乡村教育挑战的国际视角与国际经验.ppt

CHINA EDUCATION INNOVATION FORUM 20+Pedagogical Strategies to Improve Quality of Education in Small SchoolsIs it as good as people say?  Eduardo Velez Beijing, April 20-21, 2018 I promote the model because: -I have seen it working and not only in rural schools in different continents. -I have seen its impact measured. Let me start with some challenges countries have in dealing with rural education and what has happened when EN model is used. Then Vicky will explained what the model is before we have an open discussion Why low quality in rural education?1 -Quality of teachers, including (i) traditional expository methodology emphasizing memorization and not comprehension skills, and (ii) ineffective and inadequate pre- and in-service training for teachers -Limited amount of time in first grades to learn basic skills, including specially reading and in general insufficient time for effective learning, specially in language and in math (short academic year and school days: not enough time on task) -Cultural barriers in transition from home to school mainly in minority areas, specially including mother tongue. -Lack of effective textbooks for students and teachers that are appropriate with active methodologies and that respond to the diversity within the classroom (specially different learning rhythms) Why low quality in rural education?2 -Overloaded curriculum and not related to student’s environment --High percentage of incomplete schools where teachers have not received training nor material to deal with the situation -Few teachers have been trained in active teaching process and/or on how to teach to read -Schools located in isolated areas do not attract qualified teachers and permanent transfers of rural teachers to urban areas -Inadequate or no incentive mechanisms for teachers’s productivity -Rigid calendars, promotion and evaluation systems Why low quality in rural education?3 But also some factors outside of the education system like students and pa