This presentation was given by Mercedes Miguel at at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”. Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.

1. Argentina

2. 2
In Argentina 75%
of students find that the
current education model
lacks certain topics or
activities
Survey APRENDER 2017
Secretariat of Innovation and Quality in Education
Some remarks on innovation in Argentina
What do we know?
76% of 4th grade
students have teachers who put
major emphasis on classroom
tests to monitor progress
(OECD average: 45%)
OECD Country Highlights: Argentina
(based on PISA 2015)
25% of 4th grade
students have teachers who
frequently discuss their
work with peers
OECD Country Highlights:
Argentina (based on PISA 2015)
1 in 3 public
secondary schools in
Argentina will already be
implementing the
Secundaria Federal 2030
model in 2019
MECCyT-SICE-DNPPE

3. 3 Secretariat of Innovation and Quality in Education
Some remarks on innovation in Argentina
What do we know?
79% of secondary students
consider school should dedicate
more time for sexual education
76% would like more time to
address gender-related violence
and other forms of violence
74% would like to learn more
about ICTs
67% would like to work more
with projects
Survey APRENDER 2016, among 79%
surveyed students who considered school
should teach or deal with more subjects
52% of secondary
students consider they
sometimes use school maths in
everyday life. 31%
consider they never do
Survey APRENDER 2016, among
259.220 5th and 6th grade secondary
students responding
40% of secondary school
teachers find they can’t
complete their course syllabus
Survey APRENDER 2016, among 17,380
secondary school professors responding

4. The Process of Innovation
What should we monitor?
4 Secretariat of Innovation and Quality in Education
Lack of
strategic
planning for
implementing
innovation
Collaborative
Working
Strategy
Training of Public
Officials for
Innovation
Planning Flexibility
Consensus
Collaborative
Working

5. Strenghtening of Institutional Capacities
Macro-Fed Gov’t
Meso-
Provinces
Micro-Schools
Organization
of Teachers’
Work
Teacher Training
and Professional
Support
• Framework: CFE
Res. 330/17
• Technical support
documents
• Orientations
• Possible
scenarios
• Orientations
• Simulations
• Possible scenarios
• Training and
support device
• Contextualization
• Regulations
• Support
• Monitoring
• Regulations
• Communications
• Contextualization
• Regulations
• Resources
• Necessary
agreements
• School support
device
• Peer support• Team
structuring
• Collaborative work
• Implementation• Leadership for
change
• Development
of learning
planning
• Management of
school time
Academic
Regulation
Organization
of Learning
5
Dimensions and Levels of Intervention
The Challenge of Transforming Classroom Practices
Secretariat of Innovation and Quality in Education

6. Some remarks on innovation in Argentina
Federal Network for
Learning Improvement
• Collective construction on the
meaning of innovation
• Combining common policy making
with local autonomy and flexibility to
adapt
• Outcomes:
• Secundaria Federal 2030
• National Plan Learning
Mathematics
New Government School
of Education Policy
• Government-level innovation is
needed to let innovation flourish
through the system
• Allowing innovative practices at the
school and classroom levels
• Creating communities for collective
learning and experience sharing
6 Secretariat of Innovation and Quality in Education
The Process of Innovation
Lack of
strategic
planning for
implementing
innovation
Collabor
ative
Working
Strategy
Training of Public
Officials for
Innovation
Planning Flexibility
Consensus
Collaborative
Working

7. Re-thinking Assessments and Accountability
Towards comprehensive and formative assessment systems
7 Secretariat of Innovation and Quality in Education
Assessments
Measuring New Learning Goals
• Defining new skills sets for students to gain
o Programming and Robotics
• Designing suitable assessment tools
o Learning Progress Indicators (IPAP)
Accountability
Accountability as an Innovation
enabler
• Comprehensive Annual Operative Plan (POAI)
• Strategy to track improvements in a federal
system

8. 8 Secretariat of Innovation and Quality in Education
What are we doing?
• Skills Policies
• Strenghtening Governance
• Effective Financing
• Transitions
• Equity
• Pedagogical Innovation
The Future of Work

9. Thank you!
Mercedes Miguel
Secretary of Innovation and Quality in Education
mercedes.miguel@educacion.gob.ar
+54-9-11 4198-0633
Secretariat of Innovation and Quality in Education