state of the education in paraguay ing. gabriela gómez pasquali, msc. (omapa)
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State of the Education in Paraguay
Ing. Gabriela Gómez Pasquali, MSc.(OMAPA)
Education System
JM JI Pre-Sc.
1º 2º 3º 4º 5º 6º 7º 8º 9º
BaccalaureateHigher
Education1th Cycle 2nd Cycle 3rd Cycle
EarlyEducation
BasicEducation
SecondarySchool
HigherEducation
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20Ages
(years)
Levels
Structure and Organizationof the Educational System in Paraguay
State of the Education
Mathematics K12
Current State Very bad One the of the worst in the region and the world
State of Education
Mathematics K12
INTERNATIONAL ASSESSMENTS
SERCESecond Regional Comparative
and Explanatory Study
(Year 2008)
State of Education
Mathematics K12SERCE 2008
17 Countries in the region
Paraguay among the 5 scores below the regional average in all the subjects tested
54% of students in 3rd grade in the lowest levels of mathematics
25% of students in 6th grade couldn’t solve problems of division, multiplication, sums with fractions, common geometric shapes.
State of Education
Mathematics K12
Level1: Recognize basic facts and concepts.
Level 2: Recognize facts, concepts, direct and explicit relationships. Solve simple problems.
Level 3: Recognize concepts, relationships and no explicit properties. Solve simple problems. May interpret information from different representations.
Level 4: Solve complex problems of many conceptual domains, with no explicit information.
SERCE LEVELS
State of Education
Mathematics K12SERCE 2008
PERCENTAGE OF STUDENTS OF 3rd GRADE-By level of performance in mathematics-
COUNTRY UNDER I I II III IVARGENTINA 10,46 32,77 31,13 15,17 10,47BRAZIL 10,32 36,55 26,74 14,32 12,07CHILE 5,1 27,9 33,6 19,37 14,02COLOMBIA 8,57 38,6 33,19 12,97 6,67COSTA RICA 2,62 24,44 37 22,3 13,65CUBA 1,09 10,19 16,95 17,41 54,36ECUADOR 14,34 45,48 28,12 7,91 4,14EL SALVADOR 10,31 45 31,8 9,25 3,64GUATEMALA 17,34 50,06 25,07 5,46 2,08MEXICO 5,15 28,85 30,7 19,71 15,59NICARAGUA 12,1 47,95 30,5 7,49 1,97PANAMA 15,98 49,69 25,15 6,42 2,75PARAGUAY 15,87 37,88 25,5 11,56 9,2PERU 15,24 45,42 25,95 8,61 4,77DOMINICAN R. 41,28 49,27 8,49 0,84 0,13URUGUAY 5,78 25,95 30,03 19,29 18,95NUEVO LEÓN 2,34 18,45 31,69 24,41 23,11
TOTAL AL and C 10,19 36,03 28,26 14,3 11,23
State of Education
Mathematics K12 SERCE 2008
PERCENTAGE OF STUDENTS OF 6th GRADE-By level of performance in mathematics-
COUNTRY UNDER OF I I II III IV
ARGENTINA 1,53 11,89 37,99 36,26 12,34BRASIL 1,46 14 44,09 31,65 8,8CHILE 1,4 9,84 37,85 37,39 13,52COLOMBIA 1,02 13,29 47,64 32,6 5,46COSTA RICA 0,09 4,55 32,71 43,7 18,95CUBA 0,19 4,43 17,93 26,33 51,13ECUADOR 4,24 24,86 45,15 21,41 4,34EL SALVADOR 1,95 19,18 51,61 23,81 3,45GUATEMALA 2,78 24,94 50,8 19,52 1,96MEXICO 0,51 8,38 32,41 39,1 19,6NICARAGUA 2,25 23,88 52,69 19,41 1,76PANAMA 3,32 27,16 49,55 17,64 2,33PARAGUAY 3,85 21 46,5 23,91 4,74PERU 2,41 19,58 39,82 28,9 9,29DOMINICAN R. 5,69 41,79 45,43 6,85 0,24URUGUAY 0,67 4,26 22,36 40,41 32,31NUEVO LEÓN 0,34 6,29 29,35 40,66 23,36
TOTAL AL and C 1,48 13,91 40,82 32,35 11,44
State of Education
Mathematics K12
INTERNATIONAL ASSESSMENTS
SNEPESystem of Evaluation of the Educative Process
(Year 2006)
State of Education
Mathematics K12
Mathematics 3rd, 6th y 9thSNEPE 2010
Levels 3rd Grade 6th Grade 9th Grade
Under I 17,2 10,2 7,9
II 35,4 30,4 28,2
III 26,2 45,0 47,3
IV 12,8 11,5 14,5
V 8,5 3,0 2,0
State of Education
Mathematics K12LEVELS SNEPEArea of Mathematics for Secondary School Education
Level 3: Inference and modeling of effective strategies to solve problems of greater complexity.
Level 2: Connection and integration of data to solve problems of less complexity.
Level 1: Reproduction and procedures. Students are able to solve placed in familiar and close contexts.
Level 0: Students placed in this group do not show to have the content management to let them solve even the tasks of level 1.
Estado de la Educación
Matemática K12
Nivel 1 Nivel 2 Nivel 3 Nivel 405
101520253035404550
7
41 47
6
Porcentaje de alumnos por niveles de desempeño
Matemática Ed. Media (2º Año)SNEPE 2006
Educative Reform(since1994)
Amplified the coverage (BE)
Spread the access Improved retention
It didn’t assured the training of new teachers
Systems of permissive promotion
Deficient training in ITTs
Training of Teachers
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10
20
30
40
50
60
70
80
90
AVERAGE PERFORMANCECandidates for teachers
(2001, 2004)
2001
2004
Teachers’ PracticeTRAINING
RESEARCH in 2012
Mathematics and Sciences teachingconducted by the MEC and BID(Ministry of Education and Culture)(Inter-American Development Bank)
Teacher Practicing in Paraguay Mechanic Repetition Practice Memorization
In about 50% of the evaluated classes the teachers transmitted wrong concepts.
With any kind of reactions from students
Teachers in practicePROFILE
8383
4610
Number of teachersEARLY EDUCATION
Total of teachers
Total of teachers with no profile
Teachers in practicePROFILE
29180
11080
Number of teachersBASIC EDUCATION
Total of teachers
Total of teachers with no profile
Teachers in practicePROFILE
26051
12244
Number of teachersSECONDARY SCHOOL EDUCATION
Total of teachers
Total of teachers with no profile
Coverage of education
Year
Pre-EscolarBE
(1th y 2nd Cycle)
BE(3rd Cycle)
Secondary School
Education
Urban Rural Urba
n Rural Urban Rural Urba
n Rural
1990 58 7 104 100 72 12 39 6
2000 90 75 114 120 96 45 62 18
2010 84 78 95 98 95 58 77 31
GROSS ENROLMENT RATEBy level/cycle1990 - 2010
Source: MEC, DGPE, SIEC 1990, 2000, 2010
Coverage of education
Source: MEC, DGPE, SIEC 1990, 2000, 2010
PARAGUAY IN THE GLOBAL CONTEXTINDEXES OF EDUCATION
RANK COUNTRY VALUE (1 – 7)
136 Mauritania 2,6
137 Mongolia 2,6
138 Paraguay 2,6
139 Guinea 2,6
140 Dominican Republic 2,5
141 Honduras 2,4
142 Haiti 2,3
143 Burundi 2,3
144 Angola 2,2
145 Egypt 2,2
146 South Africa 2,1
147 Yemen 2,0
148 Libya 1,9
Quality of theeducational
system
Global Competitive Report2013-2014World Economic Forum
PARAGUAY A NIVEL MUNDIALÍNDICES DE EDUCACIÓN
RANK COUNTRY VALUE (1 – 7)
139 Guatemala 2,4
140 Perú 2,4
141 Timor-Leste 2,3
142 Paraguay 2,3
143 Yemen 2,3
144 Honduras 2,2
145 Egypt 2,2
146 Dominican Republic 2,2
147 Angola 2,1
148 South Africa 1,9
Quality of math and
science education
Global Competitive Report2013-2014World Economic Forum
CURRENT SITUATION
NEW GOVERNMENT (since august) Any proposal was presented Busy “cleaning the house” Legal holes Small budget Social responsibilitiesThey plan “to do something different” with “immediate results”
We offer to help them to do something that really helps to improve the teachers’ practice
FONACIDE: 100.000.000 dollars each year for Projects to Improve Education
Thanks!
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twitter @omapapyomapa@omapa.org.py
+59521 605154
Stay in touch….gabriela@omapa.org.py
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