1. forum bogota oecd july

FORO NACIONAL ESTRATEGIA DE GESTIÓN DEL CAPITAL HUMANO

Quality assurance in the OECD area

Bogota, 28-29 July 2011

Mihaylo MilovanovitchOECD Directorate for EducationProgramme for Co-operation with Non-MemberEconomies

%

1. Excluding ISCED 3C short programmes 2. Year of reference 2004

3. Including some ISCED 3C short programmes 3. Year of reference 2003.

A world of change in the global skill supplyEvolution of school completion

Approximated by % of persons with high school or equivalent qualfications in working age (25-64 years)

Change in the type of skills in demandEconomy-wide measures of routine and non-routine task input (US)

(Levy and Murnane)Mean t

ask

inp

ut

as

perc

enti

les

of

th

e 1

960 t

ask

dis

trib

uti

on

Changes in expenditure: pre-university and university education (2000 – 2007)

Source: OECD

708090

100110120130140150160170180190

1. Public institutions only (for Canada, in tertiary education only; for Italy, except in tertiary education). 2. Public expenditure only.3. Some levels of education are included with others. Refer to "x" code in Table B1.1a for details.Countries are ranked in ascending order of change in expenditure by educational institutions per student.Source: OECD. Table B1.5. See Annex 3 for notes (www.oecd.org/edu/eag2010).

60

70

80

90

100

110

120

130

140

150

160

170

180

190

Index of change (2000 = 100)

205

Tertiary education

Index of change between 2000 and 2007 (2000 = 100, 2007 constant prices )

Changes in expenditure: pre-university and university education (2000 – 2007)

Excellence in education and innovation potential (proxied through research intensity)

Percentage of students at Levels 5 or 6 in the PISA assessment

Impact and challenge

• Accountability pressures

• Awareness that quality (relevance, value for money) matters

• Assurance of quality on all levels and in all segments of the education system

Typology of quality assuranceapproaches in the OECD area

Elements of success?

• Transparency

• Ownership and autonomy

• Institutional and course level assessment

• Combination of accreditation with

assessment/audit

• Consensus on quality standards

• Follow-up mechanisms

¡Gracias!

mihaylo.milovanovitch@oecd.org

www.oecd.org/edu/nme