governing complex education systems: the use of data, tracey burns, oecd
TRANSCRIPT
GOVERNING COMPLEX EDUCATION SYSTEMSTHE USE OF DATA
Tallinn, 12 February 2015
GCES Main Research Questions
What models of governance areeffective in complex education systems?
What knowledge system is necessary to support the effective governance of complex education systems?
SteeringPriority setting Accountability
ImplementationPolicy Design
Knowledge use
Knowledge production
GCES Analytical Model
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 actbetween accountability and trust, innovation andrisk-avoidance, consensus building and making difficult choices.
GCES Main Findings
• The central level remains very important(even in decentralised systems) in triggering and steeringeducation reform through strategic vision, clear guidelinesand 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).
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
• The Netherlands
• Norway
• Sweden
• Poland
• Germany
GCES Case Studies
GCES Core Themes
Accountability systems
Capacity building
Strategic thinking
Accountability Systems
Capacity Building
Strategic Thinking
Use of data
Trust
Risk-taking
GCES Current and Future Themes
Increasing accountabilityof performance
• Measurable objectives and indicators
• Focus on evaluation and quality assurance
• Explosion of evidence and data
Trends in Governance
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?
A. Developing Data SystemsB. Data and TrustC. Learning AnalyticsD. Estonian Data System (in Estonian)
Afternoon Workshops
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
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
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
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)
Enjoy your workshops!