Improving Basic Education at PeruWorld bank #Fran_AisJuly 3, 2019
This success reflects the government’s long-term institutional commitment to system wide reforms over time and benefited the 5.7 million students in the public-school system as well as current school principals and teachers aspiring to school management positions.
In response, the government launched a results-based budgeting program for student learning, Programa de Educación Logros de Aprendizaje (PELA, Education Program for Learning Achievements) to raise learning outcomes in public schools.
The Basic Education Project focused on three critical aspects of PELA that together were expected to help achieve Peru’s high-level objective of improving student learning outcomes: (i) scaling up and benchmarking student learning assessments; (ii) designing and implementing teacher evaluations; and (iii) evaluating and training school leaders.
Over its five years of implementation from 2013to 2018, the Basic Education Project successfully achieved its objective of improving MINEDU’s capacity to evaluate the following elements of basic education: (i) student learning, (ii) instructional practice, and (iii) school leadership, as described below.
Student Learning in Basic Education: MINEDU’s capacity to assess student learning outcomes has been strengthened through the administration of four additional cycles (grades) of sound national assessments in at least two subject areas at the preschool, primary, and secondary levels (grades 2, 4, 6, and 8).
MINEDU also participated in several international assessments of student learning outcomes and carried out several surveys to evaluate student development progress; MINEDU aims to use these findings to revise learning curricula and teacher training.
Other results include carrying out, analyzing, and disseminating a study to measure teachers’ use of instructional time in primary and secondary schools, and in 2017, a first round of performance evaluations for preschool teachers.
School Leadership in Basic Education: MINEDU’s capacity to evaluate school leadership has resulted in staffing 18,477 school management positions using competitive evaluation of more than 53,699 candidates.
The Bank contributed more than financing, however; it also contributed lessons drawn from cross-sectoral experience in the design of results-based financing operations and just-in-time implementation support that made it feasible to adjust the project to address government priorities for further strengthening its objectives, such as support for implementation of the Teacher Reform Law.
The project benefited and will continue to benefit the 5.7 million students in Peru’s public schools.