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Escuela Nueva Foundation Escuela Nueva: Learning to Learn and Coexist Peacefully Escuela Nueva Foundation www.escuelanueva.org Vicky Colbert de Arboleda.

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Presentation on theme: "Escuela Nueva Foundation Escuela Nueva: Learning to Learn and Coexist Peacefully Escuela Nueva Foundation www.escuelanueva.org Vicky Colbert de Arboleda."— Presentation transcript:

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2 Escuela Nueva Foundation Escuela Nueva: Learning to Learn and Coexist Peacefully Escuela Nueva Foundation Vicky Colbert de Arboleda Executive Director

3 John Amos Comenius 1632 For more than 100 years, the lack of school management methods has been the cause of countless complaints. But it has been only in the last 30 years that efforts have been made to find a solution to this problem. And what has resulted? Schools continue exactly the same as before.

4 Low academic achievements Incomplete schooling; high repetition and drop out rates Low self esteem of children Rigid calendars & evaluation and promotion systems Traditional, frontal, teacher-centered methods Latin America´s Basic Education Problems

5 Lack of relevant learning materials and textbooks Weak school-community relationship Overloaded, irrelevant curriculum Untrained teachers in handling multigrade schools; low teacher morale and ineffective, inadequate pre-in service training of teachers Latin America´s Basic Education Problems

6 Some progress in access and coverage, but high REPETITION and DROP OUT RATES 20% enroll late ; 42% repeat 1st grade ; 30% repeat 2nd grade. Average schooling: % of students in 4th grade do not understand what they read Annually, USD $3.5 billion are spent in 20 million repeaters Latin America´s Basic Education Problems

7 Consequences of Repetition High heterogeneity in ages of children limits learning, specially when conventional teacher-centered methods are used.

8 Basic Education Reforms in Latin America New paradigms for learning Improving the quality of education implies more than an emphasis on expanding current systems of education More of the same is not enough!! It implies a cultural change, requiring: A shift of emphasis from transmission of information to an emphasis in comprehension and collective construction of knowledge. A new type of school, renovated teaching methods and a change in the role of the teacher.

9 Previous Efforts: Rural Multigrade Schools Multigrade schools exist in both, developed and developing countries Specially in low density and scattered populations One or two teachers have to work simultaneously with all primary education grades Multigrade schools are not a second class option

10 Multigrade Rationale In Latin America, multigrade teaching was based on the "Unitary School" methodology Was promoted by UNESCO in the 60s worldwide According to education research, the organization of a multigrade school requires more innovation These schools require the modification of the traditional teaching practices and the promotion of a child-centered learning process

11 Multigrade Rationale This setting requires: small group That students be organized in small group flexiblepersonalized The development of flexible and personalized strategies independent learningcooperative work The development of learning guides (interactive textbooks) specially designed for independent learning and cooperative work Quality teacher training instructional delivery Quality teacher training and instructional delivery methods are core of effective Multigrade teaching

12 Education for All and Multigrade Teaching: Challenges and Opportunities. Angela W. Little (Ed.) Institute of Education. University of London Learning and Teaching in Multigrade Settings – invisible and persistent achievement of EFA goals Current shortfalls in the achievement of EFA goals are found among communities who live at margin of society and who participate in the margins of the formal education system. At many of these margins, multigrade teaching is involved. Multigrade Rationale

13 Education for All and Multigrade Teaching: Challenges and Opportunities. Angela W. Little (Ed.) Institute of Education. University of London Transforming necessity into a positive pedagogy Escuela Nueva Multigrade teaching that arises through necessity is often considered to be a second class education. However, in some cases, necessity has been transformed into a positive pedagogy, such as the well known Escuela Nueva system, notable for its proactive strategy. Multigrade Rationale

14 What is Escuela Nueva?

15 transforms Escuela Nueva transforms the conventional school innovation Basic education innovation developed in Colombia Set out to address all the nested factors of education simultaneously, rather than ineffectively tackling each in isolation curriculartraining community administrative Systemically integrates curricular, in-service training and follow up, community and administrative strategies access,qualityrelevance Guarantees access, quality and relevance of basic education national policy - Evolved from a local and state innovation to a national policy - implementation in most rural schools of Colombia (20,000 at the end of the 80´s.) What is Escuela Nueva?

16 Child centered Child centered, participatory, cooperative and self- paced learning curriculum Relevant curriculum based on children's daily life Flexible Flexible calendar, promotion and grading systems school community Closer, stronger relationship between the school and the community democratic and participatory values Emphasis on the formation of democratic and participatory values What does Escuela Nueva promote?

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24 Effective practical Effective and practical in-service teacher training strategies New role New role for the teacher as facilitator interactive New generation of interactive self paced, self directed learning textbooks What does Escuela Nueva promote?

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28 SYNERGY Children, teachers, administrative staff and community through its four interrelated components, integrated at the school and community level in SYNERGY Who does Escuela Nueva benefit? Teacher training Component Administrative Component Curricular Component SYSTEM Community Component

29 It demonstrated it is possible to improve coverage, qualityequality coverage, quality and equality of basic education in low income schools. It is possible!!

30 The quality of education in Colombia is close to the average of education in Latin America Per capita income USD $ Score Source: UNESCO. First Comparative International Study on Quality of Education, 1999.

31 Urban score Rural education in Colombia has better quality than urban education (Except in big cities of Latin America) Rural score Source: UNESCO. First Comparative International Study on Quality of Education, 1999.

32 In mathematics, only Cuba's scores are above Colombia's ( In rural education) Language Mathematics Source: UNESCO. First Comparative International Study on Quality of Education, 1999.

33 It is possible!! child-centeredparticipatory cooperative Escuela Nueva challenged massively the traditional teacher-centered frontal model and promoted active, child-centered, participatory and cooperative learning

34 Child centered Frontal, teacher centered

35 The multigrade situation forced the whole system to innovate in: It is possible!! Pedagogical practices Evaluation procedures Textbook policies Teacher training policies Inspired the New Law of Education of Colombia

36 Escuela Nueva is one of the longest bottom- up innovations that has survived and sustained, despite changes in political policies

37 Results from different statistical analysis confirm: Escuela Nueva Superior achievements of children of Escuela Nueva reductiondrop outrepetition Significant reduction in drop out and repetition rates self-esteemcivic behavior Improvement in self-esteem and civic behavior The National Planning Department of Colombia concluded: Escuela Nueva compensates for socio economic limitations when comparing children of Escuela Nueva of socio economic level 1 with socio economic level 2.

38 cooperative learning It demonstrated that cooperative learning can initiate positive changes in democratic behavior. peaceful social interaction Skills, values and attitudes for peaceful social interaction can be developed at the school. It is possible!!

39 Pedagogical routines that are oriented to group work, participation, self-learning, have a better chance of forming a democratic ethos than those that are merely directive José Bernardo Toro

40 % TurnsLeadFeedback NEU EUT Comparative Study on Demoracratic Behavior in Guatemala – AED/Juarez and Associates (R.Chesterfield) Global Results of the Study on Democratic Behavior in Guatemala Evaluations

41 peaceful social interaction The school influences the development of democratic behavior and peaceful social interaction skills in children. impact is significant The school's impact is significant and goes beyond the general violence environment. Research on Democratic Behavior in Colombia** Universidad del RosarioFundación Escuela Nueva Volvamos a la GenteEducation for All and Multigrade TeachingChallenges and Opportunities ** Research led by Universidad del Rosario & Fundación Escuela Nueva Volvamos a la Gente Published in Education for All and Multigrade Teaching: Challenges and Opportunities. Angela W. Little (Ed.) Institute of Education. University of London Evaluations

42 There is an important direct impact of the schools system on the practices of the families of students and this is where Escuela Nueva and Conventional schools differ. Escuela Nueva demonstrated significant results in the formation of democratic behavior and peaceful social interaction in comparison with conventional schools. Evaluations Research on Democratic Behavior in Colombia** Universidad del RosarioFundación Escuela Nueva Volvamos a la GenteEducation for All and Multigrade TeachingChallenges and Opportunities ** Research led by Universidad del Rosario & Fundación Escuela Nueva Volvamos a la Gente Published in Education for All and Multigrade Teaching: Challenges and Opportunities. Angela W. Little (Ed.) Institute of Education. University of London

43 Research on Democratic Behavior in Colombia** The probability of parents perceiveing and impact of the school on home practices grows as the level of implementation of Escuela Nueva increases. Universidad del RosarioFundación Escuela Nueva Volvamos a la GenteEducation for All and Multigrade TeachingChallenges and Opportunities ** Research led by Universidad del Rosario & Fundación Escuela Nueva Volvamos a la Gente Published in Education for All and Multigrade Teaching: Challenges and Opportunities. Angela W. Little (Ed.) Institute of Education. University of London Evaluations

44 Implemented in low-income schools of Bogotá with the poorest academic performance in a local standardized test After two years of intervention, an evaluation led by National University of Colombia confirmed an increment in language skills of 40.36% and in math of 69% These schools, with lowest ranking in the city among 2,500 centers evaluated, performed better than the city's average Adaptation of Escuela Nueva to Urban Populations Escuela Nueva Foundation (ENF) Escuela Nueva Activa 1987: Escuela Nueva Foundation (ENF) began a pilot project, supported by IAF, to adapt EN to the urban marginal setting: Escuela Nueva Activa

45 Evidenced improvement of 45% and 83% in the development of basic competences in math and language, respectively Before Assessment 2000 During Assessment 2002 After Assessment Language Mathematics Adaptation of Escuela Nueva to Urban Populations

46 Escuela Nueva´s Adaptation to Displaced Populations

47 Escuela Nueva Learning Circles Program In 2001, ENF began the process of adapting Escuela Nueva to serve displaced, migrant populations through the Escuela Nueva Learning Circles Program They are spaces of learning within local communities comprised of groups of max. 15 children and a community youth tutor to ease the transition to the formal school 5,745 indirectly benefited 5,745 indirectly benefited, including parents and community members 100% enrollment As it began, 55% of the children were excluded from the school system; after one year of intervention there was a 100% enrollment Escuela Nueva´s Adaptation to Displaced, Migrant Populations

48 Results from UNESCO tests showed how children of EN learning circles obtained the highest level of improvement in both language and mathematics (36.1% for language and 30.4% for mathematics.) above the national average 5th grade children of the learning circles are 17.3 points above the national average, with a score of 69.3 in math and 13.9 in language. (83.6% and 69.7% respectively.) self esteem Childrens self esteem was improved by 18.5 %. Escuela Nueva´s Adaptation to Displaced, Migrant Populations

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51 Self esteem TAE Test Escuela Nueva´s Adaptation to Displaced, Migrant Populations

52 Escuela Nueva´s Main Achievements Escuela Nueva has a model framework so flexible it can take into consideration cultural and social differences. BrazilGuatemala PanamaChile El SalvadorNicaragua Honduras - Dominican Republic - ParaguayMexico PeruGuyanaPhilippines - Uganda It has allowed adaptation in countries as varied as: Brazil – Escola Activa, Guatemala – Escuela Nueva Unitaria, Panama – Escuela Activa, Chile – Mece Rural, El Salvador – Aulas Alternativas, Nicaragua – Escuela Modelo, Honduras - Escuela Activa Participativa / Escuela Nueva, Dominican Republic - Escuela Multigrado Innovada, Paraguay – Mita Iru, Mexico – Interactiva Comunitaria, Peru - Aprendes, Guyana – New School, Philippines - Active School / Child Friendly School and Uganda – New School

53 Best results in rural primary education Best results in rural primary education in Latin America, after Cuba (UNESCO) 35 countries Visited by 35 countries, serving as inspiration for a great number of education reforms most outstanding reforms Selected by the World Bank in 1989 as one of the three most outstanding reforms in developing countries, worldwide country's main achievements The United Nation's Human Development Report (2000) selected Escuela Nueva as one of the three country's main achievements Escuela Nueva´s Main Achievements

54 Fundación Escuela Nueva Volvamos a la Gente Escuela Nueva Foundation PBX – FAX Ext. 112 Calle 39 No Bogotá D.C., Colombia


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