personal trajectory work at corona foundation questions and challenges
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Personal trajectory Work at Corona Foundation Questions and challenges. Overwhelming Needs in Colombia. 49,2% of Colombians living below poverty line 3.5 million Colombians - 8% of total population- can not read or write. Over 1 million Colombian children do not have access to education - PowerPoint PPT PresentationTRANSCRIPT
• Personal trajectory• Work at Corona Foundation• Questions and challenges
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Overwhelming Needs in Colombia• 49,2% of Colombians living below poverty line • 3.5 million Colombians - 8% of total population- can not
read or write.• Over 1 million Colombian children do not have access to
education• Drop-out rates in Colombia have reached alarming levels,
32% complete 11th grade.
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Overwhelming Needs in Colombia• In rural areas 50% of the students drop-out without
completing elementary - 5th grade• Average years of schooling for population over 15 years
old in rural areas is 5 years • 9% of Colombians have never attended school • 27% of the teachers in Colombia do not have a college
degree• 13,6% of Colombian children suffer from chronic
malnutrition; thus, causing severe learning difficulties
Corona Foundation
Mission Statement
Contribute to poverty reduction and the Contribute to poverty reduction and the creation of social equity in Colombiacreation of social equity in Colombia
Intervention Strategies
• Design and implement models for institutional development that can be applied to organizations (schools, hospitals, etc.)
• Develop specialized sectorial knowledge and promote debate to ensure improvements in the design and formulation of public policy.
• Promote citizen participation in order to develop solutions to community problems, increase local accountability and bring citizens closer to government.
Work Criteria• Building of institutional support as an effective means to
generate equality.• Generation of new knowledge able to promote social
change.• Delegated implementation of projects • Always work throughout alliances (public – private) • Replication of models• Promote networks to guarantee sustainability.• Long term interventions to generate systematic and lasting
impact.• Capacity building in local and national actors
– Local, regional and national public sector
• Municipalities • Regional authorities • National authorities
– NGOs and other Foundations
– Businesses Corporations
– Research centers– Other relevant actors to help
develop and sustain project's achievements
NationalProject Partners
International
Ford Foundation
Inter American Foundation
World Bank
IDB - Fomin
USAID
Comunidad Valenciana
PREAL
Areas of intervention
Education
Health
Local and Community Development
Entrepreneurial Development
Education AreaMission
Contribute to improve quality of early, basic and middle education to open new opportunities to
disadvantaged children and youngsters in Colombia.
Julián Esteban Taborda8 years old – 2nd grade
José Félix Restrepo SchoolSabaneta (Antioquia)
ProloguePrologue
I feel very lucky because I am I feel very lucky because I am just 6 years old and already Ijust 6 years old and already Ihave my first writings. Also because have my first writings. Also because throughout them I have learned how throughout them I have learned how to express what I feel and what I to express what I feel and what I think.think.I want to thank Antioquia´s University I want to thank Antioquia´s University and Corona Foundation for it. …as and Corona Foundation for it. …as well as my teacher Marta for thinking well as my teacher Marta for thinking on me, my parents and relatives for on me, my parents and relatives for their support and motivation.their support and motivation.
Reading and writing for life
Reading and writing for life
• Reading and writing are essential skills in our society:– They allow children to build their own knowledge and be more
competitive.– They facilitate a more clear and argumentative communication.
• Boys and girls who read and write well: – Will have good results in other classes.– Will be conscious citizens of their rights and duties. – Will be good children and better parents. – Will have good sense of criticism and will be able to build new knowledge– Will be workers wishing to learn more and more every day.
• All these are decisive for a good school performance
• And on the way we can diminish repetition and drop-out rates
¿Why reading and writing?
Drop-out and repetition rates
Repetition rates
Drop-out rates
Objetives
MAIN OBJECTIVE MAIN OBJECTIVE
To develop a model to improve reading and writing abilities of
students and teachers from PK to 5th grade around Colombia.
SPECIFIC OBJECTIVESPECIFIC OBJECTIVE
PK to 5th grade teachers and students improve their skills to:• Read and comprehend different types of texts• Increase their vocabulary• Discuss ideas and build their own criteria• Write coherent and rich texts
throughout school’s curricula.
Expected Results• RESULT 1
Teachers qualify their reading and writing skillsqualify their reading and writing skills during 3 years. • RESULT 2
Teachers transform their pedagogy in the classroomtransform their pedagogy in the classroom.
• RESULT 3Students improve their performanceStudents improve their performance levels as readers and writers
• RESULT 4Parents, principals, school and public librarians and local authoritiesParents, principals, school and public librarians and local authorities get actively involved in supporting reading and writing in each community
• RESULT 5Every participant school is able to systemize and spread outsystemize and spread out project’s results to assure its sustainabilitysustainability.
Palabrario’s processInitial training Initial training
(20 hours)(20 hours)
Jan Dec.
Four workshops with Four workshops with teachers (every 2 teachers (every 2
months)months)
March May August Nov.
Classroom visits Classroom visits Students’ books Students’ books exhibition exhibition
Teachers and Teachers and students’ students’
evaluation evaluation
Activities with parents Activities with parents and public librarians and public librarians
Local follow up process and communicationLocal follow up process and communication
October
TEACHERSTEACHERS
SCHOOLS AND SCHOOLS AND COMMUNITIESCOMMUNITIESFAMILIESFAMILIES
STUDENTSSTUDENTS
Read and write for life Read and write for life and plenty of meaning and plenty of meaning
Follow up process Follow up process and sustainability and sustainability
(School Project and (School Project and Curricula)Curricula)
Action / reflection training Action / reflection training process process
Systemic and comprehensive model
• Web page www.palabrario.com
• Palabrario’s brochure for parents
• Local committee to follow and support project
• School evaluation and feedback
• Teachers’ network
• Exhibition of students’ portfolios
• Classroom activities to enjoy reading and writing
• Juan Palabras’s mail (letters exchange with kids from other municipalities)
Active and Active and collaborative collaborative
learning process learning process
• Ongoing training for 3 years
• Follow up mechanisms every 2 months
• Classroom visits to every teacher
When I read I feel happy, because I know that I am inspired to read
correctly and make not mistakes. I imagine what happens and what the book characters do. I feel happiness
and confidence of that book that I read.
When I write, I realize that I am inventing wonderful things, but I
have some words in my handwriting and others that I have to think to spell them correctly. Although I
recognize that I need to improve, my handwritings are wonderful.
I love writing and thinking about things that I never imagine before,
wonderful things that make a beautiful text.
Raquel Lopera. 3rd Grade – Copacabana (Antioquia)
Evaluation 2008Evaluation 2008March / November – 2March / November – 2ndnd graders graders
1.1. Reading skillsReading skills
2.2. Comprehension skillsComprehension skills
3.3. Argumentation skillsArgumentation skills
4.4. Written production skillsWritten production skills
0,0
10,0
20,0
30,0
40,0
50,0
PruebaInicialPruebaFinal
Prueba Inicial 34,6 30,8 33,8 33,0 23,3 44,0 37,9
Prueba Final 17,4 18,0 10,7 8,6 6,4 23,1 39,6
Cop Gir Bar Sab Estr Cal Uni
Chart No. 1. Students that are reading syllabi by Chart No. 1. Students that are reading syllabi by syllabisyllabi
0.0
20.0
40.0
60.0
Prueba InicialPrueba Final
Prueba Inicial 32.0 17.9 34.0 22.4 23.1 22.0 26.9
Prueba Final 52.6 40.7 39.7 58.3 25.7 53.8 50.9
Cop Gir Bar Sab Estr Cal Uni
Chart No. 2 Students that are reading sentence Chart No. 2 Students that are reading sentence by sentenceby sentence
-
0
10
20
30
PruebaInicialPruebaFinal
Prueba Inicial 25,4 24,9 21,5 20,2 24,9 24,4 18,1
Prueba Final 6,4 15,8 6,3 10,6 8,6 5,1 8,5
Cop Gir Bar Sab Estr Cal Uni
Chart No. 5 Students don’t remember any of the ideas of the text
01020
304050
Prueba InicialPrueba Final
Prueba Inicial 17,5 13,3 8,8 19,5 14,8 7,1 15,4
Prueba Final 31,9 20,4 25,7 35,8 15,7 41 13,2
Cop Gir Bar Sab Estr Cal Uni
Chart No. 6 Students that remember all the Chart No. 6 Students that remember all the ideas of a text. ideas of a text.
Chart No. 9 Students that present their own ideas with arguments
0
20
40
60
80
Prueba InicialPrueba Final
Prueba Inicial 23,7 18,8 29 19,7 22,4 28,6 13,2
Prueba Final 41 42 37,1 35,8 67,9 23,1 44,3
Cop Gir Bar Sab Estr Cal Uni
0
10
20
30
40
50
Prueba Inicial
Prueba Final
Prueba Inicial 22,1 19 19,8 23,5 20 14,3 22
Prueba Final 38,1 31,3 39,3 38,4 27,9 41 25,5
Cop Gir Bar Sab Estr Cal Uni
Chart No. 10 Students present their ideas in a logic and sequential order
Some lessons from Palabrario
• Focus: 0 / 10 – Initial education (0 – 5 years old)– Primary education (1st / 5th grade) 6 - 10 years old
• Work hand by hand with teachers in their own classrooms and according to their own rhythm
• Synergies with partners and school / local authorities
Questions and challenges• How to guarantee model’s sustainability?
• How to increase reading materials in schools?
• Impact evaluation on teachers and students (2nd semester 2009)
• Complimentary model: Numerario (math)
