PowerPointPrsentation

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Hans-Peter Füssel Evidence-Based Policy,
insights from Germany EUNEC CNE Conference
associated with the Portugese presidency of the
EU Conselho Nacional de Educação Lisbon 8 -10
October 2007 Acknowledgement to Stefan
Brauckmann
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Content

• Evidence-Based Education Policy on the European
  Level
• 2. Evidence-Based Education Policy in Germany
• 3. The future interplay of Education Policy
  Research and -Policy Making

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1. Aim of Evidence-Based Policy?

• Evidence-Based Policy has been defined as an
• approach that
• helps people make
• well informed Decisions
• about policies, programmes and projects by
  putting
• the best available Evidence from research
• at the heart of policy development and
  implementation (Davies, 1999).

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How to reach Evidence?
Indicator Systems Benchmarks
Knowledge Management
Well informed Decisions
Research
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The Policy Contributions of Four Types of Social
Research
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2. The Wake up Call for the German Education
System in 2001 the shocking findings from PISA

• The competence of German students are far behind
  those of the internationally leading nations, and
  generally below OECD average.
• The connection between the attainment of
  competencies and social background is stronger in
  Germany than in any other OECD country.
• German schools encourage students from migrants
  backgrounds less successfully than schools in
  other OECD countries.

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Reactions New steering instruments to reach
well informed Decisions in Germanys Educational
Policy

• Central instruments
• Educational research
• Educational reporting
• Result-oriented comparison of educational
  institutions (performance of the Education system
  in international comparison)
• Common actions for the further development of the
  Education and Science system (based on Art. 91b
  Abs. 2 of the German Constitution, 2007)

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The National Education Report of Germany (2006)

• Aims
• 1. Policy relevance
  
• 2. Representativeness of
• data
• 3. Data based selected
• indicators
• 4. Permanent set of
• indicators

• Reporting level
• All sectors (from Early Childhood Education to
  Adult Education)
• All levels (from the individual to the national
  perspective)

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The Policy Contributions of the German Education
Reporting system
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3. The future interplay of Education Policy
Research and -Policy Making to reach well
informed Decisions

• To Dos
• Transparent decision making bases/ -options
• Must enter into an ongoing dialogue with the
  public
• Decisions have to be made
• Conditions of success
• Has to be explained and defended by arguments
  (transparent weighted criteria)
• Open to changes
• Changes will be introduced/initiated by knowledge
  management
• New knowledge creates new uncertainties requires
  again rational approaches

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• Thank you!
• Prof. Dr. Hans-Peter Füssel
• German Institute for International Educational
  Research
• Warschauer Strasse 38
• D-10243 Berlin
• fuessel_at_dipf.de