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

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

in the learning of the least favored students. In the case of Learning Is Sweet, the average unit direct cost per year per beneficiary in this program is $514.70. If the direct and indirect population of children impacted by the program is taken into account, the average unit cost per child is around $20 per year. 2

The decision of investing to reduce inequity requires understanding that the change occurs slowly, because it is a change of cultural models, of governing principles.

In the Learning Is Sweet program, the poor sector families showed not only their sensitivity to assuming their educational responsibilities, but also their capacity to carry them out. Nevertheless, it was the schools that decided the areas in which they could develop their educational capacities. It is therefore necessary to ligitimate the families' educational role and therefore their rights and responsibilities in the formal education of their children.

Moreover, the directors' management of the schools with difficult conditions in both programs shows that in addition to continuous training of teachers, a specific high level training of school directors is required.

The policy decisions to approach equity also must consider the importance of making visible the role of ethical principles and values in the distinct levels of society. The educational system has a fundamental place, stimulating the learning of ethical attitudes and behaviors related to respect for differences, non-discrimination, autonomy, and solidary cooperation. It is this that could re-situate its relevance in the interrelation with the achievement of cognitive, affective and social competencies and contribute to making equity a motor of society's development.


Notes
1.
The Rural MECE Program is the comprehensive program implemented by the central Ministry to attend to the needs of the rural schools with one, two, or three teachers. The program includes training and technical assistance by Ministry supervisors, specialized assistance in curricular areas, improvement of school infrastructure, provision of educational resources (libraries and textbooks), and the organization of meetings among teachers of different schools in order to break the isolation experienced by rural teachers.
2.
In the program there were twenty-five indirect beneficiaries for each direct beneficiary or participant. Learning Is Sweet was implemented among 242 adults (teachers and parents) who are considered the direct beneficiaries. All of the students are considered as indirect beneficiaries, as well as the teachers and parents who attended the activities in the different schools without having participated in the training sessions of the program itself.

References

Cardemil, C., and M. Latorre. 1992. El programa de las 900 escuelas: ejes de la gestión y evaluación de su impacto. UNESCO: Santiago de Chile. Marzo.

----. 1997. Informe final. Procesos y resultados del programa mejorando la calidad de los aprendizajes: Un desafio para la familia y la escuela. Aprender es Dulce. Santiago de Chile: CIDE.

-161-

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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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