from data to policy: how international comparisons inform national policy development...
TRANSCRIPT
From data to policy: how international comparisons inform national policy development
从数据到政策：如何通过国际比较更好地制定国家教育政策Albert Motivans ([email protected])
UNESCO Institute for StatisticsSteering Committee on Basic Education Assessment
Chinese Society of Education - 2012 Annual Meeting, November 2012
UNESCO Institute for Statistics (UIS)统计所
Based in Montreal since 2001 (110 staff) Responsible for all areas of UNESCO mandate:
education, culture and communication, science and technology
What we do: Maintain global databases Standards and methodology Capacity development Analysis and use of data
Links between the global and national国际比较与国家政策制定之间的联系
Advocacy 提供依据 broad-based need for evidence to inform policy
Policy debates 激发讨论 catalytic, informing strategies and reviews
Methodologies 提供先进方法 improving “state-of-the-art” assessment tools
Forum 交流平台 a space for sharing best national practices – a
laboratory for ideas
Global education compacts“ 全民教育”计划
“[improve] every aspect of the quality of education, and ensuring their excellence so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.” Dakar Framework for Action, 2000
Education for all returns to Asia
Education post-2015? 2015年后的教育发展前景
Priorities for education targets and measures
Education quality - learning Equality and equity
How does education relate to development priorities?
Inclusive social development Environmental sustainability Inclusive economic development Peace and security
Why the renewed focus on learning?为何关注“学习”？
Research shows that education inputs don’t explain much of the variation in school performance
Increased spending on education does not always lead to better international assessment results
Renewed focus on: Teachers and what they bring to learning The processes of teaching and learning How schools are governed and managed
World education milestones and national learning assessments
世界教育发展的里程碑与国家级学习评价
28% 57%
Source: Benavot and Tanner, 2007
% of countries with national learning assessment: - East Asia and the Pacific from 11% to 64% - South and West Asia from 11% to 44%
Regional assessmentsLLECESACMEQ
UNESCO’s roles联合国教科文组织所发挥的作用
What?Convening political and other actorsForum for policy sharing and learningProviding technical assistance and supporting capacity development in Member StatesDesigning, collecting and using comparative data
Who?Education sector (UNESCO HQ)Field offices (Regional/national offices)Specialised Institutes (UIS, IIEP, IBE, UIL et al)
SACMEQ in Southern and Eastern Africa非洲南部与东部教育质量监测联盟 ( SACMEQ )
Learn more at http://www.sacmeq.org
Started as a project at UNESCO IIEP – and became an NGO in 1997
Tests reading and mathematics literacy at the end of primary education
Three waves of assessments were completed in 1998, 2004 and 2010
SACMEQ has been conducted in 14 South and East African countries
- Contributed to education strategy formulation (debated in Parliaments)- Led to curricular reviews- Professional development reform - HIV-AIDS content in schools
Laboratorio in Latin America拉丁美洲教育质量评价实验室项目 (Laboratorio)
Coordinated by UNESCO regional office in Santiago, Chile partners with national assessment centers
Test measures reading and mathematics literacy at the end of primary education
Undertaken three times:PERCE:1997 SERCE:2004 TERCE:2012
14 countries participated in TERCE
Latin American Laboratory for Assessment of the Quality of Education
Learn more at http://www.unesco.org
6th grade reading scores and household SES
- Improved education strategies- Missions to high performing countries- Raised issue of equity in political debate
Literacy assessment monitoring programme (LAMP)阅读与算数能力评价监测项目（ LAMP）
Coordinated by UNESCO Institute for Statistics in Montreal, Canada
Measures distribution of reading and numeracy skills among 15+ population
Includes pre-reading skills module to capture lower end of the distribution
Validation process in ten languages from six different linguistic families, using three scripts and two numeral systems
Results for Mongolia, Palestine, Paraguay and Jordan will be published in 2013Learn more at www.uis.unesco.org
- Improve design of literacy programmes- Customise literacy interventions- Target beneficiaries
Knowledge management:Observatory of Learning Outcomes
学习成果观测站Coordinated by the UNESCO Institute for Statistics in Montreal, Canada
Piloted in 25 countries in 2012 and data collection to be launched in 2013
Compiles information about national and international assessments and examinations
Create a web-based catalogue Provide technical documentation
to better understand the existing body of information
Promotes linkages among existing studies to generate a common body of comparable information
Research and analysis of learning assessment results学习评价结果的研究与分析
Selected working papers: Primary School Curricula on
Reading and Mathematics A Place to Learn: Lessons from
Research on Learning Environments
The Next Generation of Literacy Statistics
Learning Divides: Ten Policy Questions about the Performance and Equity of Schools and Schooling Systems
A View Inside Primary Schools
For these and other technical papers, see www.uis.unesco.org
Insert cover photos of reports
UNESCO and advocacy for learning: the Learning Metric Task Force
联合国教科文组织对学习的提倡：学习测量任务组
What is it meant to do? How is it organised? How can you get involved?
Putting learning on the global agenda将“学习”置于全球教育议程中
An important goal of the Task Force is to help catalyze a shift in the global conversation on education from a focus access to access plus learning.
The task force aims to take advantage of the window in global policy development to: Identify a set of global learning goals Provide concrete recommendations for measuring them Provide guidance to countries and global/regional
organizations on how measurement can improve learning opportunities and outcomes for children and youth
Project Structure and RolesPutting learning on the global agenda
The Consultation Process任务组的构成 -磋商
Bangran Ryu, Director of School Policy Research Division from Korean Educational Development Institute (KEDI)
Dr Witaya Jeradechakul, Director of Southeast Asian Ministers of Education Organization (SEAMEO)
Project Timeline 任务组工作计划表
JUL AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN
= TASK FORCE MEETINGS
JUL AUG SEP OCT
2012 2013
LAUNCH
STANDARDS WORKING GROUP
MEASURES WORKING GROUP
IMPLEMENTATION WORKING GROUP
= CONSULTATION PERIODS
New York CitySept. 27-28, 2012
Dubai, UAEFeb. 20-21, 2013
Bellagio, ItalyJuly 16-18, 2013
CallJuly 2012
MontrealTBD
The Task Force seeks input from a wide variety of stakeholders through a global consultation process to be conducted both online and in person
The objectives of the consultation process are to:• Engage a diverse group of actors at the political and technical levels to achieve maximum efficacy and impact• Compile feedback and input on appropriate competencies for measuring learning in various contexts to inform the final recommendations presented to the task force
Putting learning on the global agenda
The Consultation Process磋商过程
Consultation Participants参与磋商人员
During the consultation period, more than 400 individuals from 57 countries participated in online or in-person consultations
Results of first Task Force meeting任务组第一次会议
• The proposed framework represents what every child should learn and be able to do by the time they complete post-primary education
• All seven domains should be the aspiration for every child throughout the education system
• While global assessment capability will likely improve, there are not yet measures in all of these areas which are comparable
• The Measures and Methods working group will:• Determine what subset of domains can be measured globally within
our current capacity• Identify options for an approach to measuring learning at the global
and national levels
Note: This draft framework is intended for the purposes of the Learning Metrics Task Force to identify domains for measurable learning outcomes. It is not intended at this time to be used as a framework for policymaking, curriculum or instruction. Recommended domains and sub-domains in the areas of early childhood, primary, and post-primary are listed in the meeting summary document.
Next Steps
Next steps
• Framework and recommendations of Standards WG will be published in December 2012
• The Measures and Methods Working Group will develop a proposal to measure the dimensions of learning in the framework based on existing methods
• Regional consultations for measurement proposal will start in January
• National consultations are encouraged
For updates on the Learning Metrics Task Force and information about working groups and consultations, please visit http://www.brookings.edu/learningmetrics
To receive email updates on the Learning Metrics Task Force, please send your name, organization, and email address to: [email protected]
Next StepsLearn more and get involved…任务组期待更多的人参与进来
