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Government of Chile Ministry of Education Department of Research and Statistics Attracting, Developing and Retaining Effective T Government of Chile Ministry of Education Planning and Budget Division Department of Research and Statistics Attracting, Developing and Retaining Effective Teachers OECD Activity Country Background Report for Chile November 2003 Country Background Report for Chile The preparation of this document for the OECD was conducted by the Department of Research and Statistics - Division of Budget and Planning - of the Ministry of Education and coordinated by Paula Darville, Mauricio Farías and Cesar Muñoz, under the supervision of Vivian Heyl and incorporating the cooperation of Iván Núñez and Xavier Vanni both from Minister of Education Cabinet, and Carlos Eugenio Beca from the Centre for Training, Experimentation and Pedagogical Research (CPEIP) of the Ministry of Education. This report also includes the collaboration of the following people from the Ministry of Education: Rodolfo Bonifaz Minister Cabinet adviser María Elvira Cornejo Higher Education Scholarships Program Rodrigo Díaz Department of Research and Statistics René Donoso Division of General Education Rodrigo González Juridical Department Carla Guazzini Department of Research and Statistics Sonia Marambio Juridical Department Claudio Molina Centre for Training, Experimentation and Pedagogical Research (CPEIP) Paulina Peña Program for Strengthening Initial Teachers’ Training Ana María Quiroz International Relationship Office (ORI) Cecilia Richards Division of General Education Fernando Ríos Centre for Training, Experimentation and Pedagogical Research (CPEIP) Miguel Rozas Division of General Education Jaime Veas Centre for Training, Experimentation and Pedagogical Research (CPEIP) This document also includes the opinion from the following institutions: Guillermo Scherping Villegas and Isabel Guzmán – Department of Education and Training - Teachers Association (Colegio de Profesores) Father Héctor Vargas Bastidas – President of the Private Schools Association (Federación de Instituciones de Educación Particular) Walter Oliva – President of the Subsidized Private Schools Association (Corporación Nacional de Colegios Particulares A.G.) 2 Country Background Report for Chile TABLE OF CONTENTS GLOSSARY.................................................................................................................................. 5 LIST OF ACRONYMS AND ABBREVIATIONS......................................................................... 8 EXECUTIVE SUMMARY.......................................................................................................... 10 CHAPTER 1: NATIONAL CONTEXT ....................................................................................... 13 1.1 Political developments and priorities.........................................................................13 1.2 Population trends .......................................................................................................14 1.3 Economic trends.........................................................................................................15 1.4 Availability of resources.............................................................................................17 CHAPTER 2: THE SCHOOL SYSTEM AND THE SCHOOL WORKFORCE ........................... 20 2.1 Main structural features of the school system...........................................................20 2.2 Division of responsibilities among government, schools and teachers......................21 2.3 Teachers employed.....................................................................................................26 2.4 Shortage of teachers...................................................................................................28 CHAPTER 3: ATTRACTING TALENTED PEOPLE TO THE TEACHING PROFESSION....... 32 3.1 The Main Policy Issues..............................................................................................32 3.2 Policy initiatives and their impact .............................................................................37 3.3 Priority problems .......................................................................................................39 3.4 Some actors’ perceptions ...........................................................................................39 CHAPTER 4: EDUCATING, DEVELOPING AND CERTIFYING TEACHERS........................ 41 4.1 Main policy concerns..................................................................................................41 4.2 Requirements to qualify for employment as a teacher..............................................41 4.3 Initial teacher training education ..............................................................................42 4.4 Training for other professionals ................................................................................42 4.5 Induction programs....................................................................................................43 4.6 Professional development options in-service training...............................................43 4.7 Policy initiatives and their impact: improving teacher education ............................45 4.7.1 The Implementation of the FFID Program...........................................................45 4.7.2 Other initiatives......................................................................................................48 4.8. High priorities for future policy development in training and certifying teachers ..49 4.9 Some stakeholders’ perceptions.................................................................................50 CHAPTER 5: RECRUITING, SELECTING AND ASSIGNING TEACHERS ............................ 53 5.1 Main policy concerns..................................................................................................53 5.2 Teachers’ contracts ....................................................................................................53 5.3 Assigning teachers......................................................................................................53 5.4 Teaching vacancies.....................................................................................................54 5.5 Policy initiatives and their impact .............................................................................55 5.6 Highest priority problems..........................................................................................56 5.7 Some stakeholders’ perceptions.................................................................................57 CHAPTER 6: RETAINING EFFECTIVE TEACHERS IN SCHOOLS....................................... 59 6.1 Main policy concerns..................................................................................................59 6.2 Teachers leaving the profession .................................................................................59 6.3 Teachers’ Evaluation .................................................................................................60 6.4 Promotion and career diversification ........................................................................62 6.5 Salary scales ...............................................................................................................62 3 Country Background Report for Chile 6.6 Actual practice ...........................................................................................................63 6.7 Policy initiatives and their impact .............................................................................64 REFERENCES............................................................................................................................ 69 LIST OF ANNEXES ................................................................................................................... 71 Annex 1: The Educational Reform (ER)....................................................................................71 Annex 2: Requirements for schools to receive public subsidy (voucher)....................................72 Annex 3: Voucher System ........................................................................................................72 Annex 4: Teachers Act .............................................................................................................73 Annex 5: The Standard Career Teachers Contract .....................................................................73 Annex 6: Scholarships ..............................................................................................................74 Annex 6: Reward for Teaching of Excellence (AEP).................................................................74 Annex 7: Scholarships ..............................................................................................................75 Annex 8: Teacher Evaluation System........................................................................................75 Annex 9: Teacher assistants ......................................................................................................77 Annex 10: Teachers’ Mentors Network.....................................................................................77 Annex 11: Scholarships for Teachers’ Children.........................................................................78 LIST OF TABLES....................................................................................................................... 79 CHAPTER 1: NATIONAL CONTEXT ....................................................................................... 79 TABLE
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