A Comparative Analysis of School-based Management in Central America

Di Gropello, Emanuela

Washington, DC:World Bank

关键词: ACCESS TO EDUCATION;    ADMINISTRATIVE DATA;    AVERAGE STUDENT-TEACHER RATIO;    BASIC EDUCATION;    BASIC EDUCATION SECTOR;   

DOI  :  10.1596/978-0-8213-6525-0
RP-ID  :  35036

学科分类：社会科学、人文和艺术（综合）

来源: World Bank Open Knowledge Repository

【 摘 要 】

This paper provides a comparativeanalysis of school-based management reforms in four CentralAmerican countries (EDUCO in El Salvador, PRONADE inGuatemala, PROHECO in Honduras, and Centros Autonomos inNicaragua). It starts by providing a characterization of themodels and then reviews how they have expanded communityparticipation and empowerment and school decision-makingautonomy. It then continues by analyzing the impact ofcommunity and school empowerment on the teaching-learningprocess, including measures of teacher effort; and assessesthe impact of the models on several educational outcomes,relating this impact with the teaching-learning environmentand community empowerment. Finally, the paper attempts toexplain the impact of the reforms by discussing howvariations in reform design, country contexts andactors' assets can explain differences and similaritiesin result. The key conclusion of the paper is thatschool-based management models have led generally to greatercommunity empowerment and teacher effort, resulting in: (a)a better use of the existing limited capacity of teachersand schools1; (b) higher coverage in rural areas; (c)somewhat better student flows; and (d) learning outcomes atleast as high as in traditional schools (whilecommunity-managed schools are generally established in thepoorest and most isolated rural areas2). Nonetheless, themodels rank poorly in terms of teacher education andexperience, adoption of active/innovative teachingmethodologies and substantive and supportive teacherinvolvement in the schools. Reform design and implementationcontext are crucial determinant of these and other results.