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Three critical ingredients for successful education reform

Jaime Saavedra's picture
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“For learning to happen and for values to be nurtured in classrooms, teachers and  principals need to have a mindset of excellence,” says Jaime Saavedra.
“For learning to happen and for values to be nurtured in classrooms, teachers and  principals need to have a mindset of excellence,” says Jaime Saavedra, Senior Director of the World Bank Education Global Practice. (Photo: World Bank)


Over the past decades, education investments in the developing world have led to unprecedented enrollment rates. Yet, even with these historic investments, children sit in classrooms every day without learning. More than a schooling crisis, we face a learning crisis. Despite progress in countries as diverse as Vietnam, Colombia and Peru, millions of children leave school without knowing how to read a paragraph or solve a simple two-digit subtraction.

Education systems are extremely complex. They must deliver a quality service, every single day, to millions of children. This is no easy task, especially when aiming to transcend cultural, geographic and socioeconomic differences, and equalize opportunities by offering excellent services to all. But difficult does not mean impossible. In fact, many countries have already achieved it: some OECD members took several decades to improve their school systems, while others, like Korea, did it in less than 20 years. In 1945, Korea was a poor, war-devastated country, where almost 80 percent of the population was illiterate. By the late sixties, it already had a very decent system with illiteracy rates of less than 15 percent. Now, it is exceptional. 

Successful education reform requires three critical ingredients:

First, it must have reasonably well-designed policies or programs. I say “reasonably” because a perfectly designed policy does not exist. For instance, a policymaker may use top-notch economic knowledge or international best practices to ideate a new incentive mechanism that improves teacher effectiveness. However, critical adjustments that take on account country-specific institutional and managerial contexts can only be made during implementation. That is why a good design must be paired with a mechanism to assess if implementation is following the right course, identify and measure impact, and improve the policy over time. That capacity to learn and adapt comes with time, but it is absolutely critical.  
 
Second, institutions—and the people who work in them—need to be trained to effectively implement reform. A country’s ability to execute change depends largely on the quality of its civil service, as well as on the organizational and incentive structures of the ministries. As a result, countries need civil servants who have adequate technical and management know-how, as well as commitment and a clear understanding of the importance of their mandate.

As Minister of Education in Peru, I met committed and talented civil servants like that every day. I remember a Saturday in March 2016, when an advisor in my office went to the Ministry building at 11 p.m. to pick up materials needed for the beginning of the school year. He called me surprised: there were 20 young people there, working on a weekend at midnight as if it were a typical Monday morning. From my living room, I asked to speak with them, and inquired about the task that they were doing. After a quick debrief, I thanked them for their commitment and dedication to education. One of the young people, Jessica, interrupted me saying: “No, Minister, there’s no need to thank us. We are here changing lives.”  She was right. Those are the bureaucrats that have internalized the importance of their mandate.

Implementation capacity varies among civil services in different countries and contexts. In many cases, it is the main obstacle to the success for policy change. Hence, it is critical to make a concerted and collective effort to shore-up the quality and commitment of education bureaucracies.
 
Third, there must be political alignment around education reform so that student learning, is always the sole focus of reform efforts. The executive branch, public opinion, trade unions, media, teachers, business sector, parliaments, local authorities, and parents need to unify around the common goal of education reform. The World Bank’s upcoming World Development Report 2018: Learning to Realize Education’s Promises states that sometimes, interests other than learning influence the behavior of different actors: politicians might focus on providing benefits to special groups. Trade unions might seek political influence. Bureaucrats might try to protect their power base. Teachers might be fixated on job security. Service providers, meanwhile, might be interested in profit, causing them to push for solutions that don’t promote student welfare.
 
Aligning all these actors sustainably, and having learning and quality education as the single element that drives their efforts, is fundamental to sustain reforms along time. That alignment is complex and sometimes unstable, but it is feasible. The challenge is to make it the rule rather than the exception.
 
When these three factors come together— reasonable design, implementation capacity, and political alignment—student learning can improve dramatically. That is probably the sole most important determinant of the future of a nation.   
 
Find out more about World Bank Group Education on our website and oTwitter.
 

Comments

Submitted by Carine Clert on

Muy estimado Jaime. Thanks for this clear and inspiring blog. One ingredient that you could mention more explicitly is part of your third "implementation factor":an "education community" that can stand behind excellence-oriented civil servants. All are welcome: parents, NGOs, youth associations, part of media .. without such bottom-up pressure for performance, some countries will not even get to systems' reforms. Now, how can we empower parents, especially the most disadvantaged? Those who typically won't be able to go to school meetings, or will be too ashamed to do so? Any ideas in our Human development community about how the social protection family could partner with the education practice to promote greater connection between, for example, social protection support and learning outcomes? Targeting CCT beneficiary parents of the students we want to promote ?

Submitted by omotolani sulu on

An all inclusive approach must include that they will be welcome as they are, listen to and made to believe their contribution is important,welcome and that their idea really count and will be put to use and that they will get feedback will inspire their full involvement and commitment. Trust me, grass-root community do come up with brilliant and fantastic ideas and contribution. It's their community they understand their issues, culture and needs

Submitted by Naveen Mishra on

1. Mindsets of service provider should be changed.
2. Awareness about education and it's benefits for communities should be made to understand to the poorest of poor.
3. Major policy reforms and effective implementation without pressure on targets rather focused on quality and career oriented.

Submitted by Palwasha on

Great piece and concise analyses of the key drivers of success in EDU and successfully reforms.
Thank you for your unfailing determination, commitment and leadership.

Submitted by Renato Vargas on

Dear Jaime, This discussion on education reform is very interesting, but at the same time linear and based on wishful thinking and not concrete mechanisms, if you don't mind my honesty. It is my opinion that we don't need education reform, as a one off event. We need education "reforming," so to speak. Acknowledge education's network properties and systemic nature. We need to realize that education is an evolving amalgam of networks of public and private providers, interest groups, social goals, changing business demands from the workforce, and -often competing- ideas; that kids learn as much today from YouTube, games, social exchanges, and the diversity of our towns, cities, and growing urban environments as they do from sitting in the classroom, if not more. The successes Koreans had in 20 years will with difficulties be replicated, because in the last 20 years everything has changed. What principles can we embed in our education systems that will make them decentralized, adaptable, resilient, and not reliant on the "commitment" of a "talented " bureaucracy, the decency of service providers, or the good will of teacher unions? All things outside our control. Yes, children learning should be our focus, but we can't be prescriptive in changing times. We have to give them soft skills and tools; expose them to ideas, cultures, and visions, so much so that they merge all that knowledge into new education outcomes we, as policy makers, cannot even imagine.

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