Presentation on theme: "OECD Thematic Review on Migrant Education: Progress Reporting The OECD Migrant Education Review Team 13 October 2008 2 nd Meeting of the Group of National."— Presentation transcript:
OECD Thematic Review on Migrant Education: Progress Reporting The OECD Migrant Education Review Team 13 October nd Meeting of the Group of National Experts on the Education of Migrants
1. Brief summary of the project 2. General overview 3. Results from Phase I of the project Presentation this morning
Brief Summary about the Project Projects overarching question: What policies will promote successful education outcomes of first and second generation immigrant students? Focus: Education policies Education outcomes - Access, Participation, Student Performance Scope: Pre-school, primary and secondary (and transition to higher education) Participation (meetings and questionnaires): all OECD member countries Review countries (7 countries): Austria, Belgium (Flemish Community), Denmark, Ireland, the Netherlands, Norway, and Sweden Working methods: Mix of desk-based research and country visits; Mix of quantitative and qualitative research Timeline: January December 2009
Process Outputs Knowledge- base Building Fact-finding mission Policy review mission Phase I: Pre-Visit Phase I: Pre-Visit Phase II: Fact-Finding visit Phase II: Fact-Finding visit Phase III: Policy review visit Phase III: Policy review visit Consolidated KB Consolidated KB Phase IV: Post-Visit Phase IV: Post-Visit Foundation of KB Foundation of KB Collecting evidence of good practices and policy challenges from countries Stock-taking of existing research Developing analytical framework Formulating policy relevant questions Facts and empirical questions Final Report Final Report Adjusted from Figure 1 in EDU/EDPC/MI(2008)3/REV1 Hypotheses about possible causes and explanations, and possible remedies Country background Reports Facts Factors Literature Review Draft policy evaluation framework Proposed decision-making tools Mapping of existing policy options Work done by other Directorates of the OECD; other organisations; research communities Country Notes
List of outputs from Phase I: Draft policy evaluation framework (Proposed decision-making tools) Facts about immigrant students performance Factors that affect the education outcomes Literature review of effective policies Existing policy options from a mapping exercise
Do immigrant students have the same opportunities to access quality education as their native peers? Access Do immigrant students participate (enrol and complete) as much as their native peers? Participation Do immigrant students perform as well as their native peers? Performance Do immigrant students have the same education outcomes as their native peers?
Access : Mean socio-economic status of schools attended by native and immigrant students PISA 2006
Participation: Grade repetition for native and immigrant students % of students repeating a grade PISA 2003
Performance: Reading performance differences between native and immigrant students Performance difference roughly equivalent to a year of schooling PISA 2006
Performance: % students with low proficiency (below Level 1 in PISA 2006 reading)
Performance: reading performance in PISA 2006 by country of origin Germany: difference between immigrant students ofTurkish and Polish origin of about 100 points = 2 years of schooling Performance differences across education systems: e.g. immigrant students of Turkish origin
Enrolment rate (general) Enrolment rate by programme Distribution of students across schools Access Participation rate; Drop-out rate Grade repetition rate Participation Achievement Scores at different levels of education Transition rates Performance Which factors influence the education outcomes of migrant students? Individual factors School level Factors System level factors
Individual factors Access ParticipationPerformance Student immigrant status Student age age of arrival gender Family generation learning at home Parents expectation for children Student language competencies length of stay country of origin academic performance aspirations Family family structure family size/siblings Parents occupation status education level aspiration for childs education
Example: Parental Education Level The Effect of Mothers Education on Reading Performance (PISA 2006)
School level factors School placement assessment school admission recommendation to schools Community support for academic guidance School induction/integration program language support peers (discrimination) teachers (expectation, pedagogy, stereotypes, etc) curriculum adaptation of cultural & linguistic diversity Community ethnic residence share responsibility in creating better communication channels b/w school, parents & community Access ParticipationPerformance School ability grouping concentration of immigrants at school Community area of residence
school catchment school choice school fees (regionally/ (nationally determined) second chance schools or recognition system of experiential learning grade repetition policy external student assessment school / teacher evaluation Access ParticipationPerformance System level factors tracking system preschool education and care system long schooling time (curricular/extra-curricular) national curriculum or teaching guidelines responsive to linguistic and cultural diversity
Example: Participation in Pre-primary Education The Effect of Participation in Pre-Primary Education on Reading Performance (PISA 2006)
AccessParticipationPerformance Which policies can influence these factors to improve the education outcomes of migrant students? System level factors School level factors Individual Factors POLICIES
School choice Tracking / ability grouping Reduce segregation Provide funding for migrant education Ensure quality teachers for migrant education Provide quality resources Determine target groups Ensure efficient management and monitoring Prioritise between levels of education Set priorities System level policies: shaping the structure and inputs of education systems What works in migrant education policy? OECD Literature Review
Early starting, time-intensive, continuous High standards, clear curricula Quality language teachers Language learning Diversity in curricula and textbooks Teacher training School goals, culture, leadership Intercultural education Bringing education into homes Schools reaching out to parents Parental involvement School level policies: shaping schools, classrooms and school-home relationships What works in migrant education policy? OECD Literature Review
AccessParticipationPerformance Individual factors School level factors System level Factors Policy options and alternatives What policy alternatives and options are available to countries to address the major policy challenges based on country experience and research findings? Existing policy options from a mapping exercise Our Project CBR Literature Review Statistical findings Country visits European Commission EDUs other reviews Council of Europe Etc. DELSA/ ECO Provisional areas
Policy alternatives and options that may influence individual factors. Language matters. 1. Provide systematic language support for both children and their parents by….. SES matters. 2. Effectively mitigate the negative impact of low SES by…..
Policy alternatives and options that may influence school level factors. First school experience matters. 3. Provide an effective induction/integration programme into school and into society at large by….. Schools matter. 4. Make school culture more responsive to linguistic and cultural diversity by….. Teachers matter. 5. Make the teaching workforce responsive to linguistic and cultural diversity by….. Segregation in school may have negative effects. 6. Effectively mitigate the negative impact of segregation and/or self-segregation by….. Family and community involvement matter. 7. Ensure family and community involvement by…..
Policy alternatives and options that may influence system level factors. Funding strategies matters. 8. Design effective funding strategies and provide extra resources most efficiently by….. Overall school systems matters. 9. Make education systems comprehensive, fair and flexible by….. Participation in ECEC matters. 10. Provide effective and quality early childhood education and care by….. Research matters. 11. Encourage goal-setting, data collection, monitoring and evaluation of education outcomes of immigrant students by…..