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Application of AEWG tools to support curriculum development in Guatamala

Wed, April 17, 8:00 to 9:30am, Hyatt Regency, Floor: Bay (Level 1), Bayview B

Proposal

Kayla Boisvert of the Center for International Education, University of Massachusetts, an independent consultant to USAID and the Ministry of Education in Guatemala will review the current provision of AE in Guatemala; describe the process of using the Principles to enhance AE provision, including development of curriculum, learning materials, and placement tests, teacher training, and research and evaluation; and discuss some of the successes and challenges of contextualizing the Principles in the Guatemalan context.


In Guatemala, while access to primary education has reached nearly 100 percent, more than 1.6 million youths between 15 and 24 years of age are out of school (USAID, 2017) and lack essential basic life skills and work competencies. According to the National Institute of Statistics [Instituto Nacional de Estadística] (2016), girls, indigenous populations, and those who live in extreme poverty or rural areas are most affected. Of those youths who are out of school, the majority cite the lack of financial resources as the primary reason.

Enshrined in law in Guatemala is the guaranteed access to educational opportunities. This includes alternative education, or educación extraescolar, for those who are unable to access the formal school system. For children and youths who have been unable to complete their primary or secondary schooling, alternative education provides the opportunity to obtain certified competencies and develop essential life skills. Alternative education meets the needs of marginalized populations who require non-formal education options to access the education system and complete their studies (UNESCO, 2017).

Of the four main alternative education programs in Guatemala, three meet the definition of Accelerated Education Programs (AEP). One of these programs is an in-person AEP for learners who have not completed their primary level schooling. The other two provide accelerated secondary education in either a mixed in-person/online modality or entirely at a distance.

The Accelerated Education Working Group’s (AEWG) 10 Principles for Effective Practice highlight the critical importance of AE-specific curriculum, learning materials, and assessment, which further implies AE-specific teacher training and program evaluation and research. While accelerated education is well-established in Guatemala within their alternative education framework, the Ministry of Education Directorate General of Alternative Education identified several needs to strengthen their provision of accelerated education: the need for development of AE-specific curriculum, learning materials, and placement tests; the need for improved teacher training and professional development; and the need for AE-specific program evaluation and research.

Together with USAID Leer y Aprender, the Ministry of Education solicited the support of an independent consultant and is utilizing the AEWG’s 10 Principles of Effective Practice to enhance their provision of accelerated education in these three areas. This presentation will review the current provision of AE in Guatemala, describe the process of using the Principles enhance AE provision, and discuss some of the successes and challenges of contextualizing the Principles in the Guatemalan context.

References:
Instituto Nacional de Estadística Guatemala. (2016). Encuesta Nacional de Condiciones de Vida 2014. Retrieved from www.ine.gob.gt

UNESCO. (2017). Bases Conceptuales para una Nueva Educación Extraescolar en Guatemala.

USAID. (2017). Sector Brief Education. Retrieved from https://www.usaid.gov/sites/default/files/documents/1862/Sector_Brief-_Education_August_2017.pdf

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