{"id":72091,"date":"2021-06-01T03:05:30","date_gmt":"2021-06-01T01:05:30","guid":{"rendered":"https:\/\/www.cde.ual.es\/?p=72091"},"modified":"2021-09-07T13:23:41","modified_gmt":"2021-09-07T11:23:41","slug":"learningconnects-does-data-matter","status":"publish","type":"post","link":"https:\/\/www.cde.ual.es\/en\/learningconnects-does-data-matter\/","title":{"rendered":"LearningConnects: Does Data Matter?"},"content":{"rendered":"
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\"LearningConnects:<\/a><\/h1>\n

Does data count in shaping the #FutureOfEducation? How data collection is evolving, and what kind of data is needed for the future of education was the focus of this Wednesday\u2019s LearningConnect session, which was broadcast live on Facebook, LinkedIn and YouTube.<\/span><\/h1>\n<\/div>\n<\/div>\n<\/div>\n
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The webinar was titled\u00a0\u201cLearningConnects: Does Data Matter?\u201d<\/strong>\u00a0The speakers were Valbona Fetiu Metju, Head of Division for Quality Assurance and Standards on Vocational Education and Training (VET), Ministry of Education, Science, Technology and Innovation, Kosovo; Ilkin Nazarov, Policy Expert on employment, labour market and education, Azerbaijan; and Hugues Moussy, Head of Systems Performance and Assessment Unit, ETF.<\/span><\/p>\n

The future of education is and will be shaped by a myriad of decision makers \u2013 by students, parents, teachers, and policy-makers. \u201cThat is why data is important for policy-making, as it brings clarity, a sense of direction, and evidence to the table for policy- and decision-makers,\u201d said Moussy.<\/span><\/p>\n

Such data must be foremostly reliable, and then used carefully. \u201cData can be tactical. And gathered data isn\u2019t always used for policy-making, it could help support a policy designed before. Data should also not be used only by policy-makers, but be transparent and really shared,\u201d he said.<\/span><\/p>\n

Such open-source data enables more information to be analysed and collated, as well as for more collaborative decision-making.<\/span><\/p>\n

\u201cIt is important for collaborative decisions that data is really shared, to be applied to vocational education and training (VET) and life-long learning, and for a broader audience,\u201d said Moussy.<\/span><\/p>\n

There is an abundance of data available at the government level, especially in countries that have adopted e-government \u2013 the digitalisation of public services and governmental information gathering.<\/span><\/p>\n

Sharing that data for VET development needs has been encouraged. Kosovo, with support from the European Commission, has developed a labour market barometre that strategically communicates between 10 different databases at government bodies, including the employment agency, the ministries of education and higher education, tax administration, and business registration agencies.<\/span><\/p>\n

\u201cIt is important to have all the data in one place. We will try to have real-time data, as that is what is needed now, as everything has become so much faster,\u201d said Metju.<\/span><\/p>\n

Overall progress in data gathering is being made through the\u00a0<\/span>Torino Process<\/a>, started in 2010 to develop among ETF partner countries ways to analyse VET, and have a more efficient policy cycle based on evidence, cooperation and dialogue.<\/span><\/p>\n

\u201cThe Process has provided support and policy advice to countries to gather evidence to design, develop and implement polices that have an impact on monitoring processes. It has also developed a culture of dialogue around data and evidence, and put stakeholders around the table,\u201d said Moussy.<\/span><\/p>\n

In Azerbaijan, a participating country in the Torino Process, the past decade has shown improvements in competence based education. \u201cThe data was directly and indirectly used for standards and the legislative framework, and the labour market observatory. It has helped the government develop strategic documents and conduct reforms,\u201d said Nazarov.<\/span><\/p>\n

The speakers all emphasised the need for good quantitative (numerical) and qualitative (descriptive) data to address the future of education. There is a danger in relying too much on quantitative data for educational outcomes. \u201cIn education, data is sensitive. People are not numbers, which is why we need the right data and qualitative data,\u201d said Metju.<\/span><\/p>\n

Nazarov said that\u00a0<\/span>quantitative<\/span>\u00a0data was necessary for justifying policies. By accessing big data and administrative data, and data mining it, it can inform the decision-making process. \u201cWe are at the beginning, but in the future we\u2019ll need more quantitative data, \u201csaid Nazarov.<\/span><\/p>\n

While good data gathering is the first step, policy-makers and decision-makers need to understand the data. \u201cThis has been a problem. The other is political will, to be efficient and effective. As there are not enough financial resources, it can be hard to push the process forwards. Structural change is another issue,\u201d said Nazarov.<\/span><\/p>\n

Metju said that applying the processes of the Torino Process to VET has been challenging for smaller countries like Kosovo. \u201cSometimes we were overloaded. But there were procesess where we were one step ahead. We need to think more about the sustainability of implementing processes,\u201d she said.<\/span><\/p>\n

A further issue of data collection is the means to actually analyse the data to make use of it. \u201cSometimes you don\u2019t have enough time to analyse data,\u201d said Metju. A silver lining of the COVID-19 pandemic has been the time to reflect and study the data, she added.<\/span><\/p>\n

While the more data the merrier has been the maxim of the giant software and internet companies, for educational training and developent, Metju said there is a need for data to become more specific to address wider concerns. \u201cTo think of all the needs of students and teachers, every specific thing needs to be measured and have data on it,\u201d she said.<\/span><\/p>\n

This would generate enormous amounts of data, and the sharing of data between government departments. How to ensure confidentiality of the data is a concern, said Nazarov. But used for good purposes, the data can have positive impact.<\/span><\/p>\n

To have that, policy based on data needs to be feasible. \u201cYou can have good policy direction supported by strong evidence based data, but it may not be feasible \u2013 for instance, to financially hire 30,000 teachers, but you don\u2019t have the budget,\u201d said Moussy.<\/span><\/p>\n

Polices also need to be desirable, even if backed up with both\u00a0<\/span>qualitative<\/span>\u00a0and quantitative data. \u201cIs it acceptable by audiences in the system at large, in education, or life-long learning?\u201d questioned Moussy.<\/span><\/p>\n

These issues have dove-tailed with the COVID-19 pandemic over the past year, which has highlighted problems of discontinuity in data gathering, but also what data to gather in a situation that is in flux.<\/span><\/p>\n

\u201cWe need to continue measuring discontinuities, especially everything related to losses of opportunities, of skills, and careers, as they may not be repaired in a year. There could be long lasting effects over five or 10 years,\u201d said Moussy.<\/span><\/p>\n

Data is going to shape the future of education, and its role and relevance will be discussed at the ETF\u2019s week-long\u00a0<\/span>conference<\/a>\u00a0in June on building lifelong learning systems and skills for green and inclusive societies in the digital era.<\/span><\/p>\n

More information:<\/h3>\n

European Training Foundation<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

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