1 / 16

Delhi, India

The Challenge of Achieving World Class Performance: Education in the 21st Century. Michael Barber. Delhi, India. October 2007. Three themes. The state of education The characteristics of high performing systems Sequencing reform. Theme 1: The state of education. Attended school.

ojal
Download Presentation

Delhi, India

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Challenge of Achieving World Class Performance: Education in the 21st Century Michael Barber Delhi, India October 2007

  2. Three themes • The state of education • The characteristics of high performing systems • Sequencing reform

  3. Theme 1: The state of education

  4. Attended school • Access doesn’t guarantee achievement Still in school age 15 Basic numeracy* age 15 % of cohort • Brazil • Indonesia • Mexico * Level 1 or above on PISA mathematics Source: OECD, PISA The state of education: quality

  5. Spend per student ($2004) • Student-to-teacher ratio • Literacy (17 years) • Literacy (13 years) • Literacy (9 years) The state of education: quality • Increased funding alone is not the answer • Linear Index 70 60 50 40 30 20 10 0 1970 1975 1980 1985 1990 1995 2000 2005 Source: National Centre for Education Statistics, NEAP, Hanushek (1998), McKinsey

  6. Theme 2: The characteristics ofhigh performing systems

  7. Student performance • 100th percentile • 90th percentile • Student with high-performing* teacher • 53 percentile points • 50th percentile • Student with low performing** teacher • 37th percentile • 0th percentile • Age 11 • Age 8 • *Among the top 20% of teachers; **Among the bottom 20% of teachers • Analysis of test data from Tennessee showed that teacher quality effected student performance more than any other variable; on average, two students with average performance (50th percentile) would diverge by more than 50 percentile points over a three year period depending on the teacher they were assigned • Source: Sanders & Rivers Cumulative and Residual Effects on Future Student Academic Achievement, McKinsey Teachers make an extraordinary difference

  8. “The quality of an education system cannot exceed the quality of its teachers.”

  9. “The only way to improve outcomes is to improve instruction.”

  10. “High performance requires every child to succeed.”

  11. PEOPLE • Train them well at the outset • Select great people for teaching • Constantly strengthentheir classroom practice • Provide universalpre-school • Select great leaders and develop them well • Fund equitablyand consistently • Setworld-class standards • Tacklefailurequickly • POLICY Eight ingredients of great systems

  12. Theme 3: A model of reform

  13. Devolution and Accountability Command and Control Quasi- markets Capability,Capacity and Culture Performance management Strategic oversight A model of reform

  14. Committing • Staying • Grumbling • Exiting • AWFUL • ADEQUATE • GOOD • GREAT • A government’s approach to reform needs to change as the system improves

  15. Where a service is awful • For very high priorities which are urgent • In emergencies • To drive programmes designed to tackle poverty (e.g., Surestart) • Where individual choice is not appropriate (e.g., policing or criminal justice) • To get from adequate to good or good to great • Where individuals can choose (e.g., schools, hospitals) • Where a range of providers can be developed • Where diversity is desirable • During transitions • Where variation of performance within a service is wide • Where market pressures are weak • Do it excellently • Combines well with contestability (e.g., prisons) • Transparency is crucial • Equity needs to be built in • Needs sophisticated strategic direction • Choosing between the options • Command and Control • Devolution and Transparency • Quasi-markets • Combination • CIRCUM-STANCES • KEY ADVICE

  16. The required cultural shift • Hit & miss • Uniformity • Provision • Producers • Inputs • Generalisation • Talk equity • “Received wisdom” • Regulation • Haphazard development • Demarcation • Look up • Universal high standards • Diversity • Choice • Customers/citizens • Outcomes • Specificity • Deliver equity • Data and best practice • Incentives • Continuous development • Flexibility • Look outwards Comfortable Demanding

More Related