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Social Outcomes of Learning (SOL)

Social Outcomes of Learning (SOL). Tom Schuller CERI/OECD. OECD World Forum on Statistics, Knowledge and Policy, Istanbul June 2007. Social Outcomes of Learning. Overall goal : develop and apply frameworks and models for understanding the social outcomes of learning Phase 1 objectives :

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Social Outcomes of Learning (SOL)

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  1. Social Outcomes of Learning (SOL) Tom Schuller CERI/OECD OECD World Forum on Statistics, Knowledge and Policy, Istanbul June 2007

  2. Social Outcomes of Learning • Overall goal: develop and apply frameworks and models for understanding the social outcomes of learning • Phase 1 objectives: • Map relationships and pathways • Review empirical evidence • Consider indicator development • Identify policy and research agenda

  3. SOL Main domains • Health (mental and physical) • Civic and social engagement • Horizontal themes: • Intergenerational effects • Distribution effects

  4. SOL: Rationale/drivers • Accountability • Competition on public expenditure • Values in education • Intersectoral linkages

  5. SOL: Phase 1 Outputs • Vol 1 - Measuring the Effects of Education on Health and Civic Engagement www.oecd.org/edu/socialoutcomes/symposium • Vol 2 - Understanding the Social Outcomes of Education Published June 2007 • Dataset inventory • Indicator issues

  6. SOL: classifying outcomes

  7. Key relationships linking learning, competence and capital formation Figure 2.1.

  8. Three Causal Mechanisms Linking Education and Outcomes

  9. Competitive Political Activity Sorting Model (SES) Expressive Political Activity Voting Absolute Education Model Voluntary Associations Cumulative Education Model Institutional Trust Interpersonal Trust Education’s impact on Civic Engagement

  10. Health Outcome Contexts behaviour, lifestyles and service use Self Conceptual framework: The “self in context” model eg, family/household, workplace, neighbourhood Education knowledge skills, eg, beliefs, patience, resilience,

  11. Understanding Outcomes: agenda-setting/ recommendations • Review public objectives of education systems • Strengthen the knowledge base: causality; national divergences; indicators • Explore implications for pedagogy, assessment and qualifications • Stronger ‘cost-benefit’ analyses • Promote intersectoral dialogue on effects

  12. ‘Useful” knowledge issues • Precision vs ‘certainty’ • Measurable now vs what should count • Specification and interpretation

  13. Thank you Tom.Schuller@oecd.org Sign up for CERI’s free electronic bulletin: www.oecd.org/edu/ceri/update

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