Open Education Working Group Community Session

What has open data got to do with education?

Otávio Ritter – otavio.ritter@gmail.com@otavios

Provisory paper title: My Transparent School – A comparative analysis of open government data in basic education between

Brazil and England

WHY ?

WHY ?

As one of OGP’s co-founders, Brazil is strongly committed to strengthening transparency of government actions, preventing and fighting corruption, fostering the democratic ideals with

citizen participation in decision making and improving public services. Over the last 10 years, the country developed several initiatives to improve its legal framework, foster citizen participation

and use technology for more openness

Prime Minister David Cameron has championed open government in the UK with a pledge to make the government “the most open and transparent in the world”. The Minister for the Cabinet

Office has described open data as “the new raw material of the 21st century” the value of which lies in “holding governments to account; in driving choice and improvements in public services;

and in inspiring innovation and enterprise that spurs social and economic growth.”

DIFFERENT REALITIES IN EDUCATION

* Basic education budget comes mainly from States tax revenues (minimum 25%)

England (UK)

Brazil

# Pupils 8,2 million 45 million

# Schools 24.000 190.000

% in Private 7 17

Education Budget

US$ 80 billion

US$ 10 billion*

Invest. per Pupil (OECD)

US$ 10.000 US$ 2.500

Teacher Pay (OECD)

US$ 44.000 US$ 10.000

SOME THEORY• Meijer, Albert (Computer Mediated Transparency impact at Education System)

• Understanding Modern Transparency• Understanding the Complex Dynamics of Transparency• Does Transparency Lead to Better Education? The Effects in the Netherlands of

Publishing School Performance Indicators on the Internet

• Comparative Frameworks• Developing and Testing a Theoretical Framework for Computer-Mediated

Transparency of Local Governments (Grimmelikhuijsen, S.; Welch, E.)• Open data policies, their implementation and impact: A framework for

comparison (Zuiderwijk , A. ; Janssen, M.)• Open Government Data Intermediaries: A Terminology Framework

(Magalhaes, G.; Roseira, C.; Strover, S.)

• Transparency & Open Data Impacts• On The Unintended Consequences of Publishing Performance Data in the

Public Sector (Smith, P.) • Benefits, Adoption Barriers and Myths of Open Data and Open Government

(Janssen, M.; Charalabidis, Y.; Zuiderwijk, A.)• Full Disclosure: The Perils and Promise of Transparency (Fung, A; Graham, M.;

Weil, D.)

MAIN RESEARCH QUESTION

What the effects of open government data use in basic public education?

Use: who? what? why? when? where?

Effects: Range (High/Low), Externalities (Positive, Negative, Neutral)

OPEN DATA ANALYSIS• Macro (Education Policy)

• Census data, School performance indicators, Spending data• Accountability model (high stake, low stake)

• Media (rankings, data journalism)• Watchdogs (official and unofficial)

• Participation (NGOs, private companies, hackathons, etc)

• Meso (School Management)• School performance indicators , administrative data (academic, management)• Data Benchmark • Collaboration vs Competition models (i.e. London challenge)• Data support to local authorities

• Local open data groups (i.e. Manchester)• Free data analysis tools to poor councils (Brazil)

• Micro (Student)• Pupil personal data, academic history data, big learning data• Conflict with private data (i.e. open government data vs data sharing)

• Personalized Learning• Education Data Mining (EDM)

• Government as Plataform

SOME QUOTES TO THINK ABOUT

Open Education Working Group Community Session

THANKS

Otávio Ritter – otavio.ritter@gmail.com@otavios

http://pt.slideshare.net/otavios/open-education-data-research