The document discusses leveraging the OECD's knowledge on education to guide policymaking through a "GPS approach". This approach would provide member countries real-time access to extracted evidence and analyses from OECD education documents and data. The goals are to help countries assess the impact of reforms and make informed policy decisions by navigating focused, actionable evidence on issues. It aims to shift from providing full documents to targeted evidence and maintaining links to source materials. Most teachers participate in professional development but many desire more, according to OECD surveys.

1. Making reform happen and evaluating reform in education:A ‘knowledge management’ approachDirk Van DammeHead of the Centre for Educational Research and Innovation - OECD

2. OutlineKnowledge management in educationKnowledge as part of systemic innovationMaking reform happen in educationThe ‘GPS’ approachGovernance and knowledgeConclusions and questions2

3. Knowledge management in educationA.3

4. Educational R&DStriking findings that education, as a knowledge sector, has a very weak knowledge base itself…Low levels of educational R&D (but difficulties in finding a methodology for comparable data collection)Much lower than related public policy sectors such as health or social policyA weak empirical research capacity…Especially for quantitative researchAnd a weak link between research and policy4

5. Educational R&D5

6. Educational R&D6

7. Educational R&D7

8. Evidence in EducationThe emergence of evidence in education…Methodologically sound solutions found for measurement issues in educationComparative education indicatorsMoving from inputs to outputs and outcomesThe PISA shockThe development of feedback systems, at student, school and system levels…dramatically changed the policy climate8

9. Evidence in EducationImportant methodological issues and debates on what counts as (scientific research) evidence(quasi-)experimental design, randomised control trials, …Lack of large-scale longitudinal studiesScientific ideal versus pragmatically feasibleCost and capacity problemsEthical issues about educational experimenting, privacy issues related to data collection9

10. Evidence in EducationResearch – Policy interactionNot a simple model of direct impact of evidence on policy, but mediation by all stakeholders and actors in a complex systemThe influence of knowledge on policy making may in fact be strongest not when it comes directly from the educational research community in direct advice to policy makers but when it is filtered through actors such as print or broadcast media, lobbyists, popularisers, etc. (EU, 2007, p.5)Mediation seems to be the weakest link in the knowledge chain10

11. Evidence in Education11

12. 12

13. Knowledge as part of systemic innovationB.13

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15. Systemic Innovation in EducationObjectivesInvestigate how systems go about change Processes and stakeholder relationshipsKnowledge Management perspective14 case studies: Australia, Denmark, Germany, Hungary, Mexico, and SwitzerlandFactors that facilitate/impede the use of evidenceLessons learned about the use of evidence

16. Enablers of innovationConsensus buildingPolitical visionResearch evidenceBrokerage: generation and dissemination of knowledgeLegitimating rigour/qualityDeveloping cooperation/trust

17. Barriers to innovationChange fatigueCompeting policy agendasAccountability mechanisms and public policy agendas:Restricted risk managementShort-term planning

18. Model of Change in EducationIdentification of needs What are the drivers of change?Which stakeholders are involved?Evaluation & Monitoring = surveillance/ judgement of outcomesHow and when?

19. What criteria are used?

20. Summative or formative purpose?

21. What are the findings?Identification of needsKnowledge baseWhat types of knowledge?Tacit knowledge

22. Explicit knowledgeWhat knowledge sources?Development of innovationEvaluation & MonitoringKnowledge baseImplementation process Without piloting: large-scale implementation

23. With piloting: Small-scale implementation Monitoring/evaluation Scaling-upOutputOutcomesImplementation

24. Systemic Innovation in EducationResearch evidence is interacting with various other forms of knowledge in innovation processes in education:Professional/Practitioner knowledgeTeachers’ core pedagogical knowledge and beliefs as part of their professional identityTacit knowledgeEstablishing a ‘culture of evaluation’ is critically important for the success of reform and planning of next reforms19

25. ConclusionsPolicy ImplicationsSystemic innovation as useful analytical framework Targeted strategy to induce system-wide changeSI as guiding principle for innovation policy

26. Establish a formalised knowledge base

27. Monitoring and evaluation

28. Support link between systems research and innovation

29. Evidence-informed dialogue with stakeholders

30. Need for formalised knowledge base

31. Losing innovation opportunities

32. Not cost effectiveMaking reform happen in educationC.21

33. 22

34. Key lessons on education reformMaking reform happen needs to:Actively engage stakeholders in formulating and implementing policy responsesMake effective use of evidence to shape policiesExplain clearly underlying principles and aims of reforms(from: OECD Education Policy Committee meeting at CEO level Seoul, Korea, 2008)23

35. Key lessons on education reformMore specific lessons from reform experience:Policy makers need to build consensus on the aims of education reform and actively engage stakeholders, especially teachers, in formulating and implementing policy responsesReforms can capitalise on external pressures as part of building a compelling case for changeAll political players and stakeholders need to develop more realistic expectations about the pace and nature of reforms to improve outcomesReforms need to be backed by sustainable financingThere is some shift away from reform initiatives per se towards building self-adjusting systems with rich feedback at all levels, incentives to react and tools to strengthen capacities to deliver better outcomes24

36. Key lessons on education reformMore specific lessons from reform experience:Investment is needed in change-management skills in the education systemTeachers need reassurance that they will be given the tools to change and recognition of their professional motivation to improve outcomes for their studentsEvidence can be used more effectively to guide policy making, combining international benchmarks with national surveys and with inspectorates to provide a better diagnosisEvidence is most helpful when it is fed back to institutions along with information and tools about how they can use the information to improve outcomes“Whole-of-government” approaches can include education in more comprehensive reforms. These need effective co-ordination and overall leadership across all the relevant ministries25

37. Making reform happenCase studies:Denmark: introducing a culture of evaluationFinland: introducing polytechnics into the tertiary education sectorPortugal: tertiary education reform and teacher education reformNorway: improving lower secondary educationMexico: improving schools(Education and Training Policy division)26

38. Making reform happen27Mexico project video

39. Making reform happenKey elements relevant to Making Reform Happen in Mexico:greater understanding among stakeholders of each others’ roles and perspectivesgreater commitment to work together on lifting performancestronger capacity for undertaking education policy reformstrong Mexican ownership of recommendationsobstacles to reform identified and recommendations realisticlong-term vision as well as immediate steps to takeOECD in facilitating role, bringing international expertise to support Mexico’s reforms28

40. The ‘GPS’ ApproachD.29

41. Leveraging the impact of knowledgeThe intent is to mobilise and integrate evidence from data, analyses and policy advice generated over the years by the Education Directorate and to make this knowledge accessible in a systematic wayThis service to member countries is an analogue of a ‘GPS navigation system’ which provides real-time evidence to guide the choices and trade-offs when they need it for policy decisions related to educationLike the GPS system, the search by any user at any time should provide selected, focused and actionable information on specific issues for policy decision making by countries. (Indicators and Analysis Division)30

42. Leveraging the impact of knowledgeOverall objectives of this service to countries is:to provide a real time comprehensive access EDU’s rich evidence base on educational outcomes and policies experience so that they can used for policy decisions by governments. to offer a means by which countries can assess the contribution of educational reform to the growth and progress of their country, recognizing that the full impact of educational reform is cumulative over the trajectory of policy decisions31

43. Objective 1: Real time comprehensive access to evidence means a shift from whole documents and other sources to extracted evidence. However the link to the document will be retainedEvidence-link from Education Today, 2010Teachers are positive about the appraisal and feedback they receive, but in some countries a significant minority or even majority of teachers have not received any in recent years: Teachers across the different systems surveyed by TALIS tend to be positive about the appraisal and feedbackthey receive, reporting that on the whole it is fair and helpful for their work, and increases their job satisfaction. Approximately 13% of teachers surveyed by TALIS reported that they had received no feedback or evaluation in their current school in the previous five years; this average level rises to much higher levels in Ireland (26%), Italy (55%), Portugal (26%) and Spain (46%).High proportions of lower secondary teachers participate in professional development but many say that they would like more: Nearly 9 teachers in 10 surveyed by TALIS reported having taken part in a structured professional development activity in the preceding 18 months, though in Denmark, the Slovak Republic and Turkey around a quarter reported no participation during that period. Despite generally high levels of participation, more than half the teachers (55%) in the TALIS countries overall say that they would have liked more professional development, and lack of suitable opportunities is a significant factor in this. Approximately a third of the surveyed teachers reported a high level of need for training to help them teach students with special learning needs. Other professional development priorities include teaching with ICT and dealing with difficult student behaviour.Evidence-link: Up to Upper Secondary School, Analysis. Education Today, 2010, p20

44. Strand 1: Managing what we know A digital tool to ensure OECD evidence is at your disposal at your desk when you need it and in a form that is suitable and adapted to the specific policy context in which you need it.

45. Three types of evidence – data, analyses and policy experience – will be available.

46. Work will continue to create the digital tool and to move evidence from the last three years into the data base. It is estimated that the complete data base will contain over 100,000 individual pieces of evidence which can be searched.

47. The tool will be available in 2013. Its utility is dependent on having a large enough data base for it to be useful to users. Further additions to the data base will continue adding to its value. Strand 1: Managing what we know The Evidence Navigator for Education will be available on the OECD Education web site and on OECD iLibrary in early 2013.

48. All evidence can be viewed at once, or evidence that is data, analysis or policy separately.

49. The data base will have evidence extracted from all products generated by the Education Directorate (CERI, ETP, INES, IA, CELE, IMHE) and all the surveys (PISA, PIAAC, TALIS, etc) which can be searched.

50. The extracted evidence includes both published and non-published information.

51. The search results show text, tables, figures, powerpoint slide or video.

52. If you want more information, the evidence will be linked to the original source at the extracted location. For instance, if you are interested in a figure, clicking on it will take you to the page in the book or report from which it is drawn.

53. Here is a short “trailer”.

56. Strand 2: Peer-learning from policy experiencesPeer-learning from evaluated policies in other countries that have achieved successful outcomesPolicy experience analysis will be incorporated into the GPS data baseFirst volume of Strong Performers, Successful Reformers was published December 2010. OECD – Japan Seminar June 28-29 2011 will include a second volume.

57. Strand 3: Building tools for successful policy implementationSuccessful policy implementation is essential for reforms that achieve targets, within budget and on schedule. Implementation tools and delivery capacity are useful in policy planning. When available, such tools for managing implementation and assessing delivery capacity will be incorporated into the GPS data base for use by countries. A pilot of the tool developed by McKinsey and Michael Barber in the UK has been proposed to member countries in order to test its appropriateness and value.

58. Governance and knowledgeE.40

59. Governance and KnowledgeGoverning Complex Education Systems is a new CERI project dealing with the governance challenges of increasingly complex education systemsIncreasing number of actors and stakeholdersMultilevel governance issuesDecentralisation and re-centralisationWhat is the role of knowledge in governance?What is the role of governance in knowledge creation, dissemination and utilisation?41

60. Governance and KnowledgeGeneral research questions:What models of governance are effective in complex education systems?What knowledge systems are necessary to support this?

61. Governance and KnowledgeMore specifically:How creating the capacity at central levels to handle complex flows of knowledgeWhat knowledge options do policy makers have in making decisions and involving stakeholdersHow to provide the local levels in complex systems with sufficient knowledge to performHow to ensure that levels do share relevant knowledge

62. Steering AccountabilityPriority settingPolicy DesignImplementationKnowledge useKnowledge productionGovernance model

63. Governance and Knowledge45

64. Conclusions and questionsF.46

65. Conclusions and Questions As most policy areas, educational policy has become more evidence-based in most countriesWhat kind of evidence counts in educational policy and practice?What is the role of empirical scientific research?What is the role of comparative education indicators?Is evidence shared and discussed with all stakeholders before leading to policy decisions?Which channels do mediate between research, stakeholders and policy makers?How can we improve knowledge mediation?47

66. Conclusions and Questions Innovations in education often lack a systemic approach, with a clear and knowledge-driven vision on implementation, scaling, monitoring and evaluationWhat role do various kinds of knowledge play in educational innovations?Is knowledge resulting from evaluating innovations used in designing new innovations?Is evidence from evaluations used to enrich the dialogue with practitioners and stakeholders?48

67. Conclusions and Questions Educational systems have become more complex, partly as a result of decentralisation, partly as a result of multiplication of stakeholders. The governance of complex systems becomes a real challengeCan research evidence and other knowledge help in ‘binding’ the educational system? What are the functions knowledge can play in terms of governance?Under which conditions and in what forms should knowledge be developed, shared and discussed in order to have a productive impact on governance?49

68. Thank you !dirk.vandamme@oecd.orgwww.oecd.org/edu/ceri50