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Teacher Policies and Quality Education in Latin America and the Caribbean Emiliana Vegas Chief of the Education Division Inter-American Development Bank November 19, 2013 Contents 1. How much progress has been made in education in recent years? 2. What are the current main education challenges? 3. Teachers as central to raise education quality Significant progress has been made in expanding access… Enrolment rate by age and by education level Source: IDB/EDU 2012 Significant progress has been made in expanding access… 9.5 of every 10 children enter primary education at the adequate age 7.5 of every 10 students enter secondary education And about 1/3 of all secondary school graduates enter post-secondary education Source: World Bank 2012 Public investment in education has increased Public spending in education as a percentage of GDP 6 5 4 High income: OECD 3 Latin America & Caribbean (all income levels) 2 1 0 1998 1999 2000 2001 2002 2003 2004 2006 2007 2008 Source: IDB/EDU calculations based on World Bank EdStats Some LAC countries are showing improvements in international assessments of student learning Source: IDB/EDU calculations based OECD/PISA 2009 data Some LAC countries are showing improvements in international assessments of student learning Source: IDB/EDU calculations based OECD/PISA 2009 data Contents 1. How much progress has been made in education in recent years? 2. What are the current main education challenges? 3. Teachers as central to raise education quality The main education challenge is raising student learning Student learning is: » Low » Unequal » Inadequate Student learning is low Source: IDB/EDU 2013 calculations based on OECD/PISA 2009 Student learning is low Source: IDB/EDU calculations based OECD/PISA 2009 data Few students reach high levels of proficiency Percentage of students who score in each level in reading in PISA 2009 0.4% 4.7% Level 4 27.8% 15.6% Level 3 27.1% 28.3% Level 2 28.9% Level 1 21.9% Mexico 20.6% Level 5 and 6 15.6% 6.1% Below level 1 1.7% Finland Source: OECD 2009 Student learning is low vis a vis what would be predicted based on GDP per capita 550 Latin American students score low in international learning assessments such as PISA Korea, Rep. Finland of Estonia Hungary Portugal Poland Singapore United States United Kingdom Czech Republic Slovakia Luxemburg 450 Turkey Chile Uruguay 400 Colombia Mexico Trinidad and Tobago Brazil Argentina Peru Panama 350 Scores in PISA 2009 500 Canada 0 20000 40000 PIB per capita Latin America and the Caribbean Linear prediction 60000 80000 OECD Note: Adjusted GDP per capita by PPP, constant dollars of 2005 Source: PISA-OECD 2009 and World Bank EdStats Student learning is unequal 97% 86% Best Mejor Desempeño 93% OCED OCDE OECD 68% 81% PIB per Similar cápita similar GDP 51% 77% Latin Latina America and the América y el Caribe Caribbean 34% Quartile44 Cuartil Quartile Cuartil 11 Source: Bos, Rondón and Schwartz 2012 Girls score higher than boys in reading, and boys outperform girls in math Girls Source: SERCE 2006 Performance differences in indigenous students in reading and math Indigenous Source: SERCE 2006 Completion rates also are unequal Secondary school completion rates 100% 90% 80% 70% 60% 50% 40% 30% Quartile 1 (poorest 20%) Cuartil 1 (20% más pobre) Cuartil 5 (20% más rico) Quartile 2 (richest 20%) 20% 10% 0% Source: Cabrol and Szekely, 2012 Student learning is inadequate Weighted average Source: Graduatexxi, 2012. Calculations based on household surveys. Student learning is inadequate Source: Bassi, Busso, Urzúa, & Vargas, 2012 Contents 1. How much progress has been made in education in recent years? 2. What are the current main education challenges? 3. Teachers as central to raise education quality Regional and international evidence indicates that teachers are the most important factor in student learning In Chile, having at least three consecutive years with an effective teacher reduces the learning gap between students from low SES and middle SES Low SES 236 Middle SES 248 238 241 229 Base year Año Base 1 –1 -22 años years 33–- 44años years Base Año Base year –44años years 11–- 22años years 3 –33 -4 years Source: SIMCE 2008 5 Dimensions of Success of TopPerforming Education Systems 5 All graduates have the necessary skills to succeed in the labor market and contribute to society 4 All schools have adequate resources and are able to use them for learning 1 High expectations for student learning guide the provision and monitoring of education services To promote effective teaching and learning for all children and youth 2 Students entering the system are ready to learn 3 All students have access to effective teachers 3 All students have access to effective teachers Key areas of action: » Transform the teaching profession to attract, develop, motivate, and retain the best professionals. » Strengthen the role of school directors and their leaders in how to improve teaching effectiveness. » Develop instructional support structures for networks of schools, principals and teachers. The Inter-American Collaborative on the Teaching Profession » » » Contributes to close gaps in teachers’ and school leaders’ access to best practices to improve teaching and learning Is a resource for better teacher policy decisions Provides an easily accessible knowledge platform for research and practice to strengthen teaching quality and student learning in the region Thank you! [email protected] www.iadb.org/education