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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| Format: | Publication |
| Language: | English en_US |
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Washington, DC: World Bank
2012
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| 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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okr-10986-6978 |
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oai_dc |
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Digital Repository |
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Foreign Institution |
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Digital Repositories |
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World Bank Open Knowledge Repository |
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World Bank |
| language |
English en_US |
| topic |
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 |
| spellingShingle |
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 Di Gropello, Emanuela A Comparative Analysis of School-based Management in Central America |
| geographic_facet |
Latin America & Caribbean |
| relation |
World Bank Working Paper No. 72 |
| description |
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. |
| format |
Publications & Research :: Publication |
| author |
Di Gropello, Emanuela |
| author_facet |
Di Gropello, Emanuela |
| author_sort |
Di Gropello, Emanuela |
| title |
A Comparative Analysis of School-based Management in Central America |
| title_short |
A Comparative Analysis of School-based Management in Central America |
| title_full |
A Comparative Analysis of School-based Management in Central America |
| title_fullStr |
A Comparative Analysis of School-based Management in Central America |
| title_full_unstemmed |
A Comparative Analysis of School-based Management in Central America |
| title_sort |
comparative analysis of school-based management in central america |
| publisher |
Washington, DC: World Bank |
| publishDate |
2012 |
| url |
http://documents.worldbank.org/curated/en/2006/01/6569985/comparative-analysis-school-based-management-central-america http://hdl.handle.net/10986/6978 |
| _version_ |
1764398793548103680 |
| spelling |
okr-10986-69782021-04-23T14:02:27Z A Comparative Analysis of School-based Management in Central America Di Gropello, Emanuela 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 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. 2012-06-04T15:14:50Z 2012-06-04T15:14:50Z 2006 http://documents.worldbank.org/curated/en/2006/01/6569985/comparative-analysis-school-based-management-central-america 978-0-8213-6525-0 http://hdl.handle.net/10986/6978 English en_US World Bank Working Paper No. 72 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank Washington, DC: World Bank Publications & Research :: Publication Publications & Research :: Publication Latin America & Caribbean |