learning for collaboration, trust and intercultural understanding
DESCRIPTION
TRANSCRIPT
LEARNING FOR COLLABORATION,
TRUST AND INTERCULTURAL
UNDERSTANDING
Dirk Van DammeHead of the Innovation and Measuring
Progress division – OECD/EDU
2
• We know a lot about the impact of human capital (education, skills) on economic growth
• We know something about the impact of education on measures of social capital and social progress
• We know actually very little on what exactly explains the impact of education on measures of social capital and social progress
• We know very little about the educational approaches and interventions which optimise the impact on social progress
Introduction
3
1. Impact of education on measures of social capital, trust and tolerance
2. Disentangling the impact of education: the role of cognitive and non-cognitive skills
3. How can education improve fostering skills that matter for collaboration and trust?
Outline
4
IMPACT OF EDUCATION ON SOCIAL CAPITAL, TRUST
AND TOLERANCE
1
5
Social capital measures by gender, age, education and income
Men Women 15-24 25-34 35-54 55-64 65 and more
Primary Sec-ondary
Tertiary 1 2 3 4 565
70
75
80
85
90
95
Axis TitleGender Age EducationIncome quintile
Percentage of people reporting they have someone to count on in times of need (2010) – source: Gallup World Survey
6
Levels of interpersonal trust (Europe)
Denm
ark
Norway
Finla
nd
Sweden
Switzer
land
Irela
nd
Nethe
rland
s
Great
Brit
ain
Austri
a
Luxe
mbo
urg
Germ
any
Belgi
um
Franc
e
Spain
Czech
Rep Ita
ly
Hunga
ry
Portu
gal
Slova
k Rep
Greec
e-1
-0.8
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
0.8
1
7
Proportion of adults expressing interpersonal trust, by level of educational attainment (2008)
De
nm
ark
No
rwa
y
Fin
lan
d
Ne
the
rla
nd
s
Sw
ed
en
Sw
itze
rla
nd
Au
stri
a1
Isra
el
Un
ited
Kin
gd
om
Ire
lan
d1
Est
on
ia
OE
CD
ave
rag
e
Be
lgiu
m
Sp
ain
Cze
ch R
ep
ub
lic
Italy
2
Slo
ven
ia
Slo
vak
Re
pu
blic
Fra
nce
Gre
ece
Po
lan
d
Hu
ng
ary
Po
rtu
ga
l
Tu
rke
y0
10
20
30
40
50
60
70
80
90
100
Below upper secondary education Upper secondary education Tertiary education
1. Year of reference 2006.2. Year of reference 2004.Countries are ranked in descending order of the proportion of adults expressing interpersonal trust among those who have attained upper secondary educa-tion.Source: www.oecd.org/edu/eag2010
Percentage
8
Proportion of adults volunteering, by level of educational attainment (2008)
Ne
the
rla
nd
s
Ne
w Z
ea
lan
d
No
rwa
y
De
nm
ark
Au
stri
a
Sw
ed
en
Ge
rma
ny
Fra
nce
Slo
ven
ia
Ire
lan
d
Be
lgiu
m
Sw
itze
rla
nd
OE
CD
ave
rag
e
Un
ited
Kin
gd
om
Fin
lan
d
Cze
ch R
ep
ub
lic
Slo
vak
Re
pu
blic
Est
on
ia
Hu
ng
ary
Po
lan
d
Isra
el
Sp
ain
Tu
rke
y
Gre
ece
Ru
ssia
n F
ed
era
tion
Po
rtu
ga
l0
10
20
30
40
50
60
Below upper secondary education Upper secondary education Tertiary education%
10
Years of schooling and levels of interpersonal trust
Borgonovi, 2012
11
Years of schooling and levels of tolerance towards migrants
Borgonovi, 2012
12
Education effects on trust and tolerance
13
Incremental differences in interpersonal trust associated with an increase in the level of educational attainment (2008)
-5 0 5 10 15 20 25 30
From upper secondary to tertiary
Slovak RepublicGreeceCzech RepublicAustria1Italy2FinlandIsraelUnited KingdomDenmark
TurkeyPortugalHungaryNetherlandsSwitzerlandIreland1BelgiumNorwaySpainFrancePolandEstoniaSwedenSlovenia
-5051015202530
From below upper secondary to upper secondary
Group 1
Group 2
% %
1. Year of reference 2006.2. Year of reference 2004.Countries are grouped by those in which the incremental differences in interpersonal trust are higher at a higher level of education (Group 1) and others (Group 2). Countries are ranked in descending order of the incremental differences in interpersonal trust associated with a shift from upper secondary to tertiary education attainment.
• Levels of interpersonal trust and tolerance are strongly linked to educational attainment
• Individual’s education explains 8% of cross-country differences in levels of interpersonal trust
• Extra year of schooling accounts for an increase in the level of interpersonal trust of 3 to 4% and an increase in tolerance of even 6%.
• But impact is not linear: different models of impact according to levels of education
• What are the skills that specifically contribute to interpersonal trust and how can education develop them more effectively?
14
Education and measures of social capital
15
DISENTANGLING THE IMPACT OF EDUCATION:
COGNITIVE AND NON-COGNITIVE SKILLS
2
16
• Education impacts on measures of social capital by fostering various sets of skills:– Cognitive skills
• Basic foundations skills (literacy, numeracy, etc.)• Civic information• Critical thinking
– Non-cognitive skills (social, emotional, etc.)• Self-efficacy, self-determination, sense of control• Social communication skills• Resilience, patience, consciousness, will power
Schooling and skills development
17
Cognitive skills matter for economic outcomes in life (PIAAC data)
0 1 2 3 41.0
1.5
2.0
2.5
3.0
3.5
In lowest two quintiles of personal income
Unemployed
Received social assistance in last year
Did not receive investment income in last year
Number of skills domains with low performance
Increased likelihood of failure (16-65 year olds)
Number of skills domains with low performanceNumber of skills domains with low performance
Increased likelihood (16-65 year olds)
18
Cognitive skills also matter for social outcomes in life (PIAAC data)
Odds are adjusted for age, gender, and immigration status.
Level 5 Level 4 Level 3 Level 2 Level 11.0
1.2
1.4
1.6
1.8
2.0
2.2
2.4
2.6Has fair to poor health
Does not volunteer for charity or non-profit orga-nizations
Poor understanding of polit-ical issues facing country
Poor level of general trust
Higher propensity of believ-ing people try to take of advantage of others
Lower propensity to recip-rocate
Poor political efficacy
Odds ratios
19
Cognitive foundation skills are moderately associated with interpersonal trust
-1 -0.8 -0.6 -0.4 -0.2 0 0.2 0.4 0.6 0.8 1460
470
480
490
500
510
520
530
540
Denmark
Norway
Finland
SwedenSwitzerland
Ireland
Netherlands
Great Britain
AustriaLuxembourg
Germany
Belgium
SpainCzech Rep
Italy
Hungary
Portugal
Slovak Rep
Greece
Interpersonal trust
PIS
A r
ea
din
g s
co
re 2
00
9
20
Effect of cognitive skills on impact of education on health indicators
21
OECD/CERI project on measuring education and skills for social progress
Cognitive skills
•Mental capacity to acquire knowledge through thought, experience, and the senses
•Interpret, reflect and extrapolate based on the knowledge acquired
Non-cognitive skills
•Relatively enduring patterns of thoughts, feelings and behaviours that reflect the tendency to respond in certain ways under certain circumstances
22
Level of skills
Lik
eli
hood
of
bein
g i
n
jail Cognitive
skills
Non-cognitive skills
Non-cognitive skills matter for crime
2314
Canada: YITS, NLSCY
USA: ECLS
Mexico: MXFLS
Peru: NdM
Chile: SIMCE
Denmark: DALSC
Germany: SOEP, MARS
Belgium: LOSO
Switzerland: TREE
UK: BCS70
New Zealand: CC
Korea: KYPS
Australia: LSAC, ATP
Norway: YiN
OECD/CERI project on measuring education and skills for social progress
Secondary analysis of longitudinal data sets
24
Cognitive skills Non-cognitive skills
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
Alcohol dependencyObesity
∆S
tan
dar
d d
evia
tio
nPreliminary results - Germany
Causal effects of skills on health
Source: ZEW 2012∆standard deviation in outcomes due to ∆standard deviation of skills
26Source: ZEW 2012
Preliminary results - Germany
Obese
cognitive non-cognitive
Effects of skills on obesity
low cog
high cog
low non-cog
high non-cog
•Only non-cog skills matter for obesity.•Non-cognitive skills matters for everybody
27
HOW CAN EDUCATION IMPROVE FOSTERING SKILLS
THAT MATTER FOR COLLABORATION AND TRUST?
3
28
Teaching matters...
-1 -0.8 -0.6 -0.4 -0.2 0 0.2 0.4 0.6 0.8 10.40
0.60
0.80
1.00
1.20
1.40
DenmarkNorway
Austria
BelgiumSpain
Italy
Hungary
Portugal
Slovak Rep
Interpersonal trust
TA
LIS
Te
ach
ers
' pre
fere
nce
for
stru
ctu
rin
g p
ract
ice
s
Pedagogies matter...
appl
icatio
n
hand
s-on
inte
racti
on
inve
stiga
tion
-0.15
-0.1
-0.0500000000000002
-2.22044604925031E-16
0.0499999999999998
0.0999999999999998
0.15
0.2
0.25
0.3
48
1
-1-2 -2
-10
Science score
appli
catio
n
hand
s-on
inter
actio
n
inves
tigat
ion
-0.15
-0.1
-0.0500000000000002
-2.22044604925031E-16
0.0499999999999998
0.0999999999999998
0.15
0.2
0.25
0.3
20
36
0
-2-1 -1
Interest in Science Topics
29
30
• Early development of non-cognitive skills in early childhood education
• Raising foundation skills in school
• Continuous focus on relevant non-cognitive skills: resilience, self-control, consciousness, etc.
• Situated learning at school and community:– ‘Democracy in action’ on school level
– Active engagement with ‘otherness’ and diversity
– Real-world communication skills development
– Fostering active civic participation
• Continuity of learning from school into families, local communities and workplaces
Effective pedagogies for trust and tolerance
31
21st Century Skills
Subject-based skills
(know-what and know-how)
Skills in thinking and
creativity(Critical thinking,
ability to make connections, imagination, curiosity,...)
Behavioural and social skills (Self-confidence,
energy, perseverance, passion, leadership,
collaboration, communication)