OECD Reviews of School Resources: Chile 2017

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This country review report for Chile provides, from an international perspective, an independent analysis of major issues facing the use of school resources in Chile, current policy initiatives, and possible future approaches. The report serves three purposes: i) to provide insights and advice to Chilean education authorities; ii) to help other countries understand the Chilean approach to the use of school resources; and iii) to provide input for the comparative analysis of the OECD School Resources Review. The analysis in the report focusses on the following areas: i) the funding of school education (including planning, distribution, incentives and monitoring); ii) equity resourcing policies targeted at specific groups of students; iii) school organisation and the operation of schools; and iv) the teaching profession.

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School education in Chile

The market-oriented education reforms of the 1980s entailed the decentralisation of public school management responsibilities to municipalities and the introduction of a nationwide voucher programme. This is completed by the Ministry of Education’s role as the co-ordinator and regulator of the education system. The Ministry designs policies, develops programmes and quality standards (including the curriculum), officially recognises education providers, and offers technical and pedagogical support to schools. It shares responsibilities for the National System of Quality Assurance with three other institutions: the National Education Council, the Agency for Quality Education and the Education Superintendence. As of late 2015, the government initiated a reform of the administration of public education, which intends to remove the administration and management of public schools from municipalities and create a system of public education, in a process called New Public Education. It involves the creation of Local Education Services, the new providers of public education, which are co‐ordinated by a body within the Ministry of Education. The majority of children attend publicly-subsidised private education. Educational attainment in Chile has considerably improved in recent years. Lower secondary education is now virtually universal and there has been progress in retaining students in upper secondary education even if about 20% of a cohort does not reach the final year of upper secondary education. Student learning outcomes in Chile are considerably below the OECD average but there has been considerable progress in the last decade. Finally, students’ and schools’ socio-economic status have a strong impact on student performance.

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