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Social Inequality
Education & Skills
A simple conceptual map / Q11. 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)
• 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)
Trends in equity between PISA 2003 and PISA 2012
-20 -10 0 10-4.0
-3.0
-2.0
-1.0
0.0
1.0
2.0
3.0
4.0
5.0
Change in the percentage of variation in mathematics performance explained by the PISA index of economic, social and cultural status (2012 - 2003)
Annu
alise
d ch
ange
in m
athe
mati
cs p
erfo
rman
ce
Equity deterioratedEquity improved
Pe
rform
an
ce
de
terio
rate
dP
erfo
rma
nc
e im
pro
ve
d
Impact of parents’ education on access to tertiary education (PIAAC data)
Cze
ch R
ep
ub
lic
Jap
an
Ge
rma
ny
Est
on
ia
Po
lan
d
Ca
na
da
No
rwa
y
Un
ited
Sta
tes
Ru
ssia
n F
ed
era
tion
*
Fin
lan
d
Slo
vak
Re
pu
blic
Au
stri
a
Sw
ed
en
En
gla
nd
/N. I
rela
nd
...
De
nm
ark
Fla
nd
ers
(B
elg
ium
)
Ave
rag
e
Fra
nce
Ko
rea
Au
stra
lia
Ne
the
rla
nd
s
Ire
lan
d
Italy
Sp
ain
0
10
20
30
40
50
60
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%
Impact of parents’ educational status on skills distribution (numeracy)
105 110 115 120 125 130 135 14020
25
30
35
40
45
50
55
60
R² = 0.3274934405585
Correlation between inequality in numeracy skills and the impact of parents' education
Score-point difference between the top and the bottom 10% in numeracy proficiency
Sco
re-p
oin
t d
iffe
ren
ce, b
y p
aren
ts' h
igh
est
leve
l of
edu
ca-
tio
nal
att
ain
men
t
Correlation = 0.57
Native born only, controlling for age and gender
• 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
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
Distribution of educational attainment(25-34 year-olds, 2013)Turk
ey
Mexi
coPort
ugal
Bra
zil
Spain
Colo
mbia
Italy
Icela
nd
Chile
New
Zeala
nd
Belg
ium
Denm
ark
Norw
ay
OEC
D a
vera
ge
Gre
ece
Neth
erl
ands
France
Aust
ralia
Luxe
mbourg
United K
ingdom
Latv
iaIr
ela
nd
Germ
any
Hungary
Est
onia
Aust
ria
United S
tate
sSw
itze
rland
Isra
el
Finla
nd
Sw
eden
Canada
Slo
vak
Republic
Pola
nd
Cze
ch R
epublic
Russ
ian F
edera
tion
Slo
venia
Kore
a
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
52 52
39 39 35 3427 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 4136
43 4742 41 40 38 38
4636
60 56
44
64
45 47 4651
47
35
64
52
65
37
57
31
22 25 29
15
41
26 23
40
22
41 43 4147
40 3743 44 46 48 48
4151
27 31
44
25
45 43 4540
45
58
30
42
29
57
37
67
Below upper secondary Upper secondary or post-secondary non-tertiaryTertiary
Differential growth rates at top and bottom of educational attainment (25-64 year-olds, 2000-2013)
Sweden
Finla
ndIsr
ael
Canad
a
Estoni
a
Austra
lia
Belgi
um
Germ
any
Norway
Unite
d Kin
gdom
Hunga
ry
Greec
e
New Z
eala
nd
Korea
Icela
nd
Czech
Rep
ublic
Franc
e
Unite
d Sta
tes
Slova
k Rep
ublic
EU21 a
vera
ge
Nethe
rland
s
OECD ave
rage
Slove
nia
Austri
a
Irela
nd
Spain
Mex
ico
Luxe
mbo
urg
Polan
d
Switzer
land Ita
ly
Denm
ark
Turke
y
Portu
gal
-6
-4
-2
0
2
4
6
8
Average annual growth rate below secondary education Average annual growth rate tertiary educationDifference in the extent of both annual growth rates
More inclusive Less inclusive
Inequality indices – Numeracy SkillsCountry CV 90th-10th 90th-50th 50th-10th
Australia 0.21 136.59 62.33 74.26Austria 0.18 121.24 55.95 65.30Canada 0.21 138.28 62.61 75.67Czech Republic 0.16 110.94 50.90 60.03Denmark 0.18 126.10 57.47 68.63Estonia 0.17 113.92 53.46 60.45Finland 0.18 127.65 59.21 68.44France 0.22 141.80 62.39 79.41Germany 0.20 133.09 59.10 73.99Ireland 0.21 129.33 59.28 70.05Italy 0.20 126.26 59.87 66.39Japan 0.15 110.05 50.89 59.17Korea 0.17 114.60 51.31 63.29Netherlands 0.18 125.11 53.97 71.14Norway 0.19 131.77 57.90 73.88Poland 0.20 127.86 59.20 68.66Slovak Republic 0.17 117.16 51.03 66.12Spain 0.21 129.61 57.08 72.53Sweden 0.20 132.84 58.74 74.10United States 0.23 144.84 66.66 78.18Flanders (Belgium) 0.18 127.84 57.13 70.71England/N. Ireland (UK) 0.21 137.71 64.38 73.33OECD Average 0.20 130.99 59.20 71.79
Distribution in numeracy skills among adults (PIAAC)
Distribution of Numeracy Proficiency0
.00
2.0
04
.00
6.0
08
.01
0 100 200 300 400 500
United States Czech RepublicFrance JapanOECD Average
FRANCEJAPAN
• 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
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
Employment benefits of education are very significant
Icel
and
Nor
way
Sw
itzer
land
Sw
eden
G
erm
any
Net
herl
ands
Au
stri
a D
enm
ark
Latv
ia
Braz
il Sl
oven
ia
Isra
el
Luxe
mbo
urg
Pola
nd
Belg
ium
Au
stra
lia
Fran
ce
Finl
and
Chile
U
nite
d Ki
ngdo
m
New
Zea
land
Cz
ech
Repu
blic
O
ECD
ave
rage
EU
21
aver
age
Russ
ian
Fede
ratio
n Es
toni
a Po
rtug
al
Cana
da
Mex
ico
Uni
ted
Stat
es
Slov
ak R
epub
lic
Irel
and
Japa
n H
unga
ry
Italy
Sp
ain
Kore
a Tu
rkey
G
reec
e
20
30
40
50
60
70
80
90
100
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)
Social outcomes – interpersonal trustProportion of adults reporting that they trust others, by educational attainment (2012)
Slov
ak R
epub
lic
Esto
nia
Italy
Czec
h Re
publ
ic
Fran
ce
Kore
a
Ger
man
y
Japa
n
Irel
and
Pola
nd
Engl
and/
N. I
rela
n...
Aver
age
Flan
ders
(Bel
gium
)
Cana
da
Spai
n
Aust
ria
Uni
ted
Stat
es
Aust
ralia
Finl
and
Net
herla
nds
Swed
en
Nor
way
Den
mar
k 0
10
20
30
40
50
60
70
Below upper secondary education Upper secondary or post-secondary non-tertiary education Tertiary Education%
Social outcomes – trust in political institutionsIndividuals with higher level of education more likely to believe they have a say in government
Cze
ch R
ep
ub
lic
Italy
Sp
ain
Est
on
ia
Ge
rma
ny
Jap
an
Slo
vak
Re
pu
blic
Ire
lan
d
Ca
na
da
Ko
rea
En
gla
nd
/N. I
rela
nd
...
Au
stri
a
Ave
rag
e
Fla
nd
ers
(B
elg
ium
)
Au
stra
lia
Un
ited
Sta
tes
Ne
the
rla
nd
s
Sw
ed
en
De
nm
ark
Fin
lan
d
No
rwa
y 0
10
20
30
40
50
60
70
80
Below upper secondary education Upper secondary or post-secondary non-tertiary education
Tertiary Education%
Highly literate adults enjoy higher social benefits than low-literate adults
Good to excellent health
Being Employed
High levels of trust
Participation in volunteer activities
High levels of political efficacy
High wages1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
5.0Average England (UK)
Odds ratios of those scoring at Level 4/5 compared with those scoring at Level 1 or below
A wide skills dispersion is unrelated to social inequality…
105 110 115 120 125 130 135 140 1450.20
0.25
0.30
0.35
0.40
Australia
Austria
Canada
Czech Rep Denmark
Estonia
Finland
GermanyIreland
ItalyJapan
Korea
Netherlands
Norway
Poland
Slovak Rep
Spain
Sweden
United States
Flanders
UK
R² = 0.119482758733097
Score point difference between percentile 90 and 10 on the numeracy scale
Gini
A wider skills dispersion at the top of the distribution is weakly related to social inequality
50 52 54 56 58 60 62 64 66 680.20
0.25
0.30
0.35
0.40
Australia
Austria
Canada
Czech Rep Denmark
Estonia
Finland
Germany Ireland
ItalyJapan
Korea
Netherlands
Norway
Poland
Slovak Rep
Spain
Sweden
United States
Flanders
UK
R² = 0.225365468034165
Score point difference between percentile 90 and 50 on the numeracy scale
Gini
But, a higher mean numeracy score is positively related to more social equality
245 250 255 260 265 270 275 280 285 2900.20
0.25
0.30
0.35
0.40
Australia
Austria
Canada
Czech RepublicDenmark
Estonia
Finland
GermanyIreland
ItalyJapan
Korea
Netherlands
Norway
Poland
Slovak Republic
Spain
Sweden
United States
Flanders (Belgium)
United KingdomR² = 0.388766537010996
Mean numeracy score
Gini coefficient
And, also, less low-skilled adults is positively related to less social inequality
35 40 45 50 55 60 65 70 750.20
0.25
0.30
0.35
0.40
Australia
Austria
Canada
Czech RepDenmark
Estonia
Finland
Germany Ireland
ItalyJapan
Korea
Netherlands
Norway
Poland
Slovak Rep
Spain
Sweden
United States
Flanders
UKR² = 0.347930052361252
Percentage adults scoring below Level 2 on the numeracy scale
Gini
• 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
Social Inequality
Education & Skills
A simple conceptual map / Q4
Institutional &
policy framewo
rks
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
• 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
• 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
• 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
• In most countries, labour market institutions and wage structures favour educational qualifications over skills
Institutional and skills policies: labour markets
• 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