developmentprogressorg Basics and beyond Exploring drivers of national progress in postprimary education Mongolia and Kenya and education quality in Chile and Indonesia Susan Nicolai developmentprogressorg ID: 403194
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Basics and beyond
Exploring drivers of national progress in post-primary education Mongolia and Kenya and education quality in Chile and Indonesia
Susan NicolaiSlide2
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Development Progress: the story so far
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Providing evidence
for what’s worked and why over the past two decadesHealthEducationEnvironmentPolitical voiceSocial cohesion
Material wellbeingEmploymentSecuritySlide3
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Development Progress: the story so far
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developmentprogress.org
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Development progress education
Phase II Expanding post-primary education
Mongolia
Kenya
UN photo/
Nayan
Tara
Phase I
E
xpanding basic education
Benin
Cambodia
Ethiopia
Improving education quality
Chile
IndonesiaSlide5
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What has been achieved?Slide6
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School life expectancy and completion
Mongolia’s average school life expectancy
almost
doubled from 7.7 years in 1994 to 14.3 years in 2010. In Kenya, school life expectancy rose from 8.4 years
in 2000 to 11 years in 2009 and the secondary gross enrolment ratio (GER) grew substantially, from 40%
in the
early 2000s to 60% in
2009.
For
the last 20 years, Chile maintained
almost
universal
primary enrolment
alongside
other gains.
For
example,
primary
completion rates rose from
83
% in 1990 to 95% in 2011.
In Indonesia, completion
rates for lower secondary education rose from 63% to 76% over 2002-2012, with strong gender equity and gains across urban/rural, regional and socio-economic groups.
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MongoliaSlide7
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Quality improvements
Chile
became one of only three OECD member countries to improve pupil reading assessments by more than 20 points between 2000 and 2009, and improvements in science tests were also above the OECD average between 2006 and 2009.
Indonesia
was one of only eight countries whose Programme for International Student Assessment (PISA) reading results improved significantly over 2000-2009 (8.4%), while also narrowing the gap between the highest and lowest performing students.
Almost three in five Mongolian youths now enrol in university, reflecting a six-fold increase in students between 1993 and 2010
.
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ChileSlide8
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Education financing
In Mongolia, a law established
that education should receive 20% of the total
budget expenditure in 1995, a
target met in 2001/02. Since then the target has remained above 15%, stabilising at a level higher
than achieved in the previous decade
Public
spending on education in Kenya rose by 31% in real terms between 2003/04 and 2008/09 and,
with education budgets
ringfenced
in
the aftermath of the 2008/09 global financial
crisis.
In
just over a decade Chile’s education
budget
increased threefold from $907
million
in 1990 to $3.07 billion by 2002.
In Indonesia, commitment
to devote 20%
of
the national budget to education has
seen
funding almost triple in real terms
since
2001, with spending of IDR 310.8
trillion
(US $35.3bn) in 2012
.
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IndonesiaSlide9
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What has driven progress?Slide10
Mongolia
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Strong
demand and high value placed on post-primary
educationExpanded
provision through investment by the Government of Mongolia in education Policy
reform and reaching the
unreached
External
support through development partnersSlide11
Kenya
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Calls
for increasingly higher levels of
educationGovernment policy as a game-changerFinancial
resources accompanying political commitmentGrowth
in community and private sector providers Slide12
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Chile
Emphasis
on consensus in politics and
policy
Multiple efforts at quality reforms
Teacher professionalisation and conditions
Investment
and targeting of financial resources Slide13
Indonesia
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Strengthening
the teaching
forceCurriculum and pedagogy reformsSupporting
decentralisation and school-based managementIncreased
budget and targeted support to address inequitiesSlide14
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Political dynamics and educationSlide15
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Unbalanced progress on education
A ‘perfect storm’ of global goals and domestic incentives have favoured a focus on access over quality
Politicians
prioritise visible outputs
offering
higher political returns
It is hard for parents
&
communities to monitor quality
Often easier
for parents
&
students to opt out than push for reformSlide16
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On-going challengesSlide17
Emerging issues
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Importance of a greater attention to political dynamics
Focus on equity, which too often becomes entrenched in systems
Linking inputs, including finance, to improvements in learning outcomes
Flickr photo/World Bank Photo CollectionSlide18
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