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How can school performance be improved?. Relationship between learning outcomes and enrollment Crouch and Vinjevold, 2006. Access to secondary education: secondary gross enrollment ratios, Crouch & Vinjevold, 2006. What good schools do. REGULATORY FUNCTION: Orderly environment - PowerPoint PPT Presentation
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How can school How can school performance be performance be
improved?improved?
Relationship between learning outcomes and enrollmentCrouch and Vinjevold, 2006
Zimba
Zambi
Venez
UniteUnite
Ugand
Turke TunisTrini
Tanza
Sw itz Sw ede
Sw azi
Spain
SouthAfr
Slove
SeychSerbi
Saudi
Roman Portu
Polan
Phili
PeruParag
Pales
Norw a
Niger
New Z
Nethe
Namib
Mozam
Moroc
MoldoMexic
Mauri
Mali
Malay
Malaw
Madag
Maced
Macao
LuxemLithu
Liech
Lesot
Leban
Latvi
Kuw ai
Korea
KenyaJorda
Japan
ItalyIsrae
Irela
Iran-Indon
Icela
HungaHong
Hondu
Greec
Ghana
GermaFrancFinla
Egypt
Domin
Denma
Czech
Cypru
Cuba
Cote
Colom Chile
Canad
Burki
Bulga
Brazi
Botsw
Boliv
Beliz
Belgi
Bahra
AustrAustr
Armen
ArgenAlban
150
200
250
300
350
400
450
500
550
600
10 20 30 40 50 60 70 80 90 100Average of primary and secondary Net Enrollment Ratios
1990-2003
TIM
SS
1999 e
qu
ivale
nt
scale
Access to secondary education: secondary gross enrollment Access to secondary education: secondary gross enrollment ratios, ratios, Crouch & Vinjevold, 2006Crouch & Vinjevold, 2006
0%
20%
40%
60%
80%
100%
120%
White SA Afric SA All SA Europe Sub-Saharan
Africa
USA
1970
1995
What good schools do What good schools do REGULATORY FUNCTION:REGULATORY FUNCTION: Orderly environmentOrderly environment Intellectual activity valuedIntellectual activity valued Sense of responsibilitySense of responsibility
INSTRUCTIONAL FUNCTION: INSTRUCTIONAL FUNCTION: Proficiency in LOIProficiency in LOI Reading & writingReading & writing Proficiency in specific discipline: Maths, Proficiency in specific discipline: Maths,
History, LiteratureHistory, Literature
SA High SchoolsSA High Schools
FormerFormer Other Other Prop Prop of of
totaltotal
HG M HG M SC SC
20042004
TopTop 380380 3434 7%7% 66%66%
ModMod 254254 573573 14%14% 19%19%
PoorPoor 600600 42774277 79%79% 15%15%
SACMEQ mean maths score by quintile SACMEQ mean maths score by quintile vd Berg & Louw, 2006vd Berg & Louw, 2006 Quintile 1 2 3 4 5 Total
Botswana 490.57 499.01 510.21 508.05 556.62 490.57
Kenya 540.04 545.23 555.48 564.92 610.82 540.04
Lesotho 443.30 448.09 447.56 445.19 451.75 443.30
Malawi 422.44 426.81 435.32 433.23 446.84 422.44
Mauritius 519.33 564.17 587.07 619.93 639.55 519.33
Mozambique 526.43 524.93 530.59 530.15 538.18 526.43
Namibia 403.32 402.41 411.19 425.08 512.70 403.32
Seychelles 520.83 541.04 555.32 575.84 578.71 520.83
South Africa 441.84 444.74 454.18 491.47 596.97 441.84
Swaziland 505.56 511.29 510.92 513.43 541.48 505.56
Tanzania 484.29 511.44 528.54 527.62 560.14 484.29
Uganda 484.43 497.07 497.88 508.74 543.11 484.43
Zambia 414.20 425.74 435.61 434.33 466.10 414.20
Zanzibar 478.02 471.62 477.89 478.68 484.39 478.02
Total 468.13 479.59 485.13 491.99 559.53 468.13
Non-SA 469.09 480.13 488.01 494.35 557.25 469.09
Top Performing SchoolsTop Performing Schools
What do they need? What do they need? – Where African numbers are small:Where African numbers are small:
Incentives to increase African rollIncentives to increase African roll
– Where African numbers are large:Where African numbers are large: Subsidies for poor childrenSubsidies for poor children
All: All: – Increase level of cognitive demand of Increase level of cognitive demand of
curriculumcurriculum
Moderately Performing Schools: What Moderately Performing Schools: What makes the Difference?makes the Difference?
FactorsFactors HomeHome DistrictDistrict SchoolSchool ClassClass
Language Language Speak LOISpeak LOI
****PolicyPolicy Develop Develop
proficiencyproficiencyDevelop Develop proficiencyproficiency
TimeTime Sign h/wSign h/w
****MonitorMonitor RegulateRegulate
****Micro-paceMicro-pace
****
CoverageCoverage Assist with Assist with h/w *h/w *
MonitorMonitor
**Plan, Plan, monitor **monitor **
Macro-Macro-pacepace
********
Reading & Reading & WritingWriting
ReadRead
**Distribute Distribute booksbooks
Manage Manage books *** books ***
Read & Read & write *write *
AssessmtAssessmt Monitor Monitor resultsresults
QAQA
MonitorMonitorQA, QA, monitormonitor
**
Assess, Assess, feedback feedback ****
Key lever 1: Time on TaskKey lever 1: Time on Task
Chisholm et al, 2005Chisholm et al, 2005• Teachers work an average 41 hours
(out of 43)/week • 41% of this on teaching: 3.4h/day • 14% devoted to planning and preparation, • 14% on assessment, evaluation, reports and record-keeping
Key lever 2: Curriculum CoverageKey lever 2: Curriculum Coverage
3: ¾ or more ASs completed during year3: ¾ or more ASs completed during year
2: Between ½ and ¾ of ASs completed2: Between ½ and ¾ of ASs completed
1: Between ¼ and ½1: Between ¼ and ½
0: Less than ¼ covered0: Less than ¼ covered
0
20
40
60
0 1 2 3
Type
Curriculum Coverage: MathsLimpopo Western Cape
Key lever 3: Teacher KnowledgeKey lever 3: Teacher Knowledge
Grade 3 teachers wrote parts of the Grade 3 teachers wrote parts of the Grade 6 learner test:Grade 6 learner test:
Literacy: 55% Literacy: 55% Numeracy: 65% Numeracy: 65%
SA High SchoolsSA High Schools
FormerFormer Other Other Prop Prop of of
totaltotal
HG M HG M SC SC
20042004
TopTop 380380 3434 7%7% 66%66%
ModMod 254254 573573 14%14% 19%19%
PoorPoor 600600 42774277 79%79% 15%15%
524 QLP schools > Control524 QLP schools > Control
PassPass ExpExp E HGE HG M HGM HG M SGM SG RateRate
+17+17 +62+62 +36+36 +924+924 +0.7+0.7 +8+8
QLP Schools (N=513)
0
50100
150
200250
300
350
400450
500
Pass Intervals
Nu
mb
er
of
Sch
oo
ls
2000 2004
Poorly performing schoolsPoorly performing schoolsStart with Time ManagementStart with Time Management
Part of institutional culturePart of institutional culture LeadershipLeadership Organisational development Organisational development
≠ ≠ trainingtraining
BUT provinces & districts too weak BUT provinces & districts too weak
Differentiated approachDifferentiated approach
Schools with Threshold Capacity
Dysfunctional Schools
Eg Dinaledi II• Training
•Resources•Incentives
Organisational developmentState authorityBut weak state
Top Top performing performing schoolsschools
Raise level of cognitive demand
Why is our civil service so Why is our civil service so inefficient?inefficient?
They went to poorly performing They went to poorly performing schoolsschools
Structural instability Structural instability Ideology: threw out authority Ideology: threw out authority
with authoritarianismwith authoritarianism Unions better organisedUnions better organised Lack of focus, eg matric exams Lack of focus, eg matric exams
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