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

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

In Argentina, the data from the first national evaluation of educational quality indicate that teachers obtain the best working conditions and highest salaries in schools for middle and upper middle class students, both in the public and private system. They have greater possibilities for training and developing lifelong skills than their colleagues from schools serving poor children (Cervini and Tenti Fanani 1996). The low initial abilities of the teachers and fewer chances for in-service training in schools for poor children lead to the obvious result is that the best teachers are found where there are the best students, those who come from social groups that have the most economic and cultural capital. This perverse assignment of material and human resources contributes to a vicious circle of poverty (Tenti Fanfani 1995b), in which the poverty of families leads to the poverty of educational attainments, indicated by inadequate learning leading to grade repetition and dropout.


Notes
1.
In response to a 1993 survey, almost 40 percent of primary school teachers said that they would choose another profession, indicating the great crisis in the profession ( Braslavsky and Birgin 1994).
2.
Toward the end of 1992, the bulk of the teacher training system depended on DIFOCAD (Dirección de Formación y Capacitación Docente del Ministerio de Cultura, y Educación de la Nación).

References

Birgin, A. 1997. Las regulaciones del trabajo de ensehar. Vocación, estado y mercado en la configuración de la docencia.Tesis de Maestria. FLACSO (Facultad Latinoamericana de Ciencias Sociales). Buenos Aires.

Bonder, G. 1997. La formacióndocente como clave de la reforma educativa: qué, cómo y hacia dónde orientarla. Inédito. Buenos Aires.

Braslavsky, C., and A. Birgin. 1994. "Quiénes enseṅn la Argentina." In Proyecto principal de educación en América Latina Y el Caribe. Santiago de Chile: OREALC/UNESCO: Bulletin no. 34, August.

Carnoy, M., and C. De Moura Castro. 1995. Reforma educativas en América latina, Documento presentado al seminario sobre reformas educativas, organizado por el BID en Buenos Aires. Buenos Aires.

Cervini, R., and E. Tenti Fanfani. 1996. Caracteristicas del maestro y rendimiento escolar de los alumnos. lnédito. Buenos Aires: UNICEF.

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

Diario Clarin. 1997. July 27.

Diker, G., and F. Terigi. 1994. Panorama de la formación docente en la Argentina. Buenos Aires: Ministerio de Cultura. y Educación (Dirección Nacional de Cooperación Intemacional)/Organización de los Estados Americanos.

Fernandez, M. A., M. L. Lemos, and D. L. Wiṅar. 1997. La Argentina Fragmentada: Elcaso de la education. Buenos Aires: Mino y Davila Editores.

Lumi, S. 1997. El Sistema educativo en la ciudad autónoma de Buenos Aires. Serieestudios No. 20 (julio) CECE, Buenos Aires.

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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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