OBESSU is a student-run organization that advocates for school resources in Europe. They produced position papers on financial, material, and human resources for schools. At a conference, they argued that focusing on school resources ensures students' right to education and leads to better learning outcomes. They recommended that school governance involve students, resources be distributed equitably based on student needs rather than competition, and indicators measure social outcomes in addition to test scores. OBESSU seeks to have students included in defining, assessing, and managing school resources.

1. OBESSU inputs on School Resources
GROUP OF NATIONAL EXPERTS ON SCHOOL RESOURCES
14-15 MAY – PARIS
written by DANIELE DI MITRI
1

2. What is OBESSU?
The voice of school students in Europe
founded in 1975
Gathers 25 school student organisations
Represents students aged between 14-21
Both from academic and VET schools
For more information ... www.obessu.org
2

3. What did OBESSU do?
Financial Resources
"Education in Crisis "– position paper [2013]
Material Resources
“Safe, Healthy and Sustainable Educational Environments: Designing the
Schools of tomorrow” - 6th European School Student Convention +
Resolution [2011]
Human Resources
Position in the political platform
What’s next on the topic?
“Education in Crisis” – conference [June, 2014]
 Working group and comparative study on Student Welfare in Europe
[2015]
3

4. Right-based vs skill-based approach
Apart from learning outcomes, why focus on School Resources?
Time of educational budget contraction
Equality principle
Education is a human right
Ensuring better resources extends right to education
Better educational environment, more motivation, less drop-outs
Better educated people leads to development
4

5. 1. Governing resource use in schools
Source of Revenue
Moral practice before effectiveness (“lowest cost possible”)
Often privatisation has been the wrong solution
School system governance
Schools are composed for 70% by students
Ensure democracy in governance is a fundamental step
5

6. 2. Resource distribution
Different level of administration
Subsidiarity
School autonomy vs corporate management
Distribution between sectors
Greater incentives to VET schools [“Claim your Voice” campaign]
No-competition criterion
Allocation of extra resources for specific target groups
Disadvantaged groups (foreigners, immigrants, low socio-economic background,
disabled people) [“Education we Have a Problem” campaign]
Mistrust in indicators such as PISA
[Press release: “School Students reject PISA tests Distorted Assessment” ]
6

7. 3. Resource utilisation
Matching to student needs
Democratic governing of resources = needs matching
Principle of “ownership”
Student learning time
Non formal learning time
Schools available for students 365/year
Bottom-up quality approach
Students included in quality definition
7

8. 4. Resource management
Monitoring of resource use
Inclusion of school students in the assessment and monitoring
of the resources
Referendum among school actors
Incentives for efficiency
Avoid competition between schools
Acknowledge the differences between schools
8

9. Suggested output indicators
Access, participation and completion
Drop-out rates (EU 2020 target)
Transition rates to higher and further education
Student learning outcomes
PISA standardised assessment negative effects
Focus on transversal competencies
Social outcomes
Social mobility indicators
Active participation in society
Trust in education institutions
Equity indicators (student welfare, inclusivity)
9

10. Thank you for the attention!
10
DANIELE@OBESSU.ORG