Bài giảng: Mô hình trường học mới

Escuela Nueva: Quality and Equity for Education for All


Escuela Nueva Foundation
www.escuelanueva.org
Vicky Colbert de Arboleda Executive Director
Overview of Latin American Basic Primary Education
&
What is Escuela Nueva?
Basic education in LAC
Situation
Progress in access but high levels of failure and incomplete education.
High enrollment rates, but also highest high repetition and dropout rates.
Problems of access and enrolment persist in some countries, particularly in rural areas and indigenous populations.
Some progress in access and coverage, but high REPETITION and DROP OUT RATES
50% of students in 4th grade do not understand what they read
Annually, USD $3.5 billion were spent in 20 million repeaters by the end of 90`s.
LAC Basic Facts
Low quality of school system
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; emphasis on memorization and not comprehension
Weak school-community relationship
LAC´s Basic Education Problems (1/2)
LAC´s Basic Education Problems (2/2)
Overloaded, irrelevant curriculum
Insufficient time for effective learning ( 3Hrs/Day 100 Day School year compared to 6hr/day/220 Days in Europe).
Untrained teachers in handling multigrade schools; low teacher morale and ineffective, inadequate pre-in service training of teachers
Limited amount of time in the first grades to learning basic skills
Lack of appropriate learning materials for children
Consequences of repetition and late entry into the system
High heterogeneity in ages of children limits learning, specially when traditional methods are used.
Characteristics of Children
Malnutrition
Health Problems
Inadequate psycho-social development
Lack of motivation and support for learning.
Administrative Deficiencies within the system
Lack of local level mechanisms for information, administration monitoring and supervision.
Five education strategies to improve quality in Basic Education
Schools must be adapted to function more efficiently
Improving teaching practices, specially in child-centered methodologies and multi-grade and intercultural bilingual education where needed.
Increasing and improving the availability and use of educational materials and the time devoted to learning.
Children learning skills before entering primary education must be improved.
Flexible and open programs for children and out-of-school youth.
Organization of planning, management and monitoring mechanisms at local level must be created.
Advocacy, social mobilization, community participation and stimulation of demand for quality education must be promoted.
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.”


Basic Education Reforms in Latin America
“New learning paradigm”
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.
Efforts carried out in the 1990´s have generated institutional changes and the time is ripe for pedagogical renewal
“Only a profound change in basic education founded, on a new type of school and renovated teaching methods will make it possible to achieve the quality needed for the XXI Century and to respond to the requirements posed by democratic processes, social and economic development.”
Ernesto Schiefelbein
In seardh of the school of the XXI century
Is the colombian Esceula Nueva the right pathfinder?
Modest but realistic objectives for Latin America and the Caribbean:
Reading with comprehension
Communicate orally and in writing
Resolve and apply simple mathematical operations
Observe and learn from their surroundings
Resolve problems in daily life
Practice democratic behaviors
World Conferences on Education
Jomtien, Thailand & Dakar, Senegal
Previous Efforts


Multigrade & Unitary Schools
In Latin America, multigrade teaching was based on the "Unitary School" methodology

Was promoted by UNESCO in the 60’s 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
Multigrade schooling
What is multigrade schooling?
One or two teachers have to work simultaneously with all primary education grades
Multigrade schools exist in both, developed and developing countries specially in low density and scattered populations
What does it require?
That students be organized in small group
The development of flexible and personalized learning 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
Multigrade schools are not a second class option




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.”
Multigrade Rationale (1/3)
*Education for All and Multigrade Teaching: Challenges and Opportunities. Angela W. Little (Ed.) Institute of Education. University of London
“Multigrade schools, multigrade teachers and children who learn in multigraded settings operate at margin of national systems of education and are largely invisible to those who plan, manage and fund education systems.”

“Most EFA planning and funding is predicated on the mono-graded classroom.” (one teacher per grade)




The paradox of multigrade teaching

“For children to learn effectively in multigrade environments, teachers have to be well trained, well resourced and hold positive attitudes towards teaching”

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.”

Multigrade Rationale (2/3)
*Education for All and Multigrade Teaching: Challenges and Opportunities. Angela W. Little (Ed.)
Institute of Education. University of London


Making the invisible, visible

“Despite is prevalence in many educational systems, multigrade teaching, multigrade classrooms and schools remain highly visible who those who teach and learn in them, but invisible to those who work beyond them and yet who plan and manage EFA.”

Challenge for EFA
-“EFA Global Monitoring Report (UNESCO, 2004: 36,143) sets out a policy framework for improving the quality of teaching and learning that locates learners at the center of analysis and policy. Policies and practices for learning should start from the recognition of diversity of learners prior knowledge, learning styles and home and social backgrounds.”

-“The challenge for handling diversity requires a transformation of the conventional school.”
Multigrade Rationale (3/3)
Pat primor ‘ multigrade pics’ medellin congreso EN
Photos
What is Escuela Nueva?
Basic education innovation developed in Colombia
Addresses all the critical factors of education simultaneously, rather than tackling each in isolation
Integrates in a systemic, and cost effective curricular, in-service training and follow up, community and administrative strategies
Guarantees access, quality and relevance of basic education
Evolved from a local innovation to a national policy implemented in most rural schools of Colombia (20,000 at the end of the 80´s.)
¿What is Escuela Nueva?
©Fundación Escuela Nueva Volvamos a la Gente.
Escuela Nueva transforms the conventional school
©Fundación Escuela Nueva Volvamos a la Gente.
What does Escuela Nueva promote?
©Fundación Escuela Nueva Volvamos a la Gente.
Child centered, active, participatory and cooperative learning
©Fundación Escuela Nueva Volvamos a la Gente.
©Fundación Escuela Nueva Volvamos a la Gente.
©Fundación Escuela Nueva Volvamos a la Gente.
Flexible calendars and systems of promoting and grading
©Fundación Escuela Nueva Volvamos a la Gente.
Different learning paces or rhythms;
©Fundación Escuela Nueva Volvamos a la Gente.
Relevant curriculums based on the child`s daily life
©Fundación Escuela Nueva Volvamos a la Gente.
©Fundación Escuela Nueva Volvamos a la Gente.
Different role of the teacher, as facilitator
©Fundación Escuela Nueva Volvamos a la Gente.
©Fundación Escuela Nueva Volvamos a la Gente.
Improved teaching practices through effective practical in-service training
©Fundación Escuela Nueva Volvamos a la Gente.
Training methodologies similar to those teachers
use with their students
©Fundación Escuela Nueva Volvamos a la Gente.
Close relationship between school and community
©Fundación Escuela Nueva Volvamos a la Gente.
Interaction between teachers, parents and children
©Fundación Escuela Nueva Volvamos a la Gente.
Parents involved in the learning process
©Fundación Escuela Nueva Volvamos a la Gente.
Emphasis on the formation of democratic and participatory values
©Fundación Escuela Nueva Volvamos a la Gente.
©Fundación Escuela Nueva Volvamos a la Gente.
Student Government elections
©Fundación Escuela Nueva Volvamos a la Gente.
Happy, healthy, confident students
©Fundación Escuela Nueva Volvamos a la Gente.
New generation of interactive self paced,
self directed learning guides
©Fundación Escuela Nueva Volvamos a la Gente.
Learning guides that promote: individual work,
©Fundación Escuela Nueva Volvamos a la Gente.
Collaborative and group work, promoting interaction;
©Fundación Escuela Nueva Volvamos a la Gente.
Work in pairs, promoting dialogue
©Fundación Escuela Nueva Volvamos a la Gente.
Learning Corners that bring alive the activities of the learning guides
©Fundación Escuela Nueva Volvamos a la Gente.
©Fundación Escuela Nueva Volvamos a la Gente.
And strengthen cultural identity;
©Fundación Escuela Nueva Volvamos a la Gente.
©Fundación Escuela Nueva Volvamos a la Gente.
Classroom libraries that promote research skills
©Fundación Escuela Nueva Volvamos a la Gente.
©Fundación Escuela Nueva Volvamos a la Gente.
Instruments like the Community Map that bring together the school and the community and are sensitive to the child`s circumstances
©Fundación Escuela Nueva Volvamos a la Gente.
Attendance records controlled directly by students empowering them and giving them responsibility
©Fundación Escuela Nueva Volvamos a la Gente.
Suggestion and Commitment boxes that invite students to give feedback, have an opinion and actively participate
©Fundación Escuela Nueva Volvamos a la Gente.
©Fundación Escuela Nueva Volvamos a la Gente.
Escuela Nueva impacts the entire System
The stakeholders’ benefits are:
Children/Youth:
Improved scholastic skills, confidence and self-esteem, social skills and democratic behaviour
Teachers:
Improved teaching practices,
lesson planning and job satisfaction, positive attitude, leadership opportunities, peer support and network
Families, Communities:
Active involvement and participation in child’s education
Education Administrators:
Improved effectiveness of education system: better test scores, lower drop-out and repetition rates, higher enrollment rates
Summary Escuela Nueva Model
Escuela Nueva is one of the longest bottom-up innovations that has survived and been sustained (became national policy in Colombia)
Children are at the center of the learning process; learning is participatory, self-paced, flexible (includes flexible promotion), and relevant to the children`s life
EN simultaneously addresses all key education factors and changes the entire system
The methodology is simple, effective and cost efficient
Significant results are manifold (academic and learning skills, democratic behavior, confidence and self-esteem) are achieved quickly
It demonstrated it is possible to improve
coverage, quality and equality of basic education in low income schools.
It is possible!
“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.
“Rural education in Colombia has better quality than urban education” (Except in big cities of L.A)

Urban score
220
225
230
235
240
245
250
255
260
230
235
240
245
250
255
260
265
270
275
280
Colombia
Argentina
Chile
Brazil
Mexico
Paraguay
Republic
Dominican
Bolivia
Venezuela
Honduras
Average
Cuba
Rural score
Source: UNESCO. First Comparative International Study on Quality of Education, 1998.
“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.
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.”


It is possible!
Escuela Nueva challenged massively the traditional teacher-centered frontal model and promoted active, child-centered, participatory and cooperative learning
“Child centered”
“Frontal, teacher centered”
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
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.
“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
Comparative Study on Democratic Behavior in Guatemala –
AED/Juarez and Associates (R. Chesterfield)
Global Results
Frequency “taking turns”
Comparative Study on Democratic Behavior in Guatemala –
AED/Juarez and Associates (R. Chesterfield)
Positive Feedback
Comparative Study on Democratic Behavior in Guatemala –
AED/Juarez and Associates (R. Chesterfield)
Frequency of Negative Feedback
Comparative Study on Democratic Behavior in Guatemala –
AED/Juarez and Associates (R. Chesterfield)
Frequency “leading processes”
Comparative Study on Democratic Behavior in Guatemala –
AED/Juarez and Associates (R. Chesterfield)
“The school influences the development of democratic behavior and peaceful social interaction skills in children.”
Research Study on Democratic Behavior
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.”
“The probability of parents perceiveing and impact of the school on home practices grows as the level of implementation of Escuela Nueva increases.”
“The school`s impact is significant and goes beyond the general violence environment.”
*Clemente Forero -Led by Universidad de los Andes & ENF. Published in Education for All and Multigrade Teaching: Challenges and Opportunities. University of London. 2006
Effects of Escuela Nueva active learning on Girls in some Developing Countries
Study of active learning using the EN approach in multi-grade schools in Guatemala, Nicaragua and the Philippines (2003) showed that it works for girls:

Enrollment (47% vs 39% traditional in Guatemala)
Participation (18% vs 8% traditional in Nicaragua)
Achievement (9-11% in Phil-Gua vs 7% traditional)
Completion (1.8 to 11% greater than traditional.)

Consistently higher than in traditional schools or in non-active learning multi-grade schools.
How do Boys and Girls Interact
in Escuela Nueva ?
Through:
Active and cooperative learning
Group work and problem-solving
The social construction of knowledge
Self-direction and self-initiative
Highly participatory and democratic processes at the school
The dynamics of the student government
A flexible learning environment




Escuela Nueva incorporates structural elements of participation and symmetric interaction in its routines and key components.
Participation is a way of thinking and acting in Escuela Nueva, and not just a special activity.
What Makes this Possible ?
It is adequate for girls because it is child-centered, it is interactive and complete.
It has been demonstrated that cooperative learning contributes to eliminate prejudices, stereotypes, and gender biases.
Evaluations show significant advance of girls and boys from Escuela Nueva in the development of academic and citizen skills, compared with traditional schools.
Does it Work for Girls?
YES!!
Escuela Nueva Activa
URBAN - Escuela Nueva
Adaptation of Escuela Nueva to
Urban Populations

1988: Fundación Escuela Nueva Volvamos a la Gente – Escuela Nueva Foundation (ENF) began a pilot project, supported by Interamerican Foundation, to adapt EN to the urban marginal setting

ENF has continued a gradual expansion in large and medium sized Colombian cities influencing the local education policy through public-private partnerships

The initiative: rapid urbanization process, deterioration of family and community relationships and increase in violence and delinquency


1998: ENF implemented the Model in 20 low-income schools of Bogotá, identified with the poorest academic performance in a local standardized test

After two years of ENF 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
©Fundación Escuela Nueva Volvamos a la Gente.
Adaptation of Escuela Nueva to
Urban Populations
Evidenced improvement of 45% and 83% in the development of basic competences in math and language, respectively.
Adaptation of Escuela Nueva to
Urban Populations
Escuela Nueva´s Adaptation to Displaced and Migrant Children
Adaptation of Escuela Nueva to Displaced and Migrant Children
Premises for sustainability: social participation and public-private alliances

Community participation
New actors – in addition to teachers, incorporation of youth community tutors
New partnerships – local grassroot organizations
New spaces – learning spaces within the community

Particular Needs of Migrant Children
Educational system adaptable and flexible to their mobility:
In learning process and school enrollment requirements

Personalized and extra socio affective support to strengthen self esteem

Family stability

Sensitivity towards handling age and cultural heterogeneity and diversity

More relevance on basic life and social skills and joyful learning, due to accumulated school failure
Limitations of the Conventional Teacher Centered Model of Education
Frontal, teacher-centered, whole class instruction (Knowledge is transmitted)
Assumes that all students learn at same pace
Tends to homogenize
Limited space for personalized attention
Limited space for dialogue and social interaction among students



Limitations of the Conventional Teacher Centered Model of Education
Weak development of social skills, such as learning to dialogue, reach agreements, accept diverse opinions, collaborate, etc.

More emphasis on academic results

Conventional schools do not adapt to the needs and conditions of migrant, displaced children; they tend to expel children instead of attracting them and maintaining them

Limitations of the Conventional Teacher Centered Model of Education
In low income schools in developing countries:
Stronger emphasis on memoristic methods
Effective time for learning is very limited
Scarcity in learning materials
Why Escuela Nueva responds to
Migrant Children`s Needs
Its proven results, both in rural and urban areas
Most children in Colombia, that have migrated from rural areas to urban areas, have become familiarized with at least some components of the Escuela Nueva model
Its features, components, strategies and elements respond more to a more transformative child`s right based education, encouraging :
Participatory and collaborative learning; learning takes place through dialogue and interaction
A locally relevant curriculum that incorporates values and basic life skills necessary for sustainable development
Why Escuela Nueva responds to
Migrant Children`s Needs
A flexible promotion system
A stronger school – community relationship
Emphasis on social and democratic skills and behaviors
Effective teacher training and follow up strategies
Modularized curriculum with interactive, self paced and self directed learning guides
Cost effectiveness and replicability
Adaptation of Escuela Nueva model for Displaced and Migrant Population
EN’s child friendly environment and flexibility adapts to their mobility situation, age and cultural heterogeneity

Transforms existent, conventional schools and teachers to Escuela Nueva

Incorporates new actors; community youth agents are that act as tutors to ensure sustainability (teacher turnover)

Each tutor is responsible for 10-15 children, organized in a multigrade Escuela Nueva learning circle
Adaptation of Escuela Nueva model for Displaced and Migrant Population
©Fundación Escuela Nueva Volvamos a la Gente.
©Fundación Escuela Nueva Volvamos a la Gente.
Adaptation of Escuela Nueva model for Displaced and Migrant Population
What are the Escuela Nueva learning circles?
“Learning environments” that operate in community settings or regular classrooms and are registered to the formal system
Are flexible and offer personalized attention, dialogue, social interaction and affection that would otherwise not be provided in the large, frontal, teacher-centered approach
Facilitate transition into school
Support network that increases retention
and prevents and delinquency

Escuela Nueva model for Displaced and Migrant Population
Ongoing pilot project initially in Soacha; now expanding to Medellín, Santa Marta and Pasto
Four conventional schools began a gradual transformation to become EN schools – now expanding to 5
960 children from 2nd to 5th grade initially attended; with expansion, 11.620 are aimed
210 children distributed in 19 learning circles
1,171 directly benefited from the pilot project (1,130 children, 22 teachers, 19 tutors)
Pilot Project for Displaced Population – Soacha
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
After UNESCO evaluations, 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)
Escuela Nueva´s 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
Escuela Nueva´s 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
Inspired other flexible programs of rural education in Colombia (i.e: Postprimary, Aceleración de Aprendizaje of Brazil)
Session 2
Problems and Lessons Learned
in the Implementation of
Escuela Nueva in Colombia
Vicky Colbert Executive Director
Escuela Nueva History
Phase 1: “Showing effectiveness” (1975-1979)
Innovation at local/departmental level
Development of instruments/tools
Small scale
Phase 2: “Showing efficiency” (1979-1986)
Gradual expansio
Knowledge transfer
Influencing administrators
Phase 3: “Expansion” (1987 – Nineties)
Universal coverage in rural Colombia
International expansion
Phase 4: “Revival and Rebirth” (2000 – Present)
International Congresses
EN Learning Network of Community of Practice
©Fundación Escuela Nueva Volvamos a la Gente.
Escuela Nueva is one of the longest bottom-up innovations that has been sustained, despite political and administrative changes.
©Fundación Escuela Nueva Volvamos a la Gente.
Difficulties in massive expansion
Stage of massive expansion coincided with the decentralization of the Ministry of Education, which used all its energy in its own reorganization

Problems that emerged:
Massive transfers of trained teachers
Municipalities were not informed
New teachers without adequate training
Improvisation in training
Poor coordination between training services and delivery of materials
Problems that emerged:

Schools labeled as Escuela Nueva were not implementing the strategies and all the components of the reform
Ironically children trained the new teachers.
Criticism arose because of lack of administration and mis-management.


All this led to the weakening of rural schools and Escuela Nueva Program in the 90´s
Difficulties in massive expansion
©Fundación Escuela Nueva Volvamos a la Gente.
Lessons Learned
The concept of social participation is the cross-cutting dimension to all different components of the system:
What is participation?
Process by which people share control of the decisions on activities, projects, program or institution that affects their lives.
The evidence of studies on participation has demonstrated that it enhances quality, sustainability and impact
Source: Social Participation Manual. World Bank
Lessons Learned
How does participation take place in Escuela Nueva?
Student`s learning guides demand a continuous interaction between students, parents, teachers and other community members
The Student Government encourages direct participation of students
The instrument to engage parents and community require high level of involvement
Teacher`s training processes are highly participatory
Lessons Learned
How does participation take place in Escuela Nueva?
The microcenters or teacher learning circles permitted continued interaction among teachers
Teachers made local adaptations to the material
Escuela Nueva´s success is greater in regions where the community got involved in the educational process
The existence of interactive learning guides, handled by the students, ensured continued implementation of the system
Lessons Learned
Process must be gradual and well monitored instead of massive and vertical
Bottom up approach
School as the unit of change
Constant evaluation has maintained the interest and recognition in Escuela Nueva, nationally and internationally
Children, teachers and community are the actors of change
Lessons Learned
Private – public partnerships; creation of Escuela Nueva Foundation and alliance with Coffee Grower`s Federation and ECOPETROL (largest petroleum company)
Constant international demand and its successful application has contributed to maintain the dynamics
Systemic approach has permitted that at least some of the components and elements operate adequately when others do not
Maintenance and promotion by the original team - Escuela Nueva Foundation is a result of the interest in the model and continued innovation
Session 3
Principles and Strategies of
Escuela Nueva´s Teacher Training Component
Vicky Colbert Executive Director
Common Problems in Teacher Training
Training has little bearing on practice

Inconsistency between methodology proposed for classroom (active participatory learning) and that used in teacher training

Lack of coordination between learning to use materials and training process

Experience and knowledge of other teachers, and unique dynamics of schools as places for direct observation, are not taken advantage of (training occurs outside the workplace)

Interaction opportunities among teachers is infrequent

Involvement of administrators in training and teaching processes is limited

Difficulty to replicate training strategies and make them cost effective
Teacher Training Principles
Experiential Learning
Teachers experience similar active and participatory methodologies as those they will promote with children

Reflective learning
Teachers reflect on their teaching practices

Collaboration:
Teachers learn and collaborate with each other: cooperative learning

Change Orientation:
Motivation and attitudinal changes are promoted in order to modify traditional teaching practices and behavior
Session 4
Principles and Strategies of
Escuela Nueva´s Curricular Component
Vicky Colbert Executive Director
Group problem solving
Learning Corners
Related to learning process and local culture)
Individual and collaborative learning
Learning to learn
Flexible promotion
Reusable
Systematize and replicate learning processes
Flexibility for local, cultural adaptations
Planning tools for teachers
Learning applied to family and community
Curricular Component
Collaborative learning
Classroom
Library
Student
Government
Learning Guides
Learning through dialogue and interaction
Community Component
Family cards
Monographs
Projects for strengthening local culture
Relationship between learning processes in family and community
Instruments that replicate processes
Local maps
Productive calendars
Family participation and involvement in school activities
Administrative Component
Institutional Programs of quality improvement
Institutional, local and regional management systems
Ownership of communities and regions
Civil Society
Change in role of adm. agents
Towards a New School for the XXIst Century: A Child Friendly School

Unit 1: The Escuela Nueva System
Unit 2: The Student Government
Unit 3: The Physical Environment of School and Classroom
Unit 4: Learning Corners
Unit 5: Organization and Use of Classroom Library
Unit 6: The School and the Community
Unit 7: Learning Guides
Unit 8: Evaluation and Promotion
Prototype Teacher Training Manual
Encourage students to participate actively in order to learn from real life situations

Offer students opportunities to practice their learning and to apply it in daily life

Observe and evaluate student`s performance

Provide feedback on the student`s performance
Factors that Contribute to Effective Pedagogical Practices
Benefits of the Learning Guides
Teachers
Students
Facilitate class planning
Articulate in service training with teaching practices in the classroom as starting point for future training
Improve teacher`s role as facilitator and evaluator of the process
Integrates content, process and practice
Reduce teacher`s time giving out routine instructions
Fundamental resource for multigrade schools
Facilitate regional and local adaptation of content
Develop basic curriculum topics in sequential order and adapted to student`s level
Articulate text and teacher`s method
Integrate textbook for the child, student`s exercise book and teacher`s planning guide
Can be taught by less qualified teachers, yet allow good teachers to expand upon them
Facilitate child centered learning process
Flexible promotion, different learning rhythms
Formative evaluation and permanent feedback to students
Promote development of higher level thinking skills
Promote social construction of knowledge
Develop reading comprehension and composition writing
Appropriate balance between personalized work and cooperative learning
Promote meaningful learning to apply to daily life
Build upon children`s previous knowledge
Better time-use for effective learning
Equity in participation of boys and girls
Permit children with limited resources to have access to learning materials
Benefits of the Learning Guides
For the State:
Financially feasible; one guide is used by two or three children for four to five years; they are reusable
Teachers can use them as planning tool for preparing their class; no separate guides are needed
Facilitate replicability of both learning and teaching process
Learning Guides follow Logical Processes
They start from the child`s knowledge
Existing scheme
Compares other knowledge (other children, the guide)
Interact socially
Accepts the new content or questions this knowledge
Assimilation or conflict – Unbalance
Suggests that the group seeks a solution
Classroom library, learning corners, community
Complements, Adapts
Validates, confronts or complements new knowledge with the teacher
Exercises (Readings or playing activities)
Applies to real situations
Needs
Interests
Characteristics
Of the Community
Session 5
Conclusions
Escuela Nueva impacts the entire System
It is NOT sufficient to just implement the individual elements of active learning strategies. These elements need to be connected and function as one single system-

Changes in one key dimension (e.g. role of the teacher as facilitator) requires gradual and simultaneous adjustments in the other dimensions as well

One change leverages the other!!
135
Core elements have to be implemented simultaneously
Flexible Promotions
Special learning guides
Learning Corners, Classroom libraries
Student Governments – Committees
Other tools such as Friendship mail
Microcenters
Demonstration schools
Experiential training and learning
Effective, practical in-service training
Curriculum
Teacher Training
Community
Administration
Community Projects
Community notebook (rotating)
Production/harvest calendars
Community maps; Family cards
Parent participation.
Engage civil society
Impact management practices
Local ownership
Change in role of admin. agent
Communication tools/processes
WANTED
People who can work in teams
“ Can you solve problems, follow instructions, lead processes, meet deadlines? Can you work in groups?
If the Answer is yes, you have a greater chance of finding a job.
Business are looking for people who have these qualities and there are few of them because our educational system are not preparing students properly”
El Tiempo ( Colombian Newspaper ). 1999
We provide the relevant products
and services…
Policy recommendations
Mobilize resources through PPP
Consulting
Advocacy
Resource intensity
Low
High
Services/Products
Policy, standards development
Development plans, investment prioritizations, others
M&E, performance analysis
Project Development/Management/
Implementation
Provision Learning/Training Materials; customizations
Trainings: Principals, Teachers, Teacher Trainers
On site assistance
Support Services
Others
….
Advisory
138
Partner of
the Government
Work with
Business
Collaborate with
Nonprofits and
Multilateral Orgs.
Educational
institutions
ENF
…to work with major groups
to provide solutions in Education

Our approach to implementing projects internationally can take several years
Inspire
Introduce
Expand
Consolidate
Sustain/
Innovate
Study missions
Demos
Congresses
Pilot project
with teacher training and learning materials
Document results
Increased scope
Customized materials
Wide scale
role-out
(National) policy or at least influence on policies
Introduction innovations
Follow-ups, monitoring
Quality certification
Policy advice
Raise awareness
Generate stakeholder
interest
Lay groundwork for
pilot
Workshops
Demo schools/
Micro Centers
Results M&E
Full intervention and implementation
to guarantee impact
Key
elements
Inspire
Introduce
Expand reach
Full roll-out
Sustain/
Innovate
Role of ENF
Key
Phases
Key
Outcomes
Description
Study mission Col.
Conferences
Country visits
Political will
Partners
Funding
Pilot EN in country, understand context
Demonstrate results
Lay groundwork for expansion
Improvements in schools
Capacity transfer
Commitment
Expand scope
Demonstrate
efficiency
Affect policies
Demo schools/
Micro Centers
Results M&E
Policy advice
Improvements in schools
Local capacity
EN customization
Policy changes
Large scale roll-out
Implement policies with quality
Customized materials
Teacher trainings
Implementation M&E
Results
Higher edu. Quality and test results
Local version EN
Monitor “health” of EN
Sustain/improve model
Advise decision makers
Share innovations from
other countries
M&E, Certification
National/regional round-table, EN community
Continued interest in EN and improvements
in results
Continued dialogue, ENF inst. presence
Technical expert
Technical expert
Impl. Support
Coach
Technical expert
Coach
Policy advisor
Coach, mentor
Facilitator
Policy advisor
Education Advisor
Certifier
Facilitator
Local presence ENF essential in all implementation phases
Goal & Scope
Introduce
(~1 year)
Partner
Key
Phases
ENF –
Colombia
ENF –
Local
Starting point
Expand Full roll-out
Activities & responsibilities
MOU between ENF and local partner organization
Successful 1 year pilot with results
Build up local ENF presence (local rep., technical expert
Train local partner
Initial relationships with government
Provision of Kit, support, training materials
License for translation into local language
Technical assistance for set up (training of partner, teachers, admin, ENF-L)
License of M&E tools
Build up political will/relationships
Build up knowledge
Supervise pilot & partner
On-site assistance
Build up knowledge
Receive EN training
Baseline data collection
Successful pilot
Partner build up & trained
Government awareness of pilot success
Expand pilot to show scalability & cost effectiveness
Context and curricular adaptation of learning guides ->Joint IP
First government involvement
Guidance and supervision of material adaptations
Supervision of evaluations
TA for revision/precisions to curricular matrix
Relationship mgmt. with local/national government
Capacity building for expansion
Implementation add. Schools
Evaluations with ENF tools
Successful pilot & expansion
Partner/teachers trained
Adapted learning guides
Relationship built with government
Large scale roll-out (1 full department, region, country)
Liaison with government on high-level
Network of teachers/partners and intl. orgs.
Supervision/ Project mgmt.
Quality control/ monitoring of local implementation
Ongoing mentoring of partners
Policy advice
Implementation (WS, training)
Relationship Mgmt.
(1-2 years)
(2-3 years)
Sustain/
innovate
(~1 year)
Successful/ ongoing expansion
Sustainable implementation
Quality insurance
Community of Practice
New product development
Management and fostering of network (website, annual meetings)
Ongoing M&E
Supervision of further implementation
Further implementation
Data collection for M&E