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Alberto Rodriguez World Bank Warsaw, Poland, November 2011 Education quality means that enough learning takes place in schools Why should we care about learning outcomes? ◦ Because individual returns to education are linked to learning, not just to years of education ◦ Because the overall economy benefits from quality education PASEC MLA AHELO PIAAC CLA School Readiness: Early Childhood Education (Latin America’s experience) Assessment as a tool for quality (Jordan’s experience) Service delivery and autonomy: Private provision and public finance (The Netherlands experience) Education system structure: delaying tracking (the Polish experience) Teachers: the heart of learning (benchmarking policies) Country Program(s) Chile Junta Nacional de Jardines Infantiles (JUNJI) Fundación Educacional para el Desarrollo Integral del Menor (INTEGRA) Conozca a su Hijo (CASH) Colombia Hogares Comunitarios Familias en Acción Honduras Atención Integral a la Niñez Comunitaria (AIN-C) Proyecto Nutrición y Protección Social Madres Guías México Oportunidades Educación Inicial no Escolarizada Perú Proyecto de Atención Integral a Niños y Niñas Menores de Seis Años de la Sierra Rural (PAIN) Institutional Arrangements Coordinated interventions across multiple sectors Comprehensive Child-Centered MultiSectoral Intervention Areas/Mechanisms Specific Sector w/ inputs from other sector CrossSectoral Sectoral Multiple sectors, specific programs for targeted or universal populations Institutional Arrangements Specific Sector Single-sector interventions Comprehensive regular monitoring, some universal services, with tailored interventions Latin America: •Preschool education Chile: •JUNJI, Integra Mexico: •Educación Inicial, PASL Peru: •Vaso de leche Sectoral Chile: •Programa de Alimentación Escolar Colombia: •Familias en Acción Ecuador: •Bono de Desarrollo Humano Jamaica: •PATH Honduras: •PRAF Mexico: •Oportunidades Nicaragua: •Red de Protección Social, Atención a Crisis CrossSectoral Comprehensive Child-Centered MultiSectoral Bolivia: •Kallpa Wawa, PIDI Colombia: •Instituto Colombiano de Bienestar Familiar Honduras: •Madres Guías Nicaragua: •PAININ Chile: •Chile Crece Contigo Comprehensive policies help scale up investments in ECD programs ◦ Multisectoral and inter-institutional coordination Core “building blocks” for a comprehensive ECD policy: ◦ Defining an institutional anchor and achieving inter-sectoral coordination ◦ Ensuring adequate funding ◦ Developing/strengthening systems to monitor individual young children’s developmental paths ◦ Building on evidence of what works from rigorous evaluations ◦ Ensuring coherence with related policies The results of the study came as a shock About 75% of students in mathematics and 67% of students in science scored lower than the international average Jordan ranked 3rd from the bottom in both subjects among the 20 participating countries Expert committee established to investigate causes of poor performance Item-by-item examination of the test and school curricula Jordan re-administered the entire TIMSS examination Results identical to those obtained during the first round of testing However, the results served to inform efforts to reform educational quality 1. 2. 3. 4. 5. 6. Establish benchmarks of 13-year-olds’ achievement Identify strength and weakness in each subject Compare performance of students Inform teacher training Analyze characteristics related to achievement Target negative and positive influences Jordan, TIMSS Science 500 480 460 440 420 400 1999 2003 2007 Top 10 TIMSS Science Performance over Time 1999 2007 change Jordan 450 482 32 Lithuania 488 519 31 Turkey 433 454 21 Tunisia 430 445 15 Iran 448 459 11 Slovenia 533 538 5 United States 515 520 5 Japan 550 554 4 Korea 549 553 4 England 538 542 4 1917: ‘schools to the parents’ Segregation ended conflict Freedom of education, religion, constitution Today: Country unified But schools retain independence Ease of entry Private Education Provision and Public Finance: The Case of the Netherlands, H.A. Patrinos Ministry Ministry Municipality Municipality School Board School Board School School School Targeted Funds for Low-Income & Minorities: For minority student 1.9 times basic amount For Dutch from low income background 1.25 times basic amount School Trouw, 1997: http://www.trouw.nl/onderwijs / Education Inspectorate : http://www.onderwijsinspect ie.nl Primary Secondary Centralization & School Choice Risk-based Inspection Equal Treatment Autonomy of Dutch Schools Expenditures per student grade 0 I II III IV V VI VII VIII I II III IV V Old Structure Zero class (primary schools or kindergartens) Comprehensive primary schools Exam General secondary schools Exam Secondary vocational schools Matura Basic vocational schools age 6 7 8 9 10 11 12 13 14 15 16 17 18 19 New Structure grade Zero class (primary schools or kindergartens) 0 I II III Comprehensive primary schools IV V Exam VI I Comprehensive lower secondary schools II Exam Exam Exam Exam III General Profiled Basic I Secondary secondary general vocational II vocational schools secondary schools III schools IV Matura Matura Matura Matura PISA and the reform cohorts old system new system PISA 2006 cohort PISA 2003 cohort PISA 2000 cohort 0 1 2 3 4 5 school years 6 7 8 9 PISA 515 510 505 OECD average 500 PISA Mean Score 495 490 485 480 475 470 465 460 2000 2003 2006 1 2 3 4 5 6 7 8 9 10 Table 1: Top 10 Reading over Time, PISA 2000 2003 2006 Finland 549 Finland 543 Korea Netherlands 537 Korea 534 Finland Canada 535 Canada 528 Hong Kong Hong Kong 532 Australia 525 Canada Australia 528 Liechtenstein 525 New Zealand Ireland 528 New Zealand 522 Ireland New Zealand 526 Ireland 515 Australia Japan 525 Sweden 514 Liechtenstein United Kingdom 524 Netherlands 513 Poland Korea 522 Hong Kong 510 Sweden 556 547 536 527 521 517 513 510 508 507 PISA - Reading We know from recent analysis that teacher policies (training, selection, deployment, compensation, promotion, and development) are the key for a high performance system But we know less about in what specific ways these policies are effective So the World Bank is launching a global benchmarking effort on teacher policies: SABER teachers. Teachers are the most important school-level factor in student outcomes Limited information and evidence exists as to what are the most effective policies to attract, motivate, and retain qualified teachers SABER-Teachers intends to fill this gap by: collecting analyzing synthesizing, and disseminating comprehensive information on teacher policies in primary and secondary education across different systems First, the team identified 10 central teacher policy areas, which guide the data collection effort, and informed the data collection approach To assess how well are education systems succeeding in attracting, retaining, and motivating effective teachers, we identified 8 teacher policy goals To analyze interactions and complementarities between the various teacher policy goals, and alignment to broader education goals, we identified 4 teacher policy profiles 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Requirements for entering and remaining in the teaching profession Initial teacher preparation Recruitment and employment Teacher workloads and autonomy Professional development Compensation: salary and non-salary benefits Retirement rules and benefits Monitoring and evaluation of teacher quality Teacher representation and voice School leadership 8 1 Setting clear expectations for teachers 2 Attracting the best into teaching Motivating teachers to perform 7 Effective Teachers Supporting teachers to improve instruction 6 Monitoring teaching and learning 5 Leading teachers with strong principals 3 Preparing teachers with useful training & experience 4 Matching teachers’ skills with students’ needs Grouped top-performing education systems into four groups Analyzed their teacher policies in detail to identify benchmarks for the 4 levels of development: Latent, Emerging, Established, Advanced Used Groups A&B to identify Teacher Policy Profiles Group A: Top performers & rapid improvers Hong Kong – China Canada Finland Belgium South Korea Group B: Top performers Japan Taipei (China) Hungary Singapore Netherlands Group C: Rapid improvers (longterm) Chile Iran Israel Luxembourg New Zealand Group C: Rapid improvers (shortterm) Ghana Armenia Lebanon Mexico Indonesia Professional Autonomy: select the best into teaching, prepare them exceptionally well, then give them ample autonomy. Shared Responsibility: built around the notion that excellent teaching is the responsibility of the whole profession, not individual teachers; put in place mechanisms to foster collaboration and peer accountability Career Development: focus on building teacher capacity throughout the career, from induction to professional development, formative assessment, and strong instructional leaders as school heads. Performance Management: tight control over teachers’ work, “leave nothing to chance.” Thank you ! Alberto Rodriguez, Ph.D. Manager for Education Europe and Central Asia Region The World Bank [email protected]