Quality and Efficiency in a Complementary Middle School Program: The "Educatodos" Experience in Honduras

Autor/inn/en	Marshall, Jeffery H.; Mejia R., Marco Tulio; Aguilar, Claudia R.
Titel	Quality and Efficiency in a Complementary Middle School Program: The "Educatodos" Experience in Honduras
Quelle	In: Comparative Education Review, 52 (2008) 2, S.147-173 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/528760
Schlagwörter	Nontraditional Education; School Activities; Middle Schools; Program Effectiveness; Program Implementation; Foreign Countries; Educational Quality; Rural Areas; Adult Education; Developing Nations; Student Attrition; Honduras + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Middle school; Mittelschule; Mittelstufenschule; Ausland; Quality of education; Bildungsqualität; Rural area; Ländlicher Raum; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Developing country; Developing countries; Entwicklungsland; Schülerbeurlaubung
Abstract	In this article, the authors use recently collected data from the "Educatodos" program in Honduras to analyze attrition, an outcome that has received little attention in previous analyses of alternative school effectiveness. "Educatodos" began in the 1990s with radio courses in primary grades mainly for rural adults. Through the years the program has generated more than 350,000 person-years of education. Since 2001 it has also provided middle schooling through audiotape lessons delivered in local learning centers, and its rural focus on adults has given way to a more diverse profile that includes recent graduates of public primary schools. "Educatodos" is a good example of a complementary provider of education, although it does rely on a different teaching technology compared with the average public middle school. The central challenge facing the program is clear, however: to keep costs low enough to encourage participation among the poorest sectors of society and quality high enough to maintain enrollments. The steady growth in learning centers offering these grades suggests that the program is meeting this dual challenge. The overall impact of this expansion, however, has been tempered by evidence of high rates of attrition. It would be easy to attribute attrition in a program such as "Educatodos" to contextual forces related to poverty, but their data show that completion rates are not uniformly low in the program, even among the poorest participants. This suggests that specific features of program implementation affect continuation, a proposition that makes intuitive sense but is based on little empirical evidence in developing-country settings. (Contains 4 tables and 13 footnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10