Innovation, Governance and Reform in Education How CERI Research can Inform the Debate
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The document discusses the role of innovation, governance, and reform in education, highlighting challenges such as equity, quality, and access amid increasing educational attainment. It emphasizes the importance of adapting education systems to contemporary demands through innovation and effective governance, while underlining the necessity of trust, accountability, and leadership in facilitating meaningful change. The document concludes with a call for dynamic knowledge systems to support innovative educational practices.
Innovation, Governance and Reform in Education How CERI Research can Inform the Debate
- 1. INNOVATION, GOVERNANCE AND REFORM IN EDUCATION HOW CERI RESEARCH CAN INFORM THE DEBATE Dirk Van Damme, Head of CERI
- 2. Outline • Setting the scene: the big picture • The drama: the challenges for educational policy and reform • The plot: innovation in education • The meta-plot: governance of education systems • The stage: four themes and an overarching one
- 4. Setting the scene – the big picture • Ever increasing educational attainment More people have benefited from education than even before
- 5. Setting the scene – the big picture • Ever increasing educational attainment • Growing impact of education on various social and economic outcomes An individual with a higher level of education is more likely to believe they have a say in government
- 6. Setting the scene – the big picture • Ever increasing educational attainment • Growing impact of education on various social and economic The participation outcomes of students in HE from low-educated • families is less than half of their share in the population But challenges remain and magnify – The equity and social mobility challenge
- 7. Setting the scene – the big picture • Ever increasing educational attainment • Growing impact of education on various social and economic outcomes • But challenges remain and magnify – The equity and social mobility challenge – The quality challenge
- 8. Setting the scene – the big picture • Ever increasing educational attainment • Growing impact of education on various social and economic outcomes In most countries the per student expenditure • But challenges remain has continued and to magnify increase – The equity and social mobility challenge – The quality challenge – The efficiency challenge
- 9. Setting the scene – the big picture • Ever increasing educational attainment • Growing impact of education on various social and economic outcomes • But challenges remain and magnify – The equity and social mobility challenge – The quality challenge – The efficiency challenge • Result is a widening gap between opportunities and expectations on one hand and challenges on other
- 10. THE DRAMA
- 11. The challenges for educational policy and reform • Challenges for education policy makers increase – Supporting the expansion of the system – Ensuring quality – Securing equitable access and opportunities – Meeting ever growing expectations • But in very difficult times – Deepening social problems – Doing more with less – Intensifying political and ideological differences
- 12. THE PLOT
- 13. Innovation in education • Innovation can be part of the answer – Reaping the potential benefits of technology
- 14. Innovation in education • Innovation can be part of the answer – Reaping the potential benefits of technology – Adapting teaching and learning to 21st century skills demand 65 60 55 50 45 40 1960 1970 1980 1990 2000 Routine manual Nonroutine manual Routine cognitive Nonroutine analytic Nonroutine interactive Source: Levy and Murnane, 2005 Mean task input as percentiles of the 1960 task distribution Economy-wide measures of routine and non-routine task input (US)
- 15. Innovation in education • Innovation can be part of the answer – Reaping the potential benefits of technology – Adapting teaching and learning to 21st century skills demand – Aligning pedagogy with recent research evidence on learning
- 16. Innovation in education • Innovation can be part of the answer – Reaping the potential benefits of technology – Adapting teaching and learning to 21st century skills demand – Aligning pedagogy with recent research evidence on learning • Dimensions of innovation
- 17. But are education systems ready for innovation? • Widely shared perception of slowness of reform and ‘resistance to innovation’ among policy makers and external stakeholders • Many examples of ill-conceived and badly implemented top-down innovation • Yet, evidence from CERI’s Measuring Innovation points at many examples of meaningful change
- 18. But are education systems ready for innovation? • Widely shared perception of slowness of reform and ‘resistance to innovation’ among policy makers and external stakeholders • Many examples of ill-conceived and badly implemented top-down innovation • Yet, evidence from CERI’s Measuring Innovation points at many examples of meaningful change • And, evidence in CERI’s Innovative Learning Environments present a rich reservoir of innovative energy
- 19. Innovation in education • = dynamic change that is intended to add value to the educational processes – To improve quality of processes and of learning outcomes – To enhance equity and equality of learning outcomes and learning opportunities – To improve efficiency, minimise costs and maximise value for money – To better adapt the system to societal needs and expectations
- 20. Innovation Reform Change Definition Implementation of improved ideas, knowledge and practices Structured and conscious process of producing change Transformation or alteration that may be an intended or unintended phenomenon Key characteristics Implies novelty and brings benefits Produces change (though in some cases only little or none) Is historical, contextual and processual Types Process, product, marketing and organisational Also: incremental, radical and systemic form Radical, incremental or systemic Differentiated by pace (continuous or episodic) and scope (convergent or radical) Innovation – reform – change
- 21. THE META-PLOT
- 22. Governance of innovation • Misconceptions about innovation in education result from divergent views on the governance of education systems • How to conceptualise and understand contemporary governance challenges in education? • Complexity can provide part of the answer.
- 23. Governing complexity • Decentralisation, deregulation, school autonomy
- 24. Governing complexity • Decentralisation, deregulation, school autonomy • Choice and competition • Multiplication of governance levels: multilevel governance • Multiplication of actors and stakeholders: multi-stakeholder governance • Professionalisation • Parents, civil society
- 25. Restructuring governance Source: Goldspink, 2007
- 26. THE STAGE
- 27. The stage: four themes and one overarching one
- 28. Knowledge Knowledge Knowledge Knowledge
- 29. Trust • Trust is essential in establishing the conditions for effective and sustainable innovative change – facilitating open communication, transparency, cooperation, prevention of abuse of power – enabling actors and stakeholders to take risks, facilitating interactions and co-operation, and reducing the need for control and monitoring
- 30. Interpersonal Trust Social Capital Community Stakeholders Families Learners EDUCATION Trust
- 31. Accountability • What kind of accountability systems are conducive to innovation? • Vertical accountability – Regulatory accountability – School performance accountability • Horizontal accountability – Professional accountability – Multi-stakeholder accountability
- 32. Teacher professionalism • Teachers as professionals of teaching and learning • Role of teachers as professionals radically changes the governance of education systems • Participation in professional learning communities becomes an important driver of innovation
- 33. Leadership • Processes of innovation in education critically depend on leadership for change – Central level: setting the discourse – School level: enabling change – Pedagogical leadership
- 34. Knowledge • Education, as a knowledge system, requires effective knowledge flows to inform effective innovation – R&D and educational research – ‘Useful’ pedagogical knowledge – Professional knowledge – Tacit knowledge – Other knowledge systems • Are knowledge systems in education sufficiently dynamic to support innovative change?
- 35. LET THE PLAY BEGIN!
- 36. Thank you ! [email protected] www.oecd.org/edu/ceri twitter @VanDammeEDU 36
Editor's Notes
- #26: Move beyond inverted triangle of minister etc FROM: driven by authorities hierarchical established content routine procedures educating some at higher level Move towards loosely coupled systems that allow for flexibility, adaptability, and change The second theme is trust…