PASEC-CIES-Presentat.. - Confemen

Quality of education in Cambodia, Lao PDR, and Vietnam:

Policy messages from PASEC study 2011/2012 CIES, Vancouver, March 9th 2016

CONTENTS 1. 2. 3. 4. 5. 6.

What is PASEC? Diagnostic Assessment Methodology PASEC Tests and Measurement of Learning Outcomes in SE Asia Pupil Competencies in Cambodia, Lao PDR and Vietnam Factors of quality at pupil and school level Recommendations

Vancouver, March 9th 2016

PASEC supports the steering of CONFEMEN member countries’ education systems with the aim of improving the quality of education.

The Conference of Ministers of Education of the “Francophonie” Countries (CONFEMEN) has been working, since its creation in 1960, for the promotion of education and vocational and technical training. 44 state and government members. 3 basic missions: •

Inform its members on the evolution of education systems and ongoing reforms;

•

Contribute to reflections on topics of common interest with a view to taking concerted action; and

•

Facilitate consultations between ministers and experts to reach common positions and formulate recommendations in support of regional and international education policies.

Created in 1991, the CONFEMEN Programme for the Analysis of Education Systems (PASEC) aims to document the evolution of education system performance in order to support the elaboration and monitoring of education policies. 35 national assessments in over twenty countries in Africa, Asia and the Middle East. 1 international assessment throughout 10 Sub-Saharan African countries. PASEC is built on 3 pillars: •

Reliable data, and robust and relevant analysis.

•

Strengthened national assessment capacities.

•

Results exploited in education sector steering and reform.


WHERE DOES PASEC OPERATES

25 years of expertise in international and national assessments

• 1991-2011

• 21 national assessments (Middle East and Africa) • Classical and Added-Value model

• 2011/2012

• 4 national assessments (Mali, Cambodia, Lao PDR and Vietnam) • Added-Value model introducing Competency Scales

• Since 2012

• First international assessment covering 10 sub-Saharan African countries • IRT model with Competency Scales


Diagnostic Assessment Methodology in Asia Countries assessed: Cambodia, Lao PDR, Vietnam Grades: Beginning and end of primary school Subjects: Language and mathematics Design: Added-value model Assessment tools: Tests and questionnaires (pupils, teachers, Headmasters) Year assessed: 2011/2012 school year Sample assessed (pupils): 10,699 in Cambodia, 5,044 in Lao PDR, 10,727 in Vietnam


PASEC Tests and Measurement of Learning Outcomes in Cambodia, Lao PDR and Vietnam PASEC tests assess core competencies in the language of instruction and mathematics at the beginning and the end of primary school. They are designed to measure learning outcomes in the following domains and processes: Language

Mathematics

Domains

• • •

Reading Comprehension Listening Comprehension Writing (late primary only)

• • •

Operations and Counting Measurement Geometry

Processes

• • •

Decipher and Recognize (early primary only) Retrieve information Infer and Interpret / Analyze and Appraise

• • •

Know and Understand Apply Solve a problem


Pupil Competencies in Cambodia Late Primary

Early Primary 23,9% 66,6%

42,6%

52,7%

61,3% 21,1%

38,9%

35,6%

12,3%

11,7%

14,8%

18,5%

Khmer

Mathematics

Khmer

Mathematics

Facing Great Difficulties

Intermediate Level Reached

Core Competencies Acquired





Pupil Competencies in Lao PDR Late Primary

Early Primary 27,0% 56,0%

72,1% 48,0%

30,2% 22,0% 13,8% Lao

35,2%

25,0%

23,3%

41,4%

5,9% Lao

Mathematics Facing Great Difficulties







Mathematics

Pupil Competencies in Vietnam Late Primary

50,1% 90,7%

49,9% 9,3% Vietnamese

Mathematics








Factors of Quality Cambodia

Lao PDR

Vietnam

- The pupil is a girl - Pupil’s higher socioeconomic status - The pupil’s parents are involved in their school work

- Pupil’s higher socioeconomic status - Headmaster is a woman - Higher level of school equipment - Private and urban schools

- The pupil is a girl - Pupil’s higher socioeconomic status - Teacher experience - Teacher has been trained in the skills-based approach - Number of days teacher is absent - Headmaster is a woman - Higher level of school equipment


Cambodia – Recommendations • Establish a program aiming to support and monitor pupils with the weakest performance. • Adopt differentiated pedagogical approaches in teacher training. • Integrate high-level cognitive knowledge to a greater extent in teaching practices. • Set up (free) school canteens, first and foremost in rural and disadvantaged areas. • Reinforce the allocation of resources to rural areas: equipment and infrastructure. • A range of responses should be provided to tackle the specific difficulties encountered by boys and girls. • Encourage parents to monitor their children’s school results. • Single out pupils who are in difficulty and provide them with adapted support from a very early stage. • Opt for a combination of strong and weak students for group work. • Promote the development of partnerships, especially in rural and disadvantaged areas, so as to bolster the support provided to schools and increase financial and material resources.


Lao PDR – Recommendations

• Strengthen the provision of equitable quality education: school map update, revision of school furniture allocation, increase of textbook supply and of pedagogical and material for all children. • Strengthen language and mathematics teaching through the continuing training of teachers. • Improve school management practices: it is important for headmasters to mobilize all stakeholders around the school life and for a participatory management to be the motor for school management. • Improve school facilities: water and sanitation, electricity and supply of school materials.


Vietnam – Recommendations • Support should be provided to teachers to improve their capacity for developing assessment instruments to detect pupils in difficulty. • Set up policies to support boys in school while ensuring that the performance level of girls is maintained. • Improve the financial support of poorest families. • Improve the provision of free school canteen in disadvantaged areas. • Implement measures aiming at improving the allocation of didactical material and school equipment, especially for schools in rural areas. • Implement incentive measures that will enable qualified teachers to work in good conditions in remote areas. Vancouver, March 9th 2016

www.pasec.confemen.org Reports and summaries available online.

PASEC2014 International assessment 10 countries Language & Maths Early & Late Primary
