Reducing risks for children of working mothers in San Benito

LET’S LOOK AT WHAT EDUCATION IS LIKE IN PERU…

Programme for International Student Assessment (PISA)

Reading comprehension

Mathematics

1 Shanghai, China 1 Shanghai (China) 60 Peru2 South Korea 2 Finland 61 Tunisia

3 Finland 3 South Korea 62 Qatar

4 Hong Kong, China 4 Hong Kong (China) 63 Indonesia

5 Canada 5 Liechtenstein 64 Panama

24 USA 65 Kyrgyzstan

43 Chile

46 Mexico Science

49 Uruguay 1 Shanghai (China) 63 Peru52 Colombia 2 Finland 64 Azerbaijan

55 Brazil 3 South Korea 65 Kyrgyzstan

57 Argentina 4 Hong Kong (China)

62 Peru 5 Estonia

63 Panama

64 Azerbaijan

65 Kyrgyzstan

PISA 2009 Ranking

PISA PROFICIENCY LEVEL OF PERUVIAN STUDENTS 2001 - 2009

More than 50% of students are in the lowest level.

PISA 2001

% of students in each

proficiency level5

(highest)0.1

4 1.0

3 4.9

2 14.5

1 25.5

<1 (lowest)

54.1

Source: Ministry of Education

PISA 2009

% of students in each

proficiency level6

(highest)0.0

5 0.4

4 2.6

3 10.1

2 22.1

1a 28.7

1b 22.0

<1b (lowest)

14.1

PISA - PROGRESSPERU – POSITION out of 65 countries

Categories PISA 2009 PISA 2012

Reading comprehension

62 65

Mathematics 60 65

Science 63 65

Peru is at the bottom of the world education rankings.

Why did we decide to start the HOMEWORK CLUB?

The State provides free education, but there are other factors which affect academic performance:

Having to look after younger brothers and sisters.

Not having any books.

Not having help from parents (because they are at work all day or have a

low level of education themselves).

Not having a good diet.

Each teacher has a large number of pupils.

SCHOOL HOMEWORK CLUBS (SHCs) for children between 6 and 12 years of age

ADVANCES IN ACADEMIC PERFORMANCESan Benito – Lomas de Carabayllo

Peru

A HOMEWORK CLUB IS…a place aimed at providing support for children who have been assessed as having serious difficulties in reaching their potential in reading, writing and arithmetic.

In addition:+ Their mothers work away from home for more than 12 hours, several days a week.+ They do not get help with their homework from any adults. + Their mothers cannot read and write or have a very basic level of education and are unable to help them.

There are also children who are referred by the authorities as they come from a violent background.

During 2013 we opened 3 SHCsSHC 1

San Benito CHAPEL

19 children taking part.

There is a mother looking after them.

They have a support teacher.

It has a well-stocked library.

Accepts children referred by the DEMUNA, who are

at risk.

SHC 2 San Benito

COMMUNITY KITCHEN

20 children taking part.

There are 5 mothers looking after them (volunteer

mothers).

They have a support teacher.

We have established a small library.

SHC 3 Los CipresesCOMMUNITY CENTRE

20 children taking part.

There are 5 mothers looking after them

(volunteer mothers).

They have a support teacher.

We have established a small library.

Every 3 months we carry out an evaluation to measure progress

• The evaluation has 2 components:

• The evaluation criteria used by the teacher to assess the child’s progress in the different areas.

• The survey carried out with the children for them to evaluate their progress, the venue, the contribution of the mothers who help out and how they feel.

HERE ARE SOME OF THE RESULTS

NOTES: + SHC 3 only opened in November so the evaluation has not yet been carried out; however, our observations indicate that around 50% of the children will need remedial education. + All of the children were selected on the basis of having a poor academic performance. This is our baseline.

ACADEMIC PERFORMANCE

EVALUATION BY THE TEACHERS

ACADEMIC PERFORMANCEEVALUATION BY THE TEACHERS – SHC 1

53% of the children show a partial improvement, which means they are on the right track but progress is slow.

47% show sustained improvement in both numeracy and literacy, as evidenced by tests, notebooks and monitoring sheets.

NEEDS REMEDIAL EDUCATION

PARTIAL IMPROVEMENT

IMPROVED

0 10 20 30 40 50 60

ACADEMIC PERFORMANCE SHC 1

ACADEMIC PERFORMANCEEVALUATION BY THE TEACHERS – SHC 2

30% of the children have not made the expected improvement and so will follow an intensive process of REMEDIAL EDUCATION.

35% of the children show a partial improvement, which means they are on the right track but progress is slow.

35% show sustained improvement in both numeracy and literacy, as evidenced by tests, notebooks and monitoring sheets.

NEEDS REMEDIAL EDUCATION

PARTIAL IMPROVEMENT

IMPROVED

27 28 29 30 31 32 33 34 35 36

ACADEMIC PERFORMANCE SHC 2

% of children

ACADEMIC PERFORMANCEEVALUATION BY THE TEACHERS – TOTAL

15% of the children have not made the expected improvement and so will follow an intensive process of REMEDIAL EDUCATION.

44% of the children show a partial improvement, which means they are on the right track but progress is slow

41% show sustained improvement in both numeracy and literacy, as evidenced by tests, notebooks and monitoring sheets.

NEEDS REMEDIAL EDUCATION

PARTIAL IMPROVEMENT

IMPROVED

0 5 101520253035404550

ACADEMIC PERFORMANCE -COMBINED

% of children

ADVANCES IN ACADEMIC PERFORMANCE

THE CHILDREN’S EVALUATION OF THEIR OWN PROGRESS

Do the children think their reading has improved?

THE CHILDREN’S EVALUATION OF THEIR OWN PROGRESS

When the evaluation was carried out, SHC 1 had been running for 2 months longer than SHC 2, which could explain the differences in progress.

In both homework clubs, the majority of children think their reading ability has improved.

There are still a small number in SHC 2 who think their reading has not improved. These children will move into the remedial education process since their views are consistent with the teacher’s evaluation.

I am not improving

I can improve more

I have improved

0 20 40 60 80 100

SHC 2

SHC 1

% of childrenIn

my

read

ing

Do the children think their reading comprehension has improved?

THE CHILDREN’S EVALUATION OF THEIR OWN PROGRESS

Between 30% and 40% of the children think they an improve further in their reading comprehension. Around 55% of children (in both clubs) think they have improved.

A small number (in SHC 2) have not noticed any improvement.

I am not improving

I can improve more

I have improved

0 10 20 30 40 50 60

SHC 2SHC 1

% of childrenIn m

y co

mpr

ehen

sion

Do the children think they have improved at maths?

THE CHILDREN’S EVALUATION OF THEIR OWN PROGRESS

In both clubs, the majority of children think they are improving or have improved at maths.

The largest number of children who felt they had improved was in SHC 2 (56%). This is as a result of one of the games they play after the homework support session.

In SHC 1 we found a number of children who do not think they have improved in maths (most of them are girls).

I am not improving

I can improve more

I have improved

0 102030405060

SHC 2

SHC 1

% of children

At m

athe

mati

cs

How do the children think they have improved at doing their homework?

THE CHILDREN’S EVALUATION OF THEIR OWN PROGRESS

A large number of children feel they have improved at doing their homework (having time to do it).

However, there is also a group of children who feel they have still not improved. These are the same children which the teacher has recommended for remedial education.

I am not improving

I can improve more

I have improved

0 20 40 60 80

SHC 2

SHC 1

% of children

At d

oing

hom

ewor

k

How do the children feel when they are at the homework club? THE CHILDREN’S OWN EVALUATION

All of the children expressed positive feelings (happy, content, good).

happy

content

good

0 5 1015202530354045

SHC 2

SHC 1

% of children

How

I fe

el

…in all countries in the world, there are children living in exceptionally difficult conditions and that such children need special consideration (UN Convention on the Rights of the Child 1989).

AN OPPORTUNITY CAN MAKE A

HUGE DIFFERENCE!