Embed Size (px)
Citation preview
OREALC/UNESCO [email protected] unesco.org/santiago UNESCOSantiago @UNESCOSantiago
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
Haga click para añadir Fecha
Challenges for LAC in Monitoring SDG4
July 26, 2018
The advances and contributions of the Latin American Laboratory for Assessment of Quality of Education to the Monitoring of SDG4
OREALC/UNESCO Santiago 2
HUMANIST
FOCUS
EDUCATION
AS A RIGHT
NEW
APPROACH
TO
LEARNING
QUALITY
LIFELONG
LEARNING
OREALC/UNESCO Santiago 3
Coverage of the main international evaluations
Low regional participation of countries in major international assessments of learning achievements in the last ten years.
• Only 3 countries participated in TIMSS, and 2 in PIRLS.
• PISA: 11 educational systems applying at least one of the last three versions.
• The LLECE studies are the main monitoring mechanism in the region: 18 countries participated in the TERCE and/or will participate in the ERCE 2019.
TIMSS
PIRLS
PISA
TERCE/ERCE
OREALC/UNESCO Santiago 4
• Establish existing challenges in terms of education quality in all education levels and dimensions.
• It is essential to strengthen specific regional and sub-regional monitoring mechanisms for the region, taking specific contexts into account.
• Strengthen the existing regional evaluation system,coordinated by the Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago).
LLECE: main regional assessment and monitoring mechanism E2030
OREALC/UNESCO Santiago 5
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.
• New Approach to Quality Education
• Produce Information on Learning Outcomes and Associated Factors
• Capacity-building• Promote Educational Change to ↑Quality
OREALC/UNESCO Santiago 6
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).
OREALC/UNESCO Santiago 7
10. Rebecca Johnson: Profesional en práctica período 2018
5. María del Carmen Aquino: Asistentes técnicos y de Gestión
6. Denise Salvadores: Asistente Administrativo7. Eliana Chong: Encargada de comunicaciones
4. Paulina Valenzuela /
Current Participating Countries in LLECE- ERCE 2019
INEE
ICFES
INEVAL
Agency of Quality
INEP
INEEd
OPCE
Today, LLECE is a network of national-level Directors of Educational Assessment.
The Fourth Study (ERCE) will be implemented in 2019 in 19 countries in Latin America.
The gradual incorporation English-speaking nations will strengthen and expand LLECE’S work.
OREALC/UNESCO Santiago 8
LLECE’s Work Plan Towards the E2030 Agenda
• Projection to extend the ERCE studies to more grades, incorporating lower secondary
• Building national evaluation and analysis capacities (Buenos Aires Workshop, Ecuador Workshop, Dominican Republic Workshop)
• Collaboration with UIS to contribute to monitoring education results (CLA 2.0)
• Module of associated factors ERCE 2019 dedicated to teacher issues
• Innovation modules that assess socio-emotional skills, such as attitude towards diversity
• ERCE 2023 Associated Factors: School environment and violence
• ERCE 2028 / Associated Factors: Learning gaps among specific students (e.g. indigenous, immigrants
OREALC/UNESCO Santiago 9
TIMSS
PIRLS
ICCS
ERCELLECE
CTANCIMA
Item BankCBP
ResearchPolicy
Analysis
GAML/UIS
Complement the study results with other agencies like IEA and its study ICS.
Interagency coordinationfor the application ofevaluations.
Take advantageof pre-existing resources.
LLECE’s Alliances
OREALC/UNESCO Santiago 10
Thank you
Atilio PizarroDirector of the Section of Monitoring and Evaluation
General Coordinator at UNESCOOREALC/UNESCO Santiago
Email:[email protected]
You may learn more about our work at:
www.unesco.org/santiago
@UNESCOSantiago
