GOVERNING COMPLEX EDUCATION SYSTEMSTHE USE OF DATA

Tallinn, 12 February 2015

GCES Main Research Questions

What models of governance areeffective in complex education systems?

What knowledge system is necessary to support the effective governance of complex education systems?

SteeringPriority setting Accountability

ImplementationPolicy Design

Knowledge use

Knowledge production

GCES Analytical Model

GCES Main Findings

• There is no one right system of governance. Rather than focussing on structures it is more fruitful to focus on processes.

• Effective governance works through building capacity, open dialogue, and stakeholder involvement.

• Governance is a balancing actbetween accountability and trust, innovation andrisk-avoidance, consensus building and making difficult choices.

GCES Main Findings

• The central level remains very important(even in decentralised systems) in triggering and steeringeducation reform through strategic vision, clear guidelinesand feedback.

• There are systemic weaknesses in capacity throughout most educational systems which contribute to today’s governance challenges.

• Importance of key principles for system governance (not just agreement on where to go, but how to get there).

Thematic conferences• 2013: Multilevel governance (Paris)• 2014: Complexity (Oslo)• 2015: Use of data (Tallinn)

Working papers• Governance and Knowledge• Horizontal Accountability• Complexity• Modes of Governance• Trust

GCES Outputs

• The Netherlands

• Norway

• Sweden

• Poland

• Germany

GCES Case Studies

GCES Core Themes

Accountability systems

Capacity building

Strategic thinking

Accountability Systems

Capacity Building

Strategic Thinking

Use of data

Trust

Risk-taking

GCES Current and Future Themes

Increasing accountabilityof performance

• Measurable objectives and indicators

• Focus on evaluation and quality assurance

• Explosion of evidence and data

Trends in Governance

Education Governance: The Role of Data

• Which strategies have countries developed to collect and use educational data, and how effective have they been?

• What are the main challenges arising from use of data in educational governance (trust, accountability, capacity)?

• What kinds of supports for the use of data are needed at different governance levels?

A. Developing Data SystemsB. Data and TrustC. Learning AnalyticsD. Estonian Data System (in Estonian)

Afternoon Workshops

Opportunities for:• Monitoring and ensuring quality of system• Identifying potential challenges• Allowing more immediate feedback

(administration, schools, parents, etc)

However most countries struggle with ensuring its use:• Capacity• Ownership/willingness

Developing Data Systems

Shifting accountability to lower levels of system• Who is accountable to whom (and for what

purpose?)• Intended versus unintended effects

Balancing trust and accountability• Successes and challenges in building,

maintaining, and restoring trust

Data and Trust

Learning analytics and educational data mining• Opportunities: system, school, individual level• Ethical and privacy issues?

Examples of how this has been used in European schools (LACE project)

Learning Analytics

Workshop Planning

Timing Developing Data Systems

Data and Trust Learning Analytics Estonian data system (in Estonian)

14:00–15:30 Chair: Lucie Cerna

Lead inputs:

• Iain Bradley (UK)

• Cláudia Sarrico (Portugal)

Chair: Tracey Burns

Lead input:

• Marc Tucker

(USA)

Chair: Henno

Theisens

Lead input:

• Peter Karlberg

(Sweden)

Lead input/chair:

• Margus Kärner,

Marko Mölder

and Tommy

Tomson (Estonia)

16:00–17:30 Chair: Henno

Theisens

Lead inputs:

• Darko Zupanc(Slovenia)

• Claudia Schreiner (Austria)

Chair: Lucie Cerna

Lead input:

• Astrid Søgnen(Norway)

Chair: Tracey Burns

Lead input:

• Peter Karlberg (Sweden)

Lead input/chair:

• Margus Kärner,

Marko Mölder

and Tommy

Tomson (Estonia)

Enjoy your workshops!