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Issue: Performance Management Topic 4: Performance Management in Education Sector A Joint Conference of World Bank and KDI Performance Management in Education:

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Presentation on theme: "Issue: Performance Management Topic 4: Performance Management in Education Sector A Joint Conference of World Bank and KDI Performance Management in Education:"— Presentation transcript:

1 Issue: Performance Management Topic 4: Performance Management in Education Sector A Joint Conference of World Bank and KDI Performance Management in Education: A Call for Paradigm Reform in South Korea Ju Ho Lee (KDI School of Public Policy and Management )

2 The Structure of the paper Intro. Q&A eBay’s success Growth Labor Economics 2003 Fall Performance Management in Education: A Call for Paradigm Reform in South Kores First, Overview of the performance in Education Second, Overview of the performance management system in Education Third, Propose reform agenda to improve the performance- management system

3 Section 1. Performance in Education Average Test Scores KoreaJapanU.SU.KFranceGermanySwedenCanadaItalyMexico Scientific Literacy 1214412201052330 Math Literacy 2119810201562630 Reading literacy 681571421922030 (Unit: Ranking out of 31) Source: OECD “Knowledge and Skill for Life”, PISA 2000

4 Section 1. Performance in Education Distribution of Test Scores: Reading literacy KoreaJapanU.SU.KFranceGermanySwedenCanadaItalyMexico Below level 1 136441032516 At level 1 571291113971428 At level 2 1918212022 20192630 At level 3 393327 312730283119 At level 4 31292124 192628196 At level 5 610121689111751 (Unit:percentage) Source: OECD “Knowledge and Skill for Life”, PISA 2000

5 Section 1. Performance in Education Student Engagement KoreaJapanU.SU.KFranceGermanySwedenCanadaItalyMexico Students with Low sense of belonging 41382517302318212322 Students with Low Participation 842015 1324262221 (Unit: percentage) Source: OECD “Student Engagement at School”, PISA 2000

6 Section 1. Performance in Education Student participation in educational courses outside school OECD Average KoreaJapanU.SU.KFranceGermanySwedenCanadaItalyMexico Participation [1] 24.963.670.724.720.1N.A.10.47.814.45.651.4 Participation [2] 32.357.517.328.824.4N.A.36.27.831.648.047.1 (Unit: percentage) Source: OECD “Knowledge and Skill for Life”, PISA 2000 1)Percent of students who have sometimes or regularly attended courses in the language of assessment, courses in other subjects, or extension or additional courses in the last three years 2)Percent of students who have sometimes or regularly attend courses in the language of assessment, remedial courses in other subjects, training to improve study skills or private tutoring in the last three years

7 Section 1. Performance in Education Teacher Evaluation by Student OECD Average KoreaJapanU.SU.KFranceGermanySwedenCanadaItalyMexico Mean0.00-0.67-0.170.340.50-0.20-0.340.210.31-0.280.07 Ranking-2718411924762113 (Unit: WARM estimator, Ranking out of 27) Source: OECD “Knowledge and Skill for Life”, PISA 2000

8 Section 1. Performance in Education Teacher Evaluation by Principle OECD Average KoreaJapanU.SU.KFranceGermanySwedenCanadaItalyMexico Mean0.00-0.720.14-0.040.02N.A.-0.010.340.08-0.690.39 Ranking-26101813N.A.16511253 (Unit: WARM estimator, Ranking out of 27) Source: OECD “Knowledge and Skill for Life”, PISA 2000

9 Section 2. Performance-Management in Education - Performance Monitoring Scholastic achievement Evaluation in Korea To understand the academic achievement of students To assess the curriculum and pedagogical methodology But, not directly used to strengthen the accountability of schools The problem is, - not use results of the scholastic achievement evaluation to hold schools accountable - not disclose the results of the scholastic achievement evaluation

10 Section 2. Performance-Management in Education - Project Evaluations Evaluation on Local Education Authorities by the Ministry of Education & Human Resources Development YearAreas of Assessment Distribu tion Total Point 1996 Education Policy Education Reform 100 200 1997 Class Reform/ Demand-Based School System Embodiment of Welfare Efficiency in Information and Distribution of Administrative and Financial Support System Will to Promote Education Reform 310 130 120 140 700 1998 Classroom Innovation / Efficiency in Operating Finances Demand-Based School System Strengthening the Support System 260 120 500

11 Section 2. Performance-Management in Education - Project Evaluations YearAreas of Assessment Distribution Total Point 1999 New School Culture to Improve Classes Performance-Based Teachers Student and Parent-Based School Efficiency in Operating Finances Strengthening the Support System 160 60 140/115 100 140/165 600 2001 Major National Policy Project Autonomy and Special Project of the City or Regional Office of Education General Policy Project 165 125 210 500 Evaluation on Local Education Authorities by the Ministry of Education & Human Resources Development

12 Section 2. Performance-Management in Education - Project Evaluations Budget Distributed According to the Result of Evaluation on Local Education Authority by the Ministry of Education & Human Resources Development 19961997199819992001 Total Subsidized Budget 50080015001,5001000 Basic/Difference 250/250100/700150/1,350 200/800 City Average 33.6352.7682.35 67.09 Provincial Average 33.1353.71102.62 58.93 Total Average 33.3353.3393.75 62.5 (Units: Hundred Million Won) Source: Committee of Evaluation on Local Education Authority(for each year) Note: Basis for Distribution in 2001, (1) Basic Allotment (20%) + Allotment by Total Score Obtained (80%), (2) Index of Basic Allotment = Student (80%)

13 Section 2. Performance-Management in Education - Project Evaluations Evaluation on Schools by the Ministry of Education & Human Resources Development(based on documents) AreasEvaluation Criteria Curriculum Pedagogical Activity  Instruction through an emphasis on educational goals  Pedagogical activity that reflects student characteristic  Pedagogical activity that develops voluntary study skills Outside the Curriculum Pedagogical Activity  Searching and discovering one’s specialties  Livelihood guidance / basic attitude toward democracy Activities that Support Education  Disguising duty, communication, animosity among coworkers  Assisting the development of a faithful environment. Elevating the specialties of the personnel  Resources necessary to conduct educational activities  Amicable communication between the school and parents and parents participation at school. Supporting and Utilizing regional resources

14 Section 2. Performance-Management in Education - Project Evaluations AreasEvaluation Criteria Scholastic Achievement  Studying methods, Communication skills  Logic and creativity, Relationship with adults  Ego-identity, Responsibility Level of Satisfaction Student Parents Teachers and administrators Education Policy  Degree of difficulty involved when administering the 7 th Curriculum  Class utilizing ICT  Achievement Test  Special ability / Aptitude education  Reducing students per class  School Administration Committee Source: Ministry of Education and Human Resource Development and Korea Education Development (2003), “ Reports on the Results of the Overall School Evaluation, ” pp.14~17. Evaluation on Schools by the Ministry of Education & Human Resources Development(based on documents)

15 Section 2. Performance-Management in Education - Project Evaluations AreasEvaluation Criteria Introduction of School  What are the basic characteristics of the school(composition of personnel and surrounding environment)? Curricular-Educational Activities  Do the personnel of the school agree with the goals and plans?  Do the curricular-educational activities reflect each student’s specialty (student level, interests, abilities)?  Are curricular-educational activities developing voluntary studying skills? Outside the Curriculum Pedagogical Activities  Are pedagogical activities outside the curriculum adequately exhibiting student skill and potential?  Do pedagogical activities outside the curriculum help develop qualities possessed by democratic citizens? Evaluation on Schools by the Ministry of Education & Human Resources Development(based on school-visits)

16 Section 2. Performance-Management in Education - Project Evaluations AreasMajor Questions Activities that Support Education  Do pedagogical activities outside the curriculum help develop qualities possessed by democratic citizens?  Is the school working to improve its teaching and quality?  Does the school possess necessary facilities in conducting educational activities?  Are the parents, school, and the local community cooperating to improve the quality of education? Education Policy  While supervising the 7 th Curriculum, to what degree has the school faced difficulties?  Are ICT-Utilizing classes aiding student comprehension?  Are special-skill classes helping the development of student quality?  Is reducing class size helping to improve the school quality?  Is the Student Administration Committee contributing to the democratic management of the school? Evaluation on Schools by the Ministry of Education & Human Resources Development(based on school-visits)

17 Section 2. Performance-Management in Education - Project Evaluations Evaluation on General High Schools by Seoul Metropolitan Office of Education Area Distribution Evaluating Project Internalizing Character Education based on Family-Related Experiences 160(16%) Revitalizing exchange and experience learning Formulating an autonomous living environment Creating a school without violence Promoting thrifty spending and environmental education Internalizing unification education Education to develop special skills to fulfill dreams 150(15%) Activating enlightening activities Invigorating special and unique skills Internalizing science education Systemizing career guidance Strengthening physical education Sustaining the innovation of classroom and evaluation 290(29%) Improvement of class to increase creativity Reforming evaluation to elevate logic and problem-solving skills Establishment of guidance for responsibility to increase ability Promoting effective reading

18 Section 2. Performance-Management in Education - Project Evaluations Area Distribution Evaluating Project Developing knowledge and information skills 120(12%) Spreading English education Increasing computer skills and educating information- technology ethics Provoke information-utilizing skills for teachers Use and developing a school homepage Constructing a school community for all to participate 280(28%) Promoting an autonomous specialty project for each school Increasing opportunities for parents to join school activities Internalizing the management of the school’s administration committee Improving student welfare Developing teachers’ specialization and working conditions Enforce an appropriate and efficient budgeting of school funds Source: Seoul Metropolitan Office of Education (2004), “ Report of School Evaluation for the 2003 Academic Year, ” pp. 10~72. Evaluation on General High Schools by Seoul Metropolitan Office of Education

19 Section 3. A Call for Raradigm Reform Elevate the Education Performance Evaluation First, Assessment of student achievement should be based on students evaluation on both cognitive and non-cognitive skills Second, Utilize results of students achievement evaluation based on diverse methods: (1) the absolute level of achievement of schools (2) the change in achievement of schools (3) the extent of improving student achievement of targeted students

20 Section 3. A Call for Raradigm Reform Establish a New Accountability System  Accountability Schools : Introduce different types of schools that allow school choices  Accountability Programs : Improve student achievement for the students of low-income and low-ability  Accountability Contests : Promote competition among schools via Accountability Contests

21 Section 3. A Call for Raradigm Reform Accountability Schools Introduce different types of schools that allow school choices - Diversifying the school system through the introduction of new types of schools - Allow school choice, autonomous school management, and financial assistance based on formula funding - Access Accountability Schools by Accountability Tests For Accountability Schools

22 Section 3. A Call for Raradigm Reform Accountability Programs Improve student achievement for the students of low-income and low-ability -Strengthen remedial education program to enhance the performance of low-income and low-performing students - Hold schools accountable based on the improvement of achievement of targeted students For Accountability Programs

23 Section 3. A Call for Raradigm Reform Accountability Contests Promote competition among schools via Accountability Contest - Performance goals will be set by the Ministry, Local Education Authority… - Schools will voluntarily participate the contest - Participating schools will be allowed with more autonomy - Reward schools, teachers, and students that won the contest For Accountability Contests


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