Syndicate content

Dominican Republic

Evolución de la capacitación de los directores de escuelas: enseñanzas de las experiencias de América Latina

Melissa Adelman's picture
Also available in: English
Foto: World Bank

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.

Evolution of school principal training: Lessons from Latin America

Melissa Adelman's picture
Also available in: Español
After teachers, principals are considered to be the most important school input to student learning. Photo: World Bank

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. 

The Teaching Profession: What is the Dominican Republic Doing Right?

Jaime Saavedra's picture
Also available in: Español | Français
Children in the Dominican Republic

Also available in Spanish | French

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.

Why we believe in Results-Based Financing

Jessica Lee's picture
 Minna Mattero / World Bank)
Results-based financing can force conversation to focus on developing a theory of change that starts with results. (Photo: Minna Mattero / World Bank)


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.

Quality education needed to boost women’s economic empowerment

Keiko Inoue's picture
Better educated women secure brighter futures for themselves and lift entire households out of poverty.



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.

Do we have any idea how to get kids into school?

Donald Baum's picture
 Arne Hoel/ World Bank
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?