1. Alberto Rodriguez World Bank Warsaw, Poland, November 2011

2.  Education quality means that enough learning takes place in schools  Why should we care about learning outcomes? ◦ Because individual returns to education are linked to learning, not just to years of education ◦ Because the overall economy benefits from quality education

4. MLA PASECPIAAC AHELO CLA

5.  School Readiness: Early Childhood Education (Latin America’s experience)  Assessment as a tool for quality (Jordan’s experience)  Service delivery and autonomy: Private provision and public finance (The Netherlands experience)  Education system structure: delaying tracking (the Polish experience)  Teachers: the heart of learning (benchmarking policies)

7. CountryProgram(s) Chile  Junta Nacional de Jardines Infantiles (JUNJI)  Fundación Educacional para el Desarrollo Integral del Menor (INTEGRA)  Conozca a su Hijo (CASH) Colombia  Hogares Comunitarios  Familias en Acción Honduras  Atención Integral a la Niñez Comunitaria (AIN-C)  Proyecto Nutrición y Protección Social  Madres Guías México  Oportunidades  Educación Inicial no Escolarizada Perú  Proyecto de Atención Integral a Niños y Niñas Menores de Seis Años de la Sierra Rural (PAIN)

8. Specific SectorSpecific Sector w/ inputs from other sector Multiple sectors, specific programs for targeted or universal populations Comprehensive regular monitoring, some universal services, with tailored interventions Intervention Areas/Mechanisms Sectoral Cross- Sectoral Multi- Sectoral Comprehensive Child-Centered Coordinated interventions across multiple sectors Single-sector interventions Institutional Arrangements

9. Sectoral Cross- Sectoral Multi- Sectoral Comprehensive Child-Centered Latin America: Preschool education Chile: JUNJI, Integra Mexico: Educación Inicial, PASL Peru: Vaso de leche Chile: Programa de Alimentación Escolar Colombia: Familias en Acción Ecuador: Bono de Desarrollo Humano Jamaica: PATH Honduras: PRAF Mexico: Oportunidades Nicaragua: Red de Protección Social, Atención a Crisis Bolivia: Kallpa Wawa, PIDI Colombia: Instituto Colombiano de Bienestar Familiar Honduras: Madres Guías Nicaragua: PAININ Chile: Chile Crece Contigo

10.  Comprehensive policies help scale up investments in ECD programs ◦ Multisectoral and inter-institutional coordination  Core “building blocks” for a comprehensive ECD policy: ◦ Defining an institutional anchor and achieving inter-sectoral coordination ◦ Ensuring adequate funding ◦ Developing/strengthening systems to monitor individual young children’s developmental paths ◦ Building on evidence of what works from rigorous evaluations ◦ Ensuring coherence with related policies

13.  The results of the study came as a shock  About 75% of students in mathematics and 67% of students in science scored lower than the international average  Jordan ranked 3rd from the bottom in both subjects among the 20 participating countries

14.  Expert committee established to investigate causes of poor performance  Item-by-item examination of the test and school curricula  Jordan re-administered the entire TIMSS examination  Results identical to those obtained during the first round of testing  However, the results served to inform efforts to reform educational quality

15. 1.Establish benchmarks of 13-year-olds’ achievement 2.Identify strength and weakness in each subject 3.Compare performance of students 4.Inform teacher training 5.Analyze characteristics related to achievement 6.Target negative and positive influences

21.  1917: ‘schools to the parents’  Segregation ended conflict  Freedom of education, religion, constitution  Today: Country unified But schools retain independence Ease of entry  Private Education Provision and Public Finance: The Case of the Netherlands, H.A. Patrinos

22. MinistryMunicipalitySchool Board School MinistryMunicipalitySchool Board School Targeted Funds for Low-Income & Minorities: For minority student 1.9 times basic amount For Dutch from low income background 1.25 times basic amount

23.  Trouw, 1997: http://www.trouw.nl/onderwijs / http://www.trouw.nl/onderwijs /  Education Inspectorate : http://www.onderwijsinspect ie.nl http://www.onderwijsinspect ie.nl

24. Primary Secondary

25.  Centralization & School Choice  Risk-based Inspection  Equal Treatment  Autonomy of Dutch Schools

27. Expenditures per student

30. Old Structure Matura Exam New Structure

32. PISA OECD average

34. PISA - Reading

36.  We know from recent analysis that teacher policies (training, selection, deployment, compensation, promotion, and development) are the key for a high performance system  But we know less about in what specific ways these policies are effective  So the World Bank is launching a global benchmarking effort on teacher policies: SABER teachers.

37.  Teachers are the most important school-level factor in student outcomes  Limited information and evidence exists as to what are the most effective policies to attract, motivate, and retain qualified teachers  SABER-Teachers intends to fill this gap by:  collecting  analyzing  synthesizing, and  disseminating comprehensive information on teacher policies in primary and secondary education across different systems

38.  First, the team identified 10 central teacher policy areas, which guide the data collection effort, and informed the data collection approachteacher policy areas  To assess how well are education systems succeeding in attracting, retaining, and motivating effective teachers, we identified 8 teacher policy goals8 teacher policy goals  To analyze interactions and complementarities between the various teacher policy goals, and alignment to broader education goals, we identified 4 teacher policy profiles4 teacher policy profiles

39. 1. Requirements for entering and remaining in the teaching profession 2. Initial teacher preparation 3. Recruitment and employment 4. Teacher workloads and autonomy 5. Professional development 6. Compensation: salary and non-salary benefits 7. Retirement rules and benefits 8. Monitoring and evaluation of teacher quality 9. Teacher representation and voice 10. School leadership

40. Effective Teachers Setting clear expectations for teachers 1 Attracting the best into teaching 2 Preparing teachers with useful training & experience 3 Matching teachers’ skills with students’ needs 4 Leading teachers with strong principals 5 Monitoring teaching and learning 6 Supporting teachers to improve instruction 7 Motivating teachers to perform 8

41. Are entry requirements set up to attract talented candidates? Actions Are pay and benefits appealing for talented candidates? Are working conditions appealing for talented applicants? 1 1 Indicators Are there attractive career opportunities? Is starting teacher pay competitive? How often is teacher pay disbursed on time? Does pay change over a teacher's career? Is teacher pay (salary or bonus) differentiated by subject, geographic area, grade or student population? Does pay vary according to teacher performance? Are all teachers entitled to retirement and health benefits?

42. 1. Is starting teacher pay competitive? Very uncompetitive (49% or less of GDP per capita) Uncompetitive (50% to 59% of GDP per capita) Competitive (60% to 79% of GDP per capita) Highly competitive (80% or more of GDP per capita) 2. How often is teacher pay disbursed on time? 5 months or fewer in the year 6 to 9 months in the year 10 months or more in the year 3. Does pay change over a teacher's career? It remains flat (ratio of year 15 to year 1 is 1) It changes little (ratio of year 15 to year 1 is greater than 1 but less than 1.2) It changes moderately (ratio of year 15 to year 1 is equal to or greater than 1.2 but less than 1.4) It changes considerably (ratio of year 15 to year 1 is equal to or greater than 1.4) 4. Is teacher pay differentiated by subject, geographic area, grade or student population? No, it is not differentiated at all Yes, it is differentiated by 1 factor Yes, it is differentiated by 2 factors Yes, it is differentiated by 3 or more factors 5. Does pay vary according to teacher performance? NoYes 6. Are all teachers entitled to health and retirement benefits? No, they are not entitled to either of these benefits Yes, they are entitled to one of these benefits Yes, they are entitled to both of these benefits IndicatorLatentEmergingEstablishedAdvanced

43.  Grouped top-performing education systems into four groups  Analyzed their teacher policies in detail to identify benchmarks for the 4 levels of development: Latent, Emerging, Established, Advanced  Used Groups A&B to identify Teacher Policy Profiles Group A: Top performers & rapid improvers  Hong Kong – China  Canada  Finland  Belgium  South Korea Group B: Top performers  Japan  Taipei (China)  Hungary  Singapore  Netherlands Group C: Rapid improvers (long- term)  Chile  Iran  Israel  Luxembourg  New Zealand Group C: Rapid improvers (short- term)  Ghana  Armenia  Lebanon  Mexico  Indonesia

44.  Professional Autonomy: select the best into teaching, prepare them exceptionally well, then give them ample autonomy.  Shared Responsibility: built around the notion that excellent teaching is the responsibility of the whole profession, not individual teachers; put in place mechanisms to foster collaboration and peer accountability  Career Development: focus on building teacher capacity throughout the career, from induction to professional development, formative assessment, and strong instructional leaders as school heads.  Performance Management: tight control over teachers’ work, “leave nothing to chance.”

46. Chile Guatemala Lebanon Mexico Nicaragua Yemen Tunisia Guyana Djibouti Egypt West Bank & Gaza Jordan India Nepal Indonesia New Zealand Japan Cambodia Thailand United Kingdom Serbia Turkey Singapore Vietnam The Philippines S.Korea Laos China Malaysia The Gambia Colombia

47.  Thank you !  Alberto Rodriguez, Ph.D.  Manager for Education  Europe and Central Asia Region  The World Bank  arodriguez@worldbank.org