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A Comparative Analysis of School-based Management in Central America

Author

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  • Emanuela Di Gropello

Abstract

This paper provides a comparative analysis of school-based management reforms in four Central American countries (EDUCO in El Salvador, PRONADE in Guatemala, PROHECO in Honduras, and Centros Autonomos in Nicaragua). It starts by providing a characterization of the models and then reviews how they have expanded community participation and empowerment and school decision-making autonomy. It then continues by analyzing the impact of community and school empowerment on the teaching-learning process, including measures of teacher effort; and assesses the impact of the models on several educational outcomes, relating this impact with the teaching-learning environment and community empowerment. Finally, the paper attempts to explain the impact of the reforms by discussing how variations in reform design, country contexts and actors' assets can explain differences and similarities in result. The key conclusion of the paper is that school-based management models have led generally to greater community empowerment and teacher effort, resulting in: (a) a better use of the existing limited capacity of teachers and schools1; (b) higher coverage in rural areas; (c) somewhat better student flows; and (d) learning outcomes at least as high as in traditional schools (while community-managed schools are generally established in the poorest and most isolated rural areas2). Nonetheless, the models rank poorly in terms of teacher education and experience, adoption of active/innovative teaching methodologies and substantive and supportive teacher involvement in the schools. Reform design and implementation context are crucial determinant of these and other results.

Suggested Citation

  • Emanuela Di Gropello, 2006. "A Comparative Analysis of School-based Management in Central America," World Bank Publications, The World Bank, number 6978, April.
  • Handle: RePEc:wbk:wbpubs:6978
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    File URL: https://openknowledge.worldbank.org/bitstream/handle/10986/6978/350360A0Compar1chool01OFFICIAL0USE1.pdf?sequence=1
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    References listed on IDEAS

    as
    1. Jimenez, Emmanuel & Sawada, Yasuyuki, 1999. "Do Community-Managed Schools Work? An Evaluation of El Salvador's EDUCO Program," World Bank Economic Review, World Bank Group, vol. 13(3), pages 415-441, September.
    2. Emiliana Vegas, 2005. "Incentives to Improve Teaching : Lessons from Latin America," World Bank Publications, The World Bank, number 7265.
    3. Gershberg, Alec Ian, 1999. "Fostering Effective Parental Participation in Education: Lessons from a Comparison of Reform Processes in Nicaragua and Mexico," World Development, Elsevier, vol. 27(4), pages 753-771, April.
    Full references (including those not matched with items on IDEAS)

    Citations

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    Cited by:

    1. Ganimian, Alejandro J., 2016. "Why do some school-based management reforms survive while others are reversed? The cases of Honduras and Guatemala," International Journal of Educational Development, Elsevier, vol. 47(C), pages 33-46.
    2. Halil Dundar & Tara Beteille & Michelle Riboud & Anil Deolalikar, 2014. "Student Learning in South Asia : Challenges, Opportunities, and Policy Priorities," World Bank Publications, The World Bank, number 18407, April.
    3. Carlos Felipe Jaramillo & Daniel Lederman & Maurizio Bussolo & David Gould & Andrew Mason, 2006. "Challenges of CAFTA : Maximizing the Benefits for Central America," World Bank Publications, The World Bank, number 7127.
    4. Gershberg, Alec Ian & González, Pablo Alberto & Meade, Ben, 2012. "Understanding and Improving Accountability in Education: A Conceptual Framework and Guideposts from Three Decentralization Reform Experiences in Latin America," World Development, Elsevier, vol. 40(5), pages 1024-1041.
    5. repec:eee:injoed:v:56:y:2017:i:c:p:28-41 is not listed on IDEAS

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