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Central America - Education Strategy Paper (Inglês)

The purpose of the Education Strategy Paper is to compare basic education outcomes and indicators in the four Central American countries, which will then be examined and explored in the subsequent chapters. At least five main dimensions of educational performance should be considered in any education sector diagnostic such as this one: (a) educational coverage, measured by enrollment rates; (b) internal efficiency, measured by student cohort survival rates and other indicators; (c) educational quality, measured by the acquisition of cognitive skills; (d) external efficiency, measured by private (and ideally, social) rates of return to schooling at the various levels; and (e) equity, measured by the distribution among urban-rural areas, socio-economic groups and ethnic groups of all the previous indicators. We will make the attempt below to compare the countries along these dimensions, using similar indicators, and, when applicable, triangulating indicators across multiple sources (official Ministry of Education sources and household surveys). When possible, we also provide longitudinal comparisons of these education indicators for each country. A key conclusion of the chapter will be that some urgent priorities remain in spite of several accomplishments undertaken in the past decades, in particular related to quality and learning, primary completion and secondary education coverage.

Detalhes

  • Data do documento

    2005/11/30

  • TIpo de documento

    Note sobre Políticas

  • No. do relatório

    29946

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    América Central,

  • Região

    América Latina e Caribe,

  • Data de divulgação

    2005/12/28

  • Disclosure Status

    Disclosed

  • Nome do documento

    Central America - Education Strategy Paper

  • Palavras-chave

    Program for International Student;average student-teacher ratio;care needs;survival rate;access to secondary school;dropping out of school;children's needs;per capita income level;secondary level;household survey data;repetition rate;high dropout rate;cohort of student;gross completion rate;primary completion rate;gross intake rate;high repetition rate;net enrollment rate;gross enrollment rate;years of schooling;national educational assessment;basic education cycle;point of collection;access to school;average test score;improve Education Quality;average educational attainment;school entrance age;basic education level;literacy and numeracy;student learn outcome;rates of return;quality and relevance;compulsory primary education;secondary education gap;comprehensive education reform;data collection system;compulsory basic education;primary level;survivor function;cohort analysis;secondary cycle;primary cycle;higher grade;educational cycle;efficiency improvement;average age;cohort method;secondary coverage;survival function;simulation result;reform design;educational system;educational coverage;educational outcome;public subsidy;survival probability;international assessment;school-age population;regional assessment;decentralization reform;old student;pedagogical practice;teacher quality;educational provision;education systems;equitable education;education secretariat;regional priority;effective school;dropout pattern;student group;academic track;private finance;demand-side interventions;delivery model;evaluation system;educational expenditure;income expenditure;school attainment;school attendance;external efficiency;enrollment increase;language barrier;inherent characteristics;ethnic group;teaching quality;educational performance;rural area;language program;school infrastructure;standardized assessment;financial strain;performance level;limited information;general secretary;testing system;academic support;autonomous school;maximum amount;public expenditure;cohort survival;old children;educational quality;socio-economic status;family composition;student enrollment;cognitive skill;relative magnitude;compulsory education;student population;school mapping;school census;school level;social recognition;aggregate indicator;school year;children of ages;latin study;educational structure;educational indicator;primary six;education coverage;education indicator;multiple sources;school life;academic stream;professional stream;simple average;official statistic;supply-side constraints;student learning;assessment system;financing mechanism;traditional school;Teacher Attendance;class hour;scientific literacy;comparative data;subsequent section;student dropout;achievement level;

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