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ToolsSempé, Lucas N. (2015) Balance de la Estrategia de Acompañamiento Pedagógico en Áreas Rurales de Perú en la Lógica del Presupuesto de Resultados. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 13 (4). pp. 35-60. ISSN 1696-4713
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Abstract
This research analyzes a learning coaching strategy called Acompañamiento Pedagógico promoted by the ministry of Education of Peru since 2008 focusing in rural multi-grade (Spanish and bilingual) schools aiming to improve learning outcomes. It focuses on the learning achievements of its students and also seeks providing advice for improving functioning of the current strategy. The first goal was to determine if there is a significant difference in learning achievements in Spanish reading and comprehension and mathematics between coached and non-coached schools and were performed mixed-designed ANOVAs tests. The finding of statistically significant interactions between receiving coaching for 3-years disclosures an effective strategy in order to increase the goal of any educational system, the learning of students. The second goal of the research was analyzing if the present learning coaching strategy meets the standards set by the national results-based budgeting approach. For that purpose, a documentary review of policy design, focalization and expenditure were performed, finding a design inconsistency, some coverage problems and absence of clear standards and organization parameters.
| Item Type: | Article |
|---|---|
| Faculty \ School: | Faculty of Social Sciences > School of Global Development (formerly School of International Development) |
| Related URLs: | |
| Depositing User: | LivePure Connector |
| Date Deposited: | 04 Nov 2019 09:30 |
| Last Modified: | 25 May 2023 01:11 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/72857 |
| DOI: |
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