DG EAC From Key Competences to OECD. Evidence-informed policy making?

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Christine Ellingsen
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1 DG EAC From Key Competences to OECD. Evidence-informed policy making? Geir Ottestad, DG Education, Culture, Youth and Sport NRLU , Brussel

3 Norske lærere har elendig lønn. I perioden 1976 til 1996 hadde lektorer en reallønnsnedgang på 21 prosent. Siden Kommunenes Sentralforbund (KS) overtok arbeidsgiveransvaret i 2004 har lønnsutviklingen for lærere vært svak, aller svakest for lektorer. I vårt naboland gis ekstra til lærere. Norske lærere er de relativt dårligste betalte i Norden, på bunnivå i OECD.

4 En gang, den gang jeg startet, var læreryrket relativt fritt. Vi hadde vår undervisning, meningsløse møter var få, fokus på fag viktig, tilliten til oss ganske stor, byråkratiet og kontroll langt mindre. Og faglig etterutdanning? Et fremmedord. ( ) Null støtte. Derimot er jeg og kolleger blitt tvangssendt på pedagogisk dill og dall, prat, reformer hvor form trumfer innhold.

5 For dem av oss som mener fag er viktig, det er en del, har det vært dypt demotiverende å høre på mye av dette pjattet, ikke helt sjeldent fremført i en nedlatende tone. Det er styrt av et pedokrati. Da de kommunistiske planøkonomiene druknet i egen elendighet, akselererte «sovjetiseringen» av norsk skole. Planpedagogikken kan vi kalle den. Først gjaldt det å kverke den såkalte privatpraktiserende lærer, han som stod på egne, ikke andres bein.

6 Faglig dyktig, glad i formidle, selvstendig, slik kunne det ikke få være. Innpakket under begrep som tverrfaglighet og samarbeid skulle vi «tvangskollektiviseres» til å gå den rette pedagogiske vei. I forlengelsen økte rapportering og kontroll, antallet pedokrater økte, en god del uten erfaring fra klasserommet, andre som ikke fikset det, et system hvor mistillit kalles tillit, New Speech á la Orwell.

7 Truffet? Overser styrken i faglig samarbeid at skolen er til for elevene at myndighetene har ansvar for opplæring Treffer på lønn/attraktivitet målingsregime dreining fra innhold mot kompetanse

8 Hva skal vi så måle? «Evidence-informed» som nytale? Byråkrater fanget i et teknisk-økonomisk-politisk spill? Arbeidsmarked og økonomisk vekst mest viktig? Tekkes «systemet»?

9 Curricula Strategies Campaigns Activity Attitudes Self-efficacy Competence Input factors Entrepreneurship Education Outcomes What and where to measure? Students exposure to EE Teachers trained Schools provision of EE

10 Self-report Direct assessment

11 Curricula Strategies Programs Investment Activity Attitudes Self-efficacy Competence Input factors Educational processes Outcomes Teachers practices Local plans Leadership practices What and where to measure?

13 Education and Training Key Competences for Life Long Learning

14 Competences are defined as a combination of knowledge, skills and attitudes appropriate to the context. Key competences are those which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment.

16 The Recommendation calls for Raising levels of achievement in basic skills (literacy, numeracy and basic digital skills) Promoting entrepreneurial education, notably by providing one entrepreneurial experience in primary or secondary school Boosting digital competences including programming and cybersecurity aspects Supporting the development of and the interest in science, technology, engineering and maths (STEM) competence and making STEM careers more attractive Increasing language competences and number of languages learned. Education and Training

17 The Commission will: Provide support to educational staff, for example by helping them develop innovative teaching methods using new technologies Enhance work-based and project-based learning, and promoting learning mobility Assess key competences to allow people to measure their competence development, but also to make competences visible through tools such as Europass that makes skills and qualifications easily understood, or Youthpass that helps demonstrate learning outcomes from youth work activities Reinforce systematic collaboration between education, training and employment learning settings to support lifelong learning pathways Education and Training

18 Education and Training Mål og utfordringer for utdanning i Europa

19 Utfordringer Education and Training

20 % 34 % Økende 20 % 72 % < 17 år 30 % < 34 år 80 % PT,

20 Endret demografisk landskap i Europa Barn i skolealder, framskriving 2040 (5-18 åringer) Asylsøknader Minkende 20 % 34 % Økende 20 % 72 % < 17 år 30 % < 34 år 80 % PT, EL, LV, ES, SK LT BE, SE LU EU: -3% Education and Training

21 Europa vs. konkurrentene Lave leseferdigheter EU-20 United States Canada Korea Australia Norway New Zealand Japan Lave regneferdigheter United States EU-20 Canada Australia New Zealand Korea Norway Japan Source: PIAAC 2016

22 What about qualifications? More than 65 million EU adults without upper secondary education Percentage of adults without upper secondary education (lower secondary is the highest acquired educational attainment level) % Canada United States Switzerland Korea Norway EU-28 Source: Eurostat 2015, OECD 2014

23 Employment rates by qualification level, EU-28 90,0 tertiary education (levels 5-8) 80,0 upper and post-secondary non-tertiary education (levels 3-4) 70,0 60,0 up to lower-secondary education (levels 0-2) 50,0 40,0 30, Source: EU-28; age group: 25-64; ISCED 2011' Eurostat 2015

24 Underachievers in science in the bottom and top quartiles of the PISA index of economic, social and cultural status (ESCS), 2015 Education and Training

25 Source: PIAAC 2016, Digital Agenda Scoreboard 2015 Digital Inclusion and Skills Lave digitale ferdigheter Failed ICT core or had no computer experience Below Level EU average 20 0 NL SE FI DK AT UK (E) CZ BE (fl) DE EE IE UK (N.I) SK PL SI EL LT No Use Low 80% 60% EU average 40% 20% 0%

26 Digital transformation Main drivers Skills mismatches (affect productivity and growth) EU workforce ageing and shrinking Quality of education and training varies in EU Misalignment in education vs reality (e.g. VET) Importance of learning outside the formal system

27 Monitorering eller toppen av isfjellet

28 This Monitor is an invitation to reflect on education s dual role Assuring individual capacities for successful career and living: from ECEC, through basic skills, tertiary degrees, lifelong learning Fostering citizenship knowledge and civic attitudes for better society: collective outcomes

29 2016: 97,1% Education and Training

30 2017: 10.4% (-1.3) Education and Training

31 2015: 14.9% % % Education and Training

32 2017: 49.0% (-3.1) Education and Training

33 2017: 89.2% (3.1) Education and Training

34 2017: 19.9% (-0.2) Education and Training

35 Investment is recovering, but In the EU, education spending represents: 10.2% of budgets and 4.7% of GDP Education and Training

36 Collecting Evidence Hvem jobber vi med?

37 7 Sisters OECD IEA JRC Eurostat NESETII EENEE Eurydice

38 OECD School resources review ITEL, Teacher Knowledge Survey Integration of migrants report: a resilience perspective Policy review on quality in ECEC Education policy outlook Measuring innovation in education (MINNOVEDU)

39 OECD PISA ICT In-depth analysis of resourcing higher education Heinnovate - promoting the entrepreneurial and innovative university in Europe Assessing progression in creativity and critical thinking skills CREASSESS 2017 Education Policy Country reviews CREASSES-HE Fostering and Assessing student progression in creativity and critical thinking skills in higher education

40 OECD, EAC representert i EDPC PISA GB TALIS GB PIAAC BPC Education 2030 Project level, varying degree

41 OECD, EAC finansierer TALIS (1.4MEUR) PIAAC (5MEUR) Men ikke PISA

42 JRC Fokus på implementering Også sekundæranalyser

43 Digital Competence Framework for Citizens Entrepreneurship Competence Framework

44 Nye initiativer ET 2030 Framework. New suggestions for benchmarks three examples Languages and language learning Digital competence Entrepreneurship Competence European Education Area Mutual recognition of diplomas Mobility European Universities

45 Policy fra EU Kommisjonen, 2018 Council Recommendation on Key Competences for Lifelong Learning Digital Education Action Plan Council Recommendation on Common values, Inclusive Education and the European Dimension of Teaching Council Recommendation on Early Childhood Education and Care Council Recommendation on the Automatic Mutual Recognition of Diplomas and learning periods abroad Proposal for improving the teaching and learning of languages

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