OECD report explores gender equality in education and career choices
•Descargar como PPTX, PDF•
2 recomendaciones•11,131 vistas
The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence. Presentation Andreas Schleicher, Director, Education and Skills Directorate, OECD.
Recomendados
Recomendados
Más contenido relacionado
La actualidad más candente
La actualidad más candente (20)
Similar a OECD report explores gender equality in education and career choices
Similar a OECD report explores gender equality in education and career choices (20)
Más de OECD Berlin Centre
Más de OECD Berlin Centre (20)
Último
Último (20)
OECD report explores gender equality in education and career choices
- 1. OECD EMPLOYER BRAND Playbook 1 The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence Andreas Schleicher London, 5 March 2014
- 2. 2 2 Educational attainment Measured in the most common metric - years of schooling - the industrialised world essentially closed the educational gender gap in the 1960s And about half of the economic growth in OECD countries over the past 50 years has been due to increased educational attainment, mainly among women
- 3. 4 5 6 7 8 9 10 11 12 1896-1900 1901-05 1906-10 1911-15 1916-20 1921-25 1926-30 1931-35 1936-40 1941-45 1946-50 1951-55 1956-60 1961-65 1966-70 1971-75 1976-80 Men Women Averageyearsofschooling Years of schooling over the 20th century OECD average Source: Barro and Lee, 2013. About half of the economic growth in OECD countries over the past 50 years has been due to increased educational attainment, and mainly among women
- 4. Gender difference in performance (15-year-olds) -50 -40 -30 -20 -10 0 10 20 30 40 Germany OECD average Reading Mathematics Science Scorepointdifference(boys-girls) Boys perform better Girls perform better
- 5. -30 -20 -10 0 10 20 30 Science Identifying scientific issues Explaining phenomena scientifically Using scientific evidence Average Lowest performers Highest performers Even though boys and girls show similar average performance in science, boys are more likely to be top and bottom performers Source: Figure 1.6 Boys perform better than girls Girls perform better than boys Score -point difference (B-G)
- 6. 6 6 Aptitude, behaviour confidence Despite major progress in closing gender gaps, we need to find new ways to address the social and emotional aspects of opening childrens' minds to their abilities and future careers
- 7. 0 10 20 30 40 50 60 70 80 Learning advanced school science topics would be easy for me I can usually give good answers to test questions on school science topics I learn school science topics quickly School science topics are easy for me When I am being taught school science, I can understand the concepts very well I can easily understand new ideas in school science % Boys Girls Boys are more confident in their abilities in science than girls (OECD average) Source: Figure 3.8
- 8. -40 -30 -20 -10 0 10 20 30 Liechtenstein Argentina Norway Iceland Sweden Qatar Jordan Slovenia Switzerland Lithuania UnitedStates France Finland NewZealand Korea Netherlands Australia Canada Denmark Belgium Azerbaijan Turkey Latvia Tunisia Thailand Bulgaria UnitedKingdom OECDaverage CzechRepublic Greece Austria ChineseTaipei Serbia Ireland Estonia Macao-China HongKong-China Japan Germany Italy Spain Kyrgyzstan Romania Montenegro Croatia SlovakRepublic Poland Luxembourg Uruguay Mexico RussianFederation Hungary Portugal Israel Brazil Colombia Chile Indonesia Gender difference Gender difference after accounting for gender differences in science self-beliefs Score-point difference (B-G) If the highest-achieving boys and girls were equally confident about their ability in science, the gender gap in performance would narrow -- or even invert Source: Figure 3.11 Girls perform better in science than boys Boys perform better in science than girls
- 9. 0 10 20 30 40 50 60 70 80 I often worry that it will be difficult for me in mathematics classes I get very tense when I have to do mathematics homework I get very nervous doing mathematics problems I feel helpless when doing a mathematics problem I worry that I will get poor marks in mathematics % Boys Girls Girls are more anxious towards mathematics than boys (OECD average) Source: Figure 3.10
- 11. 11 11 Aptitude and confidence Career choices seem to reflect aptitude and confidence more than performance This is significant not only because women are severely under- represented in the science, technology, engineering and mathematics (STEM) fields of study and occupations, but also because graduates of these fields are in high demand in the labour market and because jobs in these fields are among the most highly paid.
- 12. 0 5 10 15 20 25 30 35 Jordan24 Poland20 Slovenia15 Mexico17 Colombia17 Chile16 Portugal15 Spain14 SlovakRepublic13 Latvia15 ChineseTaipei13 Thailand18 Italy13 RussianFederation12 Turkey14 CzechRepublic13 Norway13 Greece13 Hungary12 Canada11 Lithuania12 Belgium12 Argentina12 Estonia14 France10 OECDaverage11 Ireland11 Serbia11 Brazil11 Croatia10 Romania11 Luxembourg10 UnitedStates9 Australia9 Uruguay11 Israel11 Sweden10 Japan9 Austria9 Switzerland9 Tunisia10 Germany9 Iceland11 HongKong-China8 Denmark8 UnitedKingdom7 Bulgaria12 Korea8 NewZealand8 Indonesia9 Finland6 Macao-China6 Kyrgyzstan5 Azerbaijan5 Netherlands5 Montenegro5 Boys Girls % Far more boys than girls expect to have a career in engineering or computing Source: Figure 4.11 Percentage of all students who expect a career in engineering or computing
- 13. 0 5 10 15 20 25 30 35 Kyrgyzstan24 Colombia23 Brazil22 UnitedStates20 Chile20 Canada19 Tunisia20 Portugal17 Israel19 Uruguay17 France16 Azerbaijan16 Indonesia16 Bulgaria*18 Thailand16 Jordan*19 Iceland15 Argentina14 NewZealand14 Spain13 Slovenia13 Ireland14 Mexico15 Japan12 Poland11 Serbia12 Denmark11 OECDaverage11 Romania10 Norway10 Italy12 Australia11 Switzerland8 Croatia10 Netherlands9 Turkey11 UnitedKingdom10 Finland9 RussianFederation8 Sweden8 Montenegro10 Lithuania8 Belgium9 Austria8 Germany8 HongKong-China*10 Greece9 Estonia6 Luxembourg8 Macao-China9 Hungary7 SlovakRepublic6 CzechRepublic5 Latvia5 Korea6 ChineseTaipei*7 Boys Girls % Far more girls than boys expect to have a career in health services Source: Figure 4.12 Percentage of all students who expect a career in health services
- 14. 14 14 Closing the gaps What's needed is neither extensive nor expensive reform but a concerted effort by parents, teachers and employers What parents can do
- 15. 33 30 33 30 25 24 22 14 7 11 0 10 20 30 40 50 60 Hungary(28) Portugal(27) Chile(28) Italy(24) Croatia(18) Germany(19) Mexico(21) HongKong-China(13) Korea(7) Macao-China(10) Boys Girls Gender gap% Parents are more likely to expect their sons, rather than their daughters, to enter a STEM career – even when boys and girls perform equally well in school Source: Figure 5.1 Gender gap among boys and girls with similar results in mathematics, reading and science performance STEM stands for science, technology, engineering and mathematics. Percentage of students whose parents expect that they will work in STEM occupations
- 16. 0 2 4 6 8 10 12 14 16 Shanghai-China-1.2 RussianFederation-2.3 Kazakhstan-1.2 Singapore-2.6 Italy-3.1 Ireland-1.2 Romania-1.8 Estonia-2.2 VietNam Spain-1.8 Australia-1.0 Hungary-1.6 Lithuania-2.8 Poland-2.6 HongKong-China-1.8 UnitedArabEmirates-1.9 UnitedStates-1.8 Latvia-2.1 Albania Netherlands-1.6 Colombia-0.6 Peru-1.0 Mexico-0.6 Macao-China-1.9 Croatia-2.2 Bulgaria-1.7 Belgium-1.7 ChineseTaipei-1.4 Canada-1.8 Greece-1.4 Thailand-2.0 Indonesia-0.9 Malaysia-1.0 Norway-1.0 OECDaverage-1.3 UnitedKingdom-1.3 France-1.7 Qatar-0.3 Uruguay-1.1 Luxembourg-1.1 Israel-1.2 Austria-1.2 Germany-1.7 NewZealand-1.0 Denmark-1.2 Turkey-1.1 Jordan-1.1 Iceland-0.9 Japan-0.6 Serbia-1.8 Montenegro-1.8 Switzerland-1.1 Tunisia-0.3 Argentina-0.6 CostaRica-0.4 Portugal-1.2 Chile-0.5 Slovenia-1.2 Liechtenstein Brazil-0.5 Sweden-1.1 Korea CzechRepublic-0.9 SlovakRepublic-1.4 Finland-1.1 Hours Boys Girls Girls spend more than an hour more per week than boys doing homework, on average Source: Figure 2.12 Size of the gender gap (when statistically significant)
- 17. -40 -30 -20 -10 0 10 20 Mathematics Reading Science Gender gap Gender gap after accounting for time spent doing homework Score-point difference (B-G) Time spent doing homework has an impact on performance (OECD countries) Source: Figure 2.13 Boys perform better than girls Girls perform better than boys
- 18. Boys tend to have more negative attitudes towards school (OECD countries) 0 5 10 15 20 OECD average Germany Boys Girls% Source: Figure 2.14 Percentage of student who agree that school has been a waste of time
- 19. Boys spend more time on the Internet than girls Source: Figure 2.3 0 50 100 150 200 Boys Girls Boys Girls Boys Girls Minutes Germany OECD average-29 … at school … outside school during the week … outside school during the weekend
- 20. One-playergames 25.4 % 61.2 % 13.4 % Boys Never or hardly ever play Play, but not every day Play every day Boys spend far more time than girls playing video games on a computer after school (OECD countries) 56.1 % 41.3 % 2.6 % Girls Collaborativeonline games 29.4% 51.0% 19.6% 70.8 % 27.0 % 2.2 % Source: Figure 2.4
- 21. -15 -10 -5 0 5 10 15 20 25 Mathematics (paper-based) Reading (paper-based) Science (paper-based) Problem solving (digital) Mathematics (digital) Reading (digital) Playing one-player games Playing collaborative online games Score-point difference Playing one-player video games can help develop some skills (OECD countries) Source: Figure 2.6 Higher performance Lower performance
- 22. 22 22 Closing the gaps What's needed is neither extensive nor expensive reform but a concerted effort by parents, teachers and employers What teachers can do
- 23. 0 10 20 30 40 50 60 70 Magazines Comic books Fiction (novels, narratives, stories) Non-fiction books Newspapers Boys Girls % Boys and girls read different materials when they read for enjoyment (OECD average) Source: Figure 2.10
- 24. 0 5 10 15 20 25 30 35 40 45 50 Colombia Macao-China Tunisia Brazil Uruguay Argentina Belgium CostaRica Portugal Spain Luxembourg France Netherlands Peru Chile Germany Switzerland Italy Mexico Indonesia Turkey HongKong-China Liechtenstein UnitedStates Qatar UnitedArabEmirates OECDaverage Hungary Austria Latvia Shanghai-China VietNam Canada Jordan Ireland Australia SlovakRepublic Bulgaria Greece Poland CzechRepublic Singapore NewZealand Denmark Sweden Finland Slovenia Estonia Romania Thailand Albania Korea Lithuania RussianFederation Croatia UnitedKingdom Israel Serbia Kazakhstan Montenegro Iceland ChineseTaipei Boys Girls% Boys are more likely than girls to have repeated a grade Source: Figure 2.15
- 25. -6 -4 -2 0 2 4 6 8 10 12 Germany11 SlovakRepublic Poland17 Croatia6 Korea9 Austria Liechtenstein26 Latvia Norway9 Estonia VietNam10 Ireland7 HongKong-China9 Italy10 UnitedKingdom11 Shanghai-China9 Finland5 RussianFederation Tunisia Bulgaria Japan4 UnitedArabEmirates4 Romania Kazakhstan Singapore5 Lithuania CostaRica CzechRepublic OECDaverage4 Israel8 Chile Brazil-6 Australia9 Canada4 Mexico Jordan6 Turkey Peru-4 Belgium5 Netherlands Uruguay Slovenia6 Greece Hungary Montenegro Argentina Spain Malaysia Sweden Qatar NewZealand Thailand Denmark UnitedStates Indonesia5 Luxembourg Iceland Colombia France Macao-China ChineseTaipei Switzerland Serbia Portugal Score-pointdifference Students – particularly girls – do better in mathematics when teachers ask them to solve more problems independently Source: Figure 5.4 Significant differences in mathematics associated with the index of teachers' use of cognitive- activation strategies Additional score points in mathematics for girls when teachers use cognitive-activation strategies
- 26. -12 -10 -8 -6 -4 -2 0 Albania Iceland Greece Spain Israel OECDaverage UnitedStates Chile Denmark France Indonesia Peru Bulgaria Macedonia(FYR) Marks given by teacher in reading Gender difference Gender difference after accounting for PISA scores Dif. in marks (B-G) Teachers tend to give girls better marks – despite students’ performance in PISA Source: Figure 2.16 -8 -6 -4 -2 0 2 4 Albania Israel Iceland Greece UnitedStates Spain OECDaverage Indonesia Bulgaria Chile Macedonia(FYR) Peru Denmark France Marks given by teacher in mathematics Gender difference Gender difference after accounting for PISA scores Dif. in marks (B-G) Boys awarded higher marks than girls Girls awarded higher marks than boys Girls awarded higher marks than boys
- 27. 27 27 Closing the gaps What's needed is neither extensive nor expensive reform but a concerted effort by parents, teachers and employers What employers can do
- 28. 0 10 20 30 40 50 60 Yes, at school Yes, outside of school No Boys Girls % Large proportions of both boys and girls have not learned how to prepare themselves for a job interview (OECD average) Source: Figure 4.4 Do boys and girls know how to prepare themselves for a job interview?
- 29. 0 10 20 30 40 50 60 70 80 Worked as an intern Did job shadowing Visited a job fair Spoke to a career advisor at school Spoke to a career advisor outside the school Completed a questionnaire to find out about their interests and abilities Researched the Internet for information about careers Went to an organised tour in an institution providing further education 1 Researched the Internet for information about programmes providing further education 1 Boys Girls% Boys are more likely than girls to get “hands-on” experience in the working world (OECD countries) Source: Figure 4.2 1. Institutions providing further education are ISCED 3-5 in the PISA 2012 questionnaire.
- 30. 250 260 270 280 290 300 310 Japan Finland Netherlands Korea Flanders Sweden Estonia Australia CzechRepublic Germany OECDaverage Austria Canada Poland Norway Denmark SlovakRepublic France UnitedStates Ireland UnitedKingdom RussianFederation Spain Italy Men Women Mean score The gender gap in literacy narrows considerably by the time people are young adults (16-29 year-olds) Source: Figure 4.15, PIAAC database.
- 31. -0.30 -0.20 -0.10 0.00 0.10 0.20 0.30 0.40 0.50 Japan Korea Austria Norway Netherlands Flanders France CzechRepublic Germany Canada Sweden Denmark UnitedStates OECDaverage UnitedKingdom Ireland Spain Finland Australia Italy Estonia SlovakRepublic RussianFederation Poland Reading at work (index) Writing at work (index) Mean index difference (Men-Women) Men are more likely than women to read and write at work Source: Figure 4.19, PIAAC database. Men are more likely to write and read at work Women are more likely to write and read at work
- 32. Thank you ! Find out more about PISA at www.pisa.oecd.org • All national and international publications • The complete micro-level database Email: Andreas.Schleicher@OECD.org Twitter: SchleicherEDU and remember: Without data, you are just another person with an opinion
Notas del editor
- For example, over the 20th century, average years of schooling increase rapidly for both men and women but since the beginning of 1960, women’s years of schooling exceeds that of men in OECD countries. And in more recent years, (NEXT SLIDE)
- Country specific information can be found in Gender report, Tables 1.4b, 1.11a, 1.11b and 1.11c Use the ’pop up scheme’ to show a country related result.
- Country specific information can be found in OECD, OECD, PISA 2012 Database, Table 2.10b. Use the ’pop up scheme’ to show a country related result.
- Option 2, with countries that can be selected, but we cannot see if dif between boys and girls is significant.
- Country specific information can be found in Gender report, Tables 2.5a and 2.5b. Use the ’pop up scheme’ to show a country related result.
- Country specific information can be found in OECD, OECD, PISA 2009 Database, Table 2.9d. Use the ’pop up scheme’ to show a country related result.
- Country specific information can be found in OECD, PISA 2012 Database, Tables 4.3a and 4.3b. Use the ’pop-scheme’ to show a country related result.
- NOT ALL COUNTRIES HAVE AVAILABLE INFORMATION BECAUSE IT IS EC QUESTIONNAIRE!
- Slide 43 of the gender report (symbol for Women in Italy added)