OECD School Resources Review Colombia 2018

OECD School Resources Review
Colombia
Radinger, T., A. Echazarra, G. Guerrero, J.P. Valenzuela (2018)
Andreas Schleicher, Director for Education and Skills, OECD
Launch event
Bogotá, 18 July 2018

OECD School Resources Review (2013-)
Project framework
Recommendations for the effective and efficient use of school
resources to improve student performance
Educational perspective on the use of resources:
– Quality and Equity at the heart of school systems
– Recognition of context and complexity in education
Broad scope:
School education Public and Private education
Special needs education (SEN) Vocational education and training (VET)
Transitions from early childhood (ECEC) Transitions to further education
2

Preliminary planning meeting and Country review visit to Colombia
Interviews with decision-makers and stakeholders, 30 meetings, and 5 school
visits in Bogotá, Quindío, Armenia, Chocó and Quibdó
Review team: 3 OECD Representatives (Alfonso Echazarra, Thomas Radinger,
Paulo Santiago) and 2 external experts (Gabriela Guerrero, Juan Pablo
Valenzuela)
National coordination through Ministry of National Education (MEN)
Country Background Report by José Luis Sánchez, consultant to the ministry
OECD School Resources Review: Colombia
Methodological approach
3

Funding of school education
Provision of school education
Development of teaching profession
Scope and Focus
R
U
R
A
L
-
U
R
B
A
N
G
A
P
S
4

Quality and Equity in School Education
in Colombia
5

Trends in science performance (PISA)
430330
380
430
480
530
580
Studentperformance
2006 2009 2012 2015

Singapore
Japan
EstoniaChinese Tapei Finland
Macao (China)
Canada
Viet Nam
Hong Kong (China)B-S-J-G (China) Korea
New ZealandSlovenia
Australia
United KingdomGermany
Netherlands
Switzerland
Ireland
Belgium DenmarkPolandPortugal NorwayUnited StatesAustriaFrance
Sweden
Czech Rep.
Spain Latvia
Russia
Luxembourg Italy
Hungary LithuaniaCroatia Iceland
IsraelMalta
Slovak Rep.
Greece
Chile
Bulgaria
United Arab EmiratesUruguay
Romania
Moldova Turkey
Trinidad and Tobago
ThailandCosta Rica QatarColombia Mexico
MontenegroJordan
Indonesia Brazil
Peru
Lebanon
Tunisia
FYROM
Kosovo
Algeria
Dominican Rep. (332)
350
400
450
500
550
Meanscienceperformance
Higherperfomance
Science performance and equity in PISA (2015)
Some countries
combine excellence
with equity
More equity

Gaps in education between regions and rural-urban areas
57
85
75
48
52
70
41
49
82
65
35
45
77
54
26
20
30
40
50
60
70
80
90
Transition year Primary Lower secondary Upper secondary
%
Cities and agglomerations Intermediate Rural Remote
Difference in net enrolment rates, 2016
Source: Data provided by the Ministry of National Education
Disparities across municipalities, 2016
Source: DNP (2016), New Measurement of Municipal
Performance: First results
8

Low science performance
High science performance
Science performance
of the 10% most disadvantaged
Colombian 15-year-olds
Science performance
of the 10% most privileged
Colombian 15-year-olds
Poverty need not be destiny:
PISA math performance by decile of social background
PISAscienceperformance
9

1) Education has been a priority in recent years
– Key pillar of National Development Plan for 2014-18
– Recognition in Peace Agreement: Special Rural Education Plan (PEER)
– Ambition to increase access to early childhood education
– Policy to increase upper secondary education coverage
– Steps to improve teaching quality
– Programme to extend full-day schooling and improve educational
infrastructure (Jornada Unica, FFIE)
– Policy to promote the inclusion of children with special needs
– Policy to ensure the education of youth in the criminal justice system
Strengths and Challenges
12

But goals are not sufficiently backed by public funding
– Slowing economic growth (end of commodity supercycle) and fiscal rule to
limit structural deficit to 1% of GDP by 2022
– Slight increase in public resources in real terms, but reduction with respect
to total public spending and relative to the size of the economy
– Reduction of resources in the General System of Transfers (SGP) for
education as a result of changes to the annual adjustment since 2017
– Competition for funds between school/pre-school and tertiary education,
with a prioritization for tertiary level
13

Spending per student from the age of 6 to 15 and
science performance (PISA, 2015)
Figure II.6.2
Luxembourg
Switzerland
NorwayAustria
Singapore
United States
United Kingdom
Malta
Sweden
Belgium
Iceland
Denmark
Finland
Netherlands
Canada
Japan
Slovenia
Australia
Germany
Ireland
FranceItaly
Portugal
New Zealand
Korea Spain
Poland
Israel
Estonia
Czech Rep.
LatviaSlovak Rep.
Russia
Croatia
Lithuania
Hungary
Costa Rica
Chinese Taipei
Chile
Brazil
Turkey
Uruguay
Bulgaria
Mexico
Thailand Montenegro
Colombia
Dominican Republic
Peru
Georgia
11.7, 411
R² = 0.01
R² = 0.41
300
350
400
450
500
550
600
0 20 40 60 80 100 120 140 160 180 200
Scienceperformance(scorepoints)
Average spending per student from the age of 6 to 15 (in thousands USD, PPP)
Effect of ensuring that every Colombian 15-year-old is in
school and achieves at least the basic Level 2 on PISA
6.2bn $ over the working life
910% of current GDP
14

Trend in public and private spending on education as a
share of GDP in Colombia
4,1
4,4 4,5 4,2 4,4 4,3 4,4
5,0 4,9 4,7 4,6 4,8 4,5 4,5 4,5 4,5
3,9
3,7 3,4
3,3 3,2 3,1 3,0
3,1 3,0
2,9 2,9
2,9
3,0 3,1 2,9 2,8
0
1
2
3
4
5
6
7
8
9
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
estimated
%
Public expenditure Private expenditure
Source: Adjusted from Sánchez (2018), Country Background Report, MEN
15

2) Processes in place to support a long-term shared vision for
education and to monitor resource use
‒ National Development Plans (PND)
‒ Ten-year National Education Plans (PNDE)
‒ Extensive stakeholder engagement
‒ Growing focus on robust monitoring and evaluation of programme impact
‒ Databases supporting the work of schools, Secretaries of Education and the
MEN (e.g. on management processes, enrolment, school quality)
‒ Monitoring of use of SGP Education resources by MEN and MinHacienda
‒ Other dedicated central and territorial oversight bodies: Comptroller General,
Prosecutor General, State Attorney, local oversight committees (veedurías)
16

But the budgetary and institutional frameworks to ensure
continuity and the use of evaluation results need to be improved
– Programme financing through a pool of common resources, reducing
sustainability and limiting oversight (e.g. School Meal Programme, PAE)
– Lack of a permanent status and dedicated responsibility for certain
programmes (e.g. Rural Education Programme, PER)
– Difficulty to ensure continuity across National Development Plans and to
promote policies within the frame of Ten-year National Education Plans
– Lack of integration and accessibility of databases to facilitate use and public
transparency
17

3) The funding system promotes financial sustainability and efforts have
been made to promote equity
‒ The General System of Transfers (SGP) providing over 75% of all resources for
education in the last decade
• Represents a stable source of funding for territorial entities;
• Promotes fiscal sustainability of territorial entities, at least at aggregate level;
• Recognises that teachers are a highly inflexible and permanent cost factor for
education;
• Recognises differential costs for educating vulnerable groups of students (e.g.
SEN, rural students);
• Provides resources to public schools to ensure universal free education since
2012.
‒ Reform of the General System of Royalties (SGR) promotes greater territorial
equality in the distribution of resources from oil and mining royalties
18

But the funding system does not sufficiently compensate for
inequalities between territories, schools and students
The SGP delivers more resources per student to the most vulnerable territories,
but the difference is so small that they do not reduce territorial gaps nor
compensate for inequities in the own contributions of territorial entities
• No convergence over time in Saber 11 across municipalities
• Gradual convergence in educational coverage, but closing only half of
the existing gap would take 17.6 years in ISCED 1,2 and 32.5 years in
ISCED 3 (CGR, 2017)
19

Total expenditure per student in public education, 2017
By socio-economic level of the certified territorial entity
Amazonas
Apartadó
Atlántico
Bello
Bogotá, D.C.
Bolívar
Boyacá
Cali
Caquetá
Cartago
CasanareCauca
Cesar
Chía
Chocó
Córdoba
Cúcuta
Cundinamarca
Dosquebradas
Envigado
Facatativá
Floridablanca
Guainía
Guaviare
Huila
Itagüí
Jamundí
La Guajira
Magangué
Magdalena
Maicao
Manizales
Mosquera
Nariño
Palmira
Pasto
Pitalito
Putumayo
Rionegro Sabaneta
San Andrés
Santander
Soacha
Soledad
Sucre
Tumaco
Turbo
Uribia
Valle del Cauca
Vaupés
Vichada
Yopal
Yumbo
Zipaquirá
R² = 0,2333
2 000 000
3 000 000
4 000 000
5 000 000
6 000 000
7 000 000
8 000 000
35 40 45 50 55 60
COP
Socio-economic status (IRT Family background based on Prueba Saber 5)
Tuluá
RiohachaMontería
Auraca
Risaralda
Meta
Caldas
Antioquia
Ciénaga
Lorica
Sahagún
Norte de Santande
Tolima
Malambo
Quindío
Buenaventura
Valledupar
Fusagasugá
Piedecuesta
Popayán
Barrancabermeja
Quibdó
Girón
Medellín
Pereira
Girardot
Bucaramanga
Tunja
Armenia
Neiva
Ibagué
Buga
Ipiales
Sincelejo
Florencia
Cartagena
Santa Marta
Sogamoso
Villavicencio
Duitama
BarranquillaSource: Data provided by the Ministry of National Education (MEN), based on the Single
Territorial Format (Formato Único Territorial, FUT) for 2017
20

4) The school network and educational offer have multiple benefits
‒ Schools with multiple sites
• Facilitate access to education in rural areas and smoothe transitions;
• Avoid the closure of small rural schools;
• Provide additional resources through main school sites.
‒ The contracting of private providers gives flexibility and ensures provision in
rural and conflict zones
• Increasing role for providing education to special groups, such as indigenous and
SEN students, but overall decreasing reliance on private provision
‒ Comprehensive approach has potential benefits for equity (mandatory pre-
school year, choice of programme at age 15)
21

First age at selection in the education system and index of
teacher support in science lessons, PISA (2015)
10
Austria
Belgium
8
4
Czech Republic
Demark
Estonia
12
France
Germany
Greece
Hungary
5
Ireland
Israel
Italy
Japan
Korea Latvia
Luxembourg
Mexico
Netherlands
9
Norwy
Poland
Portugal
Slovak Republic
Slovenia
Spain
Sweden
Switzerland
Turkey
11
3
Albania
Br…
B-S-G-J (China)
Bulgaria
Colombia
Costa Rica
Croatia
Dominican Rep.
FYROM
Georgia
Hong Kong
Indone…
1
Lithua…
Macao (China)
7
Montenegro
2
6
Romania
Russia
Singapore
Chinese Taipei
Thailand
United Arab Emirates
Uruguay
Viet Nam
R² = 0.36
-0.6
-0.4
-0.2
0.1
0.3
0.5
0.7
9 10 11 12 13 14 15 16 17
Indexofteachersupportinsciencelessons
First age at selection in the education system
Source: OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, Figure II.3.11
22

-150
-100
-50
0
50
100
Ireland
Netherlands
Spain
Greece
Georgia
SlovakRepublic
Croatia
UnitedArabEmirates
Macao(China)
Portugal
France
Turkey
B-S-J-G(China)
Belgium
ChineseTaipei
Thailand
Korea
Montenegro
Hungary
Kosovo
OECDaverage
FYROM
Bulgaria
UnitedKingdom
Australia
Slovenia
CzechRepublic
Austria
Russia
Italy
Germany
Indonesia
Japan
CABA(Argentina)
Uruguay
Mexico
CostaRica
Chile
Colombia
Luxembourg
DominicanRepublic
Switzerland
Brazil
Score-point
difference
Tras ajustar por el estatus socio-económico de estudiantes y escuelas
Sin ajustar por el estatus socio-económico de estudiantes y escuelas
15-year-olds in vocational programmes and performance
in science, PISA (2015)
23

4) The school network and educational offer have multiple benefits
‒ Schools with multiple sites
• Facilitate access to education in rural areas and smoothe transitions;
• Avoid the closure of small rural schools;
• Provide additional resources through main school sites.
‒ The contracting of private providers gives flexibility and ensures provision in
rural and conflict zones
‒ Comprehensive approach has potential benefits for equity (mandatory pre-
school year, choice of programme at age 15)
‒ Efforts to strengthen upper secondary education and improve transitions to
labour market and tertiary education (partnerships between schools, tertiary
institutions and SENA; Ser Pilo Paga and Más Jóvenes en Acción)
24

But challenges to ensure quality and equity and improve
educational offer
‒ Current school network planning is unclear and makes school leadership
difficult, transport and boarding seem inadquate
• Number of sites within a school can vary greatly, with some sites very far from the
main site
• Not clear how Sec Ed take quality into account, how communities are involved, how
authorities collaborate
‒ Concerns about quality assurance of contracted private provision and risk of
social segregation in independent private schools
• Lack of local capacity to monitor quality and replicate good practice, impact of new
regulations on quality still unclear
• Independent private schools concentrating students from advantaged backgrounds
25

Type of institution by student socio-economic
background, PISA (2015)
0
10
20
30
40
50
60
70
80
90
100
OECD
Public
OECD
Government-dependent
OECD
Independent
Colombia
Public
Colombia
Government-dependent
Colombia
Independent
%
Quartile 1 Quartile 2 Quartile 3 Quartile 4
Source: OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for
Successful Schools, Table II.4.10 Table II.4.11, Table II.4.12
26

Science performance in public and private schools,
PISA (2015)
Source: OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, Figure II.4.14
-100
-80
-60
-40
-20
0
20
40
60
Turkey
Singapore
VietNam
Japan
Tunisia
Italy
ChineseTaipei
Thailand
Greece
Switzerland
CzechRepublic
UnitedStates
Estonia
Uruguay
France
Austria
CABA(Argentina)
Kosovo
Mexico
HongKong(China)
Indonesia
Luxembourg
Sweden
Hungary
Malta
DominicanRepublic
Latvia
OECDaverage
B-S-J-G(China)
Portugal
Slovenia
Spain
UnitedKingdom
SlovakRepublic
Norway
Australia
Croatia
Denmark
Peru
Jordan
CostaRica
Colombia
Chile
Netherlands
Korea
NewZealand
Canada
Lithuania
Ireland
Georgia
TrinidadandTobago
FYROM
Germany
Finland
Lebanon
Belgium
Poland
Brazil
UnitedArabEmirates
Qatar
Score-pointdifference
After accounting for socio-economic status Before accounting for socio-economic status
27

But challenges to ensure quality and equity and improve
educational offer
‒ Current school network planning is unclear and makes school leadership
difficult, transport and boarding seem inadquate
‒ Concerns about quality assurance of contracted private provision and risk of
social segregation in independent private schools
‒ Challenge to expand coverage and improve the quality of pre-school and upper
secondary education
• Articulation between MEN and ICBF as well as MEN and SENA;
• Lack of sufficient funding and quality data for ISCED 0;
• ISCED 3 not reflecting rural realities.
28

5) School organisation facilitates community participation and
flexibility in pedagogical approaches
‒ School Educational Project (PEI) and School Directive Council (consejo directivo)
to establish a shared pedagogical vision
29

Relationship between schools and parents, PISA (2015)
School principals’ reports
Source: OECD (2017), PISA 2015 Results (Volume V): Collaborative Problem Solving, Table V.7.36.
0
10
20
30
40
50
60
70
Colombia Brazil Chile Costa Rica Mexico Peru Spain Uruguay OECD
average
%
Parents who participated in local school government Parents who volunteered in physical or extracurricular activities
30

Schools and communities: a virtuous relationship
31
Schools
Successful schools draw
on the resources and
support of their
communities
Schools are vital to the
social health of their
local communities
Schools at the centre of their
communities are often the
most successful schools.
Communities
Extracurricular activities that
enrich communities in sports,
social care and volunteering
Research projects offer
innovative answers to the
needs of local enterprises,
while enhancing
entrepreneurialism among
students and providing real-
world experiences.
Service learning
Schools engage parents and families
in learning, and also draw on
resources of local enterprises,
community organisations, social
services, and sports and cultural
institutions, such as museums,
theatres or libraries
Schools can become partners in
serving the needs of local
communities, especially in
disadvantaged communities

Parents’ interest in their child's activities at school and well-being (average),
PISA (2015)
2.5 times more likely
1.9 times more likely
1.4 times less likely
Twice less likely
Wanting top grades at
school
Being very satisfied with life Feeling lonely at school Being not satisfied with life
More likely
Less likely
As likely
Students who say their parents are interested in their school activities are…

5) School organisation facilitates community participation and
flexibility in pedagogical approaches
‒ School Educational Project (PEI) and School Directive Council (consejo directivo)
to establish a shared pedagogical vision
‒ Flexible school models (MEF) for rural students (e.g. Escuela Nueva),
reintegration of former combatants (FUCE PAZ), etc.
‒ “Ethnic education” and policy to establish ethnic communities’ own
intercultural education systems
‒ Policy promoting inclusion of students with special educational needs (SEN)
‒ Full-day schooling (Jornada Unica) programme an opportunity to upgrade
school infrastructure and improve pedagogical processes
33

But concerns about weak school leadership and organisation of
teaching and learning
‒ Considerable school autonomy for curricular issues not matched with adequate
leadership capacity and varying support by Secretaries of Education
‒ Risk of other elements turning into a “de facto” curriculum: Pruebas Saber
‒ Insufficient up-to-date educational materials, textbooks, etc. and inequities in
availability of material resources
34

Distribution of responsibilities for the curriculum, PISA (2015)
Results based on school principals’ reports
0
10
20
30
40
50
60
70
80
90
100
Colombia Brazil Chile Costa Rica Mexico Peru Spain Uruguay OECD
average
%
Principal Teachers School governing board
Local or regional education authority National education authority
Source: OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, Table II.4.2.
35

Shortage of material resources by school characteristics, PISA (2015)
-1.8
-1.6
-1.4
-1.2
-1
-0.8
-0.6
-0.4
-0.2
0
0.2
Colombia Brazil Chile Mexico Peru Spain Uruguay OECD
average
Advantaged - Disadvantaged Urban - Rural Private - Public
Source: OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, Table II.6.2.
36

Differences in educational resources (PISA)
between advantaged and disadvantaged schools
Figure I.6.14
-3
-2
-2
-1
-1
0
1
1
CABA(Argentina)
Mexico
Peru
Macao(China)
UnitedArabEmirates
Lebanon
Jordan
Colombia
Brazil
Indonesia
Turkey
Spain
DominicanRepublic
Georgia
Uruguay
Thailand
B-S-J-G(China)
Australia
Japan
Chile
Luxembourg
Russia
Portugal
Malta
Italy
NewZealand
Croatia
Ireland
Algeria
Norway
Israel
Denmark
Sweden
UnitedStates
Moldova
Belgium
Slovenia
OECDaverage
Hungary
ChineseTaipei
VietNam
CzechRepublic
Singapore
Tunisia
Greece
TrinidadandTobago
Canada
Romania
Qatar
Montenegro
Kosovo
Netherlands
Korea
Finland
Switzerland
Germany
HongKong(China)
Austria
FYROM
Poland
Albania
Bulgaria
SlovakRepublic
Lithuania
Estonia
Iceland
CostaRica
UnitedKingdom
Latvia
Meanindexdifferencebetweenadvantagedanddisadvantaged
schools
Index of shortage of educational material Index of shortage of educational staff
Disadvantaged schools have more
resources than advantaged schools
Disadvantaged schools have fewer
resources than advantaged schools
37

But concerns about weak school leadership and organisation of teaching
and learning
‒ Considerable school autonomy for curricular issues not matched with adequate
leadership capacity and varying support by Secretaries of Education
‒ Other elements risk turning into a “de facto” curriculum: Pruebas Saber
‒ Insufficient up-to-date educational materials, textbooks, etc. and inequities in
availability of material resources
‒ Scope to improve regulation, use and evaluation of flexible school models
‒ Need for complementary strategies to address disadvantage (e.g. better monitoring
of students at risk, more and better trained support staff)
‒ Implementation of inclusion and ethnic education policies unclear, lack of attention
to difficulties for inclusion in small rural schools
‒ Full-day schooling requires adequate attention to pedagogical processes, greater
clarity how time should be used; political and financial sustainability unclear
38

Learning time and science performance, PISA (2015)
39
Figure II.6.23
Finland
Germany Switzerland
Japan Estonia
Sweden
Netherlands
New Zealand
Macao
(China)
Iceland
Hong Kong
(China) Chinese Taipei
Uruguay
Singapore
Poland
United States
Israel
Bulgaria
Korea
Russia Italy
Greece
B-S-J-G (China)
Colombia
Chile
Mexico
Brazil
Costa
Rica
Turkey
Montenegro
Peru
Qatar
Thailand
United
Arab
Emirates
Tunisia
Dominican
Republic
R² = 0.21
300
350
400
450
500
550
600
35 40 45 50 55 60
PISAsciencescore
Total learning time in and outside of school
OECD average
OECD average
OECDaverage

Learning time and science performance, PISA (2015)
Figure II.6.23
6
7
8
9
10
11
12
13
14
15
16
0
10
20
30
40
50
60
70
Finland
Germany
Switzerland
Japan
Estonia
Sweden
Netherlands
NewZealand
Australia
CzechRepublic
Macao(China)
UnitedKingdom
Canada
Belgium
France
Norway
Slovenia
Iceland
Luxembourg
Ireland
Latvia
HongKong(China)
OECDaverage
ChineseTaipei
Austria
Portugal
Uruguay
Lithuania
Singapore
Denmark
Hungary
Poland
SlovakRepublic
Spain
Croatia
UnitedStates
Israel
Bulgaria
Korea
Russia
Italy
Greece
B-S-J-G(China)
Colombia
Chile
Mexico
Brazil
CostaRica
Turkey
Montenegro
Peru
Qatar
Thailand
UnitedArabEmirates
Tunisia
DominicanRepublic
Scorepointsinscienceperhouroflearningtime
Hours Intended learning time at school (hours) Study time after school (hours) Score points in science per hour of total learning time

6) Considerable steps towards the professionalisation of teaching
‒ Reform of teacher employment framework in 2002 (Statute 1278):
‒ Introduced a fair and transparent teacher selection process;
‒ Raised entrance requirements;
‒ Made the salary structure more attractive;
‒ Made entry into subject teaching more open;
‒ And introduced teacher evaluations.
41

Statutory teachers' salaries, 2014
Lower secondary teachers in general programmes
0.0
0.5
1.0
1.5
2.0
2.5
3.0
0
0.5
1
1.5
2
2.5
Ratio of salary at top of scale to starting salary for teachers with typical training (right axis)
Ratio of salaries after 15 years of experience to per capita GDP for teachers with typical training
Ratio of salaries after 15 years of experience to per capita GDP for teachers with minimum training
Source: OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools. Table II.6.54 42

6) Considerable steps towards the professionalisation of teaching
‒ Reform of teacher employment framework in 2002 (Statute 1278):
• Introduced a fair and transparent teacher selection process;
• Raised entrance requirements;
• Made the salary structure more attractive;
• Made entry into subject teaching more open;
• And introduced teacher evaluations
‒ Central initiatives to reform initial teacher education and support teacher
learning
• Changes to quality assurance of education degree programmes at tertiary level: potential to
strengthen links between theory and practice
• Let’s All Learn Programme (PTA) and Rural Education Programme (PER): particular impact in
rural schools and start to change school cultures
‒ Relatively high levels of teacher satisfaction with profession and schools
43

But challenges in implementation of new teacher statute, building
a new vision for the profession, and improving teacher learning
‒ Skills- and competency-based approach of new salary scale: difficulty to obtain
promotion, lack of teacher support, revisions to evaluation process (ECDF)
‒ Substantial salary premium for postgraduate qualifications: risk of large costs
without sufficient evidence on impact for teaching and learning
‒ Co-existence of old and new teacher statutes: potential negative effects on
schools’ working climates and collegiality
‒ Reforms to initial teacher education requires more attention to
implementation, monitoring and follow-up
‒ Other elements of professionalism still to be further developed: “schools as
learning organisations”
44

Public confidence in profession and professionals
Professional preparation and learning
Collective ownership of professional practice
Decisions made in accordance with the body of knowledge o the profession
Acceptance of professional responsibility in the name of the profession and accountability
towards the profession
Professionalism

Policy levers to teacher professionalism
Knowledge base for teaching
(initial education and incentives for
professional development)
Autonomy: Teachers’ decision-
making power over their work
(teaching content, course offerings,
discipline practices)
Peer networks: Opportunities for
exchange and support needed to
maintain high standards of
teaching (participation in induction,
mentoring, networks, feedback from direct
observations)
Teacher
professionalism
Policy levers to teacher professionalism (TALIS)

11.40
11.60
11.80
12.00
12.20
12.40
12.60
12.80
13.00
13.20
13.40
Never
Onceayearorless
2-4timesayear
5-10timesayear
1-3timesamonth
Onceaweekormore
Teacherself-efficacy(level)
Teach jointly as a team in the same
class
Observe other teachers’ classes and
provide feedback
Engage in joint activities across
different classes
Take part in collaborative
professional learning
Less
frequently
More
frequently
Teachers’ self-efficacy and professional
collaboration (TALIS)

Student-teacher ratios and class size, PISA (2015)
Figure II.6.14
CABA (Argentina)
Jordan
Viet Nam
Poland
United States
Chile
Denmark
Hungary
B-S-G-J
(China)
Turkey
Georgia
Chinese
Taipei
Mexico
Russia
Albania
Hong Kong
(China)
Japan
Belgium
Algeria
Colombia
Peru
Macao
(China)
Switzerland
Malta
Dominican Republic
Netherlands
Singapore
Brazil
Kosovo
Finland
Thailand
R² = 0.25
5
10
15
20
25
30
15 20 25 30 35 40 45 50
Student-teacherratio
Class size in language of instruction
High student-teacher ratios
and small class sizes
Low student-teacher ratios
and large class sizes
OECD
average
OECDaverage

Teachers’ job satisfaction and class size (TALIS)
10.00
10.50
11.00
11.50
12.00
12.50
13.00
15 or less 16-20 21-25 26-30 31-35 36 or more
Teachers'jobsatisfaction(level)
Class size (number of students)

0
10
20
30
40
50
60
70
Low professionalism
High professionalism
Fig II.3.3
Perceptions of
teachers’ status
Satisfaction with
the profession
Satisfaction with the
work environment
Teachers’
self-efficacy
Teacher job satisfaction and professionalism (TALIS)

7) Inefficiencies and inequities in teacher recruitment and allocation
‒ A relatively large share of teachers employed as provisional teachers,
concentrated in rural areas, lengthy central recruitment of permanent staff,
rigidities in teacher labour market
‒ Initial teacher education in rural areas: central role of higher teaching schools
(ENS), but status for governance and funding unclear
‒ Teacher recruitment based on teachers’ rights rather than student needs,
insufficient incentives to work in disadvantaged and rural contexts
‒ Flexibility also required as teacher salaries concentrate large part of spending and
to respond to decline in school-age population
51

Shortage of education staff by school characteristics (PISA 2015)
-2.00
-1.50
-1.00
-0.50
0.00
0.50
Costa Rica OECD average Portugal Chile Brazil Mexico Spain Colombia Uruguay Peru
Advantaged - Disadvantaged Urban - Rural Private - Public
Source: OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, Table
II.6.15. 52

Reconcile reform efforts with available resources, ensure greater
continuity in education policy, build local capacity, and move
towards a reform of the General System of Transfers
Improve the organisation of school networks, build school
leadership, foster school collaboration, and create a more
pertinent and articulated educational offer
Promote a new vision of teacher professionalism (‘schools as
learning organisations’) together with stakeholders and make the
allocation of teachers more efficient and equitable
54
Recommendations

Thank you
Access the full report here:
https://doi.org/10.1787/9789264303751-en
Find out more about the project here:
http://www.oecd.org/education/school/schoolresourcesrev
iew.htm
Contact for further information:
andreas.schleicher@oecd.org
thomas.radinger@oecd.org
55

OECD School Resources Review Colombia 2018

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