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Learning for collaboration, trust and intercultural understanding
1. LEARNING FOR COLLABORATION,
TRUST AND INTERCULTURAL
UNDERSTANDING
Dirk Van Damme
Head of the Innovation and Measuring
Progress division – OECD/EDU
2. Introduction
• 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
2
3. Outline
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?
3
5. Social capital measures by gender, age,
education and income
Percentage of people reporting they have someone to count on in
95
times of need (2010) – source: Gallup World Survey
90
85
80
75
70
65
Men Women 15-24 25-34 35-54 55-64 and more
65 Primary
Secondary
Tertiary 1 2 3 4 5
Axis Title
Gender Age Income quintile
Education
5
7. Proportion of adults expressing interpersonal trust, by
level of educational attainment (2008)
Percentage Below upper secondary education Upper secondary education Tertiary education
100
90
80
70
60
50
40
30
20
10
0
OECD average
Denmark
Hungary
Israel
Netherlands
Switzerland
Ireland1
Estonia
Spain
Poland
Portugal
Turkey
Norway
Greece
Finland
Italy2
Slovenia
Austria1
Slovak Republic
France
Sweden
Belgium
Czech Republic
United Kingdom
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 education.
Source: www.oecd.org/edu/eag2010
7
8. 10
20
30
40
50
60
0
%
Netherlands
New Zealand
Norway
Denmark
Austria
Sweden
Germany
France
Slovenia
Ireland
Below upper secondary education
Belgium
Switzerland
OECD average
United Kingdom
Finland
educational attainment (2008)
Czech Republic
Slovak Republic
Estonia
Upper secondary education
Hungary
Poland
Israel
Proportion of adults volunteering, by level of
Spain
Turkey
Greece
Tertiary education
Russian Federation
Portugal
8
12. Incremental differences in interpersonal trust associated with
an increase in the level of educational attainment (2008)
From below upper secondary to upper From upper secondary to
secondary tertiary
Group 1
Slovenia
Sweden
Estonia
Poland
France
Spain
Norway
1. Year of reference 2006. Belgium
2. Year of reference 2004. Ireland1
Countries are grouped by those in
which the incremental differences
Switzerland
in interpersonal trust are higher at Netherlands
a higher level of education (Group Hungary
1) and others (Group 2). Countries
are ranked in descending order of Portugal
the incremental differences in Turkey
interpersonal trust associated with
a shift from upper secondary to
tertiary education attainment.
Group 2
Denmark
United Kingdom
Israel
Finland
Italy2
Austria1
Czech Republic
Greece
Slovak Republic
30 25 20 15 10 5 0 -5 -5 0 5 10 15 20 25 30
% %
13
13. Education and measures of social capital
• 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
14. DISENTANGLING THE
IMPACT OF EDUCATION:
COGNITIVE AND NON-
COGNITIVE SKILLS
2 15
15. Schooling and skills development
• 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
16
16. Cognitive skills matter for economic
outcomes in life (PIAAC data)
Increased likelihood of failure (16-65 year olds)
3.5
Increased likelihood (16-65 year olds)
In lowest two quintiles of
personal income
3.0
Unemployed
2.5
2.0
Received social assistance
in last year
1.5
Did not receive investment
1.0 income in last year
0 1 2 3 4
Number of of skills domains with low performance
Number skills domains with low performance
Number of skills domains with low performance
17
17. Cognitive skills also matter for social
outcomes in life (PIAAC data)
Odds ratios Has fair to poor health
2.6
Does not volunteer for
2.4 charity or non-profit
organizations
2.2 Poor understanding of
political issues facing
2.0 country
1.8 Poor level of general trust
1.6
Higher propensity of
1.4 believing people try to take
of advantage of others
1.2 Lower propensity to
reciprocate
1.0
Level 5 Level 4 Level 3 Level 2 Level 1 Poor political efficacy
Odds are adjusted for age, gender, and immigration status.
18
18. Cognitive foundation skills are moderately
associated with interpersonal trust
540
Finland
530
520
PISA reading score 2009
510
Netherlands
Belgium
Norway
500 Germany Switzerland
Sweden
Hungary
490
Ireland Denmark
Portugal Great Britain
Italy
Greece
480 Spain
Slovak Rep Czech Rep
Luxembourg
470 Austria
460
-1 -0.8 -0.6 -0.4 -0.2 0 0.2 0.4 0.6 0.8 1
Interpersonal trust
19
20. OECD/CERI project on measuring
education and skills for social progress
Cognitive skills Non-cognitive skills
•Mental capacity to acquire •Relatively enduring patterns of
knowledge through thought, thoughts, feelings and
experience, and the senses behaviours that reflect the
tendency to respond in certain
•Interpret, reflect and ways under certain
extrapolate based on the circumstances
knowledge acquired
21
21. Non-cognitive skills matter for crime
Non-cognitive
skills
Likelihood of
being in jail
Cognitive skills
Level of skills
22
22. OECD/CERI project on measuring
education and skills for social progress
Denmark: DALSC Norway: YiN
Switzerland: TREE
Canada: YITS, NLSCY Germany: SOEP, MARS
UK: BCS70 Belgium: LOSO Korea: KYPS
USA: ECLS
Mexico: MXFLS
Peru: NdM
Australia: LSAC, ATP
Chile: SIMCE
New Zealand: CC
Secondary analysis of longitudinal data sets
23
14
23. Preliminary results - Germany
1 Causal effects of skills on health
0.9
0.8
∆Standard deviation
0.7
0.6
0.5 Alcohol dependency
0.4 Obesity
0.3
0.2
0.1
0
Cognitive skills Non-cognitive skills
∆standard deviation in outcomes due to 24
Source: ZEW 2012 ∆standard deviation of skills
24. Preliminary results - Germany
•Only non-cog skills
matter for obesity. Effects of skills on
•Non-cognitive skills obesity
matters for everybody
Obese
low cog
low non-cog
high cog
high non-cog
cognitive non-cognitive
26
Source: ZEW 2012
25. HOW CAN EDUCATION
IMPROVE FOSTERING SKILLS
THAT MATTER FOR
COLLABORATION AND TRUST?
3 27
28. Effective pedagogies for trust and
tolerance
• 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
30
29. 21st Century Skills
Subject-based
skills
(know-what and know-
how)
Behavioural and Skills in thinking
social skills and creativity
(Self-
(Critical thinking, ability
confidence, energy, persev
to make
erance, passion, leadership
connections, imagination,
, collaboration, communic
curiosity,...)
ation)
31
You can see a similar relationship between skills and social outcomes. If you lack foundation skills, you are more likely to be in poor health, you are less likely to volunteer, you will have less of an understanding of political issues facing your country.You are also less likely to trust institution and people and constantly think that others are taking advantage of you. You may ask why trust is so important but the bottom line is that there is no functioning democracy without trust in institutions and there is no functioning business relationship without trust in your partners and the rule of law. Afghanistan is an example for what financial capital can achieve in a country without a human capital base. You will also be less likely to reciprocate.Finally, those with poor skills show also low levels of political efficacy, that is, they tend to believe that politicians do what they want and that they themselves have no influence.
