How education can spur progress towards inclusive growth

by Andreas Schleicher
Director, Directorate for Education and Skills

Costa Rica is recognised across Latin America as a leader in education. The country was among the first in the region to enrol all children in primary school and combat adult illiteracy. Today, one in two young adults has completed secondary education, up from one in three among their parents’ generation. But, the demands placed on the skills of people have evolved as well. The overall context has become more challenging too: Economic growth has slowed, inequality is rising and productivity is weak in a labour market that shows a growing divide between a well-paid, high-skilled sector and a precarious informal economy. The OECD report, Education in Costa Rica, looks at how education can help Costa Rica turn these negative trends around.

The first step is to build strong foundations. Pre-primary education has become nearly universal in most OECD countries; but in Costa Rica, only 63% of children benefit from two years of preschool, and very few children under three have access to any form of early care and education. Strong, sustained support to promising initiatives, such as the new policy framework for early childhood and the preschool curriculum, will ensure that more children start school with the socio-emotional and cognitive skills that they need to learn. More flexible community-based services can accelerate the expansion of early education into rural areas.

The quality of education can never exceed the quality of teachers. Costa Rica is working towards ensuring minimum standards in the teaching profession by requiring private universities to accredit initial teaching degrees. The challenge  now is to advance from recruiting those candidates with the greatest potential for effective teaching towards promoting continuous professional development through regular feedback and more opportunities for peer learning within and across schools.

If all students are to complete at least secondary school, then the content, structure and certification of learning at this level need to respond to an increasingly diverse student population. Nearly one in three 15-year-olds is not in school, and among those who are, another one in three lacks core competencies in science, reading and mathematics. The programme Yo me Apunto, which allocates more resources to disadvantaged schools to prevent students from dropping out, should be supported and combined with an expansion of vocational courses and alternative forms of certification to help more students make a smooth transition from school to employment.

Costa Rica’s tertiary sector also has an important role to play  in fostering inclusive growth. Just one in ten students from a disadvantaged background makes it to university, and only 12% of tertiary programmes have been accredited. It is time for Costa Rica to embrace comprehensive reform of the governance, funding and quality-assurance systems of both private and public universities to respond to changing social and economic needs. This, in turn, requires much better data on tertiary performance so that students can make informed choices about their future, and institutions can be held accountable for meeting their own and their country’s objectives.

Costa Rica is rightly admired for making education the cornerstone of its development. It invests 7.6% of its GDP in education – a larger share than that of any OECD country. But those resources need to be invested strategically. If it does so, Costa Rica will be able to spur more inclusive growth and build on its remarkable achievements in human development and well-being.

Links
Reviews of National Policies for Education: Education in Costa Rica
Brochure: Education in Costa Rica, Highlights 2017 (English) and (Spanish)
Press release: Costa Rica should ensure that all children have access to quality education (English) and (Spanish)
Slides: Avances y desafíos de la educación en Costa Rica: una perspectiva internacional (Spanish)

Photo credit: MEP (Ministerio de Educación Pública)

Country Roads: Education and Rural Life

by Marc Fuster
Consultant, OECD Directorate for Education and Skills

“Country roads, take me home” sang John Denver a while ago and, in fact, improvements in transportation and communication technologies have brought our cities and towns closer together. Some rural regions benefit today from their proximity to social and economic urban centres to attract people and enhance their economic competitiveness. Nevertheless, the attractiveness of rural regions, particularly those more remote, has been dropping off in many OECD countries. The trend is more severe among the young: Rural populations are ageing faster and in some cases declining.

The loss of critical mass makes service delivery more difficult and puts economic and social sustainability at risk. Education plays an important role in this equation as knowledge and skills are critical drivers of individual development, community cohesion and economic competitiveness. Yet several challenges for individuals in rural communities remain, such as lower levels of educational achievement and attainment.

The urban-rural divide begins in the early stages of education. Access to pre-primary programmes is more limited in rural areas, according to latest PISA data. As students advance in their education, the provision or quality of material resources, the percentage of computers connected to the internet, and the supply of extracurricular activities are all on average lower for pupils in smaller towns. This can have an impact on performance – and indeed, in PISA 2015, urban pupils outperformed rural ones in science by the equivalent of one year of schooling on average.

Indeed, rural schools are quite different from urban ones. Rural schools are usually smaller and have lower student-teacher ratios than urban schools. They are also more likely to have a less socio-economically advantaged student body, experience staff shortages and have a lower proportion of qualified teachers. These differences can have both negative and positive implications.    
     
On the one hand, smaller rural schools often combine students of different ages to make more efficient use of resources. This can also facilitate a climate of stronger co-operation and sense of belonging to the school. According to PISA 2015, teachers in rural schools support students in their learning more frequently than teachers in urban schools.

On the other hand, although school size does not necessarily determine the level of education provided, larger schools might be in a better position to offer more curricular and extra-curricular options to meet a diverse range of interests and needs, as they benefit from economies of scale (size-related cost advantages). They might also be more able to support teachers to work effectively.

Children’s schooling experiences largely depend on the quality of teaching. Nevertheless, teachers may feel insufficiently equipped or be reluctant to move to rural areas. Professionals need good knowledge and skills to teach multi-grade groups and a clear picture of what rurality means and rural communities can offer. Pre-service preparation with regards to rural teaching and living (rural practicums, for example), continuous in-service support, and adequate incentives to take up with work posts in smaller towns can raise both teachers' satisfaction and effectiveness.

Making appropriate use of new technologies is of crucial importance too, especially in more remote regions. Multiple forms of distance support can help in meeting the diverse needs and interests of students, widening student learning opportunities and providing more tailored support. ICT may also keep teachers closer to their peers, administrations and teacher education institutions to strengthen their professional position, and even allow schools to benefit from shared instructional materials and human capital in times of school closures due to financial constraints.

A new Trends Shaping Education Spotlight provides a closer look to these challenges and opportunities for education in rural regions. Rapidly growing urbanisation is undoubtedly one of the main characteristics of our time but, as Asterix would say, some small villages still indomitably hold out against it. Access to quality education is a key for them to thrive.

Links

Trends Shaping Education Spotlight No. 9: Country Roads
Trends Shaping Education 2016
OECD Regions at a Glance 2016

Centre for Educational Research and Innovation (CERI)

Join us on Edmodo

Photo source: Child goes on a country road. Sunlight. @shutterstock