ERIC ED449566: Motivating Students for Lifelong Learning. What Works in Innovation in Education. Education and Skills. PDF
Preview ERIC ED449566: Motivating Students for Lifelong Learning. What Works in Innovation in Education. Education and Skills.
DOCUMENT RESUME EA 030 854 ED 449 566 Budge, David AUTHOR Motivating Students for Lifelong Learning. What Works in TITLE Innovation in Education. Education and Skills. Organisation for Economic Cooperation and Development, Paris INSTITUTION (France). Ministry of Education, Copenhagen (Denmark).; Department of SPONS AGENCY Education and Science of Iceland, Reykjavik.; Ministry of Education, Science, and Culture, Tokyo (Japan).; Ministry of Church and Education, Oslo (Norway).; Finnish National Board of General Education, Helsinki.; Department of Education and Science, Dublin (Ireland).; Ministry of Education (South Korea).; Department of Employment, London (England). ISBN-92-64-17193-2 ISBN 2000-00-00 PUB DATE 191p.; Published in cooperation with the Centre for NOTE Educational Research and Innovation, Paris. Also available in French. OECD Washington, 2001 L Street, N.W., Suite 650, Washington, AVAILABLE FROM DC 20036-4922. Tel: 800-456-6323 (Toll Free). Full text. http://electrade.gfi.fr/cgi-bin/OECDBookShop.storefront/. Information Analyses (070) Books (010) PUB TYPE MF01/PC08 Plus Postage. EDRS PRICE Academic Aspiration; *Case Studies; *Comparative Analysis; DESCRIPTORS Educational Policy; Federal Programs; *Government School Relationship; Intentional Learning; *Learning Motivation; Secondary Education; *Student Motivation ABSTRACT This report focuses on secondary schools and a variety of youth projects in eight countries--Denmark, Finland, Iceland, Ireland, Japan, Korea, Norway, United Kingdom--so as to provide a better understanding of what motivates youth to learn. The text is based on reports prepared by experts appointed by each participating country, in addition to other materials. Part 1 provides a synthesis of the main issues and trends relating to student motivation for lifelong learning. It examines the nature of motivation, why motivation is so important to lifelong learning, and some policy dimensions and approaches to lifelong learning, and it concludes with a set of key policy considerations. This section emphasizes the need for governments, employers, and parents, as well as the schools, to inculcate in youth a lifelong desire to learn. A comparative analysis of findings from previous research is also provided. Part 2 consists of eight country chapters that contain background information on national policy approaches and includes descriptions of the innovative work being undertaken in the schools and youth projects. Each country chapter includes three case studies, a discussion of the main policy approaches in effect, the innovations and effectiveness surrounding the projects, and a commentary on the programs. (Contains 83 references.) (RJM) Reproductions supplied by EDRS are the best that can be made from the original document. What Works in Innovation v:) in Education Motivating Students for Lifelong Learning EDUCATION AND SKILLS. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ED/this document has been reproduced as received from the person or organization originating it. i , 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL IN MICROFICHE ONLY HAS BEEN GRANTED BY S. Edavo TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 2B EST COPY AVAILA.BLE CENTRE FOR EDUCATIONAL RESEARCH AND INNOVATION "WHAT WORKS IN INNOVATION IN EDUCATION" Motivating Students for Lifelong Learning oe OECD ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Pursuant to Article 1 of the Convention signed in Paris on 14th December 1960, and which came into force on 30th September 1961, the Organisation for Economic Co-operation and Development (OECD) shall promote policies designed: to achieve the highest sustainable economic growth and employment and a rising standard of living in Member countries, while maintaining financial stability, and thus to contribute to the development of the world economy; to contribute to sound economic expansion in Member as well as non-member countries in the process of economic development; and to contribute to the expansion of world trade on a multilateral, non-discriminatory basis in accordance with international obligations. The original Member countries of the OECD are Austria, Belgium, Canada, Denmark, France, Germany, Greece, Iceland, Ireland, Italy, Luxembourg, the Netherlands, Norway, Portugal, Spain, Sweden, Switzerland, Turkey, the United Kingdom and the United States. The following countries became Members subsequently through accession at the dates indicated hereafter: Japan (28th April 1964), Finland (28th January 1969), Australia (7th June 1971), New Zealand (29th May 1973), Mexico (18th May 1994), the Czech Republic (21st December 1995), Hungary (7th May 1996), Poland (22nd November 1996) and Korea (12th December 1996). The Commission of the European Communities takes part in the work of the OECD (Article 13 of the OECD Convention). The Centre for Educational Research and Innovation was created in June 1968 by the Council of the Organisation for Economic Co-operation and Development and all Member countries of the OECD are participants. The main objectives of the Centre are as follows: analyse and develop research, innovation and key indicators in current and emerging education and learning issues, and their links to other sectors of policy; explore forward-looking coherent approaches to education and learning in the context of national and international cultural, social and economic change; and facilitate practical co-operation among Member countries and, where relevant, with non-member countries, in order to seek solutions and exchange views of educational problems of common interest. The Centre functions within the Organisation for Economic Co-operation and Development in accordance with the decisions of the Council of the Organisation, under the authority of the Secretary-General. It is supervised by a Governing Board composed of one national expert in its field of competence from each of the countries participating in its programme of work. Public en francais sous le titre : Motiver les Cleves : l'enjeu de I'apprentissage a vie OECD 2000 Permission to reproduce a portion of this work for non-commercial purposes or classroom use should be obtained through the Centre francais d'exploitation du droit de copie (CFC), 20, rue des Grands-Augustins, 75006 Paris, France, Tel. (33-1) 44 07 47 70, Fax (33-1) 46 34 67 19, for every country except the United States. In the United States permission should be obtained through the Copyright Clearance Center, Customer Service, (508)750-8400, 222 Rosewood Drive, Danvers, MA 01923 USA, or CCC Online: http://www.copyright.corn/. All other applications for permission to reproduce or translate all or part of this book should be made to OECD Publications, 2, rue Andre-Pascal, 75775 Paris Cedex 16, France. Foreword This eight-country investigation into how students can be encouraged to become lifelong learners is the latest publication in the What Works in Innovation in Education series produced by the OECD's Centre for Educational Research and Innovation (CERI). Each year since 1993, CER1 has carried out an empirically-based study of an important education issue and pointed to some of the most exciting innovations that are taking place in that field.. Previous studies have examined such topics as school choice, career guidance, in-service training of teachers and ways of tackling social exclusion through adult learning. As with earlier studies, the intention this year is,not to produce a technical , report or an exhaustive analysis of academic research in this area. The What Works in Innovation in Education studies are aimed at .a broad OECD-wide audience that includes educational policy-makers, practitioners and parents. They also have a country visits and the resulting reports are generally very tight time-schedule completed within five months. But the speed with which the operation is carried out ensures that the information and analysis provided are unusually up-to-date. This year's report focuses on secondary schools and a variety of youth Denmark, Finland, Iceland, Ireland, japan, projects. It involved eight countries Korea, Norway and the United Kingdom and is based on: Background reports prepared by experts appointed by each participating country. Visits to the eight countries by the OCED Secretariat and/or consultants to three in the study. They carried out a detailed examination of 24 initiatives that had been identified as particularly effective at raising each country motivation levels. Previous OECD reports and other research literature. Part! of this report provides a synthesis of the main issues and trends relating to student motivation for lifelong learning. It concludes with a set of key policy consider- ations. Part II consists of eight country chapters that contain background information © OECD 2000 5 Motivating Students for Lifelong Learning on national policy approaches as well as descriptions of the innovative work being undertaken in the schools and youth projects visited. Under the overall responsibility of the CERI Secretariat, David Budge of The Times Educational Supplement prepared the report. Within the Secretariat, the respon- sible official was Motoyo Kamiya, and she also contributed to the drafting. Two other officials, Peter Evans and David !stance, also made significant contributions to the report. The report is published on the responsibility of the Secretary-General. L © OECD 2000 Table of Contents Acknowledgements 9 Introduction 11 Part 1 Synthesis of the main issues and trends Why Motivation for Lifelong Learning is so Important Chapter 1. 17 What is at stake? 17 Motivation and drop-out 20 What can be done to motivate teenagers and raise educational standards? 21 The challenge for education systems 22 The role of governments, employers, parents and communities 24 26 Bibliography The Nature of Motivation: Some Key Insights 27 Chapter 2. Intrinsic and extrinsic motivation 28 What can be done to motivate disaffected students? 29 How teachers and teaching approaches can affect students' motivation levels 31 The influence of parents 32 Complications and conundrums 33 35 Bibliography Policy Dimensions and Approaches 37 Chapter 3. Balancing theoretical studies with authentic, first-hand experience 38 Adapting teaching methods 39 Introducing student-centred assessment 40 Bridging the vocational and general divide 41 Enhancing guidance and counselling services 42 Improving the infrastructure 43 Establishing environments for lifelong learning 44 Out-of-school approaches 45 The involvement of local and regional government 45 Conclusion 46 48 Bibliography © OECD 2000 Motivating Students for Lifelong Learning Chapter 4. Initiatives to Improve Student Motivation: Features and Outcomes 49 What was being done to motivate disaffected and disadvantaged students 51 How teaching approaches and school organisation can affect motivation levels 53 The influence of parents 54 Extrinsic motivation 55 Discussion 55 Key Policy Considerations 59 Part 11 Country Case Studies Denmark 63 Country context 64 Student motivation issues 65 Main policy approaches 67 Case study No. 1 69 Case study No. 2 71 Case study No. 3 73 Innovation and effectiveness 74 Innovative and meaningful experiments 74 Effectiveness 75 Replicability 76 Commentary 77 Finland 79 Country context 80 Student motivation issues 81 Main policy approaches 82 Case study No. 1 35 Case study No. 2 87 Case study No. 3 88 Innovation and effectiveness 90 Transferability of strategies 90 Commentary 92 Bibliography 93 Iceland 95 Country context 96 Student motivation issues 96 Main policy approaches 98 Case study No. 1 101 Case study No. 2 102 Case study No. 3 104 Innovation and effectiveness 106 Commentary 107 Bibliography 108 © OECD 2000 8 Table of Contents Ireland 109 Country context 110 Student motivation issues 1 1 1 Main policy approaches 112 Case study No. 1 115 Case study No. 2 117 Case study No. 3 119 Innovation and effectiveness 120 Transferability of strategies 121 Commentary 122 123 Bibliography japan 125 Country context 126 Student motivation issues 126 Main policy approaches 129 Case study No. 1 132 Case study No. 2 133 Case study No. 3 135 Innovation and effectiveness 138 Transferability 139 Commentary 140 141 Bibliography Korea 143 Country context 144 Student motivation issues 144 Main policy approaches 146 Case study No. 1 148 Case study No. 2 150 Case study No. 3 153 Innovation and effectiveness 155 Transferability of strategies 156 Commentary 157 158 Bibliography Norway 159 Country context 160 Student motivation issues 161 Main policy approaches 162 Case study No. 1 166 Case study No. 2 168 Case study No. 3 169 Innovation and effectiveness 171 Transferability 172 Commentary 173 7I Bibliography 175 © OECD 2000 a Motivating Students for Lifelong Learning United Kingdom 177 Country context 178 Student motivation issues 178 Main policy approaches 181 Case study No. 1 183 Case study No. 2 184 Case study No. 3 187 Innovation and effectiveness 189 Bibliography 191 Main References 193 L © OECD 2000
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