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OECD World Forum on Measuring and Fostering the Progress of Societies - Istanbul 27-30 June 2007

Day 3: Friday 29 June 2007 [Afternoon] Paral lel session sHuman Capital: the Largest Share of a Nation's Wealth

Topkapi A

A Variety of Flavors of Human Capital:Incorporating Humanities and International Exposure into Education

by

Ali DOGRAMACI

Bilkent University

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OECD World Forum on Measuring and Fostering the

Progress of Societies Istanbul 27-30 June 07

Focus: How can societies better measure their progress orsetbacks?

The question lies at the heart of a long-term OECD project to

explore how the effective use of information can benefitdemocracy, empower individual citizens and stimulate a globaldebate on what progress means.

The Istanbul 2007 Forum will aim to improve the developmentand dissemination of social, economic and environmentalindicators..

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Title of our session:

Human Capital : the Largest Share of a Nat ion 's

Wealth

To explore what evidence societies need in order to optimisetheir investment in - and the return from - their human capital

Human Capital1: The knowledge , skills,

competencies and attributes embodied inindividuals that facilitate the creation of

personal, social and economic well-being.

1T. Healy, S. Cote, et al. The Well-Being of Nations: The role of human

and social capital, Centre for Educational Research and Innovation,

OECD (2001), p. 18.

Brian Keeley, Human Capital, OECD (2007), p.29.

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Whether in the Balkans, or Caucasus

or in the Middle East, or elsewhere;

Educational platforms designed to

improve mutual understanding,

may also enhance the constructive

potential of human capital.

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We may train engineers with excellent

technical expertise.

We may train school teachers who know

how to motivate their students and teach

them well in math, science & composition.

These are some of the necessarycomponents of the Human Capital.

On the other hand, a sufficientbundleought to also have certain humane

components providing a potential for fostering

tolerance and understanding across cultures.

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Broad-brush indicators of education such as number high school

or university graduates in the country, number of attendees in

professional training programs, or number graduates of specific

disciplines etc. are necessary.But it also helps to complement such aggregate data

with focused data such as PISA and IALS results.

My talk here is even more limited: Using a singleinstitution, raw data will be presented in the hope of

instigating efforts to develop some new measures.

In education,how can we attempt to measure thequantity and quality of inputs, for the development

of a more humane human capital?

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Example #1 : Characteristics of required humanity courses

for engineers:

Some measures to consider: Topics covered?

Who teaches them? Class size, contact hours/week?..

Relevance:

Each year in Turkey, more than 1.5 million studentstake the state entrance test for universities.

Among them, consider the highest scoring top 100

students. Each year at least 25 of them choose

Bilkents Electrical Engineering department. After theygraduate many members of this crme de la crmegroup will be leaders in the society, whether in

academia, industry, or government. They will be

involved in matters far more than just engineering.

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Electrical and Electronics Engineering Dept.

SECOND YEAR Curriculum

Autumn Semester

MATH 225 Linear Algebra and Differential Equations

EEE 211 Analog Electronics

HUM 111 Cultures Civilizations and Ideas I

TURK 101 Turkish I

Technical Electives (2)

Spring Semester

MATH 206 Complex Calculus and Transform Techniques

EEE 202 Circuit Theory

EEE 212 MicroprocessorsHUM 112 Cultures Civilizations and Ideas II

TURK 102 Turkish II

Technical Elective (1)

Class sizes in HUM 111 &HUM 112: 15 to 22 students.

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HUM 111 & HUM 112

Main textbooks:

Gilgamesh: A New English Edition , Mitchell(tr.), Free Press, 2006Sigmund Freud, Civilization and Its Discontents, Strachey (tr.),

Norton, 1961

Homer, the Iliad, Fagles (tr.), Penguin, 1990

Sophocles: Theban Plays, Watling (tr.), Penguin, 1974

Plato, Republic, Grube (tr.), Hackett, 1992Machiavelli The Prince (Penguin);

Shakespeare, Tempest (Pelican) or Macbeth ( Oxford) or Hamlet

(Oxford);

Descartes, Discourse on Method and Meditations on FirstPhilosophy (Everyman);

Woolf, A Room Of Ones Own (Harcourt);Nietzsche, On The Genealogy of Morals. (Vintage).

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Faculty Members Teaching HUM 111 and HUM 112

David de Kanter Arndt. B.A. Yale Univ.; Ph.D. in Comparative Literature, U California.

Louise Barry. BA (hons) Trinity College Dublin; DEA, Univ. of Lille III, France; PhD, French Literature, Emory

Univ

Gabriel Noah Brahm Jr. BA in English from UCLA; Teaching Certificate in Rhetoric from San Francisco State

Univ.; MA in American Literature; PhD in Literature and Cultural Studies, U California

Duncan Chesney. B.A. Columbia Univ; M.Phil. Cambridge Univ; Ph.D., Yale.

Julie Chung In Park. B.A.; Ph.D. in Comparative Literature from the U California.

Costantino Costantini. Ph.D. Emory Univ. Undergrad degree from Univ. Bari.

Daren Ivan Hodson. Ph.D. in Comparative Literature from the Univ of Utah.

Thomas Kelso. B.A in Italian and Anthropology Univ Virgina. M.A.; Univ. Texas; Ph.D. Univ. of Pennsylvania, in

Comparative Literature.

Martina Kolb. Ph.D. & M.Phil. in Comparative Literature Yale Univ; M.A. Univ. of Oregon, also a graduatedegree in Philology and an undergraduate degree, Tbingen Univ.

Dr. Mustafa S. Nakeeb, B.A. Northwestern Univ, Ph.D. in Philosophy, State Univ of New York

Andrea Rehberg BA (Hons) in Humanities from the Univ of North London; MA in Continental Philosophy Univ.

of Essex; PhD in Philosophy from the Univ of Warwick.

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Example #2: History Departments with wider horizons

Diversity of faculty backgrounds;

Recognition from scholars of neighboring countries;

Publications in internationally leading publishing houses &scholarly journals.

Faculty members of Bilkents History Department include:Turkey Bulgaria Greece Britain USA

M. Kalpakli E. Radushev E. Kermeli C. Leighton T. RobertsO. Ozel A. Thornton E.P. Cohn

O. Ergenc D. Thornton

A. Simin P. Latimer

G. Buken IranK. Emiroglu A. Miandji

H. Inalcik (Prof Inalcik is recipient of honorary doctorates

from U. Bucharest, U. Sofia, Athens Univ., Hebrew Univ

of Jerusalem, Ankara University, and more

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Sample Publications:

Inalcik, Halil and D. Quatert.An Economic And Social History of

the Ottoman Empire. Cambridge University Press. 1994

M. Kalpakli and W.G. Andrews, The Age of Beloveds: Love andThe Beloved in Early Modern Ottoman Turkish and European

Literature, Culture, and Society, Duke University Press, 2005.

E. Kermeli, The Confiscation and Repossession of MonasticProperties in Mount Athos and Patmos Monasteries, 1568-1570,Bulgarian Historical Reviewvol. 3, p. 39-53 (2000).

P. Latimer, "Estate Management and Inflation: The Honour of

Gloucester, 11831263,"Albion, 34:2 (2002), 187-212.

E. P. Kohn, This Kindred People: Canadian-American Relations

and the Anglo-Saxon Idea, 1895-1903, McGill-Queens

University Press, 2004.

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Example #3: Training School teachers

Need general measures on:

Qualifications of faculty: Their teaching experience, diversity of

faculty member backgrounds;How does the program incorporate student interface with other

cultures, countries, or international programs?

Teacher training programs of Bilkent UniversityPurpose: To train a new generation of teachers with wide

perspectives

Steps:

1) Established a model PreK-12 school accredited by ECIS &

NEACS; IGCSE & International Baccalaureate

2) Established a novel two year Masters Program for teacher

training. Used intl faculty with teaching expr in good schools

3) Establishing IGCSE & IB Schools in disadvantaged regions

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Faculty Members for Step 2

H. NECM AKT, Ph.D., Educational Sciences, Middle East Technical University, 1998. Teaching English asa foreign language, curriculum development, instructional design, assessment and evaluation.

ARMAAN ATEKAN, M.A., Biology Teacher Education, Bilkent University, 2002. Science and biologyeducation, environmental issues, curriculum development.

CYNTHIA CRIPPIN, B.A., Math and Education, California State University, 1976. Computer s and

calculations in mathematic education, teacher training, mentoring and partnership

GARY CRIPPIN, B.A. Dartmouth, Ph.D.,History, UCLA 1975, Experience includes Directorship of Intl Schools

in Europe, Asia & South America (14 years), Teacher/Director of Studies- The Buckley School, Sherman Oaks,

CA, USA: (6 years)

LIVINGSTON T. MERCHANT, Ph.D., International Relations, Harvard University, 1969. Ph.D., Asian History,

Brown University, 1983. Curriculum studies, social studies education, teacher education, professional

development, school partnerships, technology in the curriculum, special education.

RASM ZYREK, Ph.D., Turkish Language Teaching, Baku State University, 1998. Turkish languageteaching methods.

MARGARET SANDS, Ph.D., Science Education, Nottingham University, 1983. Science education, teachertraining, school partnerships, examination and assessment, curriculum development and evaluation, project

management, quality assurance and standards.

ENGN SEZER, Ph.D., Linguistics, Harvard University, 1991. Turkish and Turkic linguistics, old Turkishliterature.

ERIC WILLIAMS, Senior Lecturer. Ph.D., University of Illinois, 1996. Curriculum and assessment, qualityassurance and evaluation, e-learning.

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Instructional method of Step 2 includes:

Students spend one or more days a week in partner schools

(including the model school), gaining practical experience of up-

to-date approaches to teaching

International approach to teacher education: All students spend

two months in US schools, working alongside American

teachers in their classrooms. The US visit is made possible by

the generous support of the Fulbright Program of USA.

=====================

Step 3

Establishing IGCSE-IB schools in Eastern Anatolia: More than

75% of students on full Bilkent Scholarship.Teachers in these schools encouraged to enroll in Bilkents part-time Doctoral Program in Education. In 6 years when they get

their Ph.D.s some will join faculties of education and serve as a

new breed of professors with good teaching experience

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Student Exchange programs: Especially Erasmus of EU

Need to focus on pre-university: Erzurum; later pre-school

Intl accreditation: AACSB, ABET, ECIS, NEACS

Intl Curricula, standards: IB; IGCSE, syllabi & External exams

Need both ways.

If one country does it, while the other does not: Not so good!

Until now: Input based measures;Also need Output Based measures

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Conclusion

In usual aggregate national statistics, existence of

couple of pioneering education programs will be hard

to observe. But, it would help to know their presence.Why not also keep statistics to track

different flavors of human capital formation?

Number of universities providing a specified level ofhumanities for engineering students;

Number of History Departments with specified levels

of internationalization;

Number of universities offering teacher training

programs with specific attributes;

.. etc.