world bank and private sector measurement tools: how are these the answer to the question of...
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World Bank and Private Sector Measurement Tools: How are these the
answer to the question of education and poverty?
Susan. L. Robertson
Panel: Big Data
CIES Toronto, 11-15th March, 2014
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What is the question to which Saber-Teachers is the answer?
• By raising student achievement is it possible to enhance social and economic progress and reduce poverty? YES (says the Bank)
• By comparing teacher policies around the world can we develop a better framework for boosting student achievement across the world, can we improve pupil performance? YES (says the Bank)
• Is teacher effectiveness the key to predicting student learning? YES (says the Bank)
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First International Conference on Teachers 2011 (US Dept of State, OECD,
Education International, and global philanthropists)
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EACH REPORT BEGINS WITH…
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• Policy mapping – a comprehensive description of the policies education systems put into place to manage their teaching force.
• Policy guidance – highlights those policies that matter most for building an effective teacher policy system. – The selection mechanism for teacher policies is improved
student outcomes.– These are potential policy levers
• Policy comparison – both in terms of trajectory (judgement about how well pursuing direction/comparison with others)
SABER-Teachers Framework
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1. Who regulates requirements for entering and remaining in the teaching field
2. Initial teacher preparation3. Recruitment and employment4. Teacher autonomy and workload5. Compensation – salary and non-salary benefits6. Retirement rules and benefits7. Monitoring and evaluation8. Teacher representation and voice9. School leadership
Questions (with sub-questions)
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To date, SABER-Teachers has already collected information or is doing so in 65 education systems in 44 countries. -Looking for causal -Correlational analyses and case studies-Use of international teacher policy data – such as OECD, Eurydice, UNESCO.
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Progress to date
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Poster children
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Poster children
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CASE STUDY - CAMBODIA
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1. The focus is on the ‘facts’ of policy rather than teachers’’ enactment of – however these state ‘facts’ (official knowledge) of policy are aspirational and not material.
2. Focus on ‘policy’ will feed a whole army of policy consultants – much as the performance review systems in the many countries.
3. Suffers from methodological ‘educationism’ – eg. the informal economy is not taken into account regarding teachers’ labour.
4. View of the problem and solutions represents a diminished view teachers’ work.
5. Limits to power as it travels over a distance (Allen).
Between ‘facts and facts’
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Struggle taking place over the field of symbolic control over the governance of education for global competitiveness. Teacher policies are one of those (the holy grail) – however the contradiction in this attempt to govern is that the very difference that teachers make (professionalism, peer learning, collective responsibility) is washed out in this global data gathering approach.
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What has this got to do with education and poverty?
• Hubris and the ‘god trick’ – that big data will solve these and that there is one solution.
• Being BIG data does not exempt it from being BAD data.
• Spurious correlations – teacher incentives and economic growth.