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Como Le Hicieron Los Sistemas Educativos Con Mejor DesempeñO Del Mundo Para Alcanzar Sus Objetivos
- 1. ¿ Qué hacen los mejores sistemas educativos del mundo para logra r docentes efectivos ?
- 19. Muchas gracias
Notes de l'éditeur
- Remember to mention here that we are translating this report into Spanish and disseminating it as a PREAL Working Paper.
- “ Uno no puede dar lo que no tiene” Pero no es claro que esto ocurre en AL. Los pocos datos existentes suguieren que en general la docencia es una profesion de menor preferencia en AL, y buscado por estudiantes que no pueden calificarse para profesiones mas exigentes. Si uno parte con profesores poco talentosos, es deficil aumentar su efectividad por medio de formacion en servicio u otros tipos de apoyo. Hay que partir con gente capaz.
- Obviamente, el estatus de la profesion es clave para atraer a postulantes capaces. La experiencia internacional sugiere que la politica tiene un fuerte impacto sobre el estatus de la profesion. El hecho de establecer estándares altos y restringir a la entrada aumenta el estatus y facilita atraer a postulantes altamente capaces.
- 1 & 2 han sido efectivos en aumentar el estatus de la profesion de docente
- O sea, hay un compromiso serio con asegurar maestros efectivos siguen siendo maestros. Practicamente no existe en AL
- Korea is the exception, with very high salaries that have attracted high quality applicants. Siury: The Global Education Digest 2009 says starting salaries for primary school teachers in Mexico is 131% of GED per capita and for secondary school is 167%. This data belongs to the year 2006. Alex: We calculated teachers' starting salaries/GDP per capita in Mexico with the 2005 starting salary information in OECD's Education at a Glance 2007 and the World Bank GDP per capita figures for that year. - The starting salary for primary school teachers in Mexico is 112% of the GDP per capita - The starting salary for secondary school teachers in Mexico is 144% of the GDP per capita The Education at a Glance 2007 report notes that teachers' wages in Mexico rise much faster than they do in other OECD countries. - For example, a primary school teacher in Mexico starts making 12k; then, after 15 years of experience, she makes 16k; finally, when she reaches the top of the wage ladder, she makes 27k (the numbers for secondary school teachers display a higher "jump") - In Finland, by contrast, a primary school teacher starts making 27k; then, after 15 years of experience, she makes 32k; finally, when she reaches the top of the wage ladder, she still makes 32k (the numbers for secondary school teachers show a similar "flat" trend) In fact, after 15 years of experience, the report notes that Mexican primary school teachers earn 1.58 times the GDP per capita, and secondary school teachers earn 2.01 times the GDP per capita. This is among the highest ratio of salary after 15yrs to GDP/per capita in the OECD. The only three countries that have higher ratios are Japan, Korea, and Portugal. But in Mexico, teachers get to the top of the salary scale after only 14 years--in Japan it takes them 31 years, in Korea 37 years, and in Portugal 26 years. In fact, Mexican teachers get tenure after only 6 months--only Czech teachers achieve tenure faster (among OECD countries), in only 3 months.
- Buenas ideas no son suficientes. Hay que desarrollar la capacitacion en escenarios reales—la aula—para lograr mayor efectividad.
- “ Uno no puede mejorar lo que no puede medir”