Challenges for LAC in Monitoring SDG4 - UNESCO … · SECTOR DE EDUCACIÓN –UNESCO 4 Evolution and innovation of Large-Scale Assessments ... 2.0 and Rosetta Stone) SECTOR DE EDUCACIÓN

SECTOR DE EDUCACIÓN – UNESCO

Desafíos para Latinoamérica y el Caribe en el monitoreo del ODS 4

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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

SECTOR DE EDUCACIÓN – UNESCO 2

• 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


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


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


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


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).


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


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


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)


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


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.


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


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).


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%


Challenges of School Curricula/Latin America in E2030

Curriculum Analysis LLECE - ERCE 20191

00

%

95

%

89

%

89

%

89

%

89

%

84

%

84

%

84

%

84

%

74

%

74

%

74

%

74

%

74

%

74

%

68

%

68

%

68

%

63

%

42

%

95

%

74

%

84

%

53

%

84

%

58

%

68

%

84

%

74

%

37

%

47

%

21

%

53

%

79

%

53

%

42

%

21

%

68

%

47

%

PRESENCE OF CONCEPTSDECLARATIVE LEVEL, PROGRAMMING

Declarative Programming


Technical and financialalliances

Country NetworksOther

Networks

Networks and Allies of LLECE


Implementation schedule ERCE 2019

Curricular Analysis

Instruments elaboration

Pilot study

Definitive study

Analysis of results

2018 2019 2020


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)


Thank You!Atilio Pizarro

[email protected]

Documents

Challenges for LAC in Monitoring SDG4 - UNESCO … · SECTOR DE EDUCACIÓN –UNESCO 4 Evolution and innovation of Large-Scale Assessments ... 2.0 and Rosetta Stone) SECTOR DE EDUCACIÓN