Download DP Education launch - Chile - Overseas Development Institute

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IMPROVEMENTS IN THE QUALITY OF BASIC EDUCATION
Chile’s experience
Daniel Contreras
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I. What progress has been achieved?
• Improvements in education quality
• Steady strengthening of access
• Broader economic and social development context
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Rising national and international test scores
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Rising national and international test scores
Gross Enrolment Rates (Primary)
Net Enrolment Rates(Primary)
Repetition Rates (Primary)
Completion Rates (Primary)
Secondary Transition Rates
School Life Expectancy (Primary to Secondary)
School Life Expectancy (Primary to Tertiary)
1990
2000
2011
105%
91.3%†
3%†
83.2%
(1997)
84.9%
(1983)
10.97 years
13.05 years
(1991)
100%
97%†
2.01%
101.5%
93.1%
4.9%
97.8%
94.8%
97.5%
(1997)
11.04 years
90.5%
(2010)
11.42 years
12.89 years
15.13 years
Source: UIS and WDI. †Figure from Cox (2004)
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Broader economic and social development context
Gross domestic product (GDP) per capita, constant 2005 US$, 1980-2012
GDP per capita (constant 2005 US$)
10000
9000
8000
7000
6000
5000
4000
3000
2000
1000
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
0
Chile
Unweighted Average (Argentina, Brazil and Mexico)
Source: World Development Indicators (WDI) (http://data.worldbank.org/data-catalog/world-development-indicators)
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II. What are the factors driving change?
 Political environment
 Range of mutually reinforcing education interventions and
reforms focusing on quality
 Teacher professionalisation and conditions
 Strong government investment in education and targeting
of resources
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Political prioritisation of education
60
% of Respondents listing education as one of the top
three priority areas for government attention
50
40
30
20
10
0
Sep Jun Dec Jun Jan Aug Mar Oct Dec May Jun Jun Jun Sep Nov Dec Dec Dec Dec Aug Jun Jun Jun May Oct Nov Nov Nov Sep
'89 '90 '90 '91 '92 '92 '93 '93 '93 '95 '96 '97 '98 '99 '00 '01 '02 '03 '04 '05 '06 '07 '08 '09 '09 '10 '11 '12 '13
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“The connection between politics and policy
is important to this progress story”
Chile Education Specialist
“Unlike other countries in Latin America,
political stability and continuity in Chile
enabled curriculum reforms to be
implemented fully”
Chile Education specialist
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Multiple efforts at quality reforms





Provision of textbooks
Information Communication Technology (ICT)
Curriculum reforms and child-centred learning
Use of national assessment tests
The Full School Day Programme
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Teacher professionalisation and conditions
• Rising wages and
improved conditions
• Greater professionalisation,
improved training and
higher standards
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Investment and targeting of financial resources
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III. Current challenges
 Absolute learning levels
 Teacher quality
 Maintain political consensus on a mobilized society and
want to change education
 Keep improving and increasing equity, new regulations to
the school system
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Maintaining political consensus –
Desire for reform
Do you agree
or disagree
with:
Tax reform
(%)
Education
Reform (%)
Changing the
Constitution
(%)
Agree
51
58
71
Disagree
36
33
20
N/A
13
9
9
Source: Government assessment survey , May 2014 Adimark GfK
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Maintaining political consensus –
The student movement
Did you take part in the 2011
student movement?
23%
41%
36%
Yes (Most activities)
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Yes (Some activities)
No
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Improving equity –
New regulatory structures
• Preschool: Improved institutions, higher quality and wider
coverage.
• Primary and Secondary Education: Quality Education for All
• Higher education: Better regulation, more resources and free
provision
Two first steps:
• Undersecretary for Childhood Education
• Halting selection, organization and co-payment
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Inequity persistent
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Inequity persistent
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“Profit, co-payment and selection are
based on a scheme that structurally
prevents the quality and equity of our
educational system. Removing them is
not a sufficient condition for the quality
and development of the Chilean
educational system, but it is a prerequisite.”
Minister of Education to Parliament 2nd
of June 2014
IV. Conclusion
• Political continuity, based on 'solid' founding agreements allows persistent
educational policies with cumulative success (from beginning 1990's 90’ to
final 2010’s)
• Sustained economic growth allows a resource that can improve the welloriented educational system
• A society mobilized for education and high policy relevance of education,
holding two stresses new order:
• Educational quality: comprehensive education v/s test oriented teaching
• Equity mechanism and politics definitions: System vouchers, education as
a commodity v / s guarantee to education and learning as a public good
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Development Progress
exploring what works and why
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