Evidencias internacionales sobre el éxito educativo

Tendencias internacionales en polticas educativas: una mirada comparativa

Evidencias internacionales sobre el xito educativo:un examen comparativo

Francesc PedrPolticas educativasUNESCO

El sistema ha de hacerse ms eficiente

Qu es PISA?Conocimiento superficial

Cambio en los resultados entre PISA 2003 y 2012 en matemticas

Improving performanceDeteriorating performancePISA 2003 performance below the OECD averagePISA 2003 performance above the OECD average

4

Relationship between mathematics performance and variation in performance explained by students socio-economic status Percentage of variance in performance explained by ESCS (r-squared x 100)Mean mathematics performanceBelow average mathematics performanceBelow average impact of socio-economic backgroundAbove average mathematics performanceBelow average impact of socio-economic backgroundBelow average mathematics performanceAbove average impact of socio-economic backgroundAbove average mathematics performanceAbove average impact of socio-economic background

resultadosefectosPolticas pblicasfamilia

pares

escuela

La escuela, sola, no puede con todo

Una visin simple del impacto de las polticas pblicas sobre educacin7

8

Country

No es el dinero*Real expenditure, corrected for the Baumol effect using a price index of government goods and service**Maths and ScienceSource:Pritchett (2004); Woessmann (2002); McKinseyNew ZealandFranceAustraliaItalyJapanUnited KingdomGermanyBelgiumIncrease in real expenditure per student*(1970 1994)Increase in student achievement** (1970-1994)

Unit of measure*FootnoteSource:SourceBAH-CCP011-20050710-VATM8

9Pero un mnimo de dinero es imprescindible

Unit of measure*FootnoteSource:Source10

Ni tampoco el tamao de las clasesSource:National Centre for Education Statistics, NEAP, Hanushek (1998)Linear Index

010203040701970197519801985199019952000

Literacy (17 years)Literacy (13 years)Literacy (9 years)2005Spend per student ($ 2004)

Student-to-teacher ratio

5060


11

Es la calidad de la enseanza, que es la calidad de los docentes*Among the top 20% of teachers**Among the bottom 20% of teachersSource:Sanders & Rivers Cumulative and Residual Effects on Future Student Academic AchievementStudent performance

Student with low-performing teacher**

37th percentile

Student with high-performing teacher*

90th percentile

50th percentile0th percentile100th percentileAge 8Age 11

Two students withsame performance

Unit of measure*FootnoteSource:SourceBAH-CCP011-20050710-VATM11The first thing is to help governments prioritize.

Lets say you take two students at the 50th percentile. They could go to the same school, with the same books, the same curriculum, the same spending, the same IT resources, the same exams, the same inspections, the same governance same everything.

Except you give one of them a good teacher, and one of them a bad teacher. In just three years, their performance will diverge by 53 percentile points.

Teacher quality matters more than anything else in an education system. Most of the rest of a students performance can be explained by who their parents are, and the socio-economics of where they go to school.

Once you know that, you can help governments to prioritize what they do when they reform their education systems

12La calidad de un sistema educativo nunca es mayor que la calidad de sus docentes.

Leccin 1


13

Los buenos sistemas atraen a los mejores a la docencia

Korea The top 5 percent of graduates

Finland The top 10 percent of graduates

SingaporeThe top 30 percent of graduatesAs the war for talent intensifies,rising to this challenge becomes ever more difficult


14La seleccin es muy rigurosa: Finlandia

*Varies by universitySource:Attracting, Developing and Retaining Teachers: Background report for Finland; Interviews; McKinsey

National screeningCheck for strong intrinsics

Check suitability for teaching

Interviews (university)

Assessment tests (university)

Check overall academic ability and literacy

Group work (university)

Check suitability for teaching

Recruitment by schoolCandidates are recruited by individual schoolsOnly 1 in 10 applicants is accepted to become a teacher*


Among high-income countries high-performers pay teachers morePer capita GDP less than USD 20 000Per capita GDP over USD 20 000

Fig IV.1.10

Among low-income countries a host of other resources are the principal barriersIn 33 countries schools where a higher share of principals reported that teacher shortages hinder learning tend to show lower performance

16Primary teacher salary as % of GDP per capita

Se pagan buenos salarios, pero esto no explica el atractivo

Starting salaryFinlandOECD

Source: OECD Education at a glance 2005Salary after15 yearsFinlandOECD

Maximum salaryFinlandOECD


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Muchos sistemas creen en la publicidad, pero es una cuestin social

Source:Training and Development Agency For SchoolsSource: Training and Development Agency For Schools


http://www.youtube.com/watch?v=sPROyH3iw90&feature=endscreen http://www.youtube.com/watch?v=zZ6rb5YqJHk

Unit of measure*FootnoteSource:Source19La nica forma de mejorar los resultados es mejorar la docencia.Leccin 2


20Los mejores sistemas llevan el desarrollo profesional docente al seno de la clase y lo convierten en algo rutinarioProfessional development in Shanghai and JapanPeer observation:

All teachers in Shanghai are required to visit and observe at least eight lessons by colleagues each termLesson study:

Teachers in both Shanghai and Japan work in teams to analyse and develop model lessonsDemonstration lessons:

Teachers demonstrate excellent practice to a wider group of instructors, followed by discussion and feedback sessions


21% of Boston students meeting the target standard in Grade 10 MCAS*

Las reformas que se centran en los docentes mejoran los resultados*Massachusetts state assessment examSource:Boston Public Schools

MathsReading1998200419982004


22The impact of the National Literacy Strategy in England

Las mejoras que se centran en los docentes mejoran los resultados Source:DoE

50% students achieving target literacy level

556065707580199819992000

Implementation of strategies to improve teacher quality1997


23Los mejores resultados slo se obtienen cuando cada alumno tiene xito.Leccin 3


Dos visiones

25Finlandia se centra en estrategias de 1:1 para mejorar los resultadosAdditional 1-on-1 or small group tuition to support those who are falling behind 30% of all students benefit during any given yearFocus is on Mathematics and Finnish languageSpecial education teachers receive an additional year of training and are paid slightly higher salariesThey work with a wider support team psychologists, nurses, special needs advisors to provide a comprehensive support


26Un buen liderazgo en el centro es un factor motriz.Leccin 4


La direccin escolar segn dos escalas de liderazgo (2008)Score on instructional leadership scaleScore on administrative leadership scale

28Los mejores sistemas seleccionan y forman a los mejores para el liderazgo escolar

We train our teachers and vice-principals to apply best practices; we train our principals to create them NIE SingaporeSingapores 6 month programme to develop new principals

Management and leadership courses taken from leading executive training programmes

One day a week in schools where candidates are assigned to develop innovative approaches to the toughest problems

Group projects where candidates work in teams

2-week overseas placement with a major corporation (e.g., IBM, HP, Ritz Carlton), where they shadow top private-sector executives

Rigorous evaluation only candidates who demonstrate the required competencies will succeed


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Cmo hacer?


30

Seleccionar talento para la docencia

Formarles bien desde el principio

Reforzar constantemente su prctica escolar

Seleccionar y apoyar bien a los lderesPersonas

Fijar buenos estndares y evaluaciones

Identifcar el fracaso pronto y lidiar con l

Financiar de forma consistente y equitativa

Ofrecer educacin pre-escolar universal

PolticasOcho ingredientes de los mejores sistemas


Pedir ms, dar msContexto crisis

Let me summarise this by contrasting the dimensions of challenge and support in the following diagram: Where our ambitions are low and teachers and schools are poorly supported, nobody would expect much.

But increasing the challenges through new standards, new tests, new school inspection, new publication of school test scores and so on without backing them up with a better support often just leads to conflict and demoralisation. Among OECD countries, we find countless tests and reforms that have resulted in giving schools more money or taking money away from them, developing greater prescription on school standards or less prescription, making classes larger or smaller, often without measurable effects.

On the other hand, strong support systems without clear ambitions tend to just strengthen schools that are already good while not raising performance systemically.

The point is that it is the combination of challenge and support that characterises the best performing education systems.

Cmo se est haciendo?

Photo by joiseyshowaa - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/30201239@N00Created with Haiku Deck

Photo by joiseyshowaa - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/30201239@N00Created with Haiku Deck

Photo by Darron Birgenheier - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/28502132@N05Created with Haiku Deck

Porcentaje de varianza en los resultados explicado por cada factor (Hattie, 2012)



Porcentaje de tiempo, deseado y real, asignado a cada tarea por los directores escolares (UK NUT, 2011)

Liderazgo pedaggico: para investigar38

Unit of measure*FootnoteSource:SourceLiderazgo pedaggico: para desarrollar el curriculum39

Unit of measure*FootnoteSource:SourceLiderazgo pedaggico: para contribuir al desarrollo profesional docente40

Unit of measure*FootnoteSource:SourcePedir ms, dar ms

Dbil apoyoApoyo fuerteBajaexigenciaMayor exigencia Buenos resultadosMejora sistmicaResultados pobresMejoras idiosincrticasConflictoDesmoralizacinResultados pobresAhogo

Let me summarise this by contrasting the dimensions of challenge and support in the following diagram: Where our ambitions are low and teachers and schools are poorly supported, nobody would expect much.

But increasing the challenges through new standards, new tests, new school inspection, new publication of school test scores and so on without backing them up with a better support often just leads to conflict and demoralisation. Among OECD countries, we find countless tests and reforms that have resulted in giving schools more money or taking money away from them, developing greater prescription on school standards or less prescription, making classes larger or smaller, often without measurable effects.

On the other hand, strong support systems without clear ambitions tend to just strengthen schools that are already good while not raising performance systemically.

The point is that it is the combination of challenge and support that characterises the best performing education systems.

ICCS (IEA, 2009): Confianza en Escuelas

Muchas [email protected]

Ya disponible en: /francescpedro

Ms en: @FrancescPedroED /francesc.pedroED

Grfico1612.6755363055627.4951625443573.4683142966585.1709769867561.2410964546584.4476760666559.8247962015583.4640431029511.3382075012564.5769484131538.1344947339554.6496243252553.7666591436553.4162597082536.4069182342541.3870825193534.9650829789528.4359640126517.501096818526.2115518937530.9310039504525.0698878345520.5455216768518.0882070263522.9717581927515.2064633374513.5250558199511.2240003111514.7452385829510.5510893245518.750335283508.2482911796518.0785194334507.605835709487.0631813439505.9832178115505.5407432498502.8667636895498.9578823177502.6164081064499.7499028276500.4475680031490.5710214114500.1120717393494.9846743206499.5496052836501.127422391499.0140128506501.4974601966497.2954886198504.1507663111495.8523539114494.0464466859494.7790119404447.984414979494.1769412254481.6447440063492.4283175753484.319297802491.7089954549477.0444550155489.6455344377489.8450980372488.0062570242485.3211810126487.353555065482.1694156633486.5617321541493.9342308963485.8995396939500.0267566254484.900773846478.8232774334483.8851731528471.1314607592483.5891372731481.3667862792476.1544458645489.3730703488476.1352798286478.260635903471.4697359652492.7956972395470.3617863839444.5542427876462.5985761054466.4814301493460.2555137129448.8591302476459.388660596426.737491293456.863622122452.9734268589455.6974203335438.7382598774451.1652761942422.6323554055443.0650119511409.2915679377442.8639946804420.5129676191442.4605634043431.7984085051440.306159393439.696382799438.2760877127413.2814666677434.5932104921406.9998669888430.748119091434.0071646578423.7684386657391.4598889542422.7713998909409.6266132843418.7243792079387.8246296202414.5712850412375.1144516817411.4288294375368.1025471274409.0937828703388.4317099071408.8312579503376.4886010728407.992654975385.5955563956396.7368258185376.4483986347367.4414958966

Puntuacin media del pas sin ajuste por nivel socio-econmicoPuntuacin media del pas con ajuste por nivel socio-econmicoPuntuacin media en matemticas

Sheet1Column1Puntuacin media del pas sin ajuste por nivel socio-econmicoPuntuacin media del pas con ajuste por nivel socio-econmicoShanghai-China613627Singapore573585Hong Kong-China561584Chinese Taipei560583Viet Nam511565Macao-China538555Korea554553Japan536541Liechtenstein535528Poland518526Switzerland531525Estonia521518Netherlands523515Germany514511Belgium515511Finland519508Canada518508Portugal487506Austria506503Czech Republic499503New Zealand500500Latvia491500France495500Slovenia501499Ireland501497Australia504496OECD average494495Turkey448494Slovak Republic482492Spain484492Hungary477490Luxembourg490488Italy485487Russian Federation482487United Kingdom494486Denmark500485Lithuania479484Croatia471484United States481476Norway489476Sweden478471Iceland493470Romania445463Israel466460Serbia449459Thailand427457Greece453456Bulgaria439451Chile423443Uruguay409443Malaysia421442Kazakhstan432440Cyprus5, 6440438Mexico413435Costa Rica407431United Arab Emirates434424Brazil391423Montenegro410419Tunisia388415Indonesia375411Peru368409Argentina388409Colombia376408Jordan386397Qatar376367To resize chart data range, drag lower right corner of range.

Chart10.74.113.11.13.10.3-1.40.53.20.11.1-0.32.7-0.32.8-0.6-1.302.60.6-1.40.4-0.30.31.41.1-3.3-1.5-1.8-2.2-2.5-2.5-2.21-1.6-1.4-1.6-2.81.3

not signsigAverage mathematics performance in PISA 2003Average annual mathematics score changeIndonesiaThailandRussian Fed.United StatesLatviaSpainNorwayLuxembourgIrelandAustriaSwitzerlandJapanLiechtensteinKoreaBrazilTunisiaMexicoUruguayTurkeyGreeceItalyPortugalHungaryPolandSlovak RepublicOECD averageGermanySwedenFranceDenmarkIcelandCzech RepublicNew ZealandAustraliaMacao-ChinaBelgiumCanadaNetherlandsFinlandHong Kong-China

Sheet1Math in 2003Math changeSignificant360.20.7Indonesia0417.01.0Thailand0468.41.1Russian Federation0482.90.3United States0483.40.5Latvia0485.10.1Spain0493.2-0.3Luxembourg0495.2-0.3Norway0502.8-0.6Ireland0505.60.0Austria0526.60.6Switzerland0534.10.4Japan0535.80.3Liechtenstein0542.21.1Korea0356.04.1Brazil1358.73.1Tunisia1385.23.1Mexico1422.2-1.4Uruguay1423.43.2Turkey1444.91.1Greece1465.72.7Italy1466.02.8Portugal1490.0-1.3Hungary1490.22.6Poland1498.2-1.4Slovak Republic1499.7-0.3OECD average 20031503.01.4Germany1509.0-3.3Sweden1510.8-1.5France1514.3-1.8Denmark1515.1-2.2Iceland1516.5-2.5Czech Republic1523.5-2.5New Zealand1524.3-2.2Australia1527.31.0Macao-China1529.3-1.6Belgium1532.5-1.4Canada1537.8-1.6Netherlands1544.3-2.8Finland1550.41.3Hong Kong-China1

Pie cahrt50555530

EstudiantesDocentesFamiliaParesEscuelaLiderazgoPorcentaje de variacin explicado por cada factor

Sheet1Students50Home5Schools5Principals5Peers5Teachers30100

effect-sizes0.890.770.780.690.60.450.860.280.960.810.580.740.551.130.080.934

Essential RepresentationsGuiding learningMonitoring and FeedbackAffective attributesInfluencing Student OutcomesEffect-sizeEffect-sizes of differences between Expert and Experienced Teachers

Mean diff2.623.2962.32122.91832.32123.0292.22152.87612.26942.77552.35692.66552.16322.88422.4952.70732.03822.67872.3933.032.49382.99712.04092.66552.253.1

ExpertsExperiencedEssential RepresentationsGuiding LearningMonitoring and FeedbackAffective attributesInfluencing StudentOutcomesExperiencedExpertDifferences in Means between Experts and Experienced Teachers

depth71262974

SurfaceSurfaceDeepDeepDeept processingSurface processingPercentage of Student Work classified as Surface or Deep

Sheet2Challenge2.250.6293.10.6060.91201716741.13Climate2.2690.80092.77550.72020.43626184320.6Deep Representatione2.620.737ExperiencedExpertEffect-size3.2960.53070.67441512450.89Can identify essential representations of their subject(s)Deep Understanding2.3930.752Deep Representations2.623.2960.893.030.7180.57335733570.81Problem Solving2.32122.91830.77Improvisiation2.32120.8559Anticipate and Plan2.32123.0290.783.0290.83040.55684053180.78Better Decision makers2.22152.87610.69Feedback2.4950.7082Guiding Learning through Classroom Interactions2.70730.75920.19516455230.28Classroom Climate2.26942.77550.6Multidimensional Perspective2.35690.6661Multidimensional Perspectives2.35692.66550.452.66550.64410.31230076410.45Sensitivity to Context2.16322.88420.86Passion2.04090.7636Monitoring Learning and Provide Feedback2.66550.82450.53119020280.74Feedback & Monitoring Learning2.4952.70730.28Problem Solving2.32120.7108Test Hypothesis2.03822.67870.962.91830.74180.55200147920.77Automaticity2.3933.030.81Respect2.49380.8799Attending to Affective AttributesCan identify essential representations of their subject(s)2.99710.76550.39860610620.58Respect for Students2.49382.99710.58Expert teachers have deeper representations about teaching and learning.Sensitivity to Context2.16320.8278Passion2.04092.66550.74Expert teachers adopt a problem-solving stance to their work.2.88420.66430.62157851630.86Influencing Student OutcomesExpert teachers can anticipate, plan, and improvise as required by the situation.Test Hypothesis2.03820.608Engage in learning0.55Expert teachers are better decision-makers and can identify what decisions are important and which are less important decisions.2.67870.56720.7183714670.96Set challenging tasks2.253.11.13Guiding Learning through Classroom InteractionsUse Knowledge2.22150.9189Positive influene on achievement3.073.160.08Expert teachers are proficient at creating an optimal classroom climate for learning.2.87610.872210.48309784830.69Enhance surface and deep learning0.99Expert teachers have a multidimensionally complex perception of classroom situations.Expert teachers are more context-dependent and have high situation cognition.Writing Task3.07440.7575Effect-sizeMonitoring Learning and Provide Feedback3.16510.64860.0838417452Deep Representations0.89Expert teachers are more adept at monitoring student problems and assessing their level of understanding and progress, and they provide much more relevant, useful feedback.Problem Solving0.77Expert teachers are more adept at developing and testing hypotheses about learning difficulties or instructional strategies.Ability Goal Orientation+Anticipate and Plan0.78Expert teachers are more automatic.Extrisnice Goal Orientation+Better Decision makers0.69Attending to Affective AttributesTask Goal Orientation+Classroom Climate0.6Expert teachers have high respect for students.Academic efficacy-Multidimensional Perspectives0.45Expert teachers are passionate about teaching and learning.Classroom climate-Sensitivity to Context0.86Influencing Student OutcomesClassroom mamanegemnt-Feedback & Monitoring Learning0.28Expert teachers engage students in learning and develop in their students self-regulation, involvement in mastery learning, enhanced self-efficacy, and self-esteem as learners.Fraction *-Test Hypothesis0.96Expert teachers provide appropriate challenging tasks and goals for students.Task Goal stuctur+Automaticity0.81Expert teachers have positive influences on students achievement.Ability Goal Structure-Respect for Students0.58Expert teachers enhance surface and deep learning.Extrinsic Goal Strutcure *-Passion0.74Teacher affect+Engage in learning0.55Multidimensional Perceptions=Set challenging tasks1.13Positive influence on achievement0.08Enhance surface and deep learning0.934ExperiencedExpertsExperiencedExpertDeept processing7129Deep Representations2.623.296Surface processing2674Problem Solving2.32122.9183Anticipate and Plan2.32123.029Surface processing2674Better Decision makers2.22152.8761Classroom Climate2.26942.7755Multidimensional Perspectives2.35692.6655Sensitivity to Context2.16322.8842Feedback & Monitoring Learning2.4952.70730.934Test Hypothesis2.03822.6787Automaticity2.3933.03Respect for Students2.49382.9971Passion2.04092.6655Set challenging tasks2.253.1Positive influence on achievement3.073.16Influencing Student OutcomesEngage in learningEnhance surface and deep learning

Sheet3

Chart196918888888784828280808076767575747473737373727271717070686867676564635745

Escuelas

Hoja1PasEscuelasIndonesia96Thailand91Rep. Dominicana88Guatemala88Paraguay88Colombia87Russian Rep.84Italy82Spain82Bulgaria80Chile80Lithuania80Finland76Malta76Ireland75Promedio ICCS75Belgium74Denmark74Czech Rep.73England73Greece73Latvia73Mxico72Norway72Chinese71Estonia71Liechtenstein70Luxembourg70New Zealand68Slovenia68Austria67Switzerland67Slovak65Sweden64Poland63Cyprus57Korea45

Evidencias internacionales sobre el éxito educativo

Education

Transcript of Evidencias internacionales sobre el éxito educativo