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EXECUTIVE SUMMARY 9
CHAPTER 1 MEXICO RESPONDS TO EDUCATION CHALLENGES 19 CHAPTER 2 THE PUBLIC POLICY FRAMEWORK FOR IMPLEMENTING EDUCATION REFORMS 27 2.1 Education policy reforms in an international context 28 2.2 Mobilising OECD research, international practices and national knowledge 30 2.3 Policy dimensions of basic education reform: Asking the right questions 32 2.4 Considerations for Mexico 34 CHAPTER 3 ACCOUNTABILITYAS A POLICY DRIVER FOR IMPROVING STUDENT LEARNING OUTCOMES 39 3.1 Types and features of educational accountability systems 40 3.2 Teacher performance: Towards a fuller understanding of accountability 42 3.3 Considerations for Mexico 44 CHAPTER 4 USING STUDENT LEARNING OUTCOMES TO MEASURE IMPROVEMENT 49 4.1 Student learning outcomes: Assessment instruments and measures 50 4.2 The ENLACE assessment system in Mexico 55 4.3 Challenges and opportunities for further development of the ENLACE assessment system 60 4.4 Summary recommendations for Mexico 62 CHAPTER 5 ASSESSING THE VALUE-ADDED OF SCHOOLS: ENHANCING FAIRNESS AND EQUITY 67 5.1 Value-added models with the school as the unit of accountability 68 5.2 The importance of quality data and information 73 5.3 Consequences linked with fair and credible assessment of schools and teachers 73 5.4 Considerations for Mexico 75 CHAPTER fc IN-SERVICE TEACHER EVALUATION: POLICY AND IMPLEMENTATION ISSUES 79 6.1 International practices - . . . . 8 0 6.2 Four key questions evaluation systems must address .82 6.3 Considerations for Mexico . . . . 8 3 CHAPTER 7 INCENTIVES FOR IN-SERVICE TEACHERS 91 7.1 Types of teacher incentives . . 93 7.2 National guidelines a n d l o c a l i m p l e m e n t a t i o n : F i n d i n g t h e right b a l a n c e . . . 103 7.3 Piloting, m o n i t o r i n g a n d e v a l u a t i n g i n c e n t i v e s .. . . . 1 0 3 7.4 Considerations for M e x i c o . . 105 Appendix 7A Piloting, M o n i t o r i n g , and Evaluating Teacher Incentive Programmes: Recommended Practices 1 0 7 CONCLUSION .. . . . ... 121
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