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Successful policies for student performance: a
global perspective
Alberto RodriguezWorld 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
Learning outcomes
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)
Five policies
Eleven programs were reviewed in depth
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 ComunitariosFamilias 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)
Specific Sector Specific Sector w/ inputs from other sector
Multiple sectors, specific programs for targeted or universal populations
Comprehensive regular monitoring, some universal services, with tailored interventions
Intervention Areas/Mechanisms
Sectoral
Cross-Sectoral
Multi-Sectoral
ComprehensiveChild-Centered
Coordinated interventions across multiple sectors
Single-sector interventions
Insti
tutio
nal A
rran
gem
ents
Insti
tutio
nal A
rran
gem
ents
Sectoral
Cross-Sectoral
Multi-Sectoral
ComprehensiveChild-Centered
Latin America:• Preschool educationChile:• JUNJI, IntegraMexico:• Educación Inicial, PASLPeru:• Vaso de leche
Chile:• Programa de Alimentación
Escolar Colombia:• Familias en AcciónEcuador: • Bono de Desarrollo HumanoJamaica:• PATHHonduras:• PRAFMexico:• OportunidadesNicaragua:• Red de Protección Social,
Atención a CrisisBolivia:• Kallpa Wawa, PIDIColombia:• Instituto
Colombiano de Bienestar Familiar
Honduras:• Madres GuíasNicaragua:• PAININ
Chile:• Chile Crece Contigo
Policy implications
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
Jordan Participated in TIMSS 1999 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
Education Reform 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
Actions Taken
1. Establish benchmarks of 13-year-olds’ achievement
2. Identify strength and weakness in each subject3. Compare performance of students4. Inform teacher training5. Analyze characteristics related to achievement6. Target negative and positive influences
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
3. Private Education Provision and Public Finance: The Netherlands
1917: ‘schools to the parents’ Segregation ended conflict Freedom of education, religion, constitution Today:
Country unifiedBut schools retain independenceEase of entry
Private Education Provision and Public Finance:The Case of the Netherlands, H.A. Patrinos
Flow of Funds
Ministry
Municipality
School Board
School
Ministry
Municipality
School Board
School
School
School
Targeted Funds for Low-Income & Minorities: For minority student 1.9 times basic amountFor Dutch from low income background 1.25 times basic amount
Information Trouw,
1997: http://www.trouw.nl/onderwijs/
Education Inspectorate: http://www.onderwijsinspectie.nl
System Characteristics Centralization & School Choice Risk-based Inspection Equal Treatment Autonomy of Dutch Schools
Change in Structure of System
Old Structure grade age grade0 6 0I 7 III 8 IIIII 9 IIIIV 10 IVV 11 VVI 12 VIVII 13 IVIII 14 II
I 15 IIIII 16 IIII 17 IIIV 18 IIIV 19 IV
Basic vocational schools
Comprehensive lower secondary schools
Profiled general
secondary
Zero class (primary schools or kindergartens)
Comprehensive primary schools
General secondary
schools
Secondary vocational schools
Zero class (primary schools or kindergartens)
Comprehensive primary schools
General secondary
schools
Secondary vocational schools
Basic vocational schools
Matura
MaturaMatura Matura
Matura
Exam Exam
Exam
Exam Exam Exam Exam
New Structure
Reform Timeline
PISA and the reform cohorts
0 1 2 3 4 5 6 7 8 9
PISA 2000 cohort
PISA 2003 cohort
PISA 2006 cohort
school years
old system
new system
Impressive Gains
PISA
460
465
470
475
480
485
490
495
500
505
510
515
2000 2003 2006
PIS
A M
ean
Sco
re
OECD average
Table 1: Top 10 Reading over Time, PISA 2000 2003 2006 1 Finland 549 Finland 543 Korea 556 2 Netherlands 537 Korea 534 Finland 547 3 Canada 535 Canada 528 Hong Kong 536 4 Hong Kong 532 Australia 525 Canada 527 5 Australia 528 Liechtenstein 525 New Zealand 521 6 Ireland 528 New Zealand 522 Ireland 517 7 New Zealand 526 Ireland 515 Australia 513 8 Japan 525 Sweden 514 Liechtenstein 510 9 United Kingdom 524 Netherlands 513 Poland 508
10 Korea 522 Hong Kong 510 Sweden 507
Top 10
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.
5. Teachers: Gathering the good policies
Motivation for 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
Conceptual Framework 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
10 Teachers Policy Areas
1. Requirements for entering and remaining in the teaching profession
2. Initial teacher preparation 3. Recruitment and employment4. Teacher workloads and autonomy5. Professional development6. Compensation: salary and non-salary benefits7. Retirement rules and benefits8. Monitoring and evaluation of teacher quality9. Teacher representation and voice10. School leadership
8 Core Teacher Policy Goals
EffectiveTeachers
Setting clear expectations for teachers1 Attracting
the best into teaching
2 Preparing teachers with useful training & experience
3
Matching teachers’ skills with students’ needs
4
Leading teachers with strong principals5
Monitoring teaching and learning
6
Supporting teachers to improve instruction
7
Motivating teachers to perform
8
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
Analysis of Top-Performing Systems
Group A: Top performers &
rapid improvers
Hong Kong – China CanadaFinlandBelgiumSouth Korea
Group B: Top performers
JapanTaipei (China)HungarySingapore Netherlands
Group C: Rapid improvers
(long-term)
ChileIranIsraelLuxembourgNew Zealand
Group C: Rapid improvers (short-
term)
GhanaArmeniaLebanonMexicoIndonesia
4 Teacher Policy Profiles 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