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Central America education strategy: an agenda for action (English)

The main objective of this regional paper is to provide an in-depth diagnostic of where Central American countries stand along several education dimensions, underscoring the most urgent and serious challenges and suggesting policy options to address them. The report focuses on El Salvador, Honduras, Guatemala, and Nicaragua because these countries have common geographic, political, and economic features which make them broadly comparable also from the standpoint of their education sectors. They face common challenges but they can also learn from each other. A comparison with other countries is also provided to be able to put in perspective the education performance and the development path and interventions applied in these four countries.

Details

  • Document Date

    2005/01/01

  • Document Type

    Publication

  • Report Number

    34349

  • Volume No

    1

  • Total Volume(s)

    1

  • Country

    World,

  • Region

    The World Region,

  • Disclosure Date

    2010/04/20

  • Disclosure Status

    Disclosed

  • Doc Name

    Central America education strategy: an agenda for action

  • Keywords

    Trade and Foreign Direct Investment;nicaraguan cordobas oro;social rate of return;gross enrollment rate;per capita income;national assessment system;universal primary completion;policy option;gross completion rate;upper secondary education;primary completion rate;complete primary school;net enrollment rate;conditional cash transfer;household survey data;ministries of education;demand for school;sectors of society;quality of learning;efficiency of expenditure;high opportunity cost;teacher preparation program;exchange rate;professional development opportunities;Equity of Education;Exchange Rates;curriculum and materials;country economic memorandum;equality of opportunity;secondary education spending;high primary completion;compulsory basic education;teacher certification system;social service provision;secondary education enrollment;lack of supply;secondary school enrollment;high debt levels;basic education cycle;quality and relevance;expansion of education;area of education;management of school;characteristic of poverty;Innovation in Education;quality of education;child in school;Education Quality;rural area;multigrade schooling;secondary coverage;teacher performance;secondary level;public intervention;education budget;repetition rate;education systems;budget share;private rate;education performance;regional priority;public financing;delivery mechanism;supply-side constraints;public expenditure;secondary enrollment;private finance;positive impact;bilingual education;effective demand;education level;education dimension;future education;educational achievement;educational access;cultural barrier;demand-side interventions;teaching methodologies;budgetary priority;education challenge;high share;effective teacher;resource mobilization;instructional time;bilingual school;fiscal constraint;low-income student;public fund;simulation analysis;community empowerment;guatemalan quetzal;education strategy;skilled teacher;policy package;external events;indigenous population;primary enrollment;development path;Education Financing;education outcome;income quintile;traditional school;student flow;rural student;logical framework;primary level;external fund;high vulnerability;educational quality;sector work;urban youth;policy suggestions;separate section;private spending;incentive mechanism;multigrade teaching;quality improvement;supply gap;universal completion;Economic Inequality;survival rate;education agenda;public education;capital expenditure;teacher incentive;action agenda;school level;common problems;future investment;sector diagnostics;pedagogical method;academic scholarship;school effectiveness;depth analysis;decentralized management;teacher monitoring;urban student;positive outcome;decentralized system;teacher salary;public subsidy;efficiency improvement;age cohort;donor coordination;Salary Scales;education target;education expenditure;community participation;firing mechanisms;primary audience;population group;regional policy;simulation result;learning experience;reduced poverty;early dropout;primary coverage;school attendance;classroom material;trade regime;publicity campaign;education output;skill gap;learning quality;Regional Studies;test score;improving management;classroom practice;supply-side interventions;reform process;applicable law;innovative way;school performance;parental support;subsidiary right;teacher support;pedagogical autonomy;pedagogical decision;panamanian balboa;cognitive skill;teaching strategy;disadvantaged sector;Labor Market;identified barrier;curricular reform;equitable transition;live birth;integrated curriculum;linguistic group;equitable access;Teacher Compensation;comparative analysis;regional cooperation;government service;budgetary constraint;learning improvement;expanding enrollment;educational outcome;innovative pedagogical;teacher absence;teacher involvement;innovative teaching;limited capacity;general secretary;class hour;material resource;universal coverage;dissemination policy;pedagogical practice

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Citation

Central America education strategy: an agenda for action (English). World Bank country study Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/191391468140975164/Central-America-education-strategy-an-agenda-for-action