Varieties of Governance: Effective Public Service Delivery Workshop September, 2011 Paris, France. Cecilia Llambi...

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1 Varieties of Governance: Effective Public Service Delivery Workshop September, 2011 Paris, France Cecilia Llambi...

2 Outline of presentation Main objectives and hypothesis of the research Educational governance factors to be analyzed Brief background on educational governance and outcomes Uruguay and Chile Methodology and data Quantitative analysis and initial results Advances in outreach strategy

educational governance and outcomes Uruguay and Chile Methodology and

3 Main objectives and hypothesis (1) Understand the effects of governance on educational quality and equity from a comparative perspective: Basic education Comparison between Chile and Uruguay Hypothesis: Differences in institutional set-ups of Chile and Uruguay affect the equity and quality of their basic education.

Comparison between Chile and Uruguay Hypothesis: Differences in institutional

4 Main objectives and hypothesis (2) The study will seek to provide empirical insight on: the overall explanatory power of institutional variables and school organization on student achievement in Uruguay and Chile the individual effect of governance factors on educational quality and equity the factors that could (or should) be altered in order to improve average learning and reduce inequality in student achievement.

and Chile the individual effect of governance factors on educational quality and equity the factors that

5 Educational governance factors (1) Political and special interests: Which actors have actively promoted basic education in Chile and Uruguay? Through what mechanisms? How does this impact quality and equity? Financing: Does educational quality and equity vary according to whether schools are publicly or privately provided? Educational actors incentives: Do existing processes create incentives for teaching quality, and improved student achievement? Accountability: Are school heads and teachers accountable? Are citizens informed about education policy decisions and their effects on sector performance? How does this affect educational performance? Decentralization: To what extent does education quality vary according to whether schools are nationally, regionally or locally controlled?

Educational actors incentives: Do existing processes create incentives for teaching quality, and improved student achievement? Accountability: Are school heads and teachers accountable?

6 Educational governance factors (2) Especificacion conceptual de xq cada factor puede tener impacto y por medio de que mecanismos del conceptual framework (2 o 3 diapos)

7 Educational governance and outcomes: Uruguay and Chile Uruguay and Chile are two countries with similar social development that have adopted opposed educational governance configurations. Both countries present advanced educational development : Low illiteracy rates Relevant achievements in broadening the access to basic education, International assessments of student s scholastic performance (PISA 2003, 2006 and 2009) have shown that both countries face serious educational challenges: Quality Equity

Both countries present advanced educational development : Low illiteracy rates Relevant achievements in broadening the access

8 Educational outcomes: Uruguay and Chile Poner algunos datos de PISA ( y quizas otros) p los dos paises. Promedios, brechas, insuficiencias, determinacion del contexto, evolucion en el tiempo

9 Educational governance: Uruguay and Chile (1) As in the rest of the Latin American region, Chile and Uruguay, have developed intense educational reforms. They adopted divergent institutional set-ups: Factors Chile Uruguay Educational models Decentralized model, with subsidies to demand Decentralization Financing Schools administered by local governments ( municipios ) Public provision combined with private schooling through vouchers Extremely centralized and hierarchical. No subsidies to demand Historically statecentered centralized educational matrix Classic teaching State model

They adopted divergent institutional set-ups: Factors Chile Uruguay Educational models Decentralized model, with subsidies to demand

10 Educational governance: Uruguay and Chile (2) As in the rest of the Latin American region, Chile and Uruguay, have developed intense educational reforms. They adopted divergent institutional set-ups. Factors Chile Uruguay Educational actors incentives SNED: wage structures that reward teachers for improved performance and achievements in student learning Few input-base incentives Limited use of the students academic results for control of schools. Public Accountability Information on school quality disseminated to the community to promote parents choice and competitiveness among schools Information on school quality disseminated to the community without disaggregation among schools

Factors Chile Uruguay Educational actors incentives SNED: wage structures that reward teachers for improved performance and achievements in student learning Few input-base

11 Main actors involved in service delivery (cambiar esto y ponerlo como tablita como los anteriores) Chile: the Ministry of Education (MINEDUC), the College of Teachers, the majors, the owners of private schools and the Catholic Church. In Uruguay: the Administración Nacional de Educación Pública (ANEP), the National Federation of Teachers at Primary (FUM), Secondary (FENAPES) and Technical Education (AFUTU).

12 Educational governance and outcomes: Uruguay and Chile (4) Aca poner lo que ya sabemos de PISA de chile y Ury (de lo que armo Ester)

13 Methodology and data analysis (1) National Contexts Covariates Dependent Variable Financing Incentives Educational quality Educational Reforms Accountability Decentralization Educational equity Political interests

14 Methodology and data analysis (2) Mixed-methods approach, with quantitative and qualitative techniques. Governance settings Equity and quality (DV) Governance factors (IV)- Governance factors,(iv)- specially Political interests Methodology Sources Desired result Historical analysis Quantitative Quantitative Qualitative Secondary references, literature review UNESCO Statistics Institute database ; PISA results for 2003, 2006, 2009 PISA 2006, 2009 In-depth semi-structured interviews with different actors at micro, meso and macro level Outline the main features of the reforms carried on in the 80 s and 90 s, Compare both countries in terms of quality and equity of education Estimate the impact of divergent institutional factors and school organization on student performance. Understand the mechanisms in which the different factors operate.

Quantitative Qualitative Secondary references, literature review UNESCO Statistics Institute database ; PISA results for 2003, 2006, 2009 PISA 2006, 2009 In-depth semi-structured interviews with

15 Quantitative methodology To estimate: Impact of institutional factors on student achievement, exploiting the difference between Uruguay and Chile Differential impact of these variables on students in different parts of the distribution of results.

between Uruguay and Chile Differential impact of these

16 Quantitative methodology Poner mas de la metodologia. Models estimated, econometric strategy

17 Data Poner tablita de factores y variables PISA

18 Data - Descriptives Descriptivos de las variables de cada factor en Ury y Chile en 2006 y 2009

19 Estimation initial results Tablas con modelos de los dos paises, 2006 y 2009, y cada pais x separado cada factor por separado todos los factores juntos Interpretacion (dos o 3 diapos)

20 Estimation initial results Tablas con modelos de los dos paises, solo 2009 y cada pais x separado cada factor por separado todos los factores juntos interpretacion (2 o 3 diapos)

21 Estimation initial results Idem para las cuantilicas

22 Estimation initial results Idem para las cuantilicas

23 Outreach strategy (no se si esto iria) Blog site will allow comments and interaction with the policy makers and other stakeholders. Project newsletter and briefing paper series to disseminate the preliminary results of the research. Video conferences and two workshops in order to have a more direct impact on policy makers and key actors as teachers unions Book with the results of the entire research project.

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