Reviews of National Policies for Education Education in Colombia (eBook)

Oecd (Autor)

eBook Download: PDF

2016 | 1. Auflage
304 Seiten
OECD Publishing (Verlag)
978-92-64-25060-4 (ISBN)

Infos

How can Colombia improve both the quality and equity of its education system while also addressing efficiency challenges? Despite a fundamental transformation of its education system over the past two decades, Colombia faces two critical challenges: high levels of inequality from the earliest years and low levels of quality across its education system. This report assesses Colombia’s policies and practices against the best approaches in education and skills from across the OECD. It analyses its education system’s major strengths and the challenges it faces, from early childhood education and care to tertiary education. With insights drawn from international research, it offers recommendations on how Colombia can improve quality and equity to reach its goal of being the “most educated” country in Latin America by 2025. This report will be of interest in Colombia as well as other countries looking to raise the quality, equity and efficiency of their education systems.

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How can Colombia improve both the quality and equity of its education system while also addressing efficiency challenges? Despite a fundamental transformation of its education system over the past two decades, Colombia faces two critical challenges: high levels of inequality from the earliest years and low levels of quality across its education system. This report assesses Colombia's policies and practices against the best approaches in education and skills from across the OECD. It analyses its education system's major strengths and the challenges it faces, from early childhood education and care to tertiary education. With insights drawn from international research, it offers recommendations on how Colombia can improve quality and equity to reach its goal of being the "e;most educated"e; country in Latin America by 2025. This report will be of interest in Colombia as well as other countries looking to raise the quality, equity and efficiency of their education systems.

Inhalt

Foreword 5
Acknowledgements 7
Table of contents 9
Acronyms and abbreviations 13
Executive summary 19
Improving the quality and relevance of learning outcomes 20
Promoting equity in educational opportunities 20
Gathering and using data to guide improvements 21
Using funding instruments to steer reform 21
Engaging stakeholders in designing and implementing policy 21
Chapter 1 Colombia and its education system 23
The context 24
Figure 1.1. Population in Colombia based on the most recent census (2005) 25
Colombia’s education system 28
Figure 1.2. Structure of Colombia’s education system 29
Main trends in access, quality and equity 32
Increased access and participation 32
Figure 1.3. School life expectancy across all educational levels (2000-11) 33
Low learning outcomes 34
Figure 1.4. PISA performance and annualised change across all subjects (2006, 2009 and 2012) 35
Inequities in access and learning 36
Figure 1.5. Share of resilient students across OECD and Latin American countries (2012) 37
Figure 1.6. Regional disparities across Colombia as indicated, by SABER 11 assessment (2013) 39
Cross-cutting issues in Colombia’s education system 40
Box 1.1. Setting priorities for the education system (2014-18) 40
Governing a complex, decentralised education system 41
Ensuring institutional coherence and clear leadership 42
Figure 1.7. Colombia’s governance structure across all educational levels 43
Ensuring effective decentralisation 43
Box 1.2. Transforming education through effective decentralisation 45
Forging a shared, long-term vision 46
Ensuring adequate and effective funding for education 49
Mobilising adequate funding for education 49
Figure 1.8. Annual public expenditure on public institutions, per student in Colombia and selected countries (2011) 50
Figure 1.9. Spending per student age 6 to 15 and PISA mathematics performance (2012) 51
Figure 1.10. Distribution of funding, by source and by departments and selected ETCs 53
Providing more effective financing to support equity and quality 54
Figure 1.11. Relationship between SABER performance and per-student spending, by departments and selected ETCs (2014) 56
Box 1.3. Supporting schooling through conditional cash transfers, Más Familias en Acción 57
Using information for system-wide improvement 58
Creating a more integrated information system 59
Figure 1.12. MEN’s information system including databases and sources of education information 60
Improving data quality 60
Conclusion 62
Annex 1.A1 Key indicators 63
Table 1.A1.1. Key indicators, by economy, society and educational inputs and outcomes 63
Annex 1.A2 Key governance actors by level 66
Table 1.A2.1. Key governance actors by level 66
Annex 1.A3 Colombia’s information system 68
Table 1.A3.1. Colombia’s information system by education level 68
Notes 71
References 73
Chapter 2 Early childhood education and care in Colombia 81
Context and main features 83
Policy objectives 83
Box 2.1. Supporting children From Zero to Forever 84
Governance 85
Figure 2.1. National actors in the governance of ECEC 85
Funding 87
Organisation of pre-primary and ECEC services 89
Table 2.1. Types of ECEC provision in Colombia 90
Monitoring and quality assurance 91
Childcare providers and pre-primary teachers 93
Major trends in access, equity and quality 94
Figure 2.2. Participation rates in ECEC, by socio-economic level (2012) 95
Figure 2.3. ECEC services and poverty rates, by department (2013) 96
Figure 2.4. Difference in mathematics performance, by attendance at pre-primary school (2012) 97
Key policy issues 97
Policy issue 1: Improving the educational benefits of ECEC 98
Setting expectations for learning 98
Building a skilled ECEC workforce 100
Box 2.2. Introducing learning guidelines in Bogotá 101
Supporting children’s home learning environment 104
Policy issue 2: Ensuring universal access and successful transition to school 106
Ensuring universal access to ECEC services for disadvantaged children 107
Box 2.3. Explaining the importance of ECEC to families 109
Achieving a successful transition to schooling 109
Box 2.4. Supporting transition to school through better child information 112
Policy issue 3: Strengthening the whole system architecture for ECEC 112
Ensuring effective governance and funding for improvement 113
Box 2.5. Getting a good start in Medellín 115
Improving the monitoring and accountability system 117
Recommendations 119
Improving the educational benefits of ECEC 120
Recommendation 1.1: Develop clear expectations for teaching and learning in ECEC 120
Recommendation 1.2: Continue improving the initial education and professional development of the ECEC workforce 120
Recommendation 1.3: Inform and support parents in providing an effective home environment 121
Ensuring universal access to ECEC and successful transition to school 121
Recommendation 2.1: Address the inequities in ECEC participation 121
Recommendation 2.2: Prioritise the transition year 122
Strengthening the whole-system architecture of ECEC 122
Recommendation 3.1: Build clear leadership and funding mechanisms for improvement 122
Recommendation 3.2: Ensure accountability and quality assurance 123
Annex 2.A1 Key ECEC initiatives (1970-2014) 124
Table 2.A1.1. Key legislative ECEC initiatives (1970-2014) 124
Notes 126
References 127
Chapter 3 Primary and lower secondary education in Colombia 133
Context and main features 134
Recent and current policy developments 134
Governance and funding 135
Learning goals and curricula 137
Organisation of schools 138
Table 3.1. Number of school branches and students (2014) 139
Figure 3.1. Share of 15-year-old students who repeated at least one year, PISA 2012 143
Teachers and school leaders 145
Box 3.1. The programme Todos a Aprender 149
Trends in enrolment, performance and completion 151
Figure 3.2. Performance in SABER 5 and 9, by type of school and location (2009, 2012 and 2013) 152
Key policy issues 153
Policy issue 1: Placing student learning at the centre 154
Clarifying what students should learn 154
Using assessment to support students’ learning and progression 157
Making more effective use of learning time 159
Policy issue 2: Building a stronger teaching and school leadership workforce 161
Ensuring clear standards and effective support 161
Box 3.2. Professional standards for teachers and school leaders in Chile 163
Using appraisal to foster high-quality teaching 168
Rewarding teaching quality 170
Strengthening school leadership 171
Box 3.3. Transforming school leaders to transform schools 173
Policy issue 3: Improving schools to provide all students with equal learning opportunities 174
Shifting the focus from schooling to learning for all 174
Box 3.4. Escuela Nueva, a Colombian innovation 175
Allocating resources more equitably and effectively 180
Using information and evaluation to foster school improvement 183
Recommendations 186
Placing student learning at the centre 187
Recommendation 1.1: Establish a national curriculum framework for school education 187
Recommendation 1.2: Encourage and support teachers to make more effective use of student assessment 187
Recommendation 1.3: Support teachers to manage classroom time more effectively and lengthen the day for the most disadvantaged 188
Building a stronger teaching and school leadership workforce 188
Recommendation 2.1: Develop professional standards 188
Recommendation 2.2: Improve initial teacher education and professional development 188
Recommendation 2.3: Use appraisal to foster improvement and reward teachers more effectively 189
Recommendation 2.4: Build a stronger school leadership profession 189
Improving schools to provide all students with equal learning opportunities 189
Recommendation 3.1: Tackle inequities in access to provide equal learning opportunities 189
Recommendation 3.2: Foster a more efficient and equitable distribution of resources 190
Recommendation 3.3: Use evaluation to foster school improvement 190
References 192
Chapter 4 Upper secondary education in Colombia 197
Context and main features 198
Policy objectives and recent developments 198
Box 4.1. Modernising upper secondary education in Colombia 200
Governance and funding 200
Learning options, curricula and certification 203
Organisation of upper secondary schools 206
Teachers and school leaders 207
Trends in key education indicators 209
Figure 4.1. Upper secondary enrolment in Colombia (2002-12) 210
Figure 4.2. Survival rates of a cohort of Colombian students, by age and location 211
Key policy issues 213
Policy issue 1: Improving quality and relevance 213
Setting expectations for teaching and learning 214
Consolidating core skills and developing employability 215
Smoothing the transition to further education and the labour market 219
Policy issue 2: Making progress towards universal access and completion 224
Removing the barriers to student enrolment and completion 224
Expanding the school system 227
Policy issue 3: Building synergies for improvement 231
Strengthening national leadership 231
Box 4.2. Lessons from the expansion of upper secondary education in Korea 233
Building capacity at the local level and fostering effective partnerships with key stakeholders 233
Box 4.3. Fostering the involvement of key stakeholders in Mexico 234
Recommendations 235
Improving the quality and relevance of upper secondary education 235
Recommendation 1.1: Refocus teaching and learning on core skills and real-life applications 235
Recommendation 1.2: Retain a comprehensive approach 235
Recommendation 1.3: Strengthen mechanisms to smooth the transition into further education and the labour market 236
Increasing enrolment and completion, particularly for disadvantaged students 236
Recommendation 2.1: Adopt an integrated approach to removing barriers to enrolment and completion 236
Recommendation 2.2: Improve the equity and efficiency of resource allocation 237
Building synergies for improvement 237
Recommendation 3.1: Strengthen national leadership for reform 237
Recommendation 3.2: Reinforce local capacity and partnerships 238
Notes 238
References 239
Chapter 5 Tertiary education in Colombia 245
Box 5.1. Main findings of the 2012 OECD-World Bank review of tertiary education in Colombia 247
Context and main features 248
Recent developments and current policy goals 248
Figure 5.1. Tertiary education graduates (2002-13) 249
Governance 250
Funding 251
Figure 5.2. Public spending on tertiary education (2013) 252
Figure 5.3. Expenditure on tertiary education from public and private sources, percentage of GDP (2007-13) 253
Figure 5.4. Expenditure on tertiary educational institutions from public and private sources, percentage of GDP (2011) 254
Tertiary institutions 255
Table 5.1. Tertiary education institutions, by type (2013) 256
Quality assurance and information systems 256
Table 5.2. Institutions and programmes with VHQA, by type (December 2013) 258
Box 5.2. SABER PRO 258
Trends in access, equity and quality 260
Figure 5.5. Tertiary education gross enrolment rates, by country (2004-13) 260
Table 5.3. Enrolment by level (2013*) and change in rates (2010-13*) 261
Figure 5.6. Probability of entering tertiary education, by socio-economic quintile 263
Table 5.4. Enrolment, dropout rates, share of accredited programmes and poverty levels, by department (2013) 264
Table 5.5. Academic staff by level of education (2010 and 2013) 266
Key policy issues 267
Policy issue 1: Expanding access and improving equity 267
Enabling students to make an informed decision 267
Table 5.6. Relative value of different certificates or degrees (2012 and 2013) 268
Reducing dropout rates and improving retention and completion 270
Strengthening financial support for low-income students 272
Improving equity between regions 274
Box 5.3. Antioquia: Tertiary education in regional development 277
Policy issue 2: Ensuring quality and relevance 278
Strengthening the quality assurance system 278
Enhancing institutional performance 281
Improving technical and technological institutions 283
Policy issue 3: Strengthening governance and financing 284
Creating a more integrated system 284
Figure 5.7. Moving towards a two-pillar tertiary education system 286
Box 5.4. The National Higher Education Council’s long-term vision and strategy 287
Ensuring sustainable and effective funding 291
Recommendations 293
Expanding access and improving equity 293
Recommendation 1.1: Ensure accessible information to support students’ decisions 293
Recommendation 1.2: Target academic support on students at risk 294
Recommendation 1.3: Remove financial obstacles to enrolment for low-income students 294
Recommendation 1.4: Put regional equity at the forefront of reforms 294
Ensuring quality and relevance 295
Recommendation 2.1: Introduce a more stringent quality assurance system 295
Recommendation 2.2: Create a culture of institutional and academic improvement 295
Recommendation 2.3: Level up the quality of institutions in the VET pillar 296
Strengthening governance and financing 296
Recommendation 3.1: Creating a more joined-up system 296
Recommendation 3.2: Move towards a performance-based funding system 297
Notes 298
References 299
Annex A The authors 303
International experts 303
OECD staff 303

Produkt-Details

• Erscheint lt. Verlag: 21.4.2016
• Sprache: englisch
• Themenwelt: Sozialwissenschaften ► Pädagogik
• Themenwelt: Wirtschaft ► Betriebswirtschaft / Management ► Allgemeines / Lexika
• ISBN-10: 92-64-25060-3 / 9264250603
• ISBN-13: 978-92-64-25060-4 / 9789264250604