A Comparative Analysis of School-based Management in Central America

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 charact...

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Bibliographic Details
Main Author:	Di Gropello, Emanuela
Format:	Publication
Language:	English en_US
Published:	Washington, DC: World Bank 2012
Subjects:	ACCESS TO EDUCATION ADMINISTRATIVE DATA AVERAGE STUDENT-TEACHER RATIO BASIC EDUCATION BASIC EDUCATION SECTOR CENTRAL AMERICA CENTRAL AMERICAN COMMUNITY DEVELOPMENT COMMUNITY EDUCATION COMMUNITY INVOLVEMENT COMMUNITY PARTICIPATION COMMUNITY SCHOOL COMMUNITY SCHOOLS CURRICULUM CURRICULUM DESIGN CURRICULUM DEVELOPMENT DECENTRALIZATION DROPOUT RATES EDUCATION ASSOCIATIONS EDUCATION AUTHORITIES EDUCATION DECENTRALIZATION EDUCATION DELIVERY EDUCATION OFFICES EDUCATION OUTCOMES EDUCATION PROVIDERS EDUCATION REFORM EDUCATION REFORMS EDUCATION SERVICES EDUCATION STRATEGY EDUCATION SYSTEM EDUCATIONAL DEVELOPMENT EDUCATIONAL OUTCOMES EDUCATIONAL PROGRAMS EDUCATIONAL PROVISION EDUCATIONAL REQUIREMENTS EDUCATIONAL SERVICES EFFECTIVE EDUCATION EFFECTIVENESS OF EDUCATION ENROLLMENT FINANCIAL RESOURCES HIGH DROPOUT HUMAN DEVELOPMENT IMPACT OF EDUCATION IMPROVEMENT OF EDUCATION IMPROVEMENT OF EDUCATION QUALITY KEY ROLE LATIN AMERICAN LEADERSHIP LEARNING LEARNING ACHIEVEMENT LEARNING MATERIALS LEARNING OUTCOMES LINGUISTIC DIVERSITY LOCAL COMMUNITIES LOCAL LEVEL LOW ENROLLMENT MATHEMATICS MINISTRIES OF EDUCATION NATIONAL CURRICULUM PAPERS PARENTAL INVOLVEMENT PARENTAL PARTICIPATION PARENTAL SUPPORT PEDAGOGICAL AUTONOMY PERSONNEL MANAGEMENT POVERTY REDUCTION PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOL-AGE CHILDREN PRIMARY SCHOOL-AGE POPULATION PRIMARY SCHOOLS PRIMARY-SCHOOL PRINTING PROFESSIONAL DEVELOPMENT PUBLIC SCHOOL PUBLIC SCHOOLS QUALITY OF EDUCATION REGIONAL EDUCATION REGIONAL TRAINING REPETITION REPETITION RATES RURAL AREAS RURAL SCHOOLS SCHOOL ADMINISTRATION SCHOOL AGE SCHOOL AGE CHILDREN SCHOOL AUTONOMY SCHOOL BUILDING SCHOOL CLUSTER SCHOOL COUNCIL SCHOOL COUNCILS SCHOOL DATA SCHOOL DIRECTORS SCHOOL ENVIRONMENTS SCHOOL FEEDING SCHOOL FEEDING PROGRAMS SCHOOL IMPROVEMENT SCHOOL LEVEL SCHOOL MANAGEMENT SCHOOL MATERIALS SCHOOL MODEL SCHOOL PERFORMANCE SCHOOL PROGRAM SCHOOL SCHEDULE SCHOOL STAFF SCHOOL-AGE SCHOOLING SCHOOLS SECONDARY SCHOOL SECONDARY SCHOOLS SKILLED TEACHERS SOCIAL DEVELOPMENT SOCIO-ECONOMIC STATUS SPORTS STUDENT ATTENDANCE STUDENT FEES STUDENT FLOWS STUDENT LEARNING STUDENT OUTCOMES STUDENT-TEACHER RATIO TARGET SCHOOLS TEACHER TEACHER EDUCATION TEACHER MANAGEMENT TEACHER PERFORMANCE TEACHER SALARIES TEACHER TRAINING TEACHERS TEACHING TEACHING METHODOLOGIES TEACHING METHODS TEACHING-LEARNING TEACHING-LEARNING ENVIRONMENT TEACHING-LEARNING PROCESS TENURE TRAINING CENTERS TRAINING PROGRAMS URBAN AREAS URBAN SCHOOLS
Online Access:	http://documents.worldbank.org/curated/en/2006/01/6569985/comparative-analysis-school-based-management-central-america http://hdl.handle.net/10986/6978

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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 decision-making autonomy. It then continues by analyzing the impact of community and school empowerment on the teaching-learning process, including measures of teacher effort; and 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 schools1; (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 areas2). Nonetheless, the models rank poorly in terms of teacher education and experience, adoption of active/innovative teaching methodologies and substantive and supportive teacher involvement in the schools. Reform design and implementation context are crucial determinant of these and other results.

A Comparative Analysis of School-based Management in Central America

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