El Departamento de Economía de la OCDE ha publicado recientemente un working paper (Nº 784) titulado “CHILE: CLIMBING ON GIANTS’ SHOULDERS: BETTER SCHOOLS FOR ALL CHILEAN CHILDREN”, de Nicola Brandt, junio 2010.
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Ver Índice más abajo y, después del Abstract, ver recomendaciones del estudio, primero en ingés y luego en español.
ABSTRACT/RESUMÉ
Chile: Climbing on giants’ shoulders: better schools for all Chilean children Chile has made impressive progress in educational attainment. Yet, despite recent improvements, outcomes, as measured by PISA results, still need to catch up with OECD standards and equity problems should be addressed. One decisive ingredient will be better teachers. Chile should aim to attract qualified individuals to the profession and bolster initiatives to improve initial teacher education and training. A second ingredient will be stronger quality assurance mechanisms. For a long time, Chile has relied to a considerable extent on competition to ensure school quality. But there has been limited success, in part due to very unequal conditions for public and private schools to compete in terms of their ability to select children, their flexibility to employ teachers and in terms of financing. Chile has started to address this by
prohibiting the selection of students until 6th grade. The ongoing introduction of a nation-wide quality assurance system based on independent evaluation of results is a welcome complement. Finally, Chile will have to improve outcomes for students with poor results even more than for the rest which would lift the average and improve equity at the same time. The government has recently made important changes to invest more in students from weak socio-economic backgrounds. These extra resources can help to make considerable progress. This Working Paper relates to the 2010 Economic Survey of Chile
(www.oecd.org/eco/surveys/Chile).
Copyright OECD 2010
Application for permission to reproduce or translate all, or part of, this material should be made to:
Head of Publications Service, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France
Principales recomendaciones del estudio
Improving teaching
• Evaluate whether teacher salaries should increase further to make the profession more competitive and define
teacher career paths for publicly funded schools with promotions closely linked to performance.
• Implement teacher evaluation in all publicly funded schools.
• Make sure that deficient initial teacher education programmes are closed.
• Upgrade the subject content knowledge of teachers, especially in the upper grades of primary schools, through richer curricula in initial teacher education programmes and post-graduate programmes for practicing teachers.
• Develop an induction programme over time.
• Introduce external exit exams for initial teacher education.
• Strengthen educational leadership by continuing efforts to train principals and by making sure they have sufficient
time for teacher supervision and support.
• Better prepare teachers for instructing pupils from different backgrounds and helping those at risk of falling behind.
Enhancing the functioning of competition and complementary quality assurance mechanisms
• Make sure that the prohibition of selection is implemented by schools, consider extending it to secondary schools and strengthening it by requiring lotteries at oversubscribed schools.
• Create more equal and sufficiently flexible conditions for teacher employment and pay at all publicly funded schools.
• Make sure that teachers, school managers and parents have sufficient information how to read results of the national student achievement test, SIMCE, and complement it with richer quality indicators, including qualitative information and possibly value-added indicators.
• Implement the legislated quality assurance system, while making sure that the newly created agencies interact
efficiently.
• Make sure that all municipalities have qualified administrative and technical-pedagogical support staff.
Improving equity
• Consider introducing higher subsidies at decreasing rates for several income brackets and limit top-up payments
dependent on parents’ income.
• Evaluate results of the increased subsidy for poor children systematically and inform and support schools to make
sure that successful methods are disseminated quickly.
• Require all publicly funded schools to enter the Subvención Escolar Preferencial system with extra subsidies for poor children and use the new quality assurance system to exercise scrutiny for all schools on an equal footing.
• Consider allowing private fee-based schools to accept some voucher children, with no or limited top-up fees or
imposing quotas.
• After significantly expanding access, systematically evaluate quality at preschools and make sure that initial education prepares preschool teachers and aides to enhance children’s abilities and learning skills.
• Hold schools accountable for their students’ university access exam results and improve children’s preparation for the exam at schools. Evaluate the university entry exam, consider enriching it beyond multiple-choice and moving to a centralised school exit exam over time.
• Streamline scholarships and student loan schemes and make them available for all accredited tertiary education
institutions.
Principales recomendaciones del estudio
(Traducción automática proporcionada por Google)
Mejorar la enseñanza
• Evaluar si los salarios docentes deben aumentar aún más para hacer que la profesión sea más competitiva y definir
caminos de carrera docente para las escuelas financiadas con fondos públicos con promociones estrechamente vinculada a los resultados.
• Poner en práctica la evaluación del profesorado en todas las escuelas financiadas con fondos públicos.
• Asegúrese de que los programas deficiente formación inicial del profesorado están cerradas.
• Actualizar el conocimiento de los contenidos tema de los docentes, especialmente en los grados superiores de las escuelas primarias, a través de los programas más ricos en marcha los primeros programas de formación docente y los programas de postgrado para docentes en ejercicio.
• Desarrollar un programa de formación a lo largo del tiempo.
• Presentar exámenes externos de salida para la formación docente inicial.
• Fortalecer el liderazgo educativo, los esfuerzos para formar directores y asegurándose de disponer de suficientes
tiempo para la supervisión del personal docente y de apoyo.
• Mejor preparación de los docentes para instruir a los alumnos de diferentes orígenes y ayudar a las personas en riesgo de quedarse atrás.
Mejoramiento del funcionamiento de la competencia y los mecanismos complementarios de garantía de calidad
• Asegúrese de que la prohibición de la selección se lleva a cabo por las escuelas, considera que se extiende a las escuelas secundarias y el fortalecimiento de las loterías que, al exigir a las escuelas un éxito.
• Crear más equitativa y suficientemente flexibles las condiciones para el empleo de docentes y paga en todas las escuelas financiadas con fondos públicos.
• Asegúrese de que los maestros, directores de escuela y los padres tienen la suficiente información de cómo leer los resultados de la prueba de rendimiento de los estudiantes nacionales, SIMCE, y complementarlo con indicadores de calidad más ricos, incluida la información cualitativa y, posiblemente, los indicadores de valor agregado.
• Aplicar el sistema de garantía de calidad legislado, mientras se asegura de que las agencias de nueva creación interactuar
de manera eficiente.
• Asegúrese de que todos los municipios se hayan beneficiado de personal de apoyo administrativo y técnico-pedagógica.
Mejorar la equidad
• Considerar la introducción de mayores subsidios a reducir las tasas de varios tramos de ingresos y limitar los pagos de complemento
dependen de los ingresos de los padres.
• Evaluar los resultados de las escuelas de la subvención mayor para los niños pobres de manera sistemática y de información y apoyo para hacer
Asegúrese de que los métodos de éxito se difunden rápidamente.
• Exigir que todos los centros financiados con fondos públicos para entrar en la Subvención Escolar Preferencial sistema con subvenciones adicionales para los niños pobres y utilizar el sistema de garantía de calidad nuevas para ejercer un control de todas las escuelas en igualdad de condiciones.
• Considere la posibilidad de permitir que las escuelas privadas basados en honorarios a aceptar que algunos niños de vales, con nula o limitada vuelve a llenar honorarios o
cuotas imponente.
• Después ampliando significativamente el acceso, evaluar sistemáticamente la calidad en la enseñanza preescolar y asegurarse de que la educación prepara a los maestros de preescolar y auxiliares para mejorar la capacidad de los niños y las habilidades de aprendizaje.
• Mantenga las escuelas responsables de los resultados de sus estudiantes examen de la universidad de acceso y mejorar la preparación de los niños para el examen en las escuelas. Evaluar el examen de ingreso a la universidad, consideramos que es enriquecedora más allá de opción múltiple y se muda a un examen de salida centralizada a través del tiempo.
• Optimizar las becas y planes de préstamos para estudiantes y ponerlos a disposición de toda la educación superior acreditadas
las instituciones.

ÍNDICE
CLIMBING ON GIANTS’ SHOULDERS: BETTER SCHOOLS FOR ALL CHILEAN CHILDREN ……. 5
Educational attainment has increased fast, but quality is still lagging behind …………………………………….. 5
Improving teaching quality would raise education outcomes for all students …………………………………… 10
The government could aim to attract more qualified individuals to the teaching profession… ………… 10
… improve teacher education further… …………………………………………………………………………………… 12
… and develop professional development and guidance for teachers …………………………………………… 15
School competition has been insufficient to reach the desired quality improvements ………………………… 17
Competitive pressures are limited for a number of reasons …………………………………………………………. 17
To some extent competition has led to sorting, reducing positive effects on productivity ……………….. 18
It is unclear whether competition had positive effects on the quality of education …………………………. 18
The functioning of competition could be improved, but more state intervention is needed, as well …….. 20
Some measures could be taken to improve the functioning of competition… ……………………………….. 20
… but the government is also well advised to strengthen complementary quality assurance
mechanisms ………………………………………………………………………………………………………………………… 21
Equity issues need to be addressed……………………………………………………………………………………………… 22
Increasing public resources directed at poorer children is important to raise their results… ……………. 22
…and can be developed further to invest more in children who need it most ………………………………… 26
The government should ensure that the extra money for poor children is well spent ……………………… 26
Further measures could attenuate stratification and improve equality of opportunity …………………….. 27
Investing more in preschool education to enhance equality of opportunity …………………………………… 29
Inequalities in the access to high-quality tertiary education and financing need to be addressed ……… 31
Conclusion ……………………………………………………………………………………………………………………………… 33
Bibliography ……………………………………………………………………………………………………………………………… 35
Tables
1. Effect of socio-economic background on PISA outcomes ……………………………………………………….. 25
2. Impact of school socio-economic background by tertiles of the ESCS-Index …………………………….. 25
Figures
1. Educational attainment and outcomes …………………………………………………………………………………… 5
2. Socio-economic background and PISA scores ………………………………………………………………………. 6
3. Per student expenditures on education ………………………………………………………………………………….. 7
4. Enrolment rates by school type ……………………………………………………………………………………………. 8
5. Attendance of different school types by income decile …………………………………………………………… 9
6. Quality and equity of education …………………………………………………………………………………………… 9
7. Teachers’ salaries …………………………………………………………………………………………………………….. 11
8. School funds per student depending on family income (CLP 2001) ……………………………………….. 23
9. Preschool participation rates ……………………………………………………………………………………………… 30
10. Tuition fees ……………………………………………………………………………………………………………………. 33
Boxes
1. The Chilean school system …………………………………………………………………………………………………. 8
2. The Sociedad de Instrucción Primaria ………………………………………………………………………………… 16
3. Identifying productivity of Chilean schools …………………………………………………………………………. 19
4. Extra money for poor children: The Subvención Escolar Preferencial (SEP) ………………………….. 24
5 Effects of individual and school socio-economic background on schooling outcomes in Chile ….. 25
6. Recommendations to improve education outcomes ………………………………………………………………. 34