learning for collaboration, trust and intercultural understanding

LEARNING FOR COLLABORATION,

TRUST AND INTERCULTURAL

UNDERSTANDING

Dirk Van DammeHead of the Innovation and Measuring

Progress division – OECD/EDU

2

• We know a lot about the impact of human capital (education, skills) on economic growth

• We know something about the impact of education on measures of social capital and social progress

• We know actually very little on what exactly explains the impact of education on measures of social capital and social progress

• We know very little about the educational approaches and interventions which optimise the impact on social progress

Introduction

3

1. Impact of education on measures of social capital, trust and tolerance

2. Disentangling the impact of education: the role of cognitive and non-cognitive skills

3. How can education improve fostering skills that matter for collaboration and trust?

Outline

4

IMPACT OF EDUCATION ON SOCIAL CAPITAL, TRUST

AND TOLERANCE

1

5

Social capital measures by gender, age, education and income

Men Women 15-24 25-34 35-54 55-64 65 and more

Primary Sec-ondary

Tertiary 1 2 3 4 565

70

75

80

85

90

95

Axis TitleGender Age EducationIncome quintile

Percentage of people reporting they have someone to count on in times of need (2010) – source: Gallup World Survey

6

Levels of interpersonal trust (Europe)

Denm

ark

Norway

Finla

nd

Sweden

Switzer

land

Irela

nd

Nethe

rland

s

Great

Brit

ain

Austri

a

Luxe

mbo

urg

Germ

any

Belgi

um

Franc

e

Spain

Czech

Rep Ita

ly

Hunga

ry

Portu

gal

Slova

k Rep

Greec

e-1

-0.8

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

0.8

1

7

Proportion of adults expressing interpersonal trust, by level of educational attainment (2008)

De

nm

ark

No

rwa

y

Fin

lan

d

Ne

the

rla

nd

s

Sw

ed

en

Sw

itze

rla

nd

Au

stri

a1

Isra

el

Un

ited

Kin

gd

om

Ire

lan

d1

Est

on

ia

OE

CD

ave

rag

e

Be

lgiu

m

Sp

ain

Cze

ch R

ep

ub

lic

Italy

2

Slo

ven

ia

Slo

vak

Re

pu

blic

Fra

nce

Gre

ece

Po

lan

d

Hu

ng

ary

Po

rtu

ga

l

Tu

rke

y0

10

20

30

40

50

60

70

80

90

100

Below upper secondary education Upper secondary education Tertiary education

1. Year of reference 2006.2. Year of reference 2004.Countries are ranked in descending order of the proportion of adults expressing interpersonal trust among those who have attained upper secondary educa-tion.Source: www.oecd.org/edu/eag2010

Percentage

8

Proportion of adults volunteering, by level of educational attainment (2008)

Ne

the

rla

nd

s

Ne

w Z

ea

lan

d

No

rwa

y

De

nm

ark

Au

stri

a

Sw

ed

en

Ge

rma

ny

Fra

nce

Slo

ven

ia

Ire

lan

d

Be

lgiu

m

Sw

itze

rla

nd

OE

CD

ave

rag

e

Un

ited

Kin

gd

om

Fin

lan

d

Cze

ch R

ep

ub

lic

Slo

vak

Re

pu

blic

Est

on

ia

Hu

ng

ary

Po

lan

d

Isra

el

Sp

ain

Tu

rke

y

Gre

ece

Ru

ssia

n F

ed

era

tion

Po

rtu

ga

l0

10

20

30

40

50

60

Below upper secondary education Upper secondary education Tertiary education%

10

Years of schooling and levels of interpersonal trust

Borgonovi, 2012

11

Years of schooling and levels of tolerance towards migrants

Borgonovi, 2012

12

Education effects on trust and tolerance

13

Incremental differences in interpersonal trust associated with an increase in the level of educational attainment (2008)

-5 0 5 10 15 20 25 30

From upper secondary to tertiary

Slovak RepublicGreeceCzech RepublicAustria1Italy2FinlandIsraelUnited KingdomDenmark

TurkeyPortugalHungaryNetherlandsSwitzerlandIreland1BelgiumNorwaySpainFrancePolandEstoniaSwedenSlovenia

-5051015202530

From below upper secondary to upper secondary

Group 1

Group 2

% %

1. Year of reference 2006.2. Year of reference 2004.Countries are grouped by those in which the incremental differences in interpersonal trust are higher at a higher level of education (Group 1) and others (Group 2). Countries are ranked in descending order of the incremental differences in interpersonal trust associated with a shift from upper secondary to tertiary education attainment.

• Levels of interpersonal trust and tolerance are strongly linked to educational attainment

• Individual’s education explains 8% of cross-country differences in levels of interpersonal trust

• Extra year of schooling accounts for an increase in the level of interpersonal trust of 3 to 4% and an increase in tolerance of even 6%.

• But impact is not linear: different models of impact according to levels of education

• What are the skills that specifically contribute to interpersonal trust and how can education develop them more effectively?

14

Education and measures of social capital

15

DISENTANGLING THE IMPACT OF EDUCATION:

COGNITIVE AND NON-COGNITIVE SKILLS

2

16

• Education impacts on measures of social capital by fostering various sets of skills:– Cognitive skills

• Basic foundations skills (literacy, numeracy, etc.)• Civic information• Critical thinking

– Non-cognitive skills (social, emotional, etc.)• Self-efficacy, self-determination, sense of control• Social communication skills• Resilience, patience, consciousness, will power

Schooling and skills development

17

Cognitive skills matter for economic outcomes in life (PIAAC data)

0 1 2 3 41.0

1.5

2.0

2.5

3.0

3.5

In lowest two quintiles of personal income

Unemployed

Received social assistance in last year

Did not receive investment income in last year

Number of skills domains with low performance

Increased likelihood of failure (16-65 year olds)

Number of skills domains with low performanceNumber of skills domains with low performance

Increased likelihood (16-65 year olds)

18

Cognitive skills also matter for social outcomes in life (PIAAC data)

Odds are adjusted for age, gender, and immigration status.

Level 5 Level 4 Level 3 Level 2 Level 11.0

1.2

1.4

1.6

1.8

2.0

2.2

2.4

2.6Has fair to poor health

Does not volunteer for charity or non-profit orga-nizations

Poor understanding of polit-ical issues facing country

Poor level of general trust

Higher propensity of believ-ing people try to take of advantage of others

Lower propensity to recip-rocate

Poor political efficacy

Odds ratios

19

Cognitive foundation skills are moderately associated with interpersonal trust

-1 -0.8 -0.6 -0.4 -0.2 0 0.2 0.4 0.6 0.8 1460

470

480

490

500

510

520

530

540

Denmark

Norway

Finland

SwedenSwitzerland

Ireland

Netherlands

Great Britain

AustriaLuxembourg

Germany

Belgium

SpainCzech Rep

Italy

Hungary

Portugal

Slovak Rep

Greece

Interpersonal trust

PIS

A r

ea

din

g s

co

re 2

00

9

20

Effect of cognitive skills on impact of education on health indicators

21

OECD/CERI project on measuring education and skills for social progress

Cognitive skills

•Mental capacity to acquire knowledge through thought, experience, and the senses

•Interpret, reflect and extrapolate based on the knowledge acquired

Non-cognitive skills

•Relatively enduring patterns of thoughts, feelings and behaviours that reflect the tendency to respond in certain ways under certain circumstances

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Level of skills

Lik

eli

hood

of

bein

g i

n

jail Cognitive

skills

Non-cognitive skills

Non-cognitive skills matter for crime

2314

Canada: YITS, NLSCY

USA: ECLS

Mexico: MXFLS

Peru: NdM

Chile: SIMCE

Denmark: DALSC

Germany: SOEP, MARS

Belgium: LOSO

Switzerland: TREE

UK: BCS70

New Zealand: CC

Korea: KYPS

Australia: LSAC, ATP

Norway: YiN

OECD/CERI project on measuring education and skills for social progress

Secondary analysis of longitudinal data sets

24

Cognitive skills Non-cognitive skills

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

Alcohol dependencyObesity

∆S

tan

dar

d d

evia

tio

nPreliminary results - Germany

Causal effects of skills on health

Source: ZEW 2012∆standard deviation in outcomes due to ∆standard deviation of skills

26Source: ZEW 2012

Preliminary results - Germany

Obese

cognitive non-cognitive

Effects of skills on obesity

low cog

high cog

low non-cog

high non-cog

•Only non-cog skills matter for obesity.•Non-cognitive skills matters for everybody

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HOW CAN EDUCATION IMPROVE FOSTERING SKILLS

THAT MATTER FOR COLLABORATION AND TRUST?

3

28

Teaching matters...

-1 -0.8 -0.6 -0.4 -0.2 0 0.2 0.4 0.6 0.8 10.40

0.60

0.80

1.00

1.20

1.40

DenmarkNorway

Austria

BelgiumSpain

Italy

Hungary

Portugal

Slovak Rep

Interpersonal trust

TA

LIS

Te

ach

ers

' pre

fere

nce

for

stru

ctu

rin

g p

ract

ice

s

Pedagogies matter...

appl

icatio

n

hand

s-on

inte

racti

on

inve

stiga

tion

-0.15

-0.1

-0.0500000000000002

-2.22044604925031E-16

0.0499999999999998

0.0999999999999998

0.15

0.2

0.25

0.3

48

1

-1-2 -2

-10

Science score

appli

catio

n

hand

s-on

inter

actio

n

inves

tigat

ion

-0.15

-0.1

-0.0500000000000002

-2.22044604925031E-16

0.0499999999999998

0.0999999999999998

0.15

0.2

0.25

0.3

20

36

0

-2-1 -1

Interest in Science Topics

29

30

• Early development of non-cognitive skills in early childhood education

• Raising foundation skills in school

• Continuous focus on relevant non-cognitive skills: resilience, self-control, consciousness, etc.

• Situated learning at school and community:– ‘Democracy in action’ on school level

– Active engagement with ‘otherness’ and diversity

– Real-world communication skills development

– Fostering active civic participation

• Continuity of learning from school into families, local communities and workplaces

Effective pedagogies for trust and tolerance

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21st Century Skills

Subject-based skills

(know-what and know-how)

Skills in thinking and

creativity(Critical thinking,

ability to make connections, imagination, curiosity,...)

Behavioural and social skills (Self-confidence,

energy, perseverance, passion, leadership,

collaboration, communication)

Thank you !

dirk.vandamme@oecd.orgwww.oecd.org/edu/ceri

twitter @VanDammeEDU

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