Escuela Nueva Foundation Escuela Nueva: Learning to Learn and Coexist Peacefully Escuela Nueva...

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


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


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


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.”


Education for All and Multigrade Teaching: Challenges and Opportunities. Angela W. Little


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.”


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


“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


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



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 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.”




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 %.


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


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


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 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

[email protected]

PBX +571 2452712 – FAX Ext. 112

Calle 39 No. 21-57Bogotá D.C., Colombia

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