Transcript Insights from the Second Meeting of the International Panel

Insights from the
Second Meeting of the
International Panel on Social Progress
held in Lisbon 26-28 January 2017
Nico Cloete and Peter Maassen
CHET and SCISTIP (Stellenbosch University)
University of Oslo
31 January 2017
The International Panel on Social Progress (IPSP)
http://www.ipsp.org/
• Established in September 2015 in Istanbul to explore what social
science can tell us about social progress.
• IPSP’s aims to focus attention globally on policy and research
questions related to the promotion of social justice. Modelled on
the International Panel on Climate Change.
• Panel will publish report late 2017.
• IPSP is guided by an Advisory Committee chaired by Amartya
Sen, and managed by a Steering Committee advised by a
Scientific Council co-chaired by Helga Nowotny, Nancy Fraser
and Ravi Kanbur.
• The IPP secretariat is shared between Fondation Maison des
Sciences de l'Homme, Paris and Woodrow Wilson School,
Princeton University
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Prominent Coordinating Group Members
1. Armathy Sen Nobel Prize, Professor in Economics and Philosophy, Harvard
University
2. Kenneth Arrow Nobel Prize, Professor of Economics, Stanford University
3. Manuel Castells Holmberg Prize, Professor of Communication Technology and
Society, University of Southern California, Los Angeles
4. Robert Reich Professor of Public Policy, University of Berkeley, and former US
Secretary of Labour
5. Margot Wallström Special Representative of the Secretary-General of the
United Nations on Sexual Violence in Conflict
6. Mustapha Nabli former Finance Minister of Tunisia, Chief Economist at the
World Bank
7. Sunita Narain Director-General of the Centre for Science and Environment,
New Delhi
8. Michel Wieviorka Directeur d’Etudes EHESS, Maison des Sciences de l’Homme
and former President of International Sociological Association
9. Xiaobo Zhang Professor of Economics, Peking University
10. Mamadou Diouf Professor of African Studies, Columbia University
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Education and Social Progress Group
Coordinating Authors
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Christiane Spiel (University of Vienna, Austria)
Simon Schwartzman (Institute for Studies on Labour and Society, Brazil)
Lead Authors
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Harry Brighouse (University of Wisconsin – Madison, USA)
Marius Busemeyer (University of Konstanz, Germany)
Nico Cloete (University Oslo and CHET, South Africa)
Gili Drori (Hebrew University, Israel)
Lorenz Lassnigg (Institute for Advanced Studies, Austria)
Rob Reich (Stanford)
Barbara Schober (University of Vienna, Austria)
Michele Schweisfurth (University of Glasgow, UK)
Suman Verma (Punjab University, India)
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Discipline composition of groups
Entire Group of 200
1.
2.
3.
4.
5.
Economists 20%
Sociologists 18%
Political Scientists 18%
Humanities, Psychology, Health 14%
Education not listed
Education Group
1.
2.
3.
4.
5.
Sociologists (social policy) 3
Education philosophers 3
Education psychologists 2
Pedagogics 2
Political scientist 1
The IPSP do not seem to rate educationists
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Education and social progress?
1.
How does one think about social progress?
2.
Educationists assume (know) that education contributes to
progress (some say education is progress) BUT what exactly and
how much does it contribute?
3.
The composition of the IPSP shows that non-educationists think
that educationists do not know much about the contribution of
education to social progress
4.
Disciplinary differences immediately came to the fore
5.
Diagnosis/description vs prognosis/policy
6.
Reflect the state of education or reform and policy
7.
Minister of Finance from Tunisia
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Structure of the report
Section 1:
Introduction: Social Progress... A Compass
Section 2:
Socio-Economic Transformations
Section 3:
Political Regulation, Governance and Societal Transformations
Section 4:
Transformations in Values, Norms, Cultures
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Social Progress and Cultural Change
Religious Communities, Ideas and Practices
The Pluralisation of Families
Global Health: The Changing Contours of Human Life
How Can Education Promote Social Progress?
Belonging and Solidarity
15:
16:
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19:
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Section 5: Conclusions
Chapter 21: The Multiple Directions of Social Progress
Chapter 22: The Contributions of Social Sciences to Policy and
Institutional Change
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Ch 19: How can education promote social progress?
Four distinct aims of education: civic, economic, humanistic, and
equity promotion. Each of these goals can be understood from an
individual and collective perspective.
1. Education develops civic skills, and this is valuable for the individual,
to allow for meaningful participation in civil society and political life,
and for society, to benefit from an informed and engaged citizenship.
2. Education develops productive skills, and this is valuable for the
individual, to advance in the labor market and for society, to improve
and maintain prosperity and compete in a globalized economy.
3. Education develops human talents and interests, and this is valuable
for the individual, allowing for personal flourishing, and for society,
since the expansion of knowledge and human achievement are
valuable for their own sake.
4. Education can be a vehicle for equity and greater social inclusion, or
when absent, poorly delivered or unfairly distributed, a vehicle for
injustice and greater social exclusion.
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Interconnected purposes of education
Economic
Inequality
Humanistic
Civic
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Chapter 19: Structure (Lisbon Meeting)
Section 1: Introduction - What is education for? (four goals)
Section 2: Current conditions and challenges
• Historical and comparative research on education and society
Section 3: Facilitators to education as a means for social progress
3.1 The power of content and pedagogy in promoting social progress
• Core curriculum for the 21st century, Learner-centred education
3.2 Institutions and educators
• Characteristics of successful educational institutions
• Competencies of educators and school leaders
3.3 Educational policy making
• Governance principles (public – private)
• Research informed policy making
• Global framework for policy making
• Public mobilization – opinion making
4. Recommendations
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Recommendations
1.
Taking into account the four goals, apply a balanced approach to
educational reform, including teacher education. This means putting
more emphasis on the civic and humanistic goals e.g.
1. civic goal: reform curricula that include capacity building for
collective actions and enabling individual empowerment
2. humanistic goal: give space for the humanity subjects in the
curriculum
3. equity goal: close gaps in access to, experiences in, and outcomes
of education
4. economic goal: align education provision with the needs of the
formal and informal economy
2.
Make more research informed policy taking into account different
methodological approaches focusing all four goals – beyond PISA and
university rankings – and combine global and local research perspectives
3.
Promote governance structures that are flexible, participatory, and
accountable considering the political and social context
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Current conditions and challenges
1. Educational opportunities are not equally available to all.
2. Educational policies dominated by the economic purpose with
comparatively little attention paid to the civic, humanistic, and
equity aims.
3. There is a lot of knowledge about access to and some about
outcomes of education, but very little knowledge about the
processes and experiences within the educational institutions.
4. There is a gap between political goals and faith in education on
the one hand and implementation and results on the other.
5. New challenges to education emerge from the global
dimensions of human mobility, technology, environmental
changes, changing modes of production, violence and more.
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Four major challenges facing education (1)
1. Citizenship – global, regional, local
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What is the role of education overcoming ethnic divides
linked to traditional/fundamentalist identities?
• Civic education for modernity in different contexts
• Migration crisis is a combination of a failure of governance
and people with education leaving chaotic society – and then
what is the role of civic education in Europe?
• Rethink national and individual identity
Four major challenges facing education (2)
2. Preparing students for the knowledge economy
• Accept that all work will require the use of knowledge and
information
• Large parts of the world will have to move from commoditydriven to service and innovation economies
• Appropriate skills – self-programmable labour (workers who
can adjust to changing technologies and changing work)
• Academic – vocational debate
• Entrepreneurship
• Quality
Four major challenges facing education (3)
3. Economic growth and inequality
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The relationships between education and economic growth
(development)
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Individual rates of return that differ by levels of education
and levels of economic development
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Education and poverty reduction
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Education and inequality
Education could/should be the glue between citizenship, the
economy* and social progress
* Assume that economy and environment are intertwined
Four major challenges facing education (4)
4. Change strategies
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Depart from assumption that social progress will not be based
on more, or a better version, of the same
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While everybody agrees to greater investment in education,
what is not agreed is investment in who, what and how
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The need to link education strategies to economic and social
development strategies
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Facilitators and barriers to change
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Teachers and change strategies
Private returns to education by level and region (WB, 2014)
Source: Montenegro & Patrinos 2014 Human development reports comparable estimates of returns to schooling around the world. Washington DC: The World Bank
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Youth bulge: Africa is increasingly the youngest continent
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Primary education
GER
QR
Secondary Education
GER
QR (+M&S)
Tertiary education
GCI
GER
RoR
GCI
Stage 1: Factor-driven
Ghana
89
104
67
76 (72)
12
29
119
Kenya
84
84
67
36 (78)
4
22
99
Mozambique
87
138
26
119 (133)
5
18
133
Pakistan
72
112
38
75 (89)
10
15
64
Tanzania
84
124
33
98 (130)
4
19
120
Uganda
92
113
27
81 (111)
4
-
115
20
-
71
Transition from 1 to 2
Botswana
90
85
82
77 (95)
Stage 2: Efficiency-driven
Egypt
95
139
86
139 (131)
30
-
116
South Africa
90
127
111
138 (140)
20
40
49
China
98
55
89
56 (49)
26
21
28
Transition from 2 to 3
Chile
92
108
89
86 (107)
75
18
35
Costa Rica
90
39
109
28 (55)
48
20
52
Brazil
87
132
99
132 (134)
26
17
75
Malaysia
97
15
71
6 (12)
37
22
18
Mauritius
98
48
96
49 (50)
41
22
46
Turkey
95
100
86
92 (103)
70
15
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Stage 3: Innovation-driven
Austria
98
30
98
37 (37)
72
9
23
Finland
99
1
108
4 (2)
94
-
8
Korea, Rep.
98
36
97
66 (30)
99
13
26
Norway
100
17
111
11 (24)
74
10
11
Singapore
100
3
108
3 (1)
83
11
2
91
29
94
18 (44)
94
15
3
United States
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Conditional probability of employment and
conditional log of wages by years of education
Source: Van den Berg 2015 Inequality, poverty and prospects for redistribution. Dev South Afr. 31(2):197-218
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Knowledge Indexes
Knowledge Economy Index (KEI)
Knowledge Index (KI)
Economic & Institution
Regime Index
Innovation Index
Education Index
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ICT Index
Tariff & non-tariff barriers
Regulatory quality
Rule of law
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Average years of schooling
Secondary enrolment
Tertiary enrolment
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Royalty payments & receipts
Patent count
Journal articles
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Telephones
Computers
Internet users
Piketty: Capital (2014)
1.
Climate change and educational access are two of the greatest
challenges to the human race. Ameliorating schooling is even more
important than fixing governmental debt: the more urgent need is
to increase our educational capital (568).
2.
Furthermore the best way to reduce inequality and increase the
overall growth of the economy is to invest in education. To
maintain a competitive edge in a rapidly transforming knowledge
economy, countries need to invest more in quality education. Not
even minimum wage schedules can multiply wages by factors of
five or ten: to achieve that level of progress, education and
technology are the decisive factors .
3.
One of Piketty’s five prescriptions for South Africa is quality
schooling – but poor kids go to poor quality schools.
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Goal: Civic/citizenship education
1. Migration – we are in one of the great migration periods of
history
2. Waiting for UN stats, but biggest migration is within Africa
despite Europe getting most media attention
3. Identity – global, regional, local
4. Inclusive diversity – traditionally difference is used to build
identity (EU President and Castells/Sen)
• Legitimizing, Resistance and Project Identity: a new identity that
redefines the persons position in society
5. Teachers, and schooling system, can’t handle it alone
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Two big issues for educators
1. Research – evidence – policy
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Most of the research cited comes from economists
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Dearth of research on processes and outcomes of policies and
policy implementation – policy implementation with research
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Experimental methodologies are mainly small-scale and ignored
2. Teachers and teacher educators
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Are teachers prepared for challenges: economic, citizenship,
humanistic?
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Are education faculties prepared to simultaneously “retool”
teachers and train new teachers for this changing world?
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Thank you.
Nico Cloete
[email protected]
www.chet.org.za
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