PISA for Development Initial Technical Meeting Overview Presentation 27 – 28 June 2013

1. PISA for Development Initial Technical Meeting Overview Presentation 27 – 28 June 2013 Paris, France EDU/DCD

2. PISA for DevelopmentInitial Technical Meeting Expected Results from Meeting • Shared understanding among participants and partners • A general agreement regarding the main technical challenges to be addressed • Framework established for the working methods and focus of the technical partnerships • Proposals presented for membership of the Steering Group, the Technical Advisory Group, and for the first set of technical papers to be commissioned

3. Overview of agenda and sessions: Day One PISA for development: presentation of the project Roundtable on country and development partner perspectives The experience of Brazil in PISA Stock-take of main technical challenges

4. Overview of agenda and sessions: Day Two Review of main technical challenges Building on existing work Framework for working methods and technical partnerships Next steps and meeting conclusion

5. Key documents in folder Annotated agenda Participants list Final version of project document Draft ToR for International Steering Group Draft ToR for Technical Advisory Group Draft Agreement for participation in PISA for development Draft roles and responsibilities expected of National Centres

6. PISA for Development • Erik Solheim – Chairman of theDevelopmentAssistanceCommittee • Andreas Schleicher – Deputy Director, DirectorateforEducation and Skills

7. PISA for Development Initial Technical Meeting

8. Motivation for PISA for development An ambition to make the benefits of PISA available to a broader group of countries An opportunity to support the measurement of a post-2015 education goal that is focused on learning quality • An aim to enable all of the countries of the global community to be on a single metric with regards to key educational outcomes

9. Benefits of participation 1: being part of .............. The international education community that aims to improve student outcomes globally through research; In-depth comparative analyses of factors that are strongly related to student outcomes; National and international debates about how to improve student outcomes;

10. Benefits of participation 2: good practices and peer learning Participants in PISA are exposed to world-class assessments and rigorous international standards. PISA allows countries to learn policy lessons from other countries, particularly from those that may share common challenges and conditions, thereby facilitating peer learning and the dissemination of good practices and knowledge of what works to improve student outcomes

11. Benefits of participation 3: policy/system reform impacts • Focus on student learning for policy reforms • Focus on teacher professional development and training • School leadership and school autonomy • Focus on standards that are congruent and aligned • Focus on student competencies and skills beyond (curricular) content

12. PISA for DevelopmentEnhancing the relevance and use of PISA … in support of participating countries • Expected impact Increased numbers of developing countries use PISA assessments from 2016 onwards to: • Monitor progress towards national improvement targets • Comparatively analyse factors associated with student outcomes • For institutional capacity-building, and • For tracking international education targets within a post-2015 framework

13. PISA for DevelopmentHow we arrived at this point – the journey • So far, PISA has covered 74 countries, 28 of which are developing countries (ODA recipients) • Our experience so far: • Relevance of the PISA approach and assessment • Adherence to technical standards • Quality of technical implementation matches that of OECD countries • Full compliance with confidentiality requirements • Some open issues • Match between student ability distribution and item difficulties • Relevance of context questionnaires • Out-of-school populations • How far can we go with expanding PISA as we know it geographically?

14. PISA for DevelopmentBenchmarking for improvement • Reading performance and national wealth in low income countries

15. PISA for DevelopmentBenchmarking for improvement • Reading performance and national wealth

16. Discussion with Partners: timeline Initial dialogue with the largest donors to education and technical agencies, Summer 2012 Meeting in November 2012 to discuss first draft of Project Document Second draft of Project Document circulated in March 2013 – initial commitments of support from development partners and technical agencies Dialogue with potential pilot countries

17. Dialogue with possible pilot countries Cambodia Ecuador Guatemala Mongolia Punjab (Pakistan) Senegal Sri Lanka Zambia

18. Dialogue with development partners France Germany (BMZ/GIZ) IADB Korea Norway UK (DFID) World Bank

19. Dialogue with other agencies PASEC SACMEQ UNESCO UIS UNICEF EFA GMR GPE CUE, Brookings Institution

20. PISA for DevelopmentEnhancing the relevance and use of PISA • Aims: to enhance the policy relevance of PISA for developing countries through: • the development of enhanced PISA survey instruments and data collection methods….. • that are more relevant for the contexts found in developing countries….. • but which produce results on the same scales as the main PISA assessment.

21. PISA for DevelopmentPlans for the Pilot … in support of developing countries • Five (to seven) partner countries • Five main outputs • Five project phases over 36 months

22. PISA for DevelopmentEnhancing the relevance and use of PISA • Main Phases and Governance • 36 Months of Implementation • Design, Planning and Coordination • Technical Development • Field Trial and In-country Data Collection • Analysis and Reporting • Post-Pilot Governance

23. PISA for DevelopmentEnhancing the relevance and use of PISA • Five Main Outputs • Contextual questionnaires and data-collection instruments enhanced (e.g. for students, parents, schools, etc.): Examples: • Socio-economic background of students and schools • School climate • Resource availability and use • Autonomy and accountability • Governance

24. PISA for DevelopmentEnhancing the relevance and use of PISA • Five Main Outputs • The descriptive power of cognitive assessments enhanced in reading, mathematics and science • Review, select, translate, validate and combine into test booklets • Improved targeting at lower-end of proficiency • Component Reading Skills assessment

25. PISA for DevelopmentEnhancing the relevance and use of PISA • Five Main Outputs • An approach developed, including a methodology and analytical framework, for including out-of-school 15 year-olds in the assessments • Draw on existing work UNICEF, UNESCO • World Bank STEP project • PIAAC and others

26. PISA for DevelopmentEnhancing the relevance and use of PISA • Five Main Outputs • Country capacity in assessment, analysis and use of results for monitoring and improvement strengthened among participating countries • Planning process with each participant • Customised country-specific report for participants • Working with development partners • Succession planning and knowledge transfer

27. PISA for DevelopmentEnhancing the relevance and use of PISA • Five Main Outputs • Peer-to-peer learning opportunities identified related to participation in PISA • Experience of previous and current PISA participants • Seminar for pilot countries and others • Contribute to UN-led post-2015 discussions

28. PISA for DevelopmentManagement and budget • Main Phases and Governance • Partnership with and guidance from 5 (to 7) participating countries • International Steering Group • International and National Implementation • Technical Oversight and Coordination Overall budget (5 participating countries = Eur 2.9 million)

29. PISA for Development Initial Technical Meeting

30. PISA for DevelopmentRoundtable countries and development partners • Main expectations for the meeting of countries and development partners • Perspectives of countries and development partners on the project, specifically: • Country-specific opportunities and challenges from participating in PISA • Perspectives of development partners on the opportunities and challenges

31. The PISA Instruments • Enrolment of 15-year-old students These results from PISA 2009 for non-OECD countries (and Mexico and Turkey) show that among PISA participants, there are still large percentages of out-of-school youth