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IMPROVEMENTS IN THE QUALITY OF BASIC EDUCATION Chile’s experience Daniel Contreras

Improvements in education quality Steady strengthening of access Broader economic and social development context I. What progress has been achieved?

Rising national and international test scores

Gross Enrolment Rates (Primary)105%100%101.5% Net Enrolment Rates(Primary)91.3%†97%†93.1% Repetition Rates (Primary)3%†2.01%4.9% Completion Rates (Primary) 83.2% (1997) 97.8%94.8% Secondary Transition Rates 84.9% (1983) 97.5% (1997) 90.5% (2010) School Life Expectancy (Primary to Secondary)10.97 years11.04 years11.42 years School Life Expectancy (Primary to Tertiary) years (1991) years15.13 years Source: UIS and WDI. †Figure from Cox (2004) Rising national and international test scores

Broader economic and social development context Gross domestic product (GDP) per capita, constant 2005 US$, Source: World Development Indicators (WDI) (

 Political environment  Range of mutually reinforcing education interventions and reforms focusing on quality  Teacher professionalisation and conditions  Strong government investment in education and targeting of resources II. What are the factors driving change?

Political prioritisation of education

“ The connection between politics and policy is important to this progress story” Chile Education Specialist “Unlike other countries in Latin America, political stability and continuity in Chile enabled curriculum reforms to be implemented fully” Chile Education specialist

 Provision of textbooks  Information Communication Technology (ICT)  Curriculum reforms and child-centred learning  Use of national assessment tests  The Full School Day Programme Multiple efforts at quality reforms

Teacher professionalisation and conditions Rising wages and improved conditions Greater professionalisation, improved training and higher standards

Investment and targeting of financial resources

III. Current challenges  Absolute learning levels  Teacher quality  Maintain political consensus on a mobilized society and want to change education  Keep improving and increasing equity, new regulations to the school system

Maintaining political consensus – Desire for reform Do you agree or disagree with: Tax reform (%) Education Reform (%) Changing the Constitution (%) Agree Disagree N/A1399 Source: Government assessment survey, May 2014 Adimark GfK

Maintaining political consensus – The student movement

Improving equity – New regulatory structures Preschool: Improved institutions, higher quality and wider coverage. Primary and Secondary Education: Quality Education for All Higher education: Better regulation, more resources and free provision Two first steps: Undersecretary for Childhood Education Halting selection, organization and co-payment

Inequity persistent

Inequity persistent

“ Profit, co-payment and selection are based on a scheme that structurally prevents the quality and equity of our educational system. Removing them is not a sufficient condition for the quality and development of the Chilean educational system, but it is a pre- requisite.” Minister of Education to Parliament 2 nd of June 2014

IV. Conclusion Political continuity, based on 'solid' founding agreements allows persistent educational policies with cumulative success (from beginning 1990's 90’ to final 2010’s) Sustained economic growth allows a resource that can improve the well- oriented educational system A society mobilized for education and high policy relevance of education, holding two stresses new order: Educational quality: comprehensive education v/s test oriented teaching Equity mechanism and politics definitions: System vouchers, education as a commodity v / s guarantee to education and learning as a public good

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