Tag Archives: scuola

Dell’innovazione sociale (e la fine del mondo come lo conosciamo)

Nell’ultimo anno, in cui ho partecipato ad un gruppo di lavoro del Consiglio d’Europa che riflette su alcune tendenze emergenti dell’economia, mi sono fatto l’idea che l’innovazione sociale sia un fenomeno potenzialmente molto, molto importante. Certamente lo è abbastanza da curvare lo spazio mentale in cui mi muovo: qualunque percorso io segua, mi ci ritrovo sempre più coinvolto. L’ultima notizia – ma ho la sensazione che non sarà affatto l’ultima – è che la Young Foundation (un think tank inglese vicino al presidente della Commissione Europea Barroso, in assoluto l’organizzazione europea più attiva nel promuovere il concetto di social innovation) mi ha chiesto di partecipare all’advisory board della Social Innovation Initiative for Europe. Obiettivo di questo progetto è mettere in piedi l’hub della Commissione Europea per la comunità degli innovatori sociali, che, tra le altre cose, fornirà input per la progettazione del nuovo fondo europeo per l’innovazione sociale.

I fondi europei sono strumenti finanziari di grandi dimensioni per le politiche pubbliche, misurati in centinaia di milioni, se non miliardi, di euro. I criteri di allocazione di questi fondi tra gli stati membri e all’interno di ciascuno stato, sono oggetto di negoziati molto minuziosi e condotti ai massimi livelli delle pubbliche amministrazioni europee. Non accade tutti i giorni che la Commissione si metta a progettare un nuovo fondo: è evidente che qualcuno, al vertice, pensa che questo sia un tema decisivo.

Dal mio punto di osservazione come advisor del Consiglio d’Europa non è difficile capire quello che sta succedendo. I rappresentanti dei governi nel nostro gruppo sono molto preoccupati: il welfare state, cardine del modello europeo e ingrediente fondamentale della del capitalismo umanizzato proposto dal vecchio continente, è in preda ad una crisi fiscale irreversibile. Nessuno crede più che sarà possibile difendere il livello di prestazioni previdenziali e dei pubblici servizi. E non stiamo parlando di Grecia o Italia, per i quali si potrebbe forse parlare di cattiva gestione: i più preoccupati sono i governi dei paesi di welfare avanzato come l’Austria e la Norvegia, in cui l’opinione pubblica non accetterebbe mai una ritirata neppure parziale dall’attuale livello di pubblici servizi — ritirata che, tuttavia, è inevitabile.

Nessuno, però, parla più di privatizzazione. L’esperienza degli anni 80 parla chiaro: i servizi privatizzati non costano meno di quelli forniti dal settore pubblico, anzi. Ci sono molte ragioni per questa conclusione, ma una importante è questa: il settore privato entra solo dove può fare margini alti, altrimenti non è interessato. Qui entra in gioco l’innovazione sociale: la miscela di economia sociale (con un basso orientamento al profitto) e attitudine all’innovazione disruptive mutuata dalla Silicon Valley è, in questa fase, l’unico candidato a darci soluzioni che possano consentire di difendere il livello di servizi pubblici. “Difendere il livello di servizio” nel quadro finanziario attuale significa ridurne il costo unitario. E non del 3-5%: del 50%.

Non serve un genio per capire dove conduce questa cosa. Conduce a servizi pubblici smontati e rimontati in modo completamente diverso. La scuola? Video su Youtube stile Khan Academy invece di maestri in aula. La sanità? Forum online invece di file dal medico di base. L’università? Badges (alla Foursquare) concesse in modalità peer-to-peer che attestano competenze apprese informalmente sul web invece di lauree (ci sta lavorando la Mozilla Foundation). La progettazione delle policies? Wikicrazie invece di burocrazie weberiane professionali. Inutile dire che la transizione sarà molto complicata, e comporterà che moltissime persone che oggi lavorano nel settore pubblico risulteranno, per usare un termine non molto diplomatico, completamente inutili, perché sanno fare cose che non serviranno più e avranno ben poche possibilità di imparare a fare quelle che, invece, serviranno.

Il fondo che la Commissione Europea sta disegnando può risolvere al massimo metà del problema, quella di abilitare gli innovatori sociali a ripensare in modo radicale i servizi pubblici. L’altra metà è fare in modo che il patto sociale tenga, e che gli europei impauriti e arrabbiati non escano di casa a dare fuoco alle auto e ai bancomat (o ai loro vicini diversi da loro in qualunque modo). Per questo abbiamo bisogno di leadership politica di alto livello: il sistema attuale è stato messo in piedi da giganti del calibro di Bismarck (previdenza) e Lord Beveridge (welfare moderno). Speriamo di trovare una dirigenza alla loro altezza per questa fase.

On social innovation (and the end of the world as we know it)

In the last year, as I took part in a Council of Europe workgroup that tries to make sense of some emergent phenomena in the economy, I got the idea that social innovation is really, really important. Certainly important enough to curve the mental space I inhabit: whatever I do I seem get more and more entangled into it. The latest news – though not the last, I have a feeling – is that the Young Foundation, a British think tank close to the European Commission’s President Barroso and the single most active organization on the social innovation front, has enrolled me for the advisory board of the new Social Innovation Initiative for Europe. The projects’s objective is to create a social innovation community hub that, among other things, will provide input into the design of a new European social innovation fund.

European funds are large scale financial instruments for public policy. They are measured in hundreds of millions of euro, if not billions. Their allocation criteria among and within member states are the object of thorough negotiations, led by the highest ranking European public officials. The Commission does not design new funds every day: clearly, someone at the top thinks this is a very important matter.

From my vantage point as a Council of Europe advisor it is not hard to figure out what’s going on. The representative of the States in our group are worried silly: the welfare state, keystone of the European social model and staple ingredient of the Old Continent’s humanized version of capitalism, is crumbling before an irreversible fiscal crisis. No one believes the current level of public service provision is defensible within the current model. And no, it can’t be put down to ineffective management. We are not talking about Italy or Greece here: the most worried people I talked to come from advanced welfare countries like Austria or Norway, in which the public would never accept a retreat from the current service level – a retreat that, nevertheless, is coming.

Interestingly, though, no one is talking about privatization. We learned a lesson in the 80s, and that is that privatized public services are not necessarily any cheaper than those directly provided by the State. There are many reasons for this, and an important one is that the private for-profit sector wants to, well, make a profit. And that means high margins: if they are not there, private business is simply not interested. Here’s where social innovators gets to be given a chance; their blend of social economy (i.e. weak orientation to profit) and disruptive innovation borrowed from their Silicon Valley brethren is the only candidate for providing solution to turn public services around the way Wikipedia did with encyclopedia writing, defending the level of service while driving costs way down.

It does not take a genius to figure out where this is going. It leads to public services that are redesigned from the ground up, and that will look nothing like what we are used to. School? YouTube videos (Khan Academy style) instead of teachers in classrooms. Health care? Online fora instead of queing up at your local doctor for most less serious conditions. University? A badge system for informal learning on the open web instead of degrees (the Mozilla Foundation is working on it already). Policy design? Wikicracies instead of professional weberian bureaucracies. It’s safe to predict that the transition to such a scenario will be problematic, and it will imply very many people who are working in the public sector becoming — to put it bluntly — completely useless, because we can’t use what they can do and they can’t do what we need done.

The fund that the European Commission is designing can address at best half the problem; enabling social innovators to rethink radically public services. The other half is to make sure that the social contract holds, and that scared, enraged Europeans do not take to the street to set fire to cars, ATMs or their slightly different-looking neighbours. For this we need a high level political leadership: the present system was conceived by giants like Bismarck (the pension system) and Lord Beveridge (modern welfare). Let’s hope we find comparably enlightened leaders for the current phase.

School’s over

In North Carolina a child in twenty does not attend school: he is schooled at home. According to home schooling scholar Brian Ray, the number of home schooled children in the USA has increased from about 12,000 to slightly over two million over 25 years. Social acceptance of this practice has also increased significantly.

I don’t think this is coincidental. School serves three purposes: educate children; socialize them to live with others; and watch over them while parents are at work. These are very important roles, but is not clear to me that they are best carried out by the same institution. Especially this one.

Let’s start with education. School as we know it is designed to train the young to take their place in a 20th-century, Tayloristic-industrial economy that is no more. Sir Ken Robinson in the video above makes a very good point: it is organized like a factory, or an army base, with ringing bells, separate departments and sometimes even uniforms, and it educates children in batches and according to “manufacturing standards”. Educational methods derive from this organization and not, as one might expect, vice versa: for example our children have one or two hours long math lessons, because that is what a teacher needs to get anything done if she has to reach the classroom, hang her coat, sit down, sign the log etc. But the natural unit for learning math is the individual theorem, or the formula derivation. Surprise surprise, the wonderful math lessons in Khan Academy – recently funded by Google as a world changing project – are six to fifteen minutes long, with a few exception, and they take the time to explain things step by step. And you can replay them as many times as you want, until you get it. Worse: school teaches you that there is only one right answer to any problem, and it is at the back of the textbook. And don’t copy, because that’s cheating. Well, outside school working together on solving a problem is called collaboration, and it is at the basis of our economy, our science, and pretty much everything important.

It seems clear that school is just not very good in training children for a fruitful professional life. The Internet is a more credible candidate: why should I put up with a mediocre, underpaid, bored teacher when I have access to the Khan Academy and TED Talks? Each of us can be taught by the best teachers in the world. We can interact with a planet-wide classroom, in which it does not matter how old we are and each child can make progress at her natural pace, exploring many combinations between theory and practice. Some people say children need cohercion to learn, but this does not seem to be a valid argument. Education experts and cognitive psychologists agree that children are naturally curious: school often succeeds in stifling this instinct, and this alone should get us to wonder whether anything is seriously broken with it.

As for socializing children, school does an excellent job: it teaches them not to raise their voice, to arrive on time and so on. However, in this area too school encodes a model of a nineteenth century hierarchical society: its values are obedience, predictability, conformity. For some kids it works well, but others learn hypocrisy, cowardice, conformism and opportunism that, in adults, gives rise to the wonderful world of Dilbert. I am no expert, but I’ll bet you that a better tool for socialization is playing rugby. Rugby teaches you hard work, team playing, the idea everyone is different and contributes differently to a common goal, to be passionate about what you do, fair play. It teaches you competition, and that opponents are not enemies. It’s even good for your health.

Over and above education and socialization, school retains the very important role of a safe space for kids while parents go about their business. This form of care is a much needed service: probably it is the one that makes a world with no schools unimaginable for most parents (and therefore it makes it more difficult to redesign education). However, if that’s the core business, the future of school does not look bright. As wealthy parents realize that school is actually decreasing the chances of their offspring to succeed in life, they’ll abandon it in favour of all sorts of private sector services: as they do so, they will be more and more reluctant to pay taxes for a public service they are not using. This will push public school into the role of daycare facilities for low income kids, a mere patch on the education system, with dwindling funding and low priority. Not that I advocate such an outcome: being an optimist, I would suggest a radical redesign of education for a connected world. But what you and I think is unimportant: as John Brockman was saying at last week’s Science Festival in Genova, the really important things affecting our lives (the automobile civilization, globalization, global warming) have never been chosen by anyone. They are emergent, and all we can do is adapt as best as we can.

Hat tip: Andrew Missingham

UPDATE – Nice coincidence! The participants to the Future of Education session at Mozilla Drumbeat 2010 (ended Saturday) have put together this video, in which they bring more ammo to the argument. Don’t miss Massimo Banzi‘s assertive blurb. (Hat tip: Nadia El-Imam)