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150925 unesco iclc_bertelsmann-stiftung_noack_how-can-educational-monitoring-empower-evidence-based-governance

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“At the 2nd International Conference of Learning Cities of the UNESCO in Mexico City, 500 delegates, mayors, and education experts from over 80 countries discussed how cities can become sustainable learning cities and how their progress in doing so could be monitored.

This presentation showcases examples of transparency instruments on different educational levels (from early childhood to higher education) and with different regional focus (from national to local level) that were set up with or by Bertelsmann Stiftung. It also describes the application of one such instrument at the city level with a concrete example. It finally lists indicators and points out key learnings for the installation of such transparency tools in other cities and countries.”

Published in: Education
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150925 unesco iclc_bertelsmann-stiftung_noack_how-can-educational-monitoring-empower-evidence-based-governance

  1. 1. How can educational monitoring empower evidence- based governance? Dr. Martin Noack 2nd International Conference on Learning Cities of UNESCO 28th-30th September, 2015, Mexico City, Mexiko
  2. 2. Page 2 How can educational monitoring empower evidence-based governance? 29 September 2015 “If you can’t measure it, you can’t manage it.” Robert Kaplan in Balanced Scorecard
  3. 3. Page 3 How can educational monitoring empower evidence-based governance? 29 September 2015 Sustainable Government Indicators: Upper secondary attainment (SDG 4) www.bertelsmann-stiftung.de/en/publications/publication/did/sustainable- development-goals-are-the-rich-countries-ready/
  4. 4. Page 4 How can educational monitoring empower evidence-based governance? 29 September 2015 Sustainable Government Indicators: PISA results (SDG 4)
  5. 5. Page 5 How can educational monitoring empower evidence-based governance? 29 September 2015 Sustainable Government Indicators: Particulate Matter (SDG 11)
  6. 6. Page 6 How can educational monitoring empower evidence-based governance? 29 September 2015 Sustainable Government Indicators: Rooms per person (SDG 11)
  7. 7. Page 7 How can educational monitoring empower evidence-based governance? 29 September 2015 Sustainable Government Index: All SDGs, all countries
  8. 8. Page 8 How can educational monitoring empower evidence-based governance? 29 September 2015 Sustainable Government Indicators: Mexiko SDG 1-17
  9. 9. Page 9 How can educational monitoring empower evidence-based governance? 29 September 2015 Bertelsmann Stiftung: Educational monitoring for different life phases and regional granularities www.laendermonitor.de www.chancen-spiegel.de www.umultirank.org www.deutscher-weiterbildungsatlas.de www.keck-atlas.de www.laendermonitor-berufsbildung.de www.elli.org www.deutscher-lernatlas.de www.wegweiser-kommune.de Neighborhood
  10. 10. Page 10 How can educational monitoring empower evidence-based governance? 29 September 2015 www.deutscher-weiterbildungsatlas.de Further education and training (regional level)  96 regions (in 2016 also for 402 counties)  14 indicators across 3 dimensions  Good practice case studies Participation Realization of PotentialProvision 1/3 (private sector) Augsburg Munich Berlin Hamburg Munich
  11. 11. Page 11 How can educational monitoring empower evidence-based governance? 29 September 2015 Further education and training (regional level) Augsburg Munich Germany Participation Realization of Potential Provision Success factors from case studies:  Strong networks between providers, administration and companies  Good physical access of training providers via public transportation  Independent and easily accessible guidance services for learners All Low skilled All Low skilled Public Private Corporate
  12. 12. Page 12 How can educational monitoring empower evidence-based governance? 29 September 2015 Higher Education (provider level) www.umultirank.org
  13. 13. Page 13 How can educational monitoring empower evidence-based governance? 29 September 2015 Lifelong Learning (city level) Learning to know Learning to do Learning to live together Learning to be www.deutscher-lernatlas.de Bielefeld
  14. 14. Page 14 How can educational monitoring empower evidence-based governance? 29 September 2015 Lifelong Learning (city level) Case Study: Bielefeld Determining factors Steps taken by head of education department:  Calculate forecasts  Localize using primary school districts  Find areas of highest need for intervention  Discuss findings across the five dimensions in all city committees (high attention for education)  Set specific targets of political action and tie concrete budgetary decisions to them  Control targets biannually  Success factors: communication, cooperation, engagement, pragmatism  Challenges: prioritization, networking, resources, sustainability This system empowers evidence- instead of lobby based educational governance. www.bielefeld.de/de/rv/ds_stadtverwaltung/asch/bib/rep/ www.wegweiser-kommune.de
  15. 15. Page 15 How can educational monitoring empower evidence-based governance? 29 September 2015 Lifelong Learning (city level) – Indicators (Bielefeld) Demographic  Population forecast  Migration balance  Migrant population Economic  GdP per capita/employee  Underemployment rate  Employees by sex and occupational Group  Share of education budget on total budget Social  rate of welfare recipients (all/below age 15)  Education of population  Social burden with relevance for education Early Childhood  Supply and demand  Language proficiency (4) Primary/Secondary  Supply,demand,migration  Inclusive education rates  All-day school rate and educator qualification  Migrant rate (non-native)  Integration of fugitives  Recommendation quota for lower/upper sec. education  Class repetition rate  Degree rates (sec. I/II) Post-school/Tertiary  Migrant participation in literacy courses  Degrees at evening schools  Enrolled students (1st sem/all) Initial Vocational Ed.  Students enrolled in vocational schools  Relation supply-demand for dual system of vocat. train.  Signed v. training contracts  Terminated vocational training contracts Transition school/work  Rate of graduates that enter/exit transition system Further professional Education  Unemployed who enter further professional educat.  Labor market integration rate of unemployed after further professional educat.  Participation in course at community colleges Intergenerational contact  Outreach of inter- generational projects Youth work  Public expenditure for open children/youth work  Number of/participation in publicly funded youth education projects Integration courses  Migrant participation in/ successful completion of integration courses Civic and political engagement  Participation in public volunteering service  Participation in post- retirement volunteering  Voter participation Use of cultural events and facilities  Visitors of theaters etc.  Tickets sold to students  Pupils reached via theater-partnerships  Partic. in music/art school  Pupil participation in cultural field trips  Participation in adult ed.  Participation in literacy courses (native-speakers)  City library: users, visits, and items checked-out  Students: University 50+ Health prevention, sports and play  Provision of playground space in qm/child  Sports-club memberships  Parti. in health courses at community colleges know do live together be
  16. 16. Page 16 How can educational monitoring empower evidence-based governance? 29 September 2015 In a nutshell 1. Generally fairness (e.g. access) and performance (e.g. competency/certificate output) should both be in the focus. 2. The city administration should work as a networking agent that orchestrates a triple win of monitoring activities for education providers, employers and society. - Educational monitoring should be in close interaction with other reporting mechanisms at city level, like children and youth reports, school development plans, social and family reports, etc. - Common definitions, data basis, and reporting layout, as well as the potential integration of some of the existing reports into the educational monitoring can lead to synergies and save resources. 3. Educational monitoring should not stop at delivering and displaying data but should also provide interpretations, explanations and perspectives or recommendations – the latter being based on participative-discursive processes. - In doing so transparency instruments can help with bench-marking, (umultirank) bench-learning (further education atlas) as well as forecasting future developments (community roadmap).
  17. 17. Page 17 How can educational monitoring empower evidence-based governance? 29 September 2015 In a nutshell (cont’d) Specific recommendations: - Report level and trend to make development obvious - Consider regional resources – don’t compare apples with oranges - Allow for and support building profiles in monitoring and governing education landscapes - Localize: use e.g. primary school districts to find areas of highest need for intervention (where social handicaps are strongest) 4. Educational monitoring itself cannot solve the problems of education systems but it can help shed light on them, so they can be understood and addressed more easily, and so that interventions can be evaluated for their effectivity. - Educational monitoring therefore needs to be used to set and control specific targets of political action that are tied to concrete budgetary decisions
  18. 18. Thanks for listening! Dr. Martin Noack Senior Project Manager Programme Learning for Life Bertelsmann Stiftung Carl-Bertelsmann-Straße 256 | 33311 Gütersloh | Germany Telefon: +49 5241 81-81476 | Fax: +49 5241 81-681476 E-Mail: martin.noack@bertelsmann-stiftung.de
  19. 19. Appendix
  20. 20. Page 20 How can educational monitoring empower evidence-based governance? 29 September 2015 Actual Recommendations from Bielefelder Lernreport Provide early, continuous and integrated support for children in problematic neighborhoods Coordinate all actors from youth support, education planning, city development planning and health management Concentrate resources and invest in those neighborhoods with the highest need Improve quantity and quality of early childhood care centers Standardize language learning and language proficiency evaluation in early childhood care centers Standardize quality criteria and quality management for whole day schools Standardize transition evaluation from primary to secondary school Expand professional education at community colleges Develop an easy access platform that provides an overview of lifelong learning offers for senior citizens Coordinate extra- curricular offers in whole day schools with those of youth help and increase those offers in problematic neighborhoods Promote standardization of participation assessment among providers of cultural activities Develop new cultural formats that address interests and needs of children and youth in problematic areas Expand alphabetization offers Encourage cooperation of sports clubs with other education institutions know do live together be
  21. 21. Page 21 How can educational monitoring empower evidence-based governance? 29 September 2015 2nd example Leipzig  Educational management provides data-based answers to questions of other stakeholders, but also sets the agenda based on its own analyses  Educational monitoring is located at department for youth, family and education but connected to the office of city planning via a sponsorship  Next to the educational report, the newsletter “educational management”, publications and a website, communication is organized via an advisory group (including civil society representatives), a steering committee and an educational conference, as well as direct talks  Initial skepticism against an integrated city development approach based on the data from the educational monitoring has been overcome through an open communication approach, leader engagement and simply the new insights
  22. 22. Page 22 How can educational monitoring empower evidence-based governance? 29 September 2015 Further education and training (regional level) Indicators:  Participation in further education: - Participation rate in courses, seminars, and workshops during the past 12 months (y/n)  25+ vs. 25-54 year old, without a professional degree  Average level 2007-2012 and trend 2007-2012  Exploitation of potential: (again level and trend for both groups all/low-skilled) - Difference of actual participation rate and expected participation rate +100  Expected participation rate based on person-estimates at federal level and regional social structure, considering: income, age, gender, employment status, professional status, form of employment, working times, profession, branch, size of company, family structure, educational level, vocational degree, migration status – additionally macro-characteristics of the region have been taken into account: distance to the next autobahn and to the next regional centre, gross regional product by sector, population density  Provision of further education: - Offered courses at publicly funded adult education centres - Number of private further education providers (weighted by size) - Training propensity of companies in the region www.deutscher-weiterbildungsatlas.de
  23. 23. Page 23 How can educational monitoring empower evidence-based governance? 29 September 2015 Higher Education (provider level) Indicators: Teaching and Learning Bachelor graduation rate Master graduation rate Graduating on time (bachelors) Graduating on time (masters) Research Citation rate Research publications (absolute numbers) Research publications (size-normalised) External research income Art related output Top cited publications Interdisciplinary publications Post-doc positions Knowledge Transfer Co-publications with industrial partners Income from private sources Patents awarded (absolute numbers) Patents awarded (size-normalised) Industry co-patents Spin-offs Publications cited in patents Income from continuous professional development International Orientation Foreign language bachelor programmes Foreign language master programmes Student mobility International academic staff International joint publications International doctorate degrees Regional Engagement Bachelor graduates working in the region Master graduates working in the region Student internships in the region Regional joint publications Income from regional sources www.umultirank.org
  24. 24. Page 24 How can educational monitoring empower evidence-based governance? 29 September 2015 Displays regional data for children up to 12 years with regard to the: • Socio-economic background • Education • Health status Early Childhood Education (neighborhood level) www.keck-atlas.de Provides data on the social environment of KECK communities: The stability index offers transparency about opportunities and risks in the children‘s social environments
  25. 25. Page 25 How can educational monitoring empower evidence-based governance? 29 September 2015 Early Childhood Education (neighborhood level) Indicators: Child Demographics Age structure (rate of <3, <6 and <15 year olds in population) Rate of migrant children among the <3, <6, and < 15 year old Rate of foreigners among the <3, <6, and < 15 year old Environment of Children Rate of children age <3,<6, <15 who are members of households in need of benefit/single parent households (Youth) (long term) Unemployment rate (all and <25 y.) Rate of benefit recipients Rate of housing units in one/two family houses Rate of recreational areas Playground area in m²/<15 year old Voter turnout Child Health Rate of abecedarian with completed health checks during past 5 years Rate of abecedarians who are overweight Child Education Rate of day care and kindergarten places/10 children age <3 and <6 Rate of children <3 and <6 going to day care/kindergarten (migrants and all) Transition rate from primary to different types of secondary school Stability Index Social: - Rate of children age <6 or <15 who are members of households in need of benefit Family - Rate of children age <6 or <15 who are members of single parent households Migration - Rate of migrant children among the <6 or < 15 year old www.keck-atlas.de
  26. 26. Page 26 How can educational monitoring empower evidence-based governance? 29 September 2015 Early Childhood Education and Care (state level) E.g., investments per child under age 6 in each state 2010Transparency Governance E.g., participation rates of children < age 3 in ECEC centers & day care 2008/2013 E.g., Staffing Formula in Kindergarten-groups (age 3-6) 2013 Access for all Child Investing effectively Promoting Bildung – ensuring Quality  Issued annually  16 state profiles  50+ indicators www.laendermonitor.de
  27. 27. Page 27 How can educational monitoring empower evidence-based governance? 29 September 2015 Access for All  Participation rates  Hours in care / Day care  Care for children < age 3: expansion and needs  Inclusion  Immigrant and nonimmigrant children in ECEC centers  Care for school-age children  … Investing effectively  Investments per child < age 6  Financing partnership for ECEC  Share of net expenditures for ECEC  One-time investments for ECEC  … Promoting Bildung – Ensuring Quality  ECEC center directors  Release time for leadership duties  Staffing formula  Children in various group types  ECEC pedagogical staff  University graduates at ECEC centers  Levels of training for staff members  Staff working with special- needs children … Early Childhood Education and Care (state level) Indicators:
  28. 28. Page 28 How can educational monitoring empower evidence-based governance? 29 September 2015 Primary and secondary education (state level) www.chancen-spiegel.de  Issued annually  4 dimensions  19 indicators  16 state profiles  Grouped per dimension: top – medium – bottom  Power of Integration  Permeability  Promoting skills  Allocating School Certifcates Fairness Performance
  29. 29. Page 29 How can educational monitoring empower evidence-based governance? 29 September 2015 Primary and secondary education (state level) Indicators: Power of Integration Rate of pupils with special needs Rate of pupils with special needs who are schooled separately (exclusion) Rate of pupils going to whole day schools Permeability Rate of pupils who transfer from primary school to grammar school Rate of pupils who stay down a year during secondary school Entry rates into vocational training tracks by school degree Promoting skills Numeracy/literacy levels of 9th graders Numeracy/literacy levels of lowest 10% Numeracy/literacy levels of highest 10% Differences in numeracy/literacy by social class (EGP) Allocating School Certifcates Rate of graduates with A level Dropout rate (without a degree)
  30. 30. Page 30 How can educational monitoring empower evidence-based governance? 29 September 2015 Objectives:  Creating transparency with respect to community development  Providing action plans for communities undergoing a process of transformation  Highlighting good examples Content:  Measures of demographic change, education, finances, social conditions and integration  For all communities with a population of over 5,000  Forecast data for ten age groups up to the year 2030  Studies and recommendations for action and best practice examples  Interactive tools Community Roadmap (district level)
  31. 31. Page 31 How can educational monitoring empower evidence-based governance? 29 September 2015 Community Roadmap (district level) Education-related Indicators: Early Childhood Education Participation rates in nurseries by age- group and amount of hours/week Participation in day care by age-group and amount of hours/week Qualification of personnel in nurseries by degree Primary/Secondary Education Participation rates by school type Transition rates to secondary school Rate of pupils staying down a year by school type School leavers by degree Vocational Education Success rates of vocational training tracks Rate of new apprentices by school degree Further Education & Training Participation in further education by age group and gender Rate of integration of further education participants into the labor market by age group
  32. 32. Page 32 How can educational monitoring empower evidence-based governance? 29 September 2015 Population Trends up to the Year 2030 in Counties and autonomous Cities in Germany  Total population will decline by 0.7%  One in two people will be older than 48  Children in preschool: -1.3%  Children in primary school: +0.6  Students in secondary school, level 1: -6.6%  Students in secondary school, level 2: -9.4%  Young persons in training and universities: -19.5%  Younger potential workers: -6.7%  Older potential workers: -10.7%  Younger retired persons: +25.1%  Care-dependent persons older than 80: +47.2%
  33. 33. Page 33 How can educational monitoring empower evidence-based governance? 29 September 2015 Lifelong Learning (country level) www.elli.org
  34. 34. Page 34 How can educational monitoring empower evidence-based governance? 29 September 2015 Lifelong Learning (country level) indicators:
  35. 35. Page 35 How can educational monitoring empower evidence-based governance? 29 September 2015 Lifelong Learning (country level) Indicators: www.elli.org

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