Piloting the INTES assesment in Serbia
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TTünde Kovacsünde Kovacs--CerovicCerovic
Serbia, State Secretary for educationSerbia, State Secretary for education
Piloting the INTES Piloting the INTES assessmentassessment
in Serbiain Serbia
Fighting corruption in education
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Content
Not about the report! Multiple motivation for
undertaking INTES– Educational perspective– Governmental perspective– Social inclusion perspective *
Added value of INTES and plans for using the results
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1. Educational perspective
Create the best context for human learning and development
School learning and motivation is rare event
Situated in an imperfect context
Educationalists try to maximize the frequency of learning and minimize contextual “intrusion”
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Rare event
Schools are expected to be Places of intimate experience:
– Learning – Deep understanding– Motivation – Creativity – Respect – Values
Places of development of the Self-concept:– Self-regulation– Self-efficacy– Self-esteem – Self-description/attribution
Can they easily become that?4
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Rare event Serbia
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Imperfect context
1. Huge system - covers about 20% of the population in the country, but is fragmented into small and dispersed units
example of country of 6mil
No of schools
No of facilities
No of classes
No of teachers
No of students G1-G12
1.800 4.500 40.000 70.000 1.100.000
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Imperfect context
2. Perceived as major mechanism for social/economic promotion –high motivation, high incentives
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Imperfect context
3. Huge system of human interactions: interests, negotiations, conflicts, clans – all aspects of human nature present
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4. Asymmetric relationships in its core: student-teacher, child-parent, parent-teacher (lack of voice, protectionism)
Imperfect context
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Imperfect context
Parents excluded (Roma parents even more excluded) – recent OSI study
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Attended ...
Listened ...
Heard ...
Understood ...
Remembered ...
Will apply ...
Anti-corruption measures are genuinely welcomed
Learning can become a reallyrare event
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2. Government perspective
Education reforms Equity, Quality, Efficiency Education Development Strategy
for Serbia 2020
Niches of corruption in education can diminish all the reform effects – Education is human capital development– Corruption creates the opposite – waste of human capital*
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AREAS OF CURRENT DEVELOPMENTS
QA, self-evaluation,
external evaluation
maturaAnti-discrimination measures, Violence prevention
Outcomes and standards New curricula
Quality of teachers (36 ECTS)
Capitation formula
EIS
Clearer roles of schools, parents,
students
Extended preschool Inclusion of marginalized groups Individual education plansRoma pedagogical assistantsFree secondary edu.Recognition of prior learning
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Current moment
Formulating priorities 2008 Legislative acts 2009 2010 Implementation from 2010 Monitoring and fine-tuning 2011 Long-term strategy development 2012-
2020
Good timing: Independent assessment very important
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Social benefits
Personal benefits
teachers
efficient
equitable
accountable
regulated
participatory
textbooks curriculum
financing managementassessment evaluation
SCHOOL
Research
Development Policies
2025
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Potential niches fi
nan
cin
g
Allocation of resources:Leakage in money flow
Private use of resourcesGhost teachers
Creativity of deception
Procurement:construction,refurbishing, maintenance,
equipmentschool materials
utility bills
Allocation of allowances, stipends, places in dormitories
Decentralized distribution of funds, many transfer steps, many actors (tracking the funds needed)
BOR
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Potential niches
assessm
en
t
evalu
ati
on
Assessing students•Examinations frauds (entry/exit)
•Grading•Promotion based on bribes
•Selling diplomas
Evaluating institutionsmanipulating external evaluations
inspection
Accrediting institutions, programs
Major frauds: cases in Serbia:Law School University of Kragujevac + Ministry, 2007
JanuaryEnrolment exam for secondary education, 2008 June
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Potential niches te
ach
ers
Teacher management: • Hiring/firing
•Deployment•Licensing
•Promotion•Training
Teachers’ responsibilities distorted:•undue reporting•private tutoring
•absenteeism, use of sick leaves•accepting extra fees, gifts
•biased grading
New regulations, but still low salaries, strong teacher unions (case of June 2011
legislation)
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Potential niches
man
ag
em
en
t
eth
os
Who is managing and overseeing the schools?•Appointment of principals/deans/rectors
•Appointment of school boards• selecting the Inspection
Use of information systems:•Withholding information,
•changing, manipulating data, •not producing data..
Accountability to students, parents•Student placements
•Manipulating school boards•Manipulating parent councils
•Not including studentsMajor area of protectionism: student
placements – each SeptemberSchool principals PE teachers
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Policy consequences
Public expenditure of education and % of GDP in 2007 ( State Treasury data for Serbia,
EUROSTAT for other countries)
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Policy consequences
• Low participation rate (especially of
Roma childeren)• Drop out in
primary education• Drop out between
primary and secondary education
• Drop out within secondary educationHigh percentage of
early school leavers
Data source: EUROSTAT (2008) and National Statistic Office for Serbia
(drop out rates)Data for Serbia underestimated due to
the data shortages
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Added value of INTESfor Serbia
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Added value of INTES
Confirmation of vulnerable areas from independent angle (important for fine-tuning)
Assistance in understanding bottlenecks in the system (important for strategy)
Assistance in “labeling” risky practicestrengthening the reform agenda
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Based on impressions Based on evidence
lowquality
high quality
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Added value general:Evidence for policymaking
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LEARNING OF STUDENTS
LEARNING OF TEACHERS
LEARNING OF SCHOOLS
LEARNING OF THE SYSTEM
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Added value general: Contributing to a developmental context
Research and
monitoringEducation
Developmental priorities
(equity and efficiency)
Legal instruments
Anti-corruption solutions in other countries
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Way to go
At least two strands Select areas – for quantitative
analysis Select areas – stakeholder
discussions, participative planning
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Way to go: stakeholders
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Thank you for your attention
(PS the slides used proved useful for communicating education
reform priorities and processes to the wider public in Serbia)
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