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Education Projects
Objectives and Challenges
Education policies in Trinidad and Tobago over the past 15 years have stressed the importance of strengthening early childhood, primary and secondary education, which has led to high enrollment rates in all three levels (87%, 94% and 79% respectively).
Nevertheless, the education system faces challenges as not all children are school-ready upon entering first grade, and about 30% score less than 30% on the Secondary Entrance Assessment in mathematics and language arts, with boys’ scoring lower than girls consistently and overall student performance varying by student characteristics, mostly socioeconomics, as the so-called prestige schools (mostly denominational) outperform public institutions.
Based on the Government’s Vision 2020, the education strategy in Trinidad and Tobago shifted to focus on a well integrated, articulated Seamless Education System that fosters life-long learning, as opposed to focusing on each level separately.
In this regard, in 2009, the Bank and Ministry of Education signed an agreement for a multi-phased operation to strengthen linkages between each level and offer a seamless transition from early childhood through tertiary education. Phase I of the program is a US$62,500,000 investment in early childhood and primary education.
The project has three phases extending over a 10 year horizon. The objectives of Phase 1 are to: a) provide increased access and equity to educational services to all children, and b) to improve the quality of education at the early childhood and primary level. Through the program, 50 state-of-the-art ECCE centers will be constructed; public private partnerships in ECCE centers formalized with a local school board, community organization, private provider or religious organization depending on the needs of each community; enrolment rate in ECCE increased by 7%; and 80% of trained teachers in primary school apply new assessment and teaching methods.
Objectives and Challenges
The Ministry of Education’s White Paper 1995–2003 emphasized increasing education quality, decentralization, modernizing the system and achieving universal secondary education, which was also part of the 1997 declaration of CARICOM Ministers of Education. Up to the early 1990s, enrollment rates in secondary education peaked at 82%.
Although enrollment in secondary school improved greatly, the system was unable to handle the number of students and enrollment dropped to under 70% in the late 1990s. About 66% of students completing primary school entered a public secondary school; 10% repeated the final year in primary and 6% dropped out. Of those entering secondary school, 58% entered the lower level junior secondary based on their lower scores in the exam. These schools often had double shifts, which led to a shorter school day, and focused primarily on preparing students for a vocational track.
In 1999, the Bank and Ministry of Education (MOE) agreed on investing US$150,000,000 to improve the quality and access of secondary education through the Secondary Education Modernization Program.
The objective of the program is to support MOE efforts to reform and expand the secondary subsector by universalizing five years of equitable, high quality secondary education, transforming educational context and teaching methods to meet the needs of a modern, skills-based economy, and developing a more efficient management of resources, while strengthening MOE capacity at the central, regional, and local levels. The program has universalized secondary education, constructed 17 new schools, de-shifted all secondary schools, revised the curriculum for Forms 1 to 5, and equipped all secondary schools with computer labs, multimedia equipment for the libraries and technology for interactive teaching in the classroom. The program also expects to increase the Caribbean Examinations Council (CXC) exam passes at the end of secondary school, increase student ICT competencies, and decentralize MOE educational offices.
Objectives and Challenges
Education indicators related to coverage is fairly high in Suriname. Net pre-primary and primary enrollment rates are 82% and 90% respectively. Suriname also has a 93% literacy rate and invests about 5% of its GDP in education, higher than many Latin American and Caribbean countries.
Notwithstanding, the education system has challenges affecting the quality and efficiency of the system. Less than 50% of primary school leavers score high enough in the final exam to enter the academic track in secondary school. In grades 1 to 3 of primary education, repetition rates are 19%, 17% and 17% respectively; drop out rates range between 7% and 9% in grades 1 to 3. In junior secondary, drop out and repetition rates are higher. These areas are also stressed in the Sector Education Plan 2004–2008 of the Ministry of Education and Community Development (MOECD).
In 2003, the Bank and the MOECD agreed to invest US$14,500,000 to improve the quality and efficiency of the education system, and strengthen the institutional capacity of the MOECD.
The objective of the program is to improve the quality and internal efficiency of basic education by updating educational contents and processes, providing equipment to schools and supporting institutional reforms to strengthen the MOECD and build-up management capacities at the school level. The program has renovated 55 schools, trained 700 school leaders and managers and revised the curriculum for grades 1 and 2. The program will revise the curriculum in grades 1 to 6, build 10 teacher resource centers, train 900 teachers in the new curriculum, support 72 schools with small grants for school projects and strengthen MOECD staff capacity. The program expects to decrease drop out and repetition rates, increase enrollment into junior secondary, and strengthen the institutional capacity of the MOECD.
Objectives and Challenges
Throughout the past 20 years, Paraguay has implemented the education strategy “Paraguay 2020: Enfrentemos juntos el desafío educativo” [“Paraguay 2020: Let’s Face the Education Challenge Together”], which has enabled the country to improve performance and increase the average education of people ages 15 years and older from 6.4 to 8 years.
However, despite the improvements achieved in various areas of this school-improvement process, early and preschool education [continue to] face key challenges. Nearly 30% of children five years of age do not go to school, especially in rural and urban/marginal areas. Greater still is the lack of attention to children four and under. The number of teachers trained in preschool education has increased, but only to 38%. There is also weak inter-institutional support for comprehensive attention to children and their families, resulting in high repetition (7.5%) of first grade in the primary education system.
There is abundant theoretical and empirical evidence for the positive effects of Early Childhood Development on children’s physical and mental development throughout their school years and their future entry into the job market. If interventional programs are held in time and are suitable and high quality, children will begin school with the necessary learning skills. Those who are born into an environment of poverty today will increase their probabilities of leaving it, thus breaking with intergenerational poverty transfer.
Since 2003, the Bank and the Ministry of Education have been collaborating on a program to improve early and preschool education (children 6 and under). Emphasis is on the most vulnerable sectors, with the objective of achieving universal preschool education. The program also focuses on introducing improvements to training and courses, including suitable teacher training for this educational level, and strengthening the institutional and legal framework.
The final evaluation of the program will be available in mid-2010, but interim evaluations have already shown progress. This has spurred development of a new program for 2010–2011 in order to expand coverage and improve the quality of comprehensive attention for children.
Objectives and Challenges
In a November 2006 referendum, Ecuador voted for a Ten-Year Education Plan (PCD, its initials in Spanish) for 2006–2015. The plan is designed to achieve a group of goals focused on improving quality and equity in Ecuador, and has been an instrument for gradual modernization of the country’s educational system. With more than a third of the project’s period finished, its first effects have taken place: today, more resources have been allocated for education (from 2.6% of GDP in 2006 to 3.6% in 2009); the number of children and young people attending school has increased (the net primary education rate rose from 91.1% to 94.2% in 2009); and the academic high school program [bachillerato] increased by 5% between both years, especially in rural areas. In addition, the curriculum has been redesigned and coordinated among early, primary and secondary education, and the teaching staff has changed through incentive policies for voluntary retirement and teaching certificate conversions. More than 13,000 teachers used this measure to register certificates from 2006 to 2009 or bring them into compliance, and everyone must pass aptitude tests to enter Ecuador’s educational system.
The purpose of the “Support for the Universalization of Basic Education” program is to support the process of implementing the PCD, especially the universalization of 10 years of primary education in border, rural and urban/marginal areas. Preliminary results indicate that barriers to access to the educational system have gone down considerably, following elimination of the US$25 voluntary registration fee on parents. In addition, providing school uniforms and meals has enabled approximately 81,000 first-grade students to attend school at the appropriate age for that grade, an increase of 3.1% over 2006. More than 5,000 new teachers have been added through a selection process based on merit and competitive examination, and 90% were assigned to rural areas.
Learning assessment systems have also been strengthened (SER—Sistema de Evaluación y Rendición Social de Cuentas [SER Tests—Evaluation and Social Accountability System]), which enables the Ministry of Education to periodically measure student learning results. Although the trend is clearly positive, this progress must continue, and strategies to achieve the PCD’s commitments must be prioritized. In particular, the goal is to achieve universal primary education between the years 2012 and 2013; have at least 75% of secondary-school age young people finish secondary school; and have 370,000 children ages 3 and 4 (initial education) from rural and urban/marginal able to attend school for the first time.
Objectives and Challenges
Some 145,000 young people in Jamaica today are not involved any work or learning activity. This increases the potential for perpetuating their poverty and unemployment, as well as for involvement in risky behavior such as delinquency.
Of Jamaica’s young population (ages 15 to 24), 28% is unemployed, and just 16% have access to secondary education. Moreover, only 47% pass the reading examination for ninth grade, which is required for entry into technical training programs.
The Government of Jamaica has acknowledged the potential loss created by this situation and has put a priority on positive juvenile growth, recognizing that young people are part of the solution, not part of the problem. For that reason, the two most important spaces for participation are the National Youth Service (NYS) and the National Centre for Youth Development (NCYD). Jamaica’s government sought IDB support first to strengthen the NYS and the NCYD, and then to expand their program coverage to a national level.
This project must also take place within the context of a youth policy that connects the public and private sectors, which seeks to develop capacities that meet the needs of a changing market and also enables private enterprise to offer young people opportunities to learn through mentorship and internship programs. The policy must be based on reliable information about the situation, as well as youth potential.
The goal of finalizing the first phase of the program is to have two participation models that will significantly increase the potential for young people to enter the labor market or continue their education. The first, known as NYS’s Corps Programme, will serve 4,500 young people, offering an intensive one-month curriculum that includes social and work skills development, and a six-month supervised work internship. It will also develop models to ensure that young people achieve the abilities to read at ninth-grade level, which is required for entering technical training programs. The second program will serve more than 60,000 young people through information centers that will become local-area service centers. Given the nature of this project, the learning programs designed may modify the form in which they are provided prior to the expansion of coverage in the second phase.
Corps Programme, NYS.
Objectives and Challenges
Jamaica has achieved high enrollment levels for primary education (grades one through six) and the first level of secondary education (grades seven through nine), with coverage reaching 99%. However, education quality, as well as access to the second level of secondary education (grades ten through twelve) are challenges that remain unresolved. Despite significant improvements, such as increasing the number of students who pass the fourth-grade reading test from 48% in 2001 to 71% in 2008, nearly 30 cent of fourth-graders do not read at grade level.
The Primary Education Support Program (PESP) was approved in 2001 in order to improve the quality and efficiency of education at a national level. It supported implementation of a new primary education curriculum, with strong emphasis on reading and writing programs, as well as institutional strengthening. Much of the progress in these areas has been attributed to the PESP. The program also acknowledged that despite high primary enrollment levels, the space provided continues to be inadequate, not only because of its physical condition (lighting, bathroom areas, etc), but also because of overcrowding and the double shifts that have led to fewer school hours (4.5 hours a day as opposed to 5.5 hours in a complete schedule). In response, construction of 12 new schools was approved, of which five have been finished and the remaining seven are part of the new supplementary PESP loan.
The supplementary program will provide 5,270 new spaces for primary education. This will help reduce overcrowding and improve learning conditions, thus responding to the needs that have arisen from the heavy migration to urban centers that appear to offer more opportunities for employment. These seven schools will benefit from the supplementary strategies already enacted by the ministry through the PESP.
Objectives and Challenges
In 2005, Jamaica embarked on an educational reform process based on the results of an extensive number of investigations coordinated by the Working Group for Educational Reform. The reports show that despite major advances in coverage, the system’s biggest problem in 2003 was low learning levels throughout. According to the sixth-grade achievement test results (GSAT), for example, only 48% of the students passed mathematics and sciences, while fewer than 55% passed social studies and language. Also in 2003, just 12% of schools received secondary school certification (SSC) in sciences and [only] 31.1% in language.
To improve the education results, the Government of Jamaica proposed a reform with four principle lines of action: a) changing the management structure and governance of the Ministry [of Education]; b) curriculum and teaching reform, as well as resource reform related to leaning; c) strengthening of participation; and d) changing the system’s finances. The Ministry would no longer be in charge of education policy, and evaluation and operation of educational institutions would be decentralized to Jamaica’s regional entities. In addition to the decentralization process, autonomous entities were created to inspect and supervise (National Office of Inspections), monitor teaching quality (Teaching Counsel of Jamaica), [and] coordinate and oversee curricular quality. However, a later revision set forth that the third component—the Center for Curriculum Revision—would not be established, and the function would remain within the Ministry.
The Government of Jamaica requested a three-tranche Policy Based Loan (PBL) from the Bank to support education reform. The first, for US$30 million, was approved in 2008 to support the necessary institutional and political changes to begin the reform. The second, approved in February 2010, granted US$15 million to continue the project, and [the third] offered US$15,000 for meeting the goals of the reform. Specifically, the investment project will increase available space for secondary education and improve its quality by building two schools that will offer 2,000 high-quality spaces. It will also improve the information systems necessary to decentralize and track the reform results. The project’s results are allied with the ministry’s new policy, whose goal is to expand secondary education to the age of 18 in order to help young people move into the labor market. The program’s third tranche is expected in 2012 and will be based on what is achieved by the reform.
Objectives and Challenges
The 10-Year Education Plan is a strategic planning effort by the Government of the Dominican Republic to solve a considerable number of the country’s problems by 2018, including low student learning levels. According to a 2006 survey of reading and mathematics performance in various Latin American countries, only 4% of students in the Dominican Republic achieved satisfactory results, as compared to 30% on the overall Latin American level. In addition, a 2008 survey has established that public schools on average offer 2.4 hours of class a day instead of the required four and five hours set for primary and secondary education, respectively.
The key factors behind this low educational performance include: a) lack of appropriate teaching methods that enable children to learn, especially in the early years; b) overcrowding and poor condition of schools; and c) deficiencies in support for and management of schools.
The Program to Support the 10-Year Education Plan approved in 2010 has the following objectives: (ii) improve language and mathematics learning in the first level of primary education; (iii) increase [the] promotion [rate] for primary and secondary education; and (iv) reduce classroom overcrowding in the country’s largest and most congested schools. Expected results at the end of the project’s three-year period include improved learning levels in reading, writing and mathematics for the fourth-grade primary level; increased effective promotion rates for grades one, two and three in the primary level; more hours of instruction; [and] fewer secondary schools that operate on night sessions.
Objectives and Challenges
Panama is one of the countries in the region with the most coverage and the lowest illiteracy. However, its educational results are very different when divided among schools with poor and non-poor student populations. In 1997, the Government of Panama, with the support of the Bank, launched the Education Program whose goal is to expand educational opportunities and improve learning conditions for children, young people and adults in poor, vulnerable communities, especially in rural and indigenous areas.
The goal is to improve efficiency, relevance and access to the education system, from preschool to grade 12. As ways to achieve it, teachers will be trained, and investments will be made in professional development of directors and professors, as well as improvements in educational evaluation.
Objectives and Challenges
The education system in Honduras serves 1.9 million students in pre-primary and secondary education, and it has nearly 20,000 schools and 63,235 teachers (including regular teachers and PROHECO). In terms of coverage, Honduras has made distinct progress at all educational levels in the past ten years, except for early childhood.
The most important achievements have been at the preschool level, where access has increased by 13%. By contrast, it has grown just 4% in the first three levels of primary education. The country must concentrate on the middle and third levels, which is why the Program in Secondary and Labor Education’s principle objective is to expand access to and quality of secondary education and support implementation of an employment development program with private-sector participation.
In summary, the goal is to increase educational coverage for secondary education (third and fourth levels) by implementing four flexible modalities (Educatodos, SAT, Telebásica and SEMED), improving educational quality and relevance at these levels [and] increasing internal efficiency in secondary education by making the best use of installed capacity and improving educational processes at this level.
Objectives and Challenges
In the past 20 years, Paraguay has developed the education strategy “Paraguay 2020: Enfrentemos juntos el desafío educativo” [“Paraguay 2020: Let’s Face the Education Challenge Together”], which has enabled the country to improve performance and increase the average education of people ages 15 years and older from 6.4 to 8 years.
Still, despite the improvements achieved in various areas, primary education students (6 to 14 years of age) continue to enter school late, and repetition levels are high: an average of 4.5% in first through sixth grades, and 3.5% for the entire program.
Fewer than half (45%) of children finish ninth grade without repeating some course. One of every three urban children, and two out of three rural children, do not complete the mandatory education program (ninth grade). Children and young people living in rural environments, suburbs and indigenous areas thus become marginalized.
In 2009, the Bank and the Ministry of Education agreed to invest nearly US$50 million in underserved sectors through the program Escuela ViVa II.
The program’s objective is to ensure that students ages 6 to 14 finish their nine years of primary education through national strategies for improving teacher training, bilingual education, academic levels, and decentralized, participatory management for families and the community. Focus groups will be held at 2,700 rural schools, 260 urban/marginal schools and 300 educational institutions in indigenous areas. The goal is to increase coverage, reduce repetition and over-age students, and improve learning, with emphasis on communications and mathematics.
Objectives and Challenges
In April 2007, the government of Uruguay launched “Conectividad Educativa de Informática Básica para el Aprendizaje en Línea” [“Basic Educational Computing for Online Learning”] (CEIBAL, its initials in Spanish) by distributing free computers to every child and teacher in the primary public education system. At the end of 2008, CEIBAL was extended to the private primary education system and the basic program in public secondary education. This plan pioneers the universal implementation of the “one on one” model, which aligns with the Bank’s strategic country objectives in Uruguay by creating better learning opportunities for children and young people.
CEIBAL makes it possible to deal with the challenges of education from a new perspective, because the incorporation of information and communications technologies (ICTs) make it possible to obtain precise information about the students’ environment and performance, thereby taking their needs into account in a personalized way. This creates better educational resources and spaces for collaboration that in turn strengthen professional teacher training.
The IDB has joined with CEIBAL to support a program that will be consolidated in primary school and expanded to secondary school. Its institutional capacity will be strengthened in order to help improve its first results and impact on student learning, with the following contributions: (i) strengthen CEIBAL’s educational development by implementing training, systems and support platforms for teachers and schools, which up to now have not received systematic, ongoing training in incorporating ICTs into their practices; (ii) support institutional development and its capacity for evaluating CEIBAL’s progress and potential impact, and implement the adjustments that come out of this evaluation; and (iii) promote and disseminate initiatives that broaden CEIBAL’s social impact.
Objectives and Challenges
Having already achieved universal primary and secondary education, Bahamas still faces major challenges increasing education performance and employability. The manpower needed for the Bahamas’ main industry, tourism, is not enough when considering the low number of high school graduates who perform well academically. Students from public and private schools throughout the nation received, on average, a “D” grade (using a scale from A to G) on the Bahamas General Certificate of Secondary Education (BGCSE). This result shows that the nation’s youth will not be able to function in this globalized world unless a serious effort is put forth to improve literacy and numeracy at all school levels.
In correlation with the above results of low academic performance, the unemployment rate among youth is currently 18.9% while the general unemployment rate was 7.9% in 2008. Furthermore, in 2008, 18% of unemployed people were ages 15 to 19 and 41% of the unemployed were younger than 25. Is this directly resulting from what education options are offered to Bahamian youth?
To respond to this situation, IDB supported an education program in the Bahamas that focused on Technical and Vocational Education and Training (TVET) at the secondary and post-secondary (BTVI) levels. The program also improved preschool and inclusive education programs because of their proven impact on increasing academic performance at the primary level. In addition, new legislation to regulate education, a largely privately-operated sector, is being introduced.
In the next three years, efforts will concentrate on developing a model for secondary TVET that emphasizes relevant skills demanded by the labor market and improves the core courses (numeracy and literacy). The aim of this program is to train high school students that are ready to enter the workforce and equipped with the appropriate skills. These graduates can then meet the employment needs of the growing Bahamian economy or to continue their education in tertiary institutions with instruction that satisfy international standards.
Objectives and Challenges
The last 25 years have demonstrated Argentina’s significant efforts in expanding academic coverage at all educational levels. This has been accompanied by progress in institutional and regulatory coverage targeted toward offering a strategic and financing-based framework for the sector.
As a result, Argentina’s educational policy has made progress in meeting new challenges that have begun to have major influence in the country’s educational system. These include universal basic education, mandatory secondary education, progressive access to extended day or full day schools, and improvement in the quality of learning programs throughout the academic year At the same time, our goal is to close the gap between the most and least vulnerable groups, both in terms of access and retention as well as quality of the learning experience.
Within this framework, in 2008, the Ministry of Education and the Bank initiated a program that emphasizes successes for greater educational equity and provides continuity for lines of activity that have already been set.
The Program’s is to help improve the equity of basic, primary and secondary education, and to close the existing gap in educational opportunities for children and young people from different income groups. To do this, support activities are being funded to retain and promote policy at the secondary level, and to expand and improve educational infrastructure. The Program’s goals include:
- Increase coverage of basic education to 97 percent for children five years of age
- Incorporate an additional 5 percent of students in state schools in grades 4 through 6 of the primary school program to extended-day elementary school; and
- Improve the internal efficiency indicators of state secondary education, increasing the annual promotion of students from grades 8 through 11 by at least 3 percent by the end of Program.
Objectives and Challenges
According to figures from the Office of the District Planning Secretary, net educational coverage in Bogotá for the basic and intermediates levels is above 80 percent. However, these average levels demonstrate notable disparities. For example, therefore, while Ciudad Bolívar, an area with a largely vulnerable population, has 77 percent coverage, Usaquén, an area with more favorable economic conditions, is 10 points higher with coverage of 87 percent. The educational disparities are not only in coverage but also in learning experiences. Thus, for example, while 40 percent of students from non-government (private schools) achieved a “superior” or “very superior” level in the 2008 ICFES (Instituto Colombiano para la Evaluación de la Educación, or Colombian Institute for the Evaulation of Education) tests, only 5 percent of the students in government (public) institutions reached such levels.
Given this situation, our objective is to assist the District of Bogotá in achieving greater equity and improving the quality of preschool, elementary, intermediate and upper-level education. Three detailed objectives to be worked on are: 1) Increase and improve access to education; 2) Increase retention and graduation levels; 3) Improve the quality of the educational services provided.
1) Increase in Access:
Twenty schools in geographic areas whose educational offerings are deficient relative to the current educational offerings and the demand for public education will be built, supplied and equipped, directly and by concession. The schools will be located in areas declared to be in social emergency by the District administration and that have a high incidence of low-resource areas.
2) Increase in retention and graduation levels:
- Conditional subsidies for academic attendance. Cash transfers are being financed for approximately 45.000 young people in levels 1 and 2 of the SISBEN (Sistema de Identificación de Potenciales Beneficiarios de Programas Sociales, or Identification System for Potential Social Program Beneficiaries), who are under age 19, who have finished their primary education. In 2006, 42.954 students benefited from the program; in 2007, the program served 46.038; in 2008, the program served 66,495; and in 2009, the program served 132,01 {sic}. During the last two years,, Acción Social (“Social Action”) of the office of Colombia’s president took part in the financing.
- Subsidies conditional on attending upper-level technical and technological courses in institutions of higher education and accredited careers. Transfers will be processed for approximately 830 high graduates from the lowest levels, targeted toward covering the costs of registration, transportation, materials and maintenance.
3) Improvement in the quality of educational services:
- Learning resources. In order to improve the development of competencies in all areas of knowledge and to supply a space for reading and training readers, the following will be financed:
(a) 20 libraries for 20 new schools, including book donations and pedagogical material for teachers and students, computer equipment and printers, a security system, and an automatic processing system,
(b) Integrated environments for science and technology learning (technological operators and information technology equipment).
Currently, all equipment supplies have been obtained by SED and have been given to the schools in the program as the civil works have been finalized. - Professional developments in the teaching and administrative areas. Financing will be provided for the necessary contextual training processes that target the specific objectives of the 20 schools in the SED’s new educational plans. Financing will also be provided for the Teacher Training Programs (Programas de Formación Docente, or PFPD) and master’s degree programs.
- Learning evaluations. This category includes the design application and evaluation of a pilot model for comprehensive evaluation of education in the 20 new schools, which will generate timely information about such areas as the institutions, student learning, administration and pedagogy, teaching practices, and academic atmosphere.
Objectives and Challenges
Despite Chile’s important progress in educational quality and equity of educational opportunity, the country has given priority to early child development and improvements in Early Childhood Education (Education Parvularia, or EP) as the most cost-effective strategy for helping close the opportunity gap at the outset while helping improve first-stage educational results.
Within this context, the Bank has supported the developments and consolidation of Chile’s childhood policies throughout the various governments. This was initially accomplished through studies and technical cooperation, and more recently through the development of support for the institutional and regulatory framework whose objective is to improve the quality and effectiveness of Early Childhood Education by strengthening the public institutional structure. This is supplemented by the Chilean government’s many recent investments in expanding access to Early Childhood Education. In particular, for 10 million dollars, the sectorial support program for policy will: (i) strengthen the institutional and regulatory framework for Early Childhood Education; (ii) strengthen the quality of Early Childhood Education financed with public funds; and (iii) strengthen the training and professional development system in order to improve the professional training and development of the professionals and technical workers who work with children.
Results expected: The project will support the gradual development and implementation of a group of regulatory and evaluatory instruments enabling Chile to consolidate an early childhood education program. Specifically, the program will develop: i) a registry system and standards for accreditation of public and private early childhood education centers; ii) standardized instruments to evaluate the cognitive process for children ages 0-6 years and their level of preparation for the first stage of elementary school; iii) competency profiles for the professional and technical staff who work with the children, which will establish a baseline and evaluate how effective the ongoing early childhood training programs are.
Objectives and Challenges
During the past 15 years, Brazil has invested numerous financial and institutional resources in improving access to and quality of the country’s basic education. Brazil began a new financing plan per student (FUNDEB, or Fundo de Manutenção e Desenvolvimento da Educação Básica, or Fund for Maintenance and Development of Basic Education), which guarantees a minimum amount per student and has made key contributions to reducing regional inequalities. The country has developed and consolidated a world-class national evaluation system and has consolidated the largest program of conditional transfers (Bolsa Familia) to help children and young people attend school. Today there is a national consensus that improving the quality of basic education is the major challenge. To achieve this goal, the government’s has developed national medium-term goal indicators. The challenge remaining is to change pedagogy and state and municipal networks to achieve these government and municipal school and network targets.
Within this context, the Bank has supported the Ministry of Education in identifying the best practices of intermediate-level education in the school and state network, which are currently the most critical in terms of results and academic progress, and which defines a major portion of the possibilities for academic and work-related success of young Brazilians. The US$750 Technical Cooperation grant has three principal objectives: i) develop a common methodology to identify effective secondary schools using the Index for Development of Basic Education (IDEB, its initials in Spanish), [and use] the national and state evaluations; ii) identify the determining factors and best practices associated with the educational results of the schools that contribute significantly to the success of their students; and iii) disseminate and publicize the best practices and lessons learned, both from national and international experiences, in order to provide feedback for the developments of the policies and programs targeted to improving the quality and relevance of intermediate level education in Brazil.
Results expected: As the results of the Bank’s technical cooperation,, workshops and seminars were held at the state’s national level in order to discuss the results of the research on effective schools in the state of Sao Paulo, Ceará, Paraná and Acre. The study is being published jointly by the Bank and the Ministry of Education, and the states and national publicity materials and tools to support the academics and pedagogy of the school principals and all of the State Secretaries of Education. In addition, the Bank organized an International Seminar on Best Practices in Secondary and Technical Education, with the support of the OECD and the participation of 10 countries, including Canada, the United States, Australia, England, France, Scotland, Chile and Uruguay. This enabled [the program] to disseminate and exchange cutting-edge experiences that enabled the dissemination and exchange of world-level cutting edge experiences with state and national authorities and officials in Brazil’s Intermediates Educational system. The Seminars’ case studies and materials will be posted on the Ministry of Education’s website.
Objectives and Challenges
During the past 15 years, Brazil has invested numerous financial and institutional resources in improving access to and quality of the country’s basic education. Brazil began a new financing plan per student (FUNDEB, or Fundo de Manutenção e Desenvolvimento da Educação Básica, or Fund for Maintenance and Development of Basic Education), which guarantees a minimum amount per student and has made key contributions to reducing regional inequalities. The country has developed and consolidated a world-class national evaluation system and has consolidated the largest program of conditional transfers (Bolsa Familia) to help children and young people attend school. Today there is a national consensus that improving the quality of basic education is the major challenge. To achieve this goal, the government’s has developed national medium-term goal indicators. The challenge remaining is to change pedagogy and state and municipal networks to achieve these government and municipal school and network targets.
Within this context, the Bank has supported the Ministry of Education in identifying the best practices of intermediate-level education in the school and state network, which are currently the most critical in terms of results and academic progress, and which defines a major portion of the possibilities for academic and work-related success of young Brazilians. The US$750 Technical Cooperation grant has three principal objectives: i) develop a common methodology to identify effective secondary schools using the Index for Development of Basic Education (IDEB, its initials in Spanish), [and use] the national and state evaluations; ii) identify the determining factors and best practices associated with the educational results of the schools that contribute significantly to the success of their students; and iii) disseminate and publicize the best practices and lessons learned, both from national and international experiences, in order to provide feedback for the developments of the policies and programs targeted to improving the quality and relevance of intermediate level education in Brazil.
Results expected: As the results of the Bank’s technical cooperation,, workshops and seminars were held at the state’s national level in order to discuss the results of the research on effective schools in the state of Sao Paulo, Ceará, Paraná and Acre. The study is being published jointly by the Bank and the Ministry of Education, and the states and national publicity materials and tools to support the academics and pedagogy of the school principals and all of the State Secretaries of Education. In addition, the Bank organized an International Seminar on Best Practices in Secondary and Technical Education, with the support of the OECD and the participation of 10 countries, including Canada, the United States, Australia, England, France, Scotland, Chile and Uruguay. This enabled [the program] to disseminate and exchange cutting-edge experiences that enabled the dissemination and exchange of world-level cutting edge experiences with state and national authorities and officials in Brazil’s Intermediates Educational system. The Seminars’ case studies and materials will be posted on the Ministry of Education’s website.
Objectives and Challenges
In the Dominican Republic, as in many other countries in the region, the quality of educational services available to the poor who live in scattered rural areas and in marginal urban neighborhoods and neighborhoods that are not poor is not equal.
Therefore, the Program for Equity in Basic Education is promoting targeted investments certain schools in rural and urban-marginal areas. The purpose is to improve the educational achievement of the most vulnerable populations, improve educational achievement for the most vulnerable populations, reduce educational gaps, and improve the efficiency, as well as fostering educational innovation.
In the schools selected, the appropriate educational models are being implemented to reduce the quantity of existing students and the diversity of levels that must be handled, according to the “Innovative Multigrade School,” or “Escuela Multigrado Innovada, ”or EMI, its initials in Spanish) pedagogical model. This includes attention to the urban-marginal areas through the “Programa de Apoyo a la Calidad Educativa” (“Support Program for Educational Quality, or PACE, its initials in Spanish). The goal is to establish school administrations that will promote pedagogical innovation and establish a system of educational management indicators that will facilitate decision-making.
The program must demonstrate results in the areas of (1) Multigrade Rural Education; (2) Educational Equity in Urban-Marginal areas; (3) Strengthening Educational Administration; and (4) Educational Innovation.
Objectives and Challenges
Mexico’s government has placed priority on expanding educational opportunities in order to reduce inequalities among social groups, close gaps and promote equity. CONAFE (Consejo Nacional de Fomento Educativo, or National Council for Educational Development) has established an educational option for thousands of children and young people in communities of fewer than 500 inhabitants whose marginal conditions do not allow for a regular educational program. The important successes have been compromised by the student educational results on the ENLACE (Evaluación Nacional del Logro Académico de Centros Escolares, or National Evaluation of School Academic Achievement. The test results show that approximately five of every 10 students in community courses have not achieved a high enough level in Spanish, mathematics and natural sciences, which means that they are not developing high enough skills in mathematics and comprehension. It also means that they are not developing enough skills needed for language use. The result is a low mastery of the curriculum. It will be impossible to overcome this situation without raising the profile of CONAFE’s teachers.
Since 1992, the Bank has supported Mexico in implementing national programs targeted toward compensating for inequalities between population groups that are most behind educationally. The current second phase of the Programa Integral de Educación Comunitaria, or Integrated Community Education Program (PIEC, its initials in Spanish) will invest US$100 million in strengthening training processes, teacher training and professional development of educational workers, as well as in their conditions of well-being and safety during their work periods, any ongoing service, and improvements to the quality of teaching processes and basic education, and 12 entities and 172 municipalities. This program will offer additional financial support to approximately 5,000 teachers in order to improve nutrition, transportation and lodging conditions for educational workers in order to provide improved pedagogical services that will provide better teaching and learning results.
In 2006, an agreement for a third-stage of financing for the Programa de Atención Integral a la Niñez, or Comprehensive Attention Program for Children (PAININ, its initials in Spanish). The Bank is financing US$15 million to expand and strengthen the program to 66 municipalities and 87,000 eligible children, and as well as to reinforce the attention model. The program’s objectives for this phase are: (i) reinforce PAININ’s comprehensive education, nutrition and training model through innovative programs; (ii) boost preschool education coverage in isolated and disperse communities; and (iii) develop the capacity to deliver comprehensive services and strengthen PAININ within the MIFAMILIA program, and to promote the program activities’ social and financial sustainability. We expect children to enter the system in a timely way with improved cognitive development, to see improved physical development in the population, mainly in anemia and malnutrition levels, to see improvements in MIFAN’s abilities to provide adequate services. At present, a new program phase for US$12.5 million is being prepared, with the support of the Bank.
Community Educators
Mexico improves the quality of education in small rural communities with the help of volunteers.
Objectives and Challenges
In order to mitigate the effects of poverty on the physical and cognitive development of highly vulnerable children, Nicaragua has been offering since I996 a comprehensive early childhood program in highly vulnerable municipalities for children ages 0-6 and their mothers, with the support of the Bank. Services include early stimulation programs, nutrition, child-rearing practices, health programs for pregnant and nursing women, and promotion of the civil registry.
In 2006, a third stage of financing for the Programa de Atención Integral a la Niñez (Comprehensive Childhood Attention Program, or PAININ, its initials in Spanish) including Bank financing for 15 million dollars in order to expand and strengthen the program to 66 municipalities and 87,000 children, and to strengthen the attention model. The Program’s objectives in this are: (i) reinforce the quality of the comprehensive PAININ education model through innovative programs in education, nutrition and training; (ii) expand coverage of preschool education in isolated and dispersed communities; and (iii) develop a capacity to deliver comprehensive services and strengthen PAININ’s work within the structure of MIFAMILIA, and promote activities that improve the programs’ financial and social sustainability. This program seeks to create timely impacts and improved cognitive developments for the formal educational system for children; to improve physical development, particular with regard to anemia and malnutrition, and improve MIFAN’s capabilities to provide services properly. A new financing stage for US$12.5 million is being prepared with the support of the Bank.
Objectives and Challenges
One of the main challenges of using ICTs in education is the lack of indicators that offer clear criteria and objective information that allow policy-makers to make informed decisions on how and why to fund ICTs in education-related initiatives. Projects often have not undergone rigorous evaluations, and in those instances where they have, ICT’s impact on student learning has not been the focus. Furthermore, since there is a wide variety of project designs, there is no common framework that is broad enough to include the diverse contexts where projects are carried out.
The overall objective of this technical cooperation is to provide LAC countries with knowledge products that will serve as a framework in the design, implementation and evaluation of ICT for Education Projects, and a set of indicators for monitoring and evaluation.
To achieve its objectives, the program will have the following components:
(1) Research: conduct in-depth research with practical / operational elements on the role of ICT in education, specifically one-to-one computing assessment and indicators.
(2) Dissemination of knowledge products: facilitate roundtable discussions to disseminate and discuss the research results with partner institutions and key stakeholders in the Region.
Objectives and Challenges
Uno de los principales retos en la utilización de las TIC en la educación es la falta de indicadores que ofrezcan criterios claros e información objetiva que permitan la adopción de decisiones informadas por parte de los responsables políticos en relación a cómo y por qué financiar las TIC en aquellas iniciativas relacionadas con la educación. Los proyectos a menudo no han sido sometidos a evaluaciones rigurosas, y en aquellos casos en que sí lo han sido, el impacto de las TIC en el aprendizaje de los estudiantes no ha sido el foco principal. Por otra parte, ya que existe una gran variedad en el diseño de los proyectos, no existe un marco común que sea lo suficientemente amplio como para incluir los diversos contextos en los cuales se llevan a cabo los proyectos.
El objetivo general de esta cooperación técnica es el de proporcionar a los países latinoamericanos y caribeños con productos de conocimiento que servirán como marco de referencia en el diseño, ejecución y evaluación de las TIC para los Proyectos de Educación, y un conjunto de indicadores de seguimiento y evaluación.
Para lograr sus objetivos, el programa tendrá los siguientes componentes:
(1) Investigación: realizar investigaciones en profundidad con elementos prácticos y operativos sobre el papel de las TIC en la educación, específicamente en la evaluación cara a cara de la informática y los indicadores.
(2) Difusión de los productos del conocimiento: facilitar los debates de mesa redonda para difundir y discutir los resultados de la investigación con las instituciones asociadas y los principales interesados en la Región.
Objectives and Challenges
Uno de los principales retos en la utilización de las TIC en la educación es la falta de indicadores que ofrezcan criterios claros e información objetiva que permitan la adopción de decisiones informadas por parte de los responsables políticos en relación a cómo y por qué financiar las TIC en aquellas iniciativas relacionadas con la educación. Los proyectos a menudo no han sido sometidos a evaluaciones rigurosas, y en aquellos casos en que sí lo han sido, el impacto de las TIC en el aprendizaje de los estudiantes no ha sido el foco principal. Por otra parte, ya que existe una gran variedad en el diseño de los proyectos, no existe un marco común que sea lo suficientemente amplio como para incluir los diversos contextos en los cuales se llevan a cabo los proyectos.
El objetivo general de esta cooperación técnica es el de proporcionar a los países latinoamericanos y caribeños con productos de conocimiento que servirán como marco de referencia en el diseño, ejecución y evaluación de las TIC para los Proyectos de Educación, y un conjunto de indicadores de seguimiento y evaluación.
Para lograr sus objetivos, el programa tendrá los siguientes componentes:
(1) Investigación: realizar investigaciones en profundidad con elementos prácticos y operativos sobre el papel de las TIC en la educación, específicamente en la evaluación cara a cara de la informática y los indicadores.
(2) Difusión de los productos del conocimiento: facilitar los debates de mesa redonda para difundir y discutir los resultados de la investigación con las instituciones asociadas y los principales interesados en la Región.
Objectives and Challenges
Uno de los principales retos en la utilización de las TIC en la educación es la falta de indicadores que ofrezcan criterios claros e información objetiva que permitan la adopción de decisiones informadas por parte de los responsables políticos en relación a cómo y por qué financiar las TIC en aquellas iniciativas relacionadas con la educación. Los proyectos a menudo no han sido sometidos a evaluaciones rigurosas, y en aquellos casos en que sí lo han sido, el impacto de las TIC en el aprendizaje de los estudiantes no ha sido el foco principal. Por otra parte, ya que existe una gran variedad en el diseño de los proyectos, no existe un marco común que sea lo suficientemente amplio como para incluir los diversos contextos en los cuales se llevan a cabo los proyectos.
El objetivo general de esta cooperación técnica es el de proporcionar a los países latinoamericanos y caribeños con productos de conocimiento que servirán como marco de referencia en el diseño, ejecución y evaluación de las TIC para los Proyectos de Educación, y un conjunto de indicadores de seguimiento y evaluación.
Para lograr sus objetivos, el programa tendrá los siguientes componentes:
(1) Investigación: realizar investigaciones en profundidad con elementos prácticos y operativos sobre el papel de las TIC en la educación, específicamente en la evaluación cara a cara de la informática y los indicadores.
(2) Difusión de los productos del conocimiento: facilitar los debates de mesa redonda para difundir y discutir los resultados de la investigación con las instituciones asociadas y los principales interesados en la Región.
Objectives and Challenges
Uno de los principales retos en la utilización de las TIC en la educación es la falta de indicadores que ofrezcan criterios claros e información objetiva que permitan la adopción de decisiones informadas por parte de los responsables políticos en relación a cómo y por qué financiar las TIC en aquellas iniciativas relacionadas con la educación. Los proyectos a menudo no han sido sometidos a evaluaciones rigurosas, y en aquellos casos en que sí lo han sido, el impacto de las TIC en el aprendizaje de los estudiantes no ha sido el foco principal. Por otra parte, ya que existe una gran variedad en el diseño de los proyectos, no existe un marco común que sea lo suficientemente amplio como para incluir los diversos contextos en los cuales se llevan a cabo los proyectos.
El objetivo general de esta cooperación técnica es el de proporcionar a los países latinoamericanos y caribeños con productos de conocimiento que servirán como marco de referencia en el diseño, ejecución y evaluación de las TIC para los Proyectos de Educación, y un conjunto de indicadores de seguimiento y evaluación.
Para lograr sus objetivos, el programa tendrá los siguientes componentes:
(1) Investigación: realizar investigaciones en profundidad con elementos prácticos y operativos sobre el papel de las TIC en la educación, específicamente en la evaluación cara a cara de la informática y los indicadores.
(2) Difusión de los productos del conocimiento: facilitar los debates de mesa redonda para difundir y discutir los resultados de la investigación con las instituciones asociadas y los principales interesados en la Región.
Objectives and Challenges
Uno de los principales retos en la utilización de las TIC en la educación es la falta de indicadores que ofrezcan criterios claros e información objetiva que permitan la adopción de decisiones informadas por parte de los responsables políticos en relación a cómo y por qué financiar las TIC en aquellas iniciativas relacionadas con la educación. Los proyectos a menudo no han sido sometidos a evaluaciones rigurosas, y en aquellos casos en que sí lo han sido, el impacto de las TIC en el aprendizaje de los estudiantes no ha sido el foco principal. Por otra parte, ya que existe una gran variedad en el diseño de los proyectos, no existe un marco común que sea lo suficientemente amplio como para incluir los diversos contextos en los cuales se llevan a cabo los proyectos.
El objetivo general de esta cooperación técnica es el de proporcionar a los países latinoamericanos y caribeños con productos de conocimiento que servirán como marco de referencia en el diseño, ejecución y evaluación de las TIC para los Proyectos de Educación, y un conjunto de indicadores de seguimiento y evaluación.
Para lograr sus objetivos, el programa tendrá los siguientes componentes:
(1) Investigación: realizar investigaciones en profundidad con elementos prácticos y operativos sobre el papel de las TIC en la educación, específicamente en la evaluación cara a cara de la informática y los indicadores.
(2) Difusión de los productos del conocimiento: facilitar los debates de mesa redonda para difundir y discutir los resultados de la investigación con las instituciones asociadas y los principales interesados en la Región.
Objectives and Challenges
Uno de los principales retos en la utilización de las TIC en la educación es la falta de indicadores que ofrezcan criterios claros e información objetiva que permitan la adopción de decisiones informadas por parte de los responsables políticos en relación a cómo y por qué financiar las TIC en aquellas iniciativas relacionadas con la educación. Los proyectos a menudo no han sido sometidos a evaluaciones rigurosas, y en aquellos casos en que sí lo han sido, el impacto de las TIC en el aprendizaje de los estudiantes no ha sido el foco principal. Por otra parte, ya que existe una gran variedad en el diseño de los proyectos, no existe un marco común que sea lo suficientemente amplio como para incluir los diversos contextos en los cuales se llevan a cabo los proyectos.
El objetivo general de esta cooperación técnica es el de proporcionar a los países latinoamericanos y caribeños con productos de conocimiento que servirán como marco de referencia en el diseño, ejecución y evaluación de las TIC para los Proyectos de Educación, y un conjunto de indicadores de seguimiento y evaluación.
Para lograr sus objetivos, el programa tendrá los siguientes componentes:
(1) Investigación: realizar investigaciones en profundidad con elementos prácticos y operativos sobre el papel de las TIC en la educación, específicamente en la evaluación cara a cara de la informática y los indicadores.
(2) Difusión de los productos del conocimiento: facilitar los debates de mesa redonda para difundir y discutir los resultados de la investigación con las instituciones asociadas y los principales interesados en la Región.
Objectives and Challenges
Uno de los principales retos en la utilización de las TIC en la educación es la falta de indicadores que ofrezcan criterios claros e información objetiva que permitan la adopción de decisiones informadas por parte de los responsables políticos en relación a cómo y por qué financiar las TIC en aquellas iniciativas relacionadas con la educación. Los proyectos a menudo no han sido sometidos a evaluaciones rigurosas, y en aquellos casos en que sí lo han sido, el impacto de las TIC en el aprendizaje de los estudiantes no ha sido el foco principal. Por otra parte, ya que existe una gran variedad en el diseño de los proyectos, no existe un marco común que sea lo suficientemente amplio como para incluir los diversos contextos en los cuales se llevan a cabo los proyectos.
El objetivo general de esta cooperación técnica es el de proporcionar a los países latinoamericanos y caribeños con productos de conocimiento que servirán como marco de referencia en el diseño, ejecución y evaluación de las TIC para los Proyectos de Educación, y un conjunto de indicadores de seguimiento y evaluación.
Para lograr sus objetivos, el programa tendrá los siguientes componentes:
(1) Investigación: realizar investigaciones en profundidad con elementos prácticos y operativos sobre el papel de las TIC en la educación, específicamente en la evaluación cara a cara de la informática y los indicadores.
(2) Difusión de los productos del conocimiento: facilitar los debates de mesa redonda para difundir y discutir los resultados de la investigación con las instituciones asociadas y los principales interesados en la Región.
Objectives and Challenges
Uno de los principales retos en la utilización de las TIC en la educación es la falta de indicadores que ofrezcan criterios claros e información objetiva que permitan la adopción de decisiones informadas por parte de los responsables políticos en relación a cómo y por qué financiar las TIC en aquellas iniciativas relacionadas con la educación. Los proyectos a menudo no han sido sometidos a evaluaciones rigurosas, y en aquellos casos en que sí lo han sido, el impacto de las TIC en el aprendizaje de los estudiantes no ha sido el foco principal. Por otra parte, ya que existe una gran variedad en el diseño de los proyectos, no existe un marco común que sea lo suficientemente amplio como para incluir los diversos contextos en los cuales se llevan a cabo los proyectos.
El objetivo general de esta cooperación técnica es el de proporcionar a los países latinoamericanos y caribeños con productos de conocimiento que servirán como marco de referencia en el diseño, ejecución y evaluación de las TIC para los Proyectos de Educación, y un conjunto de indicadores de seguimiento y evaluación.
Para lograr sus objetivos, el programa tendrá los siguientes componentes:
(1) Investigación: realizar investigaciones en profundidad con elementos prácticos y operativos sobre el papel de las TIC en la educación, específicamente en la evaluación cara a cara de la informática y los indicadores.
(2) Difusión de los productos del conocimiento: facilitar los debates de mesa redonda para difundir y discutir los resultados de la investigación con las instituciones asociadas y los principales interesados en la Región.
Objectives and Challenges
Uno de los principales retos en la utilización de las TIC en la educación es la falta de indicadores que ofrezcan criterios claros e información objetiva que permitan la adopción de decisiones informadas por parte de los responsables políticos en relación a cómo y por qué financiar las TIC en aquellas iniciativas relacionadas con la educación. Los proyectos a menudo no han sido sometidos a evaluaciones rigurosas, y en aquellos casos en que sí lo han sido, el impacto de las TIC en el aprendizaje de los estudiantes no ha sido el foco principal. Por otra parte, ya que existe una gran variedad en el diseño de los proyectos, no existe un marco común que sea lo suficientemente amplio como para incluir los diversos contextos en los cuales se llevan a cabo los proyectos.
El objetivo general de esta cooperación técnica es el de proporcionar a los países latinoamericanos y caribeños con productos de conocimiento que servirán como marco de referencia en el diseño, ejecución y evaluación de las TIC para los Proyectos de Educación, y un conjunto de indicadores de seguimiento y evaluación.
Para lograr sus objetivos, el programa tendrá los siguientes componentes:
(1) Investigación: realizar investigaciones en profundidad con elementos prácticos y operativos sobre el papel de las TIC en la educación, específicamente en la evaluación cara a cara de la informática y los indicadores.
(2) Difusión de los productos del conocimiento: facilitar los debates de mesa redonda para difundir y discutir los resultados de la investigación con las instituciones asociadas y los principales interesados en la Región.
Objectives and Challenges
Although various countries tendency to emphasize the formulation of national plans and strategies for Early Childhood Development (Desarrollo Infantil Temprano, or DIT, its initials in Spanish), there are few tools to systematically monitor and compare childhood development at the regional level prior to entering school.
Everyone would like to achieve results, but few have the necessary instruments to follow up and evaluate the progress necessary to make large-scale and possibly long-term policy decisions.
The lack of information about the variety of results related to childhood developments limits the government’s capacity to move forward and focus on programs that compensate or mitigate delays or deficiencies whose susceptibility is known.
Launched in December 2009 and inspired by the regents experiences with comparative medical learning, the PRIDI has proposed a regional program to compile and compare use of data and DIT results indicators. This will supply comparative regional information about young children and their families. It will also enable countries to comparatively evaluate progress in early childhood development, both at the national and regional levels. This will allow political dialogue between governments to identify the most easy, appropriate way to meet the needs of poor and marginalized children.
The project will supply high-quality information that will expand the understanding of the factors that influence the DIT, and serve as resources for identifying fields of action and attention. At the same time, it will improve each countries’ capacity to develop, conduct follow-up, and evaluate national DIT strategies and preparation, and create an empirical foundation for the regional debate about the condition of children under six and their families.
Objectives and Challenges
Si bien en varios países de la región existe una tendencia a poner mayor énfasis en la formulación de planes y estrategias nacionales de Desarrollo Infantil Temprano (DIT), existen pocas herramientas que permitan el monitoreo sistemático y la evaluación comparativa a nivel regional del desarrollo de los niños antes de su ingreso a la educación formal.
Todos buscan obtener resultados, pero pocos poseen los instrumentos necesarios para llevar a cabo el seguimiento y la evaluación de los progresos que permitan tomar decisiones de política a gran escala, con posibles implicaciones de largo alcance.
La falta de información acerca de la variabilidad de los resultados del desarrollo infantil dentro de cada país limita la capacidad de los gobiernos de llevar adelante y focalizar intervenciones que compensen o mitiguen las demoras o deficiencias cuya susceptibilidad ante los cambios es conocida.
Lanzado en diciembre de 2009 e inspirado en las experiencias de la región sobre mediciones comparativas de aprendizaje, el PRIDI propone un programa regional de compilación y uso de datos e indicadores comparables de resultados sobre el DIT. Esto proporcionará datos comparativos a nivel regional sobre la situación en la que se encuentran los niños pequeños y sus familias. Además permitirá que los países evalúen comparativamente los avances en materia de desarrollo infantil temprano, tanto a nivel nacional como regional. De esta manera, se facilitará el diálogo político entre los gobiernos para identificar la manera más adecuada de responder a las necesidades de los niños pobres y marginados.
El proyecto aportará datos de alta calidad que ampliarán la comprensión de los factores que influyen en el DIT, y servirán como recursos para la identificación de los campos de acción y atención. Al mismo tiempo mejorará la capacidad de cada país para desarrollar, dar seguimiento y evaluar estrategias nacionales de DIT y aprestamiento, y creará un fundamento empírico para el debate regional acerca de la situación de los niños menores de seis años y sus familias.
Objectives and Challenges
Si bien en varios países de la región existe una tendencia a poner mayor énfasis en la formulación de planes y estrategias nacionales de Desarrollo Infantil Temprano (DIT), existen pocas herramientas que permitan el monitoreo sistemático y la evaluación comparativa a nivel regional del desarrollo de los niños antes de su ingreso a la educación formal.
Todos buscan obtener resultados, pero pocos poseen los instrumentos necesarios para llevar a cabo el seguimiento y la evaluación de los progresos que permitan tomar decisiones de política a gran escala, con posibles implicaciones de largo alcance.
La falta de información acerca de la variabilidad de los resultados del desarrollo infantil dentro de cada país limita la capacidad de los gobiernos de llevar adelante y focalizar intervenciones que compensen o mitiguen las demoras o deficiencias cuya susceptibilidad ante los cambios es conocida.
Lanzado en diciembre de 2009 e inspirado en las experiencias de la región sobre mediciones comparativas de aprendizaje, el PRIDI propone un programa regional de compilación y uso de datos e indicadores comparables de resultados sobre el DIT. Esto proporcionará datos comparativos a nivel regional sobre la situación en la que se encuentran los niños pequeños y sus familias. Además permitirá que los países evalúen comparativamente los avances en materia de desarrollo infantil temprano, tanto a nivel nacional como regional. De esta manera, se facilitará el diálogo político entre los gobiernos para identificar la manera más adecuada de responder a las necesidades de los niños pobres y marginados.
El proyecto aportará datos de alta calidad que ampliarán la comprensión de los factores que influyen en el DIT, y servirán como recursos para la identificación de los campos de acción y atención. Al mismo tiempo mejorará la capacidad de cada país para desarrollar, dar seguimiento y evaluar estrategias nacionales de DIT y aprestamiento, y creará un fundamento empírico para el debate regional acerca de la situación de los niños menores de seis años y sus familias.
Objectives and Challenges
Si bien en varios países de la región existe una tendencia a poner mayor énfasis en la formulación de planes y estrategias nacionales de Desarrollo Infantil Temprano (DIT), existen pocas herramientas que permitan el monitoreo sistemático y la evaluación comparativa a nivel regional del desarrollo de los niños antes de su ingreso a la educación formal.
Todos buscan obtener resultados, pero pocos poseen los instrumentos necesarios para llevar a cabo el seguimiento y la evaluación de los progresos que permitan tomar decisiones de política a gran escala, con posibles implicaciones de largo alcance.
La falta de información acerca de la variabilidad de los resultados del desarrollo infantil dentro de cada país limita la capacidad de los gobiernos de llevar adelante y focalizar intervenciones que compensen o mitiguen las demoras o deficiencias cuya susceptibilidad ante los cambios es conocida.
Lanzado en diciembre de 2009 e inspirado en las experiencias de la región sobre mediciones comparativas de aprendizaje, el PRIDI propone un programa regional de compilación y uso de datos e indicadores comparables de resultados sobre el DIT. Esto proporcionará datos comparativos a nivel regional sobre la situación en la que se encuentran los niños pequeños y sus familias. Además permitirá que los países evalúen comparativamente los avances en materia de desarrollo infantil temprano, tanto a nivel nacional como regional. De esta manera, se facilitará el diálogo político entre los gobiernos para identificar la manera más adecuada de responder a las necesidades de los niños pobres y marginados.
El proyecto aportará datos de alta calidad que ampliarán la comprensión de los factores que influyen en el DIT, y servirán como recursos para la identificación de los campos de acción y atención. Al mismo tiempo mejorará la capacidad de cada país para desarrollar, dar seguimiento y evaluar estrategias nacionales de DIT y aprestamiento, y creará un fundamento empírico para el debate regional acerca de la situación de los niños menores de seis años y sus familias.
Objectives and Challenges
Si bien en varios países de la región existe una tendencia a poner mayor énfasis en la formulación de planes y estrategias nacionales de Desarrollo Infantil Temprano (DIT), existen pocas herramientas que permitan el monitoreo sistemático y la evaluación comparativa a nivel regional del desarrollo de los niños antes de su ingreso a la educación formal.
Todos buscan obtener resultados, pero pocos poseen los instrumentos necesarios para llevar a cabo el seguimiento y la evaluación de los progresos que permitan tomar decisiones de política a gran escala, con posibles implicaciones de largo alcance.
La falta de información acerca de la variabilidad de los resultados del desarrollo infantil dentro de cada país limita la capacidad de los gobiernos de llevar adelante y focalizar intervenciones que compensen o mitiguen las demoras o deficiencias cuya susceptibilidad ante los cambios es conocida.
Lanzado en diciembre de 2009 e inspirado en las experiencias de la región sobre mediciones comparativas de aprendizaje, el PRIDI propone un programa regional de compilación y uso de datos e indicadores comparables de resultados sobre el DIT. Esto proporcionará datos comparativos a nivel regional sobre la situación en la que se encuentran los niños pequeños y sus familias. Además permitirá que los países evalúen comparativamente los avances en materia de desarrollo infantil temprano, tanto a nivel nacional como regional. De esta manera, se facilitará el diálogo político entre los gobiernos para identificar la manera más adecuada de responder a las necesidades de los niños pobres y marginados.
El proyecto aportará datos de alta calidad que ampliarán la comprensión de los factores que influyen en el DIT, y servirán como recursos para la identificación de los campos de acción y atención. Al mismo tiempo mejorará la capacidad de cada país para desarrollar, dar seguimiento y evaluar estrategias nacionales de DIT y aprestamiento, y creará un fundamento empírico para el debate regional acerca de la situación de los niños menores de seis años y sus familias.
Objectives and Challenges
At the preschool level, the region’s educational systems are more focused on developing reading and writing capabilities than on mathematics. One possible explanation is that educators and researchers as much as parents are more concerned about developing language than quantitative skills in preschool children.
Research about numerical understanding during early childhood indicates that free-form game playing is not enough for children to fully develop their potential in mathematics; which is what they need adults orientation. In addition, early developments of numeric concepts are essential in order to establish positive attitudes toward mathematics.
In response to this situation, the Bank is supporting the development and implementation of an early mathematics program for preschool-age children. Nearly 4,000 children and 400 principals and teachers will benefit from this plan. The teachers will receive intensive training and tutoring in order to help them understand and implement the program in their classrooms. This pilot plan will be implemented during the academic year in the department of Cordillera in Paraguay.
Objectives and Challenges
Argentina has made significant progress in access to and coverage of the academic-age population, and it is among the countries with the best indicators in Latin America and the Caribbean. But looking past the successes achieved, many children and young people, most of whom live in rural areas, have not achieved satisfactory graduation rates, nor have they acquired the knowledge and skills that would enable them to compete in a globalized world.
The poor educational achievements in natural sciences and mathematics are of particular concern. According to the Programa de Evaluación Internacional de Escolares, or International Academic Evaluation Program (PISA, its initials in Spanish), Argentina is considerably behind in secondary education. This position is below that of countries in the Organization for Cooperation and Economic Development (OECD), as well as the income of countries similar to or less than that of Argentina.
In 2006, Argentina occupied position 53 in mathematics and 51 in sciences, in a ranking of 57 countries. These results show that Argentina fell in two areas with regard to its participation in PISA 2000, and is behind compared with other countries in the region.
In response to young peoples’ low learning levels in natural sciences and mathematics, the government of Argentina declared the year 2008 to be the “Año de la Enseñanza de las Ciencias,” (Science Teaching Year), making this issue into an educational policy priority. Within the framework of this initiative, the Ministry of Education has requested IDB support for a pilot program that can create important information about different pedagogical points of view. This program is enabling 13.000 primary-grade students to benefit from two models of teaching natural sciences and one for mathematics.
Jugando se aprende más
En un esfuerzo por mejorar el rendimiento en ciencias naturales y matemáticas, estudiantes argentinos de primaria aprenden experimentando, creando y no memorizando gracias a unos programas pilotos del BID.
Objectives and Challenges
Most educational systems must account for their effectiveness, quality and equity. Studies based on examinations that measure academic achievement, whether for life competencies or skills, or for curricular content, have been disseminated widely. At this point, the results are part of the agenda for the educational political policy of governments, multilateral organizations and civil society.
If the academic results are relevant for identifying the factors that best explain the variations in the students’ academic achievements, it is equally important to best explain the variations in student academic performance in school settings, which are managed through educational policy. This is how the relevance of such factors as academic environment and pedagogical performance of teachers in the classroom has been ackowledged.
The SERCE Video study analyzes instructional models for teaching the final mathematics and sciences sequences in primary education. The study’s main goals are: identify the typical pedagogical models used in mathematics and sciences classes for the final primary-level sequence in three Latin American countries; characterize the pedagogical models related to qualitative aspects, based on registries of video recordings as well as quantitative aspects, based on teacher descriptions and registries of instructions from principals, trainers, coworkers, teachers or researchers; and include the consistency of instructional models identified with the main pedagogical principals supported by each country’s educational policies.
Objectives and Challenges
La mayor parte de los sistemas educativos están siendo sometidos a procesos de rendición de cuentas sobre su efectividad, calidad y equidad. En este sentido, los estudios basados en exámenes que miden el aprovechamiento académico, ya sea en competencias o habilidades para la vida o en contenidos curriculares, se han diseminado ampliamente, y la consideración de sus resultados ya forma parte de la agenda de la política educativa de los gobiernos, de los organismos multilaterales, y de la propia sociedad civil.
Si bien los resultados de aprovechamiento académico son relevantes es igualmente importante identificar los factores que mejor explican las variaciones en los logros académicos de los alumnos, especialmente aquellos agentes instalados en la operación de sistemas educativos, que son manejables por los dispositivos de política educativa. Es así que se ha reconocido la relevancia de factores como el ambiente escolar y el desempeño pedagógico de los docentes en el aula.
El estudio SERCE Video busca analizar los modelos instruccionales en la enseñanza de matemática y de ciencias correspondientes al último ciclo escolar de la educación primaria. Los principales objetivos del estudio son: identificar los modelos pedagógicos típicos desplegados en lecciones de ciencias y matemática, correspondientes al ciclo escolar terminal de primaria de tres países latinoamericanos; caracterizar los modelos pedagógicos relacionados con aspectos cualitativos, basándose en registros realizados a partir de video grabaciones, así como cuantitativos, con base tanto en descripciones de los docentes mismos como en registros de las prácticas instruccionales realizadas por sus directivos, capacitadores, compañeros, maestros o investigadores; apreciar la consistencia de los modelos instruccionales identificados con los principios pedagógicos sostenidos por las políticas educativas vigentes en cada país.
Objectives and Challenges
La mayor parte de los sistemas educativos están siendo sometidos a procesos de rendición de cuentas sobre su efectividad, calidad y equidad. En este sentido, los estudios basados en exámenes que miden el aprovechamiento académico, ya sea en competencias o habilidades para la vida o en contenidos curriculares, se han diseminado ampliamente, y la consideración de sus resultados ya forma parte de la agenda de la política educativa de los gobiernos, de los organismos multilaterales, y de la propia sociedad civil.
Si bien los resultados de aprovechamiento académico son relevantes es igualmente importante identificar los factores que mejor explican las variaciones en los logros académicos de los alumnos, especialmente aquellos agentes instalados en la operación de sistemas educativos, que son manejables por los dispositivos de política educativa. Es así que se ha reconocido la relevancia de factores como el ambiente escolar y el desempeño pedagógico de los docentes en el aula.
El estudio SERCE Video busca analizar los modelos instruccionales en la enseñanza de matemática y de ciencias correspondientes al último ciclo escolar de la educación primaria. Los principales objetivos del estudio son: identificar los modelos pedagógicos típicos desplegados en lecciones de ciencias y matemática, correspondientes al ciclo escolar terminal de primaria de tres países latinoamericanos; caracterizar los modelos pedagógicos relacionados con aspectos cualitativos, basándose en registros realizados a partir de video grabaciones, así como cuantitativos, con base tanto en descripciones de los docentes mismos como en registros de las prácticas instruccionales realizadas por sus directivos, capacitadores, compañeros, maestros o investigadores; apreciar la consistencia de los modelos instruccionales identificados con los principios pedagógicos sostenidos por las políticas educativas vigentes en cada país.
Objectives and Challenges
Although Mexico has made major progress in expanding access to education and extending coverage to the student population, its ratings in international standardized tests have been low. In addition to is in effect on the country’s potential levels of development, this problem is particularly serious for mathematics.
As part of the efforts to meet this challenge, Mexico’s government and the Inter-American Development Bank have devised the ALI pilot incentives program, based on student performance.
The program’s goal is to design, implement and carry out an experimental evaluation of the innovative incentive scheme, in order to harmonize the efforts of principals, teachers and students to improve mathematics performance.
The results of the pilot plan will be valuable both for the Mexican government’s Reforma de la Educación Media Superior (Intermediate-Level Educational Reform) and for other countries that are considering restructuring the system in order to improve academic results.
During the plan’s three years, three alternative projects involving monetary incentives that promote the participation of everyone active in school activities will be examined in order to improve student performance, including that of the most vulnerable students.
Objectives and Challenges
Con el fin de mejorar la equidad de la educación primaria y contribuir a cerrar la brecha existente en las oportunidades educativas de los niños y niñas pertenecientes a distintos estratos de ingreso, el Ministerio de Educación de la provincia de Río Negro comenzó a desarrollar experiencias de escuelas con jornada extendida, consistentes en la reorganización de la actividad escolar con el dictado habitual de los espacios curriculares y, en contra turno, el desarrollo de talleres, en los que se incorporan actividades relacionadas con el arte, el idioma inglés, la informática, las ciencias, la expresión, el teatro, los títeres y las danzas típicas, entre otros.
A efectos de extender la propuesta a nuevas instituciones, el Banco Interamericano de Desarrollo y el Gobierno provincial pusieron en marcha el Programa de Jornada Escolar Extendida en escuelas de primaria, con el que se procura garantizar más y mejor tiempo escolar a los alumnos en condiciones de vulnerabilidad social y educativa. Para ello, se financiará la construcción de 17 nuevas escuelas, la ampliación o rehabilitación de 70 escuelas existentes y la dotación de su equipamiento. Asimismo, se realizan acciones de fortalecimiento de la capacidad de los equipos docentes y directivos, en aspectos pedagógicos y de gestión, y de la gestión institucional del sistema, incluyendo el reconocimiento a la mejora en el desempeño educativo.
Las metas del Programa incluyen:
- la matriculación en escuelas de jornada extendida de al menos un 27% de los alumnos de primaria rionegrinos;
- la disminución de las tasas de repetición y de sobre-edad en un 30 y 20%, respectivamente, en relación con el grupo de comparación;
- la mejora promedio del 5% en los resultados de las pruebas estandarizadas de aprendizaje de los alumnos de escuelas de jornada extendida respecto del grupo de comparación.
Objectives and Challenges
Objectives and Challenges
Objectives and Challenges
Objectives and Challenges
Objectives and Challenges
Objectives and Challenges
Education projects that take place in one country
Education projects that take place in more than one country
