Albert Motivans (a.motivans@unesco) UNESCO Institute for Statistics

1. From data to policy: how international comparisons inform national policy development从数据到政策：如何通过国际比较更好地制定国家教育政策 Albert Motivans (a.motivans@unesco.org) UNESCO Institute for Statistics Steering Committee on Basic Education Assessment Chinese Society of Education - 2012 Annual Meeting, November 2012

2. UNESCO Institute for Statistics (UIS)统计所 • Based in Montreal since 2001 (110 staff) • Responsible for all areas of UNESCO mandate: education, culture and communication, science and technology • What we do: • Maintain global databases • Standards and methodology • Capacity development • Analysis and use of data

3. Links between the global and national国际比较与国家政策制定之间的联系 • Advocacy提供依据 • broad-based need for evidence to inform policy • Policy debates激发讨论 • catalytic, informing strategies and reviews • Methodologies提供先进方法 • improving “state-of-the-art” assessment tools • Forum 交流平台 • a space for sharing best national practices – a laboratory for ideas

4. Global education compacts“全民教育”计划 Education for all returns to Asia “[improve] every aspect of the quality of education, and ensuring their excellence so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.” Dakar Framework for Action, 2000

5. Education post-2015?2015年后的教育发展前景 Priorities for education targets and measures • Education quality - learning • Equality and equity How does education relate to development priorities? • Inclusive social development • Environmental sustainability • Inclusive economic development • Peace and security

6. Why the renewed focus on learning?为何关注“学习”？ • Research shows that education inputs don’t explain much of the variation in school performance • Increased spending on education does not always lead to better international assessment results • Renewed focus on: • Teachers and what they bring to learning • The processes of teaching and learning • How schools are governed and managed

7. World education milestones and national learning assessments世界教育发展的里程碑与国家级学习评价 28% 57% % of countries with national learning assessment: - East Asia and the Pacific from 11% to 64% - South and West Asia from 11% to 44% Regional assessments LLECE SACMEQ Source: Benavot and Tanner, 2007

8. UNESCO’s roles联合国教科文组织所发挥的作用 What? • Convening political and other actors • Forum for policy sharing and learning • Providing technical assistance and supporting capacity development in Member States • Designing, collecting and using comparative data Who? • Education sector (UNESCO HQ) • Field offices (Regional/national offices) • Specialised Institutes (UIS, IIEP, IBE, UIL et al)

9. SACMEQ in Southern and Eastern Africa非洲南部与东部教育质量监测联盟( SACMEQ) Started as a project at UNESCO IIEP – and became an NGO in 1997 Tests reading and mathematics literacy at the end of primary education Three waves of assessments were completed in 1998, 2004 and 2010 SACMEQ has been conducted in 14 South and East African countries • - Contributed to education strategy formulation (debated in Parliaments) • - Led to curricular reviews • Professional development reform • HIV-AIDS content in schools Learn more at http://www.sacmeq.org

10. Laboratorio in Latin America拉丁美洲教育质量评价实验室项目(Laboratorio) 6th grade reading scores and household SES Coordinated by UNESCO regional office in Santiago, Chile partners with national assessment centers Test measures reading and mathematics literacy at the end of primary education Undertaken three times: PERCE:1997 SERCE:2004 TERCE:2012 14 countries participated in TERCE - Improved education strategies - Missions to high performing countries - Raised issue of equity in political debate Learn more at http://www.unesco.org Latin American Laboratory for Assessment of the Quality of Education

11. Literacy assessment monitoring programme (LAMP)阅读与算数能力评价监测项目（LAMP） • Coordinated by UNESCO Institute for Statistics in Montreal, Canada • Measures distribution of reading and numeracy skills among 15+ population • Includes pre-reading skills module to capture lower end of the distribution • Validation process in ten languages from six different linguistic families, using three scripts and two numeral systems • Results for Mongolia, Palestine, Paraguay and Jordan will be published in 2013 • Learn more at www.uis.unesco.org - Improve design of literacy programmes - Customise literacy interventions - Target beneficiaries

12. Knowledge management:Observatory of Learning Outcomes学习成果观测站 • Coordinated by the UNESCO Institute for Statistics in Montreal, Canada • Piloted in 25 countries in 2012 and data collection to be launched in 2013 • Compiles information about national and international assessments and examinations • Create a web-based catalogue • Provide technical documentation to better understand the existing body of information • Promotes linkages among existing studies to generate a common body of comparable information

13. Research and analysis of learning assessment results学习评价结果的研究与分析 Selected working papers: • Primary School Curricula on Reading and Mathematics • A Place to Learn: Lessons from Research on Learning Environments • The Next Generation of Literacy Statistics • Learning Divides: Ten Policy Questions about the Performance and Equity of Schools and Schooling Systems • A View Inside Primary Schools For these and other technical papers, see www.uis.unesco.org Insert cover photos of reports

14. UNESCO and advocacy for learning: the Learning Metric Task Force联合国教科文组织对学习的提倡：学习测量任务组 • What is it meant to do? • How is it organised? • How can you get involved?

15. Putting learning on the global agenda将“学习”置于全球教育议程中 • An important goal of the Task Force is to help catalyze a shift in the global conversation on education from a focus access to access plus learning. • The task force aims to take advantage of the window in global policy development to: • Identify a set of global learning goals • Provide concrete recommendations for measuring them • Provide guidance to countries and global/regional organizations on how measurement can improve learning opportunities and outcomes for children and youth

16. Putting learning on the global agenda The Consultation Process任务组的构成-磋商 Project Structure and Roles Bangran Ryu, Director of School Policy Research Division from Korean Educational Development Institute (KEDI) Dr Witaya Jeradechakul, Director of Southeast Asian Ministers of Education Organization (SEAMEO)

17. Project Timeline任务组工作计划表 2012 2013 JUL AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL AUG SEP OCT STANDARDS WORKING GROUP New York City Sept. 27-28, 2012 MEASURES WORKING GROUP Call July 2012 Dubai, UAE Feb. 20-21, 2013 IMPLEMENTATION WORKING GROUP Bellagio, Italy July 16-18, 2013 Montreal TBD LAUNCH = TASK FORCE MEETINGS = CONSULTATION PERIODS

18. The Consultation Process磋商过程 Putting learning on the global agenda The Task Force seeks input from a wide variety of stakeholders through a global consultation process to be conducted both online and in person • The objectives of the consultation process are to: • Engage a diverse group of actors at the political and technical levels to achieve maximum efficacy and impact • Compile feedback and input on appropriate competencies for measuring learning in various contexts to inform the final recommendations presented to the task force

19. Consultation Participants参与磋商人员 During the consultation period, more than 400 individuals from 57 countries participated in online or in-person consultations

20. Results of first Task Force meeting任务组第一次会议 • The proposed framework represents what every child should learn and be able to do by the time they complete post-primary education • All seven domains should be the aspiration for every child throughout the education system • While global assessment capability will likely improve, there are not yet measures in all of these areas which are comparable • The Measures and Methods working group will: • Determine what subset of domains can be measured globally within our current capacity • Identify options for an approach to measuring learning at the global and national levels

21. Next Steps Note: This draft framework is intended for the purposes of the Learning Metrics Task Force to identify domains for measurable learning outcomes. It is not intended at this time to be used as a framework for policymaking, curriculum or instruction. Recommended domains and sub-domains in the areas of early childhood, primary, and post-primary are listed in the meeting summary document.

22. Next steps • Framework and recommendations of Standards WG will be published in December 2012 • The Measures and Methods Working Group will develop a proposal to measure the dimensions of learning in the framework based on existing methods • Regional consultations for measurement proposal will start in January • National consultations are encouraged

23. Next Steps Learn more and get involved…任务组期待更多的人参与进来 For updates on the Learning Metrics Task Force and information about working groups and consultations, please visit http://www.brookings.edu/learningmetrics To receive email updates on the Learning Metrics Task Force, please send your name, organization, and email address to: LearningMetrics@brookings.edu

24. Thank you! Albert Motivans a.motivans@unesco.org