Strategic Review of the EDUCO Program - EQUIP123.net

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Strategic Review of the EDUCO ProgramJuly 2010The research team was aided by two local consultants: Lorena de Varela and Alberto Barillas. Theconsultants helped to refine the information collection process. Lorena de Varela help to reconstructthe history and development of the Program, and Alberto Barillas aided with the individual and groupinterviews and school visits. During this process, the EQUIP2 Project team—Yolanda Aceituno, VicenteMéndez, Yohanna de Mazariego, Joel Guzmán, and Gustavo Quan—worked tirelessly to ensure accessto a broad range of information and to the voices of the stakeholders who are part of this process.Throughout this strategic review, the research team benefitted from the leadership of Antonieta Harwood,Project Director of EQUIP2 El Salvador, and Carmen María de Henríquez, Human DevelopmentOfficer, USAID/El Salvador.Strategic Line 2BASIC AND SECONDARY EDUCATIONAL EFFECTIVENESSAdequate physical environmentsIt should be noted that this strategic review does not necessarily respond to a consensus of all those interviewedor of those who assisted during the process, but rather it reflects what the three authors learnedand their opinions.Curriculum in function of learningAccreditation and certificationNational Frame of Reference: ‘Vamos a la Escuela’ (Let’s go toSchool) Social Education Plan 2009-2014In this section, the research team, with an eye to the general questions being asked by this strategicreview, analyzes the correlations among the different elements of the Social Education Plan to establishthe extent to which EDUCO does or does not aid in these goals. It should be noted that this study didnot conduct an explicit review of each of the elements in the Social Education Plan and their implementation,which would have been beyond its scope. The purpose of this analysis was to conduct a moregeneral review, to understand the direction that MINED is taking in the field of education, and be able tocompare this with the characteristics of the EDUCO program.Along these lines, it is noteworthy that the Social Education Plan proposes the implementation of astudent-centered educational plan that focuses on their cultural, social, economic, political, and environmentalneeds, and those of their families and communities, to foster the development of a broad,deep-seated national identity, including a historical-cultural component. This student-centered approachis geared to the development of a citizenry imbued with a democratic culture, worthy humanist values,and scientific and technological knowledge that can be applied to the resolution of problems in differentcontexts (MINED, 2009).The Social Education Plan is comprised of three primary, interrelated elements, as shown in Figure 1: 1)five driving forces, 2) seven strategic lines, and 3) seven flagship programs.8
Strategic Review of the EDUCO ProgramJuly 2010Figure 1. ‘Vamos a la Escuela’ (Let’s go to School) Social Education Plan 2009-2014Driving Forces and Strategic Lines of the ModelProfessionaladvancement anddevelopment ofschool teachersand principalsMajor researchand efficientresourcemanagementSource: MINED, 2009Research, Science, and Technologyintegrated into educationStrengthen Higher EducationStrengthen curriculum and institutional management ofschoolsRelevant curriculum and significant learningEquity in access and retention in the education systemEfficiency inParticipationcentral andSocial pact for of teachers,departmentaleducation families, andeducationalcommunitiesadministrationContinuingeducation foryouth and adultsMonitoring andevaluation of theeducation planFor the research team, from a technical perspective, the Social Education Plan appears to reflect severalessential elements of an effective education system, which the international literature on schooleffectiveness confirms. In the words of the Social Education Plan, these are:• Equity in student access and retention.• Learning-based curriculum.• Strengthening and support of teachers and principals as part of professional advancement.• Strengthening of curriculum and institutional management of schools• Strengthening and participation of the educational community (MINED, teachers, families,and local communities) in institutional and curriculum management.Along with these essential elements, the research team found other elements that strengthen learning:a system for evaluation of learning tied to the curriculum, the design of a professional developmentpolicy for teachers (linking initial training, continuing education, an evaluation system, and an incentivesystem), timely instructional guidance for teachers, the provision of educational materials forstudents and teachers, the guarantee of safe school facilities in good condition, an expanded schoolday, and tutoring. Even though these are only mentioned in the Plan, they are all fundamental elementsfor improving quality and equity in a student-centered education system.The Social Education Plan also mentions three elements that the research team considers importantto highlight, since they refer specifically to the situation of EDUCO and therefore help to put thisreview in the context of the Plan. Paraphrasing the Plan, these elements are:9
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