evidence and policy in education tom schuller university of brno may 2011
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Evidence and policy in education
Tom SchullerUniversity of Brno
May 2011
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AimsProvide overview of OECD experience
on evidence/policy interface
Illustrate from UK Inquiry into the Future of Lifelong Learning
Offer a menu for reflection
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“There is nothing a politician likes so little as to be well informed; it makes decision-making so complex and difficult.” John Maynard Keynes,
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The context: a widening lens
• General questioning of outcome measures at different levels, eg on national economic performance
• Issue of trust in official statistics, and in the presentation of public policies
• Massive increase in public access to ‘information’
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“ Measuring the size of these wider benefits of learning is an important research priority, where progress requires better measures of people’s characteristics in a range of domains and surveys that follow the same individual over time.”
Stiglitz, Sen and Fitoussi 2009Measuring Economic Performance and Social
Progress, p47
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Difference between trust in official statistics and trust in national governments
-30%
-20%
-10%
0%
10%
20%
30%
40%
50%
BE
CZ
DK D
EE
EL
ES
FR IE IT
CY
LV LT
LU
HU
MT
NL
AT
PL
PT SI
SK FI
SE
UK B
HR R TR
BE – Belgium; BG – Bulgaria; CZ - Czech Republic; DK – Denmark; DE – Germany; EE – Estonia; EL – Greece; ES - Spain; FR – France; IE – Ireland; IT – Italy; CY - Cyprus; LT – Lithuania; LV – Latvia; LU – Luxembourg; HU – Hungary; MT – Malta; NL - The Netherlands; AT – Austria; PL – Poland; PT – Portugal; RO – Romania; SI – Slovenia; SK – Slovakia; FI – Finland; SE – Sweden; UK - The United Kingdom; HR – Croatia; TR – Turkey.
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Lessons from OECD educational R&D reviews
General conclusions :• Low levels of investment• Low capacity• Weak research/policy/practice links
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Government expenditure on ERD as a percentage of total (public and private, all levels) expenditure on education
Source : OECD, 2009. Data on ERD are for 2007. Data on expenditure on education are for 2006.
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Government expenditure on ERD as a percentage of the public expenditure on R&D
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
2007% 2008%
Source : OECD, 2009.
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Knowledge networks
Strengths/weaknesses of each link?
Policy-makers Researchers
Practitioners
MediaLeaders
School
boards
Parents Teacher Orgs
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Lessons from OECD educational R&D reviews
General conclusions :• Low levels of investment• Low capacity• Weak research/policy/practice linksRecommendations:• Balancing the research portfolio• Accumulation: building a knowledge base • Dissemination and brokerage• Capacity-building
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Methodologies and capacities
Methodological debate:Scientific ideal(s) vs. best available Warfare, mutual invisibility or complementarity
Capacity building:– deepening vs. broadening– producers and consumers
Questions:What forms of capacity are most in need of strengthening?How and by whom should this be done?
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Brokerage agenciesIssues/functions:• Dissemination: publications, internet,
presentations• Promoting interactivity• Legitimating rigour/quality• Developing cooperation/trust
Questions:Rationales: what are the different functions and of brokerage agencies?Effectiveness: what are their achievements to date?
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http://www.tlrp.org/pa
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Aims of the Inquiry
The overall goal : an authoritative and coherent strategic framework for lifelong learning in the UK:• Articulating a broad rationale for public and private
investment in lifelong learning;• A re-appraisal of the social and cultural value
attached to it by policy-makers and the public;• Developing new perspectives on policy and practice.
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IFLL Final ReportIFLL Strategic Framework for Lifelong Learning
Interim Papers
Thematic Stocktake Sectoral Public Value
Prosperity Employment & Work
Demography and Social Structure
Wellbeing and Happiness Migration and
Communities Technological Change Poverty Reduction Citizenship and Belonging Crime and Social
Exclusion Sustainable Development
Public Sector Investment Private Sector Investment Third Sector Investment Individual Commitment
Participation, over 10 years
Early childhood Schools Further Education Higher Education Local Authorities Voluntary Sector Family learning Cultural institutions Private Training Providers
Poverty Health Crime Wellbeing Equality
Horizon Scanning / Scenario Planning
Outline of Inquiry Papers
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Expenditure on costs of learning provision (£ billion), 2007-08
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18-24 25-49 50-74 75+0
10
20
30
40
50
60
70
80
90
100
% of current population
% of current expenditure
Projected % of population by 2020
Proposed % of expenditure by 2020
Proposed re-balancing of expenditure by 4 life stages
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Base lifelong learning policy on a new model of the educational life course, with four key stages (up to 25, 25-50, 50-75, 75+) Rebalance resources fairly and sensibly across the different life stages Build a set of learning entitlements Engineer flexibility: a system of credit and encouraging part-timers Improve the quality of work Construct a curriculum framework for citizens’ capabilities Broaden and strengthen the capacity of the lifelong learning workforce Revive local responsibility…. …within national frameworks Make the system intelligent
Ten Recommendations
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Recommendation 10Make the system intelligent
• State of Learning: 3-yearly stocktake• Benchmark with other countries• Benefit/cost analyses• Experimentation
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HERDIS/Tom Schuller 22
A ‘systemic’ approach to knowledge management
A focus on how the stakeholders:- Generate good quality knowledge and
information- Share that knowledge and information
effectively- Work together to improve the knowledge
base and its utilisation
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HERDIS/Tom Schuller 23
Engineering a stronger knowledge base(from review of educational research in Hungary)
• Raising the aspirations of educational researchers, with clearer incentives for performance
• A clearly focused drive to take forward the training of doctoral students
• Reform of initial and in-service teacher training to make the profession more capable of absorbing research.
• Strengthening leadership within the sector. • Reform HE management structures to promote a more
strategic approach to knowledge management in the sector.• More emphasis on experimentation and evaluation
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The nature of ‘evidence’
• Precision vs ‘certainty’
• Measurable now vs what should count
• Timeframes
• Political demand: narrative and decision
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Future challenges
• Defining an ‘evaluation culture’• Selecting key capacities• Building social capital into research strategies• Complementarity/accumulation: promoting
mixed methods to strengthen the knowledge base
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References
Evidence in Education: Linking Research and Policy (CERI/OECD 2007)
New Challenges for Educational Research (CERI/OECD 2003)
www.lifelonglearninginquiry.org.uk