pisa for development initial technical meeting overview presentation 27 – 28 june 2013 paris,...
TRANSCRIPT
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PISA for Development
Initial Technical Meeting
Overview Presentation27 – 28 June 2013
Paris, France
EDU/DCD
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PISA for DevelopmentInitial Technical Meeting
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1. Shared understanding among participants and partners
2. A general agreement regarding the main technical challenges to be addressed
3. Framework established for the working methods and focus of the technical partnerships
4. Proposals presented for membership of the Steering Group, the Technical Advisory Group, and for the first set of technical papers to be commissioned
Expected Results from Meeting
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• PISA for development: presentation of the project
• Roundtable on country and development partner perspectives
• The experience of Brazil in PISA• Stock-take of main technical
challenges
Overview of agenda and sessions: Day One
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• Review of main technical challenges• Building on existing work• Framework for working methods
and technical partnerships• Next steps and meeting conclusion
Overview of agenda and sessions: Day Two
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• Annotated agenda• Participants list• Final version of project document• Draft ToR for International Steering
Group• Draft ToR for Technical Advisory Group• Draft Agreement for participation in PISA
for development• Draft roles and responsibilities expected
of National Centres
Key documents in folder
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PISA for Development
• Erik Solheim – Chairman of the Development Assistance Committee
• Andreas Schleicher – Deputy Director, Directorate for Education and Skills
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PISA for Development
Initial Technical Meeting
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An ambition to make the benefits of PISA available to a broader group of countries
An opportunity to support the measurement of a post-2015 education goal that is focused on learning quality
• An aim to enable all of the countries of the global community to be on a single metric with regards to key educational outcomes
Motivation for PISA for development
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• The international education community that aims to improve student outcomes globally through research;
• In-depth comparative analyses of factors that are strongly related to student outcomes;
• National and international debates about how to improve student outcomes;
Benefits of participation 1: being part of ..............
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• Participants in PISA are exposed to world-class assessments and rigorous international standards.
• PISA allows countries to learn policy lessons from other countries, particularly from those that may share common challenges and conditions, thereby facilitating peer learning and the dissemination of good practices and knowledge of what works to improve student outcomes
Benefits of participation 2: good practices and peer learning
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• Focus on student learning for policy reforms
• Focus on teacher professional development and training
• School leadership and school autonomy
• Focus on standards that are congruent and aligned
• Focus on student competencies and skills beyond (curricular) content
Benefits of participation 3: policy/system reform impacts
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Increased numbers of developing countries use PISA assessments from 2016 onwards to:
Monitor progress towards national improvement targets
Comparatively analyse factors associated with student outcomes
For institutional capacity-building, and
For tracking international education targets within a post-2015 framework
PISA for DevelopmentEnhancing the relevance and use of PISA
… in support of participating countries
Expected impact
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• So far, PISA has covered 74 countries, 28 of which are developing countries (ODA recipients)
• Our experience so far:• Relevance of the PISA approach and assessment
• Adherence to technical standards
• Quality of technical implementation matches that of OECD countries
• Full compliance with confidentiality requirements
• Some open issues• Match between student ability distribution and item difficulties
• Relevance of context questionnaires
• Out-of-school populations
• How far can we go with expanding PISA as we know it geographically?
PISA for DevelopmentHow we arrived at this point – the journey
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140 2000 4000 6000 8000 10000 12000 14000 16000 18000 20000
300
350
400
450
500
550
600
Malta
Czech Rep.
Slovak Rep.
Trinidad and Tobago
Estonia
Croatia
Hungary
Shanghai-China
PolandLatvia
ChileLithuania
UruguayMiranda-Venezuela
Russia
Brazil
Turkey
Argentina
Mexico
Malaysia
Kazakhstan
MauritiusRomania
Costa Rica
Panama
Montenegro
Bulgaria
Colombia
Serbia
Azerbaijan
Peru
Chinese Taipei
Thailand
JordanTunisia
AlbaniaIndonesia
GeorgiaMoldova
Tamil Nadu
Himachal Pradesh
Kyrgyzstan
Non-high income countries (GDP < 20 000)
GDP per capita (USD converted using purchasing power parity)
PIS
A r
eadin
g p
erfo
rmance
Reading performance and national wealth in low income countries
PISA for DevelopmentBenchmarking for improvement
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150 10000 20000 30000 40000 50000 60000 70000 80000 90000 100000
300
350
400
450
500
550
600
High income countries (GDP > 20 000)Linear (High income countries (GDP > 20 000))Linear (High income countries (GDP > 20 000))Non-high income countries (GDP < 20 000)Linear (Non-high income countries (GDP < 20 000))
GDP per capita (USD converted using purchasing power parity)
PIS
A r
eadin
g p
erfo
rmance
Reading performance and national wealth
PISA for DevelopmentBenchmarking for improvement
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• Initial dialogue with the largest donors to education and technical agencies, Summer 2012
• Meeting in November 2012 to discuss first draft of Project Document
• Second draft of Project Document circulated in March 2013 – initial commitments of support from development partners and technical agencies
• Dialogue with potential pilot countries
Discussion with Partners: timeline
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• Cambodia• Ecuador• Guatemala• Mongolia• Punjab (Pakistan)• Senegal• Sri Lanka• Zambia
Dialogue with possible pilot countries
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• France• Germany (BMZ/GIZ)• IADB• Korea• Norway• UK (DFID)• World Bank
Dialogue with development partners
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• PASEC• SACMEQ• UNESCO• UIS• UNICEF• EFA GMR• GPE• CUE, Brookings Institution
Dialogue with other agencies
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• Aims: to enhance the policy relevance of PISA for developing countries through:– the development of enhanced PISA
survey instruments and data collection methods…..
– that are more relevant for the contexts found in developing countries…..
– but which produce results on the same scales as the main PISA assessment.
PISA for DevelopmentEnhancing the relevance and use of PISA
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PISA for DevelopmentPlans for the Pilot
… in support of developing countries
Five (to seven) partner countries
Five main outputs Five project phases
over 36 months
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Main Phases and Governance
I. Design, Planning and Coordination
II. Technical Development
III. Field Trial and In-country Data Collection
IV. Analysis and Reporting
V. Post-Pilot Governance
36 Months of Implementation
PISA for DevelopmentEnhancing the relevance and use of PISA
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Five Main Outputs
1. Contextual questionnaires and data-collection instruments enhanced (e.g. for students, parents, schools, etc.): Examples:• Socio-economic background of
students and schools• School climate• Resource availability and use• Autonomy and accountability• Governance
PISA for DevelopmentEnhancing the relevance and use of PISA
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Five Main Outputs
2. The descriptive power of cognitive assessments enhanced in reading, mathematics and science
• Review, select, translate, validate and combine into test booklets
• Improved targeting at lower-end of proficiency
• Component Reading Skills assessment
PISA for DevelopmentEnhancing the relevance and use of PISA
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Five Main Outputs
3. An approach developed, including a methodology and analytical framework, for including out-of-school 15 year-olds in the assessments
• Draw on existing work UNICEF, UNESCO
• World Bank STEP project
• PIAAC and others
PISA for DevelopmentEnhancing the relevance and use of PISA
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Five Main Outputs
4. Country capacity in assessment, analysis and use of results for monitoring and improvement strengthened among participating countries
• Planning process with each participant• Customised country-specific report for
participants• Working with development partners• Succession planning and knowledge
transfer
PISA for DevelopmentEnhancing the relevance and use of PISA
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Five Main Outputs
5. Peer-to-peer learning opportunities identified related to participation in PISA
• Experience of previous and current PISA participants
• Seminar for pilot countries and others
• Contribute to UN-led post-2015 discussions
PISA for DevelopmentEnhancing the relevance and use of PISA
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Main Phases and Governance
International Steering Group
Technical Oversight and Coordination
International and National
Implementation
Partnership with and guidance from 5 (to 7) participating countries
PISA for DevelopmentManagement and budget
Overall budget (5 participating countries = Eur 2.9 million)
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PISA for Development
Initial Technical Meeting
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PISA for DevelopmentRoundtable countries and development partners
• Main expectations for the meeting of countries and development partners
• Perspectives of countries and development partners on the project, specifically:
Country-specific opportunities and challenges from participating in PISA
Perspectives of development partners on the opportunities and challenges
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PanamaIndonesia
Costa RicaTurkey
AzerbaijanColombia
MexicoAlbania
UruguayBrazil
KyrgyzstanArgentina
BulgariaThailandMauritius
PeruGeorgia
Russian FederationTrinidad and Tobago
MalaysiaPartner averageOECD average
OECD average (excl. Turkey, Mexico, Chile)
The PISA InstrumentsEnrolment of 15-year-old students
These results from PISA 2009 for non-OECD countries (and Mexico and Turkey) show that among PISA participants, there are still large percentages of out-of-school youth