PLANS FOR IMPROVED EDUCATION

“A tool for quality in the context of Education Reform“

Ministry of Education

Republic of Chile

General Division of Education

Ministry of Education

Ana Paz Pozo L.

THEMATIC INDEX

I.- ACT 20248

PREFERENTIAL SCHOOL SUBSIDY

II.- MANAGEMENT APPROACH AND

EDUCATION QUALITY OF PME

III.- THE DRAFT PLAN FOR IMPROVED

EDUCATION

IV.- THE EDUCATION REFORM PROCESSES

FOR IMPOVEMENT

I.- ACT 20248

PREFERENTIAL SCHOOL SUBSIDY

2004 Education Improvement in the context of Quality

Assurance Systems for Education Management

projects (QASEM)

2008-2011 EIP legal context PSS

1992 Improvements in basic education, media and rural

involvement in the QEIE program project.

THE EVOLUTION OF PME IN THE CONTEXT OF CONTINUOUS

IMPROVEMENT (MINEDUC).

2014EIP in the context of

PSS and SAC legal

standards

2011 Legal System of Quality Assurance

(law SQA)

PURPOSE OF

THE PSS ACT

Article 1

“The preferential school subsidy is geared towards

the goal of improved quality education of subsidized

educational institutions, for priority students

completing the first or second level of pre-primary

education, general primary and secondary education”.

¿HOW DOES

PES

FUNCTION?

The potential agencies to receive PES must sign the

Convention for Equal Opportunities and Education Excellence

with the Ministry of Education, which states the basic conditions

of equity and quality for all students.

Once this convention is signed, the institution’s head officer

delivers the resources in accordance with the quantity of

prioritized students within the educational establishment.

An “Education Improvement Plan (EIP)” must be developed

with the education community and presented to the Ministry of

Education where funds are also allocated in accordance with

what was stipulated in the EIP.

Ministry

of Education Head Officer Education

Improvement

Plan

OBLIGATIONS AND

RESPONSIBILITIES

OF THE HEAD

OFFICER

1. Improve achievement scores of students according to the EIP.

2. Inform and engage the school community with the convention.

3. Inform applicants of the establishment, parents and guardiansabout the education project.

4. Present an annual report concerning the use of resources of the PSS, and disemminate it to the school community.

5. Audit the functioning of the School Counsel, the Counsel of Teachers and the General Center for Parents and Guardians.

6. Keep record in his/her curricular portfolio of creative activitiesand culture and sports which contribute to the wholisticformation of students.

7. Exempt receipts

8. Not select students on the basis of performance and/or social-economic status.

9. Retain students between grades 1 to 7.

1. Students whose vulnerability

status poses a challenge to

their education process.

PRIORITY

STUDENTS

Who are they?

a) Chile Solidario

Program.

b) The third most

vulnerable group

according to the

FPS.

c) FONASA tramo

A.

d) Familiy income,

level of schooling,

residing in rural

areas and poor

communities

2. This is determined each year in

accordance with official social

statistics obtained from the Chile

Solidario program and the Social

Protection Card as additional

information.

3. Priority students’ status does not

guarantee the receipt of benefit,

given that they have to attend an

instituion with the PSS convention

and have a level of PSS.

PRIORITY STUDENTS

How many are they?

Source: Calculations based on SIGE. Using the school matriculation on 30th April of each year.

Note: Until 2011, priority students were determined only based on the level of PSS. Apart from

2012, the total matriculation was extended, independent from the level of schooling. The former

statment explains the sharp increase between 2011 and 2012.

Priority StudentsTotal

Priority StudentBeneficiaries Total Matriculation

Priority Beneficiaries as a percentage of the

total studentpopulation

2008 398.968 271.868 3.683.273 7,3%

2009 761.071 632.908 3.698.577 17,11%

2010 818.454 696.440 3.647.607 19,09%

2011 916.808 786.048 3.603.002 21,81%

2012 1.717.685 920.778 3.549.148 25,94%

2013 2.200.365 1.205.455 3.537.087 34,08%

2014 2.257.212 1.376.900 3.529.767 39,00%

PSS INSTITUTIONS Who and how many are they?

Requirements to be PSS:

Receive subsidies from the State.

Render lessons in the form of regular

shift systems.

Comply with established deadlenes.

Total PSS

No PSS

Percentage of

PSS of the total

population

Municipals 5.133 5.057 76 98,5%

Private

Subsidies 4.269 2.966 1.303 69,4%

Fuente: Elaboración propia. Sobre el total solo se consideran a establecimientos que pueden ser SEP.

PSS BUDGET AND NATIONAL EDUCATION BUDGET

Sustained increases of PSS. The budget has increased approximately 10 times and

the participation in the national education budget has increased by approximately

10 points, approaching 8,36 % of the education budget.

In 2008, PSS extended to 6 courses between the 1st and 4th year of primary

education. Today it has increased to 2nd grade of Secondary Education.

PSS ($ thousands) PSS (US$)

National

Education

($ thousands)

National

Education (US$)

PSS as %

Total

2008 64.314.628 129.434.338 3.571.446.664 7.187.600.201 1,80%

2009 139.583.672 219.316.006 4.105.275.345 6.450.271.577 3,40%

2010 182.495.686 359.881.061 4.717.624.493 9.303.144.336 3,87%

2011 289.768.148 619.149.480 5.358.315.529 11.449.147.516 5,41%

2012 320.688.574 617.659.041 5.936.273.930 11.433.501.406 5,40%

2013 433.584.306 903.375.919 6.712.290.487 13.985.103.940 6,46%

2014 596.937.148 1.137.868.413 7.138.276.475 13.606.825.022 8,36%

Source: Figures were developed based on the National Budget Address. The value of the dollar was

reported as listed on the first working day of the respective year.

II.- WHAT IS THE QUALITY EDUCATION AND

MANAGEMENT THAT WE HAVE ATTEMPTED UNTIL NOW,

USINGTHE EIP?

2008 2009 201220112010 2013 2014 2015

Article 20.480

PSSArticle 20.529

SAC

Diagnóstico

EIP

EVOLUTION

OF THE EIP IN

THE CONTEXT

OF THE PSS

2008-2011 2013 2014

Coverage 7.500 8.004 EE (primary and

secondary schools)

8.073 EE

(PSS)

Principle

Purpose Systems Installation

Processes of Continuous Improvement:

Installation - Improvement

Consolidation - Articulation

Subject

Criteria

Priority given to the two

lowest performing

subsectors:

Language

Mathematics

Progressive incorporation

of the other subjects

The instituition’s choice according to the

Diagnostic needs test.

Diagnostic

Institutional

Management Practices

and Pedagogy.

Institutional

Management

Practices and

pedagogy which

incorporates

standards

proposed by the

Quality Agency.

Model

responds to

Requirements of the PSS

law.

Requirements of the

PSS law.

Support the

implementation of

the SAC law.

Cycle of improvemet incorporating the EIP

DIAGNOSIS PLANNING IMPLEMENTATIONEVALUATION AND

DIAGNOSIS

Monitoring and Tracking

IMPROVEMENT

STRATEGY

1. The concept of quality is not the “cristalization”of statistical goals or

standards, but a reality in development and constant evolution,

depending on the specific contexts and challenges of learning.

2. A link must exist between the results obtained by institutions and

their management practices in such a way that through the

evaluation of the processes and results, the educational institution

obtains relevant information which allows them to determine the

focus of the intervention to generate improved, sustainable results.

3. Limit the quality of education only to comparisons of results

achieved with goals and standards outside of analysis. These are

the set of actions which must be used in order to produce good

learning processes.

4. A focus on quality as an integral character must be asssumed,

which links the idea that primary and secondary school is a

learning organization, meaning permanent development of

reflexive and corrective capabilities. In this understanding is rooted

the importance of autoevaluative processes and instituional

diagnoses as a transitioning point for educational improvement.

III.-THE EDUCATION IMPROVEMENT PLAN MODEL

DIAGNOSTIC

STAGE

The process in which the education

community analyzes different academic

results, establishes their tendencies and

relate this information with institutional

management standards and pedagogy and

other indicators of quality education in order

to make decisions for Continuous

Improvement. (Proceses and results)

DIAGNOSTIC STAGE

2 Steps

Analysis of Institutional

Results

Auto-evaluation of the

Institutional Management and Pedagogy

STEP 1:

ANALYSIS OF

INSTITUTIONAL

RESULTS

Educational Results: Results of external measures for

learning in compliance with learning standards.

• SIMCE: 4th-8th grade primary school and 2nd Grade

secondary school, in 4 subjects.

• PSU.

• Qualification TP.

Learning Results: Results of internal measures for the

progress of learning, in different subjects and education

levels (diagnostic evaluations, formative and sumative)

Internal Efficiency: Corresponding with the annual results in

the disaggregated levels of education in:

• Withdrawl rates

• Repetiton rates

• Achievement rates by subjects

STEP 2:

AUTOEVALUATION

OF INSTITUTIONAL

MANAGEMENT

AND PEDAGOGY

• Process which implies autoevaluation of the daily

work of establishments and assigns the level of

quality to their Pedagogy and Institutional

Management Practices.

• The instrument, “Guide to Institutional

Management Diagnosis” is structured around 4

Areas of Model Process Management Quality.

• The assignment of Levels of Quality is given using

the “Evaluative Scale of Quality Levels” of 4 levels

of quality plus one additional level which allows for

the identification of those standards not applicable

to the reality of EE.

• The Practices contained in the instrument have as

a reference the Management Standards for

establishments and heads.

STRUCTURE OF THE “GUIDE FOR DIAGNOSIS OF INSTITUTIONAL

MANAGEMENT”

Process

Areas

Areas Dimensions Practices/Standards

Management Curriculum

Management Pedagogy 7

Learning and Teaching in the Classroom 6

Student Development Support 7

School Leadership

Head Officer 6

Formative and Academic Director 7

Results Planning and Management 6

School Co-habitation

Training 6

School Co-habitation 6

Participation 6

Resource Management

Human Resource Management 9

Financial Management and Administration 6

Educational Resource Management 5

PLANNING

STAGE

It is the process through which the

institution defines:

The areas, dimensions and standards

to be addressed.

The desired goals and objectives to be

reached.

Development of annual action plan.

PLANNING STAGE

3 Steps

1. Prioritization and linking of

dimensions

2. Definition of objectives and goals3. Annual Programming

STEP 1:

PRIORITIZATIO

AND LINKING

OF

DIMENSIONS

Goals must be:

• Coherent addressing the quality levels of the

Institutional and Pedagogical Practices and linked

to the achievement of proposed objectives.

• Challenging focusing on learning for all students

and mobilizing all institutional actors towards their

success.

• They must allign with trends which illustrate

results from previous measures.

• Increase gradually and progressively, during the

implementation of the Education Improvement

Plan.

STEP 2:

DEFINITION

OF GOALS

COMPONENTS OF THE PME PROGRAM :

✓ OBJECTIVES

✓ MONITORING AND EVALUATION

INDICATORS

✓ ACTIONS AND/OR INITIATIVES

STEP 3:

ACTION

PLANS AND

INITIATIVES

OF THE EIP

Componentes mínimos de la Programación Anual

MONITORING,

EVALUATION AND

IMPLEMENTATION

STAGE

Corresponding with the period of time in

which improvement processes are

implemented and monitoring and

evaluation strategies are produced

which allow for periodic evaluation of

the Education Improvement Plan and

materialization of the necessary

corrections in a timely manner in order

to fulfill the objectives and goals.

1. Monitoring Actions 2. Evaluation of objectivesand goals

2 Steps

MONITORING, EVALUATION AND

IMPLEMENTATION STAGE

MONITORING

AND

EVALUATION

Monitoring Actions: Level of implementation and causes

Evaluation of objectives: Whether the proposed action enables

the institution to achieve set standards.

Evaluation of goals: Whether progress exists in the degree of

learning in order to achieve overall targets.

This sub stage allows the establishment to continuously

modify the improvement proces, via formation, modification

or termination of actions, towards achieving the objectives

and goals which have been outlined.

To have confidential and updated information for

accountability purposes (PSS) which can also prove useful

for the Ministry.

EVALUATION

STAGE

The Evaluation is a quantitative and qualitative

analysis of the results obtained through the

Cycle of Continuous Improvement, whose

purpose is to obtain relevant and reliable

information in relation to the achievement of

objectives and goals.

EVALUATION STAGE

2 Steps

Improvement of practice/standards

insuman

Diagnosis of next cycle of improvement

Achievement of learning goals

IV.- EDUCATION REFORM IMPROVEMENT PROCESSES

Education Reform

with long term

benefits and

improvements for

the education

system TODAY

(short term)

Policies and Programs of training and

support

EducationImprovement

Plan

ImprovedProcesses and

Results

Importance of

changes and

improvements

in the short

term

Education Reform

- End of segregation

- End of profit

- Free schooling

- New way of

teaching

- Demuniciplization

- Quality (new

definition)

School Effectiveness and

Improvement

“Improved processes and

results while implementing the

Reform”.

1. An education process where the student will recognize

and access learning experiences which allow them to

display their talents and gain required competencies for

correct functioning in society, promoting the development

of citizenship, based on common good.

2. A system not merely based on best results for

standardized tests, but one which promotes wholistic

development, inclusion, solidarity and democracy as

central values for national development and for every

Chilean citizen whether male or female.

3. An integrated and equitable system which neither excludes

nor rejects children.

PILLARS OF

REFORM

PILLARS OF

REFORM AND

THE EIP

Technical and disciplinary contributions in all levels, strategies and

programs of the Ministry of Education, for the integrated curriculum

implementation.

Strong emphasis on the development of weaknesses and

competencies which form part of the transversal objectives of the

curriculum (participation, citizenship, tolerance, inclusion… etc).

• A different discourse and policy. Until now a strong emphasis has

existed in associating the quality of standard categorization and

measurement.

• Adjust the EIP planning model, in order to enable agencies to

develope daily management plans for instituitonal quality and which

would allow them to achive better, timely and more sustainable

results.

• Quality, wholistic education management which necesitates among

other aspects, professional, rigorous management for all students’

results.

• An EIP with objectives, goals and actions that respond to a diversity

of students’ needs, example rejection, exclusion, priorities, with NEE

and also those priviledged.

Materiales PME 2014

“A child has the right to intelligence, to leave a caste

system, to act, to direct, to govern societies. The right to

intelligence must be defended, protected, stimulated,

restored and defended by a wise and atentive State that

does not abandone nor waste it.”

Gabriela Mistral, Magisterio y Niño.

MINISTERIO DE EDUCACIÓNDivisión de Educación General

Junio / 2014

ana.pozo@mineduc.cl

División de Educación General