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Guatemala - Education Quality and Secondary Education Project (Inglês)

The objective of the Education Quality and Secondary Education Project for Guatemala is to improve access to a quality lower secondary education for low income students, especially indigenous communities, through improved primary education completion rates for overage students, strengthened flexible lower secondary education modalities and school management. There are component to the project. Component one: primary education completion and quality: This component will support an integrated strategy for Basic Education (primary and lower secondary cycles) to increase primary education retention and completion of overage students, and promote their continued education at the lower secondary education level. The component will also support proposed reforms to the Pre-Service Teacher Training system. Component two: access and quality of lower secondary education: This component will support integrated strategies to increase the quality and access to lower secondary education (grades 7-9). It will include support for: (i) the curricular reform of secondary education; (ii) strengthening and expansion of existing lower secondary education modalities; and (iii) strengthening education demand programs. Component three: school management in support of education quality. This component will advance the lessons learned on school management strategies implemented at the primary school level in Guatemala.

Detalhes

  • Data do documento

    2007/01/30

  • TIpo de documento

    Documento de avaliação do projeto:

  • No. do relatório

    36712

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Guatemala,

  • Região

    América Latina e Caribe,

  • Data de divulgação

    2010/07/01

  • Disclosure Status

    Disclosed

  • Nome do documento

    Guatemala - Education Quality and Secondary Education Project

  • Palavras-chave

    intercultural and bilingual education;primary education completion rate;economic and financial analysis;plan on education;universal primary education completion;technical secondary education track;monitoring and evaluation capacity;rural services and infrastructure;school improvement plan;primary education coverage;secondary education reform;secondary education level;complete primary education;quality and efficiency;primary education cycle;primary school level;upper secondary education;primary education sector;public primary school;secondary education program;secondary education curriculum;basic education cycle;human resource management;primary education teacher;rural school place;direct technical assistance;internal organizational structure;primary education grade;community and school;Teacher Professional Development;education development strategy;school enrollment rate;high repetition rate;efficiency and quality;primary education student;dropout from school;Reform of Secondary Education;primary education enrollment;primary education level;low education outcome;primary education reform;school management model;education reform process;rural primary education;readiness for implementation;free trade agreement;upper secondary level;rural secondary education;rural primary school;quality secondary education;integrated information system;dropout rate;strategic objective;integrated strategy;curricular reform;indigenous population;indigenous community;indigenous communities;rural area;evaluation system;education committee;safeguard policy;Safeguard Policies;school planning;Rural Sector;quality improvement;Education Management;target school;children of ages;educational gap;financial resource;learning assessment;school infrastructure;Scholarships Program;management strategy;financial incentive;education service;pedagogical process;community education;pupils age;indigenous area;school committee;Indigenous Peoples;incremental cost;community participation;eligible student;education material;applied learning;strengthen school;school support;pedagogical strategy;pedagogical model;Investment Support;Education Services;infrastructure maintenance;school access;rural family;opportunity cost;educational expenditure;cost structure;income family;income inequality;school performance;exclusion error;educational achievement;local investment;education indicator;target system;household income;institutional investment;legislative branch;civil society;cost-effectiveness analysis;education modality;learning quality;process monitoring;local cooperatives;test score;poverty alleviation;school community;ethnic background;teaching staff;administrative supervision;rural level;school administration;school construction;school decision;school supervision;idle capacity;administrative procedure;school resource;financial grant;school feeding;private return;pedagogical quality;school attendance;economic equity;grade enrollment;education provider;input cost;educational material;school furniture;school contract;school grant;alliance criterion;quality education;educational input;methodological strategy;education opportunity;outcome indicator;gross enrollment;school retention;psychosocial environment;pedagogical program;dropping out;writing ability;innovative program;education investment;Education Quality;regional strategy;comprehensive strategy;educational content;professional preparation;social participation;equitable education;limited resources;educational efficiency;sector priorities;donor effort;old children;grass-roots organizations;educational development;education need;subject-area knowledge;graduate teacher;vocational testing;teaching profession;project impact;education efficiency;rural population;urban youth;average worker;integrated curriculum;work experience;learning level;educational need;procurement arrangement;increased opportunity;universal coverage;universal completion;school year;increasing growth;national income;government administration

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