USAID-Leer Community Baseline Report - PDF Server

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USAID-Leer Community Baseline Report

September, 2016 Agreement: AID-517-A-15-00005 This document is made possible by the generous support of the American people though the United States Agency for International Development (USAID). The contents are the responsibility of World Vision Dominican Republic and do not necessarily reflect the view of USAID or the United States Government. Author: Vielka Polanco, World Vision

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Table of Contents Introduction 5

Brief Description of USAID Project Read 7

Baseline Objectives 8

Methods 15

Results 19

References 26

Annexes 27

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List of Tables and Figures Table 1. Logic Framework 11

Table 2. Focus Group Regional Distribution 16

Table 3. School Distribution by Regional 17

Table 4. Sample Distribution by School 17

Figure 1. Parents´ Highest Level of Education 20

Figure 2. Parental Participation in Reading 21

Figure 3. Last Time Parent Read an Entire Book 21

Figure 4. Level of Satisfaction with Education 22

Figure 5. Community Reading Activities 23

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Acronyms APMAE: Asociación de Padres, Madres y Amigos de la Escuela

IRB: Institutional Review Board

M&E: Monitoring and Evaluation

MECD: Ministerio de Educación, Cultura y Deporte (España)

NGO: Nongovernmental organization

UNESCO: United Nations Education, Scientific, and Cultural Organization

UNIBE: Universidad Iberoamericana

USAID: United States Agency for International Development

WV: World Vision

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Introduction

As part of the overall monitoring and evaluation strategy established in the USAID-Leer

proposal, it is necessary for WV to develop a baseline evaluation of Leer’s community activities.

This provides a general overview of communities´ current state and allows us to identify

opportunities to support children’s literacy for the project. The baseline assessment also allows

us to better tailor program indicators and establish methodologies to carry out at midline and

baseline in ways that data is comparable.

Family participation is even more relevant when working with children in early education

who are in a process of transition from home education to formal education at schools

(UNESCO, 2004). Since then, children´s education is extended from their home and their

neighborhood to their schools and communities. This requires a careful articulation of families,

communities and schools in a way in which each stakeholder can contribute and play a role.

Many studies indicated the importance and benefits of family participation in children´s

education. Both Jeynes (2011) and Sanders (2009) demonstrated that parental involvement and

adequate reading home environments contribute to literacy, specifically aspects related to

vocabulary, language, and communication abilities (as cited in Ministerio de Educación, Cultura

y Deporte - MECD-, 2014). The MECD study also cites Grant and Ray (2013), who discussed

the positive impact of family participation in the acquisition and development of positive

attitudes in parents that will lead to a more active role and involvement in school activities.

These positive familiar effects also impact teachers positively in that the latter see parental

involvement as a mechanism that helps ease their own work and leads to better educational

outcomes. Hornby (2000) also found that this close relationship leads to the development of

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appropriate study habits and a decrease in disruptive behavior in the classroom as well as

increased parental expectations (as cited in MECD, 2014).

The aforementioned and other benefits are included in an UNESCO study’s conclusions on

family participation in Latin American children´s education: “a) improves children and families’

living conditions; b) supports parents education and training processes; c) provides a relevant

curriculum, promoting quality education and enhancing children learning; d) motivation of

teachers” (p. 64).

Concrete evidence about the importance of family participation in children´s education

can be inferred from the inclusion of the family in early education policies across several

countries and programs. However, data shows that in the Latin American region there isn’t a

uniform pattern of participation and strategies focus in promoting and strengthening the

relationship between family and school. This lack of data hinders the standardized

implementation of programs and conversely strict standardization may create programs that lack

the flexibility to adapt to various cultural and socioeconomic contexts. This is particularly

important in Latin America due to systematized inequity and regional variation that creates

unique populations and communities independent of national boundaries or a country´s overall

economic performance.

Furthermore, research studies point out the negative effects of when families don’t

participate in children’s education. School failure is related to the discrepancy between what is

learned in the classroom and what children actually experience in their home context (citation

needed). Reveco (as cited in UNESCO, 2004) mentions “research studies in Chile, like the one

from Assael, about school failure, that show among other things this issue; in order to learn what

is taught in schools children must ignore what they previously learned at home. In order to learn,

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children should move away from their own culture, values and traditions of their own family

whom they love. At this crossroads, often they choose not to learn because doing so means

moving away from their family¨ (UNESCO, 2004).

Legal framework for family participation in the Dominican education system

Education ordinance No. 66'97 of the Dominican Republic, states in Article 181, that

participation in school management is both a right and a responsibility of the education

community, which, according to this same Act, is made up of families, teachers, education

authorities, and the private sector. It is a way of living and experiencing democracy and being

part of the decisions that affect children’s education and consequently the future of their own

communities.

To facilitate family and community participation in educational management, the law has

created two main bodies:

1. Asociación de Padres y Amigos de la Escuela (APMAES). This is the association of

parents and Friends of the school. In accordance to Article 185 of the Education Act

is intended to support school management. APMAEs are regulated by the

Departmental Order 3’94 which states as its mission "assisting, strengthening, and

supporting teaching and administrative work in schools, thereby ensuring institutional

development of schools and the best education for children" (2).

2. School Boards (Juntas de Centro in Spanish) are decentralized mechanisms composed

of students, teachers, community members, and APMAE representatives. According

to regulation 2'2008, boards aim to "create links between the community, the school

and its stakeholders, in order for schools to develop" (20).

BRIEF DESCRIPTON OF THE USAID PROJECT READ

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The USAID-Leer Community component aims to improve reading scores of students

from 1st through 6th grade from 600 public schools in the Dominican Republic through a series

of community based interventions that are complementary to UNIBE´s direct intervention with

schools. Improving literacy is considered a key goal to ensuring students remain in schools and

thus avoid disengagement, eventual dropout, and delinquency. The community intervention also

addresses issues related to gender, violence (including bullying), and inclusion.

To contribute to this goal, the community component is intended to create learning

environments and support mechanisms in 200 of the 600 public schools in the project. These

schools are located along the Duarte Corridor and belong to 8 education system “regionals” (San

Cristobal, la Vega, Santiago, Mao, Cotuí, Santo Domingo (has 2 regionals), and Puerto Plata).

Regionals are geographic and administrative demarcations of the Dominican school system.

BASELINE OBJETIVES

In the Dominican Republic, programs focused on improving educational quality are often

characterized by assumptions that not always reflect objectively the following (references):

- The capabilities and resources of the community to support school activities and

literacy for children;

- Issues that may affect reading comprehension results such as adherence to the

intervention;

- Degree of involvement of parents and guardians in the education of their children; and

- Opinions and attitudinal trends towards community education and reading.

Furthermore, adequate information is often not available to enable precise interventions,

addressed to target groups, differentiated by roles and ages if and when this is necessary.

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Limitations of information and data, in some cases, hinder possibilities to define

appropriate strategies to address real causes of problems, and as such a baseline intervention may

allow us to determine the evidence needed to support this intervention´s efficacy as well as

provide much needed data in the field of local community based reading interventions.

In addition, the baseline assessment will allow WV to identifying needs, and levels of

awareness, and training needs of parents, other community actors, and the WV Leer community

such as facilitators and staff. This will allow us to target immediate program and community

needs. On the other hand, adequate information guarantees maximization of efforts and

resources, cost reduction, and an overall more effective intervention. In projects already

designed like this one, baseline findings will allow:

An operative reorientation of defined strategies,

Review of the topics of activities and trainings and,

Definition of people that will have the responsibility to execute project activities.

Baseline purpose

To produce initial measurement parameters for Leer Project - Community component, by:

a. Measuring reading comprehension of children participating in community

activities to support reading;

b. The characterization of APMAEs, School Boards, parents and guardians and other

stakeholders in the community to support children’s literacy;

c. Measuring levels of participation and commitment of APMAEs, School Boards,

parents and other stakeholders with children’s literacy.

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These above parameters reflect learning community environments and mechanisms to

support children’s literacy. It should be noted that in this report only objectives b and c are

included. Objective a will be measured at the beginning of community programs.

Specific objectives

The project aims to identify baseline levels of project indicators:

• Fifteen thousand children benefit from community reading programs.

• Two hundred APMAEs and School Boards receive technical assistance.

• Four hundred communities engaged in supporting reading.

Evaluation indicators

The following criteria have been used to define indicators included in the logical

framework of the project:

• Express quality, quantity, and time

• Valid: to measure what they say they measure

• Reliable: measurement is consistent

• Sensitive: they reflect changes

• Comparable: capable of being accurately used in more than one situation

• Punctual: employing the best possible data

• Cost/effective: resulting from lower costs

Below we include a table with the program logic framework:

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Table 1. Logic Framework

INTERVENTION STRATEGY OBJETIVE SUMMARY INDICATOR INDICATOR

DEFINITION DATA SOURCE/TOOL FREQUENTCY

PROJECT OVERALL GOAL

Improving reading scores students from 1st through 6th grade in the Dominican Republic

% of learners that improve their reading scores in the communities of intervention

This indicator refers to an increase in the reading scores in children participating in Leer community programs

Test for reading comprehention

Will be measured at the beginning of reading and homework clubs, midterm and final evaluation

Increase in the literacy index of the province

Refers to the literacy index at province level

Secundary dataproduced by Dominican goverment

Baseline, midterm and final evaluation

COMMUNITY COMPONENT

OUTCOME

Creating learning environments and support mechanisms in 200 schools in the project, limited to Corredor Duarte, and belong to 8 Regional Education Bureau (Regional 04 San Cristobal, Regional 06 Vega, Regional 08 Santiago, Regional 09 Cotui, Regional 10 Santo Domingo, Regional 11 Puerto Plata, Regional 15 Santo Domingo and Regional 16 Cotui).

No. of community reading programs

Refers to the Project sustainability and the inclusion of methodologies to work in the communities, such as homework clubs, reading clubs and solidarity tutors

Annual Project reports. Survey List of participants, pictures


OUTPUT 1

15,000 children benefit from community reading programs

No. of children participating in community programs

Refers to quantity of children in school participating in community reading programs, such as homework clubs, reading clubs, solidarity tutors.

List of participants in community reading programs.

Monthly basis

No of children participating in reading clubs

Refers to quantity of children participating in community reading clubs

List of participants in reading clubs

Monthly basis

No. of children participating in solidarity tutoring program

Refers to quantity of children participating in solidarity tutoring program

List of participants in solidarity tutoring program

Monthly basis

PRODUCT 1.1 Review and adaptation community reading

No. of community programs adapted

Refers to methodologies to encourage reading and

Consultancy report Documents reviewed and

Biannual basis

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programs parents participation (Literacy Boot)

adapted

PRODUCT 1.2

Training for district and community mobilizers and community facilitators (volunteers)

No. of adults and students trained in CVA methodology

Refers to the quantity district and community mobilizers, trained in CVA methodology

List of participants in training workshops. Workshops reports. Project reports.

Biannual basis

PRODUCT 1.3

Refurbishment of spaces for homework clubs and Reading clubs

No. facilities in the communities identified and refurbished

Refers to community spaces identified, which will receive educational materials to promote Reading

Project reports. Pictures.

Biannual basis

PRODUCT 1.4

200 Homework clubs No. of schools implementing homework clubs program

Refers to the quantity of schools with homework clubs operating in the community

Homework clubs reports. List of participants in homework clubs.

Biannual basis

PRODUCT 1.5 200 Reading clubs No. of schools implementing

reading clubs program Refers to the quantity of schools with reading clubs operating in the community

Reading clubs reports. List of participants in homework clubs.

Biannual basis

PRODUCT 1.6

200 Programa Solidarity tutors

No. of schools implementing solidarity tutoring program.

Refers to the quantity of schools with solidarity tutoring program operating in the community

Solidarity tutoring program List of participants in solidarity tutoring program

Annual basis

OUTPUT 2

200 APMAEs and School Boards receive technical assistance

No. of APMAEs, School Boards, and other stakeholers reporting skills, capacities and resources to support children’s education and reading skills

Refers to quantity of members of the APMAEs and School Boards reporting skills, training and resources to support children’s education and reading skills.

Survey Baseline, midterm and final evaluation

PRODUCT 2.1

Intervention strategy to work with communities (APMAEs and School Boards)

No. of strategy and materials reviewed and designed

Refers to CVA methodologies

Intervention strategy Reviewed documents Consultancy report

PRODUCT 2.2

Training about CVA and scorecard methodology for APMAEs and School Boards

No. of APMAEs and School Boards trained in CVA methodology

Refers to the quantity of APMAEs and School Boards trained in CVA methodology

List of participants in training workshops Workshop reports

Monthly basis

PRODUCT 2.3 Development of work plans for APMAEs and School

No. of work plans developed as part of the CVA and

Refers to plan of actions developed as part of the

Work plan. Planning workshops reports.


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Boards in order to improve the quality of education focused on reading.

scorecard methodology main goal of CVA methodology. They must be SMART and follow CVA format.

List of participants in workshops.

OUTPUT 3

400 communities engaged in supporting reading

No. of communities with projects to support children’s education

Refers to all the actions (community programs, reading clubs, homework clubs, solidarity tutoring program) and other actions

Project reports. Survey

Monthly basis

% of parents and members of the community participating in projects and actions to support quality in children’s education in their community

Refers to percentage of parents participation and other community stakeholders in community programs, such as reading clubs, solidarity tutoring and other programs, as well as school meetings and activities.

Survey Project report


% of parents that encourage and support their children to do their homework and/or participate in school activities

Refers to percentage of parents with positive attitude toward education and that support their children’s participation in community reading programs and other actions

Survey Baseline, midterm and final evaluation

PRODUCT 3.1

Communication Campaign to create awareness about reading and quality in education

No. of campaigns designed No. of communication actions implemented

Communication strategy Communication products Post-test evaluation.

PRODUCT 3.2

Technical assistance to communities through mentoring sessions

No. of mentoring sessions to APMAEs and School Boards

Refers to meetings and technical assistance by WV staff (community mobilizers)

List of participants in meetings. Meetings reports.

Biannual basis

PRODUCT 3.3

Development of community Project in support to quality in education

No. of local government actions as outcome of recommendations by the community

Government actions are defined as policy statements, policy changes, public services changes or government meetings, with

Mentoring sessions report Survey Project reports


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objective evidence as outcome of WV-Leer activities or recommendation. Refers to local, regional and national advocacy actions

PRODUCT 3.4

Mapping organizations that support gender based violence being viewed as less acceptable.

No. of organizations and communities included in the mapping process

Refers to quantity of resources, organizations and projects, available to support cases of child rights and gender based violence

Organization directory Early warning Protocol for child rights violations, including gender based violence

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Ten outcome and 13 output indicators are presented above, for a total of 23 indicators

that demonstrate learning community environments and mechanisms to support children’s

literacy have been implemented and measured. For the purposes of this report, findings are

presented only for those outputs and indicators that need baseline values.

Furthermore, additional data was collected to study the following variables:

• Socio-demographic characteristics of people living in communities;

• Education level of members of the APMAEs, school boards, and other

stakeholders;

• Roles of APMAE members, school boards, and other stakeholders;

• Barrier analysis: institutional, community, family, and individual;

• Complaints about issues related to education, seeking help behaviors, and

obstacles encountered in order to obtain assistance.

In this report, only information gathered through the survey of parents and guardians

are presented.

METHODS

The baseline study of the community component of the USAID-Leer Project consists

of a pre experimental or observation design that uses a survey to assess the variables of

interest in the community. Furthermore, the study gathers information that will serve as a

comparison point for future measurements, enabling necessary adjustments to the

intervention strategy. The survey was given to 517 parents or guardians in the communities

that will receive the WV community component. These communities were chosen non-

probabilistically.

Qualitative Study

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Prior to the baseline evaluation, informal group sessions were held in communities

with members of APMAEs, School Boards, parents, guardians, and other informants who

helped gather key information to design the survey. These stakeholders were asked

questions regarding their support of children´s literacy and education. The interviews

included:

Regional and district technicians from the Ministry of Education.

Community participation technicians from the Ministry of Education.

Schools staff (principals, counselors, teachers, technicians, and librarians).

Local and municipal authorities.

NGO and church representatives.

Community education program representatives.

Representatives from libraries and documentation centers outside of schools.

Community groups, volunteers or other community development program

representatives.

In addition, the focus groups shown in table 2 were conducted:

Table 2. Focus Group Regional Distribution

Regional Education Bureau Participants

04 San Cristobal APMAEs directives

06 La Vega School Boards

08 Santiago Mothers

09 Mao Fathers

10 Santo Domingo APMAEs directives

11 Puerto Plata School Boards

15 Santo Domingo Mothers

16 Cotuí Fathers

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All focus group sessions were recorded after obtaining the consent of all

participants. Information recorded was then transcribed and analyzed.

Quantitative Study

For the quantitative study, we surveyed 517 parents or tutors of children in the

selected schools. We chose parents of children from 1st to 3rd grade. Of the 40 schools

selected, 8% were located in rural areas. In order to select the schools, we took into account

the distribution of schools across regionals and this can be seen in table 3. As such, sample

selection was proportional to the percentage of schools within each regional. In addition,

sampling was proportional to enrollment in schools. Table 5 shows the sample distribution

by schools.

Table 3. School distribution by regionals

Regional bureaus Number of schools

Percentage of schools

04 San Cristobal 7 17.5

06 La Vega 7 17.5

08 Santiago 4 10.0

09 Mao 2 5.0

10 Santo Domingo 9 22.5

11 Puerto Plata 2 5.0

15 Santo Domingo 5 12.5

16 Cotuí 4 10.0

Total 40 100.0

Table 4. Sample distribution by school

School Regional education School Sample

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Code bureau Enrollment 00043 15 SANTO DOMINGO 234 14 00061 15 SANTO DOMINGO 428 27 00090 10 SANTO DOMINGO 528 33 00101 10 SANTO DOMINGO 337 22 00110 15 SANTO DOMINGO 137 8 00139 10 SANTO DOMINGO 361 22 00152 10 SANTO DOMINGO 633 40 00268 10 SANTO DOMINGO 216 14 00351 15 SANTO DOMINGO 209 15 00372 15 SANTO DOMINGO 88 8 00382 10 SANTO DOMINGO 109 8 01791 06 LA VEGA 53 3 01874 06 LA VEGA 183 11 01882 06 LA VEGA 93 6 01889 06 LA VEGA 207 13 01916 06 LA VEGA 86 5 01940 06 LA VEGA 109 7 01949 06 LA VEGA 79 5 02542 11 PUERTO PLATA 102 6 03018 04 SAN CRISTOBAL 236 15 03023 04 SAN CRISTOBAL 117 6 03041 04 SAN CRISTOBAL 166 10 03068 04 SAN CRISTOBAL 287 18 03186 04 SAN CRISTOBAL 100 7 03247 04 SAN CRISTOBAL 97 9 03252 04 SAN CRISTOBAL 117 7 03832 08 SANTIAGO 338 21 03855 08 SANTIAGO 342 22 03902 08 SANTIAGO 245 15 04195 08 SANTIAGO 262 16 04273 09 MAO 183 11 04378 09 MAO 227 13 04390 16 COTUI 122 8 04399 16 COTUI 60 4 04429 16 COTUI 92 6 04493 16 COTUI 111 7 04869 10 SANTO DOMINGO 323 20 05393 10 SANTO DOMINGO 313 18 10527 10 SANTO DOMINGO 155 11 13909 11 PUERTO PLATA 105 6

Parents were chosen through children enrolled in 1st through 3rd grade in the

aforementioned schools. Children were randomly selected from their class list.

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Survey. The survey was developed by the WV M&E team based on results from the

in-depth interviews and focus groups. The survey has 6 sections that include items that

measure parental attitudes towards education, community participation, parental knowledge

about learning, community activities that support children´s education, parent´s

participation in education, parental reading habits and general sociodemographic

characteristics.

Procedure. Data was collected by a group of interviewers. Interviewers had a step

by step protocol which guided participant selection and proper survey administration. The

study was submitted to UNIBE´s IRB and data collection began upon obtaining IRB

approval.

RESULTS

Most of the parents interviewed were women (81.8%) and most were between the

ages of 18 and 39 (75%), while the mean age was 36 years. Most parents come from rural

communities (65.8%) with the smallest amount of parents coming from urban areas (7.7%).

Most parents are involved in unpaid family work while 23% are private sector employees

and 11% public employees. Other occupations mentioned were: self-employment (8%),

business owner (7.5%), and casual trader (6%). Almost all participants (99.4%) were

Spanish speakers. Seventy percent of households reported families with both biological

parents present while the remaining families were mono parental families in which the

mother was the head of household. Most families are large with approximately 60% of

families reporting that they have 2 or 3 children and 10% of families have between 6 and 8

children.

Parental education and reading habits. Most parents interviewed were able to

read and write, with illiteracy rates being higher in parent over 40 years of age.

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Approximately 12% of parents between 40 and 49 years old were illiterate. More than half

of parents interviewed did not finish secondary education, with most dropouts occurring in

the grades corresponding to high school. In spite of high rates of parental dropout, 8 out of

10 parents consider themselves adequately prepared to support their children´s education,

although in rural areas, parents feel less able to support their children.

Figure 1. Parents´ highest level of education

Regarding reading habits, parents report reading newspapers, educational materials,

their children´s textbooks, and magazines sporadically. As expected, younger parents read

content available online. Only 22% read the newspaper every day and similar trends were

found for other types of reading materials. Figure 2 shows types of reading materials and

the frequency with which they are read. For those parents who read a book, 43% reported

never completing an entire book (see Figure 3).

Figure 2. Parental participation in reading activities

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Figure 3. Last time read an entire book

Attitudes towards education and community participation. Some items asked

questions about attitudes towards education and parent´s perceived role for themselves and

their communities in their children´s education. Ninety four percent stated that participating

in their child´s education was important. Similar high percentages (67.5%) stated that

education was a community endeavor with many responsible stakeholders. In addition,

younger parents are more aware that a child´s education is a joint responsibility of many

stakeholders in comparison to older parents. In spite of parent´s attitudes, communities are

11%

12%

5%

5%

8%

16%

43%

Last week

Last month

3 months ago

6 months ago

1 year ago

Don't remember

Haven't read a completebook yet

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4.7%

15.9%

79.4%

4 or less

5-7

8-10

lacking in resources to support education with only 38% of parents indicating that there are

community programs to support education. Furthermore, even smaller numbers (27%)

report the availability of such programs for children with disabilities. Lastly, parents report

high levels of satisfaction with their children´s education as can be seen in figure 4.

Figure 4. Level of satisfaction with education

Q. On a scale of 1 to 10, where 1 is not satisfied and 10 is very satisfied, how satisfied do

you feel with the education your children are receiving?

Learning environment and community support. Parents reported the presence of

some education projects (30%), such as those of the Office of the Vice President of the

Dominican Republic; however, only 2% report that their communities have public libraries

and adult literacy programs are similarly scarce (4%). Some parents do report that their

communities have reading summer camps as well as reading competitions (17.6% and

14.5% respectively) (See figure 5).

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Figure 5. Community Reading Activities

Parental participation. To assess parental participation, several questions were

included to assess involvement in established mechanisms such as APMAEs and school

boards. Parents reported regular involvement with their children´s homework (83% daily,

12% weekly) and 70% reported some type of APMAE involvement in the last year. In

addition, 69% or parents reported involvement with APMAES and other community spaces

such as neighborhood councils (45%). When asked about constraints to participation,

parents mentioned work activities creating scheduling conflicts. It is important to note,

however, that 20% of parents report that they have not been invited to participate in

APMAEs. Participation in school boards is lower than for APMAEs (8%) and most parents

report that they did not know of the existence of school boards.

In spite of low school board participation, parents affirm that school boards use their

resources wisely and only 29% of parents are involved in advocacy activities to improve

the quality of their children´s education.

DISCUSSION

The goal of this community baseline study was to identify parental reading habits,

commitment to education and participation in educational activities specific to reading and

8.7% 12.0% 14.5% 17.6%

68.5% 82.2% 79.5% 77.4%

22.8%

5.8% 6.0% 5.0%

Solidarity Tutors Reading Marathons Reading Competitions Reading Summer Camps

Yes No Don't know/Don't remember

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formal school mechanisms to engage parents such as school boards and APMAEs. This

baseline data serves the purpose of guiding the intervention that WV will deliver to

communities as part of the USAID Read project.

Results showed that parents generally agree with the idea that education has

multiple stakeholders and express that they are capable of supporting their children´s

education. Parents, notwithstanding, need further information regarding the role and

structure of both school boards and APMAEs as they serve different purposes and require

different types of parental engagement. These positive attitudes can be harnessed by the

intervention to further engage parents in community based programs as well as school

boards and APMAES. However, parents express satisfaction with their children´s

education, in spite of the difficulties that children are encountering in acquiring basic

literacy skills (Mencía-Ripley, Sánchez-Vincitore, Garrido, & Aguasvivas, 2016). The

community intervention then has the task of raising awareness of real difficulties without

compromising parent´s engagement and positive attitudes towards the school.

The community intervention should also ensure that parents are fully informed of

community resources available and that the provision of new services to support education

through Project Read is known to the community. In addition, parents have expressed that

work commitments impede more engagement with school boards and APMAES. Another

factor to consider is that while baseline focused on parents, results showed a significant

number of families that do not have a traditional composition. As such, the community

intervention must create strategies that take into account:

1. The needs of parents who often work far away from where their children go to

school.

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2. The incorporation of other family members and important community figures into

the intervention as it may be of particular importance to the success of the

community intervention.

3. Ensuring that community programs are accessible and inclusive as there are few

community programs, but even fewer resources for children with disabilities and

special education needs.

4. There are low levels of parental education and reading activities, as such, parents

are often not able to model these behaviors in spite of their intentions to support to

literacy.

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References

Congreso de la República Dominicana. (1997). Ley general de educación No. 66´97 de la

República Dominicana. Santo Domingo, República Dominicana.

Mencía-Ripley, A., Sánchez-Vincitore, L.V., Garrido, L.E., & Aguasvivas, J. (2016). USAID

Project Read Baseline Report.

Ministerio de Educación, Cultura y Deporte. (2014). La Participación de las Familias en la

Educación Escolar. Madrid, España.

Secretaría de Estado de Educación de la República Dominicana. (2008). Ordenanza 2-2008 que

establece el Reglamento de las Juntas Descentralizadas. Santo Domingo, República

Dominicana.

Secretaría de Estado de Educación de la República Dominicana. (1994). Orden departamental

3´94: Reglamento de la Asociación de Padres, Madres y Amigos de la Escuela

(APMAEs). Santo Domingo, República Dominicana.

UNESCO. (2004). Participación de las Familias en la Educación Infantil Latinoamericana.

Santiago, Chile: Trineo, S.A.

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Annex Survey

Saludos, mi nombre es ___________________, and pertenezco al equipo de Vision Mundial, una organización cristiana que trabaja por los derechos de la niñez. Estamos realizando una Survey relacionada a la educación en su comunidad, por lo que le solicitamos unos minutos de su tiempo para contestar varias preguntas. La participación en esta Survey es totalmente voluntaria and si desea en cualquier momento de la misma, puede decidir no continuar. En ningún momento la información resultante le identifica a Usted, sino que los datos serán sólo para fines estadísticos and nos ayudará a entender mejor la situación actual de la educación en su comunidad.

Acerca de esta Encuesta ¿En qué consiste el estudio? Este estudio ha sido diseñado para conocer su percepción sobre la participación de la comunidad en la educación de las niñas and los niños. ¿Mis respuestas son confidenciales? Sí. Todas las respuestas serán confidenciales and anónimas por lo que esperamos que responda con toda sinceridad and con la mayor espontaneidad posible. Su identidad no aparecerá en ningún lugar de la encuesta, así que no se podrán identificar respuestas individuales. ¿Hay respuestas correctas o incorrectas? No, no hay respuestas correctas ni incorrectas. Por favor brinde su más honesta opinión and percepción. Para algunas preguntas, su respuesta deberá basarse en su experiencia and conocimiento actual. Otras pueden basarse en impresiones o percepciones generales. Indiferentemente, su respuesta reflejará solamente su opinión and percepción.

Impreso: 22-Sep-2016 11:10 AM C O N F I D E N C I A L Creado: 14-Sep-15 Estudio:

PROGRAMA COMUNITARIO LEER

World Vision C/José Joaquin Pérez, Santo Domingo Tel: 809-221-8715

Instrumento: Cuestionario de Encuesta

Creado por: Vielka Polanco Revisado por:

No. de encuesta

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CUESTIONARIO DE ENCUESTA

I. ACTITUDES HACIA LA EDUCACIÓN and LA PARTICIPACIÓN COMUNITARIA

1. En una escala del 1 al 10, donde 1 es nada importante and 10 es muy importante,

¿qué tan importante es para usted la participación de las/os padres and tutores en la educación de sus niñas/os? ______

2. Le voy a leer unas frases para que usted por favor me indique con cuál está usted más de acuerdo…

La educación de las niñas and niños es responsabilidad de la escuela 1 La educación de las niñas and niños es responsabilidad de la familia 2 La educación de las niñas and niños es responsabilidad de toda la comunidad, incluyendo la escuela and la familia 3

No sabe/no responde 99

3. ¿Qué tan de acuerdo está usted con las siguientes frases? (Completamente en desacuerdo, en desacuerdo, de acuerdo, completamente de acuerdo)

CD

ED

DA

CA NS/NR

Mi comunidad se involucra activamente en las actividades de la escuela 1 2 3 4 99

Mi familia se involucra activamente en las actividades escolares de mis niñas/os 1 2 3 4 99

Me involucro activamente en las actividades escolares y/o educativas de mis niñas/os 1 2 3 4 99

En la escuela hay condiciones para que las niñas/os con discapacidades pueden aprender de manera efectiva 1 2 3 4 99

En la comunidad hay lugares y/o programas de reforzamiento educativo, adicionales a la escuela 1 2 3 4 99

4. En una escala del 1 al 10, donde 1 es nada satisfecho and 10 es muy satisfecho, ¿qué

tan satisfecho/a se encuentra usted con la educación que reciben sus hijos/as? _____

5. En una escala del 1 al 10, donde 1 es nada importante and 10 es muy importante, ¿qué tan importante es el trabajo que realiza actualmente la Junta de Centros para la mejoría de la educación que reciben sus hijos/as? ______

II. AMBIENTES and MECANISMOS DE APOYO AL APRENDIZAJE EN LA COMUNIDAD

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6. ¿Cuenta su comunidad con algún proyecto educativo fuera de la escuela?

SI 1 NO 2 Continuar con preg. 8 NS/NR 99

7. ¿Con cuál o cuáles?_________________________________

8. A continuación, le voy a leer algunas actividades fuera de la escuela para que por

favor me indique con cuáles cuenta actualmente su comunidad.

Actividades educativas (ROTAR) SI NO NS/NR Club o sala de Tareas 1 2 99 Club o sala de Lecturas 1 2 99

9. Y de las siguientes actividades de lectura, ¿cuáles se han realizado en su comunidad

en los últimos 12 meses?

Actividades educativas (ROTAR) SI NO NS/NR Campamento de Verano de Lectura 1 2 99 Maratón/Olimpiada de lectura 1 2 99 Competencias de lectura 1 2 99 Tutorías solidarias 1 2 99 ¿Alguna otra?: _______________________________

específique 1 2 99

III. PARTICIPACION EN ACTIVIDADES ESCOLARES and COMUNITARIAS

10. Voy a mencionarle algunas organizaciones and actividades para que por favor me

especifique en cuál o cuáles participa o ha participado en los últimos 12 meses …

Actividades u organizaciones comunitarias and escolares (ROTAR) SI NO

Asociación de padres, madres and amigos de la escuela (APMAE)

1 2

School Boards 1 2 Juntas de vecino 1 2 Grupos voluntarios 1 2 Grupos de la iglesia 1 2 Club cultural o deportivo 1 2 Otros:________________

Especifique 88

11. (SOLO PARA AQUELLOS/AS QUE CONTESTARON QUE NO PARTICIPAN

EN APMAEs), ¿cuál es el motivo por el cual usted no participa en las APMAEs? (ENCUESTADOR/A PROFUNDIZAR)

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12. (SOLO PARA AQUELLOS/AS QUE CONTESTARON QUE NO PARTICIPAN

EN LA JUNTA DE CENTROS), and en el caso específico de la Junta de Centros, ¿cuál es el motivo por el cual usted no participa? (ENCUESTADOR/A PROFUNDIZAR)

13. Ahora le leeré algunas actividades escolares para que usted por favor me indique con qué frecuencia usted ha participado en esas actividades durante el pasado año escolar (sept 2013-julio 2014)?

Actividades escolares Nunca 1 vez al año

2 veces al año

Cada 4 meses

Cada 2 meses NS/NR

Reuniones de la (APMAE 1 2 3 4 5 99 Escuela de padres (Entrenamientos) 1 2 3 4 5 99 Talleres de capacitación de APMAE 1 2 3 4 5 99

14. ¿Ha leído usted o conoce el contenido del…?

SI NO

Reglamento de las APMAEs 1 2 Reglamente de las School Boards 1 2

15. (SOLO PARA MIEMBROS DE LA JUNTA DE CENTRO) and en cuanto a la Junta

de Centro, podría usted por favor indicarme con qué frecuencia usted ha participado en sus reuniones durante, el pasado año escolar (sept 2013-julio 2014)? (Encuestador/a notar que las escalas varían)

Nunca 1 vez al año

2 veces al año

Cada 2 meses

Monthly basisment

e

NS/NR

1 2 3 4 5 99

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16. En su opinión ¿qué tanto utiliza la Junta de Centro los recursos que recibe para mejorar la educación en la escuela?

Los utiliza mucho 1 Los utiliza poco 2

No los utiliza 3 No sabe/no responde 99

17. ¿Qué tan frecuente usted ayuda o motiva a su hijo/a a hacer la tarea semanalmente?

Nunca 1

Al menos una vez a la semana 2 Al menos 3 veces a la semana 3 Todos los días 4 Los fines de semana 5 No sabe/no responde 99

18. Durante este último año, ¿ha participado en alguna de las siguientes actividades para

demandar más calidad en la educación de sus hijos?

SI NO

Reuniones con padres o autoridades 1 2 Envío de comunicaciones 1 2 Visita a los medios de comunicación 1 2 Protestas 1 2 Otro: _______________________________________________

Especifique 88


19. En una escala del 1 al 10, donde 1 es nada preparado/a and 10 es muy preparado/a ¿qué tan preparado/a se siente usted para ayudar a la educación de sus hijas/os? ______

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IV. RELACION CON COMPONENTES DE LEER

20. ¿En cuál Programa de LEER su hijo/a participa?

Programa escolar 1 Club o sala de tarea 2 Club o sala de lectura 3 Ninguno 4 Otro: ________ especificar

88


V. EDUCACIÓN and HABITOS DE LECTURA

21. ¿Me podría por favor indicar si se encuentra usted alfabetizado/a?

Si 1 No 2 Continuar a pregunta #27

22. ¿Cuál es el nivel educativo más alto al que usted llegó?

1er. Grado 1 2do. Grado 2 3er. Grado 3 4to Grado 4 5to, Grado 5 6to, Grado 6 7mo. Grado 7 8vo, Grado 8 9no. Grado 9 10mo. Grado 10 11avo Grado 11 12avo Grado 12 Universidad incompleta /o técnico 13 Universidad completa 14 Estudios de postgrado incompletos 15 Estudios de postgrado finalizados 16 Ninguno 17 NS/NR 88

23. Voy a leerle algunas actividades de lectura para que usted por favor me indique

qué tan frecuente las practica…

Actividades de lectura (ROTAR) Nunca Al menos 1 vez

al mes Al menos dos veces al mes

Al menos tres veces a la semana

Todos los días

No sabe/No

responde Leer periódicos 1 2 3 4 5 99 Leer revistas 1 2 3 4 5 99 Leer materiales relacionados a 1 2 3 4 5 99

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su trabajo Leer materiales educativos 1 2 3 4 5 99 Leer un libro 1 2 3 4 5 99 Leer artículos en Internet Otros: __________________

Especifique 1 2 3 4 5 99

24. ¿Cuándo fue la última vez que terminó de leer un libro?

La semana pasada 1 El mes pasado 2 Hace tres meses 3 Hace seis meses 4 Hace un año o más 5 No se acuerda 6 Continuar con la pregunta #26 No he leído un libro completo 7

25. ¿Cuál fue el último material que usted leyó en el pasado mes? (especificar toda la

información del material: autor, titulo, tipo de libro)

VI. DEMOGRAFICAS

Las siguientes preguntas nos ayudan a clasificar los resultados para encontrar tendencias generales. Sus respuestas son totalmente confidenciales. Sus respuestas serán mezcladas con las de los demás personas que participan en la Survey and solo serán tratadas estadísticamente.

26. Sexo

Hombre 1 Mujer 2

27. Edad

28. Certificado de nacimiento

Si 1 No 2

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29. Nacionalidad

Dominicana 1 Otra: _________

Especificar 88

30. Ocupación

Actividades

Empleado privado 1 Empleado público 2 Propietario de negocio 3 Comerciante informal 4 Independiente (motoconcho, agricultura, jornalero) 5

Independiente (profesional o técnico) 6 Desempleado (buscando trabajo) 7 Ama de casa 8 Retirado 9 Discapacitado 10 Estudiante 11 Otro 88 No sabe/no desea responder 99

31. ¿Cuál es la composición de su hogar? (Indicar todas las que corresponda, se

refiere a todas las personas que viven actualmente en el hogar) (Las/os miembras/os del hogar están indicados desde la perspectiva del niño o la niña)

Miembros del hogar

Padre 1 Madre 2 Padrasto 3 Madrasta 4 Abuelo 5 Abuela 6 Hermanos 7 Tíos/as (se refiere de las/os niños/as)

9

Otros:_________________ Especificar

88


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32. ¿Cuántos niños/as usted tiene o cuida?

33. Para todos los/as niños/as que usted tiene o cuida, por favor indicar el sexo and

edad …

SEXO EDAD

34. ¿Me podría indicar que idiomas hablan en su hogar?

Idomas

Español 1 Inglés 2 Francés 3 Creole 4 Otro: _________________

Especifique 88

35. Sector/Paraje donde reside del entrevistado

MUCHAS GRACIAS POR PARTICIPAR EN ESTA ENCUESTA, ¿TIENE ALGUNA PREGUNTA?

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CONTROLES FINALES DATOS DE LA ESCUELA Escuela Tipo de comunidad

(Rural, Semi-rural, urbana)

Distrito Educativo Regional

NOMBRE and APELLIDO DEL ENTREVISTADOR Nombres Apellidos ID del entrevistador

MOVILIZADOR DISTRICTAL (en caso de que diferente de lo anterior) Nombres Apellidos ID del

movilizador/Supervisor

Hora de inicio ___________________________ Hora de Finalización _____________________________ Fecha de la entrevista ______________________________

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Data Collection Protocol

LEER – COMPONENTE COMUNITARIO

PROTOCOLO DE LEVANTAMIENTO DE DATOS DE LA LÍNEA DE BASE DEL COMPONENTE COMUNITARIO DEL PROGRAMA

LEER A SER EJECUTADO POR WORLD VISION

Esta es la información clave que debe de conocer antes de iniciar el levantamiento de datos en las 40 escuelas que participan en el estudio. WORLD VISION, ¿QUIÉNES SOMOS? Somos una organización cristiana de ayuda humanitaria, desarrollo and promoción de la justicia, dedicada a trabajar con niños, niñas, familias and communities para reducir la pobreza e injusticia. World Vision (WV) sirve a todas las personas, sin distinción de raza, religión, grupo étnico o género, and tiene 26 años trabajando en la República Dominicana. Para los fines del trabajo en la comunidad se referirán a Visión Mundial, que es la traducción al español de WV. ¿QUÉ ES LEER? Se trata de un proyecto que tiene como objetivo mejorar los resultados de lectura en niñas and niños de escuelas dominicanas, que es ejecutado por varias instituciones, entre éstas UNIBE and WV, and financiado por la Agencia de los Estados Unidos para el Desarrollo Internacional (USAID). En específico en WV estamos a cargo de la parte comunitaria del proyecto, que implica involucrar a actores locales claves en el proceso de enseñanza-aprendizaje de las niñas and niños, como son los padres, madres and tutores (parents), and crear espacios externos a las escuelas, como salas de tarea and salas de lectura, para que las niñas and los niños complementen, validen and refuercen lo aprendido en el aula. ¿QUÉ ES UNA LÍNEA DE BASE AND POR QUÉ LA REALIZAMOS? Como parte de la estrategia general de monitoreo and evaluación del Programa, se ha visto la necesidad de que WV desarrolle una Línea de Base que permita levantar los valores de los indicadores de desempeño and resultado, al inicio del ciclo de vida del programa para posteriormente medir el impacto de las actividades planificadas and ejecutadas and monitorear el progreso. Los resultados de la línea de base nos dirán dónde estamos actualmente, cual es la situación actual de las communities. ¿A QUIÉNES ESTAREMOS ENCUESTANDO? La población objeto de nuestro estudio está conformada por los padres, madres and tutores de los niños and las niñas matriculados en los grados del 1ro al 3ro, de 40 escuelas seleccionadas ubicadas en 8 Regionales de Educación. La muestra estimada será de 505 padres, madres y/o tutores de estudiantes. ¿CÓMO SELECCIONAREMOS A LAS PERSONAS QUE ENCUESTAREMOS? Los padres, madres y/o tutores serán escogidos a través de sus hijos/as, estudiantes de 1er. a 3er. grado según selección sistemática, utilizando los listados de asistencia o matrícula que se poseen en los grados. De inicio se seleccionara cualquier estudiante and a partir de éste desplazando 15 se seleccionará el segundo and así sucesivamente.

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Por ejemplo: En el caso de un centro con 3 grupos de alumnos de 1ro a 3er grado con un total de matrícula de 88, se deben seleccionar 5 estudiantes. Si la distribución de estudiantes por grado fuera 1-30, 2-25, 3-33 Se utilizará una lista continúa del total de matrícula and la selección será: Alumno 4 de la lista (seleccionado como quiera), Alumno 19=4+15 correspondiente al 1er grupo Alumno 34=19+15 correspondiente al 2do grupo Alumno 49=34+15 correspondiente al 2do grupo Alumno 64 =49+15 correspondiente al 3er grupo Para la selección de reemplazo, el nuevo seleccionado será el posterior en la lista al de la primera selección, and así sucesivamente. En el caso de los padres, madres y/o tutores de los alumnos seleccionados que es de 505, un 50% deben corresponder a mujeres and el otro 50% a hombres. ¿CUÁL ES LA LOGÍSTICA QUE DEBERÁN DE SEGUIR AL LLEGAR A LA ESCUELA?

1er. paso.- Presentación de credenciales.- Al llegar a la escuela, el/la encuestador/a deberá presentarse como parte del equipo del Proyecto Leer de WV. Para tales fines, contarán con una identificación con fotografía de la organización. Asimismo, contarán con una comunicación que les autoriza a realizar el trabajo. Si hubiese algún inconveniente, deberá de comunicarse con su supervisor/a de campo, quien a su vez si no logra solucionar el inconveniente se comunicará con la encargada de M&E de WV, Vielka Polanco.

2do. Paso.- Selección de las/os estudiantes, cuyos padres, madres o tutores serán entrevistadas/os.- Se procederá a solicitar la lista de asistencia o matrícula de 1er. 2do. and 3er. grados para seleccionar la muestra de estudiantes de acuerdo al procedimiento descrito anteriormente.

3er. Paso.- Convocatoria de padres, madres o tutores.- Una vez las/os estudiantes sean identificadas/os, se procederá a contactar a la persona con la que vive el niño o la niña, puede ser el padre, la madre o el/la tutor/a, es decir aquella persona responsable de la crianza del niño/a que esté disponible and exprese la voluntad de realizar la encuesta. Esta convocatoria podrá ser por teléfono, o visitando el hogar. En los casos que sea necesario, se les convocará para que asistan a la escuela al día siguiente, a través del niño/a o maestro/a. Si ni el padre, la madre y/o el/a tutor/a no está disponible o desea participar en la encuesta, se procederá a seleccionar otro/a estudiante. Este nuevo seleccionado será el anterior o posterior en la lista al de la primera selección. 4to. Paso.- Aplicación de la encuesta.- Una vez identificada/o el padre, la madre o el/la tutor/a se procederá a explicar el objetivo de la encuesta. Para estos fines, es importante

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que la persona a entrevistar le dé su consentimiento el cual debe ser escrito, utilizando el formulario anexo. En el caso de que la Survey sea realizada en la escuela, se deberá de garantizar que el espacio para la misma cuente con condiciones para proteger la confidencialidad de la información.

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¿CUÁNTAS ENCUESTAS HAY QUE HACER POR ESCUELA? Dependerá de la escuela. En el cuadro siguiente podrá encontrar la cantidad de encuestas por escuela.

CENTRO ESCOLAR DISTRITO EDUCACION REGIONAL EDUCACION

MUESTRA

MATRICULA

00043 - CLUB MAURICIO BAEZ

1502 SANTO DOMINGO CENTRO

15 SANTO DOMINGO 14 234

00061 - VARIAS LUCES 1502 SANTO DOMINGO CENTRO


00090 - SANTO TOMAS DE AQUINO

1003 SANTO DOMINGO NORESTE


00101 - SALOME UREÑA 1004 SANTO DOMINGO ORIENTAL


00110 - CLUB FRANCISCO ALBERTO CAAMANO DENO 1505 HERRERA 15 SANTO

DOMINGO 8 137

00139 - REPUBLICA DE COREA 1006 MENDOZA 10 SANTO

DOMINGO 22 361

00152 - LEONOR FELTZ 1003 SANTO DOMINGO NORESTE


00268 - AVE MARIA 1002 SABANA PERDIDA 10 SANTO DOMINGO 13 216

00351 - OLIVOS, LOS 1505 HERRERA 15 SANTO DOMINGO 13 209

00372 - VILLA NAZARETH 1505 HERRERA 15 SANTO DOMINGO 5 88

00382 - ERCILIA PEPIN - PROFESORA MILAGROS

1004 SANTO DOMINGO ORIENTAL


01791 - FRANCISCO JIMENEZ - BACUI ARRIBA 0605 LA VEGA ESTE 06 LA VEGA 3 53

01874 - PONTON 0605 LA VEGA ESTE 06 LA VEGA 11 183 01882 - PROF. JUAN BOSCH - RIO VERDE ABAJO 0605 LA VEGA ESTE 06 LA VEGA 6 93

01889 - SAN LORENZO 0605 LA VEGA ESTE 06 LA VEGA 13 207 01916 - JUAN PABLO DUARTE 0602 CONSTANZA 06 LA VEGA 5 86 01940 - JAPON - COLONIA JAPONESA 0602 CONSTANZA 06 LA VEGA 7 109

01949 - SURIEL - LUZ ASUNCION ABREU 0602 CONSTANZA 06 LA VEGA 5 79

02542 - ANACAONA 1102 PUERTO PLATA 11 PUERTO PLATA 6 102

03018 - HATILLO 0402 SAN CRISTOBAL NORTE

04 SAN CRISTOBAL 15 236

03023 - SAN MIGUEL 0402 SAN CRISTOBAL NORTE


03041 - CLUB ROTARIO KM. 4 0403 SAN CRISTOBAL SUR


03068 - LA PARED 0406 HAINA 04 SAN CRISTOBAL 18 287

03186 - DIOS DIRA 0403 SAN CRISTOBAL 04 SAN 6 100

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SUR CRISTOBAL 03247 - ANA LUISA FRANCIA BRITO GUZMAN, PROF. - CANASTA VI

0403 SAN CRISTOBAL SUR


03252 - THELMA GERMAN GUANTE 0406 HAINA 04 SAN

CRISTOBAL 7 117

03832 - SALUSTINA BANS BATISTA - PASTOR ABAJO

0805 SANTIAGO CENTRO-OESTE 08 SANTIAGO 21 338

03855 - RADHAMES CORTINA – CECARA


03902 - ANA LUISA GUTIERREZ


04195 - MERCEDES BATISTA 0805 SANTIAGO CENTRO-OESTE 08 SANTIAGO 16 262

04273 - TRINITARIA, LA 0904 MONCION 09 MAO 11 183 04378 - CENTRO PARA LA NIÑEZ REGION NOROESTE 0902 ESPERANZA 09 MAO 14 227

04390 - ANTONIO LIRANZO BATISTA

1606 BONAO NORDESTE 16 COTUI 8 122

04399 - JOSE ANTONIO CESPEDES FERNANDEZ - LA CEIBA


04429 - JULIAN GUERRERO RODRIGUEZ PROF. - JUMA


04493 - PALMAS, LAS 1606 BONAO NORDESTE 16 COTUI 7 111

04869 - UNION, LA 1006 MENDOZA 10 SANTO DOMINGO 20 323

05393 - REPUBLICA DE PANAMA

1004 SANTO DOMINGO ORIENTAL


10527 - JUAN BOSCH, PROFESOR

1003 SANTO DOMINGO NORESTE


13909 - PARROQUIAL SAN MARTIN DE PORRES 1102 PUERTO PLATA 11 PUERTO PLATA 6 105

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Informed Consent Form

CONSENTIMIENTO INFORMADO CONSENTIMIENTO INFORMADO DE PARTICIPACIÓN EN LA SURVEY SOBRE PARTICIPACIÓN CIUDADANA EN EDUCACIÓN, QUE SE REALIZA EN EL MARCO DE LA LINEA DE BASE DEL PROYECTO LEER. Yo ________________________________________, portador/a de la cédula de identidad

no.___________________, habitante en la comunidad de __________________estoy de acuerdo

en participar en la investigación. Se me ha explicado los objetivos and procedimiento del

estudio, and mi incorporación será voluntaria. Por tanto al firmar este documento autorizo me

incluyan en esta investigación.

___________________________ ____________________________ FIRMA DEL INFORMANTE FIRMA DEL INVESTIGADOR/A DE TRABAJO DE CAMPO

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