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A window to Latin America and the Caribbean education reality:
ERCEs potential to contribute to improve the education in the region
Carlos Henríquez Calderó[email protected]
Curricula analysis. What did we find in the region?
Next steps
ERCE: the OREALC experience
Implementation status of the study
Índice
Contributions and challenges
1. ERCE:The OREALC experience
OREALC – UNESCO Santiago: Contributions to the Right Education Agenda
Main functions:
❖ The coordination of regional studies that measure student achievement and explore the variables associated to learning.
❖ Informing policies in the region to support learning.
❖ Strengthing countries´capacities to produce and use evidence regarding education quality.
Laboratorio
Monitoring
ERCE N°Countries
1997 13
2006 16
2013 15
2019 18
One cycle
At least two cycles
All cycles
ERCE’s institutional frame
-High LevelTechnical Council (CTAN).-Implementingpartners
-UNESCO OREAL/C Santiago
-Country assembly
TECHNICAL EXCELLENCE
STRATEGIC IMPACT ON PUBLIC POLICY
With over 20 years of experience, OREALC has constituted itself as a solid platform to implement ERCE, disseminate its results and make the most of posible future developments.
-Strategic AdvisoryBoard
REGIONAL FOCUS + CREDIBILITY
LLECE
1. How does it work?In which grades is it applied?• Third grade (9 years old)
• Sixth grade (12 years old)
What areas does it evaluate?• Reading
• Writing
What are its focuses?
•What students know•Multiple choice and open ended questions in each area
•In which contexts does learning take place•Student questionnaire
•Family questionnaire
What is the innovation module?
• Measures social-emotional abilities
• Conscience and valuing of others
• Self-regulation and self-management
• Aimed at sixth graders
•Math•Science (6th grade only)
•Teacher questionnaire•Principal questionnaire
About ERCE
Aims of the social emotional module:
• Highlight the importance of the development of social emotional abilities in and of themselves, as key skills for living rich, integral lives, and relating with others in an increasingly diverse world.
• Analyze the relation between contextual factors and social emotional abilities.
• Inform about the relation between these scales and learning achievement tests.
Contributions and innovations: Social emotional module
Concept DimensionConscience and valuing of others Empathy.
Accepting classmates that belong to different social groups.
Self-regulation and self-management
Self-perception of good behavior and effort.Self-perception of impulsivity and low frustration tolerance.
I woulddislikeit a lot
I woulddislike ita little
I wouldlike it a Little
I wouldlike it a lot
If students of othercountry came to yourclass, how would youfeel?
If a student with a dissability (for example, blind, deaf or in a wheelchair) came to yourclass, how would youfeel?
If a student from anindigenous group ordifferent ethnicity cameto your class, how wouldyou feel?
Áreas de investigación ERCE 2019
Estudiantes y familiaso Nivel socioeconómicoo Formación académicao Expectativas académicas de los
padreso Uso de tecnologíao Grupos minoritarioso Exposición al aprendizaje.o Géneroo Involucramiento parentalo Disposición hacia el aprendizaje
Escuelao Contexto escolaro Ambiente escolaro Recursos de aprendizajeo Liderazgo y gestión escolar
Docenteso Preparación para la enseñanzao Interacción pedagógicao La gestión del aulao Responsabilidades profesionales
Some of what TERCE showed us
4Latin American thirdgraders cannot locateand relate explicitinformation located ona text.
47%of Latin American sixthgraders cannot solvesimple problemsinvolving natural numbers, decimals and fractions.
4Latin American
indigenous students are located in the lowest
level of learningachievement in math, versus 4 out of 10 of
non-indigenous students
of the countries assessedshow significant
disadvantages in mathachievement for girls in
the sixth grade
10 15OUT O F
9 OF THEMdid not have them on
third grade
80%of Guatemalan
teachers completedonly secondary
education.
ALMOST
55%OVEROF DIFFERENCES IN MATH ACHIEVEMENT
are explained by net attendance to preschool
1 ONLYOF TERCE STUDENTS
A S S I S T E D
A N D Y E T ,
10OUT O F
OUT O F 5
OUT O F 3
Learning achievement in Latin America and the Caribbean
40%
47%
18%
47%
40%
13%
7%
14%
5% 6%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Reading 3° Math 3° Reading 6° Math 6° Science 6°
Comparison between Latin American students at both ends of performance according to TERCE
Level I Level IV
In the region, around 40% of the students do not reach the minimum proficiency level expected.
2. Implementation status of the study
Implementation status
•Curricular Analysis (March - July)
• Elaboration of learning achievement test items and associated factor questionnaires (August - December)
2017
• Adaptations and test assembly for field trial (January - March)
•Field trial sampling (February - July)
•Field trial application ERCE 2019 (May – November)
• Field trial Data collection and data base elaboration (October – December)
2018
•Field trial analysis (January – February)
•Main study sampling (February – July)
•Adaptations and test assembly for main study (February – July)
•Main study ERCE 2019 (May - November)
2019
•Data collection (January – May)
• Main study analysis (July - December)
2020
•delivery of results and reporting (January – June)
2021
3. Curricular Analysis: What did we find in the region?
Pattern in the region• Reading and writing: communication• Mathematics: problem solution• Sciences: scientific literacy and inquiry
Sociocultural approach
Curriculum reform as a change strategy
Constructivist approach
Competence in the three areas
Predominates a evaluation approach for teaching and learning
Presence of diagnostic, formative and summative evaluation modes
“Explosion” of various instruments and evaluation modalities
Curricular areas
Pedagogical approaches
Evaluation approaches
How the E2030 consistency analysis was made?
Key concept
Associated concepts
Presence of the concepts in the
curriculums
Analysis
Identification of concepts, values and skills promoted bay the 2030 Agenda in this context
Global citizenship education (GCED) and sustainable development (ESD) as skill globalizers
Declarative documents or normative frames of the region curriculumCurriculum Programming Documents
Concepts searched: what the 2030 Agenda promotesSome examples
• Global Citizenship Education
• Education for Sustainable Development
Respect • Respect for intrinsic faculties of all human beings
Citizenship • Citizenship beyond the nation-state• Concern for welfare in the world• World welfare influences national and local well-being
Rights • Human, individual and civic rights• Protection of own and intrinsic powers of each human being
Environment • Theoretical and practical knowledge to promote sustainable development
• Environmental education and sustainable lifestyles
Biodiversity • Preservation of all life forms, habitats and ecosystems• Affected by human activities
Health • Promotion of a healthy life• Protection of human health
The GCED and ESD concepts and its presence in the curricula
Some results of the consistency analysis
General Declarative
documents about education
principles or purposes of the countries
The presence in Curriculum
Programming Documentsand in teaching and learning activities on
certain disciplinary areas.
Declarative level
Programming Level
In all countries, Citizenship is recognized as a
concept of the curriculum, but only in half of them does it appear at the programming level
Rights
89% 74%
Declarative level
Programming Level Citizenship
100% 42%
Declarative level
Programming Level
Rights appears similarly in the
declarative curriculum and at the programming level
Gender equity
47%16%
Declarative level
Programming Level
16%
The concept of gender equity only
appears in half of the curricula at the declarative level and
in less than a quarter at the programming level
In the region
Respect
89% 84%
Declarative level
Programming Level
Inclusion
74% 21%
Declarative level
Programming Level
Democracy
84% 68%
Declarative level
Programming Level
Peace
74% 53%
Declarative level
Programming Level
Equality
74% 47%
Declarative level
Programming Level
No discrimination
58% 58%
Declarative level
Programming Level
Environment
95%
Declarative level
Programming Level
100%
Ecology
50%
Declarative level
Programming Level
50%
Disaster risk
55%
Declarative level
Programming Level
85%
The concept environment is highly represented in the curricula of the region
But Ecology only in half of the
curricula at both levels
On the contrary, the concept of disaster risk reverses its relationship between the two levels
And preparing the analysis for the countries. Two
examples
Colombia
Plurality
Citizenship
DialogueDiversity Identity
Participation
Respect
Liberty Democracy
Rights
Responsibility
Solidarity
Collaboration
Critical thinkingEmpathies
Logical thinking
Interculturality
No discrimination
Tolerance
Knowledge
Dignity
Globalization
Inclusion
Pensamientoreflexivo
Problem resolution
Decision making
Equality
Peace
Justice
ValuesCommunity
Coexistence
Creativity
Gender equality
Declarative level
Programming Level
Global Citizenship Education (GCED)(*) As part of an exploratory study, we make Venn diagrams and this is the case in Colombia. Show presence (or absence) of the concepts in the curriculum
Plurality
Citizenship
DiálogoDiversidad
Identidad
Participación
Respect
Liberty
Democracy
Rights
Responsibility
Solidarity
Collaboration
Critical thinking
Empathies
Logical thinking
InterculturalityNo discrimination
ToleranceWorld
knowledge
Dignity
Globalization
Inclusion
Pensamientoreflexivo
Problem resolution
Decision taking
Equality
Paz
Justice
Values
Community
Creativity
Gender equality
Declarative level
Programming Level
Panama
Equity
Global Citizenship Education (GCED)
Coexistence
25 Colombia
Environment
Sustainability
Critical thinking
Biodiversity
Health
Resources
Risk disaster
EcologyNatural environment
climate change
Understanding complex systems
Pollution
Declarative level
Programming Level
Recycle, Reduce, Reuse
Education for Sustainable Development (ESD)(*) As part of an exploratory study, we make Venn diagrams and this is the case in Colombia. Show presence (or absence) of the concepts in the curriculum
26 Panama
Environment
Sustainability
Critical thinking
Biodiversity
Health
Resources
Risk disaster
Ecology
Natural environment
climate change
Understanding complex systems
Recycle, Reduce, Reuse
Declarative level
Programming Level
Educación para el Desarrollo Sostenible (EDS)
4. Next steps
Next steps: ERCE 2019 (southern calendar)
August
Honduras
Panamá
Guatemala
September
Colombia
Costa Rica
Argentina
October
Paraguay
El Salvador
Uruguay
Brazil
Nicaragua
Peru
November
Chile
Ecuador
Bolivia
Delivery of the curriculum analysis report in November-December 2019 to the countries.
5. Contributions and challenges
1. It it not possible to improve what we don’t know, that is why assessment is so important
2. Assessment is not an end in itself, it is a means to contribute to school improvement: use of outcomes to inform practices
with feedback
3. Assessment as the link betwen teaching and learning
School Improvement
25 years of LLECE: development of a comprehensive evaluation based on the curricula and associated factors
Towards a meaningful evaluation system of quality education for the region, its countries and educational communities
Strategic communication of the ERCE results
Learnings
