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La mise en oeuvre reussie d'une evaluation nationale des acquis scolaires est une tache complexe requerant des connaissances, des competences, et des ressources considerables. Les retombees des evaluations nationales correctement realisees peuvent etre substantielles en termes de qualite de l'information fournie sur les niveaux de performance des eleves ainsi que sur les facteurs, scolaires ou non, susceptibles de contribuer a les ameliorer. Inversement, le cout d'une evaluation nationale mal realisee peut etre une information inexacte sur les niveaux de performance des eleves et les facteurs associes. Une mise en cuvre de qualite peut accroitre la confiance des responsables des politiques et des autres parties prenantes dans la validite des constatations de l'evaluation. Elle peut egalement augmenter la probabilite d'utilisation des resultats de l'evaluation nationale pour mettre au point de solides plans et programmes en vue d'ameliorer la qualite de l'enseignement et le rendement de l'apprentissage des eleves. Troisieme volume d'une serie de cinq, Mettre en cuvre une evaluation nationale des acquis scolaires, se concentre sur les taches pratiques requises par la mise en oeuvre d'une evaluation nationale a grande echelle. Ce manuel fournit des instructions detaillees etape par etape sur la logistique, l'echantillonnage, la preparation et la gestion des donnees, ainsi que l'analyse. Les lecteurs sont guides a travers les differentes etapes de l'echantillonnage en travaillant sur un ensemble de taches concretes presentees dans le texte et en utilisant les fichiers de donnees fournis dans le CD d'accompagnement. Ce volume est principalement destine aux equipes chargees de conduire une evaluation nationale dans des pays en developpement et emergents.

Assessment Framework --- Education Outcomes --- National Assessment --- Questionnaires --- Student Achievement --- Test Data

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How can countries make sustainable gains in student learning at scale? This is a pressing question for Latin America and the Caribbean (LAC)--and the developing world more broadly--as countries seek to build human capital to drive sustainable growth. Significant progress in access has expanded coverage such that nearly all children in the region attend primary school, but many do not gain basic skills and drop out before completing secondary school, in part due to low-quality service delivery. The preponderance of evidence shows that it is learning--and not schooling in and of itself--that contributes to individual earnings, economic growth, and reduced inequality. For LAC in particular, low levels of human capital are a critical factor in explaining the region's relatively weak growth performance over the last half century. The easily measurable inputs are well-known, and the end goal is relatively clear, but raising student achievement at scale remains a challenge. Why? Part of the answer lies in management--the managers, structures, and practices that guide how inputs into the education system are translated into outputs, and ultimately outcomes. While management is often mentioned as an important factor in education policy discussions, relatively little quantitative research has been done to define and measure it. And even less has been done to unpack how and how much management matters for education quality. This study presents new conceptual and empirical contributions that can be synthesized in four key messages: 1. Student learning is unlikely to improve at scale without better management. 2. Management quality can be measured and should be measured as a catalyst for improvement. 3. Management affects how well every level of an education system functions, from individual schools to central technical units, and how well they work together. 4. Several pathways to strengthening management are open to LAC countries now, with the potential for significant results. The study elaborates on each of these messages, synthesizing recent data and research and presenting the results of several new research initiatives from across the region.

Coronavirus --- COVID-19 --- Education Management --- Education Outcomes --- Education Quality --- Education Spending --- Education Systems Reforms --- Learning Loss --- Public Schools --- Student Learning

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What is the impact of greater teacher autonomy on student learning? This paper provides experimental evidence from a program in Brazil. The program supported teachers, through a combination of technical assistance and a small grant, to autonomously develop and implement an innovative project aimed at engaging their students. The findings show that the program improved student learning by 0.15 standard deviation and grade passing by 13 percent in sixth grade, a critical year of transition from primary to lower-secondary education. The paper explores two mechanisms: teacher turnover and student socio-emotional skills. Teacher turnover is reduced by 20.7 percent, and the impacts on student outcomes are concentrated in the schools with the largest reductions. The findings also indicate positive impacts on conscientiousness and extroversion among the students. The results suggest that increasing the autonomy of public servants can improve service delivery, even in a low-capacity context.

Education --- Education Outcomes --- Education Policy --- Education Reform --- Education Reform and Management --- Effective Schools and Teachers --- Secondary Education --- Socioemotional Skills --- Teacher Autonomy --- Teacher Effectiveness --- Teacher Motivation

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This paper looks at how countries have mobilized additional resources for education and assesses their impact on access and learning outcomes, using the World Bank's new Learning-Adjusted Years of Schooling measure. The paper shows that global spending on education has risen significantly over the past two decades, although spending as a share of gross domestic product has remained relatively unchanged, at about 4.5 percent. However, global trends mask large differences across regions and country income groups. For example, low-income countries recorded the largest increases in terms of the share of GDP spent on education, but the absolute amount they devoted to education remained low compared to other countries. Economic growth has been the main driver of increases in public education spending. Yet, countries that achieved the largest and most rapid spending increases did this through a combination of increases in overall government revenues, a greater prioritization of education in the government budget as well as healthy economic growth. Increases in public education spending did not generally result in major improvements in average education outcomes. Using the available data, the paper shows that a doubling of government spending per child led to an increase in learning-adjusted years of schooling of only half a year. Preliminary findings also show that countries with lower efficiency and spending are expected to get the most from increases in spending in improved education outcomes. The paper concludes by outlining an approach that allows countries to assess their potential for increasing education funding and the expected effects on their education outcomes, based on benchmarks drawing from the data of comparable countries. It also underscores the urgent need to improve data on public education spending and education outcomes, to extend this analysis to cover a wider set of countries and increase the robustness of country-level benchmarks.

Economic Growth --- Economic Theory and Research --- Education --- Education Finance --- Education Outcomes --- Educational Sciences --- Fiscal Space --- Industrial Economics --- Macroeconomics and Economic Growth --- Primary Education --- Public Education Spending --- Public Sector Development --- Secondary Education

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This open access book provides insights from Indigenous higher degree research (HDR) students on supervision practices in an Australian context. It examines findings from qualitative studies conducted with Indigenous HDR students from different academic disciplines, enrolled higher education institutions across Australia, and supervisors of Indigenous HDR students. Six types of data and their thematic analyses are presented, to understand the needs and experiences of both Indigenous HDR students and supervisors of Indigenous HDR students. This book also unpacks assumptions and commonly held beliefs about Indigenous HDR students, and shares what Indigenous HDRs report they need to experience success in higher education. It reports the experiences of supervisors of Indigenous HDR students, and explore further opportunities which enhance the higher education experiences of Indigenous HDR students. This book also suggests how successful relationships between Indigenous HDR students, and their supervisors may be fostered, and aims to be a useful resource for Indigenous peoples wishing to pursue higher education, and HDR supervisors in countries with Indigenous populations.

Aborígens --- Educació superior --- Austràlia --- Educació universitària --- Ensenyament superior --- Ensenyament universitari --- Estudis superiors --- Estudis universitaris --- Etapes educatives --- Abandó dels estudis (Educació superior) --- Competències transversals --- Educació clàssica --- Educació superior transfronterera --- Ensenyament de la biblioteconomia --- Estudis de postgrau --- Extensió universitària --- Lectura (Educació superior) --- Orientació en l'educació superior --- Primer cicle d'ensenyament universitari --- Seminaris --- Tercer cicle d'ensenyament universitari --- Campus virtuals --- Escrits acadèmics --- Pràcticums --- Universitats --- Autòctons --- Comunitats autòctones --- Comunitats indígenes --- Indígenes --- Grups autòctons --- Nacions autòctones --- Nadius --- Poblacions aborígens --- Poblacions autòctones --- Poblacions indígenes --- Pobles aborígens --- Pobles autòctons --- Pobles nadius --- Races aborígens --- Races auctòctones --- Races indígenes --- Races natives --- Grups ètnics --- Relacions racials --- Dones indígenes --- Indis d'Amèrica --- Antropologia cultural --- Tribus --- Commonwealth of Australia --- Australàsia --- Oceania --- Austràlia Meridional --- Austràlia Occidental --- Nova Gal·les del Sud --- Queensland --- Tasmània --- Victòria --- Indigenisme --- Supervisors of Indigenous HDR students --- Supervision of Indigenous HDR students --- Needs of Indigenous HDR students --- Indigenous students' participation in higher education --- Indigenous students' retention in higher eudcation --- Indigenous students' completion in higher education --- issues faced by Indigenous HDR students --- Support mechanisms for Indigenous HDR students --- Disparity in Indigenous higher education outcomes --- Indigenous and non-Indigenous higher education outcomes --- Academic supervisor and Indigenous students --- Guidance for supervisors of Indigenous HDR students --- Positive relationships and student success --- Challenges for Indigenous postgraduate research students --- Expectations of supervisors of Indigenous HDR students --- Quality supervision for Indigenous HDR students --- Good practices in supervision in HDR --- Concerns in supervising HDR students --- Training for supervisors of Indigenous HDR students