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Escuela Nueva: Learning to Learn and Coexist Peacefully Escuela Nueva Foundation www.escuelanueva.org

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Title: Escuela Nueva: Learning to Learn and Coexist Peacefully Escuela Nueva Foundation www.escuelanueva.org


1
Escuela Nueva Learning to Learn and Coexist
Peacefully Escuela Nueva Foundation
www.escuelanueva.org
Vicky Colbert de Arboleda Executive
Director
2
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.
John Amos Comenius 1632
3
Latin Americas Basic Education Problems
  • 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

4
Latin Americas Basic Education Problems
  • 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

5
Latin Americas Basic Education Problems
  • 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 4.2
  • 50 of students in 4th grade do not understand
    what they read
  • Annually, USD 3.5 billion are spent in 20
    million repeaters

6
Consequences of Repetition
High heterogeneity in ages of children limits
learning, specially when conventional
teacher-centered methods are used.
7
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.

8
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

9
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

10
Multigrade Rationale
  • This setting requires
  • That students be organized in small group
  • The development of flexible and personalized
    strategies
  • The development of learning guides (interactive
    textbooks) specially designed for independent
    learning and cooperative work
  • Quality teacher training and instructional
    delivery methods are core of effective Multigrade
    teaching


11
Multigrade Rationale
  • 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
  • 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.


12
Multigrade Rationale
  • 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
  • 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.


13
What is Escuela Nueva?
14
What is Escuela Nueva?
  • Escuela Nueva transforms the conventional school
  • Basic education innovation developed in Colombia
  • Set out to address all the nested factors of
    education simultaneously, rather than
    ineffectively tackling each in isolation
  • Systemically integrates curricular, in-service
    training and follow up, community and
    administrative strategies
  • Guarantees access, quality and relevance of basic
    education
  • 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
    80s.)

15
What does Escuela Nueva promote?
  • Child centered, participatory, cooperative and
    self-paced learning
  • Relevant curriculum based on children's daily
    life
  • Flexible calendar, promotion and grading systems
  • Closer, stronger relationship between the school
    and the community
  • Emphasis on the formation of democratic and
    participatory values

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

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Who does Escuela Nueva benefit?
  • Children, teachers, administrative staff and
    community through its four interrelated
    components, integrated at the school and
    community level in SYNERGY

Teacher training Component
Curricular Component
SYSTEM
AdministrativeComponent
Community Component
28
It is possible!!
It demonstrated it is possible to improve
coverage, quality and equality of basic
education in low income schools.
29
The quality of education in Colombia is close to
the average of education in Latin America
Score
Per capita income USD
Source UNESCO. First Comparative International
Study on Quality of Education, 1999.
30
Rural education in Colombia has better quality
than urban education (Except in big cities of
Latin America)
Rural score
Urban score
Source UNESCO. First Comparative International
Study on Quality of Education, 1999.
31
In mathematics, only Cuba's scores are above
Colombia's ( In rural education)
Mathematics
Language
Source UNESCO. First Comparative International
Study on Quality of Education, 1999.
32
It is possible!!
Escuela Nueva challenged massively the
traditional teacher-centered frontal model and
promoted active, child-centered, participatory
and cooperative learning
33
Child centered
Frontal, teacher centered
34
It is possible!!
  • The multigrade situation forced the whole system
    to innovate in
  • Pedagogical practices
  • Evaluation procedures
  • Textbook policies
  • Teacher training policies
  • Inspired the New Law of Education of Colombia

35
Escuela Nueva is one of the longest bottom-up
innovations that has survived and sustained,
despite changes in political policies
36
  • Results from different statistical analysis
    confirm
  • Superior achievements of children of Escuela
    Nueva
  • Significant reduction in drop out and repetition
    rates
  • 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.

37
It is possible!!
  • It demonstrated that cooperative learning can
    initiate positive changes in democratic behavior.
  • Skills, values and attitudes for peaceful social
    interaction can be developed at the school.

38
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
39
Evaluations
Global Results of the Study on Democratic
Behavior in Guatemala
Comparative Study on Demoracratic Behavior in
Guatemala AED/Juarez and Associates
(R.Chesterfield)
40
Evaluations
Research on Democratic Behavior in Colombia
  • The school influences the development of
    democratic behavior and peaceful social
    interaction skills in children.
  • The school's impact is significant and goes
    beyond the general violence environment.

Research led by Universidad del Rosario
Fundación Escuela Nueva Volvamos a la Gente.
2002. Published in Education for All and
Multigrade Teaching Challenges and
Opportunities. Angela W. Little (Ed.) Institute
of Education. University of London
41
Evaluations
Research on Democratic Behavior in Colombia
  • Escuela Nueva demonstrated significant results
    in the formation of democratic behavior and
    peaceful social interaction in comparison with
    conventional schools.
  • 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.

Research led by Universidad del Rosario
Fundación Escuela Nueva Volvamos a la Gente.
2002. Published in Education for All and
Multigrade Teaching Challenges and
Opportunities. Angela W. Little (Ed.) Institute
of Education. University of London
42
Evaluations
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.
Research led by Universidad del Rosario
Fundación Escuela Nueva Volvamos a la Gente.
2002. Published in Education for All and
Multigrade Teaching Challenges and
Opportunities. Angela W. Little (Ed.) Institute
of Education. University of London
43
Adaptation of Escuela Nueva to Urban Populations
  • 1987 Escuela Nueva Foundation (ENF) began a
    pilot project, supported by IAF, to adapt EN to
    the urban marginal setting Escuela Nueva Activa
  • 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

44
Adaptation of Escuela Nueva to Urban Populations
1998 Before Assessment 2000 During Assessment 2002 After Assessment
Language 166 213 241
Mathematics 126 191 229
  • Evidenced improvement of 45 and 83 in the
    development of basic competences in math and
    language, respectively.

45
Escuela Nuevas Adaptation to Displaced
Populations
46
Escuela Nuevas Adaptation to Displaced, Migrant
Populations
  • 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, including parents and
    community members
  • As it began, 55 of the children were excluded
    from the school system after one year of
    intervention there was a 100 enrollment

47
Escuela Nuevas Adaptation to Displaced, Migrant
Populations
  • 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.)
  • 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.)
  • Childrens self esteem was improved by 18.5 .

48
Escuela Nuevas Adaptation to Displaced, Migrant
Populations
49
Escuela Nuevas Adaptation to Displaced, Migrant
Populations
50
Self esteem TAE Test
Escuela Nuevas Adaptation to Displaced, Migrant
Populations
51
Escuela Nuevas Main Achievements
  • Escuela Nueva has a model framework so flexible
    it can take into consideration cultural and
    social differences.
  • 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

52
Escuela Nuevas Main Achievements
  • Best results in rural primary education in Latin
    America, after Cuba (UNESCO)
  • Visited by 35 countries, serving as inspiration
    for a great number of education reforms
  • Selected by the World Bank in 1989 as one of the
    three most outstanding reforms in developing
    countries, worldwide
  • The United Nation's Human Development Report
    (2000) selected Escuela Nueva as one of the three
    country's main achievements

53
Fundación Escuela Nueva Volvamos a la
Gente Escuela Nueva Foundation info_at_escuelanueva
.org www.escuelanueva.org PBX 571 2452712 FAX
Ext. 112 Calle 39 No. 21-57 Bogotá D.C., Colombia
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