Secondary Education in Rural Areas. Relevance of the study of this issue
|
|
- Shona Harris
- 6 years ago
- Views:
Transcription
1 Oficina Regional de Educación para América Latina y el Caribe UNESCO Santiago OREALC/2003/PI/H/7 Original: Spanish Secondary Education in Rural Areas. Relevance of the study of this issue Beatriz Macedo, Regional specialist OREALC/UNESCO-Santiago Raquel Katzkowicz, consultant Francisco Adriazola, consultant Santiago de Chile, 2003
2 Secondary Education in Rural Areas Relevance of the study of this issue Beatriz Macedo Regional Specialist OREALC/UNESCO-Santiago Raquel Katzkowicz Consultant Francisco Adriazola Consultant In some Latin American countries there is reasonable coverage of basic, or primary education in rural areas. This statement cannot be generalized, however, since if anything characterizes this region it is its heterogeneity. But, when we look at the question of secondary education, the situation is quite different. In Latin American rural areas, young people lack real opportunities to allow them to continue their personal development and to prepare for the workplace. The high secondary school coverage and drop-out rates are indications of the lack of meaning that students find in curricular content compared to the realities of their environment. Moreover, the problem is linked with a significant exodus of the younger population from rural areas and the resulting decrease of school enrollment at this level. Education is important in the development plans of rural communities. Such planning involves an interaction with other specific factors directed toward a common objective - to decrease the marginalization of these communities and the avoid movement of the population toward urban areas in search of better living conditions. In most countries, this results in the creation of belts of poverty around urban centers. Moreover, in many of the countries of the region, rural areas are populated with native peoples who, in general, are deprived of essential services, including education. All of the above indicates that rural areas lack equal opportunities and are examples of the great inequalities that persist in our region. We ask ourselves, therefore: how is it possible to serve adolescents and young people in rural areas? It is essential that these adolescents and young people be provided with the same opportunities as their more privileged counterparts in urban areas. We should at the same time recognize that in urban areas inequalities exist and are reproduced in education services. This is a function of the social and economic class to which students belong, and is a situation that also needs to be reversed. We need to seek more adequate strategies in order to achieve quality secondary education for all.
3 Secondary education in rural areas needs to effectively contribute to improving the living conditions of rural families. It needs to participate, as a part of the education system, in efforts to reverse the complex structural etiology of rural migrations, making it possible for rural men and women to remain and to develop in their own settings, but without predetermining that they do so. Any proposal for rural secondary education must, in our judgment, provide for a nationally-valid learning experience while at the same time being highly contextualized to conditions found in rural areas. Characteristics of rural secondary education in the region In approaching this theme we first present some background information about the general state of education in rural areas in Latin America. In the year 2000, the rural population of the region represented slightly more than 20% of the total population. Within this segment, 63% lived below the poverty line during the 1990s. The average number of years of schooling is 5.2 which practically leaves aside secondary education 1. Drop-out rates in secondary education are quite high 2 with only a small part of the population completing secondary school. Drop-out and grade repetition rates are much higher among the poor and those living in rural areas. Thus, in Brazil, for every 100 children of the 25% poorest stratum of the population, 45 drop out or repeat grades. For the wealthiest stratum this figure is 9%. For the region, heads of household of the 10% wealthiest stratum of the population have an average 12.1 years of education. In contrast, heads of household of the 30% poorest stratum have an average of only 5 years of education. Thus, there is a 7.1 year gap. The figure is 9 years in Mexico, and 8 to 9 in Brazil, Panama, and El Salvador. Perhaps the most palpable expression of one of the causes of poverty is the inequality reflected in differences of opportunity to education, and in the notorious differences in the quality of education offered. In general, public schools, which are attended by children from poorer families, are extremely limited. The deterioration that has taken place in many cases in terms of investment in buildings, maintenance, modern education media, and salaries has placed them in a very disadvantaged situation. It is estimated that in private schools, children receive 1,200 hours of class annually, in urban public schools 800, and in rural public schools 400 hours. The processes of school dropout, grade repetition, and the gaps in quality produce education systems which, in spite of efforts, are extremely unequal. The areas classified as rural in the region possess unique features, even within countries. Multi-lingualism and different social and economic characteristics add to the difficult task of offering quality education to all inhabitants of these areas. Generally, one 1 Nearly 50% of the children who enroll in primary school do not finish the cycle. An IDB analysis (1998) of the situation in 15 countries of the region showed that for every 100 children enrolled in the first grade in Bolivia, Brazil, Colombia, and Peru, only 15 finish 9 years of schooling. 2 In Bolivia, for example, only 22.5% of rural young people finish secondary school. In urban areas the figure reaches 60.9%. In Peru, 12% of rural young people finish secondary education.
4 may say that it is these cultural differences that has marked the complete failure of the education systems that have been applied. Undoubtedly, concern about rural areas is a result of the obvious situation of their underdevelopment This is the case throughout the continent; there are no cases of countries that present equal conditions of treatment and opportunity between rural and urban areas. In this sense, education is one more aspect of this eternal reality. The data that we have analyzed (for coverage and drop-out) in general, show that conditions are much more deficient in rural areas, either compared with urban areas, or measured in terms of quality. Thus, for example, in Bolivia, only 30% of young people in rural areas attend secondary school. Only in Chile does coverage surpass 50% (76.8%). According to available information, secondary education in rural areas is largely of the technical variety. In practically all of the countries consulted, we find descriptions of education courses designed for the rural population (which are not always implemented in such areas, and on occasion are more an expansion of urban education than clearly contextualized programs for the rural sector). A number of programs have been carried out that have as a common denominator the need to fit education to the cultural, economic, and social standards of the location where such education takes place; that is, rural projects seek to deal with the disarticulation of educational offerings, with the specificity of life-skill needs and development of the population in rural areas. All of the programs studied demonstrate a close relation between the settings in which the students live, thus influencing the educational process and its results. The predominance of technical instruction within rural areas is a response to the particular characteristics of the setting; that is, to the type of economic activities carried out there, to seasonal calendars, the recurrent lack of education of parents, the distance of certain localities, among others. In regard to the opinions of parents in regard to the importance that they give to the education of their children, it has been seen that one of the difficulties in rural areas is the perception of parents that, once certain basic skills such as reading, writing, and certain mathematical operations have been mastered, the child can leave school. A program that seeks to correct this perception, being carried out in Peru, is called "School of the Air". It consists of the production and dissemination of radio programs directed at parents and other educators of children. The program content deals with early childhood education and the diffusion of the emergence of education. These characteristics of the rural setting have been considered by special programs that work in conjunction with rural secondary education. Thus, in Colombia, for example, there are "Living Quarters and Rural Schools" with a number of specific features. "Juvenile Rural Residences", besides treating the problem of homelessness, provide young people with technical training for rural tasks and foster positive attitudes and values for rural living, stimulate citizen solidarity and self-management through the development of a non-formal curriculum applied to the specific conditions of the rural setting. Another advantage offered by rural residences for young people is that they offer a solution to the problem that parents have in sending their children to school, whether due to the cost
5 involved or because often, young people represent an important source of labor in rural settings. The Juvenile Rural Residences offer social and technical training aimed at seeking solutions for the satisfaction of human development needs. Technical agricultural training based upon the Self-Sufficient Comprehensive Farm model (GRANIA) provides the opportunity for young people to acquire basic economic knowledge based on sustainable agricultural production. This model brings together social and technical-economic components within the principles of energy, environmental, and food production sustainability. Juvenile Rural Residences become centers of social development, producing technologies and strategies to solve community problems using inter-institutional coordination and the active participation of the rural population. The infrastructure and physical, human, and technical resources provided make these activities possible. In Chile, the "Schools for All" program establishes rural schools as a fundamental element for increasing the coverage of secondary education. In order to solve problems of the agricultural calendar, related normally to the type of production in rural areas, many of which are of difficult access, programs have been developed such as that created in Peru called "Alternative Rural Training Centers". These seek to offer secondary education to young people and adolescents in distant rural areas and alternate periods of study, combining study within a rural school and gainful employment in these communities. This kind of experience is an alternative that makes secondary education accessible to young people and adolescents in rural areas. A similar program is that called "Post-Primary" in Colombia, which offers a flexible curriculum which may be adopted to diverse conditions. In order to approach the problem of meaningfulness of curricular content - and solve the problem of the lack of articulation of educational offerings with the specific needs of the setting - programs have been created such as the Rural Schools and Education Centers in Uruguay in which the curriculum is focuses on specific areas and includes activities adapted to the setting. Often cited when discussing rural-based education is the "Mexican Rural Tele- Secondary" program which was created in This consists of "a school modality of the Mexican educational system that provides secondary education to young people who live in small rural communities that are far from urban centers and where it is not economically feasible to create general or technical secondary schools. While pursuing the same educational objectives and offering the same curriculum as other modalities, they differ in their form of operation, organization, and the teaching resources that they use" 3. This educational model brings together features of formal and distance education, mixing the use of television as an educational tool, as well as printed material that fosters student self-learning and under the supervision of a teacher who certifies student attendance and hours studied. Growth of this modality is responsible for almost one-half of the growth 3 "A view of the efficiency and equity of Telesecundaria Mexicana" p.1 Mexico, November 8, 2002
6 of Mexican secondary education; 47 of every 100 students entering secondary education in Mexico from did so through this program. 4 Given that this educational model has experienced an explosive growth, it has emphasized improvements in overall rates of grade failure and course termination (which are quite positive, even when compared with general and technical secondary education) while tending to leave aside those referring to student achievement levels. These programs have been important from the point of view of those for whom these models have been designed; that is, their creation has sought to satisfy the education needs of the most underprivileged sectors of the population. However, measurement of their achievements should be based upon their ability to equal the opportunities offered by other types of secondary programs. We have described above some of the experiences that currently are being carried out in Latin America that seek to remedy the disadvantages position of rural communities. This report has not offered detailed figures. The objective has been to show in a succinct manner the ways that the rural secondary education issue is being approached. We wish here to offer some comments regarding rural secondary education. First, it is quite evident that societies progress according to the cultural capital that they possess. In this sense, agricultural production is increasingly influenced by new technologies, the international market, and other factors. These facts attest to the growing need to provide young people with the knowledge and skills that permit them to develop within this framework. Technical education has filled this role, providing young people enrolled in secondary school with resources to work within this setting. However, certain features have long persisted in the rural context that lead us to question the current education model. Witness the fact that migration from the rural setting is still viewed as the best option for achieving social mobility. In this regard, the phenomenon of rural to urban migration increased continually during the XX century. As we begin a new century the phenomenon continues, due primarily to industrialization and new kinds of land ownership (that have operated through large land-holdings, and currently through the appearance of cooperatives and a decrease of small land-holdings). This situation leads us to think that rural secondary education must prepare young people to successfully integrate themselves into both environments - a concept that to an extent goes against the predominance of technical schools in the rural setting. One notes that there is an aspect of rural secondary education that in a sense, relegates to a secondary plane citizenship training and the need to make rural dwelling students active participants of societies that are increasing global and increasingly changing. 4 In 2002, one-fifth (1,096,637) of secondary school students were served in more than 15,000 Telesecundaria classrooms. Annette Santos del Real, " A view of the efficiency and equity of Telesecundaria Mexicana" " Nov ember 8 de 2002
7 Among the objectives of UNESCO is that of achieving quality education for all (education with quality and equity), allowing adolescents and young people of the region to fully develop their potential so they may be prepared to construct a more just society with sustainable development and peace. The concern to improve the situation of rural secondary education treats a subject the urgency of which should not lead us to once again use strategies that have proven to be inefficient in the past. In order to successfully provide quality secondary education for young people living in rural areas, it is essential that the necessary human and material resources be available. In this sense, it is very important to make use of the Secondary Education Forum and the Secondary Education Observatory which contain a network of specialists, researchers, and decision-makers in this area.
Mexico (CONAFE) Dialogue and Discover Model, from the Community Courses Program
Mexico (CONAFE) Dialogue and Discover Model, from the Community Courses Program Dialogue and Discover manuals are used by Mexican community instructors (young people without professional teacher education
More informationNo. 11. Table of Contents
No. 11 Educational Assessments in Latin America: Current Progress and Future Challenges by Laurence Wolff* June 1998 Laurence Wolff is an education consultant at the Inter- American Development Bank in
More informationStudy Away in Spanish
Study Away in Spanish Contact Dr. Wally Lagerwey Dir. International Education Center for Prof. Excellence Circle Hall 123 (630) 617-3604 wallyl@net.elmhurst.edu http://public.elmhurst.edu/ academics/study
More informationKenya: Age distribution and school attendance of girls aged 9-13 years. UNESCO Institute for Statistics. 20 December 2012
1. Introduction Kenya: Age distribution and school attendance of girls aged 9-13 years UNESCO Institute for Statistics 2 December 212 This document provides an overview of the pattern of school attendance
More informationSASKATCHEWAN MINISTRY OF ADVANCED EDUCATION
SASKATCHEWAN MINISTRY OF ADVANCED EDUCATION Report March 2017 Report compiled by Insightrix Research Inc. 1 3223 Millar Ave. Saskatoon, Saskatchewan T: 1-866-888-5640 F: 1-306-384-5655 Table of Contents
More informationGood practice and quality education: three NGOs initiatives in Latin America
2005/ED/EFA/MRT/PI/14 Background paper prepared for the Education for All Global Monitoring Report 2005 The Quality Imperative Good practice and quality education: three NGOs initiatives in Latin America
More informationBASIC EDUCATION IN GHANA IN THE POST-REFORM PERIOD
BASIC EDUCATION IN GHANA IN THE POST-REFORM PERIOD By Abena D. Oduro Centre for Policy Analysis Accra November, 2000 Please do not Quote, Comments Welcome. ABSTRACT This paper reviews the first stage of
More informationPublic Expenditure in Universities in Argentina
Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Working Paper N.8/03 Produced by the World Bank Office for Argentina, Chile, Paraguay
More informationPro Bono Practices and Opportunities in Mexico
Pro Bono Practices and Opportunities in Mexico Excerpt from: A Survey of Pro Bono Practices and Opportunities in Selected Jurisdictions September 2010 Prepared by Latham & Watkins LLP for the Pro Bono
More informationEducation in Armenia. Mher Melik-Baxshian I. INTRODUCTION
Education in Armenia Mher Melik-Baxshian I. INTRODUCTION Education has always received priority in Armenia a country that has a history of literacy going back 1,600 years. From the very beginning the school
More informationNational and Regional performance and accountability: State of the Nation/Region Program Costa Rica.
National and Regional performance and accountability: State of the Nation/Region Program Costa Rica. Miguel Gutierrez Saxe. 1 The State of the Nation Report: a method to learn and think about a country.
More informationEducational system gaps in Romania. Roberta Mihaela Stanef *, Alina Magdalena Manole
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Scien ce s 93 ( 2013 ) 794 798 3rd World Conference on Learning, Teaching and Educational Leadership (WCLTA-2012)
More informationThe Conference Center. of the Americas. at the Biltmore Hotel. Miami, Florida
The Conference Center of the Americas at the Biltmore Hotel Miami, Florida March 7-8, 2001 B R I E F I N G B O O K Acknowledgments This Briefing Book was prepared by the Partnership for Educational Revitalization
More informationUPPER SECONDARY CURRICULUM OPTIONS AND LABOR MARKET PERFORMANCE: EVIDENCE FROM A GRADUATES SURVEY IN GREECE
UPPER SECONDARY CURRICULUM OPTIONS AND LABOR MARKET PERFORMANCE: EVIDENCE FROM A GRADUATES SURVEY IN GREECE Stamatis Paleocrassas, Panagiotis Rousseas, Vassilia Vretakou Pedagogical Institute, Athens Abstract
More informationSOC 1500 (Introduction to Rural Sociology)
SOC 1500 (Introduction to Rural Sociology) Course Description As an introduction to rural sociology and development, this course will suvey contemporary issues in rural society throughout the world, paying
More informationNational Academies STEM Workforce Summit
National Academies STEM Workforce Summit September 21-22, 2015 Irwin Kirsch Director, Center for Global Assessment PIAAC and Policy Research ETS Policy Research using PIAAC data America s Skills Challenge:
More informationJOSHUA GERALD LEPREE
JOSHUA GERALD LEPREE University of Colorado-Boulder, Department of Sociology 195 Ketchum, 327 UCB, Boulder, CO 80309-0327 (305) 484-1065 Joshua.LePree@colorado.edu http://sociology.colorado.edu/people/lepree-josh
More informationSouth-South Cooperation FUCVAM, Uruguay
The, Uruguay WINNER, WORLD HABITAT AWARD This report introduces the award-winning project of the Uruguayan Federation of Mutual Aid Housing Cooperatives (), highlighting key aspects of its mutual aid and
More informationA Global Imperative for 2015: Secondary Education. Ana Florez CIES, New Orleans March 11th, 2013
A Global Imperative for 2015: Secondary Education Ana Florez CIES, New Orleans March 11th, 2013 Panel Presentation Map 1. Why secondary education? 2. Definitions and Approaches 3. Early Marriage and Parenthood
More informationInstructor Experience and Qualifications Professor of Business at NDNU; Over twenty-five years of experience in teaching undergraduate students.
BUS 2116W.01 (Economic Development of Less Developed Countries) Spring 2016 TR 2 p.m. - 3:15 pm Course Start Date: 01/14/2016 Pre-requisites: None Instructor: Sujata Verma, Ph. D. Office: Room 18, Cuvilly
More informationRwanda. Out of School Children of the Population Ages Percent Out of School 10% Number Out of School 217,000
Rwanda Out of School Children of the Population Ages 7-14 Number Out of School 217, Percent Out of School % Source: Demographic and Health Survey (DHS) 2 Comparison of Rates of Out of School Children Ages
More informationProcedia - Social and Behavioral Sciences 209 ( 2015 )
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 209 ( 2015 ) 503 508 International conference Education, Reflection, Development, ERD 2015, 3-4 July 2015,
More informationMosenodi JOURNAL OF THE BOTSWANA EDUCATIONAL RESEARCH ASSOCIATION
Mosenodi JOURNAL OF THE BOTSWANA EDUCATIONAL RESEARCH ASSOCIATION Special Issue: National Commission on Education, June 1993 and the Government PaperNo. 2 of 1994, Revised National Policy on Education
More informationMEASURING GENDER EQUALITY IN EDUCATION: LESSONS FROM 43 COUNTRIES
GIRL Center Research Brief No. 2 October 2017 MEASURING GENDER EQUALITY IN EDUCATION: LESSONS FROM 43 COUNTRIES STEPHANIE PSAKI, KATHARINE MCCARTHY, AND BARBARA S. MENSCH The Girl Innovation, Research,
More informationREFLECTIONS ON THE PERFORMANCE OF THE MEXICAN EDUCATION SYSTEM
DIRECTORATE FOR EDUCATION REFLECTIONS ON THE PERFORMANCE OF THE MEXICAN EDUCATION SYSTEM DAVID HOPKINS 1, ELPIDA AHTARIDOU, PETER MATTHEWS, CHARLES POSNER AND DIANA TOLEDO FIGUEROA 2 LONDON CENTRE FOR
More informationTestimony to the U.S. Senate Committee on Health, Education, Labor and Pensions. John White, Louisiana State Superintendent of Education
Testimony to the U.S. Senate Committee on Health, Education, Labor and Pensions John White, Louisiana State Superintendent of Education October 3, 2017 Chairman Alexander, Senator Murray, members of the
More informationPROJECT INFORMATION DOCUMENT (PID) APPRAISAL STAGE
PROJECT INFORMATION DOCUMENT (PID) APPRAISAL STAGE Report No.: PIDA59105 Project Name Providing an Education of Quality in Haiti (PEQH) (P155191) Region LATIN AMERICA AND CARIBBEAN Country Haiti Sector(s)
More informationBrazil. understanding individual rights and responsibilities, as well as those of citizens, the State and other community groups;
Brazil Updated version, August 2006. Principles and general objectives of education The Constitution enacted in October 1988 is based on the principles of civil rights and dignity of the individual. Article
More informationIndigenous Peoples in Motion: Changes, Resistance, and Globalization LACB 3005 (3 Credits / 45 hours)
Indigenous Peoples in Motion: Changes, Resistance, and Globalization LACB 3005 (3 Credits / 45 hours) SIT Study Abroad Program: Peru: Indigenous Peoples and Globalization PLEASE NOTE: This syllabus is
More informationThe number of involuntary part-time workers,
University of New Hampshire Carsey School of Public Policy CARSEY RESEARCH National Issue Brief #116 Spring 2017 Involuntary Part-Time Employment A Slow and Uneven Economic Recovery Rebecca Glauber The
More informationEarly Warning System Implementation Guide
Linking Research and Resources for Better High Schools betterhighschools.org September 2010 Early Warning System Implementation Guide For use with the National High School Center s Early Warning System
More informationCAMPUS PROFILE MEET OUR STUDENTS UNDERGRADUATE ADMISSIONS. The average age of undergraduates is 21; 78% are 22 years or younger.
CAMPUS PROFILE MEET OUR STUDENTS Freshmen are defined here as all domestic students entering in fall quarter from high school. These statistics include information drawn from records available at UC Davis.
More information2 di 7 29/06/
2 di 7 29/06/2011 9.09 Preamble The General Conference of the United Nations Educational, Scientific and Cultural Organization, meeting at Paris from 17 October 1989 to 16 November 1989 at its twenty-fifth
More informationOverall student visa trends June 2017
Overall student visa trends June 2017 Acronyms Acronyms FSV First-time student visas The number of visas issued to students for the first time. Visas for dependants and Section 61 applicants are excluded
More informationDepartment of Education and Skills. Memorandum
Department of Education and Skills Memorandum Irish Students Performance in PISA 2012 1. Background 1.1. What is PISA? The Programme for International Student Assessment (PISA) is a project of the Organisation
More informationOrange Elementary School FY15 Budget Overview. Tari N. Thomas Superintendent of Schools
+ Orange Elementary School FY15 Budget Overview Tari N. Thomas Superintendent of Schools + The Key Metrics of the Organization: Orange Elementary Enrollment 661 Attendance 94% Average Class Size 22 Student
More informationRegional Bureau for Education in Africa (BREDA)
United Nations Education, Scientific and Cultural Organization Regional Bureau for Education in Africa (BREDA) Regional Conference on Higher Education in Africa (CRESA) 10-13 November 2008 Preparatory
More informationSocial Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth
SCOPE ~ Executive Summary Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth By MarYam G. Hamedani and Linda Darling-Hammond About This Series Findings
More informationINSTRUCTION MANUAL. Survey of Formal Education
INSTRUCTION MANUAL Survey of Formal Education Montreal, January 2016 1 CONTENT Page Introduction... 4 Section 1. Coverage of the survey... 5 A. Formal initial education... 6 B. Formal adult education...
More informationA planned program of courses and learning experiences that begins with exploration of career options
14-2 - 2012 A planned program of courses and learning experiences that begins with exploration of career options Supports basic academic and life skills, and enables achievement of high academic standards,
More informationMulticultural Education: Perspectives and Theory. Multicultural Education by Dr. Chiu, Mei-Wen
Multicultural Education: Perspectives and Theory Multicultural Education by Dr. Chiu, Mei-Wen Definition-1 Multicultural education is a philosophical concept built on the ideals of freedom, justice, equality,
More informationDakar Framework for Action. Education for All: Meeting our Collective Commitments. World Education Forum Dakar, Senegal, April 2000
Dakar Framework for Action Education for All: Meeting our Collective Commitments Text adopted by the World Education Forum Dakar, Senegal, 26-28 April 2000 Dakar Framework for Action Education for All:
More informationPost-16 transport to education and training. Statutory guidance for local authorities
Post-16 transport to education and training Statutory guidance for local authorities February 2014 Contents Summary 3 Key points 4 The policy landscape 4 Extent and coverage of the 16-18 transport duty
More informationUnequal Opportunity in Environmental Education: Environmental Education Programs and Funding at Contra Costa Secondary Schools.
Unequal Opportunity in Environmental Education: Environmental Education Programs and Funding at Contra Costa Secondary Schools Angela Freitas Abstract Unequal opportunity in education threatens to deprive
More informationHow can climate change be considered in Vulnerability and Capacity Assessments? - A summary for practitioners April 2011
How can climate change be considered in Vulnerability and Capacity Assessments? - A summary for practitioners April 2011 Why this document? The aim of this document is to provide inspiration for practitioners
More informationFostering Equity and Student Success in Higher Education
Fostering Equity and Student Success in Higher Education Laura I Rendón Professor Emerita University of Texas-San Antonio Presentation at NTCC 22 nd Annual Fall Leadership Conference Gainsesville, TX September
More informationEXPERIENCE UGA Outstanding Process Improvement: Increase Service to Students
EXPERIENCE UGA Outstanding Process Improvement: Increase Service to Students What is Experience UGA? Experience UGA is a program of the UGA Office of Service-Learning (OSL), in partnership with the College
More informationGuinea. Out of School Children of the Population Ages Percent Out of School 46% Number Out of School 842,000
Guinea Out of School Children of the Population Ages 7-14 Number Out of School 842, Percent Out of School 46% Source: Demographic and Health Survey (DHS) 25 Comparison of Rates of Out of School Children
More informationLirio del Carmen Gutiérrez Rivera
Lirio del Carmen Gutiérrez Rivera Address: desigualdades.net Research Network Freie Universität Berlin Bolzmannstr. 1 14195 Berlin Email: lirio.gutierrez@fu-berlin.de EDUCATION 2005-2009 Dr. phil. Political
More informationRAISING ACHIEVEMENT BY RAISING STANDARDS. Presenter: Erin Jones Assistant Superintendent for Student Achievement, OSPI
RAISING ACHIEVEMENT BY RAISING STANDARDS Presenter: Erin Jones Assistant Superintendent for Student Achievement, OSPI Agenda Introductions Definitions History of the work Strategies Next steps Debrief
More informationOver-Age, Under-Age, and On-Time Students in Primary School, Congo, Dem. Rep.
Primary School Net and Gross Attendance Rates, Congo, Dem. Rep. Less than two thirds of school age children in the Democratic Republic of the Congo attend primary school. Boys are not much more likely
More informationMichigan and Ohio K-12 Educational Financing Systems: Equality and Efficiency. Michael Conlin Michigan State University
Michigan and Ohio K-12 Educational Financing Systems: Equality and Efficiency Michael Conlin Michigan State University Paul Thompson Michigan State University October 2013 Abstract This paper considers
More informationTrends in College Pricing
Trends in College Pricing 2009 T R E N D S I N H I G H E R E D U C A T I O N S E R I E S T R E N D S I N H I G H E R E D U C A T I O N S E R I E S Highlights Published Tuition and Fee and Room and Board
More informationTrends & Issues Report
Trends & Issues Report prepared by David Piercy & Marilyn Clotz Key Enrollment & Demographic Trends Options Identified by the Eight Focus Groups General Themes 4J Eugene School District 4J Eugene, Oregon
More informationSchool Balanced Scorecard 2.0 (Single Plan for Student Achievement)
School Balanced Scorecard 2.0 (Single Plan for Student Achievement) School Name: A. P. Giannini Middle School 1: Access and Equity- Make Social Justice a Reality What does this goal mean at your school?
More information2020 Strategic Plan for Diversity and Inclusive Excellence. Six Terrains
2020 Strategic Plan for Diversity and Inclusive Excellence Six Terrains The University of San Diego 2020 Strategic Plan for Diversity and Inclusive Excellence identifies six terrains that establish vision
More informationModule Title: Managing and Leading Change. Lesson 4 THE SIX SIGMA
Module Title: Managing and Leading Change Lesson 4 THE SIX SIGMA Learning Objectives: At the end of the lesson, the students should be able to: 1. Define what is Six Sigma 2. Discuss the brief history
More informationADDENDUM 2016 Template - Turnaround Option Plan (TOP) - Phases 1 and 2 St. Lucie Public Schools
ADDENDUM 2016 Template - Turnaround Option Plan (TOP) - Phases 1 and 2 St. Lucie Public Schools The district requests an additional year to implement the previously approved turnaround option. Evidence
More informationPolitics and Society Curriculum Specification
Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction
More informationCURRICULUM VITAE CECILE W. GARMON. Ground Floor Cravens Graduate Library 104 Fine Arts Center
CURRICULUM VITAE CECILE W. GARMON Center for Leadership Excellence Communication Department Ground Floor Cravens Graduate Library 104 Fine Arts Center Western Kentucky University Western Kentucky University
More informationDEPARTMENT OF FINANCE AND ECONOMICS
Department of Finance and Economics 1 DEPARTMENT OF FINANCE AND ECONOMICS McCoy Hall Room 504 T: 512.245.2547 F: 512.245.3089 www.fin-eco.mccoy.txstate.edu (http://www.fin-eco.mccoy.txstate.edu) The mission
More informationMANAGEMENT CHARTER OF THE FOUNDATION HET RIJNLANDS LYCEUM
MANAGEMENT CHARTER OF THE FOUNDATION HET RIJNLANDS LYCEUM Article 1. Definitions. 1.1 This management charter uses the following definitions: (a) the Executive Board : the Executive Board of the Foundation,
More informationNote: Principal version Modification Amendment Modification Amendment Modification Complete version from 1 October 2014
Note: The following curriculum is a consolidated version. It is legally non-binding and for informational purposes only. The legally binding versions are found in the University of Innsbruck Bulletins
More information3 of Policy. Linking your Erasmus+ Schools project to national and European Policy
1 2 3 of Policy Linking your Erasmus+ Schools project to national and European Policy 1 2 what is policy? Policy is the set of values and objectives that guide the work of organisations or bodies. This
More informationExecutive Summary. Colegio Teresiano. Ms. Claudia Cuadra, Director Km 5 1/2 Carretera a Masaya Managua00000
Ms. Claudia Cuadra, Director Km 5 1/2 Carretera a Masaya Managua00000 Document Generated On July 31, 2014 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable Achievements
More informationICT A learning and teaching tool By Sushil Upreti SOS Hermann Gmeiner School Sanothimi Sanothimi, Bhaktapur, Nepal
ICT A learning and teaching tool By Sushil Upreti SOS Hermann Gmeiner School Sanothimi Sanothimi, Bhaktapur, Nepal Overview ICTs in Education Dilemmas and Realities Role and Nature of ICTs in Education
More informationExecutive Summary. Laurel County School District. Dr. Doug Bennett, Superintendent 718 N Main St London, KY
Dr. Doug Bennett, Superintendent 718 N Main St London, KY 40741-1222 Document Generated On January 13, 2014 TABLE OF CONTENTS Introduction 1 Description of the School System 2 System's Purpose 4 Notable
More informationUSF Course Change Proposal Global Citizens Project
This printable form is provided as a resource only for use when collaborating with colleagues or to view the fields required to submit a course proposal. To create a course proposal, login to the system
More informationMarket Intelligence. Alumni Perspectives Survey Report 2017
Market Intelligence Alumni Perspectives Survey Report 2017 Contents Executive Summary... 2 Introduction.... 5 Key Findings... 6 The Value of a Graduate Management Education.... 8 Three Dimensions of Value....
More informationSocial, Economical, and Educational Factors in Relation to Mathematics Achievement
Social, Economical, and Educational Factors in Relation to Mathematics Achievement Aistė Elijio, Jolita Dudaitė Abstract In the article, impacts of some social, economical, and educational factors for
More informationILLINOIS DISTRICT REPORT CARD
-6-525-2- HAZEL CREST SD 52-5 HAZEL CREST SD 52-5 HAZEL CREST, ILLINOIS and federal laws require public school districts to release report cards to the public each year. 2 7 ILLINOIS DISTRICT REPORT CARD
More informationNew Paths to Learning with Chromebooks
Thought Leadership Paper Samsung New Paths to Learning with Chromebooks Economical, cloud-connected computer alternatives open new opportunities for every student Research provided by As Computers Play
More informationWelcome. Paulo Goes Dean, Eller College of Management Welcome Our region
Welcome. Paulo Goes Dean, Welcome. Our region Outlook for Tucson Patricia Feeney Executive Director, Southern Arizona Market Chase George W. Hammond, Ph.D. Director, University of Arizona 1 Visit the award-winning
More informationBanal Creativity and Unique Creation What is Learning in a Learning Intensive Society? Riel Miller. Future of Learning Glasgow, June 25, 2005
Banal Creativity and Unique Creation What is Learning in a Learning Intensive Society? Riel Miller Future of Learning Glasgow, June 25, 2005 The poverty of historicism is a poverty of imagination. The
More informationDepartment: Basic Education REPUBLIC OF SOUTH AFRICA MACRO INDICATOR TRENDS IN SCHOOLING: SUMMARY REPORT 2011
Department: Basic Education REPUBLIC OF SOUTH AFRICA MACRO INDICATOR TRENDS IN SCHOOLING: SUMMARY REPORT 2011 Published by the Department of Basic Education Sol Plaatje House 222 Struben Street Pretoria
More informationEUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009
EUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009 Copyright 2009 by the European University Association All rights reserved. This information may be freely used and copied for
More informationILLINOIS DISTRICT REPORT CARD
-6-525-2- Hazel Crest SD 52-5 Hazel Crest SD 52-5 Hazel Crest, ILLINOIS 2 8 ILLINOIS DISTRICT REPORT CARD and federal laws require public school districts to release report cards to the public each year.
More informationSELECCIÓN DE CURSOS CAMPUS CIUDAD DE MÉXICO. Instructions for Course Selection
Instructions for Course Selection INSTRUCTIONS FOR COURSE SELECTION 1. Open the following link: https://prd28pi01.itesm.mx/recepcion/studyinmexico?ln=en 2. Click on the buttom: continue 3. Choose your
More informationFORT HAYS STATE UNIVERSITY AT DODGE CITY
FORT HAYS STATE UNIVERSITY AT DODGE CITY INTRODUCTION Economic prosperity for individuals and the state relies on an educated workforce. For Kansans to succeed in the workforce, they must have an education
More informationUnderstanding Co operatives Through Research
Understanding Co operatives Through Research Dr. Lou Hammond Ketilson Chair, Committee on Co operative Research International Co operative Alliance Presented to the United Nations Expert Group Meeting
More informationLecturer Promotion Process (November 8, 2016)
Introduction Lecturer Promotion Process (November 8, 2016) Lecturer faculty are full-time faculty who hold the ranks of Lecturer, Senior Lecturer, or Master Lecturer at the Questrom School of Business.
More informationLOW-INCOME EMPLOYEES IN THE UNITED STATES
LOW-INCOME EMPLOYEES IN THE UNITED STATES James T. Bond and Ellen Galinsky Families and Work Institute November 2012 This report is funded by the Ford Foundation as part of its efforts to understand and
More informationEDELINA M. BURCIAGA 3151 Social Science Plaza Irvine, CA
EDELINA M. BURCIAGA 3151 Social Science Plaza Irvine, CA 92697-5000 eburciag@uci.edu EDUCATION UNIVERSITY OF CALIFORNIA, IRVINE, Irvine, CA Doctoral candidate, Department of Sociology. Expected graduation
More informationNelson Mandela at 90 A Guide for Local Authorities
Nelson Mandela at 90 A Guide for Local Authorities Nelson Mandela at 90 Guide for councils in the UK Introduction On Friday 18 July 2008 millions of people throughout the world will celebrate Nelson Mandela
More informationFocus on. Learning THE ACCREDITATION MANUAL 2013 WASC EDITION
Focus on Learning THE ACCREDITATION MANUAL ACCREDITING COMMISSION FOR SCHOOLS, WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES www.acswasc.org 10/10/12 2013 WASC EDITION Focus on Learning THE ACCREDITATION
More informationLEN HIGHTOWER, Ph.D.
Page 1 LEN HIGHTOWER, Ph.D. 350 South Merelet Lane Orange, CA 92869 E-Mail: WLHightower@hotmail.com 714-602-6573 Home 503-341-2672 Cell CAREER HIGHLIGHTS HighTower Consulting Assisted Concordia University
More informationTRENDS IN. College Pricing
2008 TRENDS IN College Pricing T R E N D S I N H I G H E R E D U C A T I O N S E R I E S T R E N D S I N H I G H E R E D U C A T I O N S E R I E S Highlights 2 Published Tuition and Fee and Room and Board
More informationThe Rise of Results-Based Financing in Education 2015
World Bank Group Education Global Practice Smarter Education Systems for Brighter Futures SNAPSHOT The Rise of Results-Based Financing in Education 2015 Education is one of the surest means we have to
More informationThe Comparative Study of Information & Communications Technology Strategies in education of India, Iran & Malaysia countries
Australian Journal of Basic and Applied Sciences, 6(9): 310-317, 2012 ISSN 1991-8178 The Comparative Study of Information & Communications Technology Strategies in education of India, Iran & Malaysia countries
More informationMaster of Science in Taxation (M.S.T.) Program
The W. Edwards Deming School of Business Master of Science in Taxation (M.S.T.) Program REV. 01-2017 CATALOG SUPPLEMENT (A Non-Resident Independent Study Degree Program) The University s School of Business
More informationTarget 2: Connect universities, colleges, secondary schools and primary schools
Target 2: Connect universities, colleges, secondary schools and primary schools with ICTs Target 2: Connect universities, colleges, secondary schools and primary schools with ICTs 1 Introduction Governments
More informationAUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES
AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUGUST 2001 Contents Sources 2 The White Paper Learning to Succeed 3 The Learning and Skills Council Prospectus 5 Post-16 Funding
More informationReport on the State and Needs of Education
Steering the Course Back to Equity in Education Report on the State and Needs of Education 2014-2016 SUMMARY September 2016 Steering the Course Back to Equity in Education Report on the State and Needs
More informationConversions among Fractions, Decimals, and Percents
Conversions among Fractions, Decimals, and Percents Objectives To reinforce the use of a data table; and to reinforce renaming fractions as percents using a calculator and renaming decimals as percents.
More informationKENTUCKY FRAMEWORK FOR TEACHING
KENTUCKY FRAMEWORK FOR TEACHING With Specialist Frameworks for Other Professionals To be used for the pilot of the Other Professional Growth and Effectiveness System ONLY! School Library Media Specialists
More informationTeach For America alumni 37,000+ Alumni working full-time in education or with low-income communities 86%
About Teach For America Teach For America recruits, trains, and supports top college graduates and professionals who make an initial commitment to teach for two years in urban and rural public schools
More informationANALYSIS: LABOUR MARKET SUCCESS OF VOCATIONAL AND HIGHER EDUCATION GRADUATES
ANALYSIS: LABOUR MARKET SUCCESS OF VOCATIONAL AND HIGHER EDUCATION GRADUATES Authors: Ingrid Jaggo, Mart Reinhold & Aune Valk, Analysis Department of the Ministry of Education and Research I KEY CONCLUSIONS
More informationInternational Literacy Day and National Adult Education and Family Literacy Week TOOLKIT 2015
International Literacy Day and National Adult Education and Family Literacy Week TOOLKIT 2015 ABOUT THIS TOOLKIT The media provides an important channel for getting the message out about the adult literacy
More informationReaching the Hispanic Market The Arbonne Hispanic Initiative
Reaching the Hispanic Market The Arbonne Hispanic Initiative Hispanic Initiative Overview 2002 Arbonne en Español Started 2006 Initiated Hispanic Initiative 2007 Market Study & Survey Field Support» Jael
More informationInternational Perspectives on Retention and Persistence
Walden University ScholarWorks Office of Institutional Research and Assessment Publications Academic and Administrative Units 6-2014 International Perspectives on Retention and Persistence Gary J. Burkholder
More information