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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