State of the Education in Paraguay

Ing. Gabriela Gómez Pasquali, MSc.(OMAPA)

Education System

JM JI Pre-Sc.

1º 2º 3º 4º 5º 6º 7º 8º 9º

BaccalaureateHigher

Education1th Cycle 2nd Cycle 3rd Cycle

EarlyEducation

BasicEducation

SecondarySchool

HigherEducation

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20Ages

(years)

Levels

Structure and Organizationof 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

SERCESecond Regional Comparative

and Explanatory Study

(Year 2008)

State of Education

Mathematics K12SERCE 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 K12SERCE 2008

PERCENTAGE OF STUDENTS OF 3rd GRADE-By level of performance in mathematics-

COUNTRY UNDER I I II III IVARGENTINA 10,46 32,77 31,13 15,17 10,47BRAZIL 10,32 36,55 26,74 14,32 12,07CHILE 5,1 27,9 33,6 19,37 14,02COLOMBIA 8,57 38,6 33,19 12,97 6,67COSTA RICA 2,62 24,44 37 22,3 13,65CUBA 1,09 10,19 16,95 17,41 54,36ECUADOR 14,34 45,48 28,12 7,91 4,14EL SALVADOR 10,31 45 31,8 9,25 3,64GUATEMALA 17,34 50,06 25,07 5,46 2,08MEXICO 5,15 28,85 30,7 19,71 15,59NICARAGUA 12,1 47,95 30,5 7,49 1,97PANAMA 15,98 49,69 25,15 6,42 2,75PARAGUAY 15,87 37,88 25,5 11,56 9,2PERU 15,24 45,42 25,95 8,61 4,77DOMINICAN R. 41,28 49,27 8,49 0,84 0,13URUGUAY 5,78 25,95 30,03 19,29 18,95NUEVO LEÓN 2,34 18,45 31,69 24,41 23,11

TOTAL AL and C 10,19 36,03 28,26 14,3 11,23

State of Education

Mathematics K12 SERCE 2008

PERCENTAGE OF STUDENTS OF 6th GRADE-By level of performance in mathematics-

COUNTRY UNDER OF I I II III IV

ARGENTINA 1,53 11,89 37,99 36,26 12,34BRASIL 1,46 14 44,09 31,65 8,8CHILE 1,4 9,84 37,85 37,39 13,52COLOMBIA 1,02 13,29 47,64 32,6 5,46COSTA RICA 0,09 4,55 32,71 43,7 18,95CUBA 0,19 4,43 17,93 26,33 51,13ECUADOR 4,24 24,86 45,15 21,41 4,34EL SALVADOR 1,95 19,18 51,61 23,81 3,45GUATEMALA 2,78 24,94 50,8 19,52 1,96MEXICO 0,51 8,38 32,41 39,1 19,6NICARAGUA 2,25 23,88 52,69 19,41 1,76PANAMA 3,32 27,16 49,55 17,64 2,33PARAGUAY 3,85 21 46,5 23,91 4,74PERU 2,41 19,58 39,82 28,9 9,29DOMINICAN R. 5,69 41,79 45,43 6,85 0,24URUGUAY 0,67 4,26 22,36 40,41 32,31NUEVO LEÓN 0,34 6,29 29,35 40,66 23,36

TOTAL AL and C 1,48 13,91 40,82 32,35 11,44

State of Education

Mathematics K12

INTERNATIONAL ASSESSMENTS

SNEPESystem of Evaluation of the Educative Process

(Year 2006)

State of Education

Mathematics K12

Mathematics 3rd, 6th y 9thSNEPE 2010

Levels 3rd Grade 6th Grade 9th Grade

Under I 17,2 10,2 7,9

II 35,4 30,4 28,2

III 26,2 45,0 47,3

IV 12,8 11,5 14,5

V 8,5 3,0 2,0

State of Education

Mathematics K12LEVELS SNEPEArea 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

Nivel 1 Nivel 2 Nivel 3 Nivel 405

101520253035404550

7

41 47

6

Porcentaje de alumnos por niveles de desempeño

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

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AVERAGE PERFORMANCECandidates for teachers

(2001, 2004)

2001

2004

Teachers’ PracticeTRAINING

RESEARCH in 2012

Mathematics and Sciences teachingconducted 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 practicePROFILE

8383

4610

Number of teachersEARLY EDUCATION

Total of teachers

Total of teachers with no profile

Teachers in practicePROFILE

29180

11080

Number of teachersBASIC EDUCATION

Total of teachers

Total of teachers with no profile

Teachers in practicePROFILE

26051

12244

Number of teachersSECONDARY SCHOOL EDUCATION

Total of teachers

Total of teachers with no profile

Coverage of education

Year

Pre-EscolarBE

(1th y 2nd Cycle)

BE(3rd Cycle)

Secondary School

Education

Urban Rural Urba

n Rural Urban Rural Urba

n Rural

1990 58 7 104 100 72 12 39 6

2000 90 75 114 120 96 45 62 18

2010 84 78 95 98 95 58 77 31

GROSS ENROLMENT RATEBy level/cycle1990 - 2010

Source: MEC, DGPE, SIEC 1990, 2000, 2010

Coverage of education

Source: MEC, DGPE, SIEC 1990, 2000, 2010

PARAGUAY IN THE GLOBAL CONTEXTINDEXES OF EDUCATION

RANK COUNTRY VALUE (1 – 7)

136 Mauritania 2,6

137 Mongolia 2,6

138 Paraguay 2,6

139 Guinea 2,6

140 Dominican Republic 2,5

141 Honduras 2,4

142 Haiti 2,3

143 Burundi 2,3

144 Angola 2,2

145 Egypt 2,2

146 South Africa 2,1

147 Yemen 2,0

148 Libya 1,9

Quality of theeducational

system

Global Competitive Report2013-2014World Economic Forum

PARAGUAY A NIVEL MUNDIALÍNDICES DE EDUCACIÓN

RANK COUNTRY VALUE (1 – 7)

139 Guatemala 2,4

140 Perú 2,4

141 Timor-Leste 2,3

142 Paraguay 2,3

143 Yemen 2,3

144 Honduras 2,2

145 Egypt 2,2

146 Dominican Republic 2,2

147 Angola 2,1

148 South Africa 1,9

Quality of math and

science education

Global Competitive Report2013-2014World Economic Forum

CURRENT SITUATION

NEW GOVERNMENT (since august) Any proposal was presented Busy “cleaning the house” Legal holes Small budget Social responsibilitiesThey 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!

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