UNESCO - DATA-DRIVEN POLICY ANALYSIS ANDINNOVATION IN … · 2018. 11. 12. · IN EDUCATION: AN...
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DATA-DRIVEN POLICY ANALYSIS AND INNOVATION IN EDUCATION: AN OECD PERSPECTIVE
Carlos González-SanchoCentre for Educational Research and Innovation (CERI)OECD Directorate for Education and Skills
25 October 2018Dushanbe, Republic of Tajikistan
CENTRAL ASIA SYMPOSIUM ON ICT IN EDUCATION 2018Strengthening Education Management Information Systems
to monitor SDG4
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Outline
1. Role of data for education policy planning and evaluation
OECD work on SDG 4 monitoring
Some examples of analysis with PISA data
2. Longitudinal information systems in education in OECDcountries: current state and future directions
Insights from the OECD/CERI survey of information systems
A typology: four model approaches to using longitudinal systems
Some challenges
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Ключевые идеи
ОЭСР активно участвует в мониторинге Повестки дня 2030 и ЦУР-4
Архитектура ЦУР по образованию, TCGs, отчетность, сбор данных, развитие потенциала
Развитие ИСУО должно способствовать более широкому спектру использования данных образования
От статистической отчетности и оценки до исследований и инноваций в целях улучшения
Требует расширения возможностей информационных систем, что наиболее важно с помощью продольных идентификаторов учащихся, новых типов данных и более гибкого доступа
Информационные системы продольного образования в странах ОЭСР представляют примеры того, что возможно для ИСУО в будущем
Многие хорошие модели и решения уже можно найти в секторе образования
Нет необходимости перезапускать с нуля - сильные информационные системы образования часто могут быть созданы из существующих систем
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OECD role in SGD 4 framework and monitoring
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Not all OECD countries are at the same level when it comes to meeting the SDG 4 targets
100
90
80
70
60
50
40
30
20
10
04.a.1.
% of students with access to computers and
Internet
4.2.2. 4.c.7.Enrolment rate % of teachersa year before who receivedprimary entry in-service
age training
4.7.5.Proficiency of 15-year-olds in
science
4.6.1.Adult
proficiency in literacy and numeracy
4.1.1.Proficiency of 15-year-olds in
maths and reading
4.a.2.% of students experiencing
bullying
4.1.5.Out-of-school
rate
Indicators for which higher values are desirable Indicators for which lower values are desirable
General overview of selected SDG indicators
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Поддержка ОЭСР Плана действий для ЦУР по образованию
Эффективное использование
индикаторов ОЭСР и сбор данных для
базы данных ООН для ЦУР-4
Совместная проверка достоверности
индикаторов ЦУР-4и консультации в
рамках ЦУР-4
Отчет о прогрессе на пути к ЦУР-4
Ракурс ЦУР к стратегиям
образования и подержка разработки политики в области
образования на страновом уровне
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Some indicators produced and/or with input by OECD teams: PISA: SDG Target 4.1 Early Learning and Child Well-being Study: SDG Target 4.2 PIAAC: SDG Target 4.6 TALIS: SDG Target 4.c UOE questionnaires and additional data collections: e.g. on
Indicator 4.a.1 on the infrastructure of schools
Collecting data for the UN database (UIS) for OECD and partnercountries About 90% coverage of global indicators currently
Leverage OECD data to analyse progress on SDG4 and collect data for UN database
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A common SDG 4 database requires agreement on methodology and sources for calculation of SDG indicators
TCG Working Group 1 on Indicator Development Provide feedback on relevant indicators, esp. refinement Examples classified as “requires further development”:
4.3.1; 4.6.3; 4.7.1; 4.7.2; 4.a.2; 4.a.3.
TCG Working Group 3 on Data Reporting, Validation and Dissemination Terminology document Data validation package
Role as contributor/advisor within the SDG 4 framework
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Reporter of SDG 4 through dedicated sections in Education at a Glance and other publications
EAG : a vehicle for reporting on SDG 4 on OECD and partner countries, with a dedicated chapter
EAG 2018 focus on equity SDG4 Target 4.5
Collaboration with UNESCO and UIS on respective responsibilities for SDG4 monitoring
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Apply SDG lens to OECD education strategies and policy tools, including capacity building
PISA for Development is enhancing PISA to make it relevant for low-and-middle-income countries
Successful pilot: Bhutan, Cambodia, Ecuador, Guatemala, Honduras, Panama, Paraguay, Senegal and Zambia
Mainstreamed in PISA from 2021 onwards
Assistance to countries in building national assessment and data-collection systems
Peer-to-peer partnerships (e.g. Korea andCambodia)
Integrate SDG4 and its targets and indicators in on-going and future support for education policy-making at the country level, particularly country reviews
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some examples of analysis with PISA data
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406080
100 20 0
10080604020
Viet Nam Macao (China)
Estonia Hong Kong (China)
SingaporeJapan
Canada Finland
Chinese TaipeiKorea
Slovenia Ireland
DenmarkB-S-J-G (China)
Poland Germany
Latvia Portugal
United KingdomNew Zealand
Australia Russia Spain
Switzerland Netherlands
NorwayBelgium
United States Czech Republic
AustriaOECD average
Sweden France
CABA (Argentina)Italy
Croatia Lithuania
Iceland Luxembourg
HungarySlovak Republic
Israel Malta
GreeceChile
Bulgaria Romania Uruguay Albania
United Arab EmiratesMoldova
TurkeyTrinidad and Tobago
Costa Rica Thailand
Mexico Colombia
Jordan Qatar
Georgia Montenegro
IndonesiaBrazil Peru
Lebanon FYROMTunisiaKosovoAlgeria
Dominican Republic
Level1aBelow
Level1b Level3Level5
Level1bLevel2Level4Level6
Com
paring average systemperform
ance:Students’ proficiency in
science
PIS
A 20
15, Figu
reI.2.15
%
Students ator above Level2
Studentsbelow
Level2
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Across OEC
D countries, disadvantaged students are 3 tim
es more likely to not attain baseline
proficiency in science –in France and Singapore, about 4tim
es
21 3 4 5 6 7
Dominican Republic CABA (Argentina)
Peru Singapore
France Hungary
B-S-J-G (China)Luxembourg
ChileBulgariaBelgium
Czech Republic Slovak Republic
Germany Switzerland
Chinese Taipei New Zealand
Spain Austria Japan
Portugal Poland
AustraliaIsrael
Uruguay OECD average
Malta Ireland Greece Jordan
Lebanon Romania Slovenia
Costa RicaItaly
Mexico Finland
Georgia Netherlands
SwedenBrazil
Moldova Lithuania Canada
QatarUnited States
DenmarkColombiaIndonesia
KoreaNorwayTunisia
United Arab Emirates United Kingdom
Russia Croatia
Trinidad and TobagoFYROM
Viet NamTurkeyEstonia
Hong Kong (China)Latvia
MontenegroKosovo Iceland
Thailand Macao (China)
Algeria
Odds
ratioIncreased likelihood of students in the bottom
quarter of ESCS scoring below
Level 2 in science, relative to non-disadvantaged students (3 other quarters ofESC
S)
Com
paring the relative strength of thesocio-econom
icgradient on studentperform
ance
PIS
A 20
15, Figu
reI.6
.9
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Com
paring the variation in studentperformance
between and w
ithin schools:science
604020020406080100
120 80
Trinidad and TobagoBelgium Slovenia
Germany Slovak Republic
MaltaUnited Arab Emirates
Austria Israel
Lebanon Czech Republic
Qatar Japan
SwitzerlandSingapore
Italy Chinese Taipei
LuxembourgTurkey
Brazil Croatia Greece
Chile Lithuania
Netherlands 114B-S-J-G (China) 119
Bulgaria 115Hungary 104
9811210111010915411010612691
10110997
110120
93111112708989948392OECD average 100
Uruguay 84CABA (Argentina) 82
Romania 70Viet Nam 65
Korea 101Australia 117
United Kingdom 111Peru 66
Colombia 72Thailand 69
Hong Kong (China) 72FYROM 80Portugal 94
Dominican Republic 59Indonesia 52
Georgia 92Jordan 79
New Zealand 121United States 108
Montenegro 81Tunisia 47
Sweden 117Mexico 57Albania 69Kosovo 57
Macao (China) 74Algeria 54Estonia 88
Moldova 83Costa Rica 55
Russia 76Canada 95Poland 92
Denmark 91Latvia 75
Ireland 88Spain 86
Norway 103Finland 103
Iceland 93
%B
etween-schoolvariation
Within-schoolvariation
Total variation as a proportion of theO
ECD
average
OEC
D average
69%
OEC
D average
30%
PIS
A 20
15, Figu
reI.6
.11
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Com
paring how learning tim
e is associatedw
ithstudent perform
ance inscience
1615141312111098760 10 20 30 40 50 60
Finland Germany
SwitzerlandJapan
Estonia Sweden
Netherlands New Zealand
AustraliaCzech RepublicMacao (China)United Kingdom
CanadaBelgium France Norway
Slovenia Iceland
LuxembourgIreland Latvia
Hong Kong (China)OECD averageChinese Taipei
Austria Portugal Uruguay
Lithuania Singapore Denmark Hungary
PolandSlovak Republic
Spain Croatia
United StatesIsrael
Bulgaria Korea
RussiaItaly
GreeceB-S-J-G (China)
ColombiaChile
Mexico Brazil
Costa RicaTurkey
MontenegroPeru
Qatar Thailand
United Arab EmiratesTunisia
Dominican Republic
Score points in science per hour of total learning time
Hours
70
Study time after school(hours)
Intended learning time at school (hours)
Score points in science per hour of total learningtim
e
PIS
A 20
15, Figu
reII.6
.23
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longitudinal education information systems in OECD countries:
current state and future directions
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Продольные информационные системы: универсальные технологии, поддерживающие инновационную экосистему
Инновации, основанные на данных: использование богатства данных в секторе образования:
Продольные системы поддерживают и связывают данные индивидуального уровня с течением времени, предоставляют подробную информацию о результатах обучения учащихся, средах обучения и демографические данные; и оказывают содействие в доступе к данным посредством инструментов отчетности и анализа
Системы следующего поколения объединяют статистические данные с системами управления обучением, включая банки цифровых ресурсов
Преобразование информации в осуществимые знания в сфере образования - гораздо больше, чем технический вопрос
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The opportunities around longitudinal informationsystems in education
Improve efficiency and reduce administrative costs
Creation of a better data infrastructure for educational research
Faster and richer feedback to stakeholders:
New conversations around evidence on the impact of policies and practices
More applications around formative assessment and instruction
Mobilise practical knowledge - networks of educators and schools with similar concerns (learning communities)
Platforms to access and share digital resources to support teachers andlearners – and develop a stronger educational industry
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the OECD/CERI survey of information systems in education
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The OECD/CERI survey on information systems in education
As of 2016, it covers 67 systems from32 countries/economies
Australia [3], Austria [2], Belgium [2],Brazil [2], Canada [2], Chile [2], Czech Republic, Estonia, France, Germany, Hungary, India, Israel, Italy, Japan, Korea [2], Lithuania, Mexico, Netherlands [3], New Zealand, Norway [2], Portugal, Slovak Republic [2], Slovenia [2], SouthAfrica, Spain [2], Sweden [2], Turkey,UK [2], US [20]
Administered to systems managers
US state-wide systems: from DQC
Survey sections
1. Goals of the system2. Data model3. Coverage and frequency of
collection4. Data linkages5. Quality processes6. Access and privacy7. Comparison possibilities8. Accountability usage9. Instructional support,
networking facilities and PD10. Other features
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Longitudinal identifiers and linkages
All systems have school-level identifiers, and 4 in 5 can track students longitudinally
Fewer systems provide teacherand course identifiers
Student- and school-level data matched, but teacher and student data linked only by a third of the systems, mainly US
Some cases where link does notexist despite availability of bothidentifiers
81%
61% 61%
39%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
School ID Longit Student Longit Teacher ID ID
All 3 Longit student-teacher link
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Speed of feedback
Timeliness of feedback is a critical condition to maintain data value
Many systems take more than 1 month to make data available, regardless of access rights
– many impose>6 months delays
Cited reasons for delay include data cleaning and anonymization
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Administrator Schoolprincipals
Teachers Parents Students Researchers
Real Time <1 month 1-3 M 4-6 M > 6 M
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Многие преимущества, а также области улучшений для нынешних информационных систем в странах ОЭСР
Отсутствие единой модели – существует большое ранообразие целей, элементов данных и функциональных возможностей
Уникальные студенческие продольные идентификаторы являютсянаиболее важной особенностью эффективных информационных систем. Связьс данными учителей, а также данными других учреждений (например, рыноктруда) откроют больше возможностей для инновационного использованияданных
Охват более широкого круга результатов учащихся. Суммативные и индикаторы на основе предметов являются недостаточными для отражения набора навыков, которые, как ожидается, будут вырабатываться у учащихся
Политика доступа остается весьма ограничительной. Как правило, он открыт для лиц, ответственных за разработку политики, и администраторов, но не для исследователей и преподавателей
Требуется более быстрая обратная связь. Многим требуется слишком много времени для отчета и предоставления имеющихся данных. Задержки с обратной связью идут вразрез с целью поддержки своевременного принятия решений
Необходимы более удобные инструменты для анализа и визуализации. Совместимые с многоуровневыми политиками доступа и важными для предотвращения того, чтобы ценные данные использовались недостаточно
Интеграция с цифровыми образовательными ресурсами и автоматизированный анализ и рекомендации будут важными особенностями систем следующего поколения
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a typology of information systems in education
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Текущие функции и использование предлагают 4 идеальных типа или подхода:
1. Системы отчетности и исследований данных
2. Системы данных электронного правительства3. Системы данных улучшения школ
4. Системы экспертных данных
Типология информационных систем в сфере образования
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1. Reporting and research approach
Statistical and evaluation approach – from the traditional focus on reporting and accountability requirements
Accountability of systems and school performance cards enriched thanks to longitudinal, individual-level data
Reports seek to inform mainly policy makers and the public
In some cases, also designed to develop research capacity about educational issues
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Ontario (Canada): Ontario School Information System(OnSIS)
Examples: Board Interface reports (left) and Ontario Notable Education Trends (right)
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Mexico: Sistema Integral de Resultados de lasEvaluaciones (SIRE)
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2. e-Government data systems
Inspired by e-government approach promoting automated data integration across government agencies
Takes advantage of data trails generated by the use of digital ID-cards and digital signatures
Major objectives include making administrative processes more efficient (e.g. school transfer, school choice, university application, etc.) and informing resource allocation (e.g. school funds)
Great potential for linkage of education data with data from othersectors (e.g. labour market, taxation, health, etc.)
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Estonia: Estonian Education Information System(EHIS)
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Korea: National Education Information System (NEIS)
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3. School improvement data systems
Systems designed to support school improvement efforts by putting data in the hands of principals and teachers
Key features include customisable school reports and visualisation tools such as dashboards
Enable new « improvement routines » (data teams, enquiry teams, etc.) and digital communities of practice
Try to provide information at the individual level and with a granularity that makes data more relevant to teachers
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England: RAISEonline - now replaced by the newAnalyse School Performance (ASP) system)
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Portugal: Escola 360° (E-360°)
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4. Expert data systems
Aim to help personalise teaching and learning and to provide real-time feedback to teachers, students and principals
Combine administrative data with process and formative assessment data from learning management systems
Learning analytics and other diagnosis techniques
Allow adjustments in ongoing instruction cycles – vs. end-of-year feedback
Advanced features: links to banks of educational resources, recommendations and networking platforms for teachers
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Colorado (US) state-wide longitudinal system andSchoolView website
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some challenges
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Проблема оперативной совместимости
Экосистема данных сильно фрагментирована: «разрозненные» системы, которые не могут поддерживать связь друг с другом
Устаревшие системы, предназначенные для конкретных функций (учетные записи, регистрация, VLE ...)
Несогласованные определения, форматы, процедуры кодирования и т.д.
Оперативная совместимость: способность сочетать и использовать данные с разрозненных систем и платформ контента с легкостью, связностью и эффективностью
Технический уровень: программное обеспечение и возможности подключения
Семантический уровень: модели данных, согласованные определения и правила кодирования
Европейский механизм оперативной совместимости (EIF)
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The privacy challenge
Greater data integration and increasing involvement of technology and data service providers raise stakes for privacy protection
Potential harms: profiling and discrimination, commercial uses, etc.
Blurring distinction between personal and non-personal data: more possibilities for re-identification
Informed consent and over-restrictive access are inefficient solutions
Need to combine data-focused and governance-focused solutions
Anonymization techniques – make re-identification more difficult
Control access and use for legitimate purposes (e.g. research)
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К новому поколению систем: от статистическихотчетности дo своевременной и действенной обратной связи
Системы следующего поколенияИндивидуальные показателиПродольная перспективаОперативная совместимостьСопоставительный анализ, контекстные данныеОбратная связь в реальном времениАналитика уровня знаний и предложения
Распространяется на специалистов-практиков, учащихся и исследователей
Оценка рисков, уровневый доступ, технологииобеспечения конфиденциальности
Старые/нынешние системы данныхАггрегированные показателиОтносящиеся к различным областям снепшоты
Исходные базы данных
Локальные изолированные точки данных
Итоговая обратная связь
Статистические отчеты
Использование в основном администраторами
Конфиденциальность защищена ограниченным доступом и серьезной редакцией данных
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Carlos González-Sancho
OECD Directorate for Education and Skills
http://www.oecd.org/edu
Centre for Educational Research and Innovation (CERI)
http://www.oecd.org/edu/ceri
Thank you for your attention