Challenges to Understanding and Improving Lifelong Learning
Challenges to Understanding and Improving Lifelong Learning
Challenges to Understanding and Improving Lifelong Learning
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<strong>Challenges</strong> <strong>to</strong> <strong>Underst<strong>and</strong>ing</strong> <strong>and</strong><br />
<strong>Improving</strong> <strong>Lifelong</strong> <strong>Learning</strong><br />
Tom Schuller<br />
CERI/OECD<br />
NERA Congress, Turku, March 2007<br />
1
2<br />
Direc<strong>to</strong>rate<br />
for Education<br />
Centre<br />
for<br />
Educational<br />
Research<br />
<strong>and</strong> Innovation<br />
(CERI)<br />
Direc<strong>to</strong>rate for<br />
Employment<br />
Labour <strong>and</strong><br />
Social Affairs<br />
Statistics<br />
Direc<strong>to</strong>rate<br />
Direc<strong>to</strong>rate<br />
for Science<br />
Technology<br />
<strong>and</strong><br />
Industry<br />
Direc<strong>to</strong>rate<br />
For Financial<br />
Fiscal <strong>and</strong><br />
Enterprise Affairs<br />
COUNCIL<br />
SECRETARIAT<br />
COMMITTEES<br />
Environment<br />
Direc<strong>to</strong>rate<br />
Trade<br />
Direc<strong>to</strong>rate<br />
Development<br />
Co-operation<br />
Direc<strong>to</strong>rate<br />
Economics<br />
Department<br />
Direc<strong>to</strong>rate for<br />
Public Management<br />
<strong>and</strong> Terri<strong>to</strong>rial<br />
Development<br />
Direc<strong>to</strong>rate for<br />
Food Agriculture<br />
<strong>and</strong> Fisheries
3<br />
Education <strong>and</strong><br />
Training Policy<br />
Division<br />
Indica<strong>to</strong>rs <strong>and</strong><br />
Analysis<br />
Division<br />
Direc<strong>to</strong>rate<br />
for<br />
Education<br />
Centre for<br />
Education<br />
Research <strong>and</strong><br />
Innovation<br />
IMHE/PEB
4<br />
Expectations from (OECD’s) international<br />
work?<br />
<br />
Regulation?<br />
<br />
Recommendations?<br />
<br />
<br />
<br />
<br />
<br />
Evaluation?<br />
Agenda -setting?<br />
Concepts <strong>and</strong> <strong>to</strong>ols?<br />
Network-building?<br />
Statistics?
5<br />
Lisbon goals: Education Benchmarks 2010<br />
1. No more than 10% early school leavers<br />
Current projection for 2010: 14%<br />
2. Low achieving 15 year-olds in reading literacy <strong>to</strong><br />
have decreased by 20%, from 19.4 <strong>to</strong> 15.5%<br />
2003 rate: 19.8%<br />
3. Average LL participation level of 12.5% of adult<br />
working population (25-64) (currently 9.4%) Yearly<br />
progress under 0.2%, need 0.5%
<strong>Lifelong</strong> <strong>Learning</strong> as rhe<strong>to</strong>ric?<br />
Limitations of policy <strong>and</strong> evidence, due <strong>to</strong> lack of :<br />
• institutional base<br />
• professional identity<br />
• political profile.<br />
“The wider theme of lifelong learning ..has<br />
been very much neglected so far in the<br />
Bologna discussions.” (Trend IV report,<br />
p23)<br />
6
International Agenda : Data Development<br />
<strong>Challenges</strong><br />
(Tuijnman, Compare 33:4 2003)<br />
• Changing a front-loaded <strong>and</strong> input-oriented<br />
statistical system<br />
• Covering lifewide learning: non-formal <strong>and</strong><br />
informal<br />
• Integrating quantitative <strong>and</strong> qualitative<br />
• Measuring cumulative learning across the lifespan<br />
• Including a wide range of outcomes<br />
7
Hungary<br />
France<br />
Italy<br />
8<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Ratio of the population aged 65+<br />
<strong>to</strong> the labour force (%)<br />
2000 2020<br />
Portugal<br />
New Zeal<strong>and</strong><br />
Switzerl<strong>and</strong><br />
Korea<br />
Canada<br />
Norway<br />
Luxembourg<br />
Netherl<strong>and</strong>s<br />
Australia<br />
OECD <strong>to</strong>tal<br />
United Kingdom<br />
Slovak Republic<br />
Denmark<br />
Czech Republic<br />
Spain<br />
Austria<br />
EU15<br />
Germany<br />
Sweden<br />
Belgium<br />
Pol<strong>and</strong><br />
Finl<strong>and</strong><br />
Greece<br />
Japan<br />
United States<br />
Turkey<br />
Irel<strong>and</strong><br />
Mexico<br />
Icel<strong>and</strong>
Denmark<br />
Sweden<br />
United States<br />
Finl<strong>and</strong><br />
9<br />
50<br />
45<br />
40<br />
35<br />
30<br />
25<br />
20<br />
15<br />
10<br />
5<br />
0<br />
Participation in adult training (2003)<br />
Greece<br />
Hungary<br />
Italy<br />
Spain<br />
Portugal<br />
Pol<strong>and</strong><br />
Czech Republic<br />
Irel<strong>and</strong><br />
Germany<br />
Luxembourg<br />
Belgium<br />
France<br />
Slovak Republic<br />
Austria<br />
Canada1<br />
United Kingdom<br />
Switzerl<strong>and</strong><br />
%<br />
Source: OCDE<br />
Participation rate
10<br />
Expected hours in non-formal job-related training (2003)<br />
This chart shows the expected number of hours in non-formal job-related education <strong>and</strong> training, over a forty year period, for<br />
25-<strong>to</strong>-64 year olds.<br />
%<br />
1000<br />
All levels of education<br />
900<br />
800<br />
700<br />
600<br />
500<br />
400<br />
300<br />
200<br />
100<br />
0<br />
Denmark<br />
Switzerl<strong>and</strong><br />
France<br />
Finl<strong>and</strong><br />
Sweden<br />
Canada<br />
United States<br />
Belgium<br />
Austria<br />
Germany<br />
Portugal<br />
United Kingdom<br />
Netherl<strong>and</strong>s<br />
Hungary<br />
Spain<br />
Slovak Republic<br />
Irel<strong>and</strong><br />
Czech Republic<br />
Luxembourg<br />
Pol<strong>and</strong><br />
Greece<br />
Italy<br />
Source: OECD EAG 2006
Expected hours in non-formal job-related education <strong>and</strong> training by level of<br />
educational attainment (2003)<br />
This chart shows the expected number of hours in non-formal job-related education <strong>and</strong> training for 25-<strong>to</strong>-64-year-olds in the<br />
population by level of educational attainment<br />
1400<br />
1200 %<br />
Below upper secondary education<br />
Upper secondary <strong>and</strong> post-secondary non-tertiary education<br />
Tertiary education<br />
1000<br />
800<br />
600<br />
400<br />
200<br />
0<br />
11<br />
Italy<br />
Greece<br />
Netherl<strong>and</strong>s<br />
Irel<strong>and</strong><br />
Source: OECD EAG 2006<br />
Hungary<br />
Luxembourg<br />
United Kingdom<br />
Spain<br />
Pol<strong>and</strong><br />
Czech Republic<br />
Germany<br />
Belgium<br />
Slovak Republic<br />
United States<br />
Austria<br />
Canada<br />
Sweden<br />
Finl<strong>and</strong><br />
France<br />
Denmark<br />
Switzerl<strong>and</strong>
12<br />
14<br />
12<br />
10<br />
8<br />
6<br />
4<br />
2<br />
0<br />
Training participation rates<br />
ratio of highly qualified/poorly qualified<br />
Sweden<br />
Netherl<strong>and</strong>s<br />
Denmark<br />
United States<br />
Finl<strong>and</strong><br />
Norway<br />
Germany<br />
United Kingdom<br />
Average<br />
Korea<br />
Mexico<br />
Switzerl<strong>and</strong><br />
Austria<br />
Spain<br />
Portugal<br />
Canada<br />
Source: EULFS.
EbPR: Methodologies <strong>and</strong> epistemologies<br />
Methodological debate:<br />
Scientific ideal(s) vs best available<br />
Warfare, mutual invisibility or complementarity<br />
Capacity building:<br />
• deepening vs broadening<br />
• producers <strong>and</strong> consumers<br />
• external/rival contribu<strong>to</strong>rs<br />
• concentration?<br />
13<br />
Questions<br />
What forms of capacity are most in need of<br />
strengthening?<br />
How <strong>and</strong> by whom should this be done?
14<br />
Existence of consciousness in a locked-in ALS patient<br />
Broca’s area<br />
(word generation)<br />
Imaginary speech<br />
L (hemisphere) R<br />
Wernecke’s area<br />
(Semantic underst<strong>and</strong>ing)<br />
Speech listening<br />
ALS (Amyotrophic Lateral Sclerosis)<br />
Collaboration with Tokai Medical School<br />
L (hemisphere) R
15<br />
'Alcohol makes your brain grow’ : drinking<br />
alcohol boosts the growth of new nerve cells<br />
in the brain, research suggests.<br />
But while this might sound good in theory, the<br />
Swedish team believe these new cells could<br />
contribute <strong>to</strong> the development of alcohol<br />
dependence.<br />
Mice fed moderate quantities of alcohol grew<br />
extra brain cells, but also showed a<br />
preference for alcohol over water.
16<br />
The Politics of Measurement <strong>and</strong> Investigation<br />
Galileo <strong>and</strong> Niels Bohr<br />
Measuring the (easily) measurable<br />
The audience(s)?<br />
R<strong>and</strong>omised Control Trials (RCTs) <strong>and</strong> Mixed<br />
Methods<br />
Measures as mirrors of values
OECD/EDU Context<br />
• A stronger emphasis on outcomes<br />
• The Well-being of Nations: The Role of Human <strong>and</strong><br />
Social Capital (OECD/CERI 2001)<br />
• Broadening measurement - <strong>to</strong> include<br />
Happiness!<br />
17
18<br />
The effects of learning<br />
A<br />
Personal change<br />
Individual<br />
B<br />
Self-maintenance<br />
Transforming<br />
Sustaining<br />
C<br />
Community activism<br />
Collective/community<br />
D<br />
Social fabric
Pushpa<br />
School<br />
Social networks<br />
Communication skills<br />
Basic skills<br />
Extended family<br />
-ive<br />
Immediate family<br />
Adult<br />
education<br />
Psychological health<br />
19<br />
Purpose<br />
progression<br />
Employment<br />
Civic<br />
activity
CERI Activity 2<br />
SOL (Social Outcomes of <strong>Learning</strong>)<br />
Overall goal: develop <strong>and</strong> apply frameworks <strong>and</strong><br />
models for underst<strong>and</strong>ing the social outcomes of<br />
learning<br />
Main domains<br />
• Health (mental <strong>and</strong> physical)<br />
• Civic <strong>and</strong> social engagement<br />
Horizontal themes:<br />
• Intergenerational effects<br />
• Distribution effects<br />
20
SOL: classifying outcomes<br />
(A) Private<br />
(B) Public<br />
(1)<br />
Monetary<br />
(2) Nonmonetary<br />
Earnings, income,<br />
wealth<br />
Productivity<br />
Health status<br />
Life satisfaction<br />
Tax revenues<br />
Social transfer<br />
costs<br />
Health care costs<br />
Social cohesion<br />
Trust<br />
Well-functioning<br />
democracy<br />
Political stability<br />
21
F<br />
i<br />
g<br />
u<br />
r<br />
e<br />
2<br />
.<br />
1<br />
.<br />
Key relationships linking learning, competence <strong>and</strong><br />
capital formation<br />
Initial formal<br />
education<br />
<strong>Lifelong</strong>-lifewide learning<br />
<strong>Lifelong</strong><br />
Working life<br />
Social &<br />
civic life<br />
Home, family<br />
& leisure life<br />
Lifewide<br />
Adult<br />
learning<br />
contexts<br />
------------------<br />
•Adult education<br />
•Firm training<br />
•Informal learning<br />
Human capital<br />
Competencies<br />
Social capital<br />
Economic <strong>and</strong> social<br />
outcomes<br />
Private<br />
non-monetary<br />
outcomes<br />
Private<br />
monetary<br />
outcomes<br />
Public<br />
non-monetary<br />
outcomes<br />
Public<br />
monetary<br />
outcomes<br />
22<br />
Complex interactive <strong>and</strong> dynamic process over time
23<br />
Three Causal Mechanisms Linking Education <strong>and</strong> Outcomes<br />
Absolute Education<br />
Model<br />
Sorting Model<br />
The more education you have<br />
The more education you have vs. the<br />
average education your peers have<br />
Cumulative Model<br />
The more education your peers have
SOL: positive effect mechanisms (health):<br />
- Behaviours: awareness, utilisation of<br />
information, future orientation<br />
- Use of health services, health literacy<br />
- Psychosocial effects<br />
- Intergenerational effects, eg birthweight<br />
Collateral benefits: eg of spousal education<br />
BUT: education as genera<strong>to</strong>r of inequality ?<br />
- relative impact of additional units of education<br />
- differences between <strong>to</strong>p <strong>and</strong> bot<strong>to</strong>m of<br />
educational hierarchy<br />
24
SOL: Health<br />
Rationale: cost containment; <strong>and</strong> wellbeing<br />
Health expenditure as % of GDP: 5% in 1970 <strong>to</strong> 8.8% in<br />
2003. In all OECD countries, health expenditure<br />
rising faster than GDP.<br />
Demographics: ageing populations estimated <strong>to</strong> drive rise<br />
of 3% of GDP in health expenditure by 2050<br />
Obesity : in ten OECD countries more than 50% of adults are<br />
now defined as either being overweight or obese . The cost of<br />
health care for obese people services is 36% higher, <strong>and</strong> the<br />
cost of medications 77% higher. Can education help?<br />
25<br />
Depression:. Chevalier & Feinstein (2006) taking women without<br />
qualifications <strong>to</strong> Level 2 (just above basic) reduces risk of<br />
depression at age 42, from 26% <strong>to</strong> 22%. Estimated saving: L<br />
200m p. a. How/why does this happen?
<strong>Underst<strong>and</strong>ing</strong> Outcomes: agenda-setting or<br />
recommendations?<br />
Draft conclusions:<br />
Review public objectives of education systems<br />
Strengthen the knowledge base:<br />
causality; national divergences; indica<strong>to</strong>rs<br />
Explore implications for pedagogy, assessment <strong>and</strong><br />
qualifications<br />
Stronger ‘cost-benefit’ analyses<br />
26
27<br />
The ERI nexus<br />
Education<br />
<strong>Underst<strong>and</strong>ing</strong>/improv<br />
ing policy-practice<br />
Changing ed<br />
practice/policy<br />
Research capacity-building<br />
Policy or<br />
practice<br />
Absorptive capacity<br />
Product or<br />
process<br />
Substance or<br />
mode<br />
Innovation Research<br />
Changing research techniques<br />
<strong>Underst<strong>and</strong>ing</strong> process of innovation
What do you want from (OECD’s)<br />
international work?<br />
Regulation?<br />
Recommendations?<br />
Evaluation?<br />
Agenda -setting?<br />
Concepts <strong>and</strong> <strong>to</strong>ols?<br />
Network-building?<br />
28<br />
Statistics?
29<br />
Thank you<br />
Tom Schuller@oecd.org<br />
www.oecd.org/edu/socialoutcomes/symposium<br />
Sign up for CERI’s free electronic bulletin:<br />
www.oecd.org/edu/ceri/update
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