PLANS FOR IMPROVED EDUCATION – Presentation on educational policies of Chile

1. PLANS FOR IMPROVED EDUCATION
“A tool for quality in the context of Education Reform“
Ministry of Education
Republic of Chile

2. General Division of Education
Ministry of Education
Ana Paz Pozo L.

3. THEMATIC INDEX
I.- ACT 20248
PREFERENTIAL SCHOOL SUBSIDY
II.- MANAGEMENT APPROACH AND
EDUCATION QUALITY OF PME
III.- THE DRAFT PLAN FOR IMPROVED
EDUCATION
IV.- THE EDUCATION REFORM PROCESSES
FOR IMPOVEMENT

4. I.- ACT 20248
PREFERENTIAL SCHOOL SUBSIDY

5. 2004 Education Improvement in the context of Quality
Assurance Systems for Education Management
projects (QASEM)
2008-2011 EIP legal context PSS
1992 Improvements in basic education, media and rural
involvement in the QEIE program project.
THE EVOLUTION OF PME IN THE CONTEXT OF CONTINUOUS
IMPROVEMENT (MINEDUC).
2014
EIP in the context of
PSS and SAC legal
standards
2011 Legal System of Quality Assurance
(law SQA)

6. PURPOSE OF
THE PSS ACT
Article 1
“The preferential school subsidy is geared towards
the goal of improved quality education of subsidized
educational institutions, for priority students
completing the first or second level of pre-primary
education, general primary and secondary education”.

7. ¿HOW DOES
PES
FUNCTION?
The potential agencies to receive PES must sign the
Convention for Equal Opportunities and Education Excellence
with the Ministry of Education, which states the basic conditions
of equity and quality for all students.
Once this convention is signed, the institution’s head officer
delivers the resources in accordance with the quantity of
prioritized students within the educational establishment.
An “Education Improvement Plan (EIP)” must be developed
with the education community and presented to the Ministry of
Education where funds are also allocated in accordance with
what was stipulated in the EIP.
Ministry
of Education Head Officer Education
Improvement
Plan

8. OBLIGATIONS AND
RESPONSIBILITIES
OF THE HEAD
OFFICER
1. Improve achievement scores of students according to the EIP.
2. Inform and engage the school community with the convention.
3. Inform applicants of the establishment, parents and guardians
about the education project.
4. Present an annual report concerning the use of resources of
the PSS, and disemminate it to the school community.
5. Audit the functioning of the School Counsel, the Counsel of
Teachers and the General Center for Parents and Guardians.
6. Keep record in his/her curricular portfolio of creative activities
and culture and sports which contribute to the wholistic
formation of students.
7. Exempt receipts
8. Not select students on the basis of performance and/or social-
economic status.
9. Retain students between grades 1 to 7.

9. 1. Students whose vulnerability
status poses a challenge to
their education process.
PRIORITY
STUDENTS
Who are they?
a) Chile Solidario
Program.
b) The third most
vulnerable group
according to the
FPS.
c) FONASA tramo
A.
d) Familiy income,
level of schooling,
residing in rural
areas and poor
communities
2. This is determined each year in
accordance with official social
statistics obtained from the Chile
Solidario program and the Social
Protection Card as additional
information.
3. Priority students’ status does not
guarantee the receipt of benefit,
given that they have to attend an
instituion with the PSS convention
and have a level of PSS.

10. PRIORITY STUDENTS
How many are they?
Source: Calculations based on SIGE. Using the school matriculation on 30th April of each year.
Note: Until 2011, priority students were determined only based on the level of PSS. Apart from
2012, the total matriculation was extended, independent from the level of schooling. The former
statment explains the sharp increase between 2011 and 2012.
Priority Students
Total
Priority Student
Beneficiaries Total Matriculation
Priority Beneficiaries as
a percentage of the
total student
population
2008 398.968 271.868 3.683.273 7,3%
2009 761.071 632.908 3.698.577 17,11%
2010 818.454 696.440 3.647.607 19,09%
2011 916.808 786.048 3.603.002 21,81%
2012 1.717.685 920.778 3.549.148 25,94%
2013 2.200.365 1.205.455 3.537.087 34,08%
2014 2.257.212 1.376.900 3.529.767 39,00%

11. PSS INSTITUTIONS
Who and how many are they?
Requirements to be PSS:
 Receive subsidies from the State.
 Render lessons in the form of regular
shift systems.
 Comply with established deadlenes.
Total PSS
No PSS
Percentage of
PSS of the total
population
Municipals 5.133 5.057 76 98,5%
Private
Subsidies 4.269 2.966 1.303 69,4%
Fuente: Elaboración propia. Sobre el total solo se consideran a establecimientos que pueden ser SEP.

12. PSS BUDGET AND NATIONAL EDUCATION BUDGET
 Sustained increases of PSS. The budget has increased approximately 10 times and
the participation in the national education budget has increased by approximately
10 points, approaching 8,36 % of the education budget.
 In 2008, PSS extended to 6 courses between the 1st and 4th year of primary
education. Today it has increased to 2nd grade of Secondary Education.
PSS ($ thousands) PSS (US$)
National
Education
($ thousands)
National
Education (US$)
PSS as %
Total
2008 64.314.628 129.434.338 3.571.446.664 7.187.600.201 1,80%
2009 139.583.672 219.316.006 4.105.275.345 6.450.271.577 3,40%
2010 182.495.686 359.881.061 4.717.624.493 9.303.144.336 3,87%
2011 289.768.148 619.149.480 5.358.315.529 11.449.147.516 5,41%
2012 320.688.574 617.659.041 5.936.273.930 11.433.501.406 5,40%
2013 433.584.306 903.375.919 6.712.290.487 13.985.103.940 6,46%
2014 596.937.148 1.137.868.413 7.138.276.475 13.606.825.022 8,36%
Source: Figures were developed based on the National Budget Address. The value of the dollar was
reported as listed on the first working day of the respective year.

13. II.- WHAT IS THE QUALITY EDUCATION AND
MANAGEMENT THAT WE HAVE ATTEMPTED UNTIL NOW,
USINGTHE EIP?

14. 2008 2009 201220112010 2013 2014 2015
Article 20.480
PSS
Article 20.529
SAC
Diagnóstico
EIP

15. EVOLUTION
OF THE EIP IN
THE CONTEXT
OF THE PSS
2008-2011 2013 2014
Coverage 7.500 8.004 EE (primary and
secondary schools)
8.073 EE
(PSS)
Principle
Purpose Systems Installation
Processes of Continuous Improvement:
Installation - Improvement
Consolidation - Articulation
Subject
Criteria
Priority given to the two
lowest performing
subsectors:
 Language
 Mathematics
Progressive incorporation
of the other subjects
The instituition’s choice according to the
Diagnostic needs test.
Diagnostic
Institutional
Management Practices
and Pedagogy.
Institutional
Management
Practices and
pedagogy which
incorporates
standards
proposed by the
Quality Agency.
Model
responds to
Requirements of the PSS
law.
Requirements of the
PSS law.
Support the
implementation of
the SAC law.

16. Cycle of improvemet incorporating the EIP
DIAGNOSIS PLANNING IMPLEMENTATION
EVALUATION AND
DIAGNOSIS
Monitoring and Tracking

17. IMPROVEMENT
STRATEGY
1. The concept of quality is not the “cristalization”of statistical goals or
standards, but a reality in development and constant evolution,
depending on the specific contexts and challenges of learning.
2. A link must exist between the results obtained by institutions and
their management practices in such a way that through the
evaluation of the processes and results, the educational institution
obtains relevant information which allows them to determine the
focus of the intervention to generate improved, sustainable results.
3. Limit the quality of education only to comparisons of results
achieved with goals and standards outside of analysis. These are
the set of actions which must be used in order to produce good
learning processes.
4. A focus on quality as an integral character must be asssumed,
which links the idea that primary and secondary school is a
learning organization, meaning permanent development of
reflexive and corrective capabilities. In this understanding is rooted
the importance of autoevaluative processes and instituional
diagnoses as a transitioning point for educational improvement.

18. III.-THE EDUCATION IMPROVEMENT PLAN MODEL

19. DIAGNOSTIC
STAGE
The process in which the education
community analyzes different academic
results, establishes their tendencies and
relate this information with institutional
management standards and pedagogy and
other indicators of quality education in order
to make decisions for Continuous
Improvement. (Proceses and results)

20. DIAGNOSTIC STAGE
2 Steps
Analysis of
Institutional
Results
Auto-evaluation
of the
Institutional
Management
and Pedagogy

21. STEP 1:
ANALYSIS OF
INSTITUTIONAL
RESULTS
Educational Results: Results of external measures for
learning in compliance with learning standards.
• SIMCE: 4th-8th grade primary school and 2nd Grade
secondary school, in 4 subjects.
• PSU.
• Qualification TP.
Learning Results: Results of internal measures for the
progress of learning, in different subjects and education
levels (diagnostic evaluations, formative and sumative)
Internal Efficiency: Corresponding with the annual results in
the disaggregated levels of education in:
• Withdrawl rates
• Repetiton rates
• Achievement rates by subjects

22. STEP 2:
AUTOEVALUATION
OF INSTITUTIONAL
MANAGEMENT
AND PEDAGOGY
• Process which implies autoevaluation of the daily
work of establishments and assigns the level of
quality to their Pedagogy and Institutional
Management Practices.
• The instrument, “Guide to Institutional
Management Diagnosis” is structured around 4
Areas of Model Process Management Quality.
• The assignment of Levels of Quality is given using
the “Evaluative Scale of Quality Levels” of 4 levels
of quality plus one additional level which allows for
the identification of those standards not applicable
to the reality of EE.
• The Practices contained in the instrument have as
a reference the Management Standards for
establishments and heads.

23. STRUCTURE OF THE “GUIDE FOR DIAGNOSIS OF INSTITUTIONAL
MANAGEMENT”
Process
Areas
Areas Dimensions Practices/Standards
Management Curriculum
Management Pedagogy 7
Learning and Teaching in the Classroom 6
Student Development Support 7
School Leadership
Head Officer 6
Formative and Academic Director 7
Results Planning and Management 6
School Co-habitation
Training 6
School Co-habitation 6
Participation 6
Resource Management
Human Resource Management 9
Financial Management and Administration 6
Educational Resource Management 5

24. PLANNING
STAGE
It is the process through which the
institution defines:
 The areas, dimensions and standards
to be addressed.
 The desired goals and objectives to be
reached.
 Development of annual action plan.

25. PLANNING STAGE
3 Steps
1. Prioritization and
linking of
dimensions
2. Definition of
objectives and goals3. Annual Programming

26. STEP 1:
PRIORITIZATIO
AND LINKING
OF
DIMENSIONS

27. Goals must be:
• Coherent addressing the quality levels of the
Institutional and Pedagogical Practices and linked
to the achievement of proposed objectives.
• Challenging focusing on learning for all students
and mobilizing all institutional actors towards their
success.
• They must allign with trends which illustrate
results from previous measures.
• Increase gradually and progressively, during the
implementation of the Education Improvement
Plan.
STEP 2:
DEFINITION
OF GOALS

28. COMPONENTS OF THE PME PROGRAM :
✓ OBJECTIVES
✓ MONITORING AND EVALUATION
INDICATORS
✓ ACTIONS AND/OR INITIATIVES
STEP 3:
ACTION
PLANS AND
INITIATIVES
OF THE EIP

29. Componentes mínimos de la Programación Anual

30. MONITORING,
EVALUATION AND
IMPLEMENTATION
STAGE
Corresponding with the period of time in
which improvement processes are
implemented and monitoring and
evaluation strategies are produced
which allow for periodic evaluation of
the Education Improvement Plan and
materialization of the necessary
corrections in a timely manner in order
to fulfill the objectives and goals.

31. 1. Monitoring Actions 2. Evaluation of objectives
and goals
2 Steps
MONITORING, EVALUATION AND
IMPLEMENTATION STAGE

32. MONITORING
AND
EVALUATION
Monitoring Actions: Level of implementation and causes
Evaluation of objectives: Whether the proposed action enables
the institution to achieve set standards.
Evaluation of goals: Whether progress exists in the degree of
learning in order to achieve overall targets.
 This sub stage allows the establishment to continuously
modify the improvement proces, via formation, modification
or termination of actions, towards achieving the objectives
and goals which have been outlined.
 To have confidential and updated information for
accountability purposes (PSS) which can also prove useful
for the Ministry.

33. EVALUATION
STAGE
The Evaluation is a quantitative and qualitative
analysis of the results obtained through the
Cycle of Continuous Improvement, whose
purpose is to obtain relevant and reliable
information in relation to the achievement of
objectives and goals.

34. EVALUATION STAGE
2 Steps
Improvement of
practice/standards
insuman
Diagnosis of next cycle of improvement
Achievement of
learning goals

35. IV.- EDUCATION REFORM IMPROVEMENT PROCESSES

36. Education Reform
with long term
benefits and
improvements for
the education
system TODAY
(short term)
Policies and
Programs of
training and
support
Education
Improvement
Plan
Improved
Processes and
Results
Importance of
changes and
improvements
in the short
term
Education Reform
- End of segregation
- End of profit
- Free schooling
- New way of
teaching
- Demuniciplization
- Quality (new
definition)
School Effectiveness and
Improvement
“Improved processes and
results while implementing the
Reform”.

37. 1. An education process where the student will recognize
and access learning experiences which allow them to
display their talents and gain required competencies for
correct functioning in society, promoting the development
of citizenship, based on common good.
2. A system not merely based on best results for
standardized tests, but one which promotes wholistic
development, inclusion, solidarity and democracy as
central values for national development and for every
Chilean citizen whether male or female.
3. An integrated and equitable system which neither excludes
nor rejects children.
PILLARS OF
REFORM

38. PILLARS OF
REFORM AND
THE EIP
 Technical and disciplinary contributions in all levels, strategies and
programs of the Ministry of Education, for the integrated curriculum
implementation.
 Strong emphasis on the development of weaknesses and
competencies which form part of the transversal objectives of the
curriculum (participation, citizenship, tolerance, inclusion… etc).
• A different discourse and policy. Until now a strong emphasis has
existed in associating the quality of standard categorization and
measurement.
• Adjust the EIP planning model, in order to enable agencies to
develope daily management plans for instituitonal quality and which
would allow them to achive better, timely and more sustainable
results.
• Quality, wholistic education management which necesitates among
other aspects, professional, rigorous management for all students’
results.
• An EIP with objectives, goals and actions that respond to a diversity
of students’ needs, example rejection, exclusion, priorities, with NEE
and also those priviledged.

39. Materiales PME 2014

40. “A child has the right to intelligence, to leave a caste
system, to act, to direct, to govern societies. The right to
intelligence must be defended, protected, stimulated,
restored and defended by a wise and atentive State that
does not abandone nor waste it.”
Gabriela Mistral, Magisterio y Niño.

41. MINISTERIO DE EDUCACIÓN
División de Educación General
Junio / 2014

42. ana.pozo@mineduc.cl
División de Educación General