96859 1 Case Studies in Extending the School Day in Latin America Pablo Alfaro Peter Holland September 2012 Acknowledgments: The authors are grateful for input from Diego Ambasz and David Evans. Pablo Alfaro works for the Ministry of Education in Chile; Peter Holland works for the World Bank. The corresponding author is Peter Holland: pholland@worldbank.org. 2 Table of Contents Chile 3 Argentina, Río Negro 7 Brazil, São Paulo 10 Uruguay 12 Argentina, Mendoza 16 El Salvador 19 Mexico 22 3 Chile by the comprehensive Education Reform launched in 1996, and for collaboration. National program  Provide time for recess and complementary Jornada Escolar Completa activities, as well as guided study, homework, Started in 1997 laboratories and workshops.  Protect those students in hostile environments by keeping them more time in the school. Context: Chilean schooling system  Support working mothers. Most of the Chilean schools are funded through Government subsidy (voucher). This subsidy is monthly assigned, calculated as the product between a student Scope per-capita and the students’ attendance. Schools selected There are three kinds of schools in Chile:  Mandatory for all publicly funded schools (i.e.  Municipal schools: The former fiscal schools municipal and private subsidized schools)iii were transferred to municipalities since 1980. Grades selected Funded through the voucher plan. Tuition-free.  Since 1997, 3rd to 12th grade (3ro básico to 4to  Subsidized private schools: Privately managed medio)iv was established as mandatory and publicly funded. Funded through the  Pre-Kinder, Kinder, 1st and 2nd grades were voucher plan. There are tuition-free and tuition included later, not mandatory charging schools, although the system incentivizes these schools to charge tuition.  Non-voucher private schools: Privately managed Roll out and privately funded. Tuition-charging. Timelinev In 1997, the Chilean schooling system had 3.3 million  Started in 1997 in those schools with available students and more than 10,000 schools. In 2010, it infrastructure. reached 3.5 million students and more than 11,500 schools. i  2004 was the initial deadline for all the schools.  Deadline extended to 2007 for municipal Enrollment - Chile schools and 2010 for private subsidized schools. 4 Prioritization Millions 3.5 The Chilean Government decided each year which 3 schools include in the program based on criteria such as vi vii 2.5  Students Technical viability and cost of school expansion 2  Socioeconomic vulnerability of the student 1.5 population  Pre-existing deficit in infrastructure 1  Equitable geographical distribution 0.5 Coverage 0 Year Schools (%) Students (%) 1997viii 3157 (31%) n/a Municipal Subsidized private Private 1998 3820 (36%) n/a 1999 4155 (39%) n/a 2000 4682 (44%) n/a Program objectivesii  Provide enough time for teachers’ activities 2001ix 5261 (55%) 963,937 (36%) according to the new requirements established 4 2002 5867 (61%) 1,200,000 (44%) Additional time allocationxii 2003 6399 (70%) 1,619,749 (59%) Afternoon time can be used for: 2004 6690 (73%) 1,734,210 (59%)  Academic activities connected with the Core Curriculum 2005 6971 (76%) 1,947,615 (66%)  Extra-curricular activities 2006 7336 (80%) 2,286,565 (77%) However, it is also possible to use the time for: 2007 7306 (80%) 2,142,362 (72%)  Additional time teaching the Core Curriculum  Specialization courses for students in secondary 2008 7457 (81%) 2,233,042 (76%) education 2009 7586 (82%) 2,307,319 (78%) 2010 n/a 2,354,102 (80%) Governance Additional time allocation decision-making Curricular frameworkx  There are guidelines for the additional time allocationxiii This program was part of a comprehensive educational  But every participating school was allowed to reform started in the early nineties. It was launched decide how to allocate the extra time, along with the Curricular Reform, which started in 1996. determining the subjects, academic and extra- The Curricular Reform aimed to updating and upgrading curricular activitiesxiv. the subjects, switching from contents to competencies Community and stakeholders and better connecting the educational experience with  The School Council is an institution that should the students’ life. exist in every Chilean school. It includes Therefore, the Full Day School program was teachers, parents and guardians, students and instrumental to the Curricular Reform, providing the non-teaching workers. required time to properly implement it.  The School Council, among other functions, must be consulted with the School Council and its members xv Additional time xi The program increased the instructional time: Costs  1st to 6th grades and pre-school: From 22.5 to 28.5 hours/week (+27%) Kick-off cost  7th and 10th grades:  The Government provides the required funding From 24.75 to 28.5 hours/week (+15%) for infrastructure and equipment investment to  11h to 12th grades all the municipal and private subsidized schools From 28.5 to 31.5 hours/week (+10%)  The Government defined the maximum funding available xvi: The instructional time is transformed to pedagogical Type of project Maximum subsidy per hours, which last 45 minutes each. Each pedagogical student* (US$) hour adds 5 minutes of break time. Construction 1,857 Besides the additional instructional time, the program included 45 minutes/day for lunch. Enlargement 1,309 Total time in school would be: Modification 298  1rd to 10th grades and pre-school: Renovation 150 35 hours and 25 minutes per week  11h to 12th grades Equipment 77 38 hours and 45 minutes per week * For a base school with 330 students. 5  Kick-off cost estimation was US$ 1,500 million Evaluation dollars xvii Does lengthening the school day increase students' Recurrent costs academic achievement? Bellei, C., 2009, Economics of  Resources provided by the central government Education Review to the municipal and private subsidized schools  Positive and significant impact. 0.05-0.07 SD for were increased in 40%, through an increase in language and 0.07 for mathematics (2-year the educational voucher xviii exposure).  Initial annual cost estimation was US$300  Equivalent to a difference of about 12 years in million dollars (1999) xix mother’s education.  School lunch programs cost is US$430 million (2011) xx Evaluación del Impacto de la Jornada Escolar Completa. García, A., 2006, Master thesis, FACEA Universidad de Chile Teachers  Over a three-year exposure.  Municipal schools: Positive and significant  The teachers should allocate two hours per impact for language (3.7 points). No significant week for collaborative work.xxi impact for mathematics.  Teachers in Full Day schools benefited from a  Public subsidized schools: Positive and wage reform that covered all the teachers. significant impact for language (6.7 points) Wages increased 160% between 1990 and Positive and significant impact for mathematics 2002.xxii (4 points)  If the schools needed additional personnel, they could contract additional hours from their Risky behavior among youth: Incapacitation effects of teachers or external monitors.xxiii school on adolescent motherhood and crime in Chile.  Most of the Chilean teachers received training Berthelon, M. E., Kruger D. I., 2010, Journal of Public focused on the newly implemented Curricular Economics Reform.xxiv  Reduced the probability of becoming an adolescent mother among poor families1 in urban areas Support systems  An increase of 20% in full day schools coverage reduces adolescent motherhood by 3% (1/8 of Educational resources the total decline) Poor adolescents are 29%  The school administrators should address this more likely to be mothers issue autonomously using the additional  Full day schools availability reduces financial resources provided by the central motherhood rates by 5.4% in poor adolescents. government.  Reduced crime rates. An increase of 20% in full School nutrition day schools coverage reduces: Total crime rates  Through the JUNAEB program, the Government by 19% (23.6 crimes per 100,000 population), has progressively expanded a school lunch Property crime rates by 24% (19.3), Violent program for social vulnerable students xxv crime rates by 11% (1.8) Infrastructure The effects of lengthening the school day on female  The program defined that the Government labor supply: Evidence from a quasi-experiment in Chile. should fund the new infrastructure for both Contreras, D., Sepulveda, P., Cabrera, S. 2010 municipal and private subsidized schools Documentos de Trabajo, Departamento de Economia, Universidad de Chile 1 Households with income below the poverty line. “The Commission for Latin America and the Caribbean.” C. Neilson poverty line defined here is based on the cost of a et al., “The Dynamics of Poverty in Chile,” Journal of Latin nutritionally adequate diet measured as a minimum bundle, American Studies 40, no. 02 (2008): 251–273. the composition of which is given by the Economic 6  Positive impact on female labor participation the labor market and 3% increase in the and employment in Chile for all age groups likelihood that the woman would be employed.  1% increase in FDS generates 5% increase in the likelihood that the woman would participate in i xiv MINEDUC, Estadísticas De La Educación 2010, 2010, Bellei, “Does Lengthening the School Day Increase http://www.comunidadescolar.cl/documentacion/pmg_gene Students’ Academic Achievement? Results from a Natural ro/Estadisticas%20de%20la%20Educacion%202010.zip. Experiment in Chile.” ii xv Presidencia de la República, “Mensaje No 191-332 De S.E. El C. Almonacid, “La Educación Particular Subvencionada Presidente De La República Con El Que Inicia Un Proyecto De Como Cooperadora Del Estado,” La Agenda Pendiente En Ley Que Crea Régime De Jornada Escolar Completa Diuerna y Educación: Profesores, Administradores y Recursos: Propuesta Dicta Normas Para Su Aplicación”, August 2, 1996. Para La Nueva Arquitectura De La Educación Chilena (2008): iii Cristián Bellei, “Does Lengthening the School Day Increase 156. xvi Students’ Academic Achievement? Results from a Natural Juan Eduardo García-Huidobro, “Educación Para Todos: Experiment in Chile,” Economics of Education Review 28, no. Evaluación En El Año 2000, Informe De Chile”, October 1999, 5 (October 2009): 629–640. http://www.unesco.org/education/wef/countryreports/chile/ iv Presidencia de la República, “Mensaje N o 191-332.” rapport_1_2.htm. v xvii T. Pires and S. Urzúa, “Longer School Days, Better Ibid. xviii Outcomes?,” Manuscript, Northwestern University (2010). Pires and Urzúa, “Longer School Days, Better Outcomes?”. vi xix Ibid. García-Huidobro, “Educación Para Todos: Evaluación En El vii Bellei, “Does Lengthening the School Day Increase Año 2000, Informe De Chile.” xx Students’ Academic Achievement? Results from a Natural JUNAEB, “GobiernoTransparente - Subsidios y Otros Experiment in Chile.” Beneficios”, 2011, viii Pires and Urzúa, “Longer School Days, Better Outcomes?”. http://www.junaeb.cl/transparencia/SUBSIDIOS/subsidios.ht ix Chile.DIPRES, “Balance De Gestión Integral,” Dirección De ml. xxi Presupuestos, Gobierno De Chile, n.d., Ministry of Education, “Decreto 775 Aprueba Reglamento http://www.dipres.gob.cl/574/multipropertyvalues-15401- De La Ley No 19.532, Que Crea El Régimen De Jornada Escolar 20971.html. Completa Diurna y Dicta Normas Para Su Aplicación”, 2006. x xxii OIE-UNESCO, “La Educación Chilena En El Cambio De Siglo: OIE-UNESCO, “La Educación Chilena En El Cambio De Siglo: Políticas, Resultados y Desafíos” (Ministerio de Educación de Políticas, Resultados y Desafíos.” xxiii Chile, August 2004). Ministry of Education, “Decreto 775 Aprueba Reglamento xi D. Contreras, P. Sepúlveda, and S. Cabrera, “The Effects of De La Ley No 19.532, Que Crea El Régimen De Jornada Escolar Lengthening the School Day on Female Labor Supply: Completa Diurna y Dicta Normas Para Su Aplicación.” xxiv Evidence from a Quasi-experiment in Chile,” Centro De OIE-UNESCO, “La Educación Chilena En El Cambio De Siglo: Microdatos, Departamento De Economía. Universidad De Políticas, Resultados y Desafíos.” xxv Chile (2010). JUNAEB, “Programas De Alimentación Escolar (PAE)”, n.d., xii DESUC, “Evaluación Jornada Escolar Completa” (Pontificia http://www.junaeb.cl/prontus_junaeb/site/artic/20100129/p Universidad Católica de Chile, 2005). ags/20100129183436.html. xiii Ibid. 7 Argentina, Río Negro Roll out Regional program Timeline Jornada Escolar Extendida  Pilot program started in 2006 with ten schools xxxiv Started in 2006  IDB loan was approved in 2007, allowing the program expansion. Context: Río Negro schooling system xxvi  In 2011 the extended school day program was xxvii complemented by the “One more hour” program (Una hora más). In 2006, the public education system of Río Negro served more than 146,000 students through 658 Prioritizationxxxv schools, including 102 pre-schools and 315 primary  Social, economic and educative vulnerability. education schools.  Intervention costs. The private sector served more than 29,000 students Coverage through 149 schools. Year Schools with Schools with extended school day Una hora más 2006 10 (3%) Program objectives xxxvi Improve primary public education equality by 2007 30 (10%) democratizing access to knowledge and diminishing xxxvii grade repetition and over-age rates.xxviii 2011 67 (21%) 18 (6%) Specific objectives included:xxix xxxviii xxxix  Increase and improve schooling opportunities, by building new schools or renewing the The program aims to cover 88 schools (28%), serving existing ones 20,720 students (27%).xl  Extend the school day from four to eight hours in those schools with socially vulnerable populations. Curricular framework  Train the teaching teams. Through the additional time, the schools could offer  Strenghten the Río Negro Ministry of Education. new and innovative experiences to their students. A specific goal of the program was to reach 30% However, the program also aimed to strengthen the program coverage by 2010xxx, aligned with the goal set core curriculum learning through practical experiences, by the federal legislation Ley de Financiamiento addressing learning gaps of socially vulnerable Educativo.xxxi students.xli Scope Additional time The program added four additional hours to the school Schools selected xxxii day.  Focused on socially vulnerable populations: rural and suburban public schools with high  Before the program, the students stayed in the grade repetition and drop-out rates. school 4 hours per day.  Voluntary program: the schools should  The program added one hour for lunch, plus voluntarily accept the program. three hours for instructional activities during the afternoon. Grades selected  Two additional hours per week for collaboration  Primary education (1st to 7th grades). xxxiii between teachers were also considered. xlii 8 Additional time allocation Strengthening Río 1.6 0.4 The three additional instructional hours can be used for Negro Ministry of the following subject areas:xliii Education  English  Infrastructure cost per student: US$252  Information technologies  Training cost per person: US$415, for a total of  Activities designed by the schools for 3,300 teachers, principals, teaching assistants articulating core contents and practical skills and supervisors. The students also have breakfast, lunch and dinner at Operational costs, such as teachers’ remunerations, are the schools. not included in the agreement and the information is not available. Regarding the teachers, two hours per week are allocated to a collaborative work.xliv Teachers Governance Despite wages were not modified, teachers in Extended Day schools were entitled to higher salaries because Additional time allocation decision-making they worked additional hours.xlix  There are guidelines regarding the subject areas Four year in the field training program for supervisors, for allocating the additional time, but the principals, teachers, extra-curricular teachers and schools can develop their own projects.xlv teaching assistants involved in the program. Included Community and stakeholders the following areas:l  The program included a communication  Extended day schools’ management. campaign for teachers, parents and guardians,  Curricular update, including ICTs and English. and students addressing possible resistance to change.  Extracurricular activities organization.  Sports and games.  Health. Costs  Evaluation. The program includes training in the classroom.  The Minister of Education had already begun conversations in 2005 with the IDB to fund the project xlvi, before the Ley de Financiamiento Educativo came to existence. Support systems  Program begins in 2006 with 10 schools, later Educational resources expanded to 30 in 2007, locally funded.  The school equipment, such as blackboards,  IDB loan is approved in 2008. The goal is libraries, desktops, chairs, etc., was provided intervene 88 schools and offer extended school through the program’s infrastructure budget. day to 27% of the students (20,720) in five years. xlvii School nutritionli  The Río Negro Ministry of Education is Total cost of the program funded through the responsible for the service. agreement between the IDB and Río Negro is US$65  The program includes breakfast, lunch and million, and its main components are split in the afternoon snacks. following way (million dollars): xlviii  Local level organizations, such as municipalities, Type of project IDB Río Negro implement the program. Infrastructure 53.7 5.4 Infrastructure  The program developed with the IDB aimed to Training 1.2 0.1 upgrade 70 schools, and build 18 new schools.  30% of the schools would receive satellite Internet connection. 9 xxvi xxxix Río Negro, “Documento Conceptual Del Proyecto, C. Veleda, F. Mezzadra, and J. Coria, “Balance De La Programa De Jornada Escolar Extendida De La Provincia De Gestión Educativa De La Provincia De Río Negro” (n.d.). xl Río Negro”, July 2007. Emilio Tenti, Analía Inés Meo, and Angélica Gunturiz, xxvii DINIECE, “Anuario Estadístico Educativo 2006” (Red “Estado Del Arte: Escolaridad Primaria y Jornada Escolar En El Federal de Información Educativa, DINIECE, Ministerio de Contexto Internacional. Estudio De Casos En Europa y Educación, Ciencia y Tecnología de la Nación, 2006), América Latina” (IIPE-UNESCO – Sede Regional Buenos Aires, http://www.me.gov.ar/diniece/. June 2010). xxviii xli CIPPEC, “Estudio Para La Implementacion De Una Politica Veleda, Mezzadra, and Coria, “Balance De La Gestión Nacional De Extension De La Jornada Escolar a Diez Años”, Educativa De La Provincia De Río Negro.” xlii April 2010. CIPPEC, “Estudio Para La Implementacion De Una Politica xxix Río Negro, “Documento Conceptual Del Proyecto, Nacional De Extension De La Jornada Escolar a Diez Años.” xliii Programa De Jornada Escolar Extendida De La Provincia De Veleda, Mezzadra, and Coria, “Balance De La Gestión Río Negro.” Educativa De La Provincia De Río Negro.” xxx xliv Ibid. Ibid. xxxi xlv Alejandro Vera and Rocío Bilbao, “La Apuesta De Invertir CIPPEC, “Estudio Para La Implementacion De Una Politica Para Una Mejor Educación. Evaluando La Ley De Nacional De Extension De La Jornada Escolar a Diez Años.” xlvi Financiamiento Educativo En Argentina 2006-2010” (PREAL, Veleda, Mezzadra, and Coria, “Balance De La Gestión CIPPEC, 2010). Educativa De La Provincia De Río Negro.” xxxii xlvii CIPPEC, “Estudio Para La Implementacion De Una Politica Río Negro, “Documento Conceptual Del Proyecto, Nacional De Extension De La Jornada Escolar a Diez Años.” Programa De Jornada Escolar Extendida De La Provincia De xxxiii Río Negro, “Documento Conceptual Del Proyecto, Río Negro.” xlviii Programa De Jornada Escolar Extendida De La Provincia De Ibid. xlix Río Negro.” Veleda, Mezzadra, and Coria, “Balance De La Gestión xxxiv Ibid. Educativa De La Provincia De Río Negro.” xxxv l Ibid. IDB, “Programa De Jornada Escolar Extendida De La xxxvi Ibid. Provincia De Rio Negro”, 2007. xxxvii li Ibid. Tenti, Meo, and Gunturiz, “Estado Del Arte: Escolaridad xxxviii César Barbeito, “Entrevista Al Ministro De Educación De Primaria y Jornada Escolar En El Contexto Internacional. La Provincia De Río Negro,” interview by Mónica Larrañaga,, Estudio De Casos En Europa y América Latina.” 2011. 10 Brazil, São Paulo Roll out Regional program Timeline Escola de Tempo Integral  Program started in 2006 with 514 schools liv Started in 2006 Prioritizationlv  Available space in the schools. Context: São Paulo schooling system lii Coverage Year Schools (%)* Students (%)* In 2006, the São Paulo public education system (Federal, estadual and municipal) served 5,195,428 2006lvi 514 (10%) primary education students (ensino fundamental) 2009lvii 399 (8%) 110,000 (4%) through 10,442 schools. The state system (estadual) for this level served 2,945,985 students, with 5,274 schools. 2011lviii 309 (6%) 76,381 (3%) The private sector served than 818,781 students (*) Over state primary schools through 3,604 schools. According to the São Paulo State Educational Planlix, Since 2006, Brazilian primary education comprises 1st to there were schools where the program was never fully 9th grades. The roll out of this policy was gradual. implemented, which finally quit. These schools faced resistance from the school community or unfeasibility obstacles. Other schools were transferred from the Program objectives and curricular state to the municipal level, leaving the state network. framework liii The program name is connected with the integral education concept. Time is identified a relevant Additional time variable, but it is not enough to guarantee integral In 2006, the school day length for primary education education. was 4 hourslx. In Sao Paulo, most of the students stayed This is the reason why this program aims to in the school between 4 and 5 hourslxi. comprehensively address educational needs of the The program increased school day length to nine hours. students, through: lxii . Since 2009, the school day length is flexible between  Educate and protect children’s positive self- six and nine hours per day. image development, considering social and academic aspects.  Address diverse educational needs, especially Additional time allocation lxiii learning gaps.  Promote students’ involvement and The total time (9 hours and 10 minutes), starting at participation in their communities, connecting 7:00am and finishing at 4:10pm, includedlxiv: the learning experiences with their lives.  Two breaks (20 minutes each one)  Promote self-respect, solidarity and dialogue.  Lunch (one hour)  Instructional time (6 hours 30 minutes) The additional instructional time was allocated to Scope afternoon workshops (oficinas curriculares) that should Schools selected offer innovative and practical experiences to the studentslxv:  State public schools.  Reading hour: Promote reading habits, Grades selected leveraging resources available in the school  Primary education (1st to 8th or 9th grades). libraries.  Math experiences: Application of already learned contents to practical experiences. 11  Foreign Language: English for lower grades, them, but allowed them to consolidate their Spanish between 5th and 8th grades. working hours.  Educational Technology: Provide access to  In Year 1 the workshops were assigned to the technology, developing students’ skills. available teachers based on academic degrees  Artistic and Sport Activities: Promote emotional and experience. development, also aiming to keep students  The recruiting process was later improved. away from individualism and violence. Besides proving academic degrees and  Social Participation Activities. experience, teachers applying for a curricular workshop should provide a work plan. The school management team interviews the Governance applicants and make the final selection. Additional time allocation decision-making n/a Support systems Community and stakeholders Educational resources n/a n/a School nutritionlxvii  The food service aims to cover 50% of the Costs students’ daily needs, including morning snack, n/a lunch and afternoon snack.  Service is either outsourced or self-managed by local governments. Teachers lxvi Infrastructure  Teachers used to work in several schools,  None of the initial 514 schools were subject to sometimes from different municipalities. This infrastructure modifications prior to Year 1 program did not cause a longer work day for (2006). lii INEP, “Sinopse Estatística Da Educação Básica 2006” http://www6.senado.gov.br/legislacao/ListaPublicacoes.actio (Instituto Nacional de Estudos e Pesquisas Educacionais n?id=102480. lxi Anísio Teixeira, 2006), http://portal.inep.gov.br/basica-censo- Jaqueline Maria de Oliveira, “Custo-efetividade De Políticas escolar-sinopse-sinopse. De Redução Do Tamanho Da Classe e Ampliação Da Jornada liii J. M de Aquino and A. L Kassouf, “Uma Ampliação Da Escolar: Uma Aplicação De Estimadores De Matching” (São Jornada Escolar Melhora o Desempenho Acadêmico Dos Paulo, July 25, 2008). lxii Estudantes? Uma Avaliação Do Programa Escola De Tempo de Aquino and Kassouf, “Uma Ampliação Da Jornada Integral Da Rede Pública Do Estado De São Paulo” (2011). Escolar Melhora o Desempenho Acadêmico Dos Estudantes? liv Secretaria da Educação do São Paulo, “Plano Estadual De Uma Avaliação Do Programa Escola De Tempo Integral Da Educação”, April 2010. Rede Pública Do Estado De São Paulo.” lv lxiii Ibid. Ibid. lvi lxiv Ibid., 115. D. Almeida, “Escola De Tempo Integral: Uma Escola lvii Ibid. Diferente Ou a Escola Que Faz a Diferença. 2007. 78 p” lviii Paulo Saldaña, “SP Reduz Em 40% Número De Escolas Do (Dissertação (Mestrado em Educação)–Faculdade de Fundamental Em Período Integral - Vida - Versaoimpressa - Educação e Letras, Universidade Metodista de São Paulo, São Estadão”, December 13, 2011, Bernardo do Campo, n.d.). lxv http://www.estadao.com.br/noticias/impresso,sp-reduz-em- A. Castro and R. E Lopes, “Full Time School: Challenges and 40-numero-de-escolas-do-fundamental-em-periodo-integral- Possibilities,” Ensaio: Avaliação e Políticas Públicas Em ,810200,0.htm. Educação 19, no. 71 (2011): 259–282. lix lxvi Secretaria da Educação do São Paulo, “Plano Estadual De Ibid. lxvii Educação.” M. A.S Danelon, “Programa De Alimentação Escolar Em lx Brazil, “Lei De Diretrizes e Bases Da Educação Nacional”, Unidades De Tempo Integral: Experiências e Desafios De December 20, 1996, Gestão” (2011). 12 Uruguay Admission decisions for Full Day Schools are defined based on geographic location (radius rather than by National program social vulnerability. Escuelas de Tiempo Completo Started in 1996 Schools selected  Schools serving socially vulnerable students  Schools located in high population growth Context: Uruguay schooling system zones Uruguayan primary education comprises 1st to 6th Grades selected grades.  Primary education (1st to 6th grades) and pre- school2. Uruguay served 311,000 primary education students through public schools when the program started (1998). Roll out Uruguay’s population has diminished, as well as the Timeline total enrollment. In 2011, the public primary education  The first Full Day Schools were created during system served 255,896 students through 2,060 urban the early nineties, but there was not a schools and 16,761 students through 1,132 rural comprehensive program in place. The schools. The private primary schools served traditional schooling system remained the approximately 50,000 students. same.lxxiii While some Full Day Schools were created in the early  In 1995 the model is reviewed, leading to the nineties, the program was structured later and started Pedagogical Guidelines for the Full Day Schools in 1998. (Propuesta Pedagógica para las Escuelas de Tiempo Completo) document, released in The World Bank has supported the development of the 1998.lxxiv Full Day Schools program, both technically and financially.lxviii Prioritizationlxxv  Available space in the schools.  Available land. Program objectives  Presence of other Full Day Schools in the zone. The program is conceived as an affirmative action Coverage (*) initiative, aiming to mitigate contextual disadvantages Year Schools Students faced by socially vulnerable children.lxix 1996lxxvi 52  Ensure socially vulnerable students receive as good education as the rest of the students. 1999lxxvii 56  Improve educational equity. 2002lxxviii 92 (9%) 17,589 (6%)  Protect children from risk factors and guide them in a socialization process. 2005lxxix 104 (11%) 20,844 (7%)  Deliver food programs; connect students with 2008lxxx 115 (13%) 23,924 (9%) health services and social services. 2011lxxxi 157 (17%) 28,778 (11%) 2012lxxxii 168 Scopelxx 2016F lxxxiii 300 47,000 (20%)** The program aimed to reach the most socially lxxxiv vulnerable students building 300 schools.lxxi lxxii * Percentages over public urban primary education figures ** 2016 figure expressed in students places 2 Educación Inicial 13 Governance There is a broad political consensus in support of the Curricular framework Full Day Schools program and its future expansion. xcii xciii Full Day Schools should not only offer additional time, Additional time allocation decision-making but a whole educational approach adapted to the  Within the guidelines for allocating the socially vulnerable students educational needs.lxxxv additional time, the schools have high levels of autonomy.xciv Community and stakeholders Additional time  Since 1998, the program includes a program to Students stay 4 hours per day in traditional urban improve the relationship between the families primary schools. They start at 8:30 am and finish at and the schools and increase their 12:30, including a 30 minutes break, completing 20 participation.xcv hours per week.lxxxvi Full Day Schools increased school day to 7:30 hours, Costs xcvi xcvii between 8:30 am and 4:00 pm, completing 37.5 hours  The program next step will be to open 40 new per week.lxxxvii Full Day Schools Each school defines its educational process and the  Estimation includes upgrades and new schools. school day organization within the following o 30 Buildings repaired guidelineslxxxviii: o 10 New buildings  75% for instructional time (either classes or o 40 New Full Day Schools workshops), and 25% for lunch and breaks o 7,808 New Students in Full Day Schools  Mornings should focus on Core Curriculum, and  Total afternoons on workshops. US$ 54.3 million Infrastructure (over 5 years) US$ 2.0 million Training (over 5 years) Regarding the teachers, two and a half hours per week Per student are allocated to a planning meeting.lxxxix US$ 6,954 Infrastructure (over 5 years) US$ 2,400 Recurrent costs  Annual cost per student is ~70% higher in Full Additional time allocation Day Schools. Following the aforementioned guidelines, a Full Day School schedule example would bexc:  8:30 Breakfast Teachers  8:45 First module  While teachers in traditional schools work 20  10:30 Break hoursxcviii, in Full Day Schools they work 40  10:45 Second module hours.xcix  12:15 Lunch  Wages for teachers in Full Day Schools  13:30 Third module (workshops) approximately double wages in traditional  15:30 Afternoon snacks schools.c  16:00 End of the school day  A continuing education program started in 1998. Three b-learning courses are offered Afternoon workshops can include:xci annually for teachers and principals working at  Foreign language learning Full Day Schoolsci cii:  School-defined workshops, including extra- o Class I: Supporting the Pedagogical curricular activities Guidelines in Full Day Schools, 150  Cultural activities hours. o Class 2: Implementing Language, Social Sciences and Natural Sciences projects, 140 hours 14 o Class 3: Mathematics, 140 hours. education expertscvi, which developed a comprehensive framework for the new schools development. Support systems  Infrastructure program interventions included: upgrades to schools transformed to FDS School nutrition ciii without infrastructure revisions, transformation  The food program PAE3 offers breakfast, lunch of traditional schools into FDS, and construction and afternoon snacks for all the Full Day of new schools.cvii Schools.  Two possible options: service managed by the school or outsourcing. Results  Lunch as a pedagogical experience: teachers  According to Cerdan-Infantes and Vermeersch should have lunch with the students whenever research in 2007, there is a statistically is possible, exercising good hygienic habits and significant impact on language and mathematics pro-social behaviors. resultscviii Infrastructure o Methodology: Propensity score matching.  Two architectural programs defined: schools Panel data 1996 (baseline) - 2002. with 8 and 16 classrooms, serving one group o Impact size: per grade from 4-year olds to 6th grade.civ  0.06 SD per year of participation in  The original program defined guidelines for the mathematics (0.38 in 6 years) spaces required for an effective  0.04 SD per year of participation in implementation.cv These guidelines were later language (0.26 in 6 years) reviewed by a joint team of architects and lxviii lxxviii El País, “Aprueban Financiamiento Para Escuelas De Uruguay.ANEP, Estado De Situación 2005., Monitor Tiempo Completo,” Diario El País (Montevideo, Uruguay, Educativo. Enseñanza Primaria. (Montevideo: Administración October 20, 2009), http://www.elpais.com.uy/091020/ultmo- Nacional de Educación Pública, Gobierno de Uruguay., 2006). lxxix 449218/ultimomomento/aprueban-financiamiento-para- Uruguay.ANEP, Estado De Situación 2008., Monitor escuelas-de-tiempo-completo/. Educativo. Enseñanza Primaria. (Montevideo: Administración lxix Emilio Tenti, Analía Inés Meo, and Angélica Gunturiz, Nacional de Educación Pública, Gobierno de Uruguay., 2009). lxxx “Estado Del Arte: Escolaridad Primaria y Jornada Escolar En El Ibid. lxxxi Contexto Internacional. Estudio De Casos En Europa y Uruguay.ANEP, Estado De Situación 2011., Monitor América Latina” (IIPE-UNESCO – Sede Regional Buenos Aires, Educativo. Enseñanza Primaria. (Montevideo: Administración June 2010). Nacional de Educación Pública, Gobierno de Uruguay., 2012). lxx lxxxii Ibid. El País, “Orgullo De Niños, Docentes y Arquitectos,” Diario lxxi Magdalena Cabrera, “Primaria Evalúa Los Costos De Pasar El País (Montevideo, Uruguay, May 27, 2012), a Siete Horas De Clase Por Día”, n.d., http://www.elpais.com.uy/120527/pciuda- http://www.elobservador.com.uy/noticia/223173/primaria- 643160/ciudades/orgullo-de-ninos-docentes-y-arquitectos/. lxxxiii evalua-los-costos-de-pasar-a-siete-horas-de-clase-por-dia/. Ibid. lxxii lxxxiv Tenti, Meo, and Gunturiz, “Estado Del Arte: Escolaridad LaRed21, “Para 2016 Uruguay Contará Con 300 Escuelas Primaria y Jornada Escolar En El Contexto Internacional. De Tiempo Completo”, April 27, 2012, Estudio De Casos En Europa y América Latina.” http://www.lr21.com.uy/comunidad/1034992-para-2016- lxxiii Clavijo et al S/A in ibid. uruguay-contara-con-300-escuelas-de-tiempo-completo. lxxiv lxxxv Ibid. Tenti, Meo, and Gunturiz, “Estado Del Arte: Escolaridad lxxv Ibid. Primaria y Jornada Escolar En El Contexto Internacional. lxxvi P. Cerdan-Infantes and C. Vermeersch, “More Time Is Estudio De Casos En Europa y América Latina.” lxxxvi Better: An Evaluation of the Full Time School Program in UNESCO-IBE, “World Data on Education - Uruguay” Uruguay,” World Bank Policy Research Working Paper No. (UNESCO-IBE, August 2010). lxxxvii 4167 (2007). Tenti, Meo, and Gunturiz, “Estado Del Arte: Escolaridad lxxvii Ibid. Primaria y Jornada Escolar En El Contexto Internacional. Estudio De Casos En Europa y América Latina.” 3 Programa de Alimentación Escolar 15 xcvii Cecilia Llambí, “Evaluación Económica y Del Impacto Fiscal lxxxviii Ibid. De La Extensión De Las Modalidades De Escuelas De Tiempo lxxxix Ibid. Completo y Escuelas De Tiempo Extendido En Uruguay”, May xc Uruguay.ANEP, “Propuesta Pedagógica Para Las Escuelas De 19, 2012. xcviii Tiempo Completo” (ANEP/BIRF, November 1997). UNESCO-IBE, “World Data on Education - Uruguay.” xcix xci Tenti, Meo, and Gunturiz, “Estado Del Arte: Escolaridad Tenti, Meo, and Gunturiz, “Estado Del Arte: Escolaridad Primaria y Jornada Escolar En El Contexto Internacional. Primaria y Jornada Escolar En El Contexto Internacional. Estudio De Casos En Europa y América Latina.” Estudio De Casos En Europa y América Latina.” c xcii Presidencia del Uruguay, “Gobierno Trabaja Para Alcanzar Pilar Besada, “Inicio Escolar Con Debate Por Salario De Un Gran Acuerdo Educativo Que Incluya a Toda La Sociedad”, Maestros,” Diario El País (Montevideo, Uruguay, March 1, December 5, 2011, 2011), http://www.elpais.com.uy/110301/pnacio- http://www.presidencia.gub.uy/wps/wcm/connect/presidenc 550497/nacional/Inicio-escolar-con-debate-por-salario-de- ia/portalpresidencia/comunicacion/comunicacionnoticias/ent maestros/. ci rega-agenda-de-educacion-al-presidente-mujica. PAEPU, “Formación En Servicio,” Proyecto De Apoyo a La xciii Presidencia del Uruguay, “Impulsado Por Mujica, Partidos Escuela Pública Uruguaya, May 31, 2010, Políticos Aprueban Compromiso Nacional Por La Educación”, http://www.mecaep.edu.uy/?pag=informaciongeneral. cii February 23, 2012, Uruguay.CEIP, “Circular N° 74” (Consejo de Educación Inicial http://www.presidencia.gub.uy/wps/wcm/connect/presidenc y Primaria, Administración Nacional de Educación Pública, ia/portalpresidencia/comunicacion/comunicacionnoticias/mu 2011), jica-acuerdo-educacion. http://www.cep.edu.uy/index.php/normativa/circulares2011. ciii xciv Angélica Guntúriz, “Escolaridad Primaria y Jornada Escolar Guntúriz, “Escolaridad Primaria y Jornada Escolar En El En El Contexto Internacional. Estudio De Casos En Europa y Contexto Internacional. Estudio De Casos En Europa y América Latina.” (IIPE-UNESCO Sede Regional Buenos Aires, América Latina.” civ November 2010). PAEPU, “Escuelas De Tiempo Completo En Uruguay” xcv Tenti, Meo, and Gunturiz, “Estado Del Arte: Escolaridad (ANEP/BIRF, 2011). cv Primaria y Jornada Escolar En El Contexto Internacional. Uruguay.ANEP, “Propuesta Pedagógica Para Las Escuelas De Estudio De Casos En Europa y América Latina.” Tiempo Completo.” cvi xcvi Cecilia Llambi, Marcelo Perera, and Leticia Piñeyro, PAEPU, “Escuelas De Tiempo Completo En Uruguay.” cvii “Dimensionamiento Económico De La Extensión Del Tiempo Ibid. cviii Pedagógico En Educación Primaria” (Estrategia Nacional para Cerdan-Infantes and Vermeersch, “More Time Is Better: la Infancia y la Adolescencia 2010-2030, February 2010). An Evaluation of the Full Time School Program in Uruguay.” 16 Mendoza, Argentina group of courses or a group of students. Families could choose whether or not to Regional program send the students to every afternoon shift. Programa de Doble Escolaridad o Since 2004, the schools no longer can Started in 2001 focus the program on specific groups, but only on grades or grades groups. The program is compulsory for the students Context: Mendoza schooling system enrolled in the chosen grades, but the families can still request a waiver. In 2000, Mendoza State had 710 public primary schools4 serving 179,524 students. Similarly, in 2010 Mendoza reached 725 schools and 155,892 students, while the private sector served 31,680 students through 124 Roll out schools.cix Timeline  In 1999, the National Ministry of Education asks the state educational departments for Program objectives and curricular proposals to improve educational achievement. framework cx cxi  Program started in 2000 as a pilot program with 30 schools, reaching 64 schools by 2003.cxvi Program objectives include:  Improve learning outcomes. Prioritization  Support socially vulnerable students in closing  Full Day School project quality. the achievement gap.  Social vulnerability.  Develop innovative educational approaches.  Available infrastructure. The program is designed as an intervention focused on Coveragecxvii cxviii cxix cxx socially vulnerable students. Year Schools (%)* Students (%)* 2001 30 (4%) 9981 (6%) Scope 2003 64 (9%) Schools selected 2004 132 (19%) 17178 (10%)  The State Schools Agency asked for Full Day 2005 150 (21%) 17950 (10%) School projects. The projects approved by the School Supervisors were later assessed by the 2007 178 (25%) 18286 (11%) Evaluation and Research Department 2009 249 (35%) 38053 (24%) considering projects quality, students’ social vulnerability and infrastructure availability.cxii 2012 311 (43%)  The Mendoza State Government, through their State Schools Agency, defined in 2004 the goal (*) Over state primary schools of Full Day Schooling gradual universalization.cxiii Grades selected Additional time  Primary Education (1st to 6th grades) and Secondary Education (7th to 9th grades), The program added four additional hours to the school depending on the schools. cxiv day.cxxi cxxii  The compulsory nature of the program for the  Before the program, the students stayed in the students changed in time, being a distinctive school 4 hours per day. characteristic of this program:cxv  The program adds one hour for lunch, plus o Between 2000 and 2003, the school could three hours (minimum) for instructional focus the program on specific courses, a activities during the afternoon for the selected 4 EGB 1 and 2, 1st to 6th grades 17 grades and days. For instance: 7th grade  Since 2004, afternoon teachers are paid Monday, Wednesday and Friday; 6th grade similarly to traditional teachers.cxxx Tuesday and Thursday.cxxiii  Since 2004, afternoon teachers must either be registered in the Teachers Registry5 or have credentials proving expertise for the class to be Additional time allocation taught.cxxxi An extended school day includes:  8:00 – 12:00 Core curriculum instructional time Support systems (4 hours)  12:00 – 13:00 Lunch Educational resources  13:00 – 16:00 Afternoon instructional time.  The flexibility the program gave to the schools Core curriculum and extra-curricular activities. to choose their afternoon activities made 60% of the time must be connected with core difficult to appropriately support them with curriculum content. curricular guidelines and educational resources.cxxxii  These difficulties are being addressed, for Governance instance, by providing guidelines for the afternoon activities and additional Additional time allocation decision-making resources.cxxxiii  The schools’ principals must define the afternoon activities, following the lines defined School nutrition by the school’s institutional documents.cxxiv  School nutrition is managed by the Mendoza  In 2004 the State Schools Agency defined that Nutrition Program and the State Schools at least 60% of the afternoon activities should Agency.cxxxiv be focused on core curriculum contents.cxxv  The students receive breakfast, lunch and afternoon snacks.cxxxv Community and stakeholders  The operation is outsourced to external n/a suppliers. The Mendoza Nutrition Program worked with more than 200 suppliers in 2009, supporting local businesses and avoiding Costs concentration.cxxxvi  The program first phase (2000-2003) was  The school nutrition program is mostly funded funded by the National Government.cxxvi by the Mendoza State (80%) and partially  The first year (2000) the National Government supported by the National Government provided AR$2.5 million (~US$2.5 million in (20%).cxxxvii 2000) for teachers’ salaries. The State Infrastructure Government funded infrastructure and  While schools with available infrastructure were educational resources.cxxvii prioritized, many of the schools already in the  Since 2004, the program is managed and Full Day School program did not have optimal funded by the Mendoza State.cxxviii infrastructure conditions.cxxxviii  For instance, in Full Day Schools with no dining hall the students have lunch in their Teachers classrooms.cxxxix  Between 2000 and 2003, the afternoon teachers were hired on a per-hour basis, and no social security taxes.cxxix cix Argentina.DiNIECE, “Anuarios Estadísticos - DiNIECE,” Dirección Nacional De La Información y Evaluación De La 5 Junta Calificadora de Mérito 18 cxxvii Marina Walker, “Hay Más Escuelas Con Doble Calidad Educativa, n.d., Escolaridad, Pero Falta Aceitar El Programa,” Diario Los Andes http://diniece.me.gov.ar/index.php?option=com_content&ta (Mendoza, Argentina, n.d.), sk=category§ionid=2&id=8&Itemid=19. http://www.losandes.com.ar/notas/2001/6/12/sociedad- cx Emilio Tenti, Analía Inés Meo, and Angélica Gunturiz, 14591.asp. cxxviii “Estado Del Arte: Escolaridad Primaria y Jornada Escolar En El Consejo Federal de Inversiones, “Implicancias e Contexto Internacional. Estudio De Casos En Europa y Incidencia De La Doble Escolaridad En La Provincia De América Latina” (IIPE-UNESCO – Sede Regional Buenos Aires, Mendoza.” cxxix June 2010). Ibid. cxxx cxi Dirección General de Escuelas, “Características Del Ibid. cxxxi Programa - Programa De Doble Escolaridad,” Dirección General de Escuelas, “Reseña Histórica - Mendoza.edu.ar, n.d., Programa Doble Escolaridad.” cxxxii http://www.dobleescolaridad.mendoza.edu.ar/caract.htm. Gisela Manoni and Paola Bruno, “Doble Escolaridad: cxii Tenti, Meo, and Gunturiz, “Estado Del Arte: Escolaridad Muchas Carencias y Pocos Contenidos,” Diario Los Andes Primaria y Jornada Escolar En El Contexto Internacional. (Mendoza, Argentina, November 28, 2004), sec. Sociedad, Estudio De Casos En Europa y América Latina.” http://www.losandes.com.ar/notas/2004/11/28/sociedad- cxiii Ibid. 135438.asp. cxxxiii cxiv CIPPEC, “Estudio Para La Implementacion De Una Politica Gisela Manoni, “La Doble Escolaridad Renueva Sus Nacional De Extension De La Jornada Escolar a Diez Años”, Talleres, Pero Suma Sólo 18 Escuelas,” Diario Los Andes April 2010. (Mendoza, Argentina, April 1, 2005), sec. Sociedad, cxv Dirección General de Escuelas, “Reseña Histórica - http://losandes.com.ar/notas/2005/4/1/sociedad- Programa Doble Escolaridad,” Mendoza.edu.ar, n.d., 149003.asp. cxxxiv http://www.dobleescolaridad.mendoza.edu.ar/resenia2.htm. Almedio, “Alimentación Escolar En América Latina” cxvi Dirección General de Escuelas, “Resolución 00301”, March (ondation Charles Léopold Mayer-Tierra Ciudadana, 2009), 31, 2004. http://alimescolar.sistematizacion.org/inicio/. cxxxv cxvii Argentina.DiNIECE, “DiNIECE.” Ibid. cxxxvi cxviii Dirección General de Escuelas, “Reseña Histórica - Ibid. cxxxvii Programa Doble Escolaridad.” Marcelo Sivera, “La Inflación Activa Planteos Al cxix “Comenzó La Doble Escolaridad,” Noticiero 9 (Canal 9 Gobierno,” Diario Los Andes (Mendoza, Argentina, June 17, Mendoza, April 20, 2012), 2010), sec. Política, http://www.youtube.com/watch?v=q6wEUY5umc0. http://www.losandes.com.ar/notas/2010/6/17/politica- cxx Consejo Federal de Inversiones, “Implicancias e Incidencia 496793.asp. cxxxviii De La Doble Escolaridad En La Provincia De Mendoza” Manoni and Bruno, “Doble Escolaridad: Muchas (Consejo Federal de Inversiones, 2011). Carencias y Pocos Contenidos.” cxxxix cxxi CIPPEC, “Estudio Para La Implementacion De Una Politica Diario Los Andes, “Con Éxito Dispar Comenzó La Doble Nacional De Extension De La Jornada Escolar a Diez Años.” Escolaridad,” Diario Los Andes (Mendoza, Argentina, n.d.), cxxii “Comenzó La Doble Escolaridad.” 2010-4-5 edition, sec. Sociedad, cxxiii Ibid. http://www.losandes.com.ar/notas/2010/4/5/un- cxxiv Dirección General de Escuelas, “Resolución 00301.” 482254.asp. cxxv Ibid. cxxvi CIPPEC, “Estudio Para La Implementacion De Una Politica Nacional De Extension De La Jornada Escolar a Diez Años.” 19 El Salvador  The schools will be grouped in clusters8, National program increasing financial resources efficiency and improving the program management. Escuela Inclusiva de Tiempo Pleno Inclusive Full Time School (IFTS) Grades selected Started in 2011  The IFTS model defines four different modalities:cxlix 1. Classic Full Time: All grades, whole week. Context: El Salvador schooling system 2. Full Time Modules: All grades, but only on specific days of the week. El Salvador served 1,502,292 (87%) students in 2011 3. Full Time per Grades: Specific grades, whole through approximately 5,200 public schools. 227,749 week. (13%) were enrolled in approximately 1,000 private 4. After school: Specific groups accompanied schools.cxl cxli by non-teacher monitors. In 2009, the newly elected Government sanctioned  The pilot schools operated in different through the MINED6 the Social Educational Plan 2009- modalities.cl 2014 “Let’s go to the School”7. This plan is focused on  In the next implementation phase, the program education universalization and equity, and included the will be focused on Lower and Upper Secondary IFTS component.cxlii Education (grades 7th to 11th).cli The IFTS initiative started as a pilot program in 2011cxliii, reaching 22 schools. The next phase was launched in Roll out 2012, technically and financially supported by the World Bank. 201 additional IFTS schools will be created.cxliv Timeline  The Inclusive Full Time School model begun as a pilot program in 22 primary schools in 2011.clii Program objectives and curricular  The next step is a phased implementation of framework 201 secondary schools in 29 municipalities over five years, including the 14 Departments and 1 The IFTS initiative is framed within the inclusive indigenous area. education approach, which aims to guarantee access to  Later, the program would be scaled up school and to overcome social, gender, language, and nationally. skills gaps.cxlv Prioritization The model involves a pedagogical reform, including new  For the phase beginning in 2012, the 29 academic and extra-curricular activities, and the selected municipalities were prioritized based extension of the school day.cxlvi on the following criteria:cliii Program objectives include improving access, retention Feasibility and graduation rates in IFTS public schools.cxlvii o Number of schools serving only one shift o Average class size < 20 students o Schools with more than 8 classes Scope o Schools with empty classrooms o Classrooms in good/fair condition Schools selected cxlviii o Availability of infrastructure (kitchen,  Public schools. cafeteria, etc.) o The pilot program was developed in 22 Needs schools. o Overage rates for grades 7-9 o The next phase will be developed in 29 o Repetition rates for grades 7-11 municipalities. o Drop-out rates for grades 7-11cliv 6 8 Department of Education (Ministerio de Educación) Núcleos 7 Plan Social Educativo 2009-2014 “Vamos a la Escuela” 20 Coverageclv  Despite new management processes will Year Schools (%)* Students (Lower replace these organizations in the IFTS next Secondary phase, active participation of the community is Education) (%)** still a high priority.clix 2011 22 2012F 35 (1%) 6,249 (2%) Costs clx 2003F 95 (3%) 13,455 (4%)  The pilot program for 22 schools was supported and funded by the Italian Government. 2004F 141 (5%) 24,163 (7%)  The program next phase, technically and 2005F 176 (6%) 29,796 (9%) financially supported by the World Bank, has allocated 65 million dollars for developing 201 2007F 201 (7%) 34,017 (10%) IFTS schools over five years.  The program next phase would mean a 0.5% * Over public primary schools offering 7th to 11th grades impact on the MINED budget after year 7, and a ** Over students in public schools in grades 7-9 maximum of 2.4% on year #3.  Program universalization would mean a 5.1% impact on the MINED budget after year 10, and Additional time a maximum of 16.2% on year #4.  No-IFTS schools complete 25 hours per week, 5 hours per school day. Teachers  The IFTS program extends the school week to  Teachers are usually hired for 25 hours in non- 40 hours, 8 hours per day. IFTS schools and work in more than one school to get a higher remuneration.clxi  For the program next phase, the teachers pool Additional time allocation will be optimized at cluster level. Many of them Traditional schools offer 22.5 hours (30 modules) per will increase their hours either in one school or week of instructional time, while IFTS schools offer 30 at cluster level.clxii hours (40 modules) per week plus additional breaks and  The Department of Education has been training lunch time.clvi teachers on the IFTS model through third parties such as the Teachers School11. These After lunch, afternoon activities include painting, dance, teachers are part of the 22 pilot IFTS schools, music, art, sports and English workshops, besides core but also from non-IFTS schools.clxiii curriculum work.clvii  During the program next phase, teachers, principals and Department of Education staff will receive training in the IFTS model technical Governance and pedagogical areas.clxiv Additional time allocation decision-making  n/a Support systems Community and stakeholders  The Government has assigned key School nutrition responsibilities to the communities through the  Most of the El Salvador schools receive morning Community Partnerships for Education9 and the snacks through the PASE12 program.clxv School Councils10 in mainstream public  The IFTS model also includes school lunch, schools.clviii which is usually provided by small associations 9 11 Asociaciones Comunales para la Educación (ACEs) Escuela Superior de Maestros (ESMA) 10 12 Consejos Directivos Escolares (CDEs) Programa de Alimentación y Salud Escolar 21 of mothers who receive economic o Classrooms renovations in selected 201 compensation for their services.clxvi schools, including educational material and equipment. Educational resources and infrastructure o Construction of 723 new classrooms,  The program next phase involves:clxvii including furniture and equipment. cxl cliv Censo 2006, “Centros Educativos Por Modalidad Ibid. clv Administrativa, Zona y Sector” (Censo 2006, El Salvador, Ibid. clvi 2006), http://www.mined.gob.sv/index.php/informacion-y- World Bank, “Banco Mundial/El Salvador: Mejor Calidad analisis-estadisticos.html. Educativa Para 41 Mil Jóvenes Salvadoreños En 29 cxli MINED, “Informe Rendición De Cuentas Institucional Junio Municipios”, December 13, 2011, 2011-Mayo2012” (MINED, El Salvador, July 11, 2012). http://www.bancomundial.org/es/news/2011/12/13/wbel- cxlii MINED, “Programa Social Educativo 2009-2014 ‘Vamos a salvador-better-quality-education-for-41000-young- La Escuela’” (MINED, El Salvador, 2009). salvadorans-in-29-municipalities. cxliii clvii Susana Peñate, “Escuelas Inclusivas Recibirían Fondos,” Susana Peñate, “Comenzó El Año Escolar Del 2012,” Diario Diario El Mundo (San Salvador, El Salvador, June 10, 2011), El Mundo (El Salvador, January 23, 2012), sec. Nacionales, http://elmundo.com.sv/escuelas-inclusivas- http://elmundo.com.sv/comenzo-el-ano-escolar-del-2012. clviii recibirian-fondos. World Bank, “El Salvador - Education Quality cxliv World Bank, “El Salvador - Education Quality Improvement Project PAD.” clix Improvement Project PAD” (World Bank, November 21, Ibid. clx 2011). Ibid. cxlv clxi MINED, “Escuela Inclusiva De Tiempo Pleno ‘Hacia Una Ibid. clxii Nueva Escuela Salvadoreña…’ (Versión De Trabajo)” (El Ibid. clxiii Salvador.MINED, February 2011). MINED, El Salvador, “Clausura Del Diplomado ‘Escuela cxlvi World Bank, “El Salvador - Education Quality Inclusiva De Tiempo Pleno’”, February 7, 2012, Improvement Project PAD.” http://www.mined.gob.sv/index.php/novedades/noticias/1- cxlvii Ibid. institucional/5402-clausura-del-diplomado-escuela-inclusiva- cxlviii Ibid. de-tiempo-pleno.html?tmpl=component&print=1&page=. cxlix clxiv MINED, “Escuela Inclusiva De Tiempo Pleno ‘Hacia Una World Bank, “El Salvador - Education Quality Nueva Escuela Salvadoreña…’ (Versión De Trabajo).” Improvement Project PAD.” cl clxv MINED, El Salvador, “El Salvador: Recorrido Por La Escuela MINED, “1 Millón 300 Mil Estudiantes Beneficiados Con Inclusiva De Tiempo Pleno,” Organización De Estados Alimentos”, n.d., Americanos, July 20, 2011, http://www.mined.gob.sv/index.php/novedades/noticias/1- http://www.oei.es/noticias/spip.php/spip.php?article9147. institucional/5428- cli World Bank, “El Salvador - Education Quality Improvement dg.html?tmpl=component&print=1&page=. clxvi Project PAD.” Ibid. clii clxvii Ibid. World Bank, “El Salvador - Education Quality cliii Ibid. Improvement Project PAD.” 22 Mexico 5. Healthy lifestyle National program 6. Recreation and physical development Escuelas de Tiempo Completo (PETC) Started in 2007 Scope Schools selected clxxi Context: Mexico schooling systemclxviii  PETC aims to reduce the achievement gap At the beginning of the 2008-2009 school year, the caused by socio-economic background Mexican public schooling system served 23 million differences. students Basic Education13 through 194 thousand  PETC targets public basic education schools13, schools supported by 996 thousand teachers; the preferentially: private system served roughly 2 million students. o Those serving socially vulnerable students in marginal-urban contexts, from The 23 million public education students included indigenous background or immigrants. 3,951,853 in pre-school, 13,586,883 in primary o Those with low academic achievement. education and 5,681,892 in secondary education. Grades selected  Basic Education13. Program objectivesclxix Create educational environments, fostering learning Roll out opportunities and students’ skills development. Timeline  Integrate six curricular Lines of Work to the  The Sectorial Education Program 2007-2012 educational activities. states a six-year goal of 5,500 schools, which is  Foster parents’ involvement. defined as the potential population.clxxii  Later in 2011, the potential population is  Provide additional opportunities to teachers for increased to 62,470 schools, all the schools that collaborative work. match the following criteria:clxxiii  Strengthen coordination mechanisms between o Have at least one teacher per group. public and private institutions. o Work in only one turn (either in the morning or the afternoon). o The building is not used by another Curricular frameworkclxx educational program during the other turn. The PETC schools should follow six Lines of Work when  In April 2012, the Mexican Congress passed a planning afternoon activities. The lines of work are bill universalizing full time schooling for Basic based on the national curriculum and are connected Education.clxxiv with the core subjects, offering an innovative and distinct approach. Schools are free to choose and Prioritization prioritize within them:  Within the potential schools under the national criteria, the state level education department 1. Strengthen core curriculum learnings. defines which schools invite to the program. 2. Use of Information Technologies. Then, the schools can voluntarily either accept or reject the invitation.clxxv 3. Foreign language learning. 4. Arts and culture 13 Mexican Basic Education comprises pre-school, primary education (grades 1st to 6th) and secondary education (grades 7th to 9th) 23 Coverageclxxvi clxxvii Governance Year Schools (%) * Students (%)** Additional time allocation decision-making 2007 500 (<1%)  Within the six Lines of Work, the principal are 2008 953 (<1%) responsible for organizing their schools’ afternoon activities.clxxxi 2009 2,000 (1%) 365,269 (2%) Community and stakeholdersclxxxii 2010 2,273 (1%) 428,726 (2%)  The diverse members of the school community 2011 4,783 (2%) 919,143 (4%) participate in the Social Participation School Councils14. These councils involve the school * Over 199,000 public Basic Education schools (2008-2009) director, teachers, parents, students and ** Over 23 million public Basic Education students (2008- community members. 2009)  The School Councils aim to inform the community and open a collaboration space between the members of the school Additional timeclxxviii community. Specifically, the Council is expected  Traditional schools complete 22.5 hours per to be involved in supporting special programs, week, 4.5 hours per school day, completing 800 such as the PNETC. instructional time hours per year.  Full Time Schools extend the school week to 40 Costs clxxxiii hours, 8 hours per day, completing 1,200 Year Budget * Students Cost / instructional time hours per year. (million) Student * o Additionally, teachers have between 3 and 2009 412.6 365,269 1,129 5 hours per week for planning and evaluation activities, for working either 2010 504.3 428,726 1,176 individually or collectively. 2011 1602 919,143 1,742 2012 2579.2 1,158,500 2,226 Additional time allocation * Mexican pesos (MXN$) Students in Full Time Schools stay for 40 hours per week, including breaks and lunch time, with:clxxix The estimated annual cost for reaching the 62,470 schools defined in 2011 was MXN$28,000 million,  No more than one hour in one or two breaks. including 9.6 million students (MXN$2,934 per  No more than one hour for lunch. student).clxxxiv  Six hours for instructional time. The estimated annual cost for full time schooling universalization is MXN$36,275 million, reaching 21.6 After lunch, afternoon activities include painting, dance, million students (MXN$1,679 per student).clxxxv music, art, sports, English workshops, etc. depending on the activities planned by the school within the six Lines of Work proposed by the program’s curricular Teachers framework.clxxx  The 40-hours B-learning course “Basic Management and Educational Development in Full Time Schools”15 provides training for principals and supervisors participating in program.clxxxvi 1,900 school directors had attended the course by 2010.clxxxvii 14 15 Consejos Escolares de Participación Social Curso Básico en Gestión y Desarrollo Educativo en las Escuelas de Tiempo Completo 24  Teachers participating in PETC receive a 33%  The PETC State Department defines the criteria additional salary.clxxxviii for standardization and allocates the resources through agreements with the municipalities. cxcii  There is not a structured national infrastructure Support systems program for PETC schools. For instance, funding for schools upgrades and modifications comes School nutrition from instruments that are not exclusive for the  By 2010, 85% of the ETC schools offered school PETC schools, such as the “Better educational nutrition services:clxxxix spaces”16 program.cxciii cxciv o 80% of the schools had kitchen o 72% of the schools had dining hall Information system o 60% of the students ate at their schools The PETC platform17 has basic information from the ETC  There are national guidelines regarding the schools, such as: menu and the food the students should eat, but  # of schools with School Councils the delivery is decentralized. For instance, there  # of schools with multimedia classroom are schools where organized parents make the  # of schools with Internet food.cxc  # of schools teaching English Educational resources and infrastructure  # of schools developing physical activities  The PETC National Department proposes the  # of schools offering school nutrition services general infrastructure and equipment framework required by PETC schools.cxci clxviii clxxxi Alejandra Rodríguez, Cristina Ramírez, and Hilda Gómez, Rodríguez, Ramírez, and Gómez, “Organización Del “Organización Del Trabajo En Las Escuelas De Tiempo Trabajo En Las Escuelas De Tiempo Completo.” clxxxii Completo” (Secretaría de Educación Pública, México, 2009). Evangelina Vázquez Herrera, ed., “Orientaciones Para clxix Ibid. Activar La Participación Social En Las Escuelas De Educación clxx Alejandra Rodríguez and Cristina Ramírez, “Orientaciones Básica” (Programa Escuelas de Calidad, México, 2010). clxxxiii Pedagógicas Para Las Escuelas De Tiempo Completo” World Bank, “El Salvador - Education Quality (Secretaría de Educación Pública, México, 2009). Improvement Project PAD.” clxxi clxxxiv Rodríguez, Ramírez, and Gómez, “Organización Del Sonia del Valle Lavin, “Costaria 28 Mil Mdp Ampliar Trabajo En Las Escuelas De Tiempo Completo.” Horario En Escuelas,” Grupo SIPSE, Sipse.com, November 4, clxxii SEP, México, “Evaluación De Consistencia y Resultados 2011, http://sipse.com/noticias/129704-costaria-28-ampliar- 2011-2012” (Secretaría de Educación Pública, México, 2012). horario-escuelas.html. clxxiii clxxxv Ibid. “Aprueban Horario De 8 Horas En Primaria y Secundaria.” clxxiv clxxxvi “Aprueban Horario De 8 Horas En Primaria y Secundaria,” FLACSO México, “Curso Básico En Gestión y Desarrollo El Economista (México, April 26, 2012), Educativo En Las Escuelas De Tiempo Completo”, 2009, http://eleconomista.com.mx/sociedad/2012/04/26/aprueban http://issuu.com/flacsomexico/docs/cgyde-slides. clxxxvii -horario-8-horas-primaria-secundaria. SEP, México, “Programa Escuelas De Tiempo Completo.” clxxv clxxxviii Rodríguez, Ramírez, and Gómez, “Organización Del Marco Alvarado, “Escuelas De Tiempo Completo Trabajo En Las Escuelas De Tiempo Completo.” Funciona En Chiapas: Galíndez,” NOTICIAS Voz e Imagen, clxxvi World Bank, “El Salvador - Education Quality January 8, 2011, Improvement Project PAD” (World Bank, November 21, http://www.noticiasnet.mx/portal/principal/escuelas- 2011). tiempo-completo-funciona-chiapas-galindez. clxxvii clxxxix SEP, México, “Programa Escuelas De Tiempo Completo”, SEP, México, “Programa Escuelas De Tiempo Completo.” cxc June 2011. Secretaría de Educación, Yucatán, “Fortalecen a Las clxxviii Rodríguez, Ramírez, and Gómez, “Organización Del Escuelas De Tiempo Completo, Capacitando a Sus Maestros,” Trabajo En Las Escuelas De Tiempo Completo.” Secretaría De Educación, Gobierno Del Estado De Yucatán , clxxix Ibid. December 3, 2009, clxxx Susana Peñate, “Comenzó El Año Escolar Del 2012,” http://www.educacion.yucatan.gob.mx/shownoticia.php?id= Diario El Mundo (El Salvador, January 23, 2012), 2240. cxci http://elmundo.com.sv/comenzo-el-ano-escolar-del-2012. María del Carmen Huacuja Medina García et al., “Estrategias Para El Funcionamiento y Organización De Las 16 17 Mejores Espacios Educativos Sistema de Información y Seguimiento del PETC 25 cxciii INIFED, “Guía Operativa Programa Mejores Espacios Escuelas De Tiempo Completo En Distintos Niveles y Tipos De Educativos 2008” (Instituto Nacional de la Infraestructura Servicio Educativo” (Secretaría de Educación Pública, México, Básica Educativa, México, September 2008). cxciv 2009). SEB, “Estrategias Para La Implementación y Operación Del cxcii Ibid. PETC En Las Entidades De Nueva Incorporación” (Subsecretaría de Educación Básica, México, n/a).