1.2.3 Policy Value and Analysis and Evaluation Day 1 Education Sector Ankara 14 18 March, 2011 Mr. Kari Pitkanen
Program of the Week Monday: Elements and indicators of national education systems and policies Tuesday: Approaches for strategy and planning of education sector + assignment to work with Case Turkey Wednesday: Working on Case Turkey: how to organise education reforms and continuous development Thursday: Presentations and discussions on the Case Turkey Friday: Organizing reform implementation and continuous development using performance management, budgeting and indicators
1 st Day Monday, 14 th February 2011 Education systems in Finland, Turkey and in the world Structures Characteristics Policies Data and indicators on education and training and related issues (EU, OECD, Turkey, Finland) Discussions and conclusions on the development, upto-date, future plans and needs in Turkey
Independent since 1917 Finland in brief Member of the European Union 1995 Land area 304 000 km 2 188 000 lakes 76 000 islands (min. 5000 m 2 ) Population 5.3 million (17 inhabitants / km 2 ) Two official languages: Finnish (91.2%), Swedish (5.5%) Religion: Lutheran (81.8%), orthodox (1.1%), others (1.2%), no religious affiliation (15.9%) Immigrants: 3,6 % of population Main exports: electronics, forest industry, metal and engineering 4
22/23 Education system of Finland and Benchmarking to Education in Turkey Pre-primary 3 6/7 years old Primary 6/7 11/12 years old Lower secondary 11/12 14/15 Upper secondary 14/15 17/18 Tertiary (higher) 17/18 22/23
Characteristics of National Educations Systems Compulsion Pre-primary/ primary/ lower secondary Organization Public Private Upper secondary Financing Public Student fees/subsidized Governance and ownership Centralized Regional/local Curriculum Central/national core Regional/local options/free Professional support Inspection Consultative services National tests and exams Frequent testing of learning outcomes National examination in completion of upper secondary general school School choice No options Freedom for parents/students Educational paths Open Dead ends Teacher education Teacher education college degree Bachelor/Master level degree 6
Indicators on Education and Training for Policy Planning and Setting(OECD; Education at glance 2010) 1. Educational attainment of adult population % (2008) Pre-primary and primary Lower secondary Upper secondary Tertiary OECD 29 44 28 Turkey 59 11 18 12 Finland 9 10 44 37
2. Population with at least Upper Secondary Education (2008) % Age group 25 64 25 34 OECD 71 80 Turkey 30 40 Finland 81 90
3. Annual Average Growth (%) in Attainment in the 25 64 Year-old Population 1998 2008 Below upper secondary Upper secondary Tertiary All Turkey + 1.4 +5.1 x) +7.6 xx) +2.6 xx) OECD - 2.1 +1.9 +4.6 +1.0 Finland -4.5 +1.7 +2.3 +o.3 X) Highest xx) Second after Ireland
4. Employment Rates (%) and Educational Attainment, by Gender, 25 64 years-old (2008) Turkey Pre-primary and primary Lower secondary Upper secondary Tertiary All Males 71.7 76.8 81.0 81.4 75.6 Females 20.5 18.3 29.0 63.9 26.0 OECD Males 64.5 73.9 83.5 89.8 83.0 Females 37.0 50.1 66.0 79.9 65.1 Finland Males 51.3 75.2 80.3 91.1 79.4 Females 45.7 61.3 73.2 83.9 74.4
5. Relative Earnings of the Population with Income Employment (25 64 olds) Below upper secondary Post secondary Tertiary type B Tertiary All tertiary Turkey 69-125 162 149 Males 72-128 162 153 Females 43-131 162 149 OECD 78 107 122 164 153 Males 79 108 124 169 158 Females 76 105 126 163 154 Finland 94-124 164 148 Males 90-132 176 161 Females 96-130 158 146
7. Proportion of Adults Reporting Good Health, by Level of Education Below upper secondary Upper secondary Tertiary Turkey 0.65 0.79 0.79 OECD 0.61 0.76 0.83 Finland 0.51 0.68 0.79
8. Proportion of Adults Expressing Interest in Politics Below upper secondary Upper secondary Tertiary Turkey 0.39 o.61 0.65 OECD o.34 0.47 0.63 Finland 0.41 0.44 0.59
9. Classification of Educational Expenditure Spending on educational core services Spending on research and development Spending on educational services other than instruction Spending on educational institutions e.g. public spending on instructional services e.g. subsided private spending in educational institutions e.g. private spending on tuition fees e.g. public spending in university research e.g. funds from private industry for research and development in educational institutions e.g. public spending on ancillary services, such as meals, transport to schools or housing in the campus e.g. private spending on fees for ancillary services Spending on education outside educational institutions e.g. subsidized private spending on books e.g. private spending on books and other school materials or private tutoring e.g. subsidized private spending on student living costs or reduced price of transport e.g. private spending on student living costs or transport
10. Expenditure on Educational Institutions as a Percentage of GDP (1995, 2000, 2007) 1995 2000 2007 Turkey 1.7 x) 2.5 - OECD 5.7 - - Finland 6.3 5.6 5.6 X) Public spending only
11. Age Cohorts % (Eurostat 2010) 0-14 15-24 25-49 50-64 Total Turkey 2009 26.0 17.4 37.3 12.2 92.9 2000 30.4 20.1 34.7 9.7 94.9 EU (27) 2009 15.6 12.3 36.0 18.8 82.7 2000 17.2 13.2 36.7 17.2 84.3 Finland 2009 16.6 12.4 32.5 21.6 83.1 2000 18.4 12.8 35.5 18.7 85.4
Headline targets 75 % of the population aged 20-64 should be employed Indicators Employment rate by gender, age group 20-64 3% of the EU's GDP should be invested in R&D Gross domestic expenditure on R&D (GERD) The "20/20/20" climate/energy targets should be met (including an increase to 30% of emissions reduction if the conditions are right) The share of early school leavers should be under 10% and at least 40% of 30-34 years old should have completed a tertiary or equivalent education Reduction of poverty by aiming to lift at least 20 million people out of the risk of poverty or exclusion Greenhouse gas emissions, base year 1990 Share of renewables in gross final energy consumption Energy intensity of the economy (proxy indicator for Energy savings, which is under development) Early leavers from education and training by gender Tertiary educational attainment by gender, age group 30-34 Population at risk of poverty or exclusion (union of the three sub-indicators below) Persons living in households with very low work intensity Persons at risk of poverty after social transfers Severely materially deprived persons
1. 75 % of the Population Aged 20-64 Should Be Employed EU Turkey Finland Males Females Total Males Females Total Males Females Total 75.8 62.5 69.1 70.4 25.8 47.8 74.7 72.4 73.5
2. 3 % of EU s GDP Should Be Invested in R&D 2000 2008 EU (27) 1.86 1.92 Turkey 0.48 0.73 Finland 3.35 3.72
3. Climate/Energy Targets Should Be Met Green house gas emission, base year 1990 (100) EU (27) 89 Turkey 196 Finland 100
4. The Share of Early School Leavers Should be Under 10% Percentage of the population aged 18-24 with at most lower secondary education and not in further education or training 2000 2009 EU (27) 16.6 14.4 Turkey 59.3 44.3 Finland 9.0 9.9
5. Tertiary Education Attainment, 30 34 Yearold 2000 2008 EU (27) 22.4 32.3 Turkey - 14.7 Finland 41.6 45.9
6. Persons Living in Households with Very Low Work Intensity EU (27) 10 9 Turkey - - Finland 9.3 8.2
Education Statistics by EUROSTAT (2010) 1. School Expectancy 2000 2008 EU (27) 16.7 17.3 Turkey 10.4 13.6 Finland 18.6 20.5
2. 18 years-old in Education 2000 2008 EU (27) 71.2 77.0 Turkey 15.4 38.4 Finland 87.3 93.5
3. Pupils and Students (million) Excluding pre-primary education 2000 2008 Europe (27) 95.8 93.1 Turkey 13.2 16.6 Finland 1.15 1.25
4. Students in Tertiary Education (million) 2000 2008 RU (27) 15.9 19.0 Turkey 1.0 2.5 Finland 0.27 0.31
4. Share of Women Among Tertiary Students 2000 2008 EU (27) 53.5 55.3 Turkey 39.8 43.1 Finland 53.7 54.2
5. Pupils in Upper Secondary Education Enrolled in Vocational Stream 2000 2008 EU (27) 58.1 55.7 Turkey 34.6 (2003) 41.6 Finland 60.2 71.2
6. Pupil/Teacher Ratio in Primary Education 2000 2008 Turkey 30.5 24.4 Finland 16.9 14.4
7. Pupils Learning English in Upper Secondary General Education (%) 2004 2009 EU (27) 82.5 83.5 (2007) Turkey 66.1 81.8 Finland 99.4 99.7
8. Expenditure on Education 2000 2007 Change % Expenditure on education EU (27) 47 6002 (2001) 60 8869 + 28 Turkey 13 725 20686 (2006) + 51 Finland 6 810 9 177 + 35 Public spending in education, % of GDP EU (27) 4.88 4.96 +0.08 (units) Turkey 2.59 2.86 +0.27 Finland 5.89 5.91 +0.03 Private spending in education EU (27) 0.63 o.72 +0.09 Turkey 0.04 0.08 (2004) +0.04 Finland 0.11 0.14 +0.03
9. Population Total 2000 2010 2020 EU (27) 484 501 514 Turkey 67 726 Finland 5.2 5.3 5.5 0-14 year-old 2000 2010 2020 EU (27) 17.2 15.5 Turkey 30.1 26.0 Finland 18.2 16.6 15-24 year-old 2000 2010 2020 EU (27) 13.2 12.2 Turkey 20.1. 17.2 Finland 12.7 12.3
2 nd Day Tuesday, 15 th February 2011 Reform of basic, upper secondary and tertiary education in Finland 1970 2005 Planning, decisions and organization of implementation Results Present organization and methods in planning and implementation of education policies Division of tasks and responsibilities Documents and strategies Provision and financing of education and training Linkages to performance management and budgeting Assignment for group work on Wednesday 34
1. Brief History of Education Reforms in Finland 1972 1977 From parallel education to 9 years comprehensive basic school for all 1978 1988 Reform of upper secondary general and vocational education and training (VET) 1995 2000 Polytechnic education as new higher education institution 2000 2003 Reform of institutional structure of VET 2001 Pre-school education for 6 year olds 2001 Qualitative development without structural changes
2. The Comprehensive School Reform Political discussions and disputes for many years 1968 Law on School System Main contents: Abolishment of parallel basic education and establishment of comprehensive basic school (grades 1 9) for all Municipal (local) education ownership and responsibility Detailed regulation High level of state financing Gradual implementation by careful (and bureaucratic) planning procedures 36
2. Comprehensive School Reform Enforcement According to the requirement of the central government and guidelines giving by the National Board of General Education all municipalities (more than 500) had to prepare reform implementation plan School districts and network (incl. former state and private schools) aiming at full use of school building capacity Placement of teachers (class and subject teachers) Municipal Education Committees and Offices And plenty of details Agreements with other municipalities in provision of basic education The local plans were first processed in the newly founded Education Departments of State Provincial Offices (12) headed by governors Provincial Offices were supervised by the Ministry of Internal Affairs but the Education Departments were strictly connected to Ministry of Education and the National Boards of Education (General and Vocational) 37
3. Reform Enforcement The Provincial Offices sent the plans to the National Board of General Education which processed the plans for the Ministry of Education to present to the Central Government for final decision on Enforcement Plan of the Reform Implementation started in 1972 in Lapland Province and finalized by implementation in the Capital Region in 1978 In middle 1970s started design and planning of the reform of upper secondary education level Plenty of committee work and contradictions Do we combine VET and general education to form a youth school or do we keep them separate tracks 38
4. Planning and Enforcement of Uppersecondary Education and Training Reform Separate tracks for general and vocational education Quantitative proportion of the tracks a big issue Government decision on principle as starting point Followed by multi-level planning Directives from MoE to Provincial State Offices and via the Offices to the schools Quantitative objectives for general education and sectors of VET Education for all New structure of VET reducing the number of specific study from 700 to 270 in 27 sectors New curricula for VET Proposals for investments to enlarge VET Schools sent their proposals to Provincial State Offices which consolidated the provincial plans to be sent to the National Boards The Boards prepared a national plan for the MoE MoE prepared development plan for decision of the Government Followed by detailed decision for each upper-secondary school 39
5. The Top-down Reform Was Finalized by 1990 and Followed by a More Bottom-up Reform in 1995-2002 Middle 1990s a new structural reform was started The main objectives were: To reduce the number of VET providers To combine VET schools to many-filed VET consortia To hand over the State VET Schools to municipal to regional and local ownership To separate the higher level of VET from upper-secondary VET to institutions of higher education, polytechnics To delegate decision making on VET to regional and local levels To harmonize the structure and duration of all VET programs To reduce the number of vocational qualifications to 52 with 113 VET study programs 40
7. Enforcement of the Reform Government decision in principle Compulsion to the regions to organize VET according to the principles After negotiation period, Regions (municipalities) and big cities made a proposal to MoE on new VET institution structure VET provided mainly by big multi-field regional consortia Polytechnics established on a regional basis
8. Development of VET Institutional Structure Vocational institutions Number Students Polytechnics Average size Number Students 1980 541 141 400 260 - - 1990 546 166 400 300 - - Average size 2000 366 226 000 620 31 114 000 3 680 2010 138 188 100 1 360 27 148 000 5 480
9. Present Organization and Methods in Education Policies Parliament (laws) Main principles and structures Obligations and tasks Education Committee and Sub-committee of Education and Science in the Committee of Finance Central Government (decrees and decisions) Law proposals Government Program for the term (4 years) Development Plan for Education and Research (present 2007 2012, http://www.minedu.fi/export/sites/default/opm/julkaisut/2008/liitteet/opm11.pdf Decisions in Principle Licences for private education providers Unofficial Ministerial Working Group
Present Organization Ministry of Education and Culture (Decrees and decisions) Preparation of Government decisions Qualification framework Licences for provision of education Unit (per student) prices for financing of education accordingly financing of education providers National Board of Education National core curricula and qualification requirements Development projects Evaluation of learning outcomes Support services Information services/joint application system
Present Organization Providers of Education (Regional consortia/municipalities/private) Organization of education in the framework of the national legislation and decisions Anticipation of needs of education and training Planning of education Decisions on school network Hiring staff to educational institutions Investments in education Schools and educational institutions Running schooling School-based curriculum Decisions according to the delegation by education provider