EL SALVADOR

EDUCATION REFORM PROGRAM

EDUCO

GOVERMENT STRATEGY

After 12-year civil war, the goverment iniciated policy reforms:

promoting growth and rehabilitating the public sector´s capacity to

managed and deliver social services-education.

Over the last 10 years, the Ministry of Education´strategy has been to

concentrate its resourses on increasing Coverage and improving the

Quality of Preschool and Basic Education.

GOVERMENT STRATEGY

After 12-year civil war, the goverment iniciated policy reforms:

promoting growth and rehabilitating the public sector´s capacity to

managed and deliver social services-education.

Over the last 10 years, the Ministry of Education´strategy has been to

concentrate its resourses on increasing Coverage and improving the

Quality of Preschool and Basic Education.

TEN-YEAR TEN-YEAR EDUCATION PLANEDUCATION PLAN

The program seeks to: Increase access to initial and preschool education. Expand the system to enable enrollment of students in thefull nine-year basic education.

Improve the quality of education at all levels.

Develop school-base management strategies to increaseaccountability and school performance.

Support institutional strengthening activities, at all levels,to increase efficiency, equity and quality in serviceddelivery.

The program seeks to: Increase access to initial and preschool education. Expand the system to enable enrollment of students in thefull nine-year basic education.

Improve the quality of education at all levels.

Develop school-base management strategies to increaseaccountability and school performance.

Support institutional strengthening activities, at all levels,to increase efficiency, equity and quality in serviceddelivery.

SECTOR ISSUES TO BE ADRESSED BY SECTOR ISSUES TO BE ADRESSED BY THE PROGRAMTHE PROGRAM

SECTOR ISSUES TO BE ADRESSED BY SECTOR ISSUES TO BE ADRESSED BY THE PROGRAMTHE PROGRAM

 EXPAND COVERAGE:

For low-income students, especially in remote rural and marginal urban areas through EDUCO sections for preschool and basic education, including provision of infrastructure

EXPAND COVERAGE:

For low-income students, especially in remote rural and marginal urban areas through EDUCO sections for preschool and basic education, including provision of infrastructure

IMPROVE QUALITY:

• Review of curriculum for initial and special education, basic education for adults and accelerated programs.

• Pre-service and in-service teacher training will be improved and curriculum reforms will be reviewed and followed up.

• A national assessment system will serve as a quality control.

IMPROVE QUALITY:

• Review of curriculum for initial and special education, basic education for adults and accelerated programs.

• Pre-service and in-service teacher training will be improved and curriculum reforms will be reviewed and followed up.

• A national assessment system will serve as a quality control.

INSTITUTIONAL STRENTHENING AND MODERNIZATION:

Strengthening of managerial capacity at the national, departmental and local levels.

Improvement of procedures, trainig and tools, to promotegreater school autonomy.

Communication strategies to improve information sharing within the Ministry of Education.

INSTITUTIONAL STRENTHENING AND MODERNIZATION:

Strengthening of managerial capacity at the national, departmental and local levels.

Improvement of procedures, trainig and tools, to promotegreater school autonomy.

Communication strategies to improve information sharing within the Ministry of Education.

The initial research:

In 1990, nearly half a million children could not attend school, particularly in rural areas; a community that requested a teacher and/or a school, might wait several years, before they could have an answer. Under these circumstances, some communities had already worked out a solution without the support from the MINED. This was a proof that local iniciatives to provide education services were viable.

Why not involve the state in the educational community strategy?

The MINED decided that the model of community managed school should become an official program: EDUCO was legally stablished.

The initial research:

In 1990, nearly half a million children could not attend school, particularly in rural areas; a community that requested a teacher and/or a school, might wait several years, before they could have an answer. Under these circumstances, some communities had already worked out a solution without the support from the MINED. This was a proof that local iniciatives to provide education services were viable.

Why not involve the state in the educational community strategy?

The MINED decided that the model of community managed school should become an official program: EDUCO was legally stablished.

After the low was studied, a solution was designed:

The Community Education Associations, (ACEs) were created as groups responsible for education.

Special regulations for the ACEs were made

Legal agreement between the state and the ACEs was drown up.

The ACEs will administrate education at the local level, hire teachers purchase classroom and school materials, and guarantee enrollment and school infraestructure.

After the low was studied, a solution was designed:

The Community Education Associations, (ACEs) were created as groups responsible for education.

Special regulations for the ACEs were made

Legal agreement between the state and the ACEs was drown up.

The ACEs will administrate education at the local level, hire teachers purchase classroom and school materials, and guarantee enrollment and school infraestructure.

The MINED would transfer funds directly to the ACEs, to cover the following expenditures:

The Salary of teachers

Teachers´social benefits

Clasroom material on a montly basis

Legal reserve and labor funds; and

Initial installation expenses (when a section stars classes)

The MINED would transfer funds directly to the ACEs, to cover the following expenditures:

The Salary of teachers

Teachers´social benefits

Clasroom material on a montly basis

Legal reserve and labor funds; and

Initial installation expenses (when a section stars classes)

A small number of people were trained to begin the implementation and a close follow-up.

The ACEs receive trainig during 40 hours a year:

The importance of legal documents,

Financial and administrative procedures,

Monthly planning and organization during the academic year.

A small number of people were trained to begin the implementation and a close follow-up.

The ACEs receive trainig during 40 hours a year:

The importance of legal documents,

Financial and administrative procedures,

Monthly planning and organization during the academic year.

263

1,0091,311

2,316

3,554

5,279

6,0626,448

7,415

8,115

9,486

10,806

0

2,000

4,000

6,000

8,000

10,000

12,000

SEC

CIO

NES

1 2 3 4 5 6 7 8 9 10 11 12

AÑOS

CRECIMIENTO DE EDUCO SECCIONES1991-2002 (*)

8,416

32,28841,952

74,112

113,728

168,928

193,984206,336

237,280 234,983

250,455

283,013

0

50,000

100,000

150,000

200,000

250,000

300,000

POB

LAC

IÓN

ATE

ND

IDA

1 2 3 4 5 6 7 8 9 10 11 12

AÑOS

CRECIMIENTO DE EDUCO POBLACIONATENDIDA 1991-2002 (*)

263

1,0091,311

2,316

2,919

3,8844,196

4,369

4,703

5,339

6,207

6,910

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

MA

ESTR

OS

1 2 3 4 5 6 7 8 9 10 11 12

AÑOS

CRECIMIENTO DE EDUCO MAESTROS1991-2002 (*)

236

845 871

1,334 1,341

1,700 1,7051,640

1,7221,811

1,974 2,047

0

500

1,000

1,500

2,000

2,500

AC

E

1 2 3 4 5 6 7 8 9 10 11 12

AÑOS

CRECIMIENTO DE EDUCO ACE1991-2002 (*)