2015年-世界发展银行全球_Student_Performance_and_Attendance_in_Moldova_from_a_Socio-Economic_Perspective_54页_1mb

Summary of Student Performance and Attendance in Moldova from a Socio-Economic Perspective

Core Content

This technical note provides an analysis of student performance and attendance in Moldova from a socio-economic perspective, focusing on the impact of school network consolidation reforms. The report is prepared for the Ministry of Education of Moldova and supported by the World Bank and the Poverty and Social Impact Analysis (PSIA) Multi-Donor Trust Fund (MDTF).

Main Findings

• Poverty and Education: Moldova remains one of the poorest countries in Europe, with 39% of the population living below the US$5/day poverty line in 2013. Poverty is concentrated in rural areas, where 84% of the poor reside. The bottom 40% of the population, particularly those with low education levels, are most affected by poor educational quality and efficiency, limiting their ability to generate income.

• Student Performance: PISA 2009 Plus results show that Moldova's 15-year-olds perform among the lowest in Europe, equivalent to a loss of about two years of schooling. Students from the bottom 40% of the ESCS (Index of Economic, Social and Cultural Status) score significantly lower in reading, math, and science than their better-off peers.

• Performance Gaps: There are substantial performance gaps between schools, rural and urban areas, and genders. Rural students perform worse than urban students, with a gap of 60 points in reading, 55 in math, and 48 in science. Girls and boys perform similarly in math, but girls outperform boys in science by 13 points and in reading by 47 points.

• School Network Consolidation: The reform has led to the closure of 115 schools and reorganization of almost 200 schools, representing 21% of the school network. While the reform aims to improve efficiency and quality, it also creates risks for student attendance and performance, particularly for socio-economically disadvantaged students.

• Absenteeism: Vulnerable students miss more school hours, both excused and unexcused. Absenteeism without excuse peaks in grade 9 for both genders. Students who live closer to school (less than 3 km) miss fewer hours. Girls miss fewer hours without excuse than boys, and urban students miss fewer hours than rural ones.

• Determinants of Performance: School-level factors such as socio-economic composition and class size have a significant impact on student performance. One standard deviation in ESCS index corresponds to 14–15 additional PISA points. School size and composition are more influential than individual characteristics.

Key Policy Implications

• Equity in Education: Improving the quality of education and learning opportunities for all students, especially the most vulnerable, is crucial. There is potential for reducing education inequality, which can lead to significant economic and social benefits.

• Targeted Interventions: The report emphasizes that targeted interventions should focus on disadvantaged schools rather than individual students. This approach is more effective and efficient, especially considering the financial implications.

• School Leadership and Teacher Quality: Strengthening school leadership and attracting high-quality teachers to disadvantaged schools is essential. Teacher shortages, particularly in science and math, are a current issue.

• Data and Accountability: The EMIS (Education Management Information System) is important for monitoring attendance and performance, but its data quality for vulnerable students needs improvement. Strengthening statistical and analytical capacity of the Ministry of Education is also critical for evidence-based policy making.

• Accountability Mechanisms: School autonomy must be accompanied by strong accountability mechanisms to ensure effective use of resources and improve educational outcomes. Open data initiatives can support social accountability and citizen oversight.

• Gender-Sensitive Approaches: Gender gaps in student performance require attention, particularly in reading and science. Interventions such as curriculum improvements and catch-up classes for boys from disadvantaged backgrounds are recommended.

Policy Recommendations

1. Improve Quality and Equity in Education: Focus on disadvantaged schools and hub schools (those receiving students from closed or reorganized schools) to enhance educational outcomes.
2. Strengthen School Leadership: Provide training and support for school leaders, including mentoring from experienced head teachers.
3. Attract High-Quality Teachers: Implement strategies to motivate and attract qualified teachers to under-resourced schools.
4. Enhance EMIS Data Quality: Improve data collection procedures, quality controls, and validation mechanisms to ensure accurate and reliable information.
5. Strengthen Accountability and Open Data Initiatives: Develop and implement accountability mechanisms and open data initiatives to support transparency and social engagement.
6. Promote Gender-Sensitive Interventions: Address gender gaps in performance through curriculum improvements and targeted support for boys from disadvantaged backgrounds.

Conclusion

The report underscores the importance of addressing socio-economic disparities in education through targeted interventions and improved data systems. It highlights the potential of school network consolidation to improve efficiency and quality, but also stresses the need for careful monitoring and support for students transitioning to new school environments, especially those from disadvantaged backgrounds. The findings are intended to inform ongoing education reforms and ensure that all students have access to quality learning opportunities.