Governing Complex Education Systems: The Use of Data, Tracey Burns, OECD
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This presentation was given by Tracey Burns of the OECD at the GCES Conference on Education Governance: The Role of Data in Tallinn on 12 February during the opening session on OECD and Governing Complex Education Systems. It looks at trends in governance and provides a detailed overview of the GCES project, explaining its main research questions, analytical model, main findings and outputs.
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Governing Complex Education Systems: The Use of Data, Tracey Burns, OECD
- 1. GOVERNING COMPLEX EDUCATION SYSTEMS THE USE OF DATA Tallinn, 12 February 2015
- 2. GCES Main Research Questions What models of governance are effective in complex education systems? What knowledge system is necessary to support the effective governance of complex education systems?
- 3. SteeringPriority setting Accountability ImplementationPolicy Design Knowledge use Knowledge production GCES Analytical Model
- 4. GCES Main Findings • There is no one right system of governance. Rather than focussing on structures it is more fruitful to focus on processes. • Effective governance works through building capacity, open dialogue, and stakeholder involvement. • Governance is a balancing act between accountability and trust, innovation and risk-avoidance, consensus building and making difficult choices.
- 5. GCES Main Findings • The central level remains very important (even in decentralised systems) in triggering and steering education reform through strategic vision, clear guidelines and feedback. • There are systemic weaknesses in capacity throughout most educational systems which contribute to today’s governance challenges. • Importance of key principles for system governance (not just agreement on where to go, but how to get there).
- 6. Thematic conferences • 2013: Multilevel governance (Paris) • 2014: Complexity (Oslo) • 2015: Use of data (Tallinn) Working papers • Governance and Knowledge • Horizontal Accountability • Complexity • Modes of Governance • Trust GCES Outputs
- 7. • The Netherlands • Norway • Sweden • Poland • Germany GCES Case Studies
- 8. GCES Core Themes Accountability systems Capacity building Strategic thinking
- 9. Accountability Systems Capacity Building Strategic Thinking Use of data Trust Risk-taking GCES Current and Future Themes
- 10. Increasing accountability of performance • Measurable objectives and indicators • Focus on evaluation and quality assurance • Explosion of evidence and data Trends in Governance
- 11. Education Governance: The Role of Data • Which strategies have countries developed to collect and use educational data, and how effective have they been? • What are the main challenges arising from use of data in educational governance (trust, accountability, capacity)? • What kinds of supports for the use of data are needed at different governance levels?
- 12. A. Developing Data Systems B. Data and Trust C. Learning Analytics D. Estonian Data System (in Estonian) Afternoon Workshops
- 13. Opportunities for: • Monitoring and ensuring quality of system • Identifying potential challenges • Allowing more immediate feedback (administration, schools, parents, etc) However most countries struggle with ensuring its use: • Capacity • Ownership/willingness Developing Data Systems
- 14. Shifting accountability to lower levels of system • Who is accountable to whom (and for what purpose?) • Intended versus unintended effects Balancing trust and accountability • Successes and challenges in building, maintaining, and restoring trust Data and Trust
- 15. Learning analytics and educational data mining • Opportunities: system, school, individual level • Ethical and privacy issues? Examples of how this has been used in European schools (LACE project) Learning Analytics
- 16. Workshop Planning Timing Developing Data Systems Data and Trust Learning Analytics Estonian data system (in Estonian) 14:00–15:30 Chair: Lucie Cerna Lead inputs: • Iain Bradley (UK) • Cláudia Sarrico (Portugal) Chair: Tracey Burns Lead input: • Marc Tucker (USA) Chair: Henno Theisens Lead input: • Peter Karlberg (Sweden) Lead input/chair: • Margus Kärner, Marko Mölder and Tommy Tomson (Estonia) 16:00–17:30 Chair: Henno Theisens Lead inputs: • Darko Zupanc (Slovenia) • Claudia Schreiner (Austria) Chair: Lucie Cerna Lead input: • Astrid Søgnen (Norway) Chair: Tracey Burns Lead input: • Peter Karlberg (Sweden) Lead input/chair: • Margus Kärner, Marko Mölder and Tommy Tomson (Estonia)
Editor's Notes
- Governance challenges in increasingly complex education systems Central regulation to decentralisation and deregulation Increasing school autonomy Increasing numbers of actors and stakeholders Parental choice and voice
- Key principles: Open Inclusive Positive Evidence-informed Value stability and improvement Pragmatic but with strong outcomes focus
- The case studies are one of the main GCES project outputs. They are aimed at producing comprehensive empirical research to shed light on the core questions of GCES: How do the various governance levels act and interact in decentralised settings? Which are the strategies central ministries can use to trigger and steer policy changes on the local level? Which knowledge systems and other capacities are needed on the local level to successfully implement reforms? All case studies follow the GCES Case Study Framework developed for this work. This framework outlines the key questions, methodologies, and structural elements of conducting and reporting a case study. It also provides general guidelines on the process, timing, and planning of the reports. The first three cases studies (The Netherlands, Norway, and Poland) were chosen by participating countries in consultation with the Secretariat, as outlined in the Framework. All three case studies have a common focus on assessment and evaluation reforms, although the particular topic and focus of these exercises differs depending on country priority and experience. The methodologies used include reviews of relevant policy documents, in-depth analyses of schools and their responses to reform and/or in-depth interviews with relevant stakeholders, and media analyses. The report on The Netherlands looks at a policy introducing risk-based assessment with follow-up measures for schools deemed at risk of failing. The new programme labels these schools at “weak” or “very weak” and invests in special improvement activities that are supported by the Ministry but run by private actors. Schools at risk that do not improve are closed down after two years. The case study showed that the programme was largely successful in reducing the number of weak or very weak schools but also identified undesired effects in a few schools that led to “vicious circles” of continuously worsening performance after being labelled. This report has been published and is distributed at this CERI GB. The case study on Norway focuses on a central policy programme aiming at improving the formative assessment practices in classrooms. The Assessment for Learning programme (AfL) supports schools to develop a better assessment and learning culture and is based on close co-operation between the Directorate for Education and Training with 50 participating municipalities. Main elements are tools for sharing information, such as conferences and learning networks, to build the necessary capacity in schools and local administration. Even though AfL follows a comprehensive approach it does leave freedom of design for the municipalities along broad guidelines. This report has been published and is distributed at this CERI GB. The report on Poland analyses a recent general reform of the school inspection system that brought about new forms of school evaluation including education supervision based on complementary internal and external evaluation. While using a variety of qualitative and quantitative tools to assess education outcomes, dialogue, learning and improvement were introduced as core principles of evaluation. This report will be published in the coming months. In a couple of days, on 1 December, work on the German case study will start. More on this fourth study later. Now let’s look briefly at the first three ones.
- Transparency on input, processes, outputs Evidence informed policy and practice Use of information and feedback systems in education
- Country examples, lead speakers from England, Portugal, Slovenia, Austria You are also encouraged to bring your own systems to bear and share your own successes and challenges