Bringing it together: Examples of quality programmes
Chile’s programme for quality improvement in primary schools (SIDA, 2000)
In 1990, the Ministry of Education in Chile undertook a programme to improve the quality
of primary schools in disadvantaged areas of the country. Approximately 10 per cent of
the country’s existing primary schools(about 1,200) took part in the programme at a cost
of just under $17 million in U.S. dollars. This included about 7,000 teachers, 400
supervisors, and 200,000 students.
The programme had at least four significant components.
First, it provided for the improvement of learning environments, including improvement of infrastructure and provision of classroom libraries and learning materials.
Second, it addressed the critical process element of teacher and supervisor training
through weekly workshops in school with teachers from grades one through four. This
training centred on improving teaching methods for basic skills and working more
effectively with the local culture and community. During training, teachers worked in
groups to discuss teaching practices and challenges, i.e., they engaged in cooperative
learning that drew on authentic and relevant experiences and needs. In this way, the
training programme modelled quality instructional practices and facilitated change in
teachers’ knowledge, skills and attitudes.
Third, the programme offered focused assistance for lower-achieving students. This
special attention was provided through workshops delivered by young community
members who had been trained as part of the project. This format succeeded in
strengthening learning and improving self-esteem and social competence.
Finally, new textbooks were developed and provided to schools, along with manuals for
teachers and supervisors. Teachers received training on the new materials as part of their
weekly workshops.
Programme evaluations found significantly improved achievement among participating
schools as compared to their prior performance and the performance of schools outside of
the programme. These results indicate that focusing on key quality dimensions within a
learning system can have an important effect on the students’ skills and, as a result, their
life chances.
In 1990, the Ministry of Education in Chile undertook a programme to improve the quality
of primary schools in disadvantaged areas of the country. Approximately 10 per cent of
the country’s existing primary schools(about 1,200) took part in the programme at a cost
of just under $17 million in U.S. dollars. This included about 7,000 teachers, 400
supervisors, and 200,000 students.
The programme had at least four significant components.
First, it provided for the improvement of learning environments, including improvement of infrastructure and provision of classroom libraries and learning materials.
Second, it addressed the critical process element of teacher and supervisor training
through weekly workshops in school with teachers from grades one through four. This
training centred on improving teaching methods for basic skills and working more
effectively with the local culture and community. During training, teachers worked in
groups to discuss teaching practices and challenges, i.e., they engaged in cooperative
learning that drew on authentic and relevant experiences and needs. In this way, the
training programme modelled quality instructional practices and facilitated change in
teachers’ knowledge, skills and attitudes.
Third, the programme offered focused assistance for lower-achieving students. This
special attention was provided through workshops delivered by young community
members who had been trained as part of the project. This format succeeded in
strengthening learning and improving self-esteem and social competence.
Finally, new textbooks were developed and provided to schools, along with manuals for
teachers and supervisors. Teachers received training on the new materials as part of their
weekly workshops.
Programme evaluations found significantly improved achievement among participating
schools as compared to their prior performance and the performance of schools outside of
the programme. These results indicate that focusing on key quality dimensions within a
learning system can have an important effect on the students’ skills and, as a result, their
life chances.
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