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

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

during the 1980s. Almost independent of the political priorities that have changed with each decade, the educational system has maintained a fairly high growth rate, except at the high school level. Throughout, education has continued to be highly relevant in the perceptions of the society at large. This is demonstrated in the growth in average years of schooling, in the growing private expenditures on education, and in the decrease in dropout rates from basic education.

Despite the expansion in the supply of education, there are still a significant number of children who never enter school or dropout before finishing primary school. This is especially true in rural areas and poor urban zones. In 1996-97 the terminal efficiency rate for primary school was up to slightly over three-fifths of the children that began six years before. The secondary school absorption index showed a recent increase up to 87 percent, but still remains a long way from universal, which is implicit in extending compulsory education to include secondary school. At the other extreme in educational distribution, the growing social demand for mid-level and higher education, coupled with its high rates of return for economic output in Mexico ( Bracho and Zamudio 1994; Psacharopoulos et al. 1996) will make it politically expedient to expand the supply at that level.

The problem of education is important in social research to the degree that new economic policies and the changes in the level of policy, together with the growing concentration of national income and the search for ways to increase employment, require focusing on conditions for an effective distribution of education as one of the ways of solving the problems of poverty, unemployment, and growth.


Notes
1.
The data are taken from Secretaria. de Educación Pública 1997.
2.
The methodology and most general results of the analysis of education in the census of 1990 are found in Bracho ( 1998). The analysis is based on a survey of 1 percent of individuals and tries to generate an educational regionalization based on the educational distribution of the states in Mexico. In sum, the entities covered by each geographic region that is the product of that analysis are:
North Pacific: Baja California, Baja California Sur, and Sonora
North: Coahuila, Chihuahua, Nuevo Le6n, and Tamaulipas
Capital: Federal District
West Center: Aguascalientes, Colima, Durango, Nayarit, and Sinaloa
Center: State of Mexico, Morelos, Querétaro, and Tlaxcala
Center-Periphery: Guanajuato, Hidalgo, Michoacin, Puebla, San Luis Potosá, Vera-
cruz, and Zacatecas
South: Chiapas, Guerrero, and Oaxaca
Southeast: Campeche, Quintana Roo, Tabasco, and Yucatán
3.
Guanajuato and Puebla, in the Center-Periphery; Chiapas and Guerrero in the South; and Yucatán in the Southeast.

-116-

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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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