Challenges for LAC in Monitoring SDG4 - UNESCO … · SECTOR DE EDUCACIÓN –UNESCO 4 Evolution...
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SECTOR DE EDUCACIÓN – UNESCO
Desafíos para Latinoamérica y el Caribe en el monitoreo del ODS 4
Los avances y aportes del Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación a la tarea
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Challenges for LAC in Monitoring SDG4
February 01, 2019
Advances and contributions of the Latin American Laboratory for Assessment of Quality of Education to the Monitoring of SDG4
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• Reaffirms humanistic approach to education and development
• Education is a fundamental human right and enabler of other rights
• Lifelong learning
• Renewed focus on Learning
Main app roaches of the E2030 Agenda
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Challenge The concept of assessment itself is being questioned
Distance and lack of communication between technical bodies that administer assessments and decision makers
Instruments used are usually complex, in order to be able to measure a set of skills and abilities
Dissemination of relevant findings for improvement of education systems and the building of local capacities: transforming data into information
ImportanceAssessment is a part of the right to education
Verify if the expected learning outcomes are reached, identify disadvantaged groups, diagnose gaps and strengths
Learn about students’ progress and the elements that explain their success or lag: understand the reasons of success, and not just who is winning the race
Assessment is only a part of quality. Assessment is not a goal in itself
Evaluation's challenges and importance
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Evolution and innovation of Large-Scale Assessments
Assessments are changing
• Inclusion of new learning domains: global citizenship, sustainable development, science, ICTs and digital literacy
• Expansion of the assessments’ coverage to more countries and students
Students’ surveys are evolving
• They include more questions that measure non-cognitive elements
• They include new social-emotional domains and 21st century skills
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What Is LLECE?
Origin: Founded in Mexico City in 1994 by 13 Latin American countries to measure the quality of education in the region.
Vision: Focuses on new ideas; reference for educational quality and how to measure it.
Mission: Aid Member States in formulating evidence-based educational policies.
Significance: Fundamental for monitoring progress towards the SDG 4 – E2030.
Objectives
• Produce
Information on
Learning Outcomes
and Associated
Factors
• Capacity-building
• Promote
Educational Change
to improve Quality
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What Does LLECE Do?Regional Comparative and Explanatory Studies
• Provides the region’s most representative evaluation of learning outcomes in primary education (3rd and 6th).
• The Learning Achievements are evaluated in 4 subjects: Language, Writing, Math, Science (only for 6th grade).
• The LLECE studies consist, in essence, of 2 axes:
– A study of educational achievement level
– A study of associated factors (e.g. gender, ethnicity, etc.)
• The first axis is based on a regional curriculum analysis: achievement tests, learners.
• The second axis is based on the generic CIPP model: self-reporting questionnaires (learners, teachers, school principals and parents).
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The Fourth Study (ERCE) will be implemented in 2019 in 18 countries.
Most of CECC/SICA countries will participate on the study
Countries of LLECE- ERCE 2019
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Opportunities/challenges inclusion Caribbean to the Laboratory
Opportunities
• The monitoring of the learning achievements and education quality of LAC, is a direct mandate of UNESCO
• Systematic inclusion of countries to LLECE
• Multiples alliances have facilitated the development of the ERCE study
• Accompanying experience of LLECE in some countries on the creation of evaluation agencies (developing an evaluation culture)
Challenges
• Cultural and idiomatic barriers
• Resource mobilization• Strengthen the
participation in learning achievements evaluations in The Caribbean
• Articulation of the sub-regional offices
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The LLECE and Its Contributions to Targets 4.1 and 4.c
Target 4.1 Target 4.c
Implementation of evaluations of learning achievement in the region(PERCE, SERCE, TERCE, ERCE 2019)
Module of associated factors ERCE 2019 dedicated to teacher issues
Projection to extend the ERCE studies to more grades, incorporating lower secondary
Publication of a Thematic Report on teacher issues
Building national evaluation and analysis capacities (Buenos Aires Workshop, Ecuador Workshop, Dominican Republic Workshop)
Publication of “Contributions to Teaching” collection
Collaboration with UIS to contribute to monitoring education results (CLA 2.0 and Rosetta Stone)
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The LLECE and Its Contributions to Targets 4.5, 4.a, and 4.b
Target 4.5 Target 4.a Target 4.b
Questionnaire of associated factors that assess the impact of variables such as gender, cultural origin, socioeconomic level, etc., on learning achievements
Questionnaire of associated factors that evaluates conditions of infrastructure and location of schools and their effects on learning
Pending challenge?
Innovation modules that assess socio-emotional skills, such as attitude towards diversity
Partnerships with countries or subregionalorganizations to study in detail situations such as school violence or armed conflict (e.g. UNICEF, CECC / SICA)
Disaggregated analysis that allows the measurement of parity indexes in the ERCE studies
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The LLECE and Its Contributions to Target 4.7
Target 4.7
Curricular analysis of countries in the region to contribute to monitoring of progress towards the target.
Collaboration with IEA to diffuse ICCS in the region.
Innovation module in ERCE 2019 focused on the evaluation of socio-emotional skills for their monitoring and the promotion of their incorporation in the curricula.
National modules with measures of different thematic associated to learning within a comprehensive education.
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Approximation of the following studies:
Studies ofLLECE
SDG4 TargetsStudies of Associated
Factors
ERCE - 2019Increase amount of qualified teachers
Teachers and learning –teaching process
ERCE - 2023Ensure a safe, non-violent learningenvironment
School environment and violence
ERCE - 2028Search for equity, context of inclusive learning
Learning gaps of specific students: indigenous students, immigrants
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Migrant population• The ERCE studies are concerned with studying the learning
achievement of migrant children in the education systems of eachparticipating country.
• The Students and Family questionnaires allot to obtain informationabout the migratory background of the student and their parents orresponsible adults.
• Migration is an increasing phenomenon all over the world and LatinAmerica and the Caribbean is not an exception. Although only 4.2% ofthe students who participated in TERCE were immigrants (UNESCO,2015; UNESCO, 2016), it is expected that this percentage will increasein the ERCE 2019 results, considering the global trend in humanmobility.
• Although this percentage of immigrant students is low, the TERCE results show a negative relationship between being an immigrant and learning achievement in third and sixth grade, in all subjects (UNESCO, 2015).
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Challenges for School Curriculum/Latin America in E2030
Curricular Analysis LLECE - ERCE 2019
Results
0%
20%
40%
60%
80%
100%
120%
Presence of Concepts in the Region
100%95%
90% 85%80%
75%70%
65%55%
50%
60%
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Challenges of School Curricula/Latin America in E2030
Curriculum Analysis LLECE - ERCE 20191
00
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95
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89
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89
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84
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84
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74
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42
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95
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84
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68
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PRESENCE OF CONCEPTSDECLARATIVE LEVEL, PROGRAMMING
Declarative Programming
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Technical and financialalliances
Country NetworksOther
Networks
Networks and Allies of LLECE
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Implementation schedule ERCE 2019
Curricular Analysis
Instruments elaboration
Pilot study
Definitive study
Analysis of results
2018 2019 2020
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CCNN meetings
• March:
• La Havana
• September:
• Ciudad de Guatemala
CTAN meetings
• Face-to-face meetings:
• February: Washington DC
• Virtual meetings:
• April
• July
• October
Workshops
• February:
• Quito (logistic and north implementation of ERCE)
• June:
• Location to be confirmed (Logistic and south implementation, coding process)
• November :
• Brazil (Data analysis)