Decentralizing Education in Guatemala : School Management by Local Communities
Guatemala set out in 1992 to increase access to education in remote areas. Its National Community-managed Program for Educational Development (PRONADE) has evolved from a small, innovative pilot program in 19 rural communities, to a nationwide prog...
| Main Authors: | , , |
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| Format: | Brief |
| Language: | English |
| Published: |
World Bank, Washington, DC
2012
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2005/02/6047034/decentralizing-education-guatemala-school-management-local-communities http://hdl.handle.net/10986/10340 |
| Summary: | Guatemala set out in 1992 to increase
access to education in remote areas. Its National
Community-managed Program for Educational Development
(PRONADE) has evolved from a small, innovative pilot program
in 19 rural communities, to a nationwide program reaching
over 4,100 communities and 445,000 children. PRONADE is one
of the most proactive managerial, administrative, and
financial decentralization measures taken in Latin America.
Isolated rural communities have been truly empowered to
administer and manage the schools. Following are some
remaining challenges to be resolved for PRONADE continued
success : quality issues and students learning outcomes must
be dealt more systematically; PRONADE teachers have not
received consistent training in multi-grade and bilingual
classroom practices; impact evaluation are needed to
determine how PRONADE is affecting student achievement,
repetition, and drop-out rates, as well as teacher
effectiveness; finally, there have been frequent delays in
payment of teacher salaries, as well as transfer of funds
for school snacks, educational and teaching materials. |
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