OECD Learning Environments Evaluation Programme [LEEP]: Main scope of work Julie Velissaratou Project Manager, LEEP OECD Directorate for Education and Skills SPACE FOR LEARNING: Bridging innovation and safety in school buildings International seminar, Rome, 23-25 May 2017 Rome, 23 May 2017
Agenda: Topics covered in this presentation OECD mission and various areas of focus Background of LEEP Mission & objectives of LEEP Scope of work of LEEP Earthquake safety: the latest publication
35 Member countries Accession countries: Colombia, Costa Rica, Lithuania Ongoing membership talks with Russia Key Partners: Brazil, China, India, Indonesia, and South Africa
Organisation for Economic Co-operation and Development [OECD] The OECD promotes policies to improve the economic and social wellbeing of people around the world. It provides a forum in which governments can work together to share experiences and seek solutions to common problems. The organisation: supports sustainable economic growth works with governments to understand what drives economic, social and environmental change measures productivity and global flows of trade and investment analyses and compares data to predict future trends sets international standards on a wide range of activities and products looks at issues that directly affect people s daily lives, like how well countries school systems are preparing their young people for modern life recommends policies designed to improve the quality of people s lives.
Methodology Organisation for Economic Co-operation and Development [OECD] Areas of focus Economics Trade Agriculture Energy Environment Science & technology Education Data collection Analysis Discussion Decisions Implementation Peer reviews, multilateral surveillance
OECD Directorate of Education and Skills The OECD Directorate for Education and Skills focuses on helping countries to identify and develop the knowledge and skills that drive better jobs and better lives, generate prosperity and promote social inclusion, and accompanies them in the difficult process of policy implementation.
Science performance and equity in PISA (2015) Some countries combine excellence with equity
Spending per student from the age of 6 to 15 and science performance Figure II.6.2
Background information for LEEP Mission & objectives
From PEB to CELE to LEEP LEARNING ENVIRONMENTS EVALUATION PROGRAMME (LEEP) was launched in 2013 and it seeks to broaden and re-focus the work of the OECD Centre for Effective Learning Environments (CELE) by examining the relationship between a range of policy levers that shape the learning environment and educational and other outcomes. The very first programme was PEB, with an initial mandate launched in 1972. Programme on Educational Building [PEB] 1979 Centre of Effective Learning Environments [CELE] 2009 Learning Environments Evaluation Programme [LEEP] 2013
Participation and network of LEEP The Group of National Experts of Effective Learning Environments was launched in March 2013 to supervise LEEP. Overseen by Group of National Experts on Effective Learning Environments an International network. The network: The GNE is composed of experts in the field of learning environments, including the built/physical learning environments. Participation is open to all OECD Members and other partners. The World Bank, Council of Europe Development Bank, European Investment Bank, Inter-American Development Bank, UNESCO and UNICEF may also attend meetings of the Group as Observers. Current members of GNE: Austria; Greece; Ireland; Italy; Japan; Mexico; New Zealand; Luxembourg and Norway. Observers: World Bank; EIB; IDB.
Mission & objectives for LEEP
Mission of LEEP MISSION: To produce instruments and analyses that inform school leaders, researchers, designers, policymakers and others about how investments in learning environments, including educational spaces and different technologies, translate into improved learning, health, social and well-being outcomes, leading to more efficient use of education resources. Instruments & analyses investments in learning environments improved [learning, health, social & well-being] outcomes
Objectives of LEEP Objectives: To develop the evidence base for how the physical learning environment* impacts on learning by continuing the implementation of the Learning Environments Evaluation Programme (LEEP) evaluation methodology and carry out analysis of existing research, data and literature. To create best practice guidelines supported by toolkits to assist OECD countries in developing physical learning environments that meet the needs of 21st century learning and guide investment decisions. *A physical learning environment is a term used to describe the interplay between the physical resources and complex learning, social, online, and other environments.
LEEP Framework: The 3 dimensions defined by LEEP The factors that lead to successful education outcomes include 3 dimensions defined by LEEP: i) achieving effective learning environments (effectiveness), ii) enabling more efficient use of space with regard to resource and space planning, use and management (efficiency), and iii) providing sufficient to meet the minimum requirements to ensure users comfort, access, health, safety and security (sufficiency).
Effectiveness, Efficiency, Sufficiency Educational effectiveness: the ability of a school or school system to adequately accomplish its stated education objectives. Studies of educational effectiveness analyse whether specific resource inputs have positive effects on outputs, broadly defined (OECD, 2013c). Educational efficiency: the achievement of stated education objectives at the lowest possible cost. In other words, efficiency is effectiveness plus the additional requirement that this is achieved in the least expensive manner (OECD, 2013c). Educational sufficiency: the baseline components of the built environment which are considered necessary conditions for providing the affordances most likely to impact on student learning (e.g. access to safety, water, natural light, power, heat and technology) in changing demographic, social and political contexts.
Scope of work for LEEP
How to explore desired outcomes with LEEP Increased community participation Improved student performance Less student absenteeism More effective and innovative teaching Healthier and happier students and teachers Improved access to education Fewer incidences of bullying and negative behaviours
Julia Atkin 2010 To meet the demands of 21st century competencies Education systems are expected to help students develop: Way of thinking: Creativity Critical thinking Problem-solving Way of working: Collaboration Teamwork Adaptability Leadership Way of living together: Curiosity Empathy Self-esteem Resilience Pedagogy from teaching to learning Teaching and teacher centric Teacher as knower/expert Covers the curriculum Knowledge as certain Learner passive Sort learners Learner and learning centric Teacher facilitates learning Engages learner in discovering Knowledge as evolving Learner active Developing capabilities to learn for life
Current LEEP activities LEEP currently undertakes the following activities: Prepares the publication of the LEEP framework, which underpins the LEEP evaluation methodology and module; Analyses findings from the LEEP module field trial in Norway (report forthcoming in Q3 of 2017); Develops case studies on the learning environments of high performing PISA schools (proposal to be presented on 9-10 October 2017 in Oslo, Norway at the meeting of the programme's Group of National Experts on Effective Learning Environments); Monitors country practices in regards to the OECD Recommendation concerning Guidelines of Earthquake Safety in Schools (an illustrated version of the last monitoring report was published in Q1 2017; the next monitoring report will be released in 2020); Manages the Database of Best Practices in Educational Facilities (ongoing).
The Earthquake Safety project: The latest publication
OECD work on physical learning environments Innovation in design Impact of learning environment Earthquake safety
Protecting students and schools from earthquakes: The 7 OECD principles The publication is organised around the 7 principles of the initial Recommendation and the country profiles of the 15 countries that completed the self-evaluation questionnaire for the 2014 Monitoring Report.
Earthquake Safety for Schools: Protecting Students from Risk
OECD Recommendation: The 7 principles of a school seismic safety programme
2014 Monitoring Report Earthquake safety in schools 5 countries reporting in 2010 resubmitted self-evaluation questionnaires flag flag flag flag flag Greece Japan Mexico New Zealand United States (California) 10 additional countries submitted self-evaluation questionnaires for the first time flag flag flag flag flag Australia Belgium (French Community) Chile France Hungary flag flag flag flag flag Portugal Slovak Republic Slovenia Spain Turkey Austria, Denmark and Sweden also responded and did not fill out the self-evaluation questionnaire (their country was located in an area with low seismic risk).
Publication: Earthquake safety in schools Countries are classified by their seismic risk: red indicates high risk, orange indicates moderate risk and green indicates low seismic risk.
Protecting students and schools from earthquakes: The 7 OECD principles
Protecting students and schools from earthquakes: country profiles
Thank you! Any questions?
Stay in touch! e-mail: Julie.Velissaratou@OECD.org website: www.oecd.org/edu www.oecd.org/edu/facilities Follow us on: Our team at the OECD Centre for Effective Learning Environments (CELE, www.oecd.org/edu/facilities) works with school leaders, researchers and policy makers to explore how investments in the learning environment, including the physical learning environment and technologies, translate into improved education, health, social and well-being outcomes.