Global Learning Metrics: Can we measure learning at a globally comparative level?

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Global Learning MetricsCan we measure learning
at a globally comparative level?

• Kate Anderson Simons
• Center for Universal Education at the Brookings
  Institution
• Quality-Inequality Quandary
• Transacting Learning Relevance Teacher
  Education in South Asia
• SAFED Regional Seminar, Lahore, Pakistan, April
  4-5 2012

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Outline

• Overview of the Global Compact on Learning
• Why Global Learning Metrics?
• Process to develop Global Learning Metrics
• Discussion
• Next Steps

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What is the Global Compact on Learning?

• Policy agenda with concrete steps for action
• Unites education community
• Broadens base of support with new actors
• Provides various pathways for engagement
• Flexible, nimble structure to take advantage of
  opportunities

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What do we hope GCL will contribute by 2015?

• Raise profile of education/learning on global
  development agenda
• Focus on access plus learning
• Bring together range of actors
• Increase resources and use more effectively
• Expand knowledge base to improve practice
• IMPACT ? more children learning

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Global Learning Metrics

• A small set of internationally comparable
  indicators for learning at the early childhood,
  primary, and post-primary levels.

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Why Global Learning Metrics?

• Inform post-2015 development agenda
• Streamline data collection and analysis
• Facilitate comparative data on learning
• Improve country-level learning assessment

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Why now?

• Expiration of MDGs and plans for whats next
• Expiration of EFA Goals in 2015
• UNSGs education initiative
• Increase in capacity and demand for metrics

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Global Learning Metrics are

• Learning outcomes in aggregate
• Developed through a consultative process
• A standard setting/consensus building exercise
• Intended to look across the childs life (early
  childhood through post-primary)

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Global Learning Metrics are not

• Comprehensive of every aspect of learning and
  development
• Used for high-stakes purposes such as teacher
  hiring and firing or school closures
• Meant to displace current assessment measures and
  efforts

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No systematic measurement Optimal measurement Counter-productive measurement
Results difficult to interpret Appropriate length for reliable and valid results Too longfatigue Too shortinvalid
No understanding of who is learning Authentically measures knowledge, skills and abilities Measures ability to take tests abilities in LOI only
No sampling strategy Measures learning for school-age children Measures learning only for children in school
Inability to pinpoint problem areas Used to identify gaps and improve policies and programs Heavy focus on one or two content areas results in narrowing curriculum
No accountability Used to identify and provide support to struggling education systems High-stakes decisions used to punish fear cheating
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Current efforts demonstrate will and capacity to
measure learning but

• Do not cover all countries
• No consensus on standards
• Differences in populations assessed
• Are not conducted across the lifespan
• Primarily focus on literacy and numeracy

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Can we measure learning at a globally comparative
level?
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Task Force Process
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Task Force Structure
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Working Groups
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Discussion

• What other efforts are you aware of to develop
  standards and/or compare learning at the
  international or regional levels?
• What issues will the Task Force need to address
  to develop global learning standards and metrics
  at the
• Early childhood
• Primary
• Post-primary levels?

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Next steps

• Task Force Meeting 1
• Recruit Working Groups
• Consultative processonline, consultations,
  interviews, best practices
• Issue briefs Global Assessment Mapping and
  Outlining Poles of Debate

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Get involved

• Working Groups
• Host in-person consultations
• Online consultation (end of April)
  www.globalcompactonlearning.org
• Contact ksimons_at_brookings.edu