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Sistema de Medición de la Calidad de la Educación

CHILEAN SECONDARY EDUCATION CURRICULUM REFORM

OF THE 1990’s: context, process contents, issues.

SEIA CONFERENCEDAKAR, 6 - 9 JUNE, 2004

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Estándar de Desempeño

FOUR DIMENSIONS OF CHANGE IN THE CURRICULUM

Scheme of the presentation

• Country and educational system contexts

• Secondary education curriculum reform .- process .- contents.- implementation

• Issues and strategic questions about curriculum reform

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CHILE : Country context 1

• Independence from Spain in 1818• Early organization of a democratic state

• Breakdown of democracy in 1973; military coup (Pinochet) overthrows a socialist Government (Allende)

• Authoritarian military regime implements decentralization and privatization policies in education during the 1980s

• Transition to democracy in 1990: three governments since, with same, accumulative educ. policies – quality and equity agenda-.

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Chile: Country context 2

• Population of 15 million

• 12% of labour force in agriculture; open, export-oriented economy.

• Unitary political-institutional organization

• Society with strong inequities

• Per cápita GNP : US$ 5,300

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Educational system context 1990-2003

• 8 years of primary education. GER 1990 = 91,3% / 2003 = 98,0%

• 4 years of secondary education. GER 1990 = 77,0% / 2003 = 87,0%

• Secondary education organized in general (60%) and vocational-technical (40%)

• 53% public; 37% private subsidized; 10% private.

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Mapa de progreso

• information and knowledge society• crisis of other agencies of value

transmission (family and social order as a whole)

• competitiveness of the Chilean economy increasingly based on educational level of its population

• modern citizenship requirements

CURRICULUM REFORM AS SCHOOL SYSTEM’S ANSWER TO NEW EXTERNAL REQUIREMENTS

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Hitos más relevantesResearch for building adequate diagnosis and criteria for innovation and changeParticipation: ‘national conversation’ on secondary educationConflict: Strong opposition to new curriculum draftFor curriculum reform: strategic value of agreements

Curriculum reform Process :agenda setting

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Hitos más relevantes

Embeddedness of curriculum reform in larger policy context

• Favourable political and financial conditions: consensus, resources, stability of policies.

• Full Day School reform: more time for richer curriculum

• Previous state programmes of material and educational support and innovation

• Educational policies which combine state and market mechanisms; centralized and de-centralized tools of government.

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Strategic criteria for curriculum elaboration process in the Chilean case

• Combination of forefront knowledge of the disciplines, teachers' views, and society's demands.

• In VTE: inclusion of the views on required competencies,of leading industries and services.

• Systematic Consultation with external actors and institutions: academia, teachers, and the political and production ambits.

• Setting-up of high level technical and political decision-making Ministerial structure for leading the elaboration process.

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. Antecedents13 research projects (1992) 'National Conversation' on secondaryeducation process, 2,043 discussiongroups (1992)Orientations of Technical Committee ofNational Commission on Modernization ofeducation (1994)

3. First elaborating teams - TPExternal commissions byeconomic sectors (368 people)June 95-dic.96

2. First elaborating teams -HC

(89 people) teachers andacademics

June-august 96

4. UCE team.Elaboration teams of teachersand academics (between 3and 4 people for discipline)July 96-january 97

7. High level -political- externalConsultation Committee ofrepresentative actors (15 people)(March 31, and April 7, 97)

5 . E x t e r n a l p e d a g o g i ccommittee(21 secondary school principalsand academic coordinators) (oct.96)

8. UCE team(may 97)

6. Version 1 of Curriculum Framework

9. Minister andCurriculum Executive

Committee(may 97)

10. Version 2 of CurriculumFramework.

Published and distributed to everysecondary

School -"Blue Book". (May 97)

11. National Consultation process.National sample of Teachers of thedisciplines (330).All secondary Schools(31, 614 teachers).Institutions (61).International Panel (5 disciplinaryexperts)(May-August 97)

Elaboration : multi-step participatory process

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12. UCE teamintegrates results of

Consultation process

16. Higher Council of EducationEvaluates presented draft andproposesChanges .(December 15, 97 -February 12, 98)

15. Version 3(December 15),

97

13. Minister andCurriculum Executive

Committee(October-December 97)

17. UCE team(March 98)

18. Minister andCurriculumExecutiveCommittee(March 98)

14. Ad-hoc technical-professionaleducation Commission13 people (nov 97)

19. Version 4Final document presented

to Higher Council ofEducation

(March 23, 98)

20. Higher Council ofEducationOfficial approval of newCurriculum(April 2, 98)

21. Official Decree N° 220, legallypromulgates the new Curriculum framework

(May 18, 98)

22. Implementation in schools(March 1999)

UCE: Curriculum and Evaluation Unit, Ministry of EducationHC: Humanistic and Scientific modality of secondary educationTP: Technical and Professional modality of secondary education

Source: Cox (2003)

Elaboration : multi-step participatory process (continued)

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Essence of the observed process..

• in substantive terms, the curriculum framework document grew nearer to its future users and sharper in form

• in political terms, in each step it became better known and accepted by ever wider circles of stake-holders and users.

• initial proposal by the Ministry: more radical in terms of innovation than the approved one. Loss in innovation-value was a gain in terms of implementation’s feasibility.

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Curriculum reform from the viewpoint of process: Summary

Focal policy problemKnowledge, abilities and values for XXI century

• Main political problemConsensus on values

• Decision fieldIntra-Government + public deliberation: school system-

wide participatory process• Implementation strategy

GradualCombination of centralized and decentralized tools

• ScaleSystem-wide

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Summary continued• Strategic means

Normative and direct action: re-design of national official curriculum and programs for teachers’ in-service training

• Time of agenda setting, elaboration and decision-making5 ½ years in two periods: 1991-92, and1995-1998.

• Time of initial implementation4 years (1999-2002)

• Intensity of change from teachers’ viewpointHighMandatory

• Conflict -Conflict in 1992 on values-Opposition in 1997 from technical-education -Opposition from political Right to change in university entrance examinations (2002).

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CONTENTS OF THE CURRICULUM REFORM :

FOUR DIMENSIONS

CONTROLSTRUCTUREORGANIZATIONSUBJECT

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From centralised control resting on the Ministry of Education, to curriculum decentralisation:

The distinction national curriculum framework / programs of study.Schools have the option to define their own programs of study –within the parameters of the national framework.A new institution –state but not government- in charge of the curriculum : Consejo Superior de Educación (CSE) Ministry proposes, CSE evaluates and approves curriculum and programmes.

CONTROL

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La organizaciónNo change in the 8-4 years structuring of the

primary/secondary level divide of the school system.

Important changes in curriculum-structure of secondary education, but NOT in the institutional structure:

- Specialization between modalities –general and technical-vocational: postponed, from year 9 to year 11.

- The first two years (9 and 10) correspond to‘general formation’: common curriculum to the whole age-group.

STRUCTURE

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La organizaciónIn years 11 and 12 : combination of generaland differentiated formation in both modalities of Secondary Education.Differentiated formation in technical –vocational education: from more than 400specialities to 46 –tightly connected to 13economic sectors’ needs-.Differentiated formation in general education:options of specialization in the humanistic-scientific disciplines, open to students’ and schools´definitions.

STRUCTURE….cont.

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ORGANIZATION

Inclusion of cross-curricular objectives(moral and cognitive)Inclusion of ICT across curricular objectives(secondary level)Technology Education replaces the traditional Manual Arts subject (years 1 to10)Foreign Language (only one) is made obligatory as from year 5 (previously year7)

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CHANGES WITHIN SUBJECTS




From contents to: contents + skills and competencies: not only knowing-about,also knowing-how, judging, evaluating

Updating and enriching of contents

Relevance. learning experiences conducive to :

-understanding

-practical performance (skills)-decision-making and good judgement in

life (independent of future: work or higher education)

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EACH SUBJECT’S REORIENTATION DESIGNED TO ENHANCE THE ACQUISITION OF TRADITIONAL COMPETENCIES; OR NEW

COMPETENCIES DEMANDED BY THE EXTERNAL CONTEXTMAINLY:

• Capacity for abstraction• Thinking in terms of systems• Experimenting and learning to learn• Communicating and team work• Problem resolution• Managing of uncertainty and

adaptation to change

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– Gradual : one grade per year (between 1999-2002)

In-service teachers’ training for ‘familiarisation’ of teachers with new curriculum: one week and a half per year. Criticised by majority of teachers as ineffective

New ‘differentiated structure’ adopted by over 95% of lycées

Gradual increase of curriculum coverage by teachers

CURRICULUM IMPLEMENTATION

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– Differences between subjects : the greater the degree of innovation, the lower its coverage by teachers

– Coverage improves with time

– What is initially not covered ? .- what’s new for teachers;.-what’s at the end of the school

year (in the program of studies)

Curriculum implementation (cont.)

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Implementation (cont.) : expanded school time as important factor.



• Decisive impact of extension of school hours261 more chronological hours per year in first two grades of secondary; 174 hours per year in the last two grades (equivalent to about 10 and 7 additional weeks of classes, respectively)

• Expanded time and the accomodation of: - innovation - teachers’ expectations regarding employment

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ISSUES FOR SEIA?Estándar de Desempeño


• Expansion of access and inherited elitecurriculum structures: need and difficulties of profound redefinition of « good secondary education »

• Secondary education for the majoritiesthe need to identify a core curriculum: less subjects

(more focus) without concessions on consistency and relevance of offered learning opportunities

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Issues for SEIA ? (cont.)Estándar de Desempeño


• Need of shared vision on relevance : secondary educ. is about acquisition of universal knowledgecodes, and society’s values, more than the local or learnable outside school

• Structure (high); sequence (precise); use of time (intensive)- Decisive formative impact in contexts of povertyin Latin America, of this three-pronged approach to curriculum and pedagogy –regardless of the« traditional/innovative » divide-.

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– What’s achievable in what time-frame?Context’s dependency of the answer : political,

economicql, institutional and technical dimensions of it.– New curriculum as change force

- if too far from tradition…disconnection from teachers understanding and sense of the possible

- if too close…, external pressures for change unanswered; and no internal (to school system) pressure for change and improvement

– Which one is the right equilibrium point ?What knowledge and political basis and/or processes are needed for identifying-constructing this balance?

STRATEGIC QUESTIONS

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Sistema de Medición de la Calidad de la Educación

Thank you Merci beaucoup

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