obessu views on school resource
TRANSCRIPT
OBESSU inputs on School ResourcesGROUP OF NATIONAL EXPER T S ON SCHOOL RESOURCES
14 - 15 MAY – PARIS
wr itten by DANIELE DI MITRI
1
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
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
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
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
2. Resource distributionDifferent level of administrationSubsidiarity
School autonomy vs corporate management
Distribution between sectorsGreater incentives to VET schools [“Claim your Voice” campaign]
No-competition criterion
Allocation of extra resources for specific target groupsDisadvantaged 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
3. Resource utilisation
Matching to student needs
Democratic governing of resources = needs matching
Principle of “ownership”
Student learning timeNon formal learning time
Schools available for students 365/year
Bottom-up quality approachStudents included in quality definition
7
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
Suggested output indicatorsAccess, 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
