PISA for Development Initial Technical Meeting Overview Presentation 27 – 28 June 2013 Paris, France EDU/DCD

PISA for Development Initial Technical Meeting 2 1.Shared understanding among participants and partners 2.A general agreement regarding the main technical challenges to be addressed 3.Framework established for the working methods and focus of the technical partnerships 4.Proposals presented for membership of the Steering Group, the Technical Advisory Group, and for the first set of technical papers to be commissioned Expected Results from Meeting

PISA for development: presentation of the project Roundtable on country and development partner perspectives The experience of Brazil in PISA Stock-take of main technical challenges 3 Overview of agenda and sessions: Day One

Review of main technical challenges Building on existing work Framework for working methods and technical partnerships Next steps and meeting conclusion 4 Overview of agenda and sessions: Day Two

Annotated agenda Participants list Final version of project document Draft ToR for International Steering Group Draft ToR for Technical Advisory Group Draft Agreement for participation in PISA for development Draft roles and responsibilities expected of National Centres 5 Key documents in folder

PISA for Development Erik Solheim – Chairman of the Development Assistance Committee Andreas Schleicher – Deputy Director, Directorate for Education and Skills

PISA for Development Initial Technical Meeting

An ambition to make the benefits of PISA available to a broader group of countries An opportunity to support the measurement of a post education goal that is focused on learning quality An aim to enable all of the countries of the global community to be on a single metric with regards to key educational outcomes 8 Motivation for PISA for development

The international education community that aims to improve student outcomes globally through research; In-depth comparative analyses of factors that are strongly related to student outcomes; National and international debates about how to improve student outcomes; 9 Benefits of participation 1: being part of

Participants in PISA are exposed to world- class assessments and rigorous international standards. PISA allows countries to learn policy lessons from other countries, particularly from those that may share common challenges and conditions, thereby facilitating peer learning and the dissemination of good practices and knowledge of what works to improve student outcomes 10 Benefits of participation 2: good practices and peer learning

Focus on student learning for policy reforms Focus on teacher professional development and training School leadership and school autonomy Focus on standards that are congruent and aligned Focus on student competencies and skills beyond (curricular) content 11 Benefits of participation 3: policy/system reform impacts

Increased numbers of developing countries use PISA assessments from 2016 onwards to: Monitor progress towards national improvement targets Comparatively analyse factors associated with student outcomes For institutional capacity-building, and For tracking international education targets within a post-2015 framework 12 PISA for Development Enhancing the relevance and use of PISA … in support of participating countries Expected impact

So far, PISA has covered 74 countries, 28 of which are developing countries (ODA recipients) Our experience so far: Relevance of the PISA approach and assessment Adherence to technical standards Quality of technical implementation matches that of OECD countries Full compliance with confidentiality requirements Some open issues Match between student ability distribution and item difficulties Relevance of context questionnaires Out-of-school populations How far can we go with expanding PISA as we know it geographically? PISA for Development How we arrived at this point – the journey

14 Reading performance and national wealth in low income countries PISA for Development Benchmarking for improvement

15 Reading performance and national wealth PISA for Development Benchmarking for improvement

Initial dialogue with the largest donors to education and technical agencies, Summer 2012 Meeting in November 2012 to discuss first draft of Project Document Second draft of Project Document circulated in March 2013 – initial commitments of support from development partners and technical agencies Dialogue with potential pilot countries 16 Discussion with Partners: timeline

Cambodia Ecuador Guatemala Mongolia Punjab (Pakistan) Senegal Sri Lanka Zambia 17 Dialogue with possible pilot countries

France Germany (BMZ/GIZ) IADB Korea Norway UK (DFID) World Bank 18 Dialogue with development partners

PASEC SACMEQ UNESCO UIS UNICEF EFA GMR GPE CUE, Brookings Institution 19 Dialogue with other agencies

Aims: to enhance the policy relevance of PISA for developing countries through: – the development of enhanced PISA survey instruments and data collection methods….. – that are more relevant for the contexts found in developing countries….. – but which produce results on the same scales as the main PISA assessment. 20 PISA for Development Enhancing the relevance and use of PISA

21 PISA for Development Plans for the Pilot … in support of developing countries Five (to seven) partner countries Five main outputs Five project phases over 36 months

Main Phases and Governance I.Design, Planning and Coordination II.Technical Development III.Field Trial and In-country Data Collection IV.Analysis and Reporting V.Post-Pilot Governance 36 Months of Implementation PISA for Development Enhancing the relevance and use of PISA

Five Main Outputs 1.Contextual questionnaires and data- collection instruments enhanced (e.g. for students, parents, schools, etc.): Examples: Socio-economic background of students and schools School climate Resource availability and use Autonomy and accountability Governance 23 PISA for Development Enhancing the relevance and use of PISA

Five Main Outputs 2.The descriptive power of cognitive assessments enhanced in reading, mathematics and science Review, select, translate, validate and combine into test booklets Improved targeting at lower-end of proficiency Component Reading Skills assessment 24 PISA for Development Enhancing the relevance and use of PISA

Five Main Outputs 3.An approach developed, including a methodology and analytical framework, for including out-of-school 15 year-olds in the assessments Draw on existing work UNICEF, UNESCO World Bank STEP project PIAAC and others 25 PISA for Development Enhancing the relevance and use of PISA

Five Main Outputs 4.Country capacity in assessment, analysis and use of results for monitoring and improvement strengthened among participating countries Planning process with each participant Customised country-specific report for participants Working with development partners Succession planning and knowledge transfer 26 PISA for Development Enhancing the relevance and use of PISA

Five Main Outputs 5.Peer-to-peer learning opportunities identified related to participation in PISA Experience of previous and current PISA participants Seminar for pilot countries and others Contribute to UN-led post-2015 discussions 27 PISA for Development Enhancing the relevance and use of PISA

Main Phases and Governance International Steering Group Technical Oversight and Coordination International and National Implementation 28 Partnership with and guidance from 5 (to 7) participating countries PISA for Development Management and budget Overall budget (5 participating countries = Eur 2.9 million)

PISA for Development Initial Technical Meeting

PISA for Development Roundtable countries and development partners Main expectations for the meeting of countries and development partners Perspectives of countries and development partners on the project, specifically: Country-specific opportunities and challenges from participating in PISA Perspectives of development partners on the opportunities and challenges

31 The PISA Instruments Enrolment of 15-year-old students These results from PISA 2009 for non- OECD countries (and Mexico and Turkey) show that among PISA participants, there are still large percentages of out-of- school youth