Decentralizing Education in Guatemala : School Management by Local Communities

dc.creator	Rojas, Carlos
dc.creator	Valerio, Alexandria
dc.creator	Demas, Angela
dc.date	2012-08-13T11:12:34Z
dc.date	2012-08-13T11:12:34Z
dc.date	2005-02
dc.date.accessioned	2016-03-27T23:29:33Z
dc.date.available	2016-03-27T23:29:33Z
dc.identifier	http://hdl.handle.net/10986/10340
dc.identifier.uri	http://evidence.thinkportal.org/handle/10986/10340
dc.description	Guatemala set out in 1992 to increase access to education in remote areas. Its National Community-managed Program for Educational Development (PRONADE) has evolved from a small, innovative pilot program in 19 rural communities, to a nationwide program reaching over 4,100 communities and 445,000 children. PRONADE is one of the most proactive managerial, administrative, and financial decentralization measures taken in Latin America. Isolated rural communities have been truly empowered to administer and manage the schools. Following are some remaining challenges to be resolved for PRONADE continued success : quality issues and students learning outcomes must be dealt more systematically; PRONADE teachers have not received consistent training in multi-grade and bilingual classroom practices; impact evaluation are needed to determine how PRONADE is affecting student achievement, repetition, and drop-out rates, as well as teacher effectiveness; finally, there have been frequent delays in payment of teacher salaries, as well as transfer of funds for school snacks, educational and teaching materials.
dc.language	English
dc.publisher	World Bank, Washington, DC
dc.relation	Education Notes
dc.rights	CC BY 3.0 Unported
dc.rights	http://creativecommons.org/licenses/by/3.0/
dc.rights	World Bank
dc.subject	ACHIEVEMENT
dc.subject	ACHIEVEMENTS
dc.subject	AGED
dc.subject	ATTENDING SCHOOL
dc.subject	CLASSROOM INSTRUCTION
dc.subject	COMMUNITY PARTICIPATION
dc.subject	DECENTRALIZATION
dc.subject	DROP-OUT RATES
dc.subject	EDUCATIONAL DEVELOPMENT
dc.subject	EDUCATIONAL NEEDS
dc.subject	EDUCATIONAL POLICY
dc.subject	EDUCATIONAL SERVICES
dc.subject	EFFECTIVE IMPLEMENTATION
dc.subject	ENROLLMENT
dc.subject	ENROLLMENT GROWTH
dc.subject	ENROLLMENT RATE
dc.subject	LEARNING
dc.subject	LEARNING MATERIALS
dc.subject	LEARNING OUTCOMES
dc.subject	LIBRARIES
dc.subject	LOCAL COMMUNITIES
dc.subject	MATHEMATICS
dc.subject	NET ENROLLMENT
dc.subject	NONGOVERNMENTAL ORGANIZATIONS
dc.subject	PARENTS
dc.subject	PRESCHOOL EDUCATION
dc.subject	PRIMARY ENROLLMENT
dc.subject	PRIMARY SCHOOL
dc.subject	PRINCIPALS
dc.subject	READING
dc.subject	REPETITION
dc.subject	RURAL SCHOOLS
dc.subject	SCHOOL INFRASTRUCTURE
dc.subject	SCHOOL LIBRARIES
dc.subject	SCHOOL MANAGEMENT
dc.subject	SCHOOLS
dc.subject	STRATEGIC PLANNING
dc.subject	STUDENT ACHIEVEMENT
dc.subject	TEACHER
dc.subject	TEACHER DEVELOPMENT
dc.subject	TEACHER EFFECTIVENESS
dc.subject	TEACHER SALARIES
dc.subject	TEACHERS
dc.subject	TEACHING
dc.subject	TEACHING MATERIALS
dc.subject	TRAINING COURSES
dc.title	Decentralizing Education in Guatemala : School Management by Local Communities
dc.type	Publications & Research :: Brief
dc.type	Publications & Research
dc.coverage	Latin America & Caribbean
dc.coverage	Guatemala