| Titel: | A comparative analysis of school-based management in Central America |
| weiterer Titel: | World Bank Working Paper No. 72 |
| AutorIn: | Emanuela Di Gropello |
| Herausgebende Institution: | World Bank (IBRD) - Banco Mundial |
| Erscheinungsort (Land): | United States of America |
| Schlagworte - Thesaurus für wirtschaftliche und soziale Entwicklung: | Bildungsforschung; Bildungspolitik; Bildungsreform; Landbevölkerung; Lehrer; Schüler; Schulmodell; Schulreform |
| DDC: | Erziehung, Schul- und Bildungswesen; Bildungspolitik und -finanzierung |
| Ressourcentyp: | Bericht, Studie, Aufsatz |
| Region / Land: | El Salvador; Guatemala; Honduras; Nicaragua |
| Sprache: | English |
| Beschreibung / Abstract: (dem Dokument entnommen)
| This paper provides a comparative analysis of school-based management reforms in
four Central American countries (EDUCO in El Salvador, PRONADE in Guatemala,
PROHECO in Honduras, and Centros Autonomos in Nicaragua). It starts by providing
a characterization of the models and then reviews how they have expanded community
participation and empowerment and school decisionmaking autonomy. It then continues
by analyzing the impact of community and school empowerment on the teaching-learning
process, including measures of teacher effort; and assesses the impact of the models on
several educational outcomes, relating this impact with the teaching-learning environment
and community empowerment. Finally, the paper attempts to explain the impact of the
reforms by discussing how variations in reform design, country contexts and actors’ assets
can explain differences and similarities in result.
The key conclusion of the paper is that school-based management models have led
generally to greater community empowerment and teacher effort, resulting in: (a) a better
use of the existing limited capacity of teachers and schools1; (b) higher coverage in rural
areas; (c) somewhat better student flows; and (d) learning outcomes at least as high as in
traditional schools (while community-managed schools are generally established in the
poorest and most isolated rural areas2). Nonetheless, the models rank poorly in terms of
teacher education and experience, adoption of active/innovative teaching methodologies
and substantive and supportive teacher involvement in the schools. Reform design and
implementation context are crucial determinant of these and other results.
A second set of key conclusions of the report is that the impact of community-based
schooling on student flows and learning outcomes could be greatly enhanced by a set of
specific actions, which largely aim at setting up the conditions for pedagogical improvement,
improved management and empowerment at the local level, and sustainability of
the mode |
| ©: | World Bank (IBRD) - Banco Mundial |
| URL: | http://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2006/02/01/000090341_20060201114020/Rendered/PDF/350360A0Compar1chool01OFFICIAL0USE1.pdf |
| ISSN / ISBN: | 0-8213-6526-6 |
| Erscheinungsjahr: | 2006 |
| übergeordnete Seite: | http://www.worldbank.org |
| Archivkopie - 1: | http://www.cibera.de/fulltext/19/19152/external/default/WDSContentServer/WDSP/IB/2006/02/01/000090341_20060201114020/Rendered/PDF/350360A0Compar1chool01OFFICIAL0USE1.pdf |
| Dokumentenart: | text |
| Liefernde Institution: | IIK |
