Education and Social InclusionEquity

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Education and Social Inclusion/Equity

• JRC/OECD Workshop
• Measuring Well-being and Societal Progress
• Discussion for Well-being at school and school
  as a way to increase well-being by Marc Demeuse
• June 21, Milan
• Koji Miyamoto
• OECD Centre for Educational Research and
  Innovation

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Outline

• Introduction
• Learning and social inclusion/equity
• Learning policies and social inclusion/equity
• Key messages for indicator development

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1. Introduction

• OECD and CERI

Directorate for Financial and Fiscal Affairs
Trade Directorate
Directorate for Employment Labour Social Affairs
Directorate for Public Management territorial
Development
COUNCIL
Directorate for Education
Economics Department
SECRETARIAT
Directorate for Food Agriculture and Fisheries
Statistics Directorate
COMMITTEES
Development Co-operation Directorate
Directorate for Science Technology Industry
Environment Directorate
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1. Introduction

• OECD and CERI

Indicators and Analysis Division
Education and Training Policy Division
Directorate for Education
Directorate for Education
Centre for Educational Research and Innovation
(CERI)
IMHE/PEB
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1. Introduction

• The objective of this workshop a reminder
• To produce recommendations for an indicator
  framework that can guide policy for the pursuit
  of well-being.
• My aim in this session
• To identify a strategy for indicator development
  that would best describe the contribution of
  learning to the well-being (social inclusion
  and equality/equity dimensions).

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2. Learning and social inclusion/equity

• Why do we care about the role of learning on
  social inclusion and inequality/equity?
• Policy objectives and distributional reality.
• Multi-dimensionality of well-being indicators
• - Index of Economic Well-being (Osberg, 2001)
• - European System of Social Indicators
• - Canadian Index of Wellbeing
• ? Comprehensive well-being indicators to date
  include social inclusion and inequality/equity
  dimensions.

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2. Learning and social inclusion/equity

• Why do we care about the role of learning on
  social inclusion and inequality/equity?
  (continued)
• Learning is an important determinant of economic
  and social outcomes
• - Economic outcome
• ? Evidence from the human capital literature
• - Social outcome
• ? Education and civic/social engagement (e.g.,
  voter turnout)
• ? Education and health outcomes (e.g., health
  behaviour, mortality)

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3. Learning policies and social inclusion/equity

• Do we know which learning policies help to
  improve economic and social outcomes?
• Economic outcome
• - Theory and empirical evidence from the human
  capital literature
• - StatCan and OECD (2005) measured skills and
  economic outcome
• - OECD (2004) CVT and labour market performance
• Social outcome
• - Limited theory and empirical evidence
• - CERI project on Social Outcome of Learning
  (SOL) for health and social/civic engagement

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3. Learning policies and social inclusion/equity

• Do we know which learning policies help to
  improve economic and social outcomes?
  (continued)
• Evidence from CERI project on Social Outcome of
  Learning (SOL)
• - Campbell (2006) on learning social/civic
  engagement
• ? limited empirical evidence show openness of
  classroom climate" and "degree to which students
  are able to discuss political and social issues
  in class" show positive impact on civic
  engagement.
• ? The mechanisms and the relative size of each
  of the possible effects remain unclear.
• - Feinstein et. al. (2006) on learning health
  outcomes
• ? Most empirical evidence does not link
  type/form of learning to outcomes
• ? The mechanisms and the relative size of each
  of the possible effects remain unclear.

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4. Key messages for indicator development

• Are we ready to develop indicators that would
  describe the role of learning on social inclusion
  and equity?
• Key issues to be addressed for indicator
  development
• Common policy questions/objectives ? resulting
  indicators should shed light on
• Common theoretical/conceptual framework ?
  clarifies possible mechanisms and interactions
• Measurement property ? reliability and validity
• Source data ? availability, quality and
  cross-country coverage of existing/prospective
  data

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4. Key messages for indicator development

• Are we ready to develop indicators that would
  describe the role of learning on social inclusion
  and equity? (continued)
• Indicators that describe the role of learning on
  economic outcomes
• Common policy questions/objectives ? clearly
  defined
• Common theoretical/conceptual framework ? Yes
• Measurement property ? Yes (though not all)
• Source data ? Yes

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4. Key messages for indicator development

• Are we ready to develop indicators that would
  describe the role of learning on social inclusion
  and equity? (continued)
• Indicators that describe the role of learning on
  social outcomes
• Common policy questions/objectives ? Not clearly
  defined yet
• Common theoretical/conceptual framework ? Limited
• Measurement property ? Limited
• Source data ? Limited
• however, indicator development on learning and
  social outcomes is still worthwhile to pursue
  since
• it provides a signal of how learning might be
  related to social outcomes
• it facilitates discussion

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4. Key messages for indicator development

• Are we ready to develop indicators that would
  describe the role of learning on social inclusion
  and equity? (continued)
• Demeuse et.al. (2006)
• Common policy questions
• - What are the extent of wellbeing at schools in
  EU?
• What are the extent to which schools increase the
  wellbeing in terms of economic, social and
  political effects?

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4. Key messages for indicator development

• Are we ready to develop indicators that would
  describe the role of learning on social inclusion
  and equity? (continued)
• Demeuse et.al. (2006) -continued
• 2) Common theoretical/conceptual framework
• ? Includes a well defined conceptual framework
  on equity, but
• Limit to inequality indicators that are relevant
  (principle 2)
• Limit to social categories that are those that
  individuals cannot escape social origin,
  rural/urban (principle 3)?
• Include judgement of citizens about the equity of
  the current educational system and the criteria
  underlying that judgement (principle 8).
• ? Conceptual framework of the impact of school
  equity on outcome?

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4. Key messages for indicator development

• Are we ready to develop indicators that would
  describe the role of learning on social inclusion
  and equity? (continued)
• Demeuse et.al. (2006) -continued
• Measurement property
• reliability?
• - e.g. ratio of costs of tertiary edu primary
  edu as an indicator describing the quantity of
  education received for facilities available.
• validity?
• - e.g., use of subjective indicators
• Source data
• ? Rich source, but cross-country comparability
  limited

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4. Key messages for indicator development

• How might we develop indicators that would
  describe the role of learning on social inclusion
  and equity?
• Clarify common policy questions.
• Questionnaires of policy objectives?
• To develop a robust theoretical/conceptual
  framework, so as to better understand
• how learning affects outcome (including mechanism
  and impact)
• which type/form of learning affects outcome
• Impact on a range of measurable outcomes
  economic social
• To include full account of possible linkages
  between inequalities in context, process and
  outcome, and map supporting evidence
• To include range of social outcomes (e.g.
  health, crime, active citizenship, etc.)

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4. Key messages for indicator development

• How might we develop indicators that would
  describe the role of learning on social inclusion
  and equity? (continued)
• Revise existing indicators
• ? limit to indicators that are relevant,
  interpretable, valid/accurate and
  reliable/consistent
• ? carefully assess indicators that are
  subjective
• Data collection strategies that would suit
  indicator development
• - adjust existing data collection strategy
• - new data collection strategy
• ? The OECD Programme for the International
  Assessment of Adult Competencies (PIAAC) as one
  important vehicle.

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• Koji Miyamoto
• Koji.miyamoto_at_oecd.org
• OECD CERI project on Social Outcome of Learning
  (SOL)
• OECD Programme for the International Assessment
  of Adult Competencies (PIAAC)