Schooling for Success: Preventing Repetition and Dropout in Latin American Primary Schools

By Laura Randall; Joan B. Anderson | Go to book overview

of autonomy in state schools form a new profile of educational management that encompasses certain legal and pedagogical parameters that are compatible with innovations ( Mello 1995a). Finally, and perhaps the most important item: decentralization strongly invested in giving the school the capability to function effectively in autonomous and democratic ways. This investment includes activities ranging from training courses to advice for elaborating project management. Unhappily, we have not yet found the mechanisms more capable of producing the same effect of competent participation by the members of the school community. The community includes not only the school council but also all the students, parents, teachers, and employees of the school.

No less important, the SEE established permanent auditing systems that function both for programs and for specific components of the programs, as is the case of the process of decentralized purchasing. In addition to the General Audit of public accounts, carried out by the Tribunal de Contas, the programs of the Secretariat of Education undergo three kinds of evaluation: an accounting audit by an independent auditor, a qualitative evaluation by groups of specialized consultants, and a series of opinion research surveys carried out particularly in the programs of teacher training. At the suggestion of the Secretariat itself, the most important indicator of adequate realization of its initiatives is the improvement of the index of student achievement obtained in the state and national tests.

The most significant factor in the decentralization process conducted by the state government is the existence of a sufficiently clear and defined project, looking toward the transfer of resources and the democratization of decisions without losing effective control over the content of education supplied, the rules of school system functioning and correct procedures. It is the SEE itself that defines goals and programs, establishing the levels of quality and knowledge to which the student should have access. Permanent assistance to and integration with the municipalities guarantees that the decentralizing process would not be barely a reduction of costs but a real attempt to bring public school closer to the community that it serves.


Bibliography

Albano, Celina, and Valéééria Pena. n.d. Educaço -- Colegiado -- Relatório de Pesquisa. Unpublished research report

Albano, Celina, and Valéria Junho. 1995. "Colegiado: a comunidade dentro da escola." Mimeo

Castro, Cláudio Moura, and Martin Camoy. 1997. "Como anda a reforma da educaço na América Latina?" Rio de Janeiro: Editora da FGV

Fundaço João M. G. Pinheira 1995. "Autonomia escolar: uma estratégia de avaliaço." Belo Horizonte: Relatório final, Mimeo

Gomes, Cândido Alberto. 1994: "Gestão participativa nas escolas: resultados e incógnitas." In Gestão escolar: desafios e tendências, Série IPEA, 145. Edited by José Amaral Sobrinho, Antônio Xavier, and Fátima Marra. Brasilia: IPEA

Jornal Do Brasil. Special edition for 1997. encarte especial em 02 de novembro de 1997

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Schooling for Success: Preventing Repetition and Dropout in Latin American Primary Schools
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • List of Tables and Graphs ix
  • Acknowledgments xiii
  • Part I - Introduction and Overview 1
  • References 22
  • Notes 31
  • References 31
  • References 42
  • Note 50
  • General References 51
  • References 59
  • Part II - Basic Education Systems 61
  • Notes 73
  • General Bibliography 73
  • Notes 87
  • References 101
  • Notes 116
  • References 117
  • Part III - Repetition and Dropout: Measurement and Programs 119
  • Note 140
  • References 140
  • Notes 150
  • References 150
  • Notes 161
  • References 161
  • Bibliography 174
  • Part IV - Decentralization 177
  • Bibliography 199
  • General References 209
  • Notes 225
  • General References 226
  • Part V - Curriculum 227
  • Bibliography 244
  • Bibliography 255
  • Part VI - Teaching Conditions: Training and Salaries 263
  • Notes 275
  • References 275
  • General References 289
  • Note 299
  • General References 300
  • Notes 307
  • Biblography 307
  • Part VII - Conclusion 309
  • About the Editors and Contributors 317
  • Index 325
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