[AAACE-NLA] Balancing Learner-centered Approaches with Demand for Program Accountability - an International Perspective

[David Rosen]

Colleagues,

In February I had the pleasure of chairing a policy discussion at an  
Organisation for Economic Co-operation Development (OECD) conference  
in Paris. The topic was balancing learner-centered approaches with  
demands for program accountability. Although the discussion only took  
place for an hour or so, there were several interesting points made,  
several of which apply to our work in the U.S. You can read the two- 
page report of this discussion at

http://www.oecd.org/dataoecd/21/62/40166298.pdf

I would be interested to hear your reactions, especially to these  
ideas about what programs should be accountable for:

• "Different accountability measures are needed for different types  
of learners. For example, research on a US adult learning programme  
revealed that learners under 30 improved their literacy skills.  
However, learners over 30 did not improve their  reading skills, but  
they did improve their reading practices (i.e. effectively applying  
literacy skills). This example illustrates that a single measure  
(e.g. qualification test measuring changes in reading skills)"

• "A number of participants argued that given the labour and cost  
intensive nature of monitoring programme performance, measurements  
should be based on samples. One of the workshop participants  
suggested that accountability requirements should also be balanced  
with consideration of the efficient use of resources."

• "There was general agreement on the need to follow-up learners  
rather than just assessing immediate outcomes. In some cases the  
positive impact on a person’s income can be observed only a few years  
later. Many participants agreed on the need of using samples when  
following-up learners and evaluating programmes."


David J. Rosen
DJRosen at theworld.com