Global higher education in need of more and better learning metrics. Why OECD's AHELO project might help to fill the gap

Abstract

In this paper, I argue for more and better learning metrics in higher education, eventually through an international, comparative assessment of students' learning outcomes. Better learning measures may help to improve transparency in the system by addressing the information asymmetry problem. If not addressed adequately, the lack of transparency could lead to ‘bubbles’ comparable to those in financial markets. On a systemic level, the higher education community has a definite interest in filling the information gaps by making decisive steps forward in the development of valid and reliable learning metrics.

Keywords:

• higher education
• transparency
• learning outcomes

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Dirk Van Damme currently is Head of the Innovation and Measuring Progress division in the OECD Directorate for Education and Skills, responsible for the Centre for Educational Research and Innovation (CERI) and the Indicators of Educational Systems (INES) programs. He was professor of Educational Research at Ghent University (Belgium) and served on many policy positions in his country. He also served as a consultant and expert for many international organizations.

Notes

1. Findings of OECD's Education at a Glance Subnational Supplement project can be consulted at http://nces.ed.gov/surveys/AnnualReports/oecd/.