Escuela Nueva: Learning to Learn and Coexist
Peacefully
Escuela Nueva FoundationEscuela Nueva Foundation www.escuelanueva.org
Vicky Colbert de Arboleda Executive Director
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.”
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
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
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
Latin America´s Basic Education Problems
Consequences of Repetition
High heterogeneity in ages of children limits learning, specially
when conventional teacher-centered methods are used.
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.
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
Multigrade Rationale
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 Rationale
This setting requires:That students be organized in small groupsmall groupThe development of flexibleflexible and personalizedpersonalized strategiesThe development of learning guides (interactive textbooks) specially designed for independent learningindependent learning and cooperative cooperative workworkQuality teacher training Quality teacher training and instructional instructional deliverydelivery methods are core of effective Multigrade teaching
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 – Learning and Teaching in Multigrade Settings – invisible and persistentinvisible and persistent
“Current shortfalls in the achievement of EFA goalsachievement 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
Education for All and Multigrade Teaching: Challenges and Opportunities. Angela W. Little
(Ed.) Institute of Education. University of London
Transforming necessity into a positive pedagogyTransforming 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 NuevaEscuela Nueva system, notable for its proactive strategy.”
Multigrade Rationale
What is Escuela Nueva?
Escuela Nueva transformstransforms the conventional school
Basic education innovation innovation developed in Colombia
Set out to address all the nested factors of education simultaneously, rather than ineffectively tackling each in isolation
Systemically integrates curricularcurricular, in-service training training and follow up, community community and administrative administrative strategies
Guarantees access,access, qualityquality and relevancerelevance of basic education
Evolved from a local and state innovation to a national policynational policy - - implementation in most rural schools of Colombia (20,000 at the end of the 80´s.)
What is Escuela Nueva?
Child centeredChild centered, participatory, cooperative and self-paced learning
Relevant curriculumcurriculum based on children's daily life
FlexibleFlexible calendar, promotion and grading systems
Closer, stronger relationship between the school school and the communitycommunity
Emphasis on the formation of democratic and democratic and participatory valuesparticipatory values
What does Escuela Nueva promote?
Effective Effective and practicalpractical in-service teacher training strategies
New roleNew role for the teacher as facilitator
New generation of interactiveinteractive self paced, self directed learning textbooks
What does Escuela Nueva promote?
Children, teachers, administrative staff and community through its four interrelated
components, integrated at the school and community level in SYNERGYSYNERGY
Who does Escuela Nueva benefit?
Teacher trainingComponent
AdministrativeComponen
t
CurricularComponen
tSYSTEM
Community Component
It demonstrated it is possible to improve
coverage, qualitycoverage, quality and equalityequality 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
220
225
230
235
240
245
250
255
260
265
270
2000 4000 6000 8000 10000 12000 14000 16000
ArgentinaChileBrasil
Colombia
Mexico
VenezuelaParaguayBolivia
Dominican RepublicHonduras
Average
Source: UNESCO. First Comparative International Study on Quality of Education, 1999.
Urban score
“Rural education in Colombia has better quality than urban education”
(Except in big cities of Latin America)
220
225
230
235
240
245
250
255
260
230 235 240 245 250 255 260 265 270 275 280
Ru
ral S
core
ColombiaArgentina
Chile
Brazil
Mexico
Paraguay
RepublicDominican
BoliviaVenezuela
Honduras
Average
Cuba
Ru
ral score
Source: UNESCO. First Comparative International Study on Quality of Education, 1999.
“In mathematics, only Cuba's scores are above Colombia's”
( In rural education)
Language
Math
em
ati
cs
210
220
230
240
250
260
270
210 215 220 225 230 235 240 245 250 255 260
Cuba
Chile
Brasil
MexicoParaguay
Dominican Republic
Bolivia
VenezuelaHonduras
Colombia
Argentina
Source: UNESCO. First Comparative International Study on Quality of Education, 1999.
It is possible!!
Escuela Nueva challenged massively the traditional teacher-centered frontal model and promoted active, child-centeredchild-centered, participatory participatory and cooperativecooperative 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
Escuela Nueva is one of the longest bottom-up innovations that has
survived and sustained, despite changes in
political policies
Results from different statistical analysis confirm:
Superior achievements of children of Escuela Escuela NuevaNueva
Significant reductionreduction in drop outdrop out and repetitionrepetition rates
Improvement in self-esteemself-esteem and civic civic behaviorbehavior
The National Planning Department of Colombia concluded:
““Escuela Nueva compensates for socio economic Escuela Nueva compensates for socio economic limitations when comparing children of Escuela limitations when comparing children of Escuela
Nueva of socio economic level 1 with socio Nueva of socio economic level 1 with socio economic level 2.”economic level 2.”
It demonstrated that cooperative cooperative learninglearning can initiate positive changes in
democratic behavior.
Skills, values and attitudes for peaceful peaceful social interactionsocial interaction can be developed at
the school.
It is possible!!
“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
01020304050607080
%%
Turns Lead Feedback
NEUEUT
Comparative Study on Demoracratic Behavior in Guatemala – AED/Juarez and Associates (R.Chesterfield)
Global Results of the Study on Democratic Behavior in Guatemala
EvaluationsEvaluations
“The school influences the development of democratic behavior and peaceful social peaceful social interactioninteraction skills in children.”
“The school's impact is significantimpact is significant and goes beyond the general violence environment.”
Research on Democratic Behavior in Colombia**
** Research led by Universidad del RosarioUniversidad del Rosario & Fundación Escuela Fundación Escuela Nueva Volvamos a la GenteNueva Volvamos a la Gente. 2002. Published in Education for All and Education for All and Multigrade TeachingMultigrade Teaching: Challenges and OpportunitiesChallenges and Opportunities. Angela W. Little
(Ed.) Institute of Education. University of London
EvaluationsEvaluations
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.”
EvaluationsEvaluationsResearch on Democratic Behavior
in Colombia**
** Research led by Universidad del RosarioUniversidad del Rosario & Fundación Escuela Fundación Escuela Nueva Volvamos a la GenteNueva Volvamos a la Gente. 2002. Published in Education for All and Education for All and Multigrade TeachingMultigrade Teaching: Challenges and OpportunitiesChallenges and Opportunities. Angela W. Little
(Ed.) Institute of Education. University of London
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 RosarioUniversidad del Rosario & Fundación Escuela Fundación Escuela Nueva Volvamos a la GenteNueva Volvamos a la Gente. 2002. Published in Education for All and Education for All and Multigrade TeachingMultigrade Teaching: Challenges and OpportunitiesChallenges and Opportunities. Angela W. Little
(Ed.) Institute of Education. University of London
EvaluationsEvaluations
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
1987: Escuela Nueva Foundation (ENF)Escuela Nueva Foundation (ENF) began a pilot project, supported by IAF, to adapt EN to the urban marginal setting: Escuela Nueva Activa™Escuela Nueva Activa™
Evidenced improvement of 45% and 83% in the development of basic competences in math and language, respectively.
1998 Before
Assessment
2000 During
Assessment
2002After
Assessment
Language 166 213 241
Mathematics
126 191 229
Adaptation of Escuela Nueva to Urban Populations
Escuela Nueva´s Adaptation to Displaced Populations
In 2001, ENF began the process of adapting Escuela Nueva to serve displaced, migrant populations through the Escuela Nueva Learning Escuela Nueva Learning Circles Program™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 benefited5,745 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% enrollment100% enrollment
Escuela Nueva´s 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 averageabove the national average, with a score of 69.3 in math and 13.9 in language. (83.6% and 69.7% respectively.)
Children’s self esteemself esteem was improved by 18.5 %.
Escuela Nueva´s Adaptation to Displaced, Migrant Populations
65.271.30
47.5
85.0 82,7 83.6
19.8
11.40
36.1
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Rendimiento prueba enAbril %
Rendimiento prueba enNoviembre %
Avance EntreAplicaciones %
Posiciones Relativas en Lenguaje
Quinto GradoPromedio Nacional 69,7
Aulas demostrativas Aulas grupos control Circulos de aprendizaje
Escuela Nueva´s Adaptation to Displaced, Migrant Populations
44.6
51.3
38.9
61.8
51,8
69.3
17.2
0.5
30.4
2.0
12.0
22.0
32.0
42.0
52.0
62.0
72.0
Rendimiento pruebaen Abril %
Rendimiento pruebaen Noviembre
%
Promedio avance entre aplicaciones %
Posiciones Relativas en Matematicas
Quinto GradoPromedio Nacional 52,0
Aulas demostrativas Aulas grupo control Circulos de aprendizaje
Escuela Nueva´s Adaptation to Displaced, Migrant Populations
1
76
94.5
22
025.52
0
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
90
95
100
% &
To
tal P
rueb
as
Normal - Normal - Bajo - Bajo - Muy Bajo - Muy Bajo
Resultados
Mayo Dic
Self esteem TAE Test
Escuela Nueva´s Adaptation to Displaced, Migrant Populations
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: BrazilBrazil – Escola Activa, GuatemalaGuatemala – Escuela Nueva Unitaria, PanamaPanama – Escuela Activa, Chile Chile – Mece Rural, El SalvadorEl Salvador – Aulas Alternativas, Nicaragua Nicaragua – Escuela Modelo, Honduras -Honduras - Escuela Activa Participativa / Escuela Nueva, Dominican Dominican Republic -Republic - Escuela Multigrado Innovada, ParaguayParaguay – Mita Iru, MexicoMexico – Interactiva Comunitaria, PeruPeru - Aprendes, GuyanaGuyana – New School, Philippines -Philippines - Active School / Child Friendly School and UgandaUganda – New School
Best results in rural primary educationBest results in rural primary education in Latin America, after Cuba (UNESCO)
Visited by 35 countries35 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 reformsmost 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 achievementscountry's main achievements
Escuela Nueva´s Main Achievements
Fundación Escuela Nueva Volvamos a la Gente
Escuela Nueva Foundation
PBX +571 2452712 – FAX Ext. 112
Calle 39 No. 21-57Bogotá D.C., Colombia