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...

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Main Authors:	Rojas, Carlos, Valerio, Alexandria, Demas, Angela
Format:	Brief
Language:	English
Published:	World Bank, Washington, DC 2012
Subjects:	ACHIEVEMENT ACHIEVEMENTS AGED ATTENDING SCHOOL CLASSROOM INSTRUCTION COMMUNITY PARTICIPATION DECENTRALIZATION DROP-OUT RATES EDUCATIONAL DEVELOPMENT EDUCATIONAL NEEDS EDUCATIONAL POLICY EDUCATIONAL SERVICES EFFECTIVE IMPLEMENTATION ENROLLMENT ENROLLMENT GROWTH ENROLLMENT RATE LEARNING LEARNING MATERIALS LEARNING OUTCOMES LIBRARIES LOCAL COMMUNITIES MATHEMATICS NET ENROLLMENT NONGOVERNMENTAL ORGANIZATIONS PARENTS PRESCHOOL EDUCATION PRIMARY ENROLLMENT PRIMARY SCHOOL PRINCIPALS READING REPETITION RURAL SCHOOLS SCHOOL INFRASTRUCTURE SCHOOL LIBRARIES SCHOOL MANAGEMENT SCHOOLS STRATEGIC PLANNING STUDENT ACHIEVEMENT TEACHER TEACHER DEVELOPMENT TEACHER EFFECTIVENESS TEACHER SALARIES TEACHERS TEACHING TEACHING MATERIALS TRAINING COURSES
Online Access:	http://documents.worldbank.org/curated/en/2005/02/6047034/decentralizing-education-guatemala-school-management-local-communities http://hdl.handle.net/10986/10340

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recordtype	oai_dc
spelling	okr-10986-103402021-04-23T14:02:50Z Decentralizing Education in Guatemala : School Management by Local Communities Rojas, Carlos Valerio, Alexandria Demas, Angela ACHIEVEMENT ACHIEVEMENTS AGED ATTENDING SCHOOL CLASSROOM INSTRUCTION COMMUNITY PARTICIPATION DECENTRALIZATION DROP-OUT RATES EDUCATIONAL DEVELOPMENT EDUCATIONAL NEEDS EDUCATIONAL POLICY EDUCATIONAL SERVICES EFFECTIVE IMPLEMENTATION ENROLLMENT ENROLLMENT GROWTH ENROLLMENT RATE LEARNING LEARNING MATERIALS LEARNING OUTCOMES LIBRARIES LOCAL COMMUNITIES MATHEMATICS NET ENROLLMENT NONGOVERNMENTAL ORGANIZATIONS PARENTS PRESCHOOL EDUCATION PRIMARY ENROLLMENT PRIMARY SCHOOL PRINCIPALS READING REPETITION RURAL SCHOOLS SCHOOL INFRASTRUCTURE SCHOOL LIBRARIES SCHOOL MANAGEMENT SCHOOLS STRATEGIC PLANNING STUDENT ACHIEVEMENT TEACHER TEACHER DEVELOPMENT TEACHER EFFECTIVENESS TEACHER SALARIES TEACHERS TEACHING TEACHING MATERIALS TRAINING COURSES 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. 2012-08-13T11:12:34Z 2012-08-13T11:12:34Z 2005-02 http://documents.worldbank.org/curated/en/2005/02/6047034/decentralizing-education-guatemala-school-management-local-communities http://hdl.handle.net/10986/10340 English Education Notes CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research :: Brief Publications & Research Latin America & Caribbean Guatemala
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	ACHIEVEMENT ACHIEVEMENTS AGED ATTENDING SCHOOL CLASSROOM INSTRUCTION COMMUNITY PARTICIPATION DECENTRALIZATION DROP-OUT RATES EDUCATIONAL DEVELOPMENT EDUCATIONAL NEEDS EDUCATIONAL POLICY EDUCATIONAL SERVICES EFFECTIVE IMPLEMENTATION ENROLLMENT ENROLLMENT GROWTH ENROLLMENT RATE LEARNING LEARNING MATERIALS LEARNING OUTCOMES LIBRARIES LOCAL COMMUNITIES MATHEMATICS NET ENROLLMENT NONGOVERNMENTAL ORGANIZATIONS PARENTS PRESCHOOL EDUCATION PRIMARY ENROLLMENT PRIMARY SCHOOL PRINCIPALS READING REPETITION RURAL SCHOOLS SCHOOL INFRASTRUCTURE SCHOOL LIBRARIES SCHOOL MANAGEMENT SCHOOLS STRATEGIC PLANNING STUDENT ACHIEVEMENT TEACHER TEACHER DEVELOPMENT TEACHER EFFECTIVENESS TEACHER SALARIES TEACHERS TEACHING TEACHING MATERIALS TRAINING COURSES
spellingShingle	ACHIEVEMENT ACHIEVEMENTS AGED ATTENDING SCHOOL CLASSROOM INSTRUCTION COMMUNITY PARTICIPATION DECENTRALIZATION DROP-OUT RATES EDUCATIONAL DEVELOPMENT EDUCATIONAL NEEDS EDUCATIONAL POLICY EDUCATIONAL SERVICES EFFECTIVE IMPLEMENTATION ENROLLMENT ENROLLMENT GROWTH ENROLLMENT RATE LEARNING LEARNING MATERIALS LEARNING OUTCOMES LIBRARIES LOCAL COMMUNITIES MATHEMATICS NET ENROLLMENT NONGOVERNMENTAL ORGANIZATIONS PARENTS PRESCHOOL EDUCATION PRIMARY ENROLLMENT PRIMARY SCHOOL PRINCIPALS READING REPETITION RURAL SCHOOLS SCHOOL INFRASTRUCTURE SCHOOL LIBRARIES SCHOOL MANAGEMENT SCHOOLS STRATEGIC PLANNING STUDENT ACHIEVEMENT TEACHER TEACHER DEVELOPMENT TEACHER EFFECTIVENESS TEACHER SALARIES TEACHERS TEACHING TEACHING MATERIALS TRAINING COURSES Rojas, Carlos Valerio, Alexandria Demas, Angela Decentralizing Education in Guatemala : School Management by Local Communities
geographic_facet	Latin America & Caribbean Guatemala
relation	Education Notes
description	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.
format	Publications & Research :: Brief
author	Rojas, Carlos Valerio, Alexandria Demas, Angela
author_facet	Rojas, Carlos Valerio, Alexandria Demas, Angela
author_sort	Rojas, Carlos
title	Decentralizing Education in Guatemala : School Management by Local Communities
title_short	Decentralizing Education in Guatemala : School Management by Local Communities
title_full	Decentralizing Education in Guatemala : School Management by Local Communities
title_fullStr	Decentralizing Education in Guatemala : School Management by Local Communities
title_full_unstemmed	Decentralizing Education in Guatemala : School Management by Local Communities
title_sort	decentralizing education in guatemala : school management by local communities
publisher	World Bank, Washington, DC
publishDate	2012
url	http://documents.worldbank.org/curated/en/2005/02/6047034/decentralizing-education-guatemala-school-management-local-communities http://hdl.handle.net/10986/10340
_version_	1764412737866170368

Decentralizing Education in Guatemala : School Management by Local Communities

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