Improving Teaching and Learning in Low-income Schools: Is “Escuela Nueva” an Option?
|作者||池瑾、Vicky Colbert、Eduardo Velez Bustillo|
This paper presents a description of the Escuela Nueva program (EN) and reviews its progress to date specially to inform policy makers in the Asia Pacific Region where the model may have a great potential to increase both enrollment and quality of education in rural schools， boarding schools， or schools using the traditional teaching frontal model. EN is widely recognized as a successful model and innovation to improve the quality of schooling. The essence of the innovation is to improve quality teaching and learning， modify teacher´s attitudes and behavior in the classroom and promote active， cooperative and personalized learning centered on the learner. The paper describes how the model is implemented to bring systemic changes in teacher training， curriculum development， administrative strategies and community liaison. With the support from civil society， different international organizations and by working with governments， it has reached over 5 million children in at least 16 countries in different regions. The applicability of the model is presented based on implementation experiences at different levels as well as international adaptations in various countries and contexts. As the quality of education of the Asia Pacific Region focuses on innovative approach to improve learning， teacher development， school efficacy， and targeting for unreached and marginalized children， the model provides a good alternative to better education in rural areas of the Region. Implications for rural schools in China， particularly innovation in teaching and learning， rural teacher development， adaption to diversity and mechanism of change， for the quality of education of small village schools are discussed.
|關鍵詞||新学校、教育质量、农村教师、农村小规模学校、创新机制、New School、education quality、rural teachers、rural small schools、innovation mechanism|