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Chile's model for educating poor children : Les enfants pauvres et l'ecole : le modele Chilien (Francês)

Chilean education is a model other countries may aspire to, but what can a country learn from Chile's experience if it does not have relatively high per capita income, low levels of corruption, capacity for sustained learning assessments, cultural sensitivity about the poor, and affectionate behavior toward children? Students from countries as diverse as South Africa, Thailand, the United Kingdom, and Uzbekistan, when asked what makes a good school, agreed on three things: good teacher-pupil relationships, support for overcoming learning difficulties, and good communications with parents. The following ingredients from Chile's successful recipe for education may be useful: 1) developing the affective domain; 2) demonstrating culturally appropriate affection and acceptance; 3) making the school attractive; 4) using group work and peer tutoring; 5) fostering important research skills among students by allowing them to search for answers individually and in groups; 6) creating competitions that require group diagnosis and problem-solving by teachers; 7) hiring school monitors to provide academic and enrichment support; 8) providing enrichment materials for cognitive stimulation in early childhood; 9) providing special education; and 10) targeting school vouchers to the poor.

Detalhes

  • Autor

    Campbell-Page, Elizabeth [editor-in-chief]

  • Data do documento

    2001/09/01

  • TIpo de documento

    Informativo

  • No. do relatório

    24569

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Chile,

  • Região

    América Latina e Caribe,

  • Data de divulgação

    2010/07/01

  • Nome do documento

    Les enfants pauvres et l'ecole : le modele Chilien

  • Palavras-chave

    ngos and civil society;Teachers;per capita income;universal primary education;overcoming learning difficulty;partnership for education;activities for teacher;application of knowledge;number of computers;Private School;poor child;educational quality;dropout rate;enrichment material;social skill;special education;school voucher;essential learning;peer tutoring;preschool program;socioeconomic status;school building;school day;cognitive stimulation;central authority;classroom observation;educational research;artistic education;help child;mild disability;instructional material;information revolution;Agricultural Extension;cultural sensitivities;instructional delivery;instructional method;achievement level;radio transmitter;school environment;rural teacher;rural area;book collection;cognitive domain;multigrade classroom;political stability;discovery learning;social conscience;short-term training;social capital;internet connection;quality improvement;democratic government;participatory education;benefit target;assessment system;basic skill;tin cans;drop-out rate;open door;

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