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

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

of most systems of education across the region. In addition, contrary to the conditions in other countries in Latin America, the Escuela Nueva effort was focused on the rural population and its efforts were directed at increasing the social and economic opportunities of an unprivileged sector of the population, since in Latin America, education is highly subsidized by the state but mostly the wealthy benefit as roughly half of the children that enter school never go beyond fifth grade.


Conclusion

When viewed in terms of repetition and dropout rather than initial access, the grim reality that primary education indicators portray is that compulsory education laws and tuition-free primary schooling are not sufficient to achieve equity and quality. The chief strategy of international organizations has been to fund non-formal community school projects and local partnerships, and this has permitted the people involved to develop some interesting new solutions. For the first time, Latin America is experimenting with models of educational change that are not centrally controlled. We are left, however, with a troubling question: How will the learning that is happening in these disparate projects across the region influence the prospects of a better education for the millions of Latin American children unable to benefit from the newly initiated reforms?

The trends toward decentralization and decreased social spending could severely disrupt the previous two decades of increasing educational opportunities for children in Latin America. As we approach the end of the decade, the continuation of this trend is increasing the risk of marginalization for the poor in these societies. For that reason, international organizations are focusing their educational efforts on providing health and education to the poorest in society.


References

Delors, Jacques. 1996. Learning: The Treasure Within. Report to UNESCO of the International Commission on Education for the Twenty-First Century. Paris: UNESCO.

International Labour Organization. 1996. Impact of Structural Adjustment on the Employment and Training of Teachers. Geneva: ILO.

Mogallón, Oscar. 1998. New Knowledge: Studies in Girls' Education. Paper presented at the conference entitled "Educating Girls: A Development Imperative." International Trade Center, Washington, DC, May 6-8.

Naciones Unidas. Comisión Económica para América Latino y el Caribe. 1996. Rol estratégico de la educación media para el bienestar y la equidad. LC/G. 1919. Santiago de Chile: CEPAL.

Psacharopoulos, George, Carlos Rojas, and Eduardo Vélez. 1993. "Achievement Evaluation of Colombia's Escuela Nueva: Is Multigrade the Answer?" Comparative Education Review 37, no. 3: 263-276.

Rosenberg, Fúlvia. 1997. Educação, gênero e raça. Paper presented at the XX International Congress of the Latin American Studies Association. Guadalajara, Mexico, April 17-19.

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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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