Is Jomtien Irrelevant to Latin America? Adjusting Education While Adjusting the Economy. Development Discussion Paper No. 388-ES.

Autor/in	Reimers, Fernando M.
Institution	Harvard Univ., Cambridge, MA. Inst. for International Development.
Titel	Is Jomtien Irrelevant to Latin America? Adjusting Education While Adjusting the Economy. Development Discussion Paper No. 388-ES.
Quelle	(1991), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Access to Education; Educational Assessment; Educational Economics; Educational Improvement; Educational Needs; Educational Quality; Elementary Secondary Education; Latin Americans; Policy Formation; School Restructuring + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; assessment; Bewertungssystem; Bildungsökonomie; Teaching improvement; Unterrichtsentwicklung; Educational need; Bildungsbedarf; Quality of education; Bildungsqualität; Latin America; People; Lateinamerika; Bevölkerung; Volk; Politische Betätigung; Schulreformplan; Schulumwandlung
Abstract	This paper challenges the commonly held view that Latin America has solved its access problems to primary education. The consequences of this view would be that the policy recommendations of the World Conference on Education for All, held in Jomtien, Thailand, in 1990 would be less applicable to Latin America than to Africa or Asia. The first part of the paper documents how education in Latin America today is characterized by low levels of learning, severe inequities in opportunities to learn, and high repetition rates. The second section examines the changes in the provision of education, which resulted from the impact of adjustment on households, education finance, schools, and ministries of education. The last section of the paper proposes five ideas for an education reform agenda: (1) the need for more resources at the basic levels; (2) a renewed sense of purpose for education, focusing on equity and quality; (3) a recognition that quality is not a uni-dimensional concept; (4) information as a central resource guide and monitor change; and (5) institutionalization of mechanisms for strategic planning, policy continuity, and policy change. The paper draws on information collected from: a survey of education policymakers in Latin America; conversations with educators and policymakers in trips to Colombia, Honduras, Mexico, Peru, and Venezuela; and a survey of 64 rural teachers, 1,250 students and 640 mothers in Honduras as well as documents referenced in the text. (Author/LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC