Improving education outcomes for Indigenous students

by Andreas Schleicher 
Director, Directorate for Education and Skills 

Indigenous peoples are the first inhabitants of their lands, but are often poorly served by the education systems in their countries. Why? Is it necessary to wait until issues such as poverty or appropriate legal recognition for Indigenous peoples are resolved? Can education systems be expected to address Indigenous students’ needs relating to language, culture and identity? Can non-Indigenous teachers be effective teachers of Indigenous students? How can Indigenous parents have confidence that their children are safe at school and receiving a high-quality education?

Indigenous students do well in some schools more than in other schools and in some education systems more than in other education systems. Pockets of excellence and promising practices rarely translate across systems or across schools within a single education system. Thus, education systems and individual schools seldom learn from each other about what it takes to improve education for Indigenous students. Learning from examples of success can enable systems and schools to do better and accelerate improvements for Indigenous students.

An OECD report, Promising Practices in Supporting Success for Indigenous Students, released on International Day of the World’s Indigenous Peoples (9 August 2017), highlights examples of success by Indigenous students and how these successes have been achieved. These examples can be used to help education systems improve education outcomes for Indigenous students and to quicken the pace of doing so.

OECD analysis of progress across six Canadian provinces and territories, New Zealand and Queensland, Australia shows that success for Indigenous students in education is becoming a priority. These jurisdictions have a clear will and commitment to improve, and have put in place many initiatives to address challenges and accelerate positive change. In some cases, the improvements are clearly evident; in others, the efforts are not yet at a scale to make a difference or have not been in place for a sufficient period to affect Indigenous students’ education. Achieving progress requires the deliberate decision to do so and then a concerted effort to do enough to improve each Indigenous student’s experience in education.

Providing high-quality, early childhood education and care (ECEC) for Indigenous children sets them on an early pathway towards success. High-quality ECEC is culturally responsive to the needs of Indigenous children and their families. It encourages Indigenous children to be confident and curious, and builds social, emotional and early cognitive skills. It also means working in partnership with Indigenous parents to better meet their children’s needs. Such ECEC is best provided in Indigenous communities, where these children live, and should be both accessible to and affordable for their parents.

Another ingredient of success is establishing respectful and trusting relationships with Indigenous leaders and communities, both at the system governance level and at the individual school level. Schools that build genuine partnerships with Indigenous communities achieve much more for Indigenous students than schools that do not engage with these students’ communities and homes. The benefits of such partnerships are evident in student participation and attendance rates, and in indicators of student learning and achievement.

School principals can make all the difference – or not. In schools where Indigenous students are achieving well, there is generally a highly effective and committed school principal who has done “whatever it takes” to ensure Indigenous students attend school, are engaged in learning and are positive about their futures. These schools tend to use a “whole-of-child” approach that puts children’s overall well-being as the key priority. Effective principals also set high expectations for teachers and take responsibility for monitoring Indigenous students’ academic progress, to ensure targets are being met and that any needed interventions are put in place in a timely manner.

Teachers also need support, to build their capability and confidence in establishing relationships with and teaching students from communities with which they may not be familiar. With the right support, teachers can build both their cultural competence and effective teaching strategies, such as the use of the history and geography of the school community, so that they elicit the best out of all of their students. 

Links
Promising Practices in Supporting Success for Indigenous Students
For more on education and education policies around the world, visit: http://www.oecd.org/edu

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Photo credit: Christopher David Rothecker

Towards better tools to measure social and emotional skills

by Anna Choi
Analyst, Directorate for Education and Skills, OECD

Koji Miyamoto
Analyst, Directorate for Education and Skills, OECD

Common sense and hard evidence point to the significant impact of socio-emotional skills such as perseverance and responsibility on children's lifetime success. Empowered children are much more likely to finish college, maintain healthy lifestyles and be happy. Both parental and teacher experiences as well as emerging studies also underlie that social and emotional skills can be particularly malleable from childhood until adolescence.

*Sample limited to white males with at least a high school diploma

The OECD report: "Skills for progress report" shows that American high school students who were at the highest decile of social and emotional skills distribution are 4 times more likely to self-report completing college than those who are in the middle decile (median). Needless to say, a growing number of evidence indicate how these skills can have lasting positive effects on a wide-range of outcomes, such as life satisfaction, emotional health, and well-being (see the report for further evidence and review).

Moreover, we have started to understand that some of these social and emotional skills that drive children's lifetime success are malleable and can be developed during childhood and adolescence. Yet currently, there appears to be only a few countries and school districts that have wide-ranging policies in place to foster social and emotional skills. This may in part be due to the fact that existing evidence doesn’t yet provide sufficient details on what works, for which skills, for whom, when and under what conditions. This may come as a surprise since social and emotional skills are not necessarily difficult to define or measure than cognitive skills for which we have good evidence-base. Perhaps we simply have not paid as much attention to conceptualise measures of conscientiousness or leadership skills as algebra or reading comprehension?

Why is the evidence base still limited? An important reason is likely to be the lack of reliable and well-defined measures of the range of social and emotional skills that matter for people's lives. The most popular measures we currently use are children's self-reports or ratings by parents and teachers. While these measures can provide valuable information, they also can be subject to a variety of biases including acquiescence, social desirability, faking and reference groups. There are a range of methods that are designed to account for these biases (e.g., anchoring vignettes and forced choices), but they have not been extensively tested. There are also measures that are arguably designed to directly capture these skills (e.g., performance tests and experimental games), but they have also not been subject to extensive tests.

The OECD's Longitudinal Study of Social and Emotional Skills in Cities is addressing the measurement challenges by developing valid and reliable measures of social and emotional skills that are comparable across different cultural contexts. This study will explore a variety of methods to measure these skills to better understand their development during childhood and adolescence as well as the learning contexts that could help drive this process. The OECD will spend 2016-19 on developing measurement instruments, which will be followed by the longitudinal follow-up of primary and secondary school children in grade 1 and 7 in several major cities around the world. In parallel, the OECD is working on various projects designed to understand how different learning contexts (such as family, teachers, school, and community) can help improve children's social and emotional skills using existing longitudinal data sets.

By developing robust measurement tools and longitudinal data through the Longitudinal Study of Social and Emotional Skills in Cities, we can help not only students, parents, and teachers, but also employers and society at large. Through this study, the students can have a better picture about their capabilities and their development over time. The parents can better understand how the home learning contexts related to the development of these skills and how other learning contexts are coherent with those at home. Teachers can use different measurement tools to define and assess student's social and emotional skills and provide insights on how to embed pedagogies into existing classes and curriculum to teach these skills. This study can also help school administrators, policymakers, and community leaders to better learn about how various learning contexts in schools and communities can work together and enhance these skills. Moreover, results from this study can inform employers about the types of skills the future employees may bring and enable companies to better prepare training programmes and adapt the workplace. Finally, the society as a whole can benefit from improvements via reduced inequality, happier and more responsible citizens.

Would a development of perfect metrics and evidence-base necessarily lead to a wide stakeholder engagement in social and emotional learning? For this to happen, we also need to conceptualise these skills in a way that educators can better understand and relate them into ongoing instructional systems and social and emotional learning practices.

For more information:
Skills for Social Progress: The Power of Social and Emotional Skills
OECD working paper: Fostering and Measuring Skills: Improving Cognitive and Non-Cognitive Skills to Promote Lifetime Success, by Tim Kautz et al.
Chart source: Skills for progress report (OECD, 2015)