The Chilean Education System

1
The Chilean Education System

• By Ricardo Fuentes
• Chiles Ministry of Education.
• Agenda II Forum Hemisférico La calidad de la
  Educación

2
Organizational structure
3
Schools by administrative category
4
Enrollment by school administrative category
5
The descentralization process in education

• 1980 Authoritarian political regime
• devolution of health and education among other
  functions to municipalities wich have no
  democratic authorities elected.
• Introduction of a new financing model, based on
  subsidizing demand. And the funds was directly
  delivered to the owner of the school, even if it
  is calculated by student.

6
The descentralization process in education

• Elimination teachers status as a public employees
• Utilization of legal and market instruments like
  incentives to stimulate the creation and growth
  of state-funded private schools.

7
Municipal Schools

• Municipal schools are administered by Chiles 341
  municipal governments, using either of two
  possible systems municipal education
  administrative departments (DAEM, 289) or
  municipally controlled non-profit corporations
  (52).
• 72,65 municipal students came from 40 poorest
  population
• Between 1981 and 2000, the municipal education
  funding growth from US63,537,000 to
  US97,374,000. Wich means 53(2000 USD).

8
Municipal Schools

• In 2000, this mount was 6.52 of total subsidys
  expenditure and 3.88 over total expenditure
  education
• The 56 of total municipal financial resources
  are focused only in 47 municipalitys and 155
  municipalitys have less than 15.000 peoples.
• Their management capacities are very diferent
  because they are heterogeneus and have different
  population, local wealth, local poverty, tax
  collect capacity, leadership and organization
  culture.
• They cant chose students or reject them. In fact
  they are the guardians of public education

9
Private state subsidized schools

• Enrollment 1.302.010 (36,58)
• N schools 3.460
• Urbans 2.378 (94,33)
• Rurals 839 (5,67)
• Primary Enrollment 66,84
• Secondary enrollment 22,65 (50TP)
• Teachers 41.053 (27,74)

10
Private state subsidized schools

• Actually 57 of this schools dont have sharing
  funding with parents
• 43 have sharing funding with parents and the
  public subsidy, wich has a non proportional and
  sligthy stated financial discount.
• 51 of this schools belong to individual owners,
  16 belong to profit aims institutions, and 33
  are non profit institutions.
• In OECD opinion, this schools are not more
  performer or efficient than municipal schools. Is
  difficult to compare beacuse they chose their
  students and this selections normally exclude the
  more difficult students.

11
Public Expenditure on Education

• Public expenditure in education almost tripled,
  going from US 907.8 million to US 3.017 million
  (in constant dollars) from 1990 to 2002
• In 2001 the public expenditure in education was
  4.4 over the GDP and a 18.5 over total public
  expenditure
• The same year the spend by student was US 539.5
  in primary, US 609.6 in secondary and US1.360
  in terciary
• Between 1990 an 2001 taht means a 151.4 in
  primary, 191.7 in secondary and 63.5 in
  postsecondary education.

12
Educational Policies in the 1990s

• In 1990, after more than a decade and a half of
  authoritarian policies and a decade of
  neo-liberal economic policies, a democratic
  government led by a center-left political
  alliance began to apply a new agenda to education
  policies, providing a protected national level
  statute to teachers.
• The new agenda has focused on the objectives of
  quality and equity in terms of contexts and the
  school systems learning outputs.

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Educational Policies in the 1990s

• Its implementation has depended on the State not
  only ensuring the minimum conditions for
  educations functioning (subsidiary role), as it
  did in the 1980s, but also defining and
  conducting policies for developing this sector
  (leadership role).
• This meant redefining the states role in sense
  to involve a dual approach that shaped all
  policies in the 1990s and thus redefined the
  nature of public action in education this
  included universally applied, comprehensive
  programs to improve learning and specific,
  compensatory programs, focusing on primary and
  secondary schools with the least resources, to
  improve equity, all that with a market funding
  system

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Educational policies from the 1990s

• Building Basic Conditions
• Infrastructure
• Teachers labour policies
• - Equipments and resources
• - Institutions

First step 1990 1995

• Currricular reform and Full School Day
• More time for learning
• Better and depper improvement programes
• - Better and more teaching procces
• - Curriculum reform

Second step 1996-1999
Third step 2000 - ....

• The class room reform
• Frameworks and support inside the class room
• Responsabilization and authonomy
• Teaching Practice-Teaching Assesment
• Institutional Good Practices
• Quality assurance
• Local network and partnership

15
Results of 1990s policies

• Increase the enrollment and coverage, specially
  among lower income families
• Inprovements to the learning resource base
  (universal acces text in language, maths,
  history, science and english)
• Improve social assistance to students of lower
  income backgrounds from preschool to high school
  (meals and health)
• Changes in teaching practices

16
Results of 1990s policies

• Learning results
• Grade 4, primary
• Slightly improve in maths and language between
  1992 and 1996
• Stagnate between 1996 and 2002
• None of the school categorys regresed during this
  period.
• The best results were for paid education, in
  second place the private subsidized schools and
  in the last place the municipal schools.
• The gap between municipal and paid scools fell
  between 1992-1996 in maths, then rose between
  1996 and 2002, with a slightly dropp.

17
Results of 1990s policies

• Grade 4, language
• All the schools alternate episodes of increases
  with sligth declines. As with maths the gap
  between publicly financed and paid private
  schools decline, between 1992 and 1996
• Changes from 1996 and 2002, varied by category
• Paid private schools advance
• Municipal schools fell
• Public subsidized schools are stagnated

18
Results of 1990s policies

• Grade 8 end of primary school
• Only maths and language can be comparated between
  1993 and 1997, both had minors but consistent
  increases
• Between 1997 and 2000, there is a decline in
  language (3 points), while maths remains stable.
  Significant rises ocur in science (10 points) and
  history (6 points)

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Results of 1990s policies

• Secondary Education
• There are a national test in second year of high
  school (1994,1998 and 2001). This results shows a
  sligth improvement in maths and stable results
  for language, with more students covered,
  particullary from the poorest population
• Average scores when not controlled for students
  socio-economics characteristics, are
  sistematically higher for private subsidized
  schools, wich also operate at a lower cost per
  students than municipal schools.

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Educational policies from the 1990s

• 1990s challenges
• To correct inequitys with focused interventions
  by national programmes
• To invest in better schools, equipments,
  buildings
• To invest in school management, team work,
  leadership
• Increase the accountability of the system, more
  and better information to parents.
• To promote the partnership with the private
  sector, enterprises, firms.

21
2000s challenges

• To increase the responsability and educative
  authonomy of the schools
• To improve and redirect our capacities and
  practices in supervision
• Promote the school leadership like an axe of the
  school authonomy
• To achieve better and widers learnings results.
  Specially among the poorest students.
• To set an aditional subside for the poorest
  students and the school wich are capable to
  achieve betters and widers learnings results.
• To set up instruments and periodic relationships
  with local governments, in order to have a
  strategic partnership for the quality of the
  education, not only like a national good but like
  a local good too. That means more flexibility in
  budget and in programmes.

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Assurance Quality System Scheme
Technical Support for Education municipal staff
and Supervision system of MINEDUC
Training for Technical Support Institutions
Supervision and support
School Management Model
External evaluation model
Training for external Evaluators (municipal, And
Mineduc staff)
Training for School Management teams
Self evaluation process
Improvement Plans
External evaluation
Good Practices, sistematization Disemination and
transfer
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Chilean School Management Model
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National Standards for Headships

• Principal aims of that policy
• Prepare new headteachers
• Training and improve the competences of the
  former headteachers
• To evaluate the performance of the former
  headteachers
• 4 Areas Leadership Curricular management,
  resources management and, organizational climate.