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Author: Publisher: World Bank Publications ISBN: 0821370189 Category : Education Languages : en Pages : 170
Book Description
This book has three main recommendations. First, it is necessary to generate basic standards, quality goals, and quality measurement systems. Second, once quality can be measured, a clear system of accountability should be implemented based on these standards and quality goals. The clients will play a central role in these systems by demanding their rights to quality services; this will only become possible once there are standards and goals that clarify clients' rights. Third, once there are standards and systems of accountability, investment is needed to strengthen the institutional capacity of the providers.
Author: Publisher: World Bank Publications ISBN: 0821370189 Category : Education Languages : en Pages : 170
Book Description
This book has three main recommendations. First, it is necessary to generate basic standards, quality goals, and quality measurement systems. Second, once quality can be measured, a clear system of accountability should be implemented based on these standards and quality goals. The clients will play a central role in these systems by demanding their rights to quality services; this will only become possible once there are standards and goals that clarify clients' rights. Third, once there are standards and systems of accountability, investment is needed to strengthen the institutional capacity of the providers.
Author: Rolland G Paulston Publisher: Elsevier ISBN: 1483150097 Category : Education Languages : en Pages : 337
Book Description
Society, Schools, and Progress in Peru presents a descriptive analysis of the Peruvian educational system, with particular emphasis on socio-cultural changes that have transpired. The publication first elaborates on cultural and educational traditions, emergence of public schooling, and the social, economic, and political context of education. Concerns cover political organization, economic setting, educational consequences of socio-cultural stratification, social organization, race and culture, US education missions, Indian and Spanish heritage, and colonial and Republican education. The text then takes a look at educational objectives and administration, formal school programs, nonformal education, and preparation of teachers. Topics include teacher supply and demand, teacher-preparation programs, reform efforts, education in the military, education and industry, first-level educational programs, and administrative organization. The text ponders on education, revolution, and nation-building, higher education, and teacher professionalization programs. The book is a valuable source of data for historians and educators interested in the development of the educational system in Peru.
Author: Elizabeth M. King Publisher: World Bank Publications ISBN: Category : Economic development Languages : en Pages : 52
Book Description
What determines girls' educational attainment? School quality (measured by the number of textbooks and teachers) changes in attitudes and better economic opportunities for educated women ; parents (especially mothers') years of schooling and occupations ; and the opportunity cost of sending a girl to school - especially in rural families, or when mothers must hold jobs outside the home.
Author: Elizabeth M. King Publisher: ISBN: Category : Education Languages : en Pages : 72
Book Description
Peru's effort to expand public education from the mid-1950s to the 1960s has narrowed the educational gap between rural and urban residents, males and females -- but male urban students are still likely to advance furthest in school. At the primary level, student achievement is greatly improved by such material inputs as desks and textbooks.
Author: Collen Gray Publisher: American Association of Collegiate Registrars & Admissions Officers(AACRAO) ISBN: Category : Education Languages : en Pages : 138
Book Description
The educational system of Peru is described, and guidelines concerning the placement of students who wish to study in U.S. institutions are provided. After describing preschool through secondary education, attention is directed to technical and vocational training, teacher training, the universities, training in seven health fields, and other specialized education. Specific concerns include the following: traditional upper-secondary education and technical secondary education, formal and nonformal technical education, teacher training programs by level and by the reform/traditional system, special subjects for teacher training and for continuing education, grading and credits for universities, university degrees and titles, undergraduate and graduate programs, ecclesiastical education, education in the arts, and military training. Guidelines for U.S. placement officials cover Peruvian degrees and qualifications and the grading system, and the placement recommendations address credentials at each educational level. Appendices include: reproductions of institutional documents, including certificates/transcripts; and lists of institutions offering different types of studies, including information on enrollments, college programs, and the size of the library collection. (SW)
Author: Jacqueline Rose Wagner Publisher: ISBN: 9781303212444 Category : Education and state Languages : en Pages : 138
Book Description
As public schools in Peru consistently rank in the bottom in numerous international and national education assessments, private school enrollments have begun to spike. Private schools are filled with students from the elite and upper middle classes, leaving public schools predominantly comprised of middle to lower classes since the parents are unable to afford a private school tuition. It is this growing division that has been labeled an 'educational apartheid' within the educational system in Peru. This thesis sets out to explore this apartheid at the local level in Lima, Peru. The intent of this project was to conduct ethnographic research on a public and a private primary school to investigate any perceived differences that may support the existence of educational inequalities that contribute to an educational apartheid. When looking at the Peruvian school system as a whole, the educational apartheid is occurring, especially including the larger and more costly private schools; however, when investigating smaller communities, private schools are seen as a path for social mobility, even if these expectations may be false. The case studies revealed that both public and private schools had positive and negative practices; therefore blurring the assumption that private is always better. In order to confront this educational apartheid, this thesis provides educational policy recommendations that call for attention on policies that are inclusive of all actors (teachers, students, parents) within the educational system, as well as systematic and methodical implementation to insure the success of future educational reforms in Peru.
Author: Judithe Bizot Publisher: ISBN: Category : Education Languages : en Pages : 80
Book Description
In 1970 the Commission for Educational Reform, established by Peru's revolutionary government, published its General Report giving a detailed analysis of the old system's shortcomings, a statement of the philosophical principles which should guide any alternative system, and a description of the form which such an alternative pattern might take. The 1972 General Education Law instituted a new education system, "fundamentally humanist in inspiration and genuinely democratic in vocation". Underlying the new system was the concept of lifelong education. In particularly underprivileged rural areas, special programs were provided to offset the adverse effects of socioeconomic, cultural, and nutritional deprivation during the early stages of a child's development. The "Nucleos Educativos Communales" (NEC), the key element in the reform, incorporated all the educational services of the community and furnished the machinery by which the community could take its legitimate place in the educational process. Focusing on the NEC system, this publication examines the theory and practice of this educational reform and its relationships to other reforms. Discussed are the reform's philosophy and aims; innovative structures and reorientation; decentralization; the nuclear experiments; objectives and organizational structure; teaching staff; problems and solutions; and the educational centres at Villa el Salvador, Iscuchaca, and Imacita. (NQ)
Author: Rosa del Carmen Bruno-Jofré Publisher: Wilfrid Laurier Univ. Press ISBN: 0889209545 Category : Education Languages : en Pages : 241
Book Description
With research based on extensive primary sources, the author examines the activities of the Methodist mission in Peru, in particular its educational work, within the Peruvian socioeconomic formation and its ideological and intellectual changes. Yet her study goes beyond Methodist boundaries: Social Gospel doctrine and educational theory, which link American Progressivism (especially John Dewey’s pedagogical ideas) with Christianity, are also treated at an interdenominational level. The book contends that Methodist schools constituted an educational system of their own within a socioeconomic formation of uneven character, a society where an imperialist presence was interwoven with pre-capitalist as well as local incipient capitalist forms. The author’s analysis of the political dimension of missionary work—from the quest for religious freedom to the attempt to exert influence on social movements—leads her to consider the relationships among APRA leaders, the missionaries, and the interdenominational Committee on Cooperation in Latin America. Bruno-Jofré argues that Social Gospel doctrines, although couched in reformist language, were ultimately a vehicle of North American theology. This book presents a refreshingly wide perspective on the development of education in the Third World as affected by missionary bodies from the First World.
Author: Gustavo Yamada Publisher: ISBN: Category : Languages : en Pages : 75
Book Description
Despite the high growth of the Peruvian economy during the last decade, college graduates are facing increasing difficulties to find occupations that match their higher educational background, skills and educational investments. This scenario is embodied in the "professional underemployment" condition by which 4 out of 10 college graduates, by 2012, are over-educated, occupying non-professional and sub-paid positions. We propose that the deterioration in higher education quality has been a trigger for the increase in underemployment of university graduates, as an alternative to the literature that analyzes its causes related to labor demand. The main objective is to explore and quantify the extent to which higher education quality contributes to professional underemployment in Peru. Using data from the National Household Survey for the period 2004-2012 and the National University Census for the years 1996 and 2010, we propose a discrete choice model that measures the impact of college quality on the individual condition of underemployment in the long run. The source of variability for identifying this effect is the institutional and legal process of deregulation of universities initiated in the nineties. Our results indicate that the probability of being underemployed among graduates who attended "lower quality" universities increased from 0.19 to 0.30 beginning the college market deregulation. These estimation consider a twofold effect of deregulation, over the quality of university to which university applicants are prone to attend and in the probability of acquiring university education among individuals with lower academic skills.
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Author: Rolland G Paulston
Author: Elizabeth M. King
Author: Sebastián Calónico
Author: Elizabeth M. King
Author: Collen Gray
Author: Jacqueline Rose Wagner
Author: Judithe Bizot
Author: Rosa del Carmen Bruno-Jofré
Author: Gustavo Yamada