Equity and Inclusion in Education PPT Webinar 7 February 2023 Andreas Schleicher

1. Equity and Inclusion in Education: Finding Strength through Diversity Andreas Schleicher 7 February 2023 Director for Education and Skills Webinar for the launch of the Strength through Diversity Project’s Synthesis Report

2. Context and trends in the area of equity and inclusion 1

3. Contextual developments shaping diversity, equity and inclusion in education Ageing population and urbanisation Increasing migration and refugee crises Rising inequalities Digitalisation Weakening trust and social cohesion Well-being and mental health COVID-19 Climate change and environmental crises

4. Changes in performance gaps from 2009 to 2018, by national quarter of socio-economic status, gender, and immigration status Note: *Data did not meet the PISA technical standards but were accepted as largely comparable (see PISA 2018 Annexes A2 and A4). Differences that are statistically significant are indicated in darker colours. Source: OECD (2023), Equity and Inclusion in Education: Finding Strength through Diversity, Table 1.1. Reduction in the gap between 2009 and 2018 Increase in the gap between 2009 and 2018 Country Socio-economic status (top-bottom quarter) Gender differences (girls - boys) Immigrant status (immigrant - non-immigrant) Australia Austria m m Belgium Canada Chile m Colombia Costa Rica Czech Republic Denmark Estonia Finland France Germany Greece Hungary Iceland Ireland Israel Italy Japan m Korea m Country Socio-economic status (top-bottom quarter) Gender differences (girls - boys) Immigrant status (immigrant - non-immigrant) Latvia Lithuania Luxembourg Mexico Netherlands* New Zealand Norway Poland m Portugal* Slovak Republic m Slovenia Spain m m m Sweden m Switzerland Türkiye m United Kingdom United States* OECD average

5. Analysing equity and inclusion in education 2

6. Inclusion But how do countries define equity and inclusion? Equity Source: Adapted from Varsik (2022), A snapshot of equity and inclusion in OECD education systems: Findings from the Strength through Diversity Policy Survey, Figure 2.2. and Figure 2.3.

7. Definitions of dimensions of diversity 0 5 10 15 20 25 30 35 Students belonging to Indigenous communities LGBTQI+ students Students in specific geographic areas Gifted students Students from ethnic groups or national minorities Socio-economically disadvantaged students Students with an immigrant background Students with special education needs With definition/term/name Without definition/term/name Source: OECD (2023), Equity and Inclusion in Education: Finding Strength through Diversity, Figure 1.5. Number of education systems that indicated that they attribute an official or administrative term/name or have definitions of the following groups of students (ISCED 2) While many education systems provided a definition for most of the student groups, the terminology does not always overlap. There is a great variation in the definitions of the terms across education systems.

8. Governing and designing education systems to promote equity and inclusion 3

9. Curricula for equity and inclusion Number of education systems that use the following curriculum strategies to encourage the principles and values of equity and/or inclusion (ISCED 2) 0 5 10 15 20 25 30 Incorporated as a cross- curricular theme or competency Integrated into one or several subjects, e.g. history, social studies, etc. Promoted through classroom/school life and culture Promoted through extra- curricular activities Embedded as visions for student outcomes/student profiles Other Principles and values of equity and/or inclusion are not part of the curriculum Source: OECD (2023), Equity and Inclusion in Education: Finding Strength through Diversity, Figure 2.1.

10. Diversity of educational offerings Selecting students into different programmes at an earlier age was correlated with less equity in reading performance Source: Adapted from OECD (2020), PISA 2018 Results (Volume V): Effective Policies, Successful Schools, Figure V.3.9. Germany Iceland Italy Chile Lithuania Luxembourg Mexico Finland Denmark Türkiye France Slovak Republic Austria Portugal Switzerland Greece Hungary Colombia Latvia Slovenia Canada Japan Ireland Belgium Norway Sweden United States Poland Netherlands Korea Estonia Czech Republic Australia United Kingdom New Zealand Israel Costa Rica OECD average R² = 0.43 0 2 4 6 8 10 12 14 16 18 20 9 10 11 12 13 14 15 16 17 Percentage of variation in reading performance explained by students’ socio- economic status Age at first selection (in years) More equity in reading performance Overall, early selection and tracking policies have been recognised as exacerbating differences in learning between students and educational inequities

11. Specialisation of learning environments Dedicated settings were provided in most education systems to students with an immigrant background and students with SEN Learning settings were generally skewed towards mainstreaming students Source: OECD (2023), Equity and Inclusion in Education: Finding Strength through Diversity, Figure 2.7. Number of education systems that provide the following settings (ISCED 2)

12. Resourcing education systems to foster equity and inclusion 4

13. Gaps in allocation of educational materials between advantaged and disadvantaged schools -1.2 -1.0 -0.8 -0.6 -0.4 -0.2 0.0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 Colombia Mexico Japan Greece Costa Rica Spain Portugal Hungary Israel Italy Korea Germany Slovak Republic Belgium Ireland Estonia Czech Republic OECD average Chile Slovenia Australia Lithuania United Kingdom Austria Finland Norway New Zealand France Poland Latvia Türkiye Denmark Canada United States Switzerland Sweden Iceland Netherlands Luxembourg Disadvantaged schools Advantaged schools Index of shortage of educational materials, by schools’ socio-economic profile (2018) Source: Adapted from OECD (2020), PISA 2018 Results (Volume V): Effective Policies, Successful Schools, Table V.B1.5.2.

14. 0 5 10 15 20 25 30 LGBTQI+ students Female students Male students Students belonging to Indigenous communities Students from ethnic groups or national minorities Gifted students Students in specific geographic areas Students with an immigrant background Socio-economically disadvantaged students Students with special education needs Main allocation mechanisms Targeted distribution of resources A key concern in designing funding allocation mechanisms is to ensure that funding is allocated equitably to schools according to their needs Resourcing education systems to foster equity and inclusion Number of education systems that account for the following groups in the funding formulas (ISCED 2) Number of education systems where schools received additional resources based on the enrolment of students from the following groups in the previous school year (ISCED 2) 0 5 10 15 20 25 LGBTQI+ students Female students Male students Students belonging to Indigenous communities Gifted students Students from ethnic groups or national minorities Students in specific geographic areas Students with an immigrant background Socio-economically disadvantaged students Students with special education needs Source: OECD (2023), Equity and Inclusion in Education: Finding Strength through Diversity, Figure 3.3. and Figure 3.4.

15. Building capacity to foster equity and inclusion 5

16. Preparing and supporting teachers to respond to increasing diversity and create equitable and inclusive learning environments 0 10 20 30 40 50 60 70 80 Austria Korea Mexico Denmark France Finland Portugal Iceland Norway New Zealand Israel Belgium Spain Slovak Republic Colombia Netherlands OECD average Hungary Sweden Latvia Türkiye Czech Republic Lithuania Slovenia Chile Japan United States Estonia Australia Italy Canada Costa Rica Germany Greece Ireland Luxembourg Poland Switzerland United Kingdom Teaching students with special education needs Teaching in a multicultural/multilingual setting Percentage of lower secondary teachers for whom the following topics were included in their professional development activities (2018) Source: OECD (2019), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, Table I.5.18.

17. Preparing and supporting school leaders to respond to increasing diversity and create equitable and inclusive learning environments 0 5 10 15 20 25 30 35 40 Denmark United States Sweden Finland Norway New Zealand Austria France Estonia Slovenia Czech Republic Netherlands Iceland Türkiye Mexico OECD average Israel Lithuania Portugal Chile Slovak Republic Latvia Belgium Hungary Spain Italy Japan Colombia Korea Australia Canada Costa Rica Germany Greece Ireland Luxembourg Poland Switzerland United Kingdom Percentage of lower secondary school leaders reporting professional development needs for promoting diversity and equity (2018) Source: OECD (2019), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, Table I.5.32.

18. There is currently a lack of diversity in the teaching profession across OECD countries Number of education systems that implement specific policies to promote diversity among teaching staff and/or learning support staff at ISCED 2 level based on the following characteristics 0 2 4 6 8 10 12 In specific geographic areas Male Belonging to ethnic groups or national minorities With an immigrant background With physical impairments, learning disabilities and/or mental health disorders Belonging to Indigenous communities Female LGBTQI+ Teaching staff Learning support staff Both teaching and learning support staff Many education systems did not implement recruitment and retention policies to promote diversity among school staff Source: Adapted from Varsik (2022), A snapshot of equity and inclusion in OECD education systems: Findings from the Strength through Diversity Policy Survey, Figure 4.1.

19. School-level interventions 6

20. Interventions for equity and inclusion at the school level Education systems’ policies can create an equitable and inclusive framework for education settings, but their implementation at the school level is what determines students’ daily experiences in classrooms. Matching resources with schools School climate Learning strategies to address diversity Non-instructional support and services Engagement with parents and communities

21. Adaptations to the curriculum: Individual Education Plans Number of education systems that provide an Individual Education Plan to specific student groups Individual Education Plans allow for the provision of tailored programmes based on the student’s needs 0 5 10 15 20 25 30 Students belonging to Indigenous communities LGBTQI+ students Students in specific geographic areas Female students Male students Students from ethnic groups or national minorities Socio-economically disadvantaged students Students irrespective of specific student groups Students with an immigrant background Gifted students Students with special education needs Source: OECD (2023), Equity and Inclusion in Education: Finding Strength through Diversity, Figure 5.2.

22. Accommodations and modifications 0 5 10 15 20 25 30 Male students Students belonging to Indigenous communities LGBTQI+ students Female students Students from ethnic groups or national minorities Students in specific geographic areas Socio-economically disadvantaged students Students irrespective of specific student groups Gifted students Students with an immigrant background Students with special education needs Accommodations Modifications Number of education systems reporting they require teachers at ISCED 2 level to provide provision of accommodations and modifications to different student groups Accommodations concern how students learn, while modifications relate to what students learn Source: OECD (2023), Equity and Inclusion in Education: Finding Strength through Diversity, Figure 5.3.

23. Monitoring and evaluating equity and inclusion 7

24. Monitoring progress in improving equity and inclusion in education for specific student groups Number of education systems that collect data on the following groups (ISCED 2) 0 5 10 15 20 25 30 35 LGBTQI+ students Students belonging to Indigenous communities Gifted students Students from ethnic groups or national minorities Socio-economically disadvantaged students Students with an immigrant background Students with special education needs Monitoring systems across OECD focus on a range of groups (although some education systems are moving away from labelling students) Source: OECD (2023), Equity and Inclusion in Education: Finding Strength through Diversity, Figure 6.3.

25. Monitoring progress in improving equity and inclusion in education for specific student outcomes Data collections on academic and well-being outcomes (2022) Note: Any type of well-being outcomes can include one or more of the following: psychological well-being outcomes, social well-being outcomes, material well- being outcomes, physical well-being outcomes, well-being outcomes in general. Source: OECD (2023), Equity and Inclusion in Education: Finding Strength through Diversity, Figure 6.6. 0 5 10 15 20 25 30 LGBTQI+ students Gifted students Students belonging to Indigenous communities Students from ethnic groups or national minorities Students in specific geographic areas Students with an immigrant background Students with special education needs Socio-economically disadvantaged students Female students Male students Students irrespective of specific student groups Academic outcomes Any type of well-being outcomes Data on any type of well-being outcomes are collected considerably less often than data on academic outcomes

26. Supporting schools in improving equity and inclusion practices through evaluation processes Finding a common language can help translate evaluations into improved processes Co-operation can foster inclusive environments as a result of school evaluation 94% and 76% students attended schools whose leaders reported the existence of internal and external evaluations, respectively Source: OECD (2020), PISA 2018 Results (Volume V): Effective Policies, Successful Schools

27. 6 key steps to equity and inclusion in education 8

28. • Ensure that education systems incorporate equity and inclusion in all areas • Highlight the importance of fostering both student well- being and academic achievement • Emphasise the role of schools in developing inclusive environments • Include monitoring and evaluation Developing a policy framework, ensuring flexibility and responsiveness, and including equity and inclusion as principles in resourcing Develop a policy framework on equity and inclusion and embed it in all areas of education policy Ensure the education system is flexible and responsive to the needs of students • Encourage curriculum flexibility, to enable schools and teachers to make local decisions (on curriculum, etc.) • Offer students a variety of educational pathways and parallel programmes • Support teachers in using pedagogies that adapt to the range of students’ diverse needs Include equity and inclusion as principles of both the main resource allocation mechanisms and targeted funding of the education system • Ensure that both main allocation mechanisms and targeted funding are designed to foster equity and inclusion • Mitigate the risks of both targeted funding (e.g., multiplication of programmes), and of main allocations (e.g., difficulties to target the funding); • Leverage both systems advantages

29. • Engage a range of stakeholders, going beyond the mere communication of information • Account for the interests of different stakeholders • Involve parents, guardians and community members in students’ learning and school activities • Mitigate stereotypical or discriminatory beliefs by raising awareness of diversity Engage all relevant stakeholders, develop capacity for equity and inclusion, and respond to individual student needs Engage all relevant stakeholders and strengthen coordination across the education system Prepare and train teachers and school leaders in the area of equity and inclusion • Equip teachers with a range of competences, knowledge and attitudes • Embed equity and inclusion as underlying themes within initial teacher education curricula • Provide a wide range of high- quality continuous professional learning • Ensure diversity of school staff • Empower school leaders to shape and drive the implementation of policies and practices for equity and inclusion Identify students’ needs, support them and monitor their progress • Ensure that diagnostic assessment uncovers the causes of students’ difficulties and produces information about individual learning needs • Equip teachers with tools to address diverse students’ needs • Support schools in providing access to psychological and other services • Design assessments that allow all students to show what they have learnt and understood

30. CONTACTS Andreas Schleicher, Director for Education and Skills andreas.schleicher@oecd.org New OECD Report “Equity and Inclusion in education: Finding strength through Diversity” is available at https://doi.org/10.1787/e9072e21-en . For more information on the topic: https://www.oecd.org/education/strength-through- diversity/

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