150925 unesco iclc_bertelsmann-stiftung_noack_how-can-educational-monitoring-empower-evidence-based-governance

How can educational monitoring empower evidence-

based governance?

Dr. Martin Noack

2nd International Conference on Learning Cities of UNESCO

28th-30th September, 2015, Mexico City, Mexiko

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How can educational monitoring empower evidence-based governance?

29 September 2015

“If you can’t measure it, you can’t manage it.”

Robert Kaplan

in Balanced Scorecard

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29 September 2015

Sustainable Government Indicators: Upper secondary

attainment (SDG 4) www.bertelsmann-stiftung.de/en/publications/publication/did/sustainable-

development-goals-are-the-rich-countries-ready/

http://www.bertelsmann-stiftung.de/en/publications/publication/did/sustainable-development-goals-are-the-rich-countries-ready/

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29 September 2015

Sustainable Government Indicators: PISA results (SDG 4)

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29 September 2015

Sustainable Government Indicators: Particulate Matter (SDG 11)

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29 September 2015

Sustainable Government Indicators: Rooms per person (SDG 11)

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29 September 2015

Sustainable Government Index: All SDGs, all countries

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29 September 2015

Sustainable Government Indicators: Mexiko SDG 1-17

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29 September 2015

Bertelsmann Stiftung: Educational monitoring for

different life phases and regional granularities

www.laendermonitor.de

www.chancen-spiegel.de

www.umultirank.org

www.deutscher-weiterbildungsatlas.de

www.keck-atlas.de

www.laendermonitor-berufsbildung.de

www.elli.org

www.deutscher-lernatlas.de

www.wegweiser-kommune.de

Neighborhood

http://www.laendermonitor.de/

http://www.chancen-spiegel.de/

http://www.umultirank.org/

http://www.deutscher-weiterbildungsatlas.de/

http://www.keck-atlas.de/

http://www.laendermonitor-berufsbildung.de/

http://www.elli.org/

http://www.deutscher-lernatlas.de/

http://www.wegweiser-kommune.de/

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29 September 2015


Further education and training (regional level)

96 regions (in 2016 also for 402 counties)

14 indicators across 3 dimensions

Good practice case studies

Participation Realization of PotentialProvision 1/3 (private sector)

Augsburg

Munich

Berlin

Hamburg

Munich


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29 September 2015

Further education and training (regional level)

Augsburg

Munich

Germany

Participation Realization of Potential Provision

Success factors from case studies: Strong networks between providers, administration and companies

Good physical access of training providers via public transportation

Independent and easily accessible guidance services for learners

All Low skilled All Low skilled Public Private Corporate

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Higher Education (provider level) www.umultirank.org

http://meta.umultirank.org/fileadmin/downloads/UMR_Infographic_2015.pdf

http://meta.umultirank.org/fileadmin/downloads/UMR_Infographic_2015.pdf


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29 September 2015

Lifelong Learning (city level)

Learning

to know

Learning

to do

Learning to

live togetherLearning

to be

www.deutscher-lernatlas.de

Bielefeld

http://www.deutscher-lernatlas.de/

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29 September 2015

Lifelong Learning (city level) Case Study: Bielefeld

Determining factors Steps taken by head of education department:

Calculate forecasts

Localize using primary school districts

Find areas of highest need for intervention

Discuss findings across the five dimensions in

all city committees (high attention for education)

Set specific targets of political action and tie

concrete budgetary decisions to them

Control targets biannually

Success factors: communication, cooperation,

engagement, pragmatism

Challenges: prioritization, networking,

resources, sustainability

This system empowers evidence- instead of lobby

based educational governance.www.bielefeld.de/de/rv/ds_stadtverwaltung/asch/bib/rep/

www.wegweiser-kommune.de

http://www.bielefeld.de/de/rv/ds_stadtverwaltung/asch/bib/rep/

http://www.wegweiser-kommune.de/

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29 September 2015

Lifelong Learning (city level) – Indicators (Bielefeld)

Demographic

Population forecast

Migration balance

Migrant population

Economic

GdP per capita/employee

Underemployment rate

Employees by sex and

occupational Group

Share of education

budget on total budget

Social

rate of welfare recipients

(all/below age 15)

Education of population

Social burden with

relevance for education

Early Childhood

Supply and demand

Language proficiency (4)

Primary/Secondary

Supply,demand,migration

Inclusive education rates

All-day school rate and

educator qualification

Migrant rate (non-native)

Integration of fugitives

Recommendation quota for

lower/upper sec. education

Class repetition rate

Degree rates (sec. I/II)

Post-school/Tertiary

Migrant participation in

literacy courses

Degrees at evening schools

Enrolled students (1st sem/all)

Initial Vocational Ed.

Students enrolled in

vocational schools

Relation supply-demand for

dual system of vocat. train.

Signed v. training contracts

Terminated vocational

training contracts

Transition school/work

Rate of graduates that

enter/exit transition system

Further professional

Education

Unemployed who enter

further professional educat.

Labor market integration

rate of unemployed after

further professional educat.

Participation in course at

community colleges

Intergenerational

contact

Outreach of inter-

generational projects

Youth work

Public expenditure for

open children/youth work

Number of/participation

in publicly funded youth

education projects

Integration courses

Migrant participation in/

successful completion of

integration courses

Civic and political

engagement

Participation in public

volunteering service

Participation in post-

retirement volunteering

Voter participation

Use of cultural events

and facilities

Visitors of theaters etc.

Tickets sold to students

Pupils reached via

theater-partnerships

Partic. in music/art school

Pupil participation in

cultural field trips

Participation in adult ed.

Participation in literacy

courses (native-speakers)

City library: users, visits,

and items checked-out

Students: University 50+

Health prevention,

sports and play

Provision of playground

space in qm/child

Sports-club memberships

Parti. in health courses at

community colleges

know do live together be

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29 September 2015

In a nutshell

1. Generally fairness (e.g. access) and performance (e.g. competency/certificate

output) should both be in the focus.

2. The city administration should work as a networking agent that orchestrates a

triple win of monitoring activities for education providers, employers and society.

- Educational monitoring should be in close interaction with other reporting

mechanisms at city level, like children and youth reports, school development

plans, social and family reports, etc.

- Common definitions, data basis, and reporting layout, as well as the potential

integration of some of the existing reports into the educational monitoring can

lead to synergies and save resources.

3. Educational monitoring should not stop at delivering and displaying data but

should also provide interpretations, explanations and perspectives or

recommendations – the latter being based on participative-discursive processes.

- In doing so transparency instruments can help with bench-marking, (umultirank)

bench-learning (further education atlas) as well as forecasting future

developments (community roadmap).

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29 September 2015

In a nutshell (cont’d)

Specific recommendations:

- Report level and trend to make development obvious

- Consider regional resources – don’t compare apples with oranges

- Allow for and support building profiles in monitoring and governing education

landscapes

- Localize: use e.g. primary school districts to find areas of highest need for

intervention (where social handicaps are strongest)

4. Educational monitoring itself cannot solve the problems of education systems

but it can help shed light on them, so they can be understood and addressed

more easily, and so that interventions can be evaluated for their effectivity.

- Educational monitoring therefore needs to be used to set and control specific

targets of political action that are tied to concrete budgetary decisions

Thanks for listening!

Dr. Martin NoackSenior Project Manager

Programme Learning for Life

Bertelsmann StiftungCarl-Bertelsmann-Straße 256 | 33311 Gütersloh | Germany

Telefon: +49 5241 81-81476 | Fax: +49 5241 81-681476

E-Mail: [email protected]

Appendix

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29 September 2015

Actual Recommendations from Bielefelder Lernreport

Provide early,

continuous and

integrated support

for children in

problematic

neighborhoods

Coordinate all

actors from youth

support, education

planning, city

development

planning and health

management

Concentrate

resources and

invest in those

neighborhoods with

the highest need

Improve quantity and

quality of early

childhood care centers

Standardize language

learning and language

proficiency evaluation

in early childhood care

centers

Standardize quality

criteria and quality

management for whole

day schools

Standardize transition

evaluation from primary

to secondary school

Expand professional

education at

community colleges

Develop an easy

access platform that

provides an

overview of lifelong

learning offers for

senior citizens

Coordinate extra-

curricular offers in

whole day schools

with those of youth

help and increase

those offers in

problematic

neighborhoods

Promote

standardization of

participation

assessment among

providers of cultural

activities

Develop new

cultural formats that

address interests

and needs of

children and youth in

problematic areas

Expand

alphabetization

offers

Encourage

cooperation of

sports clubs with

other education

institutions

know do live together be

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29 September 2015

2nd example Leipzig

Educational management provides data-based answers to questions of

other stakeholders, but also sets the agenda based on its own analyses

Educational monitoring is located at department for youth, family and

education but connected to the office of city planning via a sponsorship

Next to the educational report, the newsletter “educational

management”, publications and a website, communication is organized

via an advisory group (including civil society representatives), a steering

committee and an educational conference, as well as direct talks

Initial skepticism against an integrated city development approach based

on the data from the educational monitoring has been overcome through

an open communication approach, leader engagement and simply the

new insights

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29 September 2015

Further education and training (regional level)Indicators:

Participation in further education:

- Participation rate in courses, seminars, and workshops during the past 12 months (y/n)

25+ vs. 25-54 year old, without a professional degree

Average level 2007-2012 and trend 2007-2012

Exploitation of potential: (again level and trend for both groups all/low-skilled)

- Difference of actual participation rate and expected participation rate +100

Expected participation rate based on person-estimates at federal level and regional social structure,

considering: income, age, gender, employment status, professional status, form of employment,

working times, profession, branch, size of company, family structure, educational level, vocational

degree, migration status – additionally macro-characteristics of the region have been taken into

account: distance to the next autobahn and to the next regional centre, gross regional product by

sector, population density

Provision of further education:

- Offered courses at publicly funded adult education centres

- Number of private further education providers (weighted by size)

- Training propensity of companies in the region



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29 September 2015

Higher Education (provider level)Indicators:

Teaching and

Learning

Bachelor graduation

rate

Master graduation

rate

Graduating on time

(bachelors)

Graduating on time

(masters)

Research

Citation rate

Research publications

(absolute numbers)

Research publications

(size-normalised)

External research

income

Art related output

Top cited publications

Interdisciplinary

publications

Post-doc positions

Knowledge

Transfer

Co-publications with

industrial partners

Income from private

sources

Patents awarded

(absolute numbers)

Patents awarded

(size-normalised)

Industry co-patents

Spin-offs

Publications cited in

patents

Income from

continuous

professional

development

International

Orientation

Foreign language

bachelor

programmes

Foreign language

master programmes

Student mobility

International

academic staff

International joint

publications

International

doctorate degrees

Regional

Engagement

Bachelor graduates

working in the region

Master graduates

working in the region

Student internships

in the region

Regional joint

publications

Income from

regional sources

www.umultirank.org


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Displays regional data for children up to

12 years with regard to the:

• Socio-economic background

• Education

• Health status

Early Childhood Education (neighborhood level)www.keck-atlas.de

Provides data on the social environment

of KECK communities:

The stability index offers transparency

about opportunities and risks in the

children‘s social environments


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29 September 2015

Early Childhood Education (neighborhood level)Indicators:

Child

Demographics

Age structure (rate

of <3, <6 and <15

year olds in

population)

Rate of migrant

children among

the <3, <6, and <

15 year old

Rate of foreigners

among the <3, <6,

and < 15 year old

Environment of

Children

Rate of children age

<3,<6, <15 who are

members of households

in need of benefit/single

parent households

(Youth) (long term)

Unemployment rate (all

and <25 y.)

Rate of benefit recipients

Rate of housing units in

one/two family houses

Rate of recreational

areas

Playground area in

m²/<15 year old

Voter turnout

Child Health

Rate of

abecedarian with

completed health

checks during

past 5 years

Rate of

abecedarians

who are

overweight

Child Education

Rate of day care

and kindergarten

places/10 children

age <3 and <6

Rate of children <3

and <6 going to day

care/kindergarten

(migrants and all)

Transition rate from

primary to different

types of secondary

school

Stability Index

Social:

- Rate of children

age <6 or <15

who are members

of households in

need of benefit

Family

- Rate of children

age <6 or <15

who are members

of single parent

households

Migration

- Rate of migrant

children among

the <6 or < 15

year old

www.keck-atlas.de


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Early Childhood Education and Care (state level)

E.g., investments per child

under age 6 in each state 2010Transparency

Governance

E.g., participation rates of

children < age 3 in ECEC

centers & day care 2008/2013

E.g., Staffing Formula in Kindergarten-groups (age 3-6) 2013

Access

for all

Child

Investing

effectively

Promoting Bildung –

ensuring Quality

Issued annually

16 state profiles

50+ indicators

www.laendermonitor.de

http://www.laendermonitor.de/

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Access for All

Participation rates

Hours in care / Day care

Care for children < age 3:

expansion and needs

Inclusion

Immigrant and nonimmigrant

children in ECEC centers

Care for school-age children

…

Investing effectively

Investments per child

< age 6

Financing partnership

for ECEC

Share of net

expenditures for ECEC

One-time investments

for ECEC

…

Promoting Bildung –

Ensuring Quality

ECEC center directors

Release time for leadership

duties

Staffing formula

Children in various group

types

ECEC pedagogical staff

University graduates at

ECEC centers

Levels of training for staff

members

Staff working with special-

needs children …

Early Childhood Education and Care (state level)Indicators:

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Primary and secondary education (state level)

www.chancen-spiegel.de

Issued annually

4 dimensions

19 indicators

16 state profiles

Grouped per dimension:

top – medium – bottom

Power of Integration

Permeability

Promoting skills

Allocating School

Certifcates

Fairness Performance

http://www.chancen-spiegel.de/

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29 September 2015

Primary and secondary education (state level)Indicators:

Power of Integration

Rate of pupils with

special needs

Rate of pupils with

special needs who

are schooled

separately (exclusion)

Rate of pupils going

to whole day schools

Permeability

Rate of pupils who

transfer from primary

school to grammar

school

Rate of pupils who stay

down a year during

secondary school

Entry rates into

vocational training

tracks by school

degree

Promoting skills

Numeracy/literacy

levels of 9th graders

Numeracy/literacy

levels of lowest 10%

Numeracy/literacy

levels of highest 10%

Differences in

numeracy/literacy by

social class (EGP)

Allocating School

Certifcates

Rate of graduates

with A level

Dropout rate

(without a degree)

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Objectives:

Creating transparency with respect to community development

Providing action plans for communities undergoing a process of transformation

Highlighting good examples

Content:

Measures of demographic change, education, finances, social conditions and

integration

For all communities with a population of over 5,000

Forecast data for ten age groups up to the year 2030

Studies and recommendations for action and best practice examples

Interactive tools

Community Roadmap (district level)

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Community Roadmap (district level)

Education-related Indicators:

Early Childhood

Education

Participation rates in

nurseries by age-

group and amount of

hours/week

Participation in day

care by age-group

and amount of

hours/week

Qualification of

personnel in nurseries

by degree

Primary/Secondary

Education

Participation rates by

school type

Transition rates to

secondary school

Rate of pupils staying

down a year by school

type

School leavers by

degree

Vocational

Education

Success rates of

vocational training

tracks

Rate of new

apprentices by

school degree

Further Education

& Training

Participation in

further education by

age group and

gender

Rate of integration

of further education

participants into the

labor market by age

group

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Population Trends up to the Year 2030 in Counties and

autonomous Cities in Germany

Total population will decline by 0.7%

One in two people will be older than 48

Children in preschool: -1.3%

Children in primary school: +0.6

Students in secondary school, level 1: -6.6%

Students in secondary school, level 2: -9.4%

Young persons in training and universities:

-19.5%

Younger potential workers: -6.7%

Older potential workers: -10.7%

Younger retired persons: +25.1%

Care-dependent persons older than 80: +47.2%

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Lifelong Learning (country level)www.elli.org


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29 September 2015

Lifelong Learning (country level)indicators:

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29 September 2015

Lifelong Learning (country level)Indicators: www.elli.org
