Education 2030 ICTS in education in the LAC region. UNESCO Regional Bureau for Education

Transcription

1 Education 2030 ICTS in education in the LAC region UNESCO Regional Bureau for Education

2 Specific solutions for specific challenges Diversity: 41 countries, 5 administrative languages, many indigenous languages Most countries classify as middle income countries (MICs) except for Haiti (low income); some high middle income countries Many countries with high or medium development as per UNDP Human Development Index, except Haiti (low human development); Mexico, Chile, Argentina, Barbados (high) Characteristics: deep inequality; political changes and instability; violence; disasters

3 Partners: many regional and sub-regional education and social programmes Ministries of education Civil society, research centres, cooperation agencies Regional and sub-regional groups Donors

4 Expanding and improving Early Childhood Care and Education Participation in ECCE is highly predictive of later, primary education achievement Most countries have legal provisions in place for access to ECCE Gender parity reached in many countries, but regionally, female participation is consistently only at 49% since 2000 Much greater enrolment by children from the richest 20% than those from the poorest 20%

5 Enrolment rate Expanding & improving ECCE 80 Enrolment ECCE in LAC (GER) Average pre-primary enrolment increased from 57% in 2000 to 70% in 2011

6 Universal primary education - enrolment Rather than progress, enrolment in primary education rather fell from 93 to 92% between 2000 and 2013 Examples: o Reached UPE: Uruguay, Argentina >99% o Improvement: Nicaragua, from 80% in 2001 to 92% in 2010 o Stability between 2000 and 2013: Mexico at 96%; Jamaica at 91% o Pareto principle: the last 10-20% is actually the most difficult to reach: Jamaica, Peru

7 Learning opportunities for all learners (secondary education) Enrolment at the secondary level increased from 63% in 2001 to 76% in 2013 Colombia: 74% DR: 62% Guatemala: 47%

8 Number of students Learning opps for all - Tertiary education Globally, enrolment in tertiary education increased from 99m to 195m students between 2000 & 2012 LAC shows an important increase from 22.32% in 2000 to 42.80% Enrolment in tertiary education Sub-Saharan Africa South and West Asia North America and Western Europe Latin America and the Caribbean East Asia and the Pacific Central Asia Central and Eastern Europe Arab States Year Source: UNESCO data from 22 Sep 2014, UIS/ISU

9 Gender parity Positive gender parity indices in most countries, in primary education enrolment In secondary education, female participation eclipses male participation, a trend that continues in tertiary education UNESCO (TERCE) found that in general, male students achieve better in maths and female students in language Significant change in achievements in natural sciences: in SERCE (2006), male students performed significantly better but in TERCE (2013), female students outperform male students

10 Gender parity (contd) 100 Percentage of female teachers by level in LAC (2012) Pre-escolar Primaria Secundaria Terciaria Interestingly, the trend of gender by teacher is diametrically opposed to the trend of gender by student

11 Quality of education what is it? It defines what education should be and should do Quality of education: the most important issue in LAC region No universal definition; instead learning outcomes are commonly used as an indicator to measure quality. Consensus by all Ministers and countries on the 5 dimensions of education quality Quality and conditions of teachers should improve vastly: a Regional Strategy on Teachers

12 Dimensions of quality of education Relevant Pertinent Effective Efficient Equitable Adapted to the (development) needs of society Adapted to the (learning) needs of students Achieve its objectives (development and learning outcomes) (SERCE, TERCE, PISA) Efficient use of resources (financial, HR, hardware, etc) Fair distribution of educational benefits to all sectors of society

13 Quality of education (contd) In 2014 and 2015 UNESCO published the TERCE, the largest assessment of learning outcomes in the region TERCE found that between 2006 and 2013, average achievement in primary education, in maths, languages and natural sciences improved significantly However, the data on distribution of students by levels of achievement indicates that large proportions of students do not achieve satisfactory levels of learning This is worrying in maths and natural sciences - on the other hand, in writing, the achievements are generally good

14 Quality of education (contd.) Grade THIRD SIXTH Subject Reading Maths Reading Maths Sciences Above average Chile, Costa Rica, Mexico, Peru, Uruguay Argentina, Brazil, Chile, Costa Rica, Mexico, Peru and Uruguay Brazil, Chile, Colombia, Costa Rica, México, Uruguay Argentina, Chile, Costa Rica, México, Peru and Uruguay. Chile, Colombia, Costa Rica, México, Uruguay. Average Argentina, Brazil, Colombia and Ecuador Colombia and Ecuador Argentina and Peru Brazil, Colombia and Ecuador. Argentina, Brazil, Ecuador and Peru Below average Guatemala, Honduras, Nicaragua, Panama, Paraguay and Dominican Republic Guatemala, Honduras, Nicaragua, Panama, Paraguay and Dominican Republic Ecuador, Guatemala, Honduras, Nicaragua, Panama, Paraguay and Dominican Republic Guatemala, Honduras, Nicaragua, Panama, Paraguay and Dominican Republic Guatemala, Honduras, Nicaragua, Panama, Paraguay and Dominican Republic Source: TERCE 2015 learning outcomes

15 State of the region: a summary Significant growth in participation in Early Childhood Care and Education is a good sign Stagnation of access to education at the primary level demands serious action Improvements in learning achievements; yet this area needs more efforts that consider a broader sense of quality of education Growth in secondary and tertiary enrolment requires coordination aligned with countries development needs The region is a forerunner in education innovation and experimentation

16 International Development Goals SDGs Education 2030 Goal 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 7 targets + 3 means of implementation from Early Childhood to Lifelong Learning Regional Education Programme E2030 Inclusive education of quality Equitable and inclusive learning Teachers and school principals, including ICTS Management, governance and financing Partnerships and division of labour Others

17 ICTS for accelerating E2030 Education Support systems Curriculum reform Teachers School management and culture Management and planning Diversity and flexibility Harmonization of learning objectives Pedagogy Pre-and in-service training Certification, accreditation, minimum standards Teacher evaluation Culture of peace and convivencia School climate Instructional & participatory leadership Inclusion & equity Decentralisation Quality assurance & school inspection Accountability, EMIS Social contract for education Inter-agency partnerships & coalitions Public Private Partnerships South-South and N-S-S Cooperation Innovative financing

18 Where is LAC on ICT4E initiatives Global and regional initiatives: plans of action to connect all schools to broadband, development of indicators, assessment of learning outcomes Wide range of government initiatives: Enlaces (Chile) Conéctate (El Salvador) CEIBAL / One laptop per child (Uruguay) PROINFO (Brazil) Huascarán/OLPC (Peru) and others in CR, Argentina, Colombia, etc.

19 Access from home Over 40% of households have computers/internet, compared to around 80% in OECD countries Inequalities exist: Cuba (15.9%), Guatemala (10.5%), Nicaragua (10%) vs. Brazil (40.7%), Chile (45%), Uruguay (47.9%)

20 Internet access at school % of students aged 15 with access to Internet at school, 2000 & 2009

21 % of schools with Internet access Extreme differences: in Bolivia, less than 1% of schools with Internet access; in Uruguay, 100%, EFA and youth all broadband transition to work (ITU, 2010)

22 % of schools with Internet-assisted education (IAE) Differences in and between countries: in Mexico over 10% offer IAE; in Barbados, all schools do (UNESCO-UIS, 2013)

23 TERCE: Learning achievement by computer use in schools (Maths 6) When learners use computers more than two days per week in their school, their achievement suffers significantly (LLECE, 2015)

24 TERCE: Learning achievement by computer use in their homes (Maths 6) When learners use computers more than two days per week in their home, their achievement significantly improves (LLECE, 2015)

25 ICT4E: towards transformation of education systems A classification of countries according to phases of development: Transformation: ICT4E integrated in all aspects of school activities, including teaching and learning, and teacher work planning: no countries in LAC Integration: schools have ICTs; teachers trained; curriculum adapted: Chile, Uruguay, Argentina, Mexico, Brazil, Costa Rica, Colombia Application: some progress in place: El Salvador, Jamaica, Peru, Dominican Republic, Trinidad & Tobago Emergence: policy design and awareness of importance of ICT4E; projects in initial stages: Guatemala, Paraguay

26 UNESCO perspective The effective use of ICTs in education to achieve Education 2030 ICTs are part of a new reality that offers both opportunities and risks: Opportunities: increased learning; increased exposure; increased inclusion Risks: over-reliance; ethics (online scams, plagiarism, phishing, grooming, cyber-bullying, privacy); exclusion Teachers are key agents for the introduction and monitoring and use of ICTs in the teaching/learning process ICTs in education are not a means to an end (learning) but also a phenomenon that requires deeper understanding in terms of its socio-economic impact

27 In LAC: Globally UNESCO response ICT teachers competency framework Media and information literacy (MIL): regional pilot of assessment instruments TERCE module on ICTS in education Development of an ICT policy toolkit for policy formulation and implementation Open Educational Resources (OER) for communities of teachers, learners, and education professionals to freely copy, adapt, and share resources (i-tunes University) Mobile learning opportunities with Nokia and USAID, innovations in the use of mobile technology

28 Thank you