Desafíos para Latinoamérica y el
Caribe en el monitoreo del ODS 4
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Los avances y aportes del Laboratorio Latinoamericano de Evaluación de la Calidad de la
Educación a la tarea
Challenges for LAC
in Monitoring SDG4
February 01, 2019
Advances and contributions of
the Latin American Laboratory
for Assessment of Quality of
Education to the Monitoring of
SDG4
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Main app roaches of the E2030 Agenda
• Reaffirms humanistic approach to education and
development
• Education is a fundamental human right and enabler of
other rights
• Lifelong learning
• Renewed focus on Learning
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Evaluation's challenges and importance
Challenge
Importance
The concept of assessment itself is
being questioned
Assessment is a part of the right to
education
Distance and lack of
communication between technical
bodies that administer
assessments and decision makers
Instruments used are usually
complex, in order to be able to
measure a set of skills and abilities
Dissemination of relevant findings for
improvement of education systems
and the building of local capacities:
transforming data into information
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Verify if the expected learning
outcomes are reached, identify
disadvantaged groups, diagnose
gaps and strengths
Learn about students’ progress
and the elements that explain
their success or lag: understand
the reasons of success, and not
just who is winning the race
Assessment is only a part of
quality. Assessment is not a goal
in itself
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Evolution and innovation of Large-Scale
Assessments
Assessments are changing
• Inclusion of new learning domains: global citizenship,
sustainable development, science, ICTs and digital literacy
• Expansion of the assessments’ coverage to more
countries and students
Students’ surveys are evolving
• They include more questions that measure non-cognitive
elements
• They include new social-emotional domains and 21st
century skills
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What Is LLECE?
Origin: Founded in Mexico City in
1994 by 13 Latin American countries
to measure the quality of education
in the region.
Vision: Focuses on new ideas;
reference for educational quality and
how to measure it.
Mission: Aid Member States in
formulating evidence-based
educational policies.
Significance: Fundamental for
monitoring progress towards the SDG
4 – E2030.
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Objectives
• Produce
Information on
Learning Outcomes
and Associated
Factors
• Capacity-building
• Promote
Educational Change
to improve Quality
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What Does LLECE Do?
Regional Comparative and Explanatory Studies
•
Provides the region’s most representative evaluation
of learning outcomes in primary education (3rd and
6th).
•
The Learning Achievements are evaluated in 4
subjects: Language, Writing, Math, Science (only for
6th grade).
•
The LLECE studies consist, in essence, of 2 axes:
– A study of educational achievement level
– A study of associated factors (e.g. gender,
ethnicity, etc.)
•
The first axis is based on a regional curriculum
analysis: achievement tests, learners.
•
The second axis is based on the generic CIPP model:
self-reporting questionnaires (learners, teachers,
school principals and parents).
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Countries of LLECE- ERCE 2019
The Fourth
Study (ERCE)
will be
implemented in
2019 in 18
countries.
Most of
CECC/SICA
countries will
participate on
the study
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Opportunities/challenges inclusion Caribbean to the Laboratory
Opportunities
• The monitoring of the learning
achievements and education quality
of LAC, is a direct mandate of
UNESCO
• Systematic inclusion of countries to
LLECE
• Multiples alliances have facilitated
the development of the ERCE study
• Accompanying experience of LLECE
in some countries on the creation of
evaluation agencies (developing an
evaluation culture)
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Challenges
• Cultural and idiomatic
barriers
• Resource mobilization
• Strengthen the
participation in learning
achievements
evaluations in The
Caribbean
• Articulation of the subregional offices
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The LLECE and Its Contributions to Targets 4.1 and 4.c
Target 4.1
Target 4.c
Implementation of evaluations of
learning achievement in the region
(PERCE, SERCE, TERCE, ERCE 2019)
Module of associated factors ERCE
2019 dedicated to teacher issues
Projection to extend the ERCE
studies to more grades,
incorporating lower secondary
Publication of a Thematic Report on
teacher issues
Building national evaluation and
analysis capacities (Buenos Aires
Workshop, Ecuador Workshop,
Dominican Republic Workshop)
Publication of “Contributions to
Teaching” collection
Collaboration with UIS to contribute
to monitoring education results (CLA
2.0 and Rosetta Stone)
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The LLECE and Its Contributions to
Targets 4.5, 4.a, and 4.b
Target 4.5
Target 4.a
Questionnaire of associated
factors that assess the
impact of variables such as
gender, cultural origin,
socioeconomic level, etc.,
on learning achievements
Questionnaire of associated Pending challenge?
factors that evaluates
conditions of infrastructure
and location of schools and
their effects on learning
Innovation modules that
assess socio-emotional
skills, such as attitude
towards diversity
Partnerships with countries
or subregional
organizations to study in
detail situations such as
school violence or armed
conflict (e.g. UNICEF, CECC /
SICA)
Disaggregated analysis that
allows the measurement of
parity indexes in the ERCE
studies
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Target 4.b
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The LLECE and Its Contributions to Target 4.7
Target 4.7
Curricular analysis of countries in the region to contribute to
monitoring of progress towards the target.
Collaboration with IEA to diffuse ICCS in the region.
Innovation module in ERCE 2019 focused on the evaluation of
socio-emotional skills for their monitoring and the promotion of
their incorporation in the curricula.
National modules with measures of different thematic associated
to learning within a comprehensive education.
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Approximation of the following studies:
Studies of
LLECE
SDG4 Targets
Studies of Associated
Factors
Increase amount of
ERCE - 2019
qualified teachers
Teachers and learning –
teaching process
Ensure a safe, nonERCE - 2023 violent learning
environment
School environment and
violence
Search for equity,
ERCE - 2028 context of inclusive
learning
Learning gaps of specific
students: indigenous
students, immigrants
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Migrant population
• The ERCE studies are concerned with studying the learning
achievement of migrant children in the education systems of each
participating country.
• The Students and Family questionnaires allot to obtain information
about the migratory background of the student and their parents or
responsible adults.
• Migration is an increasing phenomenon all over the world and Latin
America and the Caribbean is not an exception. Although only 4.2% of
the students who participated in TERCE were immigrants (UNESCO,
2015; UNESCO, 2016), it is expected that this percentage will increase
in the ERCE 2019 results, considering the global trend in human
mobility.
• Although this percentage of immigrant students is low, the TERCE
results show a negative relationship between being an immigrant and
learning achievement in third and sixth grade, in all subjects
(UNESCO, 2015).
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Challenges for School Curriculum/Latin America in E2030
Curricular Analysis LLECE - ERCE 2019
Results
Presence of Concepts in the Region
120%
100%
100%
80%
60%
40%
95%
90%
85%
80%
75%
70%
65%
60%
55%
50%
20%
0%
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Challenges of School Curricula/Latin America in E2030
Curriculum Analysis LLECE - ERCE 2019
PRESENCE OF CONCEPTS
DECLARATIVE LEVEL, PROGRAMMING
21%
42%
47%
63%
68%
68%
68%
68%
74%
53%
53%
47%
37%
21%
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74%
79%
74%
74%
74%
74%
84%
74%
68%
Programming
58%
53%
42%
84%
84%
84%
84%
89%
84%
89%
89%
84%
89%
74%
95%
95%
100%
Declarative
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Networks and Allies of LLECE
Technical and financial
alliances
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Country Networks
Other
Networks
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Implementation schedule ERCE 2019
Curricular
Analysis
Instruments
elaboration
Pilot
study
2018
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Definitive
study
2019
Analysis of
results
2020
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CCNN
meetings
• March:
• La Havana
• September:
• Ciudad de
Guatemala
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CTAN
meetings
• Face-to-face
meetings:
• February:
Washington DC
• Virtual meetings:
• April
• July
• October
Workshops
• February:
• Quito (logistic and
north implementation
of ERCE)
• June:
• Location to be
confirmed (Logistic
and south
implementation,
coding process)
• November :
• Brazil (Data analysis)
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Thank You!
Atilio Pizarro
a.pizarro@unesco.org
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