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Piloting the INTES assesment in Serbia

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UNDP Eurasia
UNDP Eurasia

Regional Conference on Fighting Corruption in Education in Eastern Europe and Central Asia, 24-25 November, Bratislava Tinde Kovac Cerovic

Desarrollo personalEducación
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T ünde Kovacs - Cerovic Serbia, State Secretary for education Piloting the INTES assessment in Serbia Fighting corruption in education
Content ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
1. Educational perspective ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Rare event ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Rare event Serbia
Imperfect context ,[object Object],[object Object],[object Object],No of schools No of facilities No of classes No of teachers No of students G1-G12 1.800 4.500 40.000 70.000 1.100.000
Imperfect context ,[object Object]
Imperfect context ,[object Object]
[object Object],[object Object],Imperfect context
Imperfect context ,[object Object]
Attended ... Listened ... Heard ... Understood ... Remembered ... Will apply ... Anti-corruption measures are genuinely welcomed Learning can become a really rare event
2. Government perspective ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
AREAS OF CURRENT DEVELOPMENTS QA, self-evaluation, external evaluation matura Anti-discrimination measures, Violence prevention Outcomes and standards New curricula Quality of teachers (36 ECTS) Capitation formula EIS Clearer roles of schools, parents, students Extended preschool Inclusion of marginalized groups Individual education plans Roma pedagogical assistants Free secondary edu. Recognition of prior learning
Current moment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Social benefits Personal benefits teachers ef f i cient e quitable accountable r egul ated participatory textbooks curriculum finan c i ng management assessment evaluation SCHOOL Research Development Policies 2025
Potential niches ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Potential niches ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Potential niches ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Potential niches ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Policy consequences Public expenditure of education and % of GDP in 2007 ( State Treasury data for Serbia, EUROSTAT for other countries)
Policy consequences ,[object Object],[object Object],[object Object],[object Object],High percentage of early school leavers Data source: EUROSTAT (2008) and National Statistic Office for Serbia (drop out rates) Data for Serbia underestimated due to the data shortages
[object Object],[object Object]
Added value of INTES ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Based on impressions Based on evidence low quality high quality Added value general: Evidence for policymaking
LEARNING OF STUDENTS LEARNING OF TEACHERS LEARNING OF SCHOOLS LEARNING OF THE SYSTEM
Added value general: Contributing to a developmental context ,[object Object],[object Object],Education Developmental priorities (equity and efficiency) Legal instruments Anti-corruption solutions in other countries
Way to go ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Way to go: stakeholders
[object Object],[object Object],[object Object],[object Object]

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Piloting the INTES assesment in Serbia

  • 1. T ünde Kovacs - Cerovic Serbia, State Secretary for education Piloting the INTES assessment in Serbia Fighting corruption in education
  • 2.
  • 3.
  • 4.
  • 5. Rare event Serbia
  • 6.
  • 7.
  • 8.
  • 9.
  • 10.
  • 11. Attended ... Listened ... Heard ... Understood ... Remembered ... Will apply ... Anti-corruption measures are genuinely welcomed Learning can become a really rare event
  • 12.
  • 13. AREAS OF CURRENT DEVELOPMENTS QA, self-evaluation, external evaluation matura Anti-discrimination measures, Violence prevention Outcomes and standards New curricula Quality of teachers (36 ECTS) Capitation formula EIS Clearer roles of schools, parents, students Extended preschool Inclusion of marginalized groups Individual education plans Roma pedagogical assistants Free secondary edu. Recognition of prior learning
  • 14.
  • 15. Social benefits Personal benefits teachers ef f i cient e quitable accountable r egul ated participatory textbooks curriculum finan c i ng management assessment evaluation SCHOOL Research Development Policies 2025
  • 16.
  • 17.
  • 18.
  • 19.
  • 20. Policy consequences Public expenditure of education and % of GDP in 2007 ( State Treasury data for Serbia, EUROSTAT for other countries)
  • 21.
  • 22.
  • 23.
  • 24. Based on impressions Based on evidence low quality high quality Added value general: Evidence for policymaking
  • 25. LEARNING OF STUDENTS LEARNING OF TEACHERS LEARNING OF SCHOOLS LEARNING OF THE SYSTEM
  • 26.
  • 27.
  • 28. Way to go: stakeholders
  • 29.

Notas del editor

  1. Some data based on the Labour Force surveys show that the percentage of early school leavers is even higher (30%), however the percentage in the table (19%) is based on the adding event drop out rates for different grades in primary and secondary education as well as the drop out rate in the transition between primary and secondary education. However this figure is slightly underestimated due to the unreliable data on the percentage of children who have never entered education system (Roma, children with disabilities etc.)