Para enfrentar la crisis mundial de aprendizaje (i) es necesario mejorar la experiencia de los estudiantes jóvenes, y así ayudarlos a aprender y avanzar más en su educación. Los directores son centrales en esa experiencia: desde la limpieza de la escuela, hasta la manera en que los estudiantes y los maestros interactúan y la motivación y el esfuerzo que estos últimos muestran en las aulas. Por ello, no es sorpresivo que se considere a los directores, después de los maestros, como el insumo escolar más importante para el aprendizaje de los estudiantes (consulte este artículo y este sitio web). (i) Sin embargo, en muchos países de ingreso mediano y de ingreso bajo, solo recientemente las maneras de seleccionar, capacitar, apoyar e incentivar a los directores de escuelas han pasado a primer plano en los debates sobre las políticas educativas.
Addressing the global learning crisis requires improving the experience of young students, to help them learn more and progress further in their education. Principals are at the heart of shaping that experience – from the cleanliness of the building, to the way that students and teachers interact with each other, to the motivation and effort teachers make inside their classrooms. So it is no surprise that, after teachers, principals are generally considered to be the most important school input to student learning (see here and here). Yet principals – how they are selected, trained, supported, and incentivized – have only recently come to the forefront of education policy discussions in many middle and lower income countries.
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Countries with the best education outcomes are those in which society places high value on the teaching profession. That value is reflected in the relationship between the state, society, and the teacher; in the support given to teachers (including reasonable salaries), in the trust placed in them; and in the recognition bestowed upon them by society, parents, and the community as well as the value they place on the tremendous responsibility that they bear.
We just got back from Nepal to see how results-based financing has, or hasn’t, changed the way their education system functions. Over lunch, we asked our counterparts at the Ministry of Education: “What’s been different since the introduction of results-based financing?” Their response: “Oh, we just pay more attention to the indicators.” While this may sound peripheral, it speaks to the power of RBF.
While Hillary Clinton is cracking the glass ceiling, if not yet shattering it entirely, in the United States by becoming the first female presidential nominee of a major political party, recent analysis on U.S. women in the workforce presents a more sobering finding.
In the seven years between 2000 and 2007, the world undertook a massive push to increase enrollments for all children in primary school. This organized effort was successful in reducing the worldwide number of out-of-school children by 40%. Surely, for many, the hope (and even the expectation) at that time was for a fast-approaching elimination of this global dilemma.
So, what of our progress in the last seven years?