Summary
This paper addresses the issues concerning the ability of the educational sector in Guatemala to meet its basic objective of providing primary education to children in rural areas. We report on data collected in seven villages in rural Guatemala on over 2000 children. Measures of school efficiency in these villages indicate that although increasingly large numbers of children are enrolling in school, promotion, repetition, and drop-out rates continue to be high and that girls are at a greater disadvantage than boys in this population. Complex interrelationships among the schooling variables point to the need for policy decisions to incorporate family, community and school level inputs.
Zusammenfassung
In diesem Artikel werden Themen bezüglich der Eignung des Bildungssektors in Guatemala zur Versorgung der Kinder in ländlichen Gegenden mit Grundbildung behandelt. Wir berichten über in sieben Dörfern im ländlichen Guatemala gesammelte Daten von über 2000 Kindern. Eine Bewertung der Effizienz der Schulen zeigt, daß obwohl die Anzahl der an den Schulen eingeschriebenen Kinder steigt, Versetzungen, Wiederholungen einer Klasse oder vorzeitiges Ausscheiden aus der Schule unverändert hoch bleiben und Mädchen gegenüber Jungen dieser Gesellschaft benachteiligt sind. Komplexe Verflechtungen zwischen den Schulvariablen deuten auf die Notwendigkeit politischer Entscheidungen zur Einbeziehung von Familie, Gemeinde und Schulkollegium hin.
Résumé
Le présent article traite des problèmes concernant la capacité du secteur éducatif guatémalais à atteindre son objectif fondamental: dispenser un enseignement primaire aux enfants des zones rurales. Les données présentées ont été recueillies dans sept villages du monde rural guatémalais et portent sur 2000 enfants. Les mesures du rendement scolaire dans ces villages indiquent que bien qu'un nombre toujours plus grand d'enfants soit scolarisé, la promotion, le redoublement et le taux de déperdition scolaire restent élevés et que les filles sont plus désavantagées que les garçons dans cette population. Les corrélations complexes entre les variables scolaires soulignent la nécessité de décisions politiques visant à incorporer la famille, la collectivité et les entrées au niveau de l'école.
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Gorman, K.S., Pollitt, E. School efficiency in rural Guatemala. Int Rev Educ 38, 519–534 (1992). https://doi.org/10.1007/BF01100990
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DOI: https://doi.org/10.1007/BF01100990