Establecimiento de un marco de evaluación e incentivos docentes

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Executive Summary
Mexico, as the world’s 14th largest economy (2009), faces important challenges in education. Despite the significant progress of the past decades in terms of access to education, improvements in completion rates for lower education levels and development of learning assessments, considerable improvement is still needed. Mexico already invests a high percentage of thepublic budget in education (at nearly 22%, it is the highest among OECD countries). Results from the 2009 round of the Programme for International Student Assessment (PISA) have shown that although improvement is possible in a relatively short period of time, important challenges remain. In addition to improving the quality of educational services, increasing attainment levels and reducing drop-outrates are also priorities. It is equally important, however, for Mexico to ensure that all students, including those from disadvantaged socio-economic backgrounds and indigenous families, have equal educational opportunities. To address these issues, in 2008, the Mexican government and the OECD established the Co-operation Agreement “Improving Education in Mexican Schools”. The purpose of theAgreement was to determine not only what policy changes to consider in Mexico, but also how to design and implement policy reforms effectively, given local conditions, constraints and opportunities. One of the strands of this Agreement has focused on developing appropriate policies to evaluate the quality of schools and teachers, particularly assessments, and to link learning outcomes to incentives forcontinuous improvement. This part of the work has been led by a group of international experts forming the OECD Steering Group on Evaluation and Teacher Incentive Policies in Mexico. This summary report presents the main findings and policy recommendations developed by the Steering Group and the OECD Secretariat over the course of the Co-operation Agreement.1 It draws on the results ofinternational workshops and technical meetings with stakeholders in the Mexican education system, field visits, thematic reports from invited experts, and the stock of OECD research and knowledge. Since no single model of education reform can serve to guide all of the reform efforts in Mexico, the recommendations draw on experiences from over 20 countries.

OppOrtunity fOr educatiOn refOrm in mexicO
TheMexican government established policy priorities for education reforms in its Education Sector Programme 2007-12. To monitor progress towards achieving its objectives, the Mexican Ministry of Education (SEP) established improvement indicators for student achievement as measured by the national ENLACE assessment and PISA. Other key indicators relate to teachers’ professional development, schoolempowerment, equity in educational opportunities, and reforms relating to content and curriculum. To facilitate policy reforms, in 2008, the Mexican government established the Alliance for the Quality of Education with the national teachers’ union (SNTE), which helped define the thematic focus of the Co-operation Agreement with the OECD. In this context, the following recommendations and considerationsaim to provide SEP and relevant stakeholders with guidance on the policy priorities for a lasting and effective reform process.

Establishing a Framework for Evaluation and Teacher Incentives: Considerations for Mexico

© OECD  2011

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executive Summary

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the public policy framework for implementing education reforms: for countries and education systems to adapt and implementpolicy reforms tailored from best practices and international examples, local conditions, constraints and opportunities must be adequately addressed. when combined with international practices and comparable evidence, local knowledge mobilisation can provide a vital link in adapting best practices for effective education reforms suited to national priorities and contexts. the purpose of the public...