presentation of pasec unesc0 hq 12th november 2008
TRANSCRIPT
Presentation of PASEC
UNESC0 hq
12th November 2008
Infos on PASEC
PASEC is a program of the Conference of Francophone Education ministries
Information on PASEC can be found atwww.confemen.org
Funding comes from CONFEMEN, France, OIF, IEA/WB, UNICEF
21 participating countries (2008)
PASEC I à VIII
Other CONFEMEN member states
New PASEC IX
Cap VertEgypteDemocratic Republic of CongoSeychelles
BurundiComoresGuinée BissauLiban
Bénin, Burkina Faso, Cameroun, Congo, Côte d’Ivoire, Djibouti, Gabon Guinée, Maurice, Madagascar, Mali Mauritanie, Niger, RCA Sénégal, Tchad, Togo
Initial level Final level
Schooling conditions
Individual characteristics and background of pupils
PASEC methodologyBonnet G. (2007) in a working paper posted on UNESCO web
site gives a good description of the methodological differences between PASEC and SACMEQ
Ongoing work 1Reports to be released soon: Gabon & Mauritius (december
2008)Burkina Faso, Congo, Sénégal (early 2009)
Next PASEC wave : Burundi, Comores, Côte d’Ivoire, Guinée Bissau, Liban : field operations ongoing
Methodological development :• Curricula analysis• Revision of the tests and the procedures (back translation,
booklet, IRT, life skills)
Effective schooling time measurement : piloting instruments
Ongoing work 2
Data analysis : taking into account poverty• Link between poverty and learning outcomes• Different types of pupils : different policies
specific data analysis/modeling : public/private sector, ZEP-non ZEP schools (Mauritius)
Training : workshops in south east Asia and Democratic Republic of Congo (early 2009)
Draft methodological guideline : sampling module to be released early 2009
The past use of PASEC results Double shift, repetition associated with negative
impact Disparition of double shift, diminution of repeating
The class size debate : FTI target 40 pupils per classroom (consistent with PASEC results)
Recruitement and training of teachers : Low impact of diploma, status and duration of the initial training of teachers : polemic results
What entry level (BEPC/BAC) ? What recruitement/selection procedures ? (ex. : Guinea) Most contract teachers are given minimum training now Better targeting of the support to professionnal training of
teachers Reflexion on the initial training and the trainers (Tchad,
Niger)
The actual use of PASEC results
International comparisons : link between acces and quality
Trend data
Taking into account poverty in policy
Equity issues (public vs private sector, distribution of inputs)
Effective schooling time
Communication strategiesFour components :
• Friendly publications
• Association with national studies and events : – Presentation of PASEC results along with national studies in
« quality » information sessions– Participation to education sector annual reviews (Guinée,
Bénin)– PASEC/CONFEMEN member of local donors coordination
(Sénégal)
• Regional analysis : papers for CONFEMEN meetings, collaboration with UNESCO/ BREDA ; EFA monitoring report unit, production of a synthesis of PASEC results 2009
• Web site : data on line : 1 request per week from researchers / students promotion of thematic papers
Promotion of national debate on quality by regional
assessmentsWhatever national conditions may be, the release of data on quality of education does promote public debate
Why ?
Regional/international assessment are not conditonned by the political will of dissimenation of results
They do provide international comparisons and trends
They promote competition in the production of data on quality of education
They participate in the capacity building in quality measurement area
They put quality on top of the agenda in the international debate
National context of the use of PASEC results
To what extent the existence of public debate on quality of education is a sufficient and necessary condition of policy reform ? What are the good conditions ?
1. General democratic conditions : Press / awarenness of the public/access to information
2. Will to make changes in policies/timetable of implementation of EFA plan
3. Possibility of policy changes / Influence of teachers union
4. Technical skills / Duration of ministry and policy makers
5. Influence/technical skills and matter of local donors/ Aid contribution to education/Indebtement of the country
6. Existence of national studies on quality
7. Institutionnal conditions (existence of independent evaluation structure)
Contribution of UNESCO
How can UNESCO maximise the use of quality / assessment data in the EFA policy reforms ?
• Data communication support ?
• Promote education quality issue in the international debate ?
• Setting the « good conditions » at national level ?
Collaboration frameworkPASEC/
CONFEMEN UNESCO
World
Bank
General democratic conditions : Press / awarenness of the public/acces to information X
Will to make changes in policies/timetable of implementation of EFA plan X X
Possibility of policy changes/ influence of teachers union X X
Technical skills / Duration of ministry and policy makers X
Influence/technical skills and matter of local donors/ Aid contribution to education/Indebtement of the country X X
Existence of national studies on quality X X X
Institutionnal conditions X X X
