The Effects of System Type and System Characteristics on Skills Acquisition in Upper Secondary Education and Training

Abstract

This report examines the effects of upper secondary system types and characteristics on literacy and numeracy skills acquisition during the upper secondary phase of education and training. Whereas there is a substantial literature on system effects on skills during the primary and lower secondary phases of education, much less has been written about these effects in relation to the upper secondary phase. However, with the arrival of the OECD’s Survey of Adult Skills (SAS), which has now tested adults in over 40 countries and regions, it is now possible to explore how far education system characteristics explain the substantial variation across countries in changes in skills levels and inequalities during upper secondary phase. In this report we seek to build on earlier work and provide more robust evidence on system effects during the upper secondary phase in three ways. Firstly, we use data from the larger sample of countries in both waves 1 and 2 of SAS. Secondly, we test the effects of a considerably wider range of system indicators. Thirdly, we use a variety of statistical methods to analyse the relationships across countries between upper secondary system types and characteristics and changes in levels and distributions of skills between age 15 (in PISA) and the end of the upper secondary phase. Whereas our previous work analysed changes using quasi-cohort analysis of published data on skills from PISA (at age 15) and SAS (at age 25-29), thus allowing compounding effects from tertiary education and employment, here we use customised data from OECD on skills scores at age 18-20 to capture more precisely the skills at the beginning and end of upper secondary education and training. Following a review of the literature on system effects, we identify a range of factors deemed to influence skills acquisition in the upper secondary phase and six upper secondary system types based on common and distinctive characteristics. The subsequent sections provide descriptive statistics on system characteristics by country/region and by system type and a statistical analysis, using both OLS regressions and Difference-in-Difference methods to estimate the effects of different types and characteristics on relative changes in skills levels and inequalities during the upper secondary phase