Fostering and Building Human Capital in SEE Thematic Workshop 2: Effective Policies for Building Hum

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Fostering and Building Human Capital in
SEEThematic Workshop 2 Effective Policies for
Building Human Capital Using Evidence and Trends

• Bucharest, 6 - 7 March 2009
• OECD

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OECD
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Directorate of Education
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Outreach Work on Education with Non-Members

• Objectives
• Dissemination to share OECDs policy-practice
  products with a view to the diffusion and
  promotion of the values of the Organisation
• Participation to make such products more
  relevant and globally acceptable through the
  participation of non-Members both in the
  formulation as well as the implementation of
  these products
• Activities
• Reviews of national education policies (55
  reviews since 1992)
• Direct participation of non-Members in OECD
  activities
• OR
• Full implementation by non-Members of OECD
  activities

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OECD EDU Activities in South Eastern Europe

• Stability Pact Period (1999 2008)
• Working Table I, Task Force Education and Youth
  OECD Secretariat as co-ordinator for general
  education policy and system change
• Reviews of education policy (2001 2003)
  Albania, Bosnia-Herzegovina, Bulgaria, Croatia,
  FYROM, Kosovo, Moldova, Montenegro, Romania,
  Serbia
• Reviews of Education Policies for Students at
  Risk in SEE (2006)
• Membership in the Consultative Body of the
  Education Reform Initiative
• Regular high-level meetings on education policy
  (ministerial/stakeholders level)

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OECD EDU Activities in South Eastern Europe

• New Cooperation Setting
• Regional Cooperation Council (2008 - ) OECD/EDU
  is member of the Task Force Building Human
  Capital of the RCC
• ERI SEE
• EDU/NME - Coordination role in the area of human
  capital related activities with non-members
  (LEEDS/Investment Compact, PISA)
• OECD biennium forward planning EDU Global
  Relations Strategy and POW 2009-2010
• The Bucharest Regional Conference on Building
  Human Capital

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Thematic Workshop on Innovation for Efficiency
and Equity in Human Capital Development

• Focus on
• Use of evidence-informed policy research
• Developing schooling for the future
• Applicability in the national context of SEE
  countries
• Aim
• Stimulate discussion towards recommendations for
  policy making
• Expertise
• OECD (CERI, NME)
• Regional input

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CERI

• Aims to inform long-term policy development for
  learning and education through
• generating forward-looking research analyses and
  syntheses
• identifying and stimulating educational
  innovation
• promoting international exchange of knowledge and
  experience.

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Research and Innovation in Education

• Aimed at enhancing
• efficiency and equity in education and human
  capital development
• accountability (of system, of school)
• innovation and system-wide change
• sustainability

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Evidence-based Policy Research Background

• Educational RD Trends, Issues and Developments
  (1995)
• Knowledge Management reports on innovation in
  knowledge-based economies
• 2002-6 national reviews of educational RD
• NZ, England, Mexico, Denmark, Switzerland
• General points
• Low levels of educational investment
• Low capacity
• Weak research-policy links

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EbPR findings

• Methodologies and epistemologies
• Methodological debate
• Scientific ideal(s) vs best available
• Capacity building
• deepening vs broadening
• producers and consumers
• Questions
• What forms of capacity are most in need of
  strengthening?
• How and by whom should this be done?

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Knowledge user-producer networks

• Policy-makers Researchers
• Practitioners
• School brd/parents Media Leaders

Questions What are the strengths/weaknesses of
each of these links? How best to encourage
stronger cooperation?
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EbPR findings, cont.

• Brokerage agencies
• Issues/functions
• Promoting interactivity and dissemination
• Legitimating rigour/quality
• Developing cooperation/trust
• Questions
• Rationales what are the different functions
  and of brokerage agencies?
• Effectiveness what are their achievements
  to date?

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EbPR findings, cont

• Scaling up and Sustainability
• Implementation knowledge to action
• Scaling Up how to move from case to system
• Sustainability how to maintain innovation over
  time
• Questions
• How can feedback (what works/what doesnt) be
  built into scaling up?
• How can timelines be extended to allow for cycles
  of piloting, monitoring, and evaluation?

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Schooling for Tomorrow

• Long term thinking is important especially in
  education
• Pupils who start their education today will be
  working in 15 to 20 years time.
• Increasing complexity of educational systems
  necessitates longer term visions
• But educational policy making is often short
  term, responding to incidents and direct
  political pressures.

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Trends Shaping Education

• Trends are a useful starting point for thinking
  about the future, because
• Trends can give us a sense of the real, factual,
  amount of change that is occurring in our
  environment and
• Can help to reflect on the implications for the
  future of education

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Examples of trends

• Ageing societies
• Environmental changes
• Globalisation
• Rise of the knowledge economy
• ICT and the WWW
• Changing values and social structures
• Changing wealth and lifestyles

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Birth rates well down on the 1960s
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Birth rates well down on the 1960s

• How to deal with emptying and closing schools,
  and the possible reduction in school choices in
  some communities?
• Is the opportunity being seized to make resources
  go further for each student and to engage in
  innovation?

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Number of websites worldwide increasing rapidly
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Number of websites worldwide increasing rapidly

• How can schools develop in children the critical
  capacity to deal with all this information?
• The enormous amounts of information on the
  Internet can be freely searched using key words
  and hypertext. How is this affecting the dominant
  modes of knowledge organisation?

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Enhancing efficiency and equity in education

• Using evidence and futures thinking to
• increase accountability (of system, of school)
• guide innovation and system-wide change
• improve sustainability of innovative measures

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Thematic workshop going into the regional
dimension

• General
• Questions of understanding?
• Disagreement or scepticism?
• Enthusiasm?
• (Fine) Tuning
• Which of the presented issues is currently
  relevant in your particular national setting?
• In which way?
• Within the time and content scope of the
  workshop, what would you in particular like the
  discussion to focus on?
• Recommendations for stakeholders to be involved?
• Best/worst practice to be shared?