| Description |
1 online resource (74) |
| Series |
World Bank working paper ; no. 72 |
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World Bank working paper ; no. 72.
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| Contents |
Abstract -- Acknowledgments -- Acronyms and Abreviations -- Introduction -- 1. Conceptual Framework -- 2. Comparing Education Decentralization Reforms in Central America -- History and Overview of Decentralization Reforms in Central America -- Comparing the Different Reform Designs -- 3. Impact of Decentralization Reforms -- Comparing School Environments with and without Decentralized Educational Provision -- Comparing Enrollments and Student Outcomes With and Without Decentralized Educational Provision -- 4. Explaining the Impact -- Explaining Impacts and Progress in Terms of Assets Available and Linking Teacher Effort to Learning Outcomes -- Explaining the Impact in Terms of the Reform Design -- Explaining the Impact in Terms of Contexts of Implementation -- 5. Conclusions and Policy Recommendations -- References -- LIST OF TABLES -- 1. Organizational and Implementation Responsibilities -- 2. Characteristics of School Councils -- 3. Functions Decentralized to School Councils -- 4. Financial Transfers -- 5. Teacher Compensation and Tenure in SBM vs. Traditional Schools -- 6. Parental Involvement in Community Schools versus "Regular" Schools -- 7. School and Community Autonomy in Community Schools versus "Regular" Schools, Nicaragua, Honduras, and Guatemala -- 8. Teacher Attendance and Work Hours -- 9. Average Student-Teacher Ratio and Enrollment -- 10. Coverage Expansion: EDUCO, 1991 ... 2001 -- 11. PRONADE: Accomplishments 1996, 2000 ... 2004 -- 12. Nicaragua: Efficiency indicators for autonomous and non-autonomous schools by grade, 2003 -- 13. Third/Fourth Grade Test Score Averages By School Type -- 14. Teacher Education and Experience -- 15. Effect of Community/Autonomous Schools on Spanish and Mathematics, Summary of Regression Analyses, Guatemala, Honduras an -- LIST OF FIGURES -- 1. Conceptual Framework -- 2. Enrollment in EDUCO as a percentage of the public enrollment in the rural areas by departments ranked by poverty levels, 2 |
| Summary |
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. The paper 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 schools; (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 areas). 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 models |
| Bibliography |
Includes bibliographical references |
| Subject |
Education -- Latin America
|
|
Schools -- Decentralization -- Latin America
|
|
Education
|
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Schools -- Decentralization
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Latin America
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| Form |
Electronic book
|
| ISBN |
6610305307 |
|
9786610305308 |
|
1280305304 |
|
9781280305306 |
|
