150925 unesco iclc_bertelsmann-stiftung_noack_how-can-educational-monitoring-empower-evidence-based-governance

How can educational monitoring empower evidence-
based governance?
Dr. Martin Noack
2nd International Conference on Learning Cities of UNESCO
28th-30th September, 2015, Mexico City, Mexiko

How can educational monitoring empower evidence-based governance?
29 September 2015
“If you can’t measure it, you can’t manage it.”
Robert Kaplan
in Balanced Scorecard

29 September 2015
Sustainable Government Indicators: Upper secondary
attainment (SDG 4) www.bertelsmann-stiftung.de/en/publications/publication/did/sustainable-
development-goals-are-the-rich-countries-ready/

29 September 2015
Sustainable Government Indicators: PISA results (SDG 4)

29 September 2015
Sustainable Government Indicators: Particulate Matter (SDG 11)

29 September 2015
Sustainable Government Indicators: Rooms per person (SDG 11)

29 September 2015
Sustainable Government Index: All SDGs, all countries

29 September 2015
Sustainable Government Indicators: Mexiko SDG 1-17

29 September 2015
Bertelsmann Stiftung: Educational monitoring for
different life phases and regional granularities
www.laendermonitor.de
www.chancen-spiegel.de
www.umultirank.org
www.deutscher-weiterbildungsatlas.de
www.keck-atlas.de
www.laendermonitor-berufsbildung.de
www.elli.org
www.deutscher-lernatlas.de
www.wegweiser-kommune.de
Neighborhood

29 September 2015
Further education and training (regional level)
 96 regions (in 2016 also for 402 counties)
 14 indicators across 3 dimensions
 Good practice case studies
Participation Realization of PotentialProvision 1/3 (private sector)
Augsburg
Munich
Berlin
Hamburg
Munich

29 September 2015
Augsburg
Munich
Germany
Participation Realization of Potential Provision
Success factors from case studies:
 Strong networks between providers, administration and companies
 Good physical access of training providers via public transportation
 Independent and easily accessible guidance services for learners
All Low skilled All Low skilled Public Private Corporate

29 September 2015
Higher Education (provider level) www.umultirank.org

29 September 2015
Lifelong Learning (city level)
Learning
to know
Learning
to do
Learning to
live together
Learning
to be
www.deutscher-lernatlas.de
Bielefeld

29 September 2015
Lifelong Learning (city level) Case Study: Bielefeld
Determining factors Steps taken by head of education department:
 Calculate forecasts
 Localize using primary school districts
 Find areas of highest need for intervention
 Discuss findings across the five dimensions in
all city committees (high attention for education)
 Set specific targets of political action and tie
concrete budgetary decisions to them
 Control targets biannually
 Success factors: communication, cooperation,
engagement, pragmatism
 Challenges: prioritization, networking,
resources, sustainability
This system empowers evidence- instead of lobby
based educational governance.
www.bielefeld.de/de/rv/ds_stadtverwaltung/asch/bib/rep/
www.wegweiser-kommune.de

29 September 2015
Lifelong Learning (city level) – Indicators (Bielefeld)
Demographic
 Population forecast
 Migration balance
 Migrant population
Economic
 GdP per capita/employee
 Underemployment rate
 Employees by sex and
occupational Group
 Share of education
budget on total budget
Social
 rate of welfare recipients
(all/below age 15)
 Education of population
 Social burden with
relevance for education
Early Childhood
 Supply and demand
 Language proficiency (4)
Primary/Secondary
 Supply,demand,migration
 Inclusive education rates
 All-day school rate and
educator qualification
 Migrant rate (non-native)
 Integration of fugitives
 Recommendation quota for
lower/upper sec. education
 Class repetition rate
 Degree rates (sec. I/II)
Post-school/Tertiary
 Migrant participation in
literacy courses
 Degrees at evening schools
 Enrolled students (1st sem/all)
Initial Vocational Ed.
 Students enrolled in
vocational schools
 Relation supply-demand for
dual system of vocat. train.
 Signed v. training contracts
 Terminated vocational
training contracts
Transition school/work
 Rate of graduates that
enter/exit transition system
Further professional
Education
 Unemployed who enter
further professional educat.
 Labor market integration
rate of unemployed after
further professional educat.
 Participation in course at
community colleges
Intergenerational
contact
 Outreach of inter-
generational projects
Youth work
 Public expenditure for
open children/youth work
 Number of/participation
in publicly funded youth
education projects
Integration courses
 Migrant participation in/
successful completion of
integration courses
Civic and political
engagement
 Participation in public
volunteering service
 Participation in post-
retirement volunteering
 Voter participation
Use of cultural events
and facilities
 Visitors of theaters etc.
 Tickets sold to students
 Pupils reached via
theater-partnerships
 Partic. in music/art school
 Pupil participation in
cultural field trips
 Participation in adult ed.
 Participation in literacy
courses (native-speakers)
 City library: users, visits,
and items checked-out
 Students: University 50+
Health prevention,
sports and play
 Provision of playground
space in qm/child
 Sports-club memberships
 Parti. in health courses at
community colleges
know do live together be

29 September 2015
In a nutshell
1. Generally fairness (e.g. access) and performance (e.g. competency/certificate
output) should both be in the focus.
2. The city administration should work as a networking agent that orchestrates a
triple win of monitoring activities for education providers, employers and society.
- Educational monitoring should be in close interaction with other reporting
mechanisms at city level, like children and youth reports, school development
plans, social and family reports, etc.
- Common definitions, data basis, and reporting layout, as well as the potential
integration of some of the existing reports into the educational monitoring can
lead to synergies and save resources.
3. Educational monitoring should not stop at delivering and displaying data but
should also provide interpretations, explanations and perspectives or
recommendations – the latter being based on participative-discursive processes.
- In doing so transparency instruments can help with bench-marking, (umultirank)
bench-learning (further education atlas) as well as forecasting future
developments (community roadmap).

29 September 2015
In a nutshell (cont’d)
Specific recommendations:
- Report level and trend to make development obvious
- Consider regional resources – don’t compare apples with oranges
- Allow for and support building profiles in monitoring and governing education
landscapes
- Localize: use e.g. primary school districts to find areas of highest need for
intervention (where social handicaps are strongest)
4. Educational monitoring itself cannot solve the problems of education systems
but it can help shed light on them, so they can be understood and addressed
more easily, and so that interventions can be evaluated for their effectivity.
- Educational monitoring therefore needs to be used to set and control specific
targets of political action that are tied to concrete budgetary decisions

Thanks for listening!
Dr. Martin Noack
Senior Project Manager
Programme Learning for Life
Bertelsmann Stiftung
Carl-Bertelsmann-Straße 256 | 33311 Gütersloh | Germany
Telefon: +49 5241 81-81476 | Fax: +49 5241 81-681476
E-Mail: martin.noack@bertelsmann-stiftung.de

29 September 2015
Actual Recommendations from Bielefelder Lernreport
Provide early,
continuous and
integrated support
for children in
problematic
neighborhoods
Coordinate all
actors from youth
support, education
planning, city
development
planning and health
management
Concentrate
resources and
invest in those
neighborhoods with
the highest need
Improve quantity and
quality of early
childhood care centers
Standardize language
learning and language
proficiency evaluation
in early childhood care
centers
Standardize quality
criteria and quality
management for whole
day schools
Standardize transition
evaluation from primary
to secondary school
Expand professional
education at
community colleges
Develop an easy
access platform that
provides an
overview of lifelong
learning offers for
senior citizens
Coordinate extra-
curricular offers in
whole day schools
with those of youth
help and increase
those offers in
problematic
neighborhoods
Promote
standardization of
participation
assessment among
providers of cultural
activities
Develop new
cultural formats that
address interests
and needs of
children and youth in
problematic areas
Expand
alphabetization
offers
Encourage
cooperation of
sports clubs with
other education
institutions
know do live together be

29 September 2015
2nd example Leipzig
 Educational management provides data-based answers to questions of
other stakeholders, but also sets the agenda based on its own analyses
 Educational monitoring is located at department for youth, family and
education but connected to the office of city planning via a sponsorship
 Next to the educational report, the newsletter “educational
management”, publications and a website, communication is organized
via an advisory group (including civil society representatives), a steering
committee and an educational conference, as well as direct talks
 Initial skepticism against an integrated city development approach based
on the data from the educational monitoring has been overcome through
an open communication approach, leader engagement and simply the
new insights

29 September 2015
Indicators:
 Participation in further education:
- Participation rate in courses, seminars, and workshops during the past 12 months (y/n)
 25+ vs. 25-54 year old, without a professional degree
 Average level 2007-2012 and trend 2007-2012
 Exploitation of potential: (again level and trend for both groups all/low-skilled)
- Difference of actual participation rate and expected participation rate +100
 Expected participation rate based on person-estimates at federal level and regional social structure,
considering: income, age, gender, employment status, professional status, form of employment,
working times, profession, branch, size of company, family structure, educational level, vocational
degree, migration status – additionally macro-characteristics of the region have been taken into
account: distance to the next autobahn and to the next regional centre, gross regional product by
sector, population density
 Provision of further education:
- Offered courses at publicly funded adult education centres
- Number of private further education providers (weighted by size)
- Training propensity of companies in the region

29 September 2015
Higher Education (provider level)
Indicators:
Teaching and
Learning
Bachelor graduation
rate
Master graduation
rate
Graduating on time
(bachelors)
Graduating on time
(masters)
Research
Citation rate
Research publications
(absolute numbers)
Research publications
(size-normalised)
External research
income
Art related output
Top cited publications
Interdisciplinary
publications
Post-doc positions
Knowledge
Transfer
Co-publications with
industrial partners
Income from private
sources
Patents awarded
(absolute numbers)
Patents awarded
(size-normalised)
Industry co-patents
Spin-offs
Publications cited in
patents
Income from
continuous
professional
development
International
Orientation
Foreign language
bachelor
programmes
Foreign language
master programmes
Student mobility
International
academic staff
International joint
publications
International
doctorate degrees
Regional
Engagement
Bachelor graduates
working in the region
Master graduates
working in the region
Student internships
in the region
Regional joint
publications
Income from
regional sources
www.umultirank.org

29 September 2015
Displays regional data for children up to
12 years with regard to the:
• Socio-economic background
• Education
• Health status
Early Childhood Education (neighborhood level)
www.keck-atlas.de
Provides data on the social environment
of KECK communities:
The stability index offers transparency
about opportunities and risks in the
children‘s social environments

29 September 2015
Early Childhood Education (neighborhood level)
Indicators:
Child
Demographics
Age structure (rate
of <3, <6 and <15
year olds in
population)
Rate of migrant
children among
the <3, <6, and <
15 year old
Rate of foreigners
among the <3, <6,
and < 15 year old
Environment of
Children
Rate of children age
<3,<6, <15 who are
members of households
in need of benefit/single
parent households
(Youth) (long term)
Unemployment rate (all
and <25 y.)
Rate of benefit recipients
Rate of housing units in
one/two family houses
Rate of recreational
areas
Playground area in
m²/<15 year old
Voter turnout
Child Health
Rate of
abecedarian with
completed health
checks during
past 5 years
Rate of
abecedarians
who are
overweight
Child Education
Rate of day care
and kindergarten
places/10 children
age <3 and <6
Rate of children <3
and <6 going to day
care/kindergarten
(migrants and all)
Transition rate from
primary to different
types of secondary
school
Stability Index
Social:
- Rate of children
age <6 or <15
who are members
of households in
need of benefit
Family
- Rate of children
age <6 or <15
who are members
of single parent
households
Migration
- Rate of migrant
children among
the <6 or < 15
year old
www.keck-atlas.de

29 September 2015
Early Childhood Education and Care (state level)
E.g., investments per child
under age 6 in each state 2010Transparency
Governance
E.g., participation rates of
children < age 3 in ECEC
centers & day care 2008/2013
E.g., Staffing Formula in Kindergarten-groups (age 3-6) 2013
Access
for all
Child
Investing
effectively
Promoting Bildung –
ensuring Quality
 Issued annually
 16 state profiles
 50+ indicators
www.laendermonitor.de

29 September 2015
Access for All
 Participation rates
 Hours in care / Day care
 Care for children < age 3:
expansion and needs
 Inclusion
 Immigrant and nonimmigrant
children in ECEC centers
 Care for school-age children
 …
Investing effectively
 Investments per child
< age 6
 Financing partnership
for ECEC
 Share of net
expenditures for ECEC
 One-time investments
for ECEC
 …
Promoting Bildung –
Ensuring Quality
 ECEC center directors
 Release time for leadership
duties
 Staffing formula
 Children in various group
types
 ECEC pedagogical staff
 University graduates at
ECEC centers
 Levels of training for staff
members
 Staff working with special-
needs children …
Early Childhood Education and Care (state level)
Indicators:

29 September 2015
Primary and secondary education (state level)
www.chancen-spiegel.de
 Issued annually
 4 dimensions
 19 indicators
 16 state profiles
 Grouped per dimension:
top – medium – bottom
 Power of Integration
 Permeability
 Promoting skills
 Allocating School
Certifcates
Fairness Performance

29 September 2015
Primary and secondary education (state level)
Indicators:
Power of Integration
Rate of pupils with
special needs
Rate of pupils with
special needs who
are schooled
separately (exclusion)
Rate of pupils going
to whole day schools
Permeability
Rate of pupils who
transfer from primary
school to grammar
school
Rate of pupils who stay
down a year during
secondary school
Entry rates into
vocational training
tracks by school
degree
Promoting skills
Numeracy/literacy
levels of 9th graders
levels of lowest 10%
levels of highest 10%
Differences in
numeracy/literacy by
social class (EGP)
Allocating School
Certifcates
Rate of graduates
with A level
Dropout rate
(without a degree)

29 September 2015
Objectives:
 Creating transparency with respect to community development
 Providing action plans for communities undergoing a process of transformation
 Highlighting good examples
Content:
 Measures of demographic change, education, finances, social conditions and
integration
 For all communities with a population of over 5,000
 Forecast data for ten age groups up to the year 2030
 Studies and recommendations for action and best practice examples
 Interactive tools
Community Roadmap (district level)

29 September 2015
Community Roadmap (district level)
Education-related Indicators:
Early Childhood
Education
Participation rates in
nurseries by age-
group and amount of
hours/week
Participation in day
care by age-group
and amount of
hours/week
Qualification of
personnel in nurseries
by degree
Primary/Secondary
Education
Participation rates by
school type
Transition rates to
secondary school
Rate of pupils staying
down a year by school
type
School leavers by
degree
Vocational
Education
Success rates of
vocational training
tracks
Rate of new
apprentices by
school degree
Further Education
& Training
Participation in
further education by
age group and
gender
Rate of integration
of further education
participants into the
labor market by age
group

29 September 2015
Population Trends up to the Year 2030 in Counties and
autonomous Cities in Germany
 Total population will decline by 0.7%
 One in two people will be older than 48
 Children in preschool: -1.3%
 Children in primary school: +0.6
 Students in secondary school, level 1: -6.6%
 Students in secondary school, level 2: -9.4%
 Young persons in training and universities:
-19.5%
 Younger potential workers: -6.7%
 Older potential workers: -10.7%
 Younger retired persons: +25.1%
 Care-dependent persons older than 80: +47.2%

29 September 2015
Lifelong Learning (country level)
www.elli.org

29 September 2015
indicators:

29 September 2015
Indicators: www.elli.org

150925 unesco iclc_bertelsmann-stiftung_noack_how-can-educational-monitoring-empower-evidence-based-governance

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