world bank document guo zhu, with the support of elizabeth king, emmanuel jimenez, robin horn and...

June 5 - 8, 2011Bali, Indonesia

System Assessment and Benchmarking for Educaon Results Pilot

SUMMARY

Strengthening Educaon Quality in East Asia

2011 East Asia Regional ConferenceSABER

www.worldbank.org/educaon/saber-bali2011

2011 East Asia Regional Conference

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This summary was produced by the SABER Conference core team led by Harry Patrinos,

including Shaista Baksh, Emily Brearley, Kevin Macdonald, Emilio Porta, Hana Yoshimoto, and Jian Guo Zhu, with the support of Elizabeth King, Emmanuel Jimenez, Robin Horn and Eduardo Velez.

The World Bank is grateful to the Ministry of National Education of Indonesia for hosting the Conference, and H.E. Mohammad Nuh, the Minister of National Education of Indonesia and Dr. Fasli Jalal, Vice-Minister, for representing the government at the event. The Conference was supported by UNESCO Bangkok headed by Gwang-Jo Kim; the Korean Ministry of Education, Science and Technology; the Kingdom of Netherlands; the United Kingdom Department for International Development; the European Union, and the Education for All-Fast Track Initiative. The conference was also supported by HDNED World Bank; the extended SABER teams; the World Bank East Asia and Pacific team and the World Bank Indonesia country team – Mae Chu Chang, Megha Kapoor, Sheila Town, Yvonne Trethewey, as well as Aymi Litani, Iga Sari and staff from PACTO.

The conference was supported by technical teams from the governments of Cambodia, China, Indonesia, Japan, Republic of Korea, Lao PDR, Malaysia, Mongolia, the Philippines, Singapore, Thailand, Vietnam, as well as Hong Kong SAR and Shanghai. As well as Gwang-Chol Chang at UNESCO Bangkok and the teams that facilitated the SABER pilot: Aurelie Acoca and Simon Ellis from the UNESCO Institute of Statistics, Youngsup Choi, Huong Le Thu, Molly Lee, Miki Nozawa, Satoko Yano from UNESCO Bangkok and Hubert Gijzen and MeeYoung Choi from UNESCO Jakarta, Arief Rachman from the Indonesian National Commission for UNESCO, and Ananto Kusuma from the Bureau of Planning and International Cooperation at the Ministry of National Education of Indonesia who contributed in the organization of the ministerial forum.

We also thank Jung-Hwan Choi, Tuya Dorjgotov, Manar Eliriqsousi, Veronica Grigera, Christine Horansky and Jessica Lee for analysis, coding, websites and blogs. We thank the national experts who helped collect data: Sophea Pheng, Itha Chhinh, Keiichi Ogawa, Jiexin Lu, Ban Har Yeap, Rong Wang, Jong-Hyo Park, Haena Lee, Khamphao Phonekeo, Ariunaa Lkhagvasuren, Honesto Nuqui, Chaiyuth Punyasavatsut, Ho Thanh My Phuong, Kwangho Kim, Visiene Xaiyasensouk, Ahmad Nurulazam Md Zain, Gansukh Sukhbaatar, Ethel Agnes Valenzuela, Direk Pornsima, Thao Le Anh, Yendri Wirda, Hendarman Anwar and Soon Seng Thah.

Acknowledgements

SABER 2011 | CONFERENCE SUMMARY

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System Assessment and Benchmarking for

Education Results (SABER) is an initiative

that helps countries systematically

examine and strengthen the performance

of their education systems to achieve

learning for all. The World Bank is working

with partners around the world to develop

diagnostic tools that benchmark education

policies according to evidence-based

global standards and best practices. By

leveraging global knowledge, SABER fills a

gap in the availability of policy data and

knowledge to improve the quality of

education.

East Asia’s track record in education is very impressive; in order to build on these results I encourage you to use the Bank’s new diagnostic tool SABER so that you can better understand your systems, and the policies needed to ensure better education for all.”

Mahmoud Mohieldin, Managing Director The World Bank

Strengthening Education Quality in East Asia OPENING THE BLACK BOX OF EDUCATION SYSTEMS Improving education quality remains a major challenge

for governments across the world. As a result, the World

Bank, in close collaboration with UNESCO and with

funding from the Government of Korea, set up a multi-

year program to provide guidance to policy makers on

how to improve quality by benchmarking their education

systems.

This program is known as SABER – System Assessment

and Benchmarking for Education Results – and is part of

the World Bank's Education Sector Strategy, Learning for

All: Investing in People’s Knowledge and Skills to

Promote Development. SABER enables policy makers to

look inside their education systems, and better

understand the policy domains that make up the whole.

The first SABER pilot was recently conducted in East

Asia.

Eight policy domains are benchmarked under SABER:

(i) Assessment Systems; (ii) Education Management

Information Systems; (iii) Engaging the Private Sector;

(iv) Effective Teacher Policies; (v) Information

communication technology; (vi) School Autonomy and

Accountability; (vii) Tertiary Education; and, (viii)

Vocational Tracking. The application of these

benchmarking instruments also allows countries to map

their policies and achievements in comparison with

others in the region.

CONFERENCE OBJECTIVES

Exchange education policies and practices from East Asia and Beyond Identify policy reforms needed to improve education quality Present pilot results from the East Asia SABER Benchmarking Assessment

System Assessment and Benchmarking for Education Results (SABER) Pilot

Joint UNESCO Bangkok/World Bank Regional Conference, June 5-8, 2011

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International studies have shown that the development of education plays a strategic role in strengthening economic growth, improving national competitiveness, alleviating poverty and achieving the Millennium Development Goals. In this context SABER is wholly relevant, and strategic for all

countries in East Asia.”

H.E Mohammad Nuh, Minister Ministry of National Education,

Indonesia

MINISTERIAL FORUM June 5th

2011.

The aim of the one-day forum was to discuss education policy in East Asia, focusing on how to improve

education quality in the region. The World Bank and UNESCO Bangkok presented the preliminary findings

from the East Asia SABER pilot project. Participating countries used these results to discuss policies to

strengthen the performance of their education systems and achieve learning for all.

Hosted by H.E. Mohammad Nuh, the Minister of Education of Indonesia, the Forum was a collaboration

between the Indonesian Ministry of Education, UNESCO, the Government of the Netherlands, the European

Union under the Basic Education Capacity Trust Fund, the Education Program Development Fund, the Korean

Government, the Asian Development Bank, Russia Education Aid for Development (READ), AusAID, the

United Kingdom, and the World Bank.

Countries represented at the Forum included Cambodia, China,

Republic of Korea, Lao PDR, Malaysia, Mongolia, the

Philippines, Thailand as well as Indonesia. Presenters included

the Head of the OECD’s Program for International Student

Assessment (PISA), Andreas Schleicher; Gwang-Jo Kim, Director

of UNESCO Bangkok; Harry Anthony Patrinos, Lead Education

Economist, the World Bank; and, Fasli Jalal, Indonesia’s Vice

Minister of Education.

The Forum concluded that the SABER benchmarking tool is a

useful way for countries to gauge their education performance.

Even though each country has a different trajectory and

context, cross comparison is informative, and lessons learned

across the region can be highly relevant. Development partners

also discussed areas for regional coordination to improve the

quality of learning outcomes.

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High-performing countries achieve high levels in

most policy domains – countries that consistently achieve good

results in international student assessments, such as the Program for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS), tend to do well in most policy domains

Other countries excel in some indicators in a few policy domains – low and middle income countries achieve good results

in some policy domains, showing that it is possible for all countries to enact policies associated with good performance

The challenge for all developing countries is to improve in a number of domains – it is preferable to do well in

all policy domains in order to guarantee success in international student assessments

KEY INSIGHTS FROM THE SABER PILOT FOR EAST ASIA


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Holding a Conference that compares policies in multiple domains among various countries is the advantage that the World Bank has, and it was our aim to learn and share experiences for the goal of effective and quality education.”

Mr. Li Guifu, Deputy Director of Gansu Education Department, China

PARTICIPANTS Conference participants were nominated by each of the 14 economies that were part of the East Asia SABER pilot. Specialists in their field, these policy makers and technical experts were able to share country-specific policies and practices with their colleagues and gain a broader perspective of regional issues.

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CONFERENCE AGENDA

8:30 – 9:00 Introduction and Welcome

Emmanuel Jimenez, Sector Director, Human Development East Asia Region, World Bank Gwang-Jo Kim, Director, UNESCO Bangkok Fasli Jalal, Vice-Minister, Ministry of Education, Indonesia

9:00 – 9:45 Conference Overview and Participant Introductions Chair: Mae Chu Chang, Head, Human Development Sector, Indonesia, World Bank

9:45 – 10:45 Keynote Speech Education for Development Andreas Schleicher, Head, Indicators and Analysis Division, OECD

11:00 – 11:45 System Assessment and Benchmarking for Education Results (SABER) Chair: Rong Wang, Professor, China Institute for Educational Finance Research, Peking University The World Bank’s Education Strategy: A Systems Approach Elizabeth King, Director, Education Sector, World Bank What is the Vision and Mission of SABER? Robin Horn, Sector Manager, Education Sector, World Bank

11:45 – 12:30 SABER East Asia Chair: Elizabeth King, Director, Education Sector, World Bank Why Benchmarking is Relevant to East Asia Kevin Macdonald, Economist, Education Sector, World Bank A Brief Glimpse of SABER Results for the East Asia Pilot Gwang-Jo Kim, Director, UNESCO Bangkok Harry Anthony Patrinos, Lead Education Economist, Education Sector, World Bank

13:30 – 16:30 Exchanging Country Experiences: Parallel Sessions:

Assessment Systems Presenter: Marguerite Clarke/Moderator: Gustavo Arcia

Effective Teacher Policies Presenter: F. Halsey Rogers/Moderator: Ethel Agnes Valenzuela

Tertiary Education Presenter: Jamil Salmi/Moderator: Norman LaRocque

16:30 End of Day 1

DAY 1. JUNE 6, MONDAY 2011


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8:45 – 9:30 Parallel Session Reports

Chair: Eduardo Velez, Sector Manager, Human Development East Asia Region, World Bank

9:30 – 12:30 Exchanging Country Experiences: Parallel Sessions School Autonomy / Accountability and Engaging the Private Sector

Presenter: Laura Lewis/Moderator: Gustavo Arcia Education Management Information Systems and ICT

Presenter: Emilio Porta/Moderator: Albert Motivans Vocational Tracking

Presenter: Harry Patrinos/Moderator: Keiichi Ogawa

13:30 – 14:00 Parallel Session Reports Chair: Eduardo Velez, Sector Manager, Human Development East Asia Region, World Bank

14:00 – 15:15 Successful Cases of Reform Chair: Takako Yuki, Research Fellow, JICA Research Institute Speakers: Jerzy Wisniewski, Former Ministry of Education, Poland Cecilia Maria Velez White, Former Minister of Education, Colombia Q&A Session

15:30 – 17:15 Country Table Discussions: Using the Information to Propose Reforms and Seek Support

Facilitator: Robin Horn, Sector Manager, Education Sector, World Bank

17:15 - 17:45 Report back Chair: Robin Horn, Sector Manager, Education Sector, World Bank

9:00 – 10:30 Building Partnerships to Implement SABER

Chair: Jouko Sarvi, Advisor, Asian Development Bank Panel: Robin Horn, Sector Manager, Education Sector, World Bank

Gwang-Jo Kim, Director, UNESCO Bangkok Sungmin Park, Senior Education Specialist, World Bank Shanti Jagannathan, Education Specialist, Asian Development Bank Albert Motivans, Chief, Education Indicators and Data Analysis Section, UIS

10:30 – 11:30 Sequencing Education Reforms

Chair: Elizabeth King, Director, Education Sector, World Bank Tae-Wan Kim, President, Korean Educational Development Institute (KEDI)

Example of Rating Method for School Autonomy and Accountability Facilitator: Harry Anthony Patrinos, Lead Education Economist, Education Sector, World Bank Moderated Floor Discussion and Wrap-Up Chair: Gwang-Jo Kim, Director, UNESCO Bangkok Closing Remarks: Emmanuel Jimenez, Sector Director, Human Development East Asia

Region, World Bank

DAY 2. JUNE 7, TUESDAY 2011

DAY 3. JUNE 8, WEDNESDAY 2011


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AusAid is working with SABER in the Pacific regions to use the toolkit for analysis – to create research capacity to develop policy that is relevant; to shape the development agenda; to create knowledge; and, to build partnerships through multi-sectoral approaches.”

Mary Fearnley-Sander, Advisor, AusAID, Australia

There are many initiatives like SABER that have similarities to OECD projects. For this reason, we should enhance collaboration between the two organizations. SABER is a promising program, and it is at a good stage of development.”

Andreas Schleicher, Head, Indicators and Analysis Division, OECD

The ADB’s education strategy through 2020 was approved last year. It aims to (1) work across education sub-sectors to create balance and efficiency; (2) to help countries climb up the economic ladder; (3) to achieve high levels of education quality and standards; (4) to improve human capital development options for the labor market; and, (5) to offer innovative financing to our clients. Evidence-based initiatives and tracking measureable outcomes will help us achieve this; therefore we see the synergy between our work and SABER. We would very much like to work together and share our wisdom to reach our common goal.”

Shanti Jagannathan, Education Specialist, Asian Development Bank

Participant Feedback

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CONFERENCE ACTIVITIES

DAY 1. Introduction of SABER and its regional relevance to East Asia:

How to Improve Education Quality? Mae Chu Chang, the World Bank’s Head of Human Development Sector in Indonesia, introduced the participants, and outlined the key objective of the conference – identifying ways to improve education quality.

Fasli Jalal, Indonesia’s Vice-Minister of Education, emphasized the challenges in measuring quality in education, and stressed the importance of education for all as the foundation for skills development and enhanced economic growth. Gwang-Jo Kim, Director of UNESCO Bangkok, posed the question of how to arrive at quality education, and emphasized the importance of education initiatives like SABER.

Emmanuel Jimenez, World Bank Sector Director for Human Development in East Asia, stressed that quality must now be a priority for education policy, and that this goal needs to backed up with strategic investments. Andreas Schleicher, OECD’s Head of Indicators and Analysis, gave the keynote address on the motivation for looking at education from a global perspective. He emphasized the importance of measuring learning outcomes, and how the education community can achieve this. Further, he explained the linkages between quality skills development and social outcomes.

Elizabeth King, the World Bank’s Education Sector Director, introduced the World Bank’s recently launched Education Sector Strategy “Learning for All” – for the next 10 years. Dr. King addressed the inter-locking policy domains in education systems, in which all participants are connected by relationships of accountability; moreover these domains can be enhanced by information systems and increased autonomy for schools. She emphasized the need of investing early, smartly, and for all, in education.


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It is important to invest now in education, and to invest smartly, as suggested in the World Bank’s new education sector strategy. Studies show that spending on education leads to economic growth and poverty reduction. On average, an additional year of schooling raises earnings by 10 percent, and as high as 20 percent in lower income countries. Overall, higher-quality schooling raises earnings and productivity even more. The costs of not investing in human capital are huge. The per capita income loss of not investing in education is in the order of 16 percent. To put it differently, a higher human capital level would enable middle-income countries to double their per capita income in five years.”

Harry Patrinos, Lead Education Economist, World Bank

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Robin Horn, the World Bank’s Education Sector Manager, articulated the vision and mission of SABER. SABER provides both benchmarking and an assessment rating of education policies. The assessment rating of SABER is based on responses to questionnaires, which are then mapped based on evidence and theory. Kevin Macdonald, World Bank education economist, talked about the relevance of the SABER pilot in East Asia and the importance of benchmarking. Mr. Macdonald noted that low- and middle-income countries in East Asia are close to achieving universal primary enrolment, and the challenge now is to

improve the quality of learning. Policy makers in East Asia can find guidance by looking at the policies and practices of other countries as points of reference, or in other words, as benchmarks. The presentation concluded by indicating that East Asia is well suited for benchmarking because of the diversity of country experiences. The region not only contains top-performing countries in international assessments, but also rapid improvers, including countries that have undergone rapid economic growth.

Gwang-Jo Kim, Director of UNESCO Bangkok, and Harry Patrinos, the World Bank’s Lead Education Economist, shared a brief overview of the results of the SABER pilot. They emphasized the value of mobilizing information on best practices from across the region, to help other countries learn how to improve the quality of each policy domain.


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DAY 2.

A Global Community of Knowledge: Education Lessons from Around the World

Day 2 began with a summary of the parallel session discussion points, chaired by Eduardo Velez, the World Bank’s Education Sector Manager for East Asia. The second day focused on learning about successful cases of policy reforms in other countries. Takako Yuki of the JICA Research Institute introduced Jerzy Wisniewski, Former Head of Strategy at the Polish Ministry of Education, and Cecilia Maria Velez White, Colombia’s Former Minister of Education.

Lessons from Poland Mr. Wisniewski talked about the system weaknesses in Poland before the implementation of education reform. The primary weakness of the Polish system was the lack of a clear division of responsibilities for research on evaluation and assessment. For example, primary schools were run by local governments, whereas secondary schools were run by central government. Inspections focused on rules and procedures rather than on learning outcomes.

Poland’s reform consisted of three main objectives: (1) Quality – A focus on quality education outcomes and skills that met labor market demand (2) Access – increasing access to higher education (3) Equity – a focus on access to education for rural and special-needs students The heart of the reform was a change in school structures and financing, which led to more

autonomy at the school level which in turn led to improved accountability mechanisms. Key elements of the reform included: curricular reform; restructuring of the assessment and examination system, governance and supervision system, and financing of schools. New teacher promotion paths were also established along with a new system of remuneration. These strategies led to a significant increase in test scores in Poland between 2000 and 2006, especially for vocational students. Further, not only the best achievers excelled, but there was also a significant improvement for low-performing students who benefited significantly under the new system. In PISA, Poland improved in reading achievement from below average in 2000 to the top 10 in 2006.


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Lessons from Colombia

Former Minister of Education Cecilia Maria Velez-White discussed the successful reforms in Colombia between 2002 and 2010. Ms. Velez-White’s achievements in education have made her one of the leaders in the sector in Latin America. She worked as Bogota’s Secretary of Education from 1998 to 2002. During this period she managed to reorganize the district’s educational system to increase coverage of basic education and implement the concept of quality education. These efforts were based on empirical evidence and the concept of continual improvement. From 2002 to 2010, Ms. Velez-White worked as the Colombian Minister of Education. Under her leadership, the 2002-2009 Educational Revolution Strategy became one of the main pillars of the government’s social policy, and specific goals were established to provide a quality education for all Colombians. The strategy promoted educational innovation and competitiveness,

and the strengthening of educational institutions; as well as the permanent modernization of the sector. During the period 2002 – 2010, the Colombian government focused on ‘education for innovation and competitiveness’. This program emphasized skills development by linking educational achievement over time from early childhood development to the post-graduate level. There was also a focus on programs to teach those specific skills in demand by the labor market, to improve specific professional skills, and to offer general education on citizenship, and strengthen basic competencies. The five main strategies of the Colombian reform included: (1) Life-long education for all (2) Education for innovation, competitiveness and peace (3) Strengthening educational institutions (4) Constant sector modernization (5) Communication and participatory management

These strategies allowed Colombia to make significant

progress not only in school attendance, early childhood

education, and adult literacy, but also in international test scores. Pre-school, basic and middle school

attendance increased from 9,994,404 in 2002 to 11,241,474 in 2009; and drop-out rates improved from

7 percent in 2002 to 5 percent in 2009. In addition, the number of high school graduates grew from

471,245 in 2003 to 647,997 in 2008; and, the number of students graduating from higher education

expanded from 1,000,148 in 2002 to 1,570,447 in 2009. Furthermore, there was a steady increase of

20-24 points for TIMSS results from 1995-2007, and 11-29 points for PISA from 2006-2009.


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DAY 3.

Forging International Partnerships to Improve Education Quality

The focus of the final day was to enhance the network of global education practitioners and to create partnerships among various development entities.

Mr. Jouko Sarvi, an advisor at the Asian Development Bank, opened the day by chairing a discussion on building partnerships for implementing SABER. Dr. Gwang-Jo Kim, Director of UNESCO Bangkok, spoke about UNESCO’s vision to support SABER, and improve education quality. UNESCO wants to create strategies to improve education quality beyond 2015 – especially for middle income countries – and sees SABER as a vital instrument to achieve this. Dr. Kim showed

strong support for continuing to work with the World Bank to modify SABER indicators, and facilitate data collection from each country. Consensus Building and Collaboration: These topics were addressed by Jun Sakuma, Team Leader from JICA; Mary Fernley-Sander from AusAID; Shanti Jagannathan, Education Specialist at the Asian Development Bank; Sungmin Park, World Bank’s Senior Education Specialist representing the Government of Korea; and, Albert Motivans, Chief of the Education Indicators and Data Analysis Section at the UNESCO Institute of Statistics. Ms. Fernley-Sander discussed AusAID’s lead role in undertaking data collection for SABER, and analyzing the policy context in the Pacific region.


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The question is how can countries revise their policies to achieve quality education? UNESCO sees the potential of the SABER instrument to help assist countries in this goal.”

Gwang-Jo Kim, Director, UNESCO Bangkok

Mr. Tae-Wan Kim, President of the Korean Educational Development Institute (KEDI) discussed Korea’s sequencing of education reforms. Korea’s tremendous economic growth transformed the country from a low-income agricultural economy to a high-income knowledge economy. Education was crucial to this transformation, and Dr. Kim described how Korea's education system developed over time to support economic growth. From 1945 to 1960, Korea focused on universal primary education. Once achieved, the government moved on to ensure universal secondary education. Then after 1979, it focused on improving access to and the quality of tertiary education. Koreans have always had an “interest and passion” for education and highly qualified individuals have been encouraged to enter the teaching profession – partly because teachers are highly valued, and also because of focused policies that have made teaching an attractive career choice.

Dr. Harry Patrinos presented the example of how the School Autonomy and Accountability domain of SABER calculates assessment ratings based on its questionnaire. He further explained how SABER provides both benchmarking and an assessment ratings of education policies. The assessment rating of SABER is based on responses to questionnaires, and supported by empirical evidence and theory.

After a productive discussion, the Conference was closed by Gwang-Jo Kim and Emmanuel Jimenez, who expressed their gratitude towards all participants; for sharing their knowledge and expertise, and for their feedback on how to improve the effectiveness and usability of SABER.

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Key Discussion Points: SABER Results for Policy Domains

The parallel breakout sessions addressed all 8 of the SABER policy domains. The purpose of this activity was to help provide policy makers with guidance on how to improve education quality by benchmarking their education systems, and compare their policies and practices with that of high performing systems with reference to the evidence base. Each parallel session included a member of the SABER team and a moderator – either country-specific or international experts under each domain.

DOMAIN 1: ASSESSMENT SYSTEMS Presented by Marguerite Clarke

Effective assessment of student learning and achievement is a key component of any successful education system. In order to know if children are learning and achieving at school, countries must put in place strong student assessment systems. The two main SABER findings for East Asia are: (i) most economies in the region have a strong enabling context for their student assessment activities and, (ii) while the general quality of assessment activity in the region is high, there is room for improvement in the dissemination of large-scale assessment results and in the quality assurance of classroom assessment activities.

DOMAIN 2: EFFECTIVE TEACHER POLICIES Presented by Halsey Rogers Overall, the region has achieved encouraging levels of development in most of the core teacher policy goals. This indicates that policymakers have succeeded in setting clear expectations for teachers, attracted the best into teaching, matched teachers’ skills with students’ needs, monitored teaching and learning, supported teachers to improve

instruction, and motivated teachers to perform. Yet the region has room to improve in the goals of preparing teachers with useful training and experience, and leading teachers with strong principals.


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DOMAIN 3: EDUCATION MANAGEMENT INFORMATION SYSTEMS Presented by Emilio Porta

The collection and dissemination of reliable education statistics is crucial for countries to assess their capacity, and to be able to base their sector plans and policies on reliable data. The World Bank and UNESCO’s Institute for Statistics (UIS) have created several tools for assessing Education Management Information Systems (EMIS) and, as part of the SABER pilot project in East Asia, data on three leading indicators were collected. Overall the pilot study shows that in East Asia the use of EMIS is higher than the world average. However, there is still room for improvement, especially in the areas of data collection on education finance and higher education.

DOMAIN 4: SCHOOL AUTONOMY AND ACCOUNTABILITY Presented by Gustavo Arcia The most successful education systems in terms of academic achievement are those that give schools pedagogical and budgetary autonomy, and that enforce regular student assessments. The results of the SABER benchmarking exercise for East Asian countries shows that budgetary autonomy at the school level is well established in most countries, but may still require some changes to be fully achieved. With a little effort, most countries in the region could introduce the reforms that would enable them to compare the educational performance of their schools and teachers, and foster accountability throughout the school system.

DOMAIN 5: ENGAGING THE PRIVATE SECTOR Presented by Laura Lewis Private sector engagement can often enable governments to increase both education quality and equity. The SABER analysis of private sector engagement in education in East Asia shows that although the public sector remains the dominant player, the private sector is being actively employed to support education outcomes. Current practice suggests that East Asian countries are willing to innovate in order to expand access and improve quality. However, a supportive and secure regulatory environment is key.


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DOMAIN 6: VOCATIONAL TRACKING Presented by Harry Patrinos

Evidence shows that reducing early tracking

leads to more equity, higher test scores, and

more market-relevant skills for students. The

SABER pilot results show that there are many

different tracking policies across East Asia. For

example, in Korea and Indonesia tracking

starts later and students are free to enter any

tertiary program, whereas in the Philippines,

there is no tracking at all.

DOMAIN 7: INFORMATION & COMMUNICATION TECHNOLOGY Presented by Emilio Porta There are many issues and challenges related to the collection of data on the use of Information Communication Technologies in education in East Asia. Despite widespread efforts across the region to introduce ICTs in education systems, little cross-national comparable data exists to help guide policymakers as they make related investment decisions. This knowledge gap complicates the efforts of many East Asian countries to benchmark their progress in this regard, and to ensure that their ICT investments in schools are strategic, cost-effective and have an impact.

DOMAIN 8: TERTIARY EDUCATION Presented by Jamil Salmi

The SABER tool for tertiary education includes five main indicators: (i) Attainment – which showed increasing levels of tertiary attainment in the adult population in all countries in the region; (ii) Research Citations – where Singapore, Japan and Korea stand out as high achievers, with all other countries at the initial or emerging phases of development

in terms of research capacity; (iii) Total Spending on Tertiary Education – where in East Asia the average public and private expenditure on tertiary education grew from 1.3 percent of GDP in 2000 to 1.9 percent in 2010; (iv) Total Spending on Research – investment grew slowly between 2000 and 2007, with a regional average of 2.2 percent of GDP, exceeded only by leading countries such as Japan, Korea and Singapore; and, (v) Degree of Autonomy – there are a wide range of levels across the region in terms of appropriate governance and degrees of management autonomy for tertiary institutions.


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SABER is headed in the right direction and we appreciate the World Bank’s leadership on this initiative. The challenge lies in including contextual indicators. Monitoring mechanisms exist in many economies including Shanghai, yet capturing the conditions of individual countries that vary even among different provinces is important. Also, creating a relationship of trust among entities for private involvement is difficult. In order to create a healthy partnership in education, learning lessons from other countries through SABER is most beneficial.”

Zhang Min-Xuan, Dean of the Shanghai Normal University and Deputy

Director of the Shanghai Municipal Education Commission

SABER helps us to know the facts and realities of the educational situation in our own countries. We are able to examine whether the policies are translated into desirable results in terms of student performance. Moreover, we can reflect on what is lacking in our education systems. We believe that SABER is a good tool to measure the effectiveness of policies.”

Haji Zainal Aaalam Bin Hassan, Principal Assistant Director, Teacher Education Division, Ministry of Education, Malaysia

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NEXT STEPS

he SABER East Asia pilot report will be finalized in the coming months after validity checks with country counterparts. We aim to share the report in the fall of 2011.

he Bali conference showed that there is demand for a second round of SABER. This time we will delve deeper into each policy domain. This will be accomplished with the active engagement of country counterparts and international partners.

long with the ongoing work to look more closely at specific education domains based on country demand, the World Bank team will ensure that the benefits of regional dissemination are fully realized so that East Asian countries can continue to learn from one another.

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2. T

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COMMENTS FROM THE BLOGOSPHERE…

Education For Global Development: A World Bank Blog On The Power Of Investing In People http://blogs.worldbank.org/education/live-from-bali-benchmarking-education-systems-in-east-asia

ELIZABETH KING, SECTOR DIRECTOR, EDUCATION WORLD BANK

ROBIN HORN, SECTOR MANAGER, EDUCATION WORLD BANK

HARRY PATRINOS, LEAD EDUCATION ECONOMIST,

WORLD BANK

It is clear from the South Korea delegation that

now that they have consistently done well on

standardized tests it is ready to move up a

notch on the education challenge bar.

The ministers are definitely interested in

SABER and positively provoked. We have

a great formal launch to SABER!

It is quite easy to rank education systems;

more challenging however is the task of

identifying the policies that foster good

performance and that provide for a rich,

rewarding learning experience for students.

The lessons for policy makers from the success

stories of the world are nearby in the same

region. Moreover, some of the middle-income

countries in the region are making progress in

assessments, including Indonesia in recent

years in the OECD’s PISA; the Philippines in the

IEA’s TIMSS from 1999 to 2003; and Thailand

stopped the slide in test scores in the most

http://blogs.worldbank.org/education/live-from-bali-benchmarking-education-systems-in-east-asia


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RELATED WEBSITES

SABER Bali Conference http://www.worldbank.org/education/saber-bali2011

SABER http://www.worldbank.org/education/saber

WORLD BANK EDUCATION http://www.worldbank.org/education

The success story of South Korea’s rise in education is well-known,

as is Singapore’s and Japan’s. Also celebrated is the fact that at

least four of the top five performers in the OECD’s international

student assessment in 2009 were from East Asia.

Less well known is that the top performer in all three subjects –

reading, math and science – was Shanghai, China. East Asia

dominates in international achievement test rankings – or

benchmarks; other top performers include Canada, Finland and

New Zealand.

Most countries in East Asia have made great progress in expanding

access to schooling in recent years. However, there is a stronger

need to make sure that young people also learn the skills that will

help them meet the changing demands of the labor market.

While East Asia has some of the best performers in education –

and not coincidently in terms of economic growth – several

middle-income countries in the region lag far behind; and several

others do not avail themselves of the opportunity to measure their

systems by participating in international student assessments.

While test scores are a good proxy for measuring outcomes,

decision makers need to know the policies, programs and

institutions responsible for creating the success stories and for the

rapid increase in some countries. East Asia experience in Hong

Kong (China), Korea, Japan, Singapore – and now China (Shanghai)

– provides countries with information not just on performance, but

policies needed to achieve better quality.

JAKARTA POST http://www.thejakartapos

t.com/news/2011/06/06/

wb-praises-education-

indonesia.html

UNESCO

http://www.unescobkk.or

g/news/article/moving-

forward-with-saber-

outcomes-of-the-east-and-

south-east-asia-pilot/

http://www.worldbank.org/education/saber-bali2011

http://www.worldbank.org/education/saber

http://www.worldbank.org/education

http://www.thejakartapost.com/news/2011/06/06/wb-praises-education-indonesia.html




http://www.unescobkk.org/news/article/moving-forward-with-saber-outcomes-of-the-east-and-south-east-asia-pilot/






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SPEAKER BIOGRAPHIES

Gustavo Arcia Economist Consultant, Human Development Network The World Bank

GUSTAVO ARCIA is an Economist specialized in education finance, school autonomy, education data quality, and education and poverty issues. He has analyzed household surveys in Central and South America to address issues of education inequality and education finance, as well as the links between school autonomy, school accountability, and education sector performance. He is a co-author of the book: Assessing Sector Performance and Inequality in Education (World Bank 2011).

Mae Chu Chang Head, Human Development Sector Indonesia The World Bank

Dr. Mae Chu Chang is the Head of Human Development in Indonesia and Lead Education Specialist for the East Asia and Pacific Region of the World Bank. She leads a comprehensive program of support to Indonesian education from early childhood to higher education, with a focus on school based management and teacher policy reform. Dr. Chang has worked with development partners in the region to lead key research in emerging issues in Education as well as spearheaded policy change as a result of the research. Dr. Chang has also worked as the Lead General Educator for Middle East and North Africa (MENA) Region.

Marguerite Clarke Senior Education Specialist Human Development Network, Education The World Bank

MARGUERITE CLARKE is a Senior Education Specialist in the Human Development Network at the World Bank. Previously, she held academic appointments at universities in Australia and the U.S. She also worked as a classroom teacher in the Chinese, Irish, Japanese and U.S. education systems. Marguerite’s work focuses on equity and quality issues in education, particularly in relation to the development and use of assessment and accountability systems. She leads the Bank’s work on learning assessment.


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Robin Horn Education Sector Manager Human Development Network, Education World Bank

ROBIN HORN is the Education Sector Manager of the World Bank's Human Development Network. He is responsible for leading the work program charged with developing the concepts and strategies for education sector policy at the World Bank and for supporting country programs and professional development in the areas of “Quality Learning for All” – Addressing Opportunities for All Students to Learn,” “Skills and Knowledge for Competitiveness and Growth” - Building Competencies for Lifelong Learning, Employment, Productivity, and Innovation-Led Growth, and “Education Systems for Results” - Generating Evidence, Tools, and System Governance to Achieve Better Results.

Shanti Jagannathan Education Specialist Asian Development Bank

SHANTI JAGANNATHAN joined the ADB in May 2010 as Education Specialist in the poverty reduction, gender and social development division of the Regional and Sustainable Development Department. She is a member of the ADB's Education Community of Practice and works on ADB Education Sector policy and strategy, provides support to education operations in the field and is engaged in developing knowledge products for the education sector within ADB and with external partners in the sector.

Emmanuel Jimenez Sector Director East Asia and the Pacific Region, Human Development The World Bank

EMMANUEL JIMENEZ, from the Philippines, has held a variety of positions as an economist and manager in the policy, research and operational units of the World Bank. He is currently Sector Director, Human Development, in the World Bank’s East Asia Region, where he is responsible for managing operational staff working on education and health issues. Prior to this position, he held a similar position in the Bank’s South Asia Region. In 2005-06, he also led the team that prepared the World Development Report 2007: Development and the Next Generation.


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Gwang-Jo Kim Director UNESCO Office Bangkok Asia and Pacific Regional Bureau for Education Bangkok, Thailand

GWANG-JO KIM. Born in 1955 in the Republic of Korea, Mr. Kim holds a B.A. degree in Public Administration from Korea University, Seoul (1978), a Master’s degree (1984) and a Ph.D. (1994) in Education from Harvard University, U.S.A. Mr. Kim has worked in various capacities for the Government of the Republic of Korea. As Deputy Minister of Education and Human Resources, he initiated the “Global Human Resources Forum”, aimed at providing an international platform for sharing information, knowledge and best practices in human resources issues among leaders.

Tae-Wan Kim President Korean Educational Development Institute (KEDI) Seoul, Republic of Korea

Dr. TAE-WAN KIM is currently the president of the Korean Educational Development Institute (KEDI). Dr. Kim is a member of the UNESCO Educational Committee as well as the chief editor of KEDI Journal of Educational Policy (KJEP). Dr. Kim’s research is mainly focused on Educational Administration and Higher Education. His most recent work includes leading the Policy Advisory Committee for School Autonomy and chairing the Committee on University Enhancement. He serves as a member of the Special Committee for Teacher Policy and the Self-Evaluation Committee at the Ministry of Education, Science and Technology.

Elizabeth M. King Sector Director Human Development Network, Education The World Bank

ELIZABETH M. KING is Director of Education in the Human Development Network of the

World Bank. In this position, she is the World Bank's senior spokesperson for global

policy and strategic education issues in developing countries. Until January 2009, she

was a manager in the Bank's research department, heading the team that focuses on

human development issues.


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Norman LaRocque Senior Education Specialist Southeast Asia Department Asian Development Bank

NORMAN LAROCQUE is a Senior Education Specialist with the Southeast Asia Department of the Asian Development Bank, based in Manila, the Philippines. Until July 2008, Norman was an independent consultant, based in Wellington, New Zealand. Norman worked in more than 20 countries and undertook consulting projects for several organizations, including the World Bank, the International Finance Corporation, GTZ, USAID, the Asian Development Bank, the Government of Mongolia, CfBT Education Trust and the IBM Center for the Business of Government.

Laura Lewis Senior Consultant CfBT Education Trust

LAURA LEWIS joined CfBT Education Trust from McKinsey and Company in 2009 and is one of CfBT’s leading experts on global education systems, with a particular interest in benchmarking and system transformation. Since joining CfBT Laura has worked with the Ministry of Education in Oman, the International Finance Corporation and the Asian Development Bank.

Kevin Macdonald Economist Human Development Network, Education The World Bank

KEVIN MACDONALD is an economist with the Human Development Network’s Education Sector. He focuses on the design and evaluation of education sector governance, investment and reform. Some of his recent work includes benchmarking education quality and policies, strengthening government capacity to use student assessments in decision making, and designing and implementing school surveys.


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Albert Motivans Head, Education Indicators and Data Analysis UNESCO Institute for Statistics

ALBERT MOTIVANS heads the Education Indicators and Data Analysis (EIDA) Division of the UNESCO Institute for Statistics where he oversees the global development, collection and analysis of cross-national education indicators for benchmarking education policy and monitoring progress towards the international development targets.

Keiichi Ogawa Professor Graduate School of International Cooperation Studies Kobe University (Japan)

KEIICHI OGAWA is a Professor at the Graduate School of International Cooperation Studies at Kobe University in Japan. His research topics include economics of education, education finance, and education policy and planning. He is particularly interested in issues related to public policies in the education sector linked with macroeconomics, public finance and labor market in African and Asian countries.

Sungmin Park Senior Education Specialist Human Development Network, Education World Bank

SUNGMIN PARK joined the Education team, Human Development Network from the Korean government in March 2010. As a Senior Education Specialist, Sungmin specializes in the areas of vocational education and ICT in education. Additionally, he develops collaborative projects between Korea and World Bank in field of Global HR Forum and ICT in education Conference in Seoul using Korea Trust Fund for education. Prior to joining the World Bank, Sungmin worked for over 18 years at the Ministry of Education in Korea


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Harry Anthony Patrinos Lead Education Economist Human Development Network, Education The World Bank

HARRY ANTHONY PATRINOS is a Lead Education Economist at the World Bank. He leads the Benchmarking Education Systems for Results work program. He specializes in all areas of education, especially school-based management, demand-side financing and public-private partnerships. He has published more than 40 journal articles, and co-authored several books, including: Making Schools Work (World Bank 2011) and The Role and Impact of Public-Private Partnerships in Education (World Bank 2009),

Emilio Ernesto Porta Pallais Senior Education Specialist Human Development Network, Education The World Bank

EMILIO PORTA is a Senior Education Specialist in the Human Development Network at the World Bank. Emilio’s work focuses on the improvement of education systems using data-based analysis. He leads the Bank’s work on education statistics and in this capacity he has transformed EdStats and developed tools for analyzing education statistics such as ADePT Edu. He has also provided support to client countries to improve learning outcomes and to implement results-based budgeting policies. Emilio has also been in charge of several research projects funded by the World Bank, IADB, UNESCO and USAID; and has publish extensively in areas such as educational planning, education management systems, learning outcomes and school based management among others.

F. Halsey Rogers Lead Economist Human Development Network, Education World Bank

HALSEY ROGERS is Lead Economist in the Human Development Network of the World Bank. His recent areas of research and policy advice include service delivery in education and health (especially teacher performance and motivation); aid effectiveness and development strategies; and various other education topics. He was a lead member of the team that produced the Bank’s new Education Sector Strategy 2020: Learning for All.


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Jamil Salmi Lead Education Specialist Human Development Network, Education World Bank

JAMIL SALMI, is the World Bank’s tertiary education coordinator. He is the principal author of the Bank’s Tertiary Education Strategy entitled “Constructing Knowledge Societies: New Challenges for Tertiary Education”. In the past seventeen years.

Andreas Schleicher Head of the Indicators and Analysis Division Directorate for Education OECD

ANDREAS SCHLEICHER is Division Head and his responsibilities include directing the OECD Programme for International Student Assessment (PISA) and the OECD Indicators of Education Systems programme (INES) and steering the development of new projects such as the OECD Teaching and Learning International Survey (TALIS) and the OECD Programme for the International Assessment of Adult Competencies (PIAAC).

Ethel Agnes P. Valenzuela Senior Specialist/Head Research Studies Unit Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology (SEAMEO INNOTECH)

DR. ETHEL AGNES P. VALENZUELA is Senior Specialist and Head of the Research Studies Unit at the Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology (SEAMEO INNOTECH). She is a team leader in various research projects of SEAMEO INNOTECH including K+12 International Comparability Study with Brunei Darussalam, Malaysia and Singapore (2011)


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Eduardo Velez Bustillo Sector Manager Education, East Asia and the Pacific The World Bank

EDUARDO VELEZ is currently the Education Sector Manager for East Asia and the Pacific, and has been Education Sector Manager for Latin American and the Caribbean, Sector Coordinator (Human Development) for the China program, Sector Leader (Human and Social Development for Colombia, Mexico and Venezuela), and Human Development Cluster Leader for Uganda and Tanzania.

Cecilia María Vélez White Visiting Professor/Former Minister of Education, Colombia David Rockefeller center for Latin American Studies Harvard University

CECILIA MARĪA VĒLEZ is an economist, with a master’s degree in economics and specialized in planning. She was the Colombian Minister of Education for 8 years (2002-2010), and the Secretary of Education of Bogota ( 1998-2002). Before, she was at the National Planning Department, first as Director of the Territorial Development Unit and then as Deputy Director of the Institution from 1990 to 1994.

Rong Wang Director/Professor China Institute for Educational Finance Research Peking University

Dr. RONG WANG is currently and Professor of the China Institute for Educational Finance Research (CIEFR), Peking University, the author of numerous books and articles on education policies and education finance including Explaining Public Education, China Education and Human Development Report 2005-2006. She is also the youngest member of China’s State Education Advisory Committee. CIEFR, of which Dr. Wang is the founding director, is a research institute established jointly by the Ministry of Finance, the Ministry of Education of P. R. China and Peking University and has advised the Chinese central government in formulating recent policies on free compulsory education in rural areas, reforming student financial aid schemes for post-secondary

education, and higher education funding mechanisms.


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Jerzy Wiśniewski Former Ministry of Education Republic of Poland

JERZY WIŚNIEWSKI is an expert in policy education and training. From 2003 to 2006, he served as a head of Strategy in the Ministry of Education and coordinated European Social Fund intervention in educational. Further, he was the Director General of the Ministry in 1998 - the time of launching the system reform. From 1990 to 1995, Jerzy served as the Director of the International Department of the Ministry.

Takako Yuki Research Fellow Japan International Cooperation Agency Research Institute (JICA-RI)

TAKAKO YUKI is Research Fellow at the Japan International Cooperation Agency Research Institute (JICA-RI) in Tokyo, Japan. She specializes in education and development, gender, and public finance in education. She currently manages research projects on higher education in East Asian countries and basic education in Islamic states.


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Conference Presentations, Reports and Background materials can be found at:

www.worldbank.org/education/saber-bali2011

http://www.worldbank.org/education/saber-bali2011

world bank document guo zhu, with the support of elizabeth king, emmanuel jimenez, robin horn and...

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