A comparative analysis of school-based management in Central America, Vol. 1 of 1

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A comparative analysis of school-based management in Central America

Author:	Di Gropello, Emanuela;	Collection Title:	World Bank working paper series ; no. 72
Country:	Central America;	Date Stored:	2006/02/01
Document Date:	2006/01/01	Document Type:	Publication
ISBN:	0-8213-6525-8	Language:	English
Region:	Latin America & Caribbean	Report Number:	35036
SubTopics:	Primary Education; Teaching and Learning; Access & Equity in Basic Education; Education For All; Gender and Education	Volume No:	1 of 1

Summary: This paper provides a comparative analysis of school-based management reforms in four Central American countries (EDUCO in El Salvador, PRONADE in Guatemala, PROHECO in Honduras, and Centros Autonomos in Nicaragua). It starts by providing a characterization of the models and then reviews how they have expanded community participation and empowerment and school decision-making autonomy. It then continues by analyzing the impact of community and school empowerment on the teaching-learning process, including measures of teacher effort; and assesses the impact of the models on several educational outcomes, relating this impact with the teaching-learning environment and community empowerment. Finally, the paper attempts to explain the impact of the reforms by discussing how variations in reform design, country contexts and actors' assets can explain differences and similarities in result. The key conclusion of the paper is that school-based management models have led generally to greater community empowerment and teacher effort, resulting in: (a) a better use of the existing limited capacity of teachers and schools1; (b) higher coverage in rural areas; (c) somewhat better student flows; and (d) learning outcomes at least as high as in traditional schools (while community-managed schools are generally established in the poorest and most isolated rural areas2). Nonetheless, the models rank poorly in terms of teacher education and experience, adoption of active/innovative teaching methodologies and substantive and supportive teacher involvement in the schools. Reform design and implementation context are crucial determinant of these and other results.


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