Evidencias internacionales sobre el éxito educativo
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Análisis de algunos factores que explican el éxito educativo de algunos sistemas escolares desde una perspectiva comparada, y sus implicaciones para las políticas educativas y para la transformación del rol del liderazgo escolar
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Evidencias internacionales sobre el éxito educativo
- 1. Evidencias internacionales sobre el éxito educativo: un examen comparativo Francesc Pedró Políticas educativas UNESCO
- 2. El sistema ha de hacerse más eficiente
- 4. ¿Qué es PISA? Conocimiento superficial
- 5. Cambio en los resultados entre PISA 2003 y 2012 en matemáticas •Improvingperformance•Deterioratingperformance •PISA 2003 performance below the OECD average •PISA 2003 performance • above the OECD average
- 7. resultados efectos Políticas públicasfamilia pares escuela La escuela, sola, no puede con todo
- 8. 8 223 270 212 126 108 103 77 65 Country - 10 -2 -7 1 -5 2 -8 -5 No es el dinero * Real expenditure, corrected for the Baumol effect using a price index of government goods and service ** Maths and Science Source: Pritchett (2004); Woessmann (2002); McKinsey New Zealand France Australia Italy Japan United Kingdom Germany Belgium Increase in real expenditure per student* (1970 – 1994) Increase in student achievement** (1970-1994)
- 9. 9 Slovak Republic Czech Republic Estonia Israel Poland Korea Portugal New Zealand Canada Germany Spain France Italy Singapore Finland Japan SloveniaIreland Iceland Netherlands Sweden Belgium UK Australia Denmark United States Austria Norway Switzerland Luxembourg Viet Nam Jordan Peru Thailand Malaysia Uruguay Turkey Colombia Tunisia Mexico Montenegro Brazil Bulgaria Chile Croatia Lithuania Latvia Hungary Shanghai-China R² = 0.01 R² = 0.37 300 350 400 450 500 550 600 650 0 20 000 40 000 60 000 80 000 100 000 120 000 140 000 160 000 180 000 200 000 Mathematicsperformance(scorepoints) Average spending per student from the age of 6 to 15 (USD, PPPs) Pero un mínimo de dinero es imprescindible
- 10. 10 Ni tampoco el tamaño de las clases Source: National Centre for Education Statistics, NEAP, Hanushek (1998) Linear Index 0 10 20 30 40 70 1970 1975 1980 1985 1990 1995 2000 Literacy (17 years) Literacy (13 years) Literacy (9 years) 2005 Spend per student ($ 2004) Student-to- teacher ratio 50 60
- 11. 11 Es la calidad de la enseñanza, que es la calidad de los docentes * Among the top 20% of teachers ** Among the bottom 20% of teachers Source: Sanders & Rivers Cumulative and Residual Effects on Future Student Academic Achievement Student performance Student with low- performing teacher** 37th percentile Student with high- performing teacher* 90th percentile 50th percentile 0th percentile 100th percentile Age 8 Age 11 Two students with same performance
- 12. 12 “La calidad de un sistema educativo nunca es mayor que la calidad de sus docentes.” Lección 1
- 13. 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 • Singapore The top 30 percent of graduates As the war for talent intensifies, rising to this challenge becomes ever more difficult
- 14. 14 La selección es muy rigurosa: Finlandia * Varies by university Source: Attracting, Developing and Retaining Teachers: Background report for Finland; Interviews; McKinsey National screening • Check for strong intrinsics • Check suitability for teachingInterviews (university) Assessment tests (university) • Check overall academic ability and literacy Group work (university) • Check suitability for teaching Recruitment by school • Candidates are recruited by individual schools Only 1 in 10 applicants is accepted to become a teacher*
- 15. Qatar Greece Israel Hungary Sweden USA Slovak Rep. SpainItaly PortugalNorway Luxembourg Iceland UK France Czech Rep. New ZealandDenmark Slovenia Ireland AustraliaAustria GermanyBelgium Poland CanadaFinland Estonia Netherlands JapanMacao-China Korea Hong Kong-China Singapore Indonesia Jordan Peru Tunisia Colombia Thailand Montenegro Uruguay Bulgaria Romania Malaysia Argentina Latvia Chile Lithuania Shanghai-China Croatia R² = 0.09 R² = 0.05 300 350 400 450 500 550 600 650 20 40 60 80 100 120 140 160 180 200 220 Mathematicsperformance(scorepoints) Teachers' salaries relative to per capita GDP (%) Among high-income countries high-performers pay teachers more •Per capita GDP less than USD 20 000 •Per capita GDP over USD 20 000 •Fig IV.1.10 •Among low-income countries a host of other resources are the principal barriers •In 33 countries schools where a higher share of principals reported that teacher shortages hinder learning tend to show lower performance
- 16. 16 Primary teacher salary as % of GDP per capita Se pagan buenos salarios, pero esto no explica el atractivo 95 112 112 95 131 159 Starting salary Finland OECD Source: OECD Education at a glance 2005 Salary after 15 years Finland OECD Maximum salary Finland OECD
- 17. 17 Muchos sistemas creen en la publicidad, pero es una cuestión social Source: Training and Development Agency For Schools Source: Training and Development Agency For Schools
- 19. 19 “La única forma de mejorar los resultados es mejorar la docencia.” Lección 2
- 20. 20 Los mejores sistemas llevan el desarrollo profesional docente al seno de la clase y lo convierten en algo rutinario Professional development in Shanghai and Japan Peer observation: All teachers in Shanghai are required to visit and observe at least eight lessons by colleagues each term Lesson study: Teachers in both Shanghai and Japan work in teams to analyse and develop model lessons Demonstration lessons: Teachers demonstrate excellent practice to a wider group of instructors, followed by discussion and feedback sessions
- 21. 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 exam Source: Boston Public Schools 25 43 74 77 Maths Reading 1998 2004 1998 2004
- 22. 22 The 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 55 60 65 70 75 80 1998 1999 2000 Implementation of strategies to improve teacher quality 1997
- 23. 23 “Los mejores resultados sólo se obtienen cuando cada alumno tiene éxito.” Lección 3
- 25. 25 Finlandia se centra en estrategias de 1:1 para mejorar los resultados • Additional 1-on-1 or small group tuition to support those who are falling behind • 30% of all students benefit during any given year • Focus is on Mathematics and Finnish language • ‘Special education’ teachers receive an additional year of training and are paid slightly higher salaries • They work with a wider support team – psychologists, nurses, special needs advisors – to provide a comprehensive support Los docentes de aula identifican a los alumnos que necesitan apoyo adicional Estos alumnos reciben apoyo adicional de docentes especializados Se integran de nuevo a las clases normales
- 26. 26 “Un buen liderazgo en el centro es un factor motriz.” Lección 4
- 27. La dirección escolar según dos escalas de liderazgo (2008) Score on instructional leadership scale Scoreonadministrativeleadershipscale
- 28. 28 Los 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 Singapore Singapore’s 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
- 29. 29 ¿Cómo hacer?
- 30. 30 Seleccionar talento para la docencia Formarles bien desde el principio Reforzar constantemente su práctica escolar Seleccionar y apoyar bien a los líderes Personas Fijar buenos estándares y evaluaciones Identifcar el fracaso pronto y lidiar con él Financiar de forma consistente y equitativa Ofrecer educación pre-escolar universal Políticas Ocho ingredientes de los mejores sistemas
- 31. Pedir más, dar más Estándares: competencias Presión interna y externa Apoyo Contexto crisis
- 32. ¿Cómo se está haciendo?
- 33. Photo by joiseyshowaa - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/30201239@N00 Created with Haiku Deck
- 34. Photo by joiseyshowaa - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/30201239@N00 Created with Haiku Deck • Tareas de administración y gestión • Llevar la “tiendecita” • Gestionar recursos económicos y humanos Autonomía escolar, descentralización • Una nueva cultura de la evaluación • Planificación estratégica, puesta en práctica, evaluación • Importancia indicadores Rendición de cuentas • Lo que cuenta es el aprendizaje • Una comunidad profesional en desarrollo • Énfasis en los resultados de aprendizaje Mejorar aprendizajes
- 35. Photo by Darron Birgenheier - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/28502132@N05 Created with Haiku Deck Porcentajedevariaciónexplicadoporcadafactor Estudiantes Docentes Familia Pares Escuela Liderazgo Porcentaje de varianza en los resultados explicado por cada factor (Hattie, 2012)
- 36. Photo by Darron Birgenheier - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/28502132@N05 Created with Haiku Deck 0 0.2 0.4 0.6 0.8 1 Definir objectivos y expectativas Asignar recursos estratégicamente Asegurar condiciones materiales enseñanza de calidad Liderar formación y desarrollo docentes Garantizar un entorno ordenado y seguro Effect size (Robinson, 2011)
- 37. Photo by Darron Birgenheier - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/28502132@N05 Created with Haiku Deck 0 5 10 15 20 25 30 35 40 Trabajo burocrático Interacción con estudiantes Liderazgo estratégico Desarrollo docentes Infraestructura escolar Otras tareas Deseado Real Porcentaje de tiempo, deseado y real, asignado a cada tarea por los directores escolares (UK NUT, 2011)
- 38. Liderazgo pedagógico: para investigar 38
- 39. Liderazgo pedagógico: para desarrollar el curriculum 39
- 40. Liderazgo pedagógico: para contribuir al desarrollo profesional docente 40
- 41. Pedir más, dar más Débil apoyo Apoyo fuerte Baja exigencia Mayor exigencia Buenos resultados Mejora sistémica Resultados pobres Mejoras idiosincráticas Conflicto Desmoralización Resultados pobres Ahogo
- 42. Muchas gracias F.Pedro@UNESCO.org Ya disponible en: /francescpedro Más en: @FrancescPedroED /francesc.pedroED
Editor's Notes
- Una visión simple del impacto de las políticas públicas sobre educación
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- 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.
- 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.