This document discusses improving knowledge management in education systems. It notes that educational research and development is underfunded compared to other fields. While evidence-based policy is growing in importance, research-policy interactions remain weak. Effective knowledge management requires enhancing demand and supply of knowledge, as well as mediation between them. Teachers should become knowledge workers engaged in research, and schools should be learning organizations focused on knowledge sharing. Educational communities need to become networks for exchanging ideas. Overall, knowledge management is key to systemic innovation in education.

1. Effective knowledge management: the missing link between educational research and policy Dirk Van Damme Head of CERI, OECD/EDU

2. Outline Some observations in relation to CERI work on knowledge management in education Educational R&D Evidence in Education Knowledge as part of Systemic Innovation A strategic view Improve the demand for knowledge Improve the supply of knowledge Improve the mediation between supply and demand Some questions for discussion 2

3. Some observations A. 3

4. Educational R&D Striking findings that education, as a knowledge sector, has a very weak knowledge base itself… Low levels of educational R&D (but difficulties in finding a methodology for comparable data collection) Much lower than related public policy sectors such as health or social policy A weak empirical research capacity… Especially for quantitative research And a weak link between research and policy 4

5. Educational R&D 5

6. Educational R&D 6

7. Educational R&D 7

8. Role of Evidence in Education The importance of (empirical) evidence in educational policy and practice is growing Methodologically sound solutions found for complex measurement issues in education Comparative education indicators Moving from inputs to outputs and outcomes The PISA shock The development of feedback systems, at student, school and system levels and has dramatically changed the policy climate 8

9. Role of Evidence in Education Still important methodological issues and debates on what counts as (research) evidence (quasi-)experimental design, randomised control trials, … Scientific ideal versus pragmatically feasible Cost and capacity problems Ethical issues about educational experimenting Educational research in universities facing severe quality issues 9

10. Role of Evidence in Education Research – Policy interaction probably is weakest link in the knowledge chain Not a simple model of direct impact of evidence on policy, but mediation by all stakeholders and actors in a complex system The influence of knowledge on policy making may in fact be strongest not when it comes directly from the educational research community in direct advice to policy makers but when it is filtered through actors such as print or broadcast media, lobbyists, popularisers, etc. (EU, 2007, p.5) 10

11. Role of Evidence in Education 11

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13. Knowledge and Systemic Innovation Knowledge management is part of a wider process of systemic change and innovation in educational systems Identification of needs and change objectives Evidence-informed dialogue with stakeholders Implementation of change: piloting and scaling Evaluation of innovation Without a formalised and accessible knowledge base, education systems risk to loose important innovation opportunities 13

14. Knowledge and Systemic Innovation Identification of needs Development of innovation Evaluation & Monitoring Knowledge base Output Outcomes Implementation 14

15. Knowledge and Systemic Innovation Various forms of knowledge relevant (and competing!) for innovation in education: Research knowledge Professional/Practitioner knowledge Administrative data Tacit knowledge … 15

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17. A strategic view B. 17

18. Starting-point Effective knowledge management in education has not only to do with transmission and dissemination of knowledge But even more so with innovation at systemic level Enhancing the demand for knowledge Improving the supply of knowledge Improving the mediation between supply and demand Fostering the effective use of knowledge 18

19. Teachers as knowledge workers Transform teachers into high-level professional knowledge workers With a learning continuum from initial teacher education into career-long professional development Reflexive action-researchers, building their own knowledge base Capable of dealing with research evidence Performance-oriented support and feedback systems tuned towards professional growth 19

20. Schools as learning organisations Schools should become the most advanced learning organisations in modern society Knowledge-intensive environments for teachers to develop professional practice in teams Continuous development of knowledge and skills From command-and-control type of leadership to enhancing pedagogical leadership Open organisations with strong involvement of parents, local communities and external stakeholders 20

21. Educational communities as networks Educational communities should become knowledge-sharing networks Strong professional communities of teachers and schools exchanging knowledge and developing professional knowledge Use of technology in networking and exchange Important role of knowledge brokerage 21

22. Educational research Educational research should continue to improve in quality before trying to become more ‘relevant’ Relevance may have adverse effects on quality Collaborative international research networks are critically important New systems of planning educational research are needed, cf Netherlands There also is a huge need for navigation tools in educational knowledge systems Cf OECD’s GPS project 22

23. Questions for discussion C. 23

24. Competing knowledge? Could low effectiveness of knowledge management be the result of competing knowledge systems in education? Empirical research evidence confronted with established professional knowledge in teacher training and professional practice Is teachers’ pedagogical knowledge still ‘in tune’ with contemporary learning research? Is strong ethical consciousness in education and even ideological stance an impediment to the absorption of scientific evidence? 24

25. Autonomy and knowledge? Is school and teacher autonomy a barrier to a more knowledge-intensive education system? Effective knowledge management has a serious impact on contemporary notions of governance in education Have we gone too far in school autonomy? And in seeing teachers as independent professionals? Knowledge-intensive learning organisations put a very high emphasis on exchange and networking, on collective knowledge development in flexible communities of practice 25

26. Thank you ! dirk.vandamme@oecd.org www.oecd.org/edu/ceri 26