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E H R T S

Education·and

LATIN AMERICA · AND THE CARIB B E AN

WORKING PAPERS

Education & Development

11 Conference Report on Revitalization of Education in the Americas

December 4-6, 1995

Bureov.for Latin America and the Caribbean • OjJice of Regional Sustainable Development • Edtrcation and Hwnan Resources Division

U.S. AGENCY FOR INTERNATIONAL DEVELOPMEN.T

Working Papers

The Education and Human Resources Division of USAID's Bureau for Latin America and the Caribbean (LAC/RSD/EHR) has initiated a series of Working Papers to facilitate sharing information related to education policies and practices. The papers are released on an occasional basis and distributed to USAID missions in the LAC region, USAID/Washington offices, donor organizations, education consultants, and others as appropriate .

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The findings, conclusions, and recommendations expressed in these papers are the authors' and do not reflect the official viewpoint of the U.S. Agency for International Development.

Material may be reproduced if full credit is given.

Conference Report on Revitalization of Education in the Americas

December 4-6, 1995

Edited by Benjamin Alvarez H. Academy for Educational Development

Material from this report may be reproduced if full credit is given as follows :

Alvarez H. , Benjamin. 1996. "Conference Report on Revitalization of Education in the Americas. " Working Papers, No. 11. Education and Human Resources Division, Bureau for Latin America and the Caribbean, U.S. Agency for International Development. Washington, DC: Academy for Educational Development.

This report is a publication of the LAC Education and Human Resources Technical Services Project conducted by the Academy for Educational Development

for the U.S. Agency for International Development Bureau for Latin America and the Caribbean Office of Regional Sustainable Development Education and Human Resources Division Contract No. LAC-0032-C-00-9036-00

CONTENTS

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Context of the Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Structure and Theme of the Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Conference Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Revitalization of Education in the Americas . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Opening Address by Nancy Birdsall Executive Vice President, Inter-American Development Bank ..... ... .............. 4

Income Inequality and Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Quality of Education Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 IDB Support for Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Educational Reforms in the Americas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Genesis of Educational Reforms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Objectives of Educational Reforms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 The Transfer of Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Financial Creativity in Reform Efforts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 The Role of New Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 The Outcomes of Educational Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Educational Policy and Programs for Special Populations . . . . . . . . . . . . . . . . . . . . . . . . . 17 Strengthening Communities to Care for Preschool Children . . . . . . . . . . . . . . . . . . . . . . 17

The Promesa Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Promoting Girls' Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

The "Let's Educate Girls" Association in Guatemala . . . . . . . . . . . . . . . . . . . . . . . 18 Meeting the Needs of Indigenous Populations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Ecuador 's Rural Children's Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Supporting Street Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

The National Movement for Street Children of Brazil . . . . . . . . . . . . . . . . . . . . . . 19 Challenges Facing the Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Partnerships and Alliances for the Renewal of Education . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Communities, Families, and Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 The Productive Sector and Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

International Support for Regional Activities in Educational Reform • . . . . . . . . . . . . . . . . . 23 The Transformation of the Organization of American States . . . . . . . . . . . . . . . . . . . . . . 23 Challenges to Regional Coordination Faced by UNESCO . . . . . . . . . . . . . . . . . . . . . . . 23 The Contribution of the World Bank to Education Revitalization in the Region . . . . . . . . . 23 Regional Work of the Inter-American Development Bank . . . . . . . . . . . . . . . . . . . . . . . 24 Regional Priorities of UNICEF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Partnership for Education Revitalization in the Americas • . . . . . . . . . . . . . . . . . . . . . . • . 26 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

CONFERENCE REPORT ON REVITALIZATION OF EDUCATION IN THE AMERICAS

The Partnership in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • • . . . . . . . . . . . . . . . . . . . 28

ii

Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34


INTRODUCTION

Context of the Conference

Our reference point for the development of social policy and educational programs is

undergoing a profound change. The nations of the American hemisphere were not able to completely execute the policies of social wellbeing and educational service delivery inspired by an independent state, strong and omnipresent, when confronted with transformations which promoted opposing forces .

No country can escape the uncertainties that arise from the process of globalization and economic change, nor should it overlook the opportunities presented by the same. Insecurity, unemployment, poverty and ignorance, on one hand, and competitiveness, productivity, the need for restructuring and greater knowledge, on the other, present dilerrunas and challenges without precedent to senators, presidents, ministers, businessmen and scientists. But as national economic borders dissolve and knowledge flows more rapidly from country to country, these challenges begin to be confronted within a scheme of solidarity and shared learning. The growing interdependence among countries, and particularly among those countries within the same region, is a characteristic of the contemporary world. Another characteristic is the decisive role that education plays in the progress of societies and individuals. "If there were a magic bullet for development, it would have to be education," declared Nancy Birdsall, Vice President of the Inter-American Development Bank (IDB), while inaugurating the conference sessions.

The ties that bind the nations of the hemisphere are getting stronger in the areas of corrunerce, politics, information, science and technology. But the central link of collaboration and partnership will be the convergence of social policy and education. This was indicated by the hemisphere's leaders at the Summit of the Americas in 1994, when the seeds were sown for the emergence of multiple regional alliances in

education. This conference is a result of their interest and decision to focus on corrunon educational enhancement throughout the hemisphere. It is a starting point for learning together and for mutual enrichment.

Structure and Theme of the Conference

Representatives from sixteen c~untries from the hemisphere and multilateral and

bilateral organizations active in the field of education gathered in Washington, D.C., brought together by the United States Agency for International Development in a three-day meeting, organized by the Academy for Educational Development.

The conference comprised the first step toward advancing the initiative adopted previously by all the countries in the hemisphere, directed toward establishing a forum for the revitalization of education. Recent educational reform experiences were examined in various countries, and critical problems of educational policy were identified that could be part of the agenda proposed for the consortium. The conference included discussions and workshops related to the topic of educational reform and revitalization in the hemisphere, and discussions about the role of the Partnership for Education Revitalization in the Americas (PERA). The first part of the conference centered on national education reforms and their key problems: quality, financing, management, evaluation, and information. During the second part, the revitalization achieved by programs specifically directed at special populations- indigenous populations, women, street children and youth in search of employment-was discussed as well as the implications of these experiences for social policies.

Although the concept of "partnership" was at the center of all of the presentations and debates, the third part of the meeting was explicitly devoted to the theme of alliances and consortia between the public and private sectors, among corrununities and schools, teachers and parents, financial

CONFERENCE REPORT ON REVITALIZATION OF EDUCATION IN THE AMERICAS 1

institutions and nations, researchers and administrators. The discussions culminated with consideration of the Partnership for the Revitalization of Education in the Americas.

The Partnership will have a small executive secretariat. The secretariat will coordinate the development and information exchange activities promoted by the member countries and organizations of the Partnership.

Conference Report

This document presents a summary and interpretation of the presentations and

debates that took place during the conference, with the objective of contributing to the exchange activity which the Partnership wishes to promote. The author does not attempt, therefore, to reproduce verbatim the different presentations.

The conference ratified the agreement to approach national problems in education with a hemispheric and global perspective. There was also a notable accord about the necessity of promoting learning about policies and educational innovations and their effects, and about the urgency of convoking other social actors in strengthening education. Promotion of new alliances and consortia appeared to represent desirable means to these ends.

The discussion about PERA-its concept and operation-was very intense. There is a marked interest in contributing to its objectives. Nevertheless, it was pointed out that a hemispheric consortium requires the dynamic of strong partiCipation, specificity in task, organizational flexibility , and multiple sources of funding.

The report is organized around the principal themes discussed during the conference, preceded by the general comments of the U.S. First Lady Hillary Rodham Clinton and of Nancy Birdsall, Executive Vice President of the InterAmerican Development Bank, who provided an initial framework for subsequent conference acnvltles. These activities included various panels that represented diverse national experiences of education reform, programs of intervention, multiple consortia on behalf of education, and the perspective of development entities. Workshops describing common aspects and debates about the future of PERA were also included.

-Benjamin Alvarez H. Academy for Educational Development

Washington, D.C. February 1996

2 CONFERENCE REPORT ON REVITALIZATION OF EDUCATION IN THE AMERICAS

OPENING REMARKS OF THE CONFERENCE

We all have an interest in improving education in the Americas, since education is central to a prosperous, peaceful, and democratic future . If the hemisphere wants to maintain dynamic economic growth, its labor force needs to be capable of competing successfully in the global economy. If we want to rescue our young people from poverty, we have to open the doors of the classrooms to all our children. If we hope that our democracies prosper, it is necessary that each child, no matter sex, wealth, or race, have the opportunity to learn.

In order for this to happen it is indispensable to combine the will of productive enterprise, government, and civil society around the policies of education reform. We all have an important role in this consortium and we are ready to embark on this enterprise . . . .

. . . It has been a great satisfaction for me to commit myself, with the other First Ladies of the continent at the Paraguay meeting held in October of 1995, to work through the Partnership for the Revitalization of Education in the Americas and in hemispheric dialogue about the education reform that PERA represents .

-Hillary Rodham Clinton First Lady of the United States


REVITALIZATION OF

EDUCATION IN THE

AMERICAS

Opening Address Nancy Birdsall Executive Vice President Inter-American Development Bank

I f there were a magic bullet for development, it would have to be education. It is difficult to

think of any single program effort that matters more for the future of Latin America and the Caribbean. Why? Consider three reasons:

• Education is an end in itself; a more educated society is by definition a more developed one. Moreover, in democratic societies, education is the foundation of full participation by all citizens.

• Education is key to economic growth. It is an investment with high economic returns. It directly enhances the productivity of individuals at work and at home.

• Education is essential to reducing poverty and to reducing the income inequality that plagues Latin American and the Caribbean. Education, by raising the productivity of the poor, encourages growth that is inequality-reducing.

But this audience is already convinced that education matters. You are here to talk about what needs to be done next: how to proceed, what to do about education, and how to do it. My main point today is straightforward. Deep reforms are needed, and are possible. In simpler terms: there is a job to be done, and it can be done. Revitalization, to use the term of the PERA project, will only be sustained if it is built on deep reform.

I will discuss _three main topics this morning. First, a problem: the vicious circle of income inequality and low education levels in Latin America. Second, a symptom of the education problem in the region: the low quality of basic

education. Third, a brief overview of IDB support for education reforms in the region. I will conclude on an optimistic note, giving some reasons why I believe the job can be done.

Income Inequality and Education

Latin America has the highest level of income inequality of any region in the world. This

makes it tough to deliver high-quality basic education services. Why is this? First, with high income inequality, the poor are poorer. The lower family income, the more difficult it is to keep children in school. In the mid-1980s, Brazil and Malaysia had similar average income levels, but the poorest 20% of households in Brazil were almost twice as poor as the poorest 20% in Malaysia. Assuming a conservative income elasticity of 0.5, a colleague and I estimated that if Brazil had the same income distribution as Malaysia, school enrollment of poor children in Brazilian households would have been 40% higher in the 1980s. This is a very large number!

The greater the income difference between rich and poor, the greater is the tax burden on the rich to fmance any given quality education for the poor-and yet the greater the likelihood of a psychological, geographic, and in some countries, linguistic and racial divide between rich and poor. In these circumstances, the rich resist financing extensive education for the poor-or fmd ways to direct education spending by the public sector to programs where they can capture most of the benefits, e.g. , university education.

In a vicious cycle, moreover, limited education opportunities for the poor extend from one generation to the next with high levels of income inequality. In Korea, the inequality of wages declined dramatically in the 1980s. Why? As there were more and more secondary school and university graduates, the wage premium they had once enjoyed fell . With more of them, their skills were no longer as scarce. In Brazil, that premium has risen, especially to university graduates. An estimated one-quarter of the


difference between Brazil and Korea in the inequality of pay in the 1980s is due to the slower expansion of secondary education in Brazil in the 1970s.

Thus, the policy challenge in the Latin American and Caribbean region: income inequality puts a heavy drag on "spontaneous" expansion of education opportunities, especially for the poor. Public policy must jumpstart and sustain education for the poor, if Latin America is ever to benefit from what can be a virtuous circle of more education, leading to lower income inequality, in turn leading to more education.

Quality of Education Services

I will now turn to a symptom of the education problem in Latin America: the low quality of

basic education. If we look only at the quantity of education provided, reflected for example in gross enrollment rates, Latin America's performance in education appears acceptable. As recently as ten years ago, the average number of years of schooling for Latin American adults was 4.5 , compared with 5.2 years in East Asia. This is not a great difference. However, by looking only at quantity, we as economists have for years been fooled by enrollment data. The problem in Latin America is low quality, and almost certainly, declining quality. Consider four indicators of this problem in the region:

• Average expenditures on education have fallen in Latin America in the 1980s, from $164 to $118 per student in primary education. Certainly, expenditures are a very poor predictor of enrollment and probably not a very good predictor of quality. Even so, it is hard to believe that the quality of education has kept up in the face of declining expenditures.

• Repetition rates are very high. In Latin America, nearly one out of every three students in the first six years of primary education fails each year. Over 40 % of all first graders repeat each year, meaning that over two out of every five children in the first grade are told that they are, at some level, "failures ." I wonder how

many of us here would be satisfied with a system in which there is close to a 50% chance that our children would be deemed failures by age six or seven. At that age, it is surely difficult for children to understand that it is the education system failing them, not vice versa.

• Completion rates in primary schools are dreadfully low in Latin America and may even be declining. Region-wide, nearly half the entrants into primary school do not complete the cycle. High rates of repetition certainly contribute to the low completion rates, since students at age 14 or higher who are still in the fifth or sixth grade no doubt feel discouraged and unhappy. This effect is highly concentrated in the schools attended by lower income children. Obviously, the system has had trouble adjusting and expanding in order to embrace poorer students. However, several East Asian countries have been able to accomplish this.

• Low test scores. The performance of Latin America in internationally comparable tests is poor. In a 1992 math and science study, students from Korea, Taiwan, and relatively poor China and Jordan, all outscored Brazilian 13-year-olds. In a similar study that same year, 13-year-olds in public schools in Argentina, Colombia, and Venezuela scored significantly below 13-yearolds in Thailand. Only in Costa Rica did public school students perform satisfactorily.

IDB Support for Education

Since 1962, the Inter-American Development Bank has approved close to US$2 billion for

over one hundred education loans, as well as additional funds for numerous technical cooperation grants in the sector. Making some admittedly gross generalizations, the IDB's support for education in the region has undergone three distinct stages in the past thirty years .

First, in the 1960s and 1970s, the Bank focused on education infrastructure. This included financing school buildings and equipment, university laboratories and libraries, technical


secondary education, and science and technology facilities.

Second, in the 1970s, and 1980s, we observed problems: not enough books, poorly trained teachers, and curricula which often did not address the needs of students nor of their communities. We complemented infrastructure investments with more emphasis on complementary and "softer" inputs: books, teacher training, curriculum development-thus addressing the problem of low quality.

Third, in the 1990s, we are coming to the realization that, while worthwhile, these efforts only address the symptoms of the education problems in the region, leaving the underlying causes unaffected. We have to move beyond and behind these symptoms and focus on systemic reform. To do so, we must understand the two "I' s": institutional arrangements and incentive structures that create and perpetuate the symptoms we observe.

The IDB is committed to systemic educational reform for a simple reason: Our goal is to invest approximately US$1.5 billion per year in education and health during the next three years. On the one hand this is a substantial amount. On the other hand, consider that over US$1 00 billion was spent in 1992 by the countries of the region in those same categories. Even if the IDB, the World Bank, US AID, and other multilateral and bilateral donors together spend US$5 billion in the region for education and health, this is still only equivalent to 5% of what is being spent by governments in Latin America. Even if donorfinanced projects have high returns, what real difference does this make if low returns on overall public expenditures continue? The projects we fmance obviously should support and catalyze larger and deeper changes.

What do we at the IDB see as the ingredients of education reform? In this case, I am not so much preaching to the converted as to the already knowledgeable. Many of you have ideas and experience; many of you understand the political,

fmancial, and other limits to reform. But here is my list of ten points for reform.

For basic (primary and secondary) education, four points:

1. Greater autonomy at the school level in reasonably small schools (no more than 300-500 students) , with heavy emphasis on parental involvement. This is a particularly important form of decentralization. Decentralization to local governments is no panacea, though in some circumstances it can help; at the local level, political processes can detract from the effective provision of social services such as education. But decentralization all the way to the school level sh()uld be a goal.

2. Greater emphasis on teacher performance and on accountability of teachers to school directors and ultimately to parents. Teacher knowledge- not just teacher training-must be considered in evaluations. In general, any decentralization which avoids a single centralized public employer will help in this respect. When you have a single monopsonistic government employer on one side, and a single monopolistic source of teachers, it is difficult to avoid politicized wage bargaining.

3. A new role for the center-not of administration, norms, evaluation, and information for communities and schools--of policy, testing, regulation, and the provision of public information.

4. New mechanisms for competitiOn, across public schools and between public and private schools- backed up by information to communities and parents about performance and about school fmances.

For other educational levels, six additional points:

1. New mechanisms for financing. At the university level, fmancing by the business sector; introduction of tuition and fees, no matter how modest, for use of laboratories and sp01ts


facilities; loan and scholarship programs (for the few students from poor families who make it through the primary and secondary system and are eligible to attend universities); and, if necessary, a cap on public financing for university education, so that any growth in public spending for education can go to primary and secondary schools. Other reforms can generate more accountability: elimination of earmarked taxes that fmance universities; use of prospective budgets; and information to communities about issues such as costs per student and graduation rates .

2. Diversification of post-secondary education, e.g., community colleges and technical institutes to meet changing needs at lower costs than universities.

3. More public spending on child care, preschool education, and after-school adolescent programs; these are high-return investments that will raise success rates in primary and secondary school, especially for the poor. Avoid public monopoly in provision of these programs; NGOs as well as the private sector can manage these programs, with partial or even full public funding .

4. Better targeting of public spending for inschool health and nutrition programs, to ensure that poor children can extract the maximum benefit from their time in school.

5. In vocational trallling, emphasis on competitive supply by the private sector, and on employer-driven-i.e. ,demand-drivenprograms.

6. Development of special programs for hardto-reach groups, especially for indigenous groups outside major population centers .

There is a common overriding principle for education reform embedded in almost all of the above points: find ways to mimic the market. Reforms must foster competition, provide information, and enhance autonomy. Education will never be a market; there will always be a

role for the public sector. However, while using public financing , we can still mimic the advantages provided by the market.

Conclusions

There are reasons for optimism when looking at education in Latin America.

First, economic reforms and liberalization have generated a new round of demand for better education. The responsible private sector is recognizing that Latin America's future competitiveness in a global economy requires a more skilled and flexible labor force . Structural reforms and rapid technological change are already making the lack of secondary school graduates a badly felt bottleneck in some countries.

Second, declining fertility rates in the 1980s are finally diminishing the tremendous pressure on the school system of more and more children every year. Instead of the being strangled by the constant need to expand quantity, there is now increased room to focus on quality.

Third, the region's democratization is spurring the growth of civil society groups. NGOs, community groups, and an increasingly pluralistic and democratic labor movement are creating new and more effective constituencies for better education, especially among the poor, where individual parents have traditionally had little voice.

Democratization has also brought new Latin American presidents emphasizing education, such as Brazil's Fernando Henrique Cardoso and Bolivia's Gonzalo Sanchez de Lozada. Also, a new round of ministers of education has emerged; no longer is this the last cabinet position to be filled , more often satisfying political rather than technical requirements. Let me mention the striking example of Paolo Renata de Souza, a former senior manager at the InterAmerican Development Bank and now Brazil' s Minister of Education.


Fourth, and after many year of efforts (including by USAID), new approaches and ideas for education are flowering in the region. These include bilingual education efforts in Bolivia; autonomous secondary schools in Nicaragua; child care by mothers in their homes in Colombia; community colleges in Argentina (with IDB support); encouragement of the private sector to create competition in Chile; targeted programs emphasizing preschool and primary education in the poorest areas of Mexico; and, during the recent fmancial crises in Mexico and Argentina, protection for the best social programs in these countries.

Let me close by noting the obvious. As important as any specific reform is the need to build a public consensus for practical reforms in the region. That is why we are here today. USAID's Partnership for Education Revitalization in the Americas (PERA) is an

important step in this direction. As I understand it, this project seeks to promote educational improvement as an important policy issue in the Americas; strengthen the capacity to support and facilitate policy changes; bring together different individuals and organizations concerned with the improvement of basic education; and disseminate information on successful instances of educational reform that could be replicated or adapted for other countries in the region. I am happy to say that the IDB would be pleased to serve on PERA' s advisory council.

Returning to the message with which I started, a message that underlies the !DB's approach and that the PERA program reflects: There is a job to be done-central to the future of children in Latin America-and it clearly can be done. Reform is needed. Happily, it seems to be more a possibility and a reality.


EDUCATIONAL REFORMS IN

THE AMERICAS

The economic and technological restructuring commonly associated with the process of

globalization is transforming, to a greater or lesser degree, the social policies of the countries which comprise the American hemisphere. The social policy arena at the end of the century, from Canada to Chile, is characterized by enormous tensions between the priorities which arise from strategies of economic competitiveness and those from programs for equality and social solidarity, and by the realization that national policies cannot be conceived of today in a purely national realm, as they will be carried out in a global context. Educational policies are a particular example of this dynamic. They constitute, further, the best navigational map in the search for the individual and collective destinies of the nations.

Almost all of the countries in the American continent are facing the demands of the global society with new educational policies and reform programs, assisted in many cases by development banks and international development agencies. Considerable fmancial and human resources originating in the public and private sectors are being dedicated to this purpose, around which the will and hopes of all citizens of the Americas are coalescing. The accord of nations, social sectors, and institutions around educational reforms is promoting a process of collective learning and of coordinating the agendas of the great powers. This process permits the opening of new possibilities for all children and youth in the Americas and contributes to the efficient use of resources available in the entire continent.

The educational reform policies tend to be expressed within comparable ideological frameworks , although their practical realization shows the great variety and cultural richness of the hemisphere. The incubation process for educational reforms, their social expressions, their rhythm of development and execution varies from country to country. Their outcomes will

depend, ultimately, on the political, educational, and financial creativity and the collaborative capacity on which they are built.

We believe that the conditions exist as never before for social change, and that education will be its leading agent. Education from the cradle to the grave, varied and reflective, that inspires in us a new way of knowing who we are in a society that is appreciative of its own. An education that takes maximum advantage of our never-ending creativity and gives birth to an ethic- perhaps an aesthetic-for our boundless and legitimate passion for personal self-improvement. An education that integrates arts and sciences in the same family package, in accordance with the designs of the great poet of our time who asked that we not continue loving them separately as two enemy sisters. An education that channels toward life the immense creative energy that for centuries we have dissipated with depredation and violence, and that opens to us a second opportunity on the earth that the unfortunate lineage of Colonel Aureliano Buendia did not have. The prosperous and just country we dream of could be within the reach of our children.

-Garcia Marquez on education reform in Colombia

Genesis of the Educational Reforms

A lthough the background of national educational reforms is inseparable from the

global context, the initial impetus of the reforms responds to diverse dynamics. Sometimes the reforms originate from the political will of government; other times they are the result of a business, scientific, or cultural initiative or of the interaction of a country with other societies or international institutions. On occasion the inspiration for the renovation is generated outside of the education system; in other cases the system itself is the principal agent of change. In the majority of cases, a promotor group with clear purposes seems to be an essential ingredient for the emergence of reforms. Nonetheless, if they do not achieve a national consensus, the reforms do not reach the necessary magnitude to affect profoundly the life of the society.


Businessmen in the Dominican Republic played a decisive role in the creation and evolution of the educational reform currently underway. Together with well known educators , they presented a public declaration and committed themselves to a Pacto por La Patria (Pact for the Country) at the beginning of the decade. This movement led to development of a ten-year plan for education.

In Colombia, the search for a national consensus for the improvement of education has been preceded by research and analysis conducted by

the Comisi6n Nacional de Ciencia y Tecnologia (National Commission for Science and Technology) and by reforms to the national constitution. With these as a base, the hope is to develop an education plan for the next ten years.

In countries such as Chile, with a long tradition of educational research, the research community has contributed to the design of criteria for the development of educational policies and the execution of programs for improvement and follow-through in the system (Exhibit 1).

Exhibit 1

NEW CRITERIA FOR EDUCATIONAL POLICIES IN CHILE

At the level of the system

• From centralized to decentralized education systems. • From equity as the provision of homogenous education in national terms, to equity as the provision of

education sensitive to differences and that discriminates in favor of the poorest groups. • From bureaucratic-administrative regulations of systems, to regulations based on incentives, information,

and evaluation. • From relatively closed systems with respect to the needs of society, which give priority to their own

perpetuation and are controlled by their practitioners and their bureaucracy, to systems open to the demands of society, interconnected and publicly evaluated. ·

• From policies centered around the level of education spending to policies centered around the efficient use of resources.

• From policies of change through integral reforms and a concept of linear planning-in the majority of cases theoretically developed- to varied strategies and a concept of incremental change.

• From the absence of strategic government policies, or their subordination to popular pressures, to policies strategically defmed nationally through a consensus of their authors, varied and employing diverse means.

At the level of the actors

• From an emphasis on complying with regulations, to an emphasis on responsibility for results. • From individual work and hierarchical organization to teamwork and organization of networks. • From the culture of compartmentalization and self-reference, to the culture of communication. • From novelty and change as interruption and disturbance, to change as opportunity for improvement. • From change as executing a recipe or as a panacea, to systems open to varied searching, practice, and

incremental improvement. • From an organizational culture of appliers to a culture of constructor-designers.

10

- Patricio Cariola, S.J. Director

Centro de Investigaci6n y Desarrollo de la Educaci6n


For its part, the educational reform of Nicaragua is inseparable from the political history of the country. The government elected at the beginning of the present decade decided to support democratic reconstruction with a reform of education aimed at creating ties of solidarity, broaden citizens' social participation, and promoting democratic values. The initial impulse for the most radical educational reform in Trinidad and Tobago, realized in 1968, was the search for a national identity after independence from the British Empire. Sometimes reforms arise due to pressures from the social context. For example, in Brazil some states have begun their own reforms to respond to local needs. Reforms in the state of Minas Gerais are an illustrative case. Their philosophy and strategies have been extended to other regions of the country and have inspired neighboring countries .

The support from the international community, not only financial, but also analytical and informational, has been a decisive factor in the direction of national educational reforms. This is

reflected in the notable parallelism of ideology of the reforms in numerous countries and their connection with documents produced by the banks and international organizations. In effect, a convergence of educational principles is being profiled that transcends nations individually considered.

Numerous educational reforms, however, were never implemented beyond the development of pilot programs and the enactment of laws and decrees. The experience of the countries participating in the conference, as that of the other countries in the hemisphere, suggests that the success of the promoters of the reforms is linked to their capacity for partnership and collaboration. Educational reforms do not appear to acquire their own vitality when they develop as the result of an isolated application of an externally developed algorithm. Local creativity, the dedication of the actors, and a sense of coauthorship and shared responsibility are essential ingredients for the birth and growth of educational reforms (Exhibit 2).

Exhibit 2

REFORM AND SELF-CRITICISM

The key factor for achieving a true educational reform in Colombia depends above all on the imagination that the inhabitants of this country have to dream of a society different than that which we have created with our current education systems. This should be done through positive self-criticism that allows us to recognize that education is not exempt from the great responsibility which has as a negative factor the growth of indices of social malaise and the disintegration of values that distress our country.

It would seem that the important thing at the present moment would be having the capacity to dream of a different country, because if we are not capable of conceiving of it differently, all efforts and activities we think of would only lead us to repeat the same circumstances, fall into the same errors, and increase even more the problems from which we suffer.

- Hernando Bernal Director of Planning

Colegio Mayor de Nuestra Senora del Rosario


Objectives of Educational Reforms

For Salvadorans, as for many other Latin Americans, educational reform responds to

four national challenges: eliminating poverty; making adequate the process of globalization of the economy; strengthening democracy; and consolidating peace. There are also four objectives of the reform: improving the quality of education; increasing its efficiency, effectiveness and equity; democratizing the system by expanding services; and, creating new modalities for delivery of services and diversifying service providers.

The educational transformation of Nicaragua has three objectives: improving the rates of school retention and completion with emphasis on the first four grades of primary education and preschool education; decentralizing the education system by transferring a larger share of responsibility and authority to civil society; and promoting the formation of moral, social and democratic values through the academic curriculum and educational activities.

In Ecuador, where the process of reform is beginning, an initial agreement on its two primary goals also exists: educational quality with equity and efficient management. These goals also correspond to the objectives of the program to improve educational quality in Chile, which for its part adds a special emphasis on the results of learning.

In the United States, as in the rest of the world, there are population groups that have reached high academic standards. The challenge now consists of expanding opportunities so that the entire population has similar options. As the country has a decentralized education system, voluntary national goals for education have been established to be met by the end of the century through a collaborative process and agreements. In addition, standards and evaluation strategies have been developed. Each member establishes its own program. In addition to the national

goals, special programs have been created to facilitate the transition of students from school to work and their entry into higher education.

Current educational reforms emphasize the effects of education more than its inputs and resources. All the reforms propose to improve learning, the effectiveness of the system, and the achievement of social outcomes which lead to quality education for all .

The social goals proposed by the majority of the countries through educational reforms go well beyond the special programs with limited scopes which are frequently fmanced with international support. Their accomplishment, therefore, requires strengthening of the capability for permanent reinvention.

The Transfer of Power

T he reforms throughout the region seek to involve the society as a whole in education.

With this goal, more power is delegated to the provinces, schools, and commumttes. Decentralization and school autonomy constitute one of the most outstanding charaCteristics of educational reforms of the end of the 20th century (Exhibit 3).

While various countries in the hemisphere have tried to decentralize their education systems, numerous obstacles have prevented regions, communities, families and schools from taking on the responsibilities involved in a transfer of power from the center to the periphery.

In Minas Gerais, a state representative of the contrasts which characterize Brazil, an educational reform is taking place based on a work program centered on school organization and based on five priorities: school autonomy, strengthening of school leadership, training and the teaching career, evaluation of instruction, and integration with the municipality (Exhibit 4). This transfer of power has been tried with success in El Salvador through programs such as Educo,


Exhibit 3

D ECENTRALIZATION AND AUTONOMY OF THE SCHOOL IN NICARAGUA

The decentralization of the education system in Nicaragua follows two parallel routes. The ftrst of these is the deconcentration of decision-making and administrative actions to middle and local levels, which is the reason for the creation of the Direcciones Depanamentales y los Consejos Municipales de Educaci6n (Departmental Directorates and Municipal Councils on Education).

The other route is educational decentralization through school autonomy, in which a larger share of the decision-making power related to the educational life of a center is transferred to the educational center itself. From there, the major instrument for decision-making is fmancial control of funds transferred from the state, together with the income obtained through voluntary contributions from parents.

With autonomy, for the ftrst time, full authority is concentrated in the autonomous center for contracting personnel, managing the budget, and establishing local educational policies. The mechanism to make these powers effective is the board of directors, comprising the center's director and representatives of the teachers, parents , and students .

that provide a direct subsidy to communities and families so that they can hire teachers, obtain instructional materials , and carry out small, preventive-maintenance tasks on school infrastructure.

Many of the obstacles to this transfer of power originate from the social establishment, from interests created by previous social policies, and from the lack of interest of the parents who must face at the same time other urgent economic demands. Without a re-education process for schools and ministries of education, the transfer of power will never be a reality.

Financial Creativity in Reform Efforts

F inancial creativity is one of the most necessary capabilities for the survival of an

educational reform, and one of its most useful political instruments. The problem cannot be reduced to merely thinking that more money is required for education. Perhaps, given the context of the region, it is more important to ask how financing can be obtained and how funds

-Aurora Gurdian Vice Minister of Education

Ministry of Education

can be distributed. Many countries need additional resources, but all countries need to use their existing resources better. The art of financing education revolves around understanding, anticipating, and evaluating the consequences of the different forms of distribution of funds .

Much can be learned from the private sector and its ideological expression. Concepts such as competency and responsibility, autonomy and productivity, incentives and results, etc ., can constitute metaphors which help achieve greater efficiency in the educational system.

Various countries are trying out creative financing alternatives that respond to the new reform philosophy. Chile, for example, has encouraged schools to compete to obtain donations which meet their needs and their own future plans. Chile's 900 Schools program has been a way to address equity through financial mechanisms. In Trinidad and Tobago, with the objective of promoting collaboration between the public and private sectors and promoting the


Exhibit 4

PRIORITIES FOR EDUCATIONAL POLICY IN MINAS GERAIS, BRAZIL

Educational policy in Minas Gerais has five priorities:

1. School autonomy The school needs autonomy in order to make decisions about pedagogical, administrative, and fmancial issues . Autonomy, however, is not a synonym for abandonment. The transfer of power from the state to the school community is a process in which regional and central technicians change from a guardianship relationship to one of consultant and advisor.

2. Strengthening school administration In order for a school to fulfill the role of providing high quality education, it is essential that it have an admiilistrator who is competent and committed to teaching. School principals are currently chosen through a process of evaluation of merit, technical competency, and leadership capacity by the school community.

3. Training and career development Studies carried out by the State Secretariat of Education suggested the need to develop a new and aggressive program of training and education for teachers, specialists, and other school staff, conceptualized to create, in each educational unit, the conditions necessary to promote educational quality.

4. Evaluation of teaching The search for success of all students requires knowing what needs to be improved in each school unit and system wide. The best mechanism to gather such information is an external evaluation of the schools. Through periodic application of tests, the Secretariat attempts to identify the level of mastery of the students and to use this information to plan and implement actions that result in more efficient teaching.

5. Integration with the municipalities Cooperation between the state and municipalities makes possible better utilization of the existing physical capacity of the schools. Coordinating the work of the two levels of government assures greater efficiency of school evaluation programs, teacher training programs, and other shared initiatives.

efforts of communities and families, a donation mechanism is employed that requires local inkind contributions for school improvements.

La Red de Apoyo Tecnico (The Technical Support Network) in Ecuador is a mechanism that simulates the open market and stimulates competition. Schools are given funds with which they can purchase services from a list of specified providers including non-governmental organizations, universities, research centers, etc. The list is constantly updated by the government

-Ana Luiza Machado Pinheiro Secretary of Education State of Minas Gerais

or by the donor. Schools compete for an efficient utilization of the resources; the technical assistance providers compete to obtain contracts; and a climate of incentives, social control and responsibility is created (Exhibit 5).

Les Fonds de Parrainage (The Sponsorship Funds) in Haiti constitutes a simple, transparent information and fmancing system aimed at improving the equity and quality of education. A small bureaucracy uses a database to administer


scholarship funds that are awarded based on rigorous criteria.

El Fonda de Inversion Social (The Social Investment Fund) of the Proyecto de Autogesti6n Educativa (Educational Self-management Project) in Guatemala supports rural communities within the principles of equity and efficiency. The government of Minas Gerais in Brazil uses an information system based on results to assign funds to the poorest communities and schools. Numerous national foundations active throughout the hemisphere are demonstrating that it is possible to design new financial and socialsolidarity alternatives.

The Role of New Technologies

N ew communication technologies constitute a valid resource for the renewal of

education, not only because they open new doors of access to information, but also because they provide tools for analysis and mechanisms that permit all voices to be heard.

"It is necessary," expressed Luis Rodriguez, "to bypass the stage of thinking that the use of advanced technologies for communication in education represents an elitist, extremely expensive and complex option, to be considered efficient in terms of cost. Not only have the costs of implementation come down considerably, but also the tendency toward creation of infrastructure for services is becoming that of providing the most modem technologies, because they are more economical, to those places that are farthest behind in their level of development. Technologies that radically change processes, content, and forms of teaching ought to be imposed wherever there is a total or partial absence of an educational system. "

The Outcomes of Educational Reform

T o the extent that changes are introduced in the management of education and the

responsibilities of provinces, of school directors and their staffs, and of local communities and families are increased, the role of central administrative bodies are transformed. Their activities are focused on the formulation of policy, planning, follow-up, and evaluation. The schools, for their part, converted into more deliberative and creative entities, must develop skills in these areas that were formerly the domain of central administrations.

Social, economic, and learning results of reforms focus attention on all educational activity, then, and on one of the fundamental preoccupations of social policy. These results cannot be obtained without careful attention, monitoring, and continuing analysis. At least three levels of effects of the educational changes should be noted: effects on society as a whole, on organizational efficiency, and on learning outcomes.

The concern with the effects of education have led some countries to develop systems to evaluate educational achievement, such as national examinations, norm-referenced tests, school selfevaluation processes, and social indicators of educational system attainment. For example, Chile, Colombia, the Dominican Republic and Brazil have a long tradition in this area. Nevertheless, it is necessary to increase efforts in research, analysis, and information utilization. This is considered one of the weakest components of recent efforts to transform educational systems throughout the continent.


Exhibit 5

SCHOOL NETWORKS IN ECUADOR

In Ecuador an interesting strategy is developing for improving the quality of basic education. It comprises a network of primary schools and kindergartens linked by a central educational institution that serves as the administrative headquarters of the network and is selected based on educational, geographic, and social criteria. Each network has between fifteen and thirty education centers. In urban situations each network serves a minimum population of six thousand students and approximately two hundred teachers.

The network is structured with the aim of strengthening the role of the school and its capacity for negotiation. Ordinarily, the isolated rural or marginal school, without a budget, without strength before authorities, without technical support, tends to lose its autonomy. The network attempts to reinforce the identity of each school, although their collective character is also emphasized.

The school networks are deconcentrated cells within the system. They have their own budgets, manage their personnel records, and develop a relationship with the community, especially in the rehabilitation and maintenance of their infrastructure. The networks are not created by decree. They are formed gradually , with the active and critical participation of all their creators: students, parents, community leaders, teachers, and school administrators.

There are three major stages in the development of school networks:

1. The research and network design stage, led by provincial education offices. In this stage the poorest areas are selected for service, and their needs are studied.

2. The collaborative-participation stage during which the initial proposals are modified with the participation of the actors.

3. The stage of self-sustained pedagogical, administrative, and social development of the network and of each school. The infrastructure is improved with volunteer assistance from parents. Principals and teachers at all schools and kindergartens are trained, and teacher-training study circles are organized as a strategy for solidarity and sustainability.

16

-Susana Araujo de Solis Executive Director

Technical Unit - Ministry of Education and Culture


EDUCATIONAL POLICY AND

PROGRAMS FOR SPECIAL

POPULATIONS

I n spite of the enormous efforts undertaken in the last forty years to extend basic education

services to all children of the continent, there are still limits in terms of quantity and serious problems related to the type and quality of education. New programs have arisen in all corners of the Americas to complement the existing infrastructure and to explore alternative solutions. Many of Lhest: programs-directed to special populations such as preschool children, girls, indigenous peoples, adolescents, and children at high risk-have had considerable success, not only for the results obtained in terms of human development but also for those related to social change and progress. While the possibility of extending such programs to wider audiences, of inspiring policy reform based on these experiences, and of adapting them to other contexts have not been sufficiently studied, the potential for such adaptations is very great.

The programs for special populations seek to meet the challenge of equity through the creation of a variety of learning contexts in which time, space, technological resources, and the human environment are used in a creative manner and in accordance with the characteristics of the learners and the local conditions. Paradoxically, as Enrique Tasiguano noted during the conference, "the special populations" constitute the great majority in many countries. The so-called "minority" populations in the state of California make up almost half its inhabitants.

The experience of programs like the National Movement of Street Children in Brazil, the International Center for Education and Human Development in Colombia, the New Unitary Schools in Guatemala, the Rural Children Is Centers in Ecuador, the International Reading Association, and many others constitute social capital of great importance for revitalizing education in the hemisphere.

Strengthening Communities to Care for Preschool Children

How children perform in primary school and their later academic and social success is

intimately related to the cognitive development and preparation they accomplish prior to entering school. Contemporary research suggests that the development of preschool children is an interactive process in which the family and the community play decisive roles. Programs like Promesa (Programa para el Mejoramiento de la Educaci6n, Salud y Ambiente de la Costa Pacifica de Choc6, Colombia, Program for the Improvement of Education, Health, and the Environment of the Pacific Coast of Choc6, Colombia) have combined scientific knowledge with practical experience and the development of local capacity among communities characterized as poor and marginal, with a number of positive results.

The Promesa Program Presented by Marta Arango, Centro IntemaciOnal de Educacwn y Desarrollo Humano

The program's objective has been the crea~ion of healthy social and psychological

environments for the development of young children within the broader goal of general social development. That is, simultaneously with the programs of infant and preschool stimulation, it has developed a process of social participation, organization and mutual learning.

The evaluation mechanisms, created at the start of the program, have been fundamental in the program Is development as well as for its extension and adaptation to other contexts and the increased local knowledge about social and human development.

Among the most effective strategies of the program have been:

• education agents themselves coming from the communities

• parents' leadership


• creation of a community organizational base • a facilitating and complementary role for

external agents • development of strategic programs for the

childhood years • education programs as the departure point for

social development • growth of an inter-institutional base

The program has grown from working with 100 families in four communities to serving 7,000 families in 38 communities in ten municipalities . Its achievements in terms of education of children and families, health, and social organization have surpassed initial expectations by a wide margin.

Promoting Girls' Education

I n spite of the fact that the rate of girls' participation in school has increased

considerably throughout the continent in the last 20 years , there still exist areas where increased effort, long-term policies, and innovative programs are needed. In Guatemala, for example, a nongovernmental organization, La Asociaci6n Eduquemos ala Nifia (Let's Educate Girls), is attempting to address this need.

The "Let's Educate Girls" Association zn Guatemala Presented by Miriam Castaneda, USAID!Guatemala

I n the rural population of Guatemala, girls participation in school is very low. Girls

make up only 25% of the students in primary education. Of every ten students that continue in school to sixth grade, only two are girls. Girls are required to carry out household duties at an early age. Also, teachers do not have the pedagogical skill to keep girls in school.

The mission of the Girl's Education program is to increase the participation of girls in Guatemalan education. The program provides technical assistance to the Ministry of Education and to the Let's Educate Girls Association, an association that brings together public, private and nongovernmental organizations with the objective

of promoting programs that support girls' education). The Association has been very active in presenting policy alternatives. The Ministry of Education has responded positively by enacting a series of policies on girls ' education and creating a scholarship fund as an incentive to motivate parents to send their daughters to school.

In addition to the scholarships, the Association assists bilingual intercultural education programs to promote values that help to fully integrate girls in the country's social development. More than thirty projects with this objective are being developed in Guatemala as a result of the activities of the Association.

Meeting the Needs of Indigenous Populations

A nother of the great challenges that face social policy makers in several of the

countries of the hemisphere is the education of the indigenous populations. Pilot programs in Peru, Ecuador, Chile, Guatemala, and Colombia have demonstrated the possibilities of nonformal and bicultural education, and have also succeeded in affecting political decision-making. A number of these programs have a long tradition and have been changing and adapting to the inevitable contextual changes occurring in each country. This is the case of the Rural Children's Centers ( Centros lnfantiles Campesinos) of Ecuador.

Ecuador's Rural Children's Centers Presented by Enrique Tasiguano, Fundacwn EcolOgica de Desarrollo Planificado

N onformal education for the rural indigenous populations of Ecuador began in its current

form at the start of the 1970s when an agreement was signed between the University of Massachusetts and the Ministry of Education to promote the establishment of Popular Education Centers. This experience resulted in the training of learning facilitators with strong leadership capacity, instructional materials , and methodologies for community development. Afterwards, the Fund for Rural Marginal


Development was created (Fondo de Desarrollo Rural Marginal - FODERUMA) in the Central Bank by using 1 % of the royalties from petroleum income.

In the year that FODERUMA was created, Children's Houses (los Huahuahuasi) were established. These were later called Rural Children's Centers (Centros lnfantiles Campesinos - CICA) . They benefited from experiences in Peru and Colombia in their design. The program was based on the concept of cooperation and partnership among FODERUMA, technical teams, rural coordinators, and promoters. In the development of the centers, the community played a decisive role as catalyst for results and evaluator of the program's functioning.

The results of the program have been very favorable in terms of changes occurring in the family, the community, and the children. The program began with 10 centers and has now reached 126 CICAs in 10 provinces, with a total of 37,000 children attending in a period of 12 years. Currently, the Ecological Foundation for Planned Development (Fundaci6n Ecol6gica de Desarrollo Planificado - FECODEPLAN) is maintaining and funding the CICA program since the closing of social development activities of the Central Bank.

Supporting Street Children

M any of the children and youth of the larger cities of the hemisphere work-and often

live-in the street. To meet the particular needs of these children, innovative programs have emerged. These programs have been a source of inspiration in other regions of the world. However, the problem of street children is so widespread that it requires the mobilization of all of society and the development of appropriate social policies. The National Movement for Street Children of Brazil is lobbying for such policies and is actively organizing the society in terms of children' s rights.

The National Movement for Street Children of Brazil Presented by Maria Eneide Teixiera, Movimiento Nacional de Meninos e Meninas de Rua

Created in 1985, the Movement is the result of extensive mobilization by educators who

work in what have been called "alternative projects ." From that time, the organization has prioritized its activities into four basic projects: defense and guarantee of the rights of children, organization of street children, training of educators, and strengthening and institutionalization.

The Movement is a nongovernmental organization that works in defense of the rights of children and youth in Brazil, with special attention to street children. The fundamental principle of the Movement is that the children themselves can and should participate in the creation of alternatives that will guarantee their fully equal rights. With this in mind, the Movement is made up of educators, activists , collaborators, and volunteers who work together with the children. The Movement is organized in 24 of the 27 states of Brazil.

Among the principal successes of the Movement are:

• Organizing of thousands of children and adolescents to exercise their rights of citizenship

• Putting the problem of street children in the forefront of the concerns of Brazilian leaders and the society as a whole

• Strengthening civil society • Influencing policy change in favor of children

at federal and state levels • Training educators and defenders of children's

rights • Changing the attitudes and self-esteem of the

children


Challenges Facing the Programs

These innovative programs face several challenges: linking scientific knowledge to

their daily practice; extending the solutions found to a greater number of people; and affecting social policy. A number of strategies can help link research with the intervention programs, for example:

• Application of research findings in the design and implementation of programs

• Use of qualitative research as a valuable instrument to strengthen analysis and decisionmaking

• Training in multi-method research in the classroom and the community

• Promotion of dialogue about the uses of research by the international donor community

• Development of self-evaluation instruments for teachers

• Inclusion of parents and communities as part of the research audience

• Encouraging the use of classroom-based research by curriculum developers

• Involvement of future teachers in research processes

Several programs that started successfully in one country have been adapted or replicated in others . There are multiple examples of this transfer of technology from North to South, South to North, and South to South. The New Multigrade School (Nueva Escuela Unitaria) in Guatemala was inspired by the Escuela Nueva in Colombia. Its developers were careful not to copy the Colombian model indiscriminately (Exhibit 6), but to develop a process of recreation, adaptation, and adjustment of the experience with very favorable results.

Exhibit 6

HOW TO TRANSFER AND ADAPT A SUCCESSFUL PROJECT

The Nueva Escuela Unitaria of Guatemala is inspired by the operational strategies for the classroom, the family, and the community applied successfully in Colombia. The following principles that were developed guided the development of the program in Guatemala:

• Adaptation and adoption of process and attitudinal changes are emphasized more than the transfer of product.

• Expansion is systematic and gradual through horizontal dissemination of innovative strategies from child to child, school to school, teacher to teacher, community to community.

• Social change that is successful creates its own momentum and encourages further change.

Transfer and adaption of a program from one setting to another:

20

• Requires the accumulation of operative strategies reproducible in the classroom and in the community, • Starts from pilot schools to achieve a successful demonstration effect and provides follow-up for teachers, • Includes management processes that transcend pedagogy, • Strengthens the training strategy, and • Incorporates teacher training schools in the process.

-Oscar Mogollon Director

Programa Nueva Escuela Unitaria


P ARTNERSillPS AND

ALLIANCES FOR THE

RENEWAL OF E DUCATION

Putting education at the center of economic and social policy means that the

responsibility for its quality and expansion becomes the responsibility of the whole society rather than only that of the ministries of education that traditionally, in most countries of the region, have had limited political power and little ability to negotiate .

The idea and the practice of partnerships to support education has gained importance in the last ten years. These partnerships may involve productive enterprises, universities , governments, non-profit organizations, and commumtles . The Bell Multicultural High School in Mount Pleasant, Washington, D.C. , for example, has created alliances with all of the aforementioned sectors. This has permitted the school to develop innovations and to better serve its students.

Many experiences from different countries in the Americas demonstrate that the productive sector, the scientific community, the organizations of civil society, and families are profoundly committed to the goals of educational renewal and are contributing in very creative ways to the enrichment of learning environments, the strengthening of nations' capacity to develop their human resources, and the formation of a community of nations in the hemisphere.

Communities, Families, and Schools

The contributions of communities, families, and schools to human development are

different but complementary. Each of these institutions has its own role and responsibility in the education of children and youth; a coherent and mutual effort among them assures continuity in the educational process and better results, as has been shown by recent research.

The Initiative for the Improvement of Middle Schools, promoted by the Community Foundation (Fundaci6n Comunitaria) of Puerto Rico, illustrates a practical way to establish a partnership between public schools and the communities that they serve. This initiative takes place in each school through five components:

1. A comprehensive plan of change and improvement of the school presented by the teachers and the community

2. An analysis of the characteristics of the student population

3. Training of teachers and the development of work tools

4. Fora for dialogue between the school and community

5. Definition of roles and responsibilities of the different actors in the process

These processes require families and schools to develop joint plans, implement the plans, and actively commit themselves to the creation and consolidation of true learning communities.

The Productive Sector and Education

The Honduran Consultative Center for the Development of Human Resources (el

Centro de los Recursos Humanos - CADERH) was created to confront the problem of preparation of the workforce in Honduras. It is an alliance of businessmen, workers, and professionals dedicated to advise and support organizations and programs involved in technical education. The Center has developed curricula for a variety of occupations, based on specific tasks and following a model of what works in the productive world. The organization has also published educational materials and developed tests and standards. Its work has also extended to the analysis of policies related to education and work.

The possibilities of collaborative efforts between the productive and education sectors are extensive and very promising. Although in the


past, in contrast to Europe and the United States, Latin American business people have tended not to involve themselves in the education system, today they appear much more interested in education.

A recent study conducted by the Inter-American Dialogue in several countries of Latin America and the Caribbean indicates that businesses are having a significant and positive effect on basic education. Programs such as dissemination of curriculum through the newspapers in El Salvador, or the development of science curriculum in the primary schools of Colombia, are creative, of high quality, and useful.

There are a number of reasons for the growth of partnerships between business and education. For business, having access to qualified labor is a competitive advantage. For society, business is its principal economic resource as a source of jobs and a vehicle for progress. Public education not only loses a great opportunity but also isolates itself from the life of the society when it

is not linked to the world of work. In addition, businessmen can promote innovation and provide venture capital, as has been the case in Chile, Guatemala, and El Salvador.

Many businesses have established educational foundations over the years that have had a sustained impact on the education system, including policy change. Another way to influence the educational system is through information about the business perspective and about concepts that guide the management of businesses.

Among the factors associated with the success of the partnership between the school and business, the following should be mentioned:

1. Commitment of the business people 2. Willingness of governments to accept the

contribution of the business sector 3. Development of professional strategies for

collaboration in educational activities


INTERNATIONAL SUPPORT

FOR REGIONAL ACTIVITIES

IN EDUCATIONAL REFORM

N ational educational reforms are inseparable from the global dynamic and activity of

international organizations. These organizations provide financial resources for the reforms through donations or loans, facilitate information exchange, legitimize and disseminate practices and soiutions, and create a transnational ideology of education. For the most part, international organizations have tended to retain a national, rather than regional or hemispheric, focus. Recent developments, however, are leading to a re-evaluation of their regional role.

The Transformation of the Organization of American States

The Organization of American States is experiencing a profound transformation in

which it is changing from a financial and technical support mechanism to a political institution. Its organizational charter has been reformed. All of the activities, including, of course, those related to education, will be grouped under four central themes:

1. Strengthening democracy and democratic institutions in member states

2. Expanding free trade and international cooperation

3. Preserving the environment and sustainable development

4. Promoting social development

The General Assembly has defined the current role of the institution as "mutual cooperation for development." In this sense, the organization will have to act as a promotor of policy dialogue related to the improvement of education systems and will have to create a space that permits promoting alliances, institutional networks , partnerships, and information exchange. Additionally, it should serve as a channel of

communication with financial and technical cooperation agencies.

Challenges to Regional Coordination Faced by UNESCO

Frustration exists in the region because of the slow pace of educational progress, and there

is a marked interest in advancing rapidly, as demonstrated at recent conferences of the region's presidents. While valuable experiences exist in almost all of the countries in the Americas, with clear goals in terms of educational quality and economic resources , the problem centers on how to use existing resources.

Adequate and reliable statistics, particularly related to the quality of outcomes are rare. Only for three or four countries in the region is , anything known about students' academic achievement. As there are no measures of quality, the experiences of special programs are not evaluated and their actual impact is unknown. In the few cases where evaluations do exist, good levels of learning are observed in pilot programs, but such experiences have not expanded with the speed expected. Greater regionall:uurdination is required in order to better use the resources of the different institutions involved.

The Contribution of the W orld Bank to Education Revitalization in the Region

The World Bank invests almost 800 million US dollars annually in education. But, in

order to advance educational reform efforts, adequate institutional development is necessary, especially at the level of ministries of education and in the social sector in general. The challenge is to strengthen the countries' organizational capability so that a permanent and sustainable effort can be undertaken.

The World Bank, in addition to providing financial resources , offers a global perspective which can be used to the advantage of the


Exhibit 7

PARTNERSHIP: ONE OF THE PRINCIPLE OPERATION 0RIENTORS OF THE WORLD BANK

Partnership will mean cooperation with other donors and agencies-particularly important as both multilateral and bilateral agencies increasingly focus their aid on the human resource sectors. Already the Latin America and the Caribbean region of the Bank is working in close partnership with the Inter-American Development Bank on social sector projects, as are the two Asia regions with the Asian Development Bank. The Human Development Department is working with UNESCO to improve the quality of international statistics on education. A possible difficulty in donor cooperation is the increasing adoption of a sectoral approach by many donors, not just the Bank. This makes cooperation on the policy framework imperative, placing new demands on many donors' capacity to provide analytical policy advice on the education system as a whole.

-Priorities and Strategies for Education: A World Bank Review, 1995

region's countries. It has the capability to facilitate the exchange of experiences and carry out assessments which can support educational reform efforts (Exhibit 7) .

Regional Work of the Inter-American Development Bank

The Inter-American Development Bank is developing various projects in the region

which reflect state-of-the-art knowledge. The difficulty is not in designing projects which respond to the state of knowledge at a given moment, but in their management and implementation. It is relatively easy to implement a construction project, but much more difficult to realize social development projects.

Among the difficulties most frequently found in the development of the Bank's social projects are:

1. National capacity. The challenge is to design reforms which take into account the capability of the respective countries to assimilate them. It is not very difficult to reform education on paper. The problem is designing projects that respond to national needs and to political expectations, that correspond to local capacity, and that a country can manage efficiently.

2. Opportunity and local support. One of the most crucial factors for the success of projects is

selecting the opportune time and place for their implementation. Another key factor is local support. The Bank cannot push reforms; its task is financial and technical support.

3. Project management. Successful projects are characterized by clarity in their objectives, good conceptualization, and adequate management. Without a solid and flexible administrative base, social development projects cannot respond efficiently and flexibly to local demands.

Regional Priorities of UNICEF

U NICEF has established priorities for its work in the education sector in the

following areas: primary education, child development, and work with youth. Within the framework of UNICEF's international strategies for Latin America and the Caribbean, several projects have been advanced, including:

1. The project for the horizontal dissemination of innovations in collaboration with UNESCO and the Convenio Andres Bello.

2. The development of seminars aimed at strengthening the institutional capacity for education in the region, especially for trainers of trainers and for officials at the highest levels of the education system.


3. The design and execution of social mobilization strategies related to education, which include developing instruments and methods for dialogue and encouraging

participation so that the whole society assumes responsibility for education.


PARTNERSIDP FOR

EDUCATION

REVITALIZATION IN THE

AMERICAS

Background

The Summit of the Americas held in ~iami in December 1994 brought together heads of

state from the countries of the American hemisphere to form a pact aimed at encouraging prosperity , democracy , free trade, and development.

The Summit considered that an indispensable condition for the achievement of the socioeconomic and political aspirations of all of the countries is the development of human resources . To achieve this, the Summit decided to support the creation of a hemispheric association to promote the necessary reforms of educational policies and the efficient use of available resources. The Government of the United States committed itself at that point to providing initial support for the Partnership for Education Revitalization in the Americas (PERA).

Objectives

Th~ Partnership re~resents a novel initiative with great potential. For the first time in

history, the nations of the continent are committed to working as equal partners toward the solution of common problems in the field of education, and to sharing their knowledge and resources. The Partnership hopes to develop joint action to promote the adoption of policies that improve educational and employment opportunities for all of our children and youth. With this purpose, the Partnership will undertake the following actions:

• Seek to make education a priority for public and private policy throughout the hemisphere

• Strengthen the capacity of governments , nongovernmental organizations, and other networks in the region to contribute to the expansion and improvement of education

• Gather and distribute information on efficient programs, research, and successful policies for human resource development

• Encourage dialogue, exchange, and learning among the countries of the Americas

Characteristics

The c~nc~pt of partnership highlights the growmg mterdependence of the nations of

the Americas and of the different social sectors institutions, and groups which form them: Governments, multilateral organizations, nongovernmental organizations, national and international networks currently working in education, and persons dedicated to this common effort will participate in the Partnership 's activities .

The Partnership will serve as an international forum and consultative group for the educational revitalization activities in which the majority of the region's countries are involved. Through this process , the knowledge base about educational reforms and innovations and about methods for improving the management capabilities of education systems will be expanded. The international forum will analyze alternative policies-the conditions of their enactment and their outcomes-and will supply indispensable elements for making decisions that affect individuals and groups throughout the region.

The Bureau for Latin America and the Caribbean of the United States Agency for International Development will supply technical and financial support for the initial phase of creating and launching the Partnership at the Inter-American Dialogue, a non-profit organization based in Washington, D.C. Given the transcendence of the Partnership 's purposes , it is hoped that other donors in the member countries or international entities will unite in this joint effort to create a better future for the people of the Americas.


THE P ARTNERSHIP IN

ACTION

Various themes, questions, and recommendations arose at the first meeting

of the Partnership. Some were related to national educational reform efforts, others to social intervention programs, a third group to the concept and practice of alliances and partnerships, and, lastly, others to the structure and operation of the Partnership for Education Revitalization in the Americas (PERA) .

1. A hemispheric consensus exists on the need to reform and adapt the continent's education systems to the new needs of economic and social development. The driving ideas behind this change have been debated for a number of years under the labels of democratization, quality, equity, and relevance. The emphasis on results , efficiency, and productivity and on the utilization of principles and concepts that come out of reengineering of productive organizations is a common characteristic of the philosophical transformations in educational policies .

2. As economic evolution has led to the assigning of new roles to government, changes proposed for educational systems also include the development of models for decentralized management, the employment of strategic alliances, and the expansion of local control. The roles of policy formulation, the establishment of regulations and standards, information dissemination, and evaluation fall to goverriment in this new approach.

3. Although knowledge of the enactment and success of educational reform efforts is limited, anecdotal evidence suggests the importance of reaching national consensus and developing broad, long-term strategies, as well as

mechanisms for motivation and intervention beyond the scope of ministries of education. Studies of factors related to the effectiveness of reforms would be of great practical utility. Evaluation of reform outcomes, academic achievement, and fmancial alternatives are issues that should also be included in the Partnership's agenda.

4. Priority in educational reforms should be assigned to special populations , which in many cases constitute a majority . The participation of children, their schools, families , and communities represents an irreplaceable focus for new policy and a mechanism for strengthening institutions and social involvement. The problems associated with the replication and expansion of effective programs should receive more attention from financing institutions and researchers . Limited documentation of this type of evaluation is available .

5. The theories and practices of educational partnerships and alliances must be better understood, without fear of trying new alternatives and disseminating their outcomes. Innovative ideas, political support, better ties between education and employment, and access to technologies can be gained from private enterprise, in addition to funds .

6. Although the Partnership for the Revitalization of Education in the Americas is in the initiation and consolidation stage, its philosophy of participation and mutual learning should be practiced, creating a sense of relevance and openness from the start. Its secretariat should be small, flexible , and should support existing networks in the region. Its role as a broker of knowledge and technical and financial resources can complement and strengthen the efforts of the continent's public and private sectors.


CONFERENCE ON BUILDING PARTNERSIDPS FOR EDUCATION

REVITALIZATION IN THE AMERICAS December 4-6, 1995 Washington, D.C.

Program/ Agenda

Purposes of Conference - Carry forward education initiative adopted by all countries of the hemisphere at the Summit of the

Americas in December 1994 - Launch the Partnership for Education Revitalization in the Americas (PERA) - Provide opportunity for examining and sharing firsthand experience of education reform - Identify emerging policy issues and how these issues may be addressed in PERA

Sponsors of Conference U.S. Agency for International Development - Bureau for Latin America and the Caribbean; Education and Human Resources Division - Bureau for Global Programs, Field Support and Research; Center for Human Capacity Development

Participants in Conference representatives of - US AID offices in Washington, D.C. and missions in the Latin American and Caribbean (LAC)

region - LAC ministries of education and nongovernmental organizations (NGOs) - World Bank, Inter-American Development Bank, Organization of American States - UNICEF and UNESCO - International foundations and NGOs - U.S. education officials - Education institutes , NGOs, and universities

Language of Conference presentations will be made in speaker's first language - simultaneous interpretation from Spanish to English and English to Spanish will be provided

Location of Conference Academy for Educational Development (AED) 1875 Connecticut Ave., N.W ., Suite 300 (Entrance on T Street) Washington, D.C. 20009

For Further Information At USAID, contact Sarah Wright phone 202-647-8044 fax 202-647-8151 Internet [email protected]

At AED , contact Frances Hays phone 202-884-8255 fax 202-884-8405 Internet [email protected]

28 CONFERENCE REPORT ON REVITALIZATION OF EDUCA TION IN THE AMERICAS

Monday, December 4

8:00 Registration with coffee , tea, and light refreshments

9:00 Call to Order

9:15

Welcome to AED

Twig Johnson, Director, Office of Regional Sustainable Development, Bureau for Latin America and the Caribbean (LAC), USAID

Stephen Moseley, President, Academy for Educational Development (AED)

Welcome to Conference Mark Schneider, Assistant Administrato_r, LAC Bureau, US AID

Video Welcome First Lady Hillary Rodham Clinton

9:45 Opening Address: /DB Suppon to Education

10:15 Introduction to Structure of Conference Conference facilitator

Nancy Birdsall , Executive Vice President, Inter-American Development Bank (IDB)

Larry Cooley, President, Management Systems International (MSI)

10:20 Introduction to Conference Agenda

10:30 Break with coffee and tea

Emily Vargas-Bar6n, Director, Human Capacity Development Center, Global Bureau, US AID

10:45 Panel Discussion-National Experiences in Transfonning Education Systems Moderator Emily Vargas-Bar6n, Director,

- Chile

- Colombia

- Brazil

12:30 Lunch at AED

Human Capacity Development Center, Global Bureau, US AID

Patricio Cariola, S .J . , Director, Centro de Investigaci6n y Desarrollo de la Educaci6n (CIDE)

Hernando Bernal Alarcon, Director of Planning, Colegio Mayor de Nuestra Senora del Rosario

Ana Luiza Machado Pinheiro , State Secretary, Department of Education, State of Minas Gerais


Monday, December 4 continued

1:30 Panel Discussion-National Experiences in Starting Education Reform Moderator Osvaldo Larrafiaga,

- Ecuador

- El Salvador

- Nicaragua

- Caribbean Region

Professor of Economics , University of Chile

Susana Araujo de Solfs , Executive Director, World Bank EB/PRODEC Project , Ministry of Education

Miriam Hirezi de Melendez, Director, Office of Planning, Ministry of Education

Aurora Gurdian, Vice Minister, Ministry of Education

Michael Alleyne, Special Advisor to the Assistant Secretary General ,

Organization of American States (OAS)

3:00 Break with cold drinks

3:15- 5:15 Workshops: Cross-cutting Issues in Educational Reform

- Mobilizing support for education reform Facilitator Beverly Schwartz, Director of Social Marketing, AED

- Introducing standards and assessment systems Facilitator Wilson Velandia, President, Wilmer Corporation

- Exploring options for education finance Facilitator Luis Crouch, Director, Program and Policy Support Systems,

Center for International Development, Research Triangle Institute (RTI)

- New education technologies Facilitator Luis Rodriguez, Communication Advisor,


5:30- 7:30 Reception

30

American Geophysical Union, 2000 Florida Avenue , NW, across the street from AED, Florida A venue (Fa) exit


Tuesday, December 5

9:00 Panel Discussion- Basic Education Policy for Special Populations Moderator Vicky Colbert, Regional Advisor for Education, UNICEF/Colombia

- Enabling the Community to Care for Preschool Children Marta Arango , General Director,

Centro Internacional de Educaci6n y Desarrollo Humano (CINDE), Colombia

- Stimulating Demand for Girls' Education Miriam Castaneda, Program Officer,

Office of Health and Education, USAID/Guatemala

- Meeting the Needs of Indigenous Populations Enrique Tasiguano, Technical Consultant,

Fundaci6n Ecol6gica de Desarrollo Planificado (Fecodeplan) , Ecuador

- Reaching Youth At Risk


Maria Encide Teixeira , Director, National Secretariat,

Movimento Nacional de Meninos e Meninas de Rua, Brazil

10:45 Workshops: Issues in Prorgam Replicability and Sustainability

- Translating Research Findings into Practice: The Experience of the Improving Educational Quality Project

Facilitators Ray Chesterfield, Vice President and Research Coordinator, Juarez and Associates

Yetih1 de Baessa, Host Country Coordinator, Improving Educational Quality Project, Juarez and Associates

- Going to Scale: Issues of National Implementation Facilitator Janet Santana, Assistant Secretary for Federal Affairs,

Department of Education, Puerto Rico

- Replication or Adaptation of Successful Programs Facilitator Oscar Mogollon, Director, Nueva Escuela Unitaria Program,

Basic Education Strengthening (BEST) Project, AED, Guatemala

- From Family Literacy to Workplace Literacy Facilitator

12:30 Buffet luncheon at AED

Richard Long, Washington representative, International Reading Association


Tuesday, December 5 continued

2:00 Panel Discussion-Policy Incentives in Support of Education Partnerships Moderator Luis Salicrup, AAAS Science and Diplomacy Fellow,


- Community and Families in the Management of Schools

- Productive Sector and the Schools

Andrea Barrientos, Project Coordinator, Fundaci6n Comunitaria de Puerto Rico

Orlando Betancourth, Executive Director, Centro Asesor para el Desarrollo de Recursos Humanos (CADERH) , Honduras

- Role of Businesses in Supporting Education

- U.S. Partnerships Between Cities and Schools

Jeffrey Puryear, Project Director, Inter-American Dialogue, Washington, D.C.

Maria Tukeva, Principal , Bell Multicultural High School, Washington, D.C.

3:30 Break with cold drinks

3:45 Small group discussions about PERA: - what are the key policy issues in education reform for PERA to explore? - how should PERA approach these issues in order to have an impact on education reform at

the national level?

Discussion leaders David Evans, Chief, Education and Human Resources , LAC Bureau, USAID

Sarah Wright, Education Officer, LAC Bureau, USAID Benjamin Alvarez, Education Policy Advisor, AED

Frances Hays, Senior Program Officer, AED

4:45 - 5:45 Small groups report back to entire group

6:00 Informal discussion groups with light refreshments - issues related to PERA - issues related to education reform


Wednesday, December 6

8:30 Coffee, tea, and light refreshments

9:00 Panel Discussion-International Support for Regional Approaches to Education Reform Moderator Liliana Ayalde , Director, Central American Office ,

LAC Bureau, USAID

- OAS Representative Leonel Zuiiiga, Secretary of Education, Science, and Culture

- UNESCO Representative Ernesto Schiefelbein, Director, Oficina Regional de Educaci6n para America Latina y el Caribe

- World Bank Representative Donald Winkler, Principal Education Specialist, LAC Region

- IDB Representative Claudio de Moura Castro, Chief, Social Sector Programs Division

- UNICEF Representative Vicky Colbert, Regional Advisor for Education, UNICEF/Colombia

- U.S. Department of Education Representative Madeline Kunin, Deputy Secretary, Department of Education


10:30 Summary Statement of Conference Themes (overview of previous two days)

10:45

11:30

11:45

Larry Cooley, President, Management Systems International (MSI)

Voices Emerging from the Conference Moderator Larry Cooley, President, MSI

PERA: Next Steps

Closing Statement

Ramon Daubon, Deputy Assistant Administrator, LAC Bureau, USAID

Emily Vargas-Bar6n, Director, Human Capacity Development Center, Global Bureau, USAID


PARTICIPANTS

Michael H. Alleyne Advisor to the Assistant Secretary General Organization of American States Constitution Ave. and 17th St., NW Washington, DC 20006 Tel: (202) 458-6050 Fax: (202) 458-3011 Email:

Benjamin Alvarez Education Policy Advisor Academy for Educational Development 1875 Connecticut Ave., NW Suite 900 Washington, DC 20009-1202 Tel: (202) 884-8171 Fax: (202) 884-8408 Email : [email protected]

John Anderson USAID, Asia/Near East Tel: (202) 663-2649 Fax: (202) 663-2649 Email: [email protected]

Marta Arango General Director Centro lnternacional de Educaci6n y Desarrollo Humano Cra. 45 # 77 Sur 108 Sabancta, Medellin Colombia Tel: 571 2-881274 Fax: 571 2-883991 Email : scinde@itecs5. telecom-co . net

Susana Araujo de Solis Directora Ejecutiva Unidad Tecnica - MEC/BRIF-EB/PRODEC Conjunto Residencial La Concepcion Casa #38 Quito, Ecuador Tel: (593) 2 509-972, 962, 963 Fax: (593) 2-506899 Email : [email protected]

Gustavo Arcia Deputy Director, Program and Policy Support Systems Research Triangle Institute P.O. Box 12194 3040 Cornwallis Road Research Triangle Park, NC 27709 Tel: (919) 541-6342 Fax: (919) 541-6621 Email: [email protected]

Marilyn Arnold Cognizant Technical Officer USAID, LAC/RSD/EHR 320 21 St. , NW Room 2239 NS Washington, DC 20523 Tel: (202) 647-8151 Fax: (202) 884-7920 Email : marnold@usaid .gov

Eileen Augenbraun USAID/PPC/CCI 320 21st Street, NW Washington, DC 20523 Tel: (202) 647-9423 Fax: Email : [email protected]

Liliana Ayalde LAC Bureau, USAID 320 21st St., NW Room 3253 Washington, DC 20523 Tel: (202) 647-9549 Fax: (202) 647-0102 Email : [email protected]

Margarita Ayello Third Secretary Embassy of V enezuala 1099 30th Street, NW Washington, DC 20007 Tel: (202) 342-6820 Fax: (202) 342-2214


Y etilu de Baessa Host Country Coordinator Juarez and Associates Bolivard Liberaci6n No. 15-86, 301 Zona 3 Guatemala City, Guatemala Tel: 502 2 316039 Fax: 502 2 393781 Email :

Melba Baez de Erazo Vice-Minister for Teaching Affairs EDUCA/SEEBAC A v. lndependencia 15 Santo Domingo Dominican Republic Tel: (809) 682-1616 Fax: (809) 682-1813 Email:

Victor Barnes G/PHN/HN/HIV -AIDS Global Bureau, USAID SA-18; Suite 12000 Washington, DC 20523 Tel: Fax: Email: [email protected]

Andrea Barrientos Project Coordinator Puerto Rico Community Foundation 1417 Royal Bank Center Hato Rey, Puerto Rico 00917 Tel: (809) 751-3885 Fax: (809) 751-3297 Email:

Ricardo Barros Consultant LEOTA Research Center New Mexico Highlands University Wilson Complex Las Vegas, NM 87701 Tel: (505) 454-3535 Fax: (505) 454-3384 Email :

Patricia Barton Director, Sponsored Programs Harris-Stowe State College 3026 Laclede A venue St. Louis, MO 63103 Tel: (314) 340-3543 Fax: (314) 340-3550 Email: [email protected]

Sandra G. Battle Special Assistant U.S. Department of Education Office of the Deputy Secretary 600 Independence Ave., SW, Ste 6241 Washington, DC 20202 Tel: (202) 401-8183 Fax: (202) 401-3093 Email: sandra_ battle@ed. gov

Edmund Benner Chief of Party, SABE Academy for Educational Development Vipsal 775 P.O. Box 52-5864 Miami, FL 33152 Tel: (503) 228-4955 Fax: (503) 228-0609 Email: [email protected]

Hernando Bernal Alarcon Director of Planning Colegio Mayor de Nuestra Senora del Rosario K51A #134-38 Bogota Colombia Tel: (571) 226-4354, 342-4995 Fax: (571) 613-9524 Email :

Marcia Bernbaum Senior Policy Advisor, CDIE US AID 4506 49th St., NW Washington, DC 200016 Tel: (703) 875-4182 Fax: (703) 875-4394 Email : [email protected]


Mauricio R. Bertrand Education/WID Specialist Inter-American Development Bank 1300 New York Ave. , NW Washington, DC 20577 Tel: (202) 623-2156 Fax: (202) 623-1463 Email:

Orlando Betancourth Director Ejecutivo Centro Asesor para el Desarrollo de Recursos Humanos c/o USAID/Honduras Apartado Postal 3453 Tegucigalpa, Honduras Tel : 504 369 320 Fax: 504 367 776 Email :

Nancy Birdsall Executive Vice President Inter-American Development Bank 1300 New York Ave., NW Washington, DC 20577 Tel: (202) 263-3615 Fax: (202) 263-3615 Email:

Gary Bittner USAID , G/HCD/PP USAID, G/HCD/PP Dept. of State Washington, DC 20523 Tel: (703) 875-4656 Fax: (703) 875-4751 Email: [email protected]

Peter Boynton Vice President, Management and Development Services Academy for Educational Development 1875 Connecticut Ave., NW Suite 900 Washington, DC 20009-1202 Tel: (202) 884-8028 Fax: (202) 884-8410 Email: [email protected]

Judy Brace SARA Project Academy for Educational Development 1255 23rd St. , NW Suite 400 Washington, DC 20037 Tel: (202) 884-8810 Fax: (202) 884-8701 Email: [email protected]

Betsy Brand President Workforce Futures, Inc . 6013 Copely Lane McLean, VA 22101 Tel: (703) 241-8456 Fax: (703) 241-1053 Email: [email protected]

Allan Broehl Project Director Aguirre International 1735 North Lynn St. Suite 1000 Rosslyn, VA 22209 Tel: (703) 525-7100 Fax: (703) 525-7112 Email: dc!rosslyn!abroehl@at:attmail .com

Ethel Brooks Field Technical Advisor US AID Center for Human Capacity Development Room 209, State Annex 16 Washington, DC 20523-1601 Tel: (703) 875-4008 Fax: (703) 875-4229 Email: [email protected]

Michael Cacich Research Analyst Academy for Educational Development USAID/PPC/CDIE/DI Washington, DC 20523 Tel: (703) 875-4861 Fax: (703) 875-5269 Email: [email protected]


Patricio Cariola, S.J . Director Centro de Investigaci6n y Desarrollo de la Educaci6n E. Escala 1825 Santiago Chile Tel: (562) 698-7153 Fax: (562) 671-8051 Email : [email protected]

Miriam Castaneda Office of Health and Education USAID/Guatemala Edificio Plaza Uno 1a Calle 7-66, Zona 9 Guatemala, Guatemala Tel: 502 2-320202 Fax: 502 2-311151 Email: [email protected]

Claudio de Moura Castro Chief, Social Sector Programs Division Inter-American Development Bank 1300 New York Ave., NW Washington, DC 20577 Tel: (202) 623-2157 Fax: (202) 623-3767 Email:

Roberta M. Cavitt LAC Bureau, USAID 320 21st Street, NW Room 2239, N.S Washington, DC Tel: (202) 647-8151 Fax: (202) 647-8151 Email: [email protected]

David Chapman Director, ABEL 2 Project Academy for Educational Development 1875 Connecticut Ave., NW Suite 900 Washington, DC 20009-1202 Tel: (202) 884-8248 Fax: (202) 884-8408 Email : [email protected]

Ray Chesterfield Vice President and Research Coordinator Juarez and Associates 1725 K St. , NW Suite 608 Washington, DC 20006 Tel: (202) 331-7830 Fax: (202) 331-7825 Email: [email protected]

Joan M. Claffey Director ACE/ ASSN Liaison Office for Universal Cooperation in Development One Dupont Circle, NW Suite 700 Washington, DC 20036 Tel: (202) 857-1827 Fax: (202) 296-5819 Email: [email protected] .edu

Susie Clay Center of Human Capacity Development Global Bureau, USAID Tel: Fax: Email: [email protected]

Vicky Colbert Regional Education Advisor, Office for LA & Caribbean UNICEF Calle 72 No. 10-71 P.12 Bogota Colombia Tel: 571 310 1339 Fax: 571 310 1437 Email:

Xavier Comas Economist Inter-American Development Bank 1300 New York Ave., NW Washington, DC 20577 Tel: (202) 623-1798 Fax: (202) 623-2152 Email: [email protected]


Eduardo I. Conrado Executive Director International Consortium for Educational and Economic Development 201 W. Sheridan, Bldg. A San Antonio, TX 78204-1429 Tel: (210) 208-8010 Fax: (210) 208-8005 Email :

Larry Cooley President Management Systems International 600 Water St. , SW NBU 7-7 Washington, DC 20024 Tel: (202) 488-0754 Fax: (202) 484-7170 Email: [email protected]

Otilia Lux de Coti Lie. en Pedagogia Juarez & Associates, Guatemala BEST Project 9a. Avenida 3-51, Zona 1 4to Nive, Codigo 01001 Guatemala, Guatemala Tel: (502) 2-516595/516589 Fax: (502) 2-516595 Email:

Luis Crouch Director, Program and Policy Support Systems Research Triangle Institute P.O. Box 12194 3040 Cornwallis Road Research Triangle Park, NC 27709 Tel: (919) 541-7318 Fax: (919) 541-6621 Email: lac@rti. org

Teresa Cruz Malave Assistant Vice President for Academic Affairs Inter American University of Puerto Rico P.O. Box 363255 San Juan, Puerto Rico 00936-3255 Tel: (809) 766-1912 ext 2298 Fax: (809) 759-9680 Email: [email protected]

Ramon Daubon Deputy Assistant Administrator LAC Bureau, USAID 320 21st St., NW Room 4529a Washington, DC 20523 Tel: (202) 9184 Fax: (202) 647-9671 Email : [email protected]

Elizabeth Davidsen Human Resource Development Specialist Inter-American Development Bank 1300 New York Ave., NW Mail Stop E070 1 Washington, DC 20577 Tel: (202) 623-2686 Fax: (202) 623-2239 Email: elizabethd@iadb .org

Robin Dean Juarez & Associates 1725 K St. , NW Suite 608 Washington, DC 20006 Tel: (202) 331-7825 Fax: (202) 331-7830 Email:

Ruthanne Deutsch Social Sectors Economist Inter-American Development Bank 1300 New York Ave. , NW Washington, DC 20577 Tel: (202) 623-2406 Fax: (202) 623-2157 Email: [email protected]

Ricardo Dow y Anaya Director LEOTA Research Center New Mexico Highlands University Wilson Complex Las Vegas, NM 87701 Tel: (505) 454-3535 Fax: (505) 454-3384 Email :


Jack Downey Senior Vice President, Development & Planning Academy for Educational Development 1875 Connecticut Ave., NW Suite 900 Washington, DC 20009-1202 Tel: (202) 884-8049 Fax: (202) 884-8400 Email: [email protected]

Stephen Dunn Economist Research Triangle Institute P.O. Box 12194 3040 Cornwallis Road Research Triangle Park, NC 27709 Tel: (919) 541-8892 Fax: (919) 541-6621

David Edgerton Chief of Party/Guatemala BEST Project Academy for Educational Development Edificio Plaza Uno 1a Calle 7-66, Zona 9 Guatemala, Guatemala Tel: 502-2-320322 Fax: 502-2-320677 Email: [email protected]

Marcia Ellis Vice President, Education Design and Sustainability Academy for Educational Development 1875 Connecticut Ave., NW Suite 900 Washington, DC 20009-1202 Tel: (202) 884-8252 Fax :(202) 884-8405 Email: [email protected]

Maria Encide Teixeira Director, National Secretariat National Movement for Street Children Rua Albita, 308 ap. 103 Cruzeiro CEP 31010-170 Belo Horizonte- M.G. Brazil Tel: 55 31-2231320 Fax: 55 31-2229039

Sharon Epstein LAC Bureau, USAID 320 21st Street, NW Washington, DC 20523 Tel: (202) 647-8093 Fax: Email: sepstein@usaid. gov

Maria Elena Espinosa Economic Counselor Embassy of Mexico 1911 Pennsylvania Avenue, NW Washington, DC 20006 Tel: (202) 728-1600 Fax: (202) 728 1793

Armando Euceda Vice Minister of Education Ministry of Education c/o USAID/Honduras Apartado Postal 3463 Tegucigalpa, Honduras Tel: 504 36 9320 Fax: 504 36 7776 Email:

David Evans Chief USAID, LAC/RSD/EHR 320 21st St., NW Room 2239 NS Washington, DC 20523 Tel: (202) 647-8151 Fax: (202) 647-9921 Email: [email protected]

Caroline Fawcett Coordinator Inter-American Development Bank 1300 New York Ave. , NW Washington, DC 20577 Tel: (202) 942-81.99 Fax: (202) 942-8291 Email:


Elizabeth Fox BASICS Partnership for Child Survival Academy for Educational Development 1600 Wilson Blvd. Arlington, VA 22209 Tel: (703) 312-6886 Fax: (703) 312-6900 Email : [email protected]

Sharon Franz Senior Vice President, EES Academy for Educational Development 1875 Connecticut Ave., NW Suite 900 Washington, DC 20009-1202 Tel: (202) 884-8259 Fax: (202) 884-8405 Email: [email protected]

J osefma Gamero Pinel Director of Planning Ministry of Education Tegucigalpa, M.D.C. Honduras C.A. Tel: 504 22 8586 Fax: 504 22 2216 Email :

Rex Garcia ECLAC United Nations Tel: (202) 955-5613 Fax: (202) 296-0826 Email: [email protected]

John Gillies Project Director, Nicaragua BASE Academy for Educational Development 1875 Connecticut Ave., NW Suite 900 Washington, DC 20009-1202 Tel: (202) 884-8256 or (703) 885-9541 Fax: (202) 884-8405 or (703) 885-6848 Email: [email protected]

Adrienne M. Graham Special Assistant to the President Dev Tech Systems, Inc 1629 K Street, NW #800 Washington, DC 20006 Tel: (202) 296-8849 Fax: (202) 296-4884 Email : agraham@cais . com

Paula Gubbins Senior Program Officer Academy for Educational Development 1875 Connecticut Ave., NW Suite 900 Washington, DC 20009-1202 Tel: (202) 884-8260 Fax: (202) 884-8405 Email: [email protected]

Andrea Guedes The World Bank 1818 H St. , NW Room I-8-382 Washington, DC Tel: (202) 473-6286 Fax: (202) 676-1173 Email: [email protected]

Aurora Gurdian Vice-Ministra de Educaci6n Ministerio de Educaci6n Centro Civico Modulo J Managua Nicaragua Tel: (505) 2-650145 Fax: (505) 2-650143

Peter Hartjens International Training Administrator USAID, G/HCD Washington, DC 20523 Tel: (703) 875-4064 Fax: (703) 874-4229 Email : [email protected]


John Hatch Associate Director, ABEL2 Academy for Educational Development 1875 Connecticut Ave., NW Suite 900 Washington, DC 20009-1202 Tel : (202) 884-8276 Fax: (202) 884-8408 Email: [email protected]

Frances Hays Senior Program Officer Academy for Educational Development 1875 Connecticut Ave., NW Suite 900 Washington, DC 20009-1202 Tel: (202) 884-8255 Fax: (202) 884-8405 Email: fhays@aed .org

Aida C. Hernandez Project Manager EDUCA A v. Independencia 15 Santo Domingo Dominican Republic Tel: (809) 682-1616 Fax: (809) 682-1813 Email:

Miriam Hirezi de Melendez Directora de Planificaci6n Educativa Ministerio de Educaci6n 87 Av. Norte y 3a. Calle Pte Col. Escalon San Salvador, El Salvador Tel: (503) 228-3493 Fax: (503) 228-3493 Email:

Anne L. Howard de Tristani Special Assistant to the President University of Puerto Rico P. 0 . Box 364984 San Juan Puerto Rico 00936-4984 Tel: (787) 250-0000 ext 2055 Fax: (787) 753-7355 Email:

Jim Hoxeng Cognizant Technical Officer USAID, G/HCD/FSTA USAID, SA-16 Washington, DC 20523-1601 Tel: (703) 875-4490 Fax: (703) 875-4346 Email: [email protected]

Guillermo Jauregui Mission Economist US AID/Ecuador Tel: 593 2 521 100 Fax: 593 2-561-228 Email: [email protected]

John K. Jessup, Jr. Training and Education Manager USAID, G/HCD/PP SA-18, Rm. 606D Washington, DC 20523 Tel: (703) 875-4625 Fax: (703) 875-4147 Email: jjessup@usaid. gov

Twig Johnson Chief Office of Regional Sustainable Development, LAC Bureau, USAID 320 21st St., NW Room 2242 Washington, DC 20523 Tel: (202) 647-8127 Fax: (202) 647-8098 Email: [email protected]

Beverly Jones Senior Vice President and Director, IBE Academy for Educational Development 1875 Connecticut Ave. , NW Suite 900 Washington, DC 20009-1202 Tel: (202) 884-8309 Fax: (202) 884-8405 Email: [email protected]


Yves J. Joseph Human Resource Development US AID/Haiti Tel: (509) 2-225500 Fax: (509) 2-239603 Email:

Caroline Kelleher Assistant Director, HACU National Internship Program Hispanic Association of Colleges & Universities 1367 Connecticut Ave., NW Washington, DC 20036 Tel: (202) 467-0893 Fax: (202) 496-9177 Email:

Madeline Kunin Deputy Secretary U.S. Department of Education Tel: (202) 401-1000 Fax: (202) 401-3093 Email:

Sarah Labaree Senior Analyst Abt Associates 4800 Montgomery Lane Bethesda, MD 20814· Tel: (301) 215-8423 Fax: (301) 652-3635 Email: sarahlabaree@abtassoc. com

Holly Landauer Analyst Research Triangle Institute P.O. Box 12194 3040 Cornwallis Road Research Triangle Park, NC 27709 Tel: (919) 541-8850 Fax: (919) 541-6621 Email: [email protected]

Osvaldo Larrafiaga Profesor de Economfa Universidad de Chile Del Inca Suiz Santiago Chile Tel: (562) 678-3430, 3419 Fax : (562) 634-7342 Email : olarrana@decon. facea. uchile . cl

Gerard R. Latortue Secretary General Association of Caribbean Universities & Research Centers 19207 Cloister Lake Lane Boca Raton, FL 33498 Tel: (407) 482-1528 Fax: (407) 477-3231 Email:

Sol Linowitz Honorary Chairman of the Board Academy for Educational Development 1875 Connecticut Ave. , NW Suite 900 Washington, DC 20009-1202 Tel: (202) 884-8156 Fax: (202) 884-8400 Email: [email protected]

Agustin Lombana Executive Director Fullbright Commission Calle 38 # 13-37 Piso 11 Santafe de Bogota Colombia Tel: (571) 232-4248, 287-7831 Fax: (571) 287-3520 Email: SCFUL itecs5 .telecom-co.net

Richard Long Washington Representative International Reading Association Tel: (202) 624-8800 Fax: (202) 624-8826


Katherine S. Maciel Second Secretary Embassy of Paraguay Tel: Fax: Email :

Jacqueline Malag6n Executive Director EDUCA Av. Independencia 15 Santo Domingo Dominican Republic Tel: (809) 682-1616 Fax: (809) 682-1813 Email :

Yvette Malcioln International Development Intern USAID 1730 16th St., NW #9 Washington, DC 20009 Tel: (703) 875-4638 Fax: (703) 875-4751 Email: [email protected]

Kari Marble Human Development Department World Bank 1818 H Street Washington, DC 20433 Tel: (202) 458-2484 Fax: (202) 522-3233 Email:

Himelda Martinez World Bank Tel: (202) 473-3442 Fax: (202) 522-3394 Email:

Bob McChisky Global Bureau, USAID 1601 N Kent Street SA -18 Arlington, VA 22209 Tel: Fax: Email: bmcchisky@usaid. gov

Corrine A. McKnight Embassy of Trinidad and Tobago 1708 Massachusetts A venue, NW Washington, DC 20036 Tel: (202) 467-6490 Fax: (202) 785-3130 Email:

Jean Meadowcroft LAC Bureau, USAID 320 21st Street, NW Washington, DC 20523 Tel: (202) 647-9423 Fax: Email: [email protected]

Norma Mejia Rodezno Honduran Embassy 3007 Tilden Street, NW POD4M Washington, DC 20008 Tel: (202) 966-7702 Fax: (202) 966-9751

Jorge Mendez Rheineck Ministerio de Educaci6n Director de Cooperaci6n Intemacional Iturbe and Manuel Dominguez Edificio Sudamerica, 3 Floor Paraguay Tel: 595 21 450 205/855 Fax: 595 21 450 205/855 Email: [email protected]

Frank Method USAID, G/HCD SA-18 Room 608D 1601 Kent St. Arlington, VA 22209 Tel: (703) 875-4221 Fax: (703) 875-4751 Email: [email protected]

Tony Meyer Center for Human Capacity Development Global Bureau, USAID Tel: (202) 703-875-4782 Fax: Email: [email protected]


Nick Mills Chief of Party, BASE Academy for Educational Development Centro Cfvico, Modulo P Managua Nicaragua Tel: 505-2-652-919 Fax: 505-2-652-937 Email : [email protected]

William Miner G/HED/PP Global Bureau, USAID Tel: (703) 875-4584 Fax: (703) 875-4157 Email: [email protected]

Oscar Mogollon Jaimes Director, Nueva Escuela Unitaria AED, Proyecto Best Edificio Plaza Uno la.calle 7-66, Zona 9 Guatemala, Guatemala Tel: (502) 2-320627 Fax: (502) 2-320322, 0513607 Email: [email protected]

Stephen Moseley President Academy for Educational Development 1875 Connecticut Ave., NW Suite 900 Washington, DC 20009-1202 Tel: (202) 884-8102 Fax: (202) 884-8405 Email: [email protected]

Kurt Moses VP and Computer and Systems Specialist Academy for Educational Development 1875 Connecticut Ave., NW Suite 900 Washington, DC 20009-1202 Tel: (202) 884-8275 Fax: (202) 884-8400 Email: [email protected]

Amy Mulcahy Economist Research Triangle Institute P.O. Box 12194 3040 Cornwallis Road Research Triangle Park, NC 27709 Tel: (919) 541-8892 Fax: (919) 541-6621 Email: [email protected]

Joshua A. Muskin Center for International Studies & Department of Urban and Regional Affairs 205 Dodd Hall Florida State University Tallahassee, FL 32306-4041 Tel: (904) 644-1290 Fax: (904) 644-3783 Email: [email protected]

Beatrice O'Brien Training Officer USAID/Bolivia Bolivia Tel: 591-2 78 6544 Fax: 591-2 78 6654 Email:

Barbara 0' Grady Senior Program Officer Academy for Educational Development 1875 Connecticut Ave., NW Suite 900 Washington, DC 20009-1202 Tel: (202) 884-8048 Fax: (202) 884-8411 Email : [email protected]

Ernest 0' Neil Chief of Party, ESC/PEAP II Academy for Educational Development c/o USAID/Jamaica 6B Oxford Road Kingston 5, Jamaica W. I. Tel: (809) 929-1623 Fax: (809) 967-3010 Email :


Marcial Ocasio Coordinator, ISEP University of Puerto Rico P.O. Box 364984 San Juan, Puerto Rico 00936-4984 Tel: (809) 250-3102 Fax: (809) 250-6120 Email :

Cecilia Otero Research Supervisor Academy for Educational Development Tel: (703) 875-4995 Fax: (703) 875-5269 Email : [email protected]

Linda Padgett Center for Human Capacity Development Global Bureau, USAID Tel: (703) 875-4727 Fax: Email: [email protected]

Harry Patrinos Human Development Department The World Bank Room S-9151 1818 H St., NW Washington, DC 20433 Tel: (202) 473-5510 Fax: (202) 522-3233 Email :

Ana Luisa Machado Pinheiro State Secretary State Department of Education of Minas Gerais A v. Portugal, 2256 31.555-000 B.H. - M.G. Brazil Tel: (55) 31-219-4409, 4410, 4411 , 491-3895 Fax: (55) 31-2613069 Email: [email protected] .br

Lawrence Posner President Clapp & Mayne, Inc . 8401 Colesville Road, #425 Silver Spring, MD 20910 Tel: (301) 495-9572 Fax: Email : 204 7344@mcimail. com

Michael Puma Managing Vice President, Education and Child Development Area Abt Associates 4800 Montgomery Lane Bethesda, MD 20814 Tel : (301) 913-0530 Fax: (301) 652-3635 Email: mike-puma@abtassoc. com

Jeffrey Puryear Project Director Inter-American Dialogue 1211 Connecticut Ave. , NW Suite 510 Washington, DC 20036 Tel: (202) 822-3635 Fax: (202) 822-9553 Email : [email protected]

Sergio Ramirez Project Coordinator Academy for Educational Development 1875 Connecticut Ave., NW Suite 900 Washington, DC 20009-1202 Tel: (202) 884-8170 Fax: (202) 884-8466 Email: [email protected]

Ron Raphael Center for Human Capacity Development Global Bureau Tel: (703) 875-4226 Fax: Email : rraphael@usaid .gov


Sonia Regina Reis da Costa Attache for Educational Affairs Brazilian Embassy 3006 Massachusetts A venue, NW Washington, DC 20008 Tel: (202) 745-2700 Fax: (202) 745-2827 Email:

Charles Richter Senior Economist Inter-American Development Bank RE2/S02, STOP E-0613 1300 New York Ave., NW Washington, DC 20577 Tel: (202) 623-2432 Fax: (202) 623-1429 Email: charlesr@iadb. org

Carol Robles Program Officer Academy for Educational Development 1875 Connecticut Ave, NW Suite 900 Washington, DC 20009-1202 Tel: (202)884-8162 Fax: (202) 884-8422 Email: [email protected]

Richard R. Rodgers Managing Director The Resource Network 1119 Brentfield Drive McLean, VA 22101 Tel: (703) 506-0203 Fax: (703) 506-0205 Email: [email protected]

Luis Rodriguez Education Specialist USAID, G/HCD SA-18, Room 203 Washington, DC 20523 Tel: (703) 875-4119 Fax: (703) 875-4346 Email : [email protected]

Luis A. Salicrup AAAS Fellow USAID, G/HCD/PP Room 608B, SA-18 Washington, DC 20523 Tel: (703) 875-4688 Fax: (703) 875-4157 Email: lsalicrup@usaid. gov

Angel Saltos Murgueitio Education Specialist Fundaci6n Ecuador Juan Leon Mera 130 y Av. Patria. Quito Ecuador Tel: (593) 2-562406, 527292 Fax: (593) 2-506570 Email :

Jorge A. Sanguinetty President & CEO DEVTECH Systems 1629 K St. , NW Washington, DC 20006 Tel: (202) 296-8849 Fax: (202) 296-4884 Email: [email protected]

Janet Santana Assistant Secretary for Federal Affairs Department of Education Puerto Rico Tel: (809) 759-2000 Fax: (809) 250-0275 Email:

William D. Savedoff Research Economist Inter-American Development Bank 1300 New York Ave., NW Washington, DC 20577 Tel: (202) 623-1932 Fax: (202) 623-2481 Email : [email protected]


Ernesto Schiefelbein Director ,LAC Regional Education Office UNESCO/Chile Enrique Delpiano 2058 (Plaza Pedro de Valdivia) Casilla 3187 Santiago, Chile Tel : (562) 204-9032 Fax: (562) 209-1875 Email:

Mark Schneider Assistant Administrator LAC Bureau, USAID 320 21st Street, NW Room 4529a Washington, DC 20523 Tel: (202) 647-8246 Fax: (202) 647-9671 Email: mschneider@usaid. gov

Beverly Schwartz Director, Social Marketing Academy for Educational Development 1255 23rd Street Suite 400 Washington, DC 20037 Tel: (202) 884-8746 Fax: (202) 884-8752 Email: [email protected]

Ximena Sheehy-Downey Academy for Educational Development 1255 23rd Street, NW Washington, DC 20037 Tel: (202) 884-8767 Fax: Email : [email protected]

Deborah Sheely AAAS Fellow USAID, G/HCD Tel: (703) 875-4598 Fax: (703) 875-4751 Email: dsheely@usaid .gov

Marina Solano Nueva Escuela Unitaria Program Guatemala BEST Project Edificio Plaza 1 la. calle 7-66, Zona 9 Guatemala City, Guatemala Tel : 502 9 513 601 Fax: 502 2 320 627 Email: [email protected]

Martha Soto Legislative Assistant Office of Representative Jim McDermott c/o Jim McDermott 2349 Rayburn HOB Washington, DC 20515-4707 Tel: (202) 225-3106 Fax: (202) 225-6197 Email:

Jeff Stann Director, Western Hemisphere Project American Association for the Advancement of Science 1333 H St. , NW Washington, DC 20005 Tel: (202) 326-6657 Fax: (202) 289-4958 Email: [email protected]

Pamela Stroude Alternate Representative to the OAS Embassy of Barbados 2144 Wyoming Avenue, NW Washington, DC 20008 Tel: (202) 939-9200 Fax: (202) 332-7467 Email:

Margaret Sutton Director of Research Evaluation & Gender Studies Academy for Educational Development 1875 Connecticut Ave., NW Suite 900 Washington, DC 20009-1202 Tel: (202) 884-8249 Fax: (202) 884-8405 Email : [email protected]


Sherlie Svestka Senior Project Evaluator U.S. General Accounting Office U.S. GAO

441 G St., NW Rm. 4766 Washington, DC 26548 Tel : (202) 512-7049 Fax: (202) 512-4088

John R. Swallow Director, Office of Democracy and Human Rights . USAID, LAC/RSD/DHR 320 21st Street, NW Room 4533 Washington, DC 20523-0046 Tel: (202) 647-4380 Fax: (202) 647-4533 Email: [email protected]

Enrique Tasiguano Soci6logo FECODEPLAN Salinas 518 y Rio de Janeiro Quito Ecuador Tel: (593) 2-235-692 Fax: (593) 2-527-901 Email:

A.D . Tillett Regional Coordinator International Development Research Centre Plaza Cagancha 1335, Piso 9 Montevideo Uruguay Tel: 598-2 922026/27 Fax: 598-2 920223 Email: [email protected]

Bernardo Toro Director, Area de Comunicaci6n y Cultura Fundaci6n Social Calle 59 & 10-60 Bogota Colombia Tel : (671) 211-2521 Fax: (671) 211-2496

Vivian Toro Director, Information Technology Development Academy for Educational Development 1875 Connecticut Ave. , NW Suite 900 Washington, DC 20009-1202 Tel: (202) 884-8168 Fax: (202) 884-8466 Email : [email protected]

Melody Trott Senior Technical Advisor US AID, Office of Health and Nutrition Tel : (703) 875-4525 Fax: Email : [email protected]

Jennifer Tufts Development Affairs Officer European Commission 2300 M St., NW Suite 300 Washington, DC 20037 Tel: (202) 862-9579 Fax: (202) 429-1766 Email:

Maria Tukeva Principal Bell Multicultural High School 3145 Hiatt Place, NW Washington, DC 20010 Tel : (202) 673-7314 Fax: (202) 673-7581 Email:

Marco Tulio Mejia Education Advisor USAID/Honduras Apartado Postal 3453 Tegucigalpa, Honduras Tel: (504) 369-320 Fax: (504) 367-776 Email :

48 CONFERENCE REPORT ON REVITALIZATION OF EDUCATION IN THE AMERICtlS

Pedro Turina Specialist, Department of Educational Affairs Organization of American States 1889 F Street, NW Washington, DC Tel: (202) 458-3377 Fax: (202) 458-3149 Email:

Miguel Angel Valdivieso Technical Director Fundaci6n Ecuador Carchi 702 y A v. 9 de Octubre Guayaquil Ecuador Tel: (593) 4-296697, 296609 Fax: (593) 4-288281 Email:

Rafael Valdivieso Vice President and Director of School and Community Services Academy for Educational Development 1255 23rd St., NW Washington, DC 20037 Tel: (202) 884-8727 Fax: (202) 884-8701 Email: [email protected]

Emily Vargas-Baron Director, Human Capacity Development Center Global Bureau, USAID 1601 N. Kent Street Arlington, VA 22209 Tel: (703) 875-4274 Fax: (703) 875-4346 Email: [email protected]

Wilson V elandia President Wilmer Corporation 1140 West 50 Street, #203 Miami, FL 33012 Tel: (305) 822-2227 Fax: (305) 822-2227 Email:

Trevor Vernon Embassy of Belize 2535 Massachusetts Avenue, NW Washington, DC 200008 Tel: (202) 332-9636 Fax: (202) 332-6888 Email:

Ricardo Villeta Senior Vice President and Coordinator for Administrative Services Academy for Educational Development 1255 23rd Street, NW Washington, DC 20037 Tel: (202) 884-8768 Fax: Email: [email protected]

Anthony Vollbrecht Education Development Officer USAlD/Nicaragua Tel: (505) 2-783828 Fax: (505) 2-674028 Email: [email protected]

Susan Voskuil Project Administrator Research Triangle Institute P.O. Box 12194 3040 Cornwallis Road Research Triangle Park, NC 27709 Tel: (919) 541-6910 Fax: (919) 541-6621 Email: [email protected]

M yriam Waiser Consultant World Bank 1818 H St., NW Room I-8-382 Washington, DC Tel: (202) 473-3275 Fax: (202) 676-1173 Email: [email protected]


Martha M. Walsh Business Manager, Dept. of Medicine Emory University, School of Medicine 69 Butler Street Atlanta, GA 30303 Tel: (404) 616-3603 Fax: (404) 880-9305 Email : [email protected]

Lennox W attley Counsellor Embassy of Trinidad & Tobago 1708 Massachusetts A venue, NW Washington, DC 20036 Tel: (202) 785-3130 Fax: (202) 647-6490 Email:

Marc Wiesskopf USAID/G/PHN /HN/HIV -AIDS 1601 N Kent Street Arlington, VA 22209 Tel: (703) 875-4740 Fax: Email : [email protected]

Donald Winkler Principal Education Specialist LAC Region, World Bank Tel: (202) 473-8619 Fax: (202) 676-1173 Email :

MarionW~ Center for Human Capacity Development Global Bureau, USAID Tel: (703) 875-4280 Fax: a~ Email : [email protected]

Sarah Wright Education Officer US AID , LAC/RSD/EHR 320 21st St. , NW Room 2239 Washington, DC 20523 Tel: (202) 647-8044 Fax: (202) 647-8151 Email: [email protected]

Kin Bing Wu Human Resource Specialist World Bank Tel: (202) 473-3275 Fax: (202) 676-1173 Email :

Earl Yates Senior Vice President and Division Director, Human Resources and Institutional Development Academy for Educational Development 1875 Connecticut Ave., NW Suite 900 Washington, DC 20009-1202 Tel: (202) 884-8166 Fax: (202) 884-8400 Email : [email protected]

John P. Zuman Executive Director INCRE 366 Massachusetts Ave. Arlington, MA 02174 Tel: (617) 643-2142 Fax: (617) 643-1315 Email: [email protected]

Leonel Zuniga Secretary of Education, Science, and Culture Organization of American States Tel: (202) 458-3153 Fax: (202) 458-3526 Email :

50 CONFERENCE REPORT ON REVITALIZATION OF EDUCA TION IN THE AMERICAS

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