# State of the Education in Paraguay Ing. Gabriela Gómez Pasquali, MSc. (OMAPA)

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State of the Education in Paraguay Ing. Gabriela Gómez Pasquali, MSc. (OMAPA)

Education System JMJIPre-Sc. 1º2º3º4º5º6º7º8º9º Baccalaureate Higher Education 1th Cycle2nd Cycle3rd Cycle Early Education Basic Education Secondary School Higher Education 01234567891011121314151617181920 Ages (years) Levels Structure and Organization of the Educational System in Paraguay

State of the Education Mathematics K12 Current State  Very bad  One the of the worst in the region and the world

State of Education Mathematics K12 INTERNATIONAL ASSESSMENTS SERCE Second Regional Comparative and Explanatory Study (Year 2008)

State of Education Mathematics K12 SERCE 2008  17 Countries in the region  Paraguay among the 5 scores below the regional average in all the subjects tested  54% of students in 3rd grade in the lowest levels of mathematics  25% of students in 6th grade couldn’t solve problems of division, multiplication, sums with fractions, common geometric shapes.

State of Education Mathematics K12  Level1: Recognize basic facts and concepts.  Level 2: Recognize facts, concepts, direct and explicit relationships. Solve simple problems.  Level 3: Recognize concepts, relationships and no explicit properties. Solve simple problems. May interpret information from different representations.  Level 4: Solve complex problems of many conceptual domains, with no explicit information. SERCE LEVELS

State of Education Mathematics K12 SERCE 2008 PERCENTAGE OF STUDENTS OF 3rd GRADE -By level of performance in mathematics- COUNTRYUNDER IIIIIIIIV ARGENTINA10,4632,7731,1315,1710,47 BRAZIL10,3236,5526,7414,3212,07 CHILE5,127,933,619,3714,02 COLOMBIA8,5738,633,1912,976,67 COSTA RICA2,6224,443722,313,65 CUBA1,0910,1916,9517,4154,36 ECUADOR14,3445,4828,127,914,14 EL SALVADOR10,314531,89,253,64 GUATEMALA17,3450,0625,075,462,08 MEXICO5,1528,8530,719,7115,59 NICARAGUA12,147,9530,57,491,97 PANAMA15,9849,6925,156,422,75 PARAGUAY15,8737,8825,511,569,2 PERU15,2445,4225,958,614,77 DOMINICAN R.41,2849,278,490,840,13 URUGUAY5,7825,9530,0319,2918,95 NUEVO LEÓN2,3418,4531,6924,4123,11 TOTAL AL and C10,1936,0328,2614,311,23

State of Education Mathematics K12 SERCE 2008 PERCENTAGE OF STUDENTS OF 6th GRADE -By level of performance in mathematics- COUNTRYUNDER OF IIIIIIIIV ARGENTINA1,5311,8937,9936,2612,34 BRASIL1,461444,0931,658,8 CHILE1,49,8437,8537,3913,52 COLOMBIA1,0213,2947,6432,65,46 COSTA RICA0,094,5532,7143,718,95 CUBA0,194,4317,9326,3351,13 ECUADOR4,2424,8645,1521,414,34 EL SALVADOR1,9519,1851,6123,813,45 GUATEMALA2,7824,9450,819,521,96 MEXICO0,518,3832,4139,119,6 NICARAGUA2,2523,8852,6919,411,76 PANAMA3,3227,1649,5517,642,33 PARAGUAY3,852146,523,914,74 PERU2,4119,5839,8228,99,29 DOMINICAN R.5,6941,7945,436,850,24 URUGUAY0,674,2622,3640,4132,31 NUEVO LEÓN0,346,2929,3540,6623,36 TOTAL AL and C1,4813,9140,8232,3511,44

State of Education Mathematics K12 INTERNATIONAL ASSESSMENTS SNEPE System of Evaluation of the Educative Process (Year 2006)

State of Education Mathematics K12 Mathematics 3rd, 6th y 9th SNEPE 2010 Levels3rd Grade6th Grade9th Grade Under I17,210,27,9 II35,430,428,2 III26,245,047,3 IV12,811,514,5 V8,53,02,0

State of Education Mathematics K12 LEVELS SNEPE Area of Mathematics for Secondary School Education  Level 3: Inference and modeling of effective strategies to solve problems of greater complexity.  Level 2: Connection and integration of data to solve problems of less complexity.  Level 1: Reproduction and procedures. Students are able to solve placed in familiar and close contexts.  Level 0: Students placed in this group do not show to have the content management to let them solve even the tasks of level 1.

Estado de la Educación Matemática K12 Matemática Ed. Media (2º Año) SNEPE 2006

Educative Reform (since1994)  Amplified the coverage (BE)  Spread the access  Improved retention  It didn’t assured the training of new teachers  Systems of permissive promotion  Deficient training in ITTs

Training of Teachers

Teachers’ Practice TRAINING RESEARCH in 2012 Mathematics and Sciences teaching conducted by the MEC and BID (Ministry of Education and Culture) (Inter-American Development Bank) Teacher Practicing in Paraguay  Mechanic Repetition  Practice  Memorization In about 50% of the evaluated classes the teachers transmitted wrong concepts. With any kind of reactions from students 

Teachers in practice PROFILE

Coverage of education Year Pre-Escolar BE (1th y 2nd Cycle) BE (3rd Cycle) Secondary School Education UrbanRuralUrbanRuralUrbanRuralUrbanRural 19905871041007212396 2000907511412096456218 20108478959895587731 GROSS ENROLMENT RATE By level/cycle 1990 - 2010 Source: MEC, DGPE, SIEC 1990, 2000, 2010

Coverage of education Source: MEC, DGPE, SIEC 1990, 2000, 2010

PARAGUAY IN THE GLOBAL CONTEXT INDEXES OF EDUCATION RANKCOUNTRYVALUE (1 – 7) 136Mauritania2,6 137Mongolia2,6 138Paraguay2,6 139Guinea2,6 140Dominican Republic2,5 141Honduras2,4 142Haiti2,3 143Burundi2,3 144Angola2,2 145Egypt2,2 146South Africa2,1 147Yemen2,0 148Libya1,9 Quality of the educational system Global Competitive Report 2013-2014 World Economic Forum

PARAGUAY A NIVEL MUNDIAL ÍNDICES DE EDUCACIÓN RANKCOUNTRYVALUE (1 – 7) 139Guatemala2,4 140Perú2,4 141Timor-Leste2,3 142Paraguay2,3 143Yemen2,3 144Honduras2,2 145Egypt2,2 146Dominican Republic2,2 147Angola2,1 148South Africa1,9 Quality of math and science education Global Competitive Report 2013-2014 World Economic Forum

CURRENT SITUATION NEW GOVERNMENT (since august)  Any proposal was presented  Busy “cleaning the house”  Legal holes  Small budget  Social responsibilities They plan “to do something different” with “immediate results” We offer to help them to do something that really helps to improve the teachers’ practice FONACIDE: 100.000.000 dollars each year for Projects to Improve Education

Thanks! www.omapa.org.py facebook.com/omapa.org.py twitter @omapapy omapa@omapa.org.py +59521 605154 Stay in touch…. gabriela@omapa.org.py

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