlands
SwitzerlandCanadaMacaoJapan
Same as Australia
Japan
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Trends in Australian mathematics performances
350
400
450
500
550
600
650
700
PISA 2003 PISA 2006
95th %ile
OECD (2007), PISA 2006: science competencies for tomorrow’s world, Vol. 1 - analysis, Fig. 6.21, p.319.
5th %ile
90th %ile
10th %ile
75th %ile
25th %ile
Mean
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Trends in State/Territory mathematics performances
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470
480
490
500
510
520
530
540
550
560
PISA 2003 PISA 2006
ACT
Tasmania
WA
Australia
NTThe small overall decline in Australia was not significant. The declines in WA and SA were. There were no significant changes for males but there were significant declines for females in WA, NT and in Australia overall.
OECD (2007) PISA 2006: science competencies for tomorrow’s world, Vol. 1 - analysis, Fig. 6.21, p.319.
Victoria
ACER (2007) Exploring scientific literacy: how Australia measures up, Table 5.5, p.176.
SAQueensland
NSW
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Australia’s ranking in OECD/PISA Science
Science ranks PISA 2000: 8th but tied for 3rd
PISA 2003: 6th but tied for 4th
PISA 2006: 8th but tied for 4th
FinlandHong Kong
Canada
PISA 2000 PISA 2003 PISA 2006
Ahead of Australia
Same as Australia
Hong KongCanada
Finland
JapanKorea
JapanKorea
FinlandHong Kong
Canada
JapanKorea
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Australian educational equity in an Australian educational equity in an international context.international context.
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Inequity as failure to complete secondary Inequity as failure to complete secondary education or its equivalent…education or its equivalent…
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Percent of age group with upper secondary education
Un
ite
d S
tate
s
Cze
ch
Re
pu
blic
Ge
rma
ny
Sw
itze
rla
nd
De
nm
ark
Ca
na
da
No
rwa
y
Sw
ed
en
Au
str
ia
Slo
va
k R
ep
ub
lic
Ne
w Z
ea
lan
d
Hu
ng
ary
Fin
lan
d
Un
ite
d K
ing
do
m
Ne
the
rla
nd
s
Lu
xe
mb
ou
rg
Fra
nc
e
Au
str
alia
Ice
lan
d
Be
lgiu
m
Po
lan
d
Ire
lan
d
Ko
rea
Gre
ec
e
Ita
ly
Sp
ain
Tu
rke
y
Po
rtu
ga
l
Me
xic
o
0
10
20
30
40
50
60
70
80
90
100
18th
1st
23rd
6th
10th
1st
10th 4th
19th
3rd
Source: OECD (2007) Education at Glance 2007. Table A1.2a, p.37.
25-34 year olds(1990s)
55-64 year olds(1960s)
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Inequity as impact of social background on Inequity as impact of social background on individual performances…individual performances…
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Social background & reading literacy (PISA 2000)
SocialAdvantagePISA Index of social background
HighR
eadin
g lit
era
cy
Low
Source: OECD (2001) Knowledge and skills for life, Appendix B1, Table 8.1, p.308
Two indices of relationship:Social gradientCorrelation or variance accounted for
Social gradient: Magnitude of increment in achievement associated with an increment in social background (on average)
Correlation: How well the regression line summarises the relationship
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Australia
AustriaBelgium
Canada
Czech Republic
Denmark
Finland
France
Germany
Greece
Hungary
Iceland
Ireland
Italy
Japan
Korea
Luxembourg
Mexico
NetherlandsNew Zealand
Norway
Poland
PortugalSlovak Republic
Spain
SwedenSwitzerland
Turkey
United Kingdom
United States
400
425
450
475
500
525
550
575
-15.0 -10.0 -5.0 0.0 5.0 10.0 15.0
Social equity (OECD regression slope - country regression slope
Scie
nce
liter
acy
Social gradients for science literacy (PISA 2006)
OECD (2007) PISA 2006: science competencies for tomorrow’s world, Vol 1 – analysis, Figure 4.6, p.184.
High qualityLow equity
High qualityHigh equity
Low qualityLow equity
Low qualityHigh equity
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United States
United Kingdom
Turkey
SwitzerlandSweden
SpainSlovak Republic
Portugal
Poland
Norway
New ZealandNetherlands
Mexico
Luxembourg
Korea
Japan
Italy
Ireland
Iceland
Hungary
Greece
Germany
France
Finland
Denmark
Czech Republic
Canada
BelgiumAustria
Australia
400
425
450
475
500
525
550
575
-10.0 -8.0 -6.0 -4.0 -2.0 0.0 2.0 4.0 6.0 8.0 10.0
Social equity (% variation accounted for: OECD-country)
Scie
nce
liter
acy
SES-science literacy correlations (PISA 2006)
OECD (2007) PISA 2006: science competencies for tomorrow’s world, Vol 1 – analysis, Figure 4.6, p.184.
High qualityLow equity
High qualityHigh equity
Low qualityLow equity
Low qualityHigh equity
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Agenda: Building human and social Agenda: Building human and social capitalcapital
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Building human capital…Building human capital…
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Building human capital – improving quality
Raising expectations for all students Setting high expectation in the curriculum Intervening early with support for students in
difficulty Improving evidence base for professional
practice Building research orientation in the profession Respecting and using data on performance Capitalising on the benefits of being in a system
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NoYes
No
Yes
46
63
0
41
0
10
20
30
40
50
60
70
Standards based external
examinations
School autonomy in selecting teachers for hire
PISA score in science
Influences on achievement (PISA science)
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Building social capital…Building social capital…
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Social capital
Definition social networks (and norms of reciprocity and trust)
Impact improved development of human capital lower crime rates, better public health & admin… more efficient capital and labour markets
Forms of social capital Bonding: links between people similar in class,
ethnicity… Bridging: links that cut across social groups Linking: vertical links to powerful people,
institutions, agencies
