1. TRENDS IN EDUCATION Guntars Catlaks Senior research co-ordinator
EI CEE Round Table
Bucharest, 29th – 30th September 2010

2. Structure Education at a Glance 2010, OECD
Economic versus social perspective
Social outcomes of education
Resources in education
School choice
Tertiary education
Measuring, ranking, reforming – PISA 2009

3. Education at a Glance 2010
Annual OECD publication based on statistical indicators (2008 data)
Who participates in education?
What is spent on education?
How education systems operate?
What results do they achieve?
Compares countries performance - informs policy

4. Correlation or causality?
Education – what for?
Economic benefits of education
employability, earnings, private benefits (returns)
+ new indicator on the “economic links with education”
Social outcomes of education
better health, political interest and interpersonal trust
Other….
Correlation or causality?

5. Employability the percentage of 25-64 year-olds in employment, by level of educational attainment

6. Economic links with education Deviation from the OECD mean annual labour costs of tertiary-educated individuals, by age groups

7. Earnings – gender gap! Average earnings of females as a percentage of those of males (25-64 year-olds), by level of educational attainment

8. Private incentives to invest present value of an investment’s future cash flows net of the initial investment, discounted at a 3% real interest rate.

9. Social outcomes – HEALTH proportion of adults reporting that their health is good

10. POLITICAL INTEREST Proportion of adults expressing interest in politics, by level of educational attainment

11. INTERPERSONAL TRUST Proportion of adults expressing interpersonal trust, by level of educational attainment

12. Financial resources Annual expenditure by educational institutions per student in primary through tertiary education, by type of services (2007)

13. Costs are increasing… Changes in the number of students and changes in expenditure by educational institutions per student, by level of education (2000, 2007)

14. …but not as fast as GDP! Expenditure on educational institutions as a percentage of GDP, for all levels of education (1995, 2000, 2007)

15. Takes different share of public money, though
Takes different share of public money, though... Total public expenditure on education, as a percentage of total public expenditure (2000, 2007)

16. How much teachers earn?

17. How teachers’ relative salary affects students costs
How teachers’ relative salary affects students costs? Contribution of various factors to salary cost per student as a percentage of GDP per capita, at primary level of education (2007)

18. School choice
Exit, voice and loyalty are three options available to consumers when they face insufficient or deteriorating quality of goods or services (Hirschman, 1970)
Competitive spirit – will raise initiative
Catering for narrow range of education offer - specialization
Autonomy will improve creativity
No evidence!

19. Tertiary education – fees and loans Relationships between average tuition fees charged by public institutions and proportion of students who benefit from public loans AND/OR scholarships/grants in tertiary-type A education (academic year )

20. Effectiveness? Proportion of students who enter tertiary education without graduating from at least a first degree at this level (2008)

21. International mobility Long-term growth in the number of students enrolled outside their country of citizenship

22. Distribution of foreign students in tertiary education, by country of destination (2008)

23. Financing for Results - key message
OECD countries as a whole spend USD annually per student from primary through tertiary education: USD per primary student, USD per secondary student and USD per tertiary student significant increase in spending per student over the past decade has, in many countries, not been matched with improvements in the quality of learning outcomes

24. The future, according to the OECD, will measure the success of education systems no longer by how much countries spend on education or by how many individuals complete a degree, but by the educational outcomes achieved and by their impact on economic and social progress

25. We must learn to measure what we value, rather than valuing what we can easily measure
(Education Counts, 1991)