Política Educativa en Perspectiva: Retos para España
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El documento analiza los sistemas educativos de España y otros países de la OCDE, identificando retos y oportunidades de mejora. España necesita: 1) mejorar la equidad y calidad educativa eliminando políticas como la repetición; 2) alinear la educación con las necesidades del mercado laboral; y 3) apoyar a docentes y directores para mejorar los resultados estudiantiles.
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Política Educativa en Perspectiva: Retos para España
- 1. POLÍTICA EDUCATIVA EN PERSPECTIVA: ESPAÑA Beatriz Pont Analista Sr. de Politica Educativa 25 de Junio 2014
- 2. Política Educativa en Perspectiva: España Una ventana a los sistemas educativos de la OCDE y de sus reformas… Resultados
- 3. -8 -6 -4 -2 0 2 4 6 8 10 12 Sweden Finland NewZealand CzechRepublic Iceland Australia Denmark Belgium Netherlands France SlovakRepublic Uruguay Lithuania Canada Hungary CostaRica Slovenia Ireland UnitedKingdom OECDaverage2003 Norway Luxembourg Austria Spain Jordan UnitedStates Liechtenstein Japan Latvia Croatia Switzerland Indonesia Estonia Thailand Macao-China Peru Korea Greece Colombia RussianFed. Argentina HongKong-China Germany ChineseTaipei Montenegro Chile Serbia Poland Italy Portugal Mexico Tunisia Turkey Dubai(UAE) Singapore Brazil Bulgaria Shanghai-China Israel Romania Albania U.A.E.* Malaysia Kazakhstan Qatar Averageannualmathematicsscorechange * Excludes Dubai Countries/economies whose mathematics performance improved Countries/economies whose mathematics performance declined Cambio anual en matemáticas, PISA 2012
- 4. Equidad y calidad: España en comparación, PISA 2012
- 5. 0 10 20 30 40 50 60 70 Korea Japan Canada Ireland United… Norway Luxembo… New… Israel Australia United… France Sweden Belgium Chile Switzerland Netherlands Finland Iceland Poland Spain Estonia OECD… Denmark Slovenia Greece Hungary Germany Portugal Slovak… Czech… Mexico Austria Italy Turkey %byagegroup 25-34 year-olds 25-64 year-olds Población con educación superior (2011) 0 20 40 60 80 100 Turkey Mexico Portugal Spain Italy Iceland Greece Denmark New… Netherlands Belgium OECD… France Luxembourg Norway United… Australia Ireland Estonia Germany Hungary Chile Austria United… Switzerland Israel Finland Sweden Canada Slovenia Poland Slovak… Czech… Korea %ofpopulation 25-34 25-64 Población con por lo menos educación secundaria superior (2011)
- 6. Equidad y calidad 0 10 20 30 40 50 60 70 80 Korea Japan Switzerland 2.5Belgium 3.9Netherlands -3.9Germany -7.7Poland 3.7Canada 5.5Finland 7.6NewZealand 5.3Australia Austria 0.7OECDaverage2003 5.7France 4.4CzechRepublic 2.6Luxembourg 6.5Iceland 7.5SlovakRepublic Ireland -5.2Portugal Denmark -7.3Italy Norway 5.1Hungary UnitedStates 9.8Sweden Spain -10.2Turkey Greece -11.2Mexico Contexto para políticas y prácticas equitativas: - ECEC para 3-5 yr casi 100% - Aumento en % de alumnos inmigrantes, que junto con alumnos de bajo SEC mas riesgo de tener bajo rendimiento - Educación comprensiva hasta 15-16 - Altos niveles de repetición (35%). % de alumnos con rendimiento bajo (bajo nivel 2), PISA 2012
- 7. Preparar a los alumnos para el futuro % de 15-29 años segun su situacion en relación a la educación y al empleo, 2011 - Alto desempleo para personas con niveles educativos + bajos - Alumnos en FP = media OCDE (45% CAN/46% OCDE) y aumentando su graduación - Alta participación en universidad (39% ESP/ 38% OCDE) - Jóvenes con habilidades lectura más altas que la población, aún de las más bajas en países PIAAC en lectura y matemáticas. 0% 20% 40% 60% 80% 100% Spain OECD average Spain OECD average Spain OECD average Below upper secondary Upper secondary and non-tertiary post-secondary Tertiary education %of15-29year-olds In Education In Education and Work Employed NEET Source: OECD, 2013, Education at a Glance
- 8. Mejora escolar Entornos escolares, PISA 2012 Entornos escolares = alumnos “felices y a gusto en la escuela” pero clases no conducen al aprendizaje Bajo nivel de liderazgo pedagógico y menor autonomía Docentes: preparación 5 años (practicum?); salarios competitivos en relación a otras profesiones Formación profesional para docentes, no claro para directores -1.50 -1.00 -0.50 0.00 0.50 1.00 Australia Austria Belgium Canada Chile CzechRepublic Denmark Estonia Finland France Germany Greece Hungary Iceland Ireland Israel Italy Japan Korea Luxembourg Mexico Netherlands NewZealand Norway Poland Portugal SlovakRepublic Slovenia Spain Sweden Switzerland Turkey UnitedKingdom UnitedStates Index of teacher-student relations and mathematics performance Index of disciplinary climate and mathematics performance Index of school management: Instructional leadership OECD
- 9. Evaluación 0 20 40 60 80 100 Australia Austria Belgium Canada Chile CzechRepublic Denmark Estonia Finland France Germany Greece Hungary Iceland Ireland Israel Italy Japan Korea Luxembourg Mexico Netherlands NewZealand Norway Poland Portugal SlovakRepublic Slovenia Spain Sweden Switzerland Turkey UnitedKingdom UnitedStates Internal evaluation/self-evaluation External evaluation OECD average: Internal evaluation/self-evaluation OECD average: External evaluation Componentes de evaluación: Evaluación de sistema: INEE, CCAA, Inspección General; Consejo Escolar del Estado Escuelas: evaluación interna, externa por parte de gobiernos regionales Docentes: No hay sistema formal de evaluación docente; pocas oportunidades Alumnos: Evaluación diagnóstica del INEE, muestra; autoridades regionales; nueva estrategia % de alumnos cuyo director reporta que hay evaluación en sus escuelas, 2012
- 10. Dirección, governanza y financiación 0 20 40 60 80 100 Spain OECD average School Local Regional or Sub- regional Central or State 0 1 2 3 4 5 6 7 8 Spain OECD average Tertiary Upper secondary and post- secondary non-tertiary Primary and lower secondary Pre-primary Education combined (incl. undistributed programmes) Gasto en instituciones educativas en %PIB, por nivel educativo, 2010 % decisiones en secundaria en cada nivel de gobierno, 2011 • Decisiones en Espana: Sistema semi descentralizado: CCAA y estado. Escuelas tienen poca autonomia con contribución consejos escolares. • Financiación por estudiante > OCDE. Source: OECD, 2013, Education at a Glance
- 11. A. Estudiantes: mejores resultados para todos Equidad y calidad: Eliminar las políticas a nivel sistema que dificultan equidad, como repetición de curso, y prevenir el abandono temprano. Preparar a los alumnos para el futuro: Alinear educación y formación para mejorar los vínculos con el mercado laboral. B. Instituciones: mejorar la calidad de los centros Mejora escolar: Apoyar a los profesores y directores de centros de cara a mejorar su capacidad profesional para hacer frente a una mayor autonomía. Evaluar para mejorar los resultados de los alumnos: Garantizar marco equilibrado evaluación con objetivos estándares de educación para la mejora profesores/ alumnos. C. Instituciones: gestionar el sistema educativo Gobierno: Garantizar la coherencia entre las regiones para atender las prioridades educativas nacionales y regionales. Financiación: Basarse en evidencia de lo que causa mas impacto en aprendizaje para revisar gastos y de la asignación de presupuestos donde más se necesita. Política Educativa en Perspectiva: Retos para España
- 12. 200 494 -3 -2 -1 0 1 2 3 AdvantagePISA Index of socio-economic backgroundDisadvantage Student performance and students’ socio-economic background School performance and schools’ socio-economic background Student performance and students’ socio-economic background within schools Studentperformance 700 Private school Public school in rural area Public school in urban area Los docentes y directores pueden hacer una gran diferencia España PISA 2012 - Matematicas
- 13. • Centro: Crean el clima y estructuras adecuadas para poder enseñar y aprender mejor. • Entorno: Colaborando con otras escuelas y la comunidad que le rodea, pueden obtener mejores resultados y mayor equidad. •Sistema: Son clave para el éxito de las reformas educativas. Invertir en liderazgo escolar: un eje básico Después de los docentes, el liderazgo es el factor más importante a nivel escuela para mejorar los resultados del aprendizaje. PORQUE:
- 14. Liderazgo escolar: la función ha cambiado mucho • Tareas de administración y gestión • Llevar un ‘pequeño negocio” • Gestionar recursos económicos y humanos Autonomía escolar, descentralización • Una nueva cultura de evaluación • Planificación estratégica, evaluación, medición • Uso de datos para mejorar Rendición de cuentas • Dirección para el aprendizaje (instruccional) • Prácticas de enseñanza colaborativa • Énfasis en resultados y en la diversidad Nuevas formas de enseñar/aprender Necesidad de invertir en conocimientos y habilidades de los directores y líderes actuales
- 15. Liderazgo escolar para el siglo XXI Siglo XX • Cantidad • Recursos • Prescripción • Centrado en docentes • Aprendizaje de hechos • Memorización • Diversidad: un problema • Selección • Detrás de la puerta • Aprendizaje en las escuelas • Políticas top-down Siglo XXI • Calidad para todos • Resultados • Profesionalismo • Centrado en alumno • Aprender a aprender • Resumir y aplicar • Diversidad: Fortaleza • Inclusión • Comunidades de aprendizaje • Colaboración más allá de la escuela • Redes de innovación Para liderazgo: demandas • Fijar expectativas • Evaluar progreso • Distribuir el liderazgo • La visión y gestión del cambio • De gestión al liderazgo • Lograr equidad y calidad • Evaluar docentes, mentorías, organizar trabajo en equipo, planificar formación profesional • Padres y comunidad
- 16. Políticas para el liderazgo escolar • Condiciones laborales • Incentivos • Evaluación • Progresión profesional • Distribuir tareas • Tiempo para trabajo en de equipo • Más allá de la escuela • Formación inicial y continua • Coaching/ mentoría • Redes • Centrarse en la mejora • Trabajar con docentes Redefinir responsa- bilidades Formación y desarrollo Profesión atractiva Distribuir/ca pital profesional
- 17. Comprehensive policies Content Targeted policies GENERAL STRATEGY Chile: Quality and Equity in Education Law (2011) GOVERNANCE Australia: Australian Institute for Teaching and School Leadership (2010) New Zealand: Education Council of Aotearoa New Zeland – EDUCANZ (2013) STANDARDS Austria: Quality Management System for teachers and school leaders – general and VET ( 2012) Australia: Australian Professional Standards for Principals (2011) INITIAL EDUCATION Chile: School leaders’ training plan (2011-13) CAREER PROGRESSION 1 Australia: Australian Charter for the Professional Learning of Teachers and School Leaders (2013) Finland: Advisory Board for professional development of education personnel (2008) Ireland: Professional development for teachers and school leaders (date) Mexico: Quality Schools Programme (2006-09, 2010-13) Norway: Leadership training and development programme (2009). Turkey: Teaching, Entrepreneurship and Leadership Training Cooperation Protocol for Managers and Teachers in Vocational and Technical Schools and Institutions (date) RECRUITMENT AND WORKING CONDITIONS Czech Republic: Amendment to Education Act on appointment and dismissal (2012) Spain: Recruitment processes for school leaders (date) Política Educativa en Perspectiva: Ejemplos de Reformas en Liderazgo Escolar
- 18. Política Educativa en Perspectiva: Ejemplos de Reformas •Curricular reform •Develop reform implementation capacity •Teacher quality •School leadership •Literacy, numeracy and classroom management Norway •Lack of vision •Confusing system evaluation •Teacher capacity Wales •Comprehensive strategy for educational monitoring •Equity •Teacher quality Germany •Curriculum reform •Rethinking teaching profession •Reviewing assessment Finland •School clusters •Curriculum reform •Evaluation Portugal •Platform a Denmark that Stands Together •School day and optionals •Danish common objectives •Funds for teacher training •40 learning consultants Denmark
- 19. OECD EDUCATION POLICY OUTLOOK www.oecd.org/edu/policyoutlook.htm Gracias! Beatriz.pont@oecd.org
- 20. 20 Mathematics, reading and science Israel, Poland, Portugal, Turkey, Brazil, Singapore Mathematics and reading Chile, Germany, Mexico, Shanghai-China Mathematics and science Italy, Romania Reading and science Japan, Korea Mathematics only Greece, Bulgaria Reading only Estonia, Hungary, Luxembourg, Switzerland, Russian Federation Science only Ireland Improvements over time in performance of 15 year olds
Notas del editor
- Education Policy Outlook: Country Profiles provide an analysis of a country’s overall education policy by looking at their context, challenges and responses from an OECD perspective. They give: A systemic overview of a country’s education system and its policy responses. An independent perspective, building on the OECD evidence-base of good practices to foster student learning. A comparative perspective across all OECD countries. OECD countries participating have defined it as a « unique process of in-depth analysis » of their overall policy. This makes them a valuable tool for informed dialogue and decision-making process. It brings together this OECD knowledge on education policy for a country, providing a systemic overview of a country’s education system through an OECD lens As an independent organisation, the OECD builds on its evidence-base of good practices to do what we call a « constructive » analysis of how to foster student learning . It therefore aims to capture the country’s education policy context, challenges and responses from a national perspective, but in such a way that it allows comparability across countries, so countries can have a quick glance of their education system, but can also learn from other systems under this same light.
- This figure show all schools participating in PISA 2009. Y: is student performance (OECD average 493), X: shows the socioeconocmic background of students in those schools (OECD avg: 0). The size of the bubble corresponds to the size of the school. Private schools are in blue, public rural school, in yellow, and; public urban schools in white. What makes this school in a less priviledged background perform better? What can these schools learn from this one? What can they learn together to keep improving?
- One of the key factors to learn how these schools manage operations and administration, but also very importantly, how they shape the attitudes, motivations and behaviours of the community inside the school to keep improving. This is what leadership is about. At schools, Leadership concerns setting the right environment for teachers to teach well and students to learn well. For example, do students feel secured to come to school everyday and ask questions to their teachers if they do not understand equations or a biology exercise? Or is bullying tolerated? Are teachers motivated to work in this school, do they feel guidance and support to help their students imporve? At the local level, leadership has to do with how schools can share their learning experiences with other schools to help each other improve. How do they work with the community or parents to better understand the students’ needs? At the system level, leadership is key to help education policies be adequately implemented, as they are the frontline of delivery. Therefore, leadership acts at all levels of the education system, from the classroom, the individual school to the education system as a whole, to shape the conditions of teaching and learning. In the current context where more is demanded from education systems, leadership is receiving growing attention as a key lever of education quality.
- la funcion de liderazgo educativo ha evolucionado en gran medida, tambien aumentando el numero de tareas que deben llevarse a cabo a nivel escuela. La mayor parte de las veces, estas recaen en el director. First, there is an increasing school autonomy. School principals sometimes describe this as running a small business, where they have staff to manage, participate in the budget making, but at the same time, discuss with parents, with teachers about their own improvement, curriculum, students and school goals for the next months or semesters, among other tasks. At the same time, schools are becoming increasingly accountable for student outcomes. There is a greater emphasis on a culture of evaluation at the school level, with a larger use of standardised assessments. 2/3 of OECD countries use national assessments at the national level. The two subjects most commonly covered are math and national language or language of instruction. In most cases for which data is available (exc Lux), results are shared with external audience additionally to schools. Sharing with teachers is almost as common as with parents and students. In only 12 of 21 countries, results were shared with the media. So, additionally to being accountable for inputs, they are now accountable for the outputs as well. Formative and summative practices of appraisal for teachers are also more expected. Data is also being increasingly used in these strategies. Then we also need to acknowledge that leadership is becoming more and more learning centred. Students needs are evolving with the development of ICT’s and research on effective learning. They are more multi task. For example, research says that about 1/3 of students in UK have a website and about XXX in the US do the same. Children do not learn in the same way as before. Also, student populations become increasingly diverse and teachers need strategies to cater to different levels of skills and challenges. Initiatives come up art the same time for a great exchange of experiences among schools to support each other. Por ejemplo, las cuestiones de aut esco y descne han traido consigo… Igualmente, una mayor demanda de renducion de cuentas de parte de la sociedad ha… También, el desarrollo de nuevas formas de aprender ha…. Dicho incremento importante de tareas obliga entonces a repensar el perfil necesario a promover para obtener lideres escolares que puedan llevar a cabo sus funciones.
- Tambien ha habido una transicion en como vemos a la educacion. Se ha pasado de una vision donde se siguen reglas a otra donde se espera cierto grado de capacidad de juicio en autonomia. Por ejemplo… Y estos cambios tienen implicaciones en como se ve el liderazgo escolar.
- These policy levers are 4: (Re)defining school leadership responsibilities: focused on improving school outcomes Distributing school leadership among the different people engaged (principals, school boards, teachers and department heads) Developing the knowledge and skills of school leaders throughout their career: initial, induction and continuing training and development Making school leadership a more attractive profession through more equivalent wages and better career development opportunities.
- Managing for Success: the Māori Education Strategy 08-12 specific curriculum /focus on 14-18 engagement Cultural Competencies for Teachers of Māori Learners (2012) cultural support to improve teaching of Māoris In Ontario, the Focused Intervention Program (OFIP, since 2006/07) provides targeted support to primary schools that have “experienced particular difficulties in achieving continuous improvement”, measured through results on provincial assessments of reading, writing, and mathematics (grades 3 and 6). OFIP funds are used for professional development, additional student and professional learning resources, literacy and numeracy coaches, and teacher release time for collaboration and additional training. In 2006/07, schools qualified for OFIP support if less than 34% of students reached provincial standard in grade 3 reading. In addition, since 2009/10, resources from the OFIP programme were extended to over 1100 schools in which less than 75% of students met provincial standard in the grades 3 and 6 assessments (Schools in the Middle [SIM]). OFIP and SIM aim at pooling and enhancing professional resources within a school so that under-achievement becomes a shared issue. It is tackled, for example, by a school improvement team supported by literacy and numeracy coaches. Schools selected for participation in OFIP tend to be those serving disadvantaged communities, with a relatively high percentage of students with special education needs or an above-average range of educational challenges. From 2002/03 to 2010/11, the number of schools with fewer than 34% of students achieving at provincial standard in grade 3 reading was reduced by two thirds (from 19% to 6%), showing significant success in reducing the number of primary schools in which students fail. In Ireland, the DEIS (Delivering Equality of opportunity In Schools, launched in 2005), focuses on addressing the needs of schools with a concentrated level of disadvantage. It has developed a standardised system for identifying levels of disadvantage in schools and provides a range of support (670 primary schools and 195 post-primary schools), including: reduced pupil teacher ratios (for urban primary schools in communities with the highest concentrations of disadvantage); allocation of administrative principals; additional allocation based on level of disadvantage; additional financial allocation for school books; access to numeracy/literacy support and programmes at primary level; access to Home School Community Liaison services; access to School Completion Programme; enhanced guidance and counselling provision at post-primary level; enhanced planning support; access to the Junior Certificate Schools Programme and the Leaving Cert Applied; and provision for school library and librarian support for the post primary schools with highest concentrations of disadvantage. The last report on Retention in post primary schools shows that the average Leaving Certificate retention rate in DEIS schools increased from 68.2% to 73.2% for students who entered post primary level from 2001 to 2004.