Se ha denunciado esta presentación.
Utilizamos tu perfil de LinkedIn y tus datos de actividad para personalizar los anuncios y mostrarte publicidad más relevante. Puedes cambiar tus preferencias de publicidad en cualquier momento.

Obessu views on school resource

268 visualizaciones

Publicado el

OBESSU inputs to the 1st GNE Meeting of School Resources organised by the OECD

Publicado en: Educación
  • Sé el primero en comentar

  • Sé el primero en recomendar esto

Obessu views on school resource

  1. 1. OBESSU inputs on School Resources GROUP OF NATIONAL EXPERTS ON SCHOOL RESOURCES 14-15 MAY – PARIS written by DANIELE DI MITRI 1
  2. 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. 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. 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. 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. 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. 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. 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. 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. 10. Thank you for the attention! 10 DANIELE@OBESSU.ORG

×