Faith Based Schools in Latin America

Titre : Faith Based Schools in Latin America
Auteur : Juan Carlos Parra Osorio
Éditeur : World Bank Publications
ISBN-13 : 9780821395868
Libération : 2014-01-13

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This volume, that includes evaluations of academic performance and other management aspects and pedagogical practices of Fe y Alegr a schools, is a selection of contributions made at the international workshop Fe y Alegr a: Expanding the Quality Education Opportunities in Latin America

Faith based Schools in Latin America

Titre : Faith based Schools in Latin America
Auteur : Juan Carlos Parra Osorio
Éditeur : World Bank Publications
ISBN-13 : 0821386956
Libération : 2012-01-30

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Many observers consider Fe y Alegría a successful organization, but very few rigorous evaluations have been conducted.This volume is devoted to an assessment of the performance and selected aspects of the management and pedagogical practices of Fe y Alegría, a federation of Jesuit schools serving approximately one million children in 20 countries, mostly in Latin America. The available quantitative evidence suggests that the federation’s schools often do reach the poor, and that students in Fe y Alegría schools tend to perform as well on test scores, if not slightly better than comparable students in other schools. Qualitative data and case studies suggest that the factors that lead to good performance are complex and related not only to the types of inputs or resources used by the schools in the education process, but also to the management of these resources, and the ability to implement and test innovative programs. Other factors that support this argument include the capacity and flexibility to implement and test innovative programs that take into account the local realities.This volume will be of interest to researchers, policy makers and practitioners working in service provision through public-private partnerships and especially by faith-based organizations.CHAPTER 1FE Y ALEGRÍA SCHOOL PERFORMANCE AND PRACTICES: A BRIEF OVERVIEWThis chapter presents a brief summary of the contributions in this volume devoted to an assessment of the performance and selected aspects of the management and pedagogical practices of Fe y Alegría, a federation of Jesuit schools serving approximately one million children in 20 countries, mostly in Latin America. The available quantitative evidence suggests that the federation’s schools often do reach the poor, and that students in Fe y Alegría schools tend to perform as well on test scores, if not slightly better than comparable students in other schools. Qualitative data and case studies suggest that the factors that lead to good performance are complex and related not only to the types of inputs or resources used by the schools in the education process, but also to the management of these resources, and the ability to implement and test innovative programs. Other factors that support this argument include the capacity and flexibility to implement and test innovative programs that take into account the local realities.CHAPTER 2THE PERFORMANCE OF DECENTRALIZED SCHOOL SYSTEMS: EVIDENCE FROM FE Y ALEGRÍA IN THE BOLIVARIAN REPUBLIC OF VENEZUELAThis evaluation estimates the impact on the performance in standardized test results of graduating from Fe y Alegría private schools in the Bolivarian Republic of Venezuela. We find an average treatment effect of 0.1 standard deviations, using students from public schools as control group. We claim that the better results by Fe y Alegría students are due to Fe y Alegría’s higher flexibility to select and hire teachers, and to a decentralized administrative structure.CHAPTER 3PERFORMANCE OF FE Y ALEGRÍA HIGH SCHOOL STUDENTS IN COLOMBIA: IS IT A MATTER OF FE (FAITH) OR ALEGRÍA (JOY)?Fe y Alegría is a catholic network of schools that started operations in Colombia in 1971, and in 2009 served more than 72,000 students in 61 schools. This chapter assesses the performance of Fe y Alegría secondary schools in Colombia using test scores for Spanish and mathematics, as well as detailed information on the characteristics of the household to which students belong. Simple statistics suggest that Fe y Alegría schools perform worse than other schools for all years in the sample. However, Fe y Alegría schools also cater to poorer students who come from disadvantaged backgrounds. Once controls are included for student background, Fe y Alegría schools actually often perform as well and in some cases better than other schools for mathematics and Spanish, thus partially reversing the previous finding. CHAPTER 4FE Y ALEGRÍA SCHOOLS IN PERU: ANALYSIS OF THE INSTITUTIONAL MANAGEMENT AND PEDAGOGY MODEL AND LESSONS FOR PUBLIC EDUCATIONFe y Alegría constitutes an example of a privately managed education system funded on a shared basis. In Peru, schools enjoy higher levels of autonomy to set their guidelines and make decisions. Two studies show that Fe y Alegría schools have better internal efficiency and performance indicators than comparable public schools. By using interviews with key stakeholders and focus groups, this chapter analyzes the factors behind the success of Fe y Alegría schools. Such factors include higher levels of independence to generate and manage resources; a favorable institutional environment; the selection, tutoring, supervision, and training of teachers; greater autonomy and authority for school principals; and adaptability to local realities.CHAPTER 5LITERACY IN ELEMENTARY SCHOOLSThe process of learning to read and write is determining for all subsequent learning, since the majority of what is learned in school involves these two abilities. As one moves forward to the next grade, the use of written texts, which are the most widespread, cheap and effective form of knowledge transmission, increases. There are several reasons why Fe y Alegría in Chile launched a new literacy program in schools: i) it was found that many students read poorly, which made it difficult for them to learn; ii) low-level learning of reading and writing was not being completed in first grade, and iii) there was a group of students who could not be taught how to read. The new program, which was based on an exhaustive diagnosis that took into account the reality of Fe y Alegría schools, generated improvements in reading speed and enabled schools to teach how to read to all students.CHAPTER 6POPULAR TEACHERS TRAINING FOR THE TRANSFORMATION OF PRACTICESThe training program of popular teachers, now known as global plan, has as objective to broaden and strengthen the training processes of Fe y Alegría staff through various modalities to contribute to their personal development; identification with the identity, mission and vision of the movement; ownership and implementation of the popular education model of quality; and efficient management. The program has served more than two thirds of teachers and managers of the federation around the world. From a diagnosis of the training needs, the program has been consolidating a Federation’s training proposal that attempts to coherently respond to the purposes of its educational ideology, to the analysis of the society they aspire to transform and to the kind of teacher needed to achieve it. This article describes how to articulate, implement and fund the global training plan for managers and teachers. CHAPTER 7MANAGEMENT SYSTEM FOR RURAL EDUCATION NETWORKS: AN ALTERNATIVE FOR TRANSFORMATION AND DEVELOPMENT - FE Y ALEGRÍA PERUIn the mid-90s, after 30 years in Peru, Fe y Alegría decided to venture into rural areas that were the most affected by nearly two decades of political violence. This chapter describes the adaptation process of the pedagogical proposal, designed for urban schools, to fit the reality of rural areas. Some of the important achievements of this strategy include increased hours of school work, reduced drop-out and absenteeism rates, improved teachers performance, and production of materials that fit the rural reality.

Emerging Evidence on Vouchers and Faith based Providers in Education

Titre : Emerging Evidence on Vouchers and Faith based Providers in Education
Auteur : Felipe Barrera Osorio
Éditeur : World Bank Publications
ISBN-13 : 9780821379776
Libération : 2009-01-01

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While public-private partnerships in education in the United States have received a lot of attention, research on such partnerships elsewhere has been limited--even though such partnerships have been steadily gaining prominence, particularly in developing countries. Aiming to fill this gap, this book presents fresh, technically sound empirical evidence on the effectiveness and cost of various public-private education partnerships from around the world, including voucher programs and faith-based schools. The evidence on the impact in terms of school performance, targeting, and cost of public-priv.

Faith Based Schools in Latin America

Titre : Faith Based Schools in Latin America
Auteur : Juan Carlos Parra Osorio
Éditeur : World Bank Publications
ISBN-13 : 9780821386941
Libération : 2014-01-13

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This volume, that includes evaluations of academic performance and other management aspects and pedagogical practices of Fe y Alegr a schools, is a selection of contributions made at the international workshop Fe y Alegr a: Expanding the Quality Education Opportunities in Latin America

Bridging the Gaps

Titre : Bridging the Gaps
Auteur : Tara Hefferan
Éditeur : Lexington Books
ISBN-13 : 0739132873
Libération : 2009

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This edited collection provides an in-depth study of faith-based development organizations in Latin America and the Caribbean. With both analytical rigor and ethnographic awareness, the essays explore faith-based organizations as a possible model for economic development.

The Ambiguous Embrace

Titre : The Ambiguous Embrace
Auteur : Charles L. Glenn
Éditeur : Princeton University Press
ISBN-13 : 140082351X
Libération : 2002-01-21

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This is a time of far-reaching change and debate in American education and social policy, spurred in part by a rediscovery that civil-society institutions are often better than government at meeting human needs. As Charles Glenn shows in this book, faith-based schools and social agencies have been particularly effective, especially in meeting the needs of the most vulnerable. However, many oppose providing public funds for religious institutions, either on the grounds that it would threaten the constitutional separation of church and state or from concern it might dilute or secularize the distinctive character of the institutions themselves. Glenn tackles these arguments head on. He builds a uniquely comprehensive and persuasive case for faith-based organizations playing a far more active role in American schools and social agencies. And, most importantly, he shows that they could do so both while receiving public funds and while striking a workable balance between accountability and autonomy. Glenn is ideally placed to make this argument. A leading expert on international education policies, he was for many years the director of urban education and civil rights for the Massachusetts Department of Education, and also serves as an Associate Minister of inner-city churches in Boston. Glenn draws on all his varied experience here as he reviews the policies and practices of governments in the United States and Europe as they have worked with faith-based schools and also with such social agencies as the Salvation Army and Teen Challenge. He seeks to answer key theoretical and practical questions: Why should government make greater use of faith-based providers? How could they do so without violating First Amendment limits? What working relationships protect the goals and standards both of government and of the organizations that the government funds? Glenn shows that, with appropriate forms of accountability and a strong commitment to a distinctive vision of service, faith-based organizations can collaborate safely with government, to their mutual benefit and that of those they serve. This is a major contribution to one of the most important topics in political and social debate today.

The Praeger Handbook of Faith based Schools in the United States K 12

Titre : The Praeger Handbook of Faith based Schools in the United States K 12
Auteur : Thomas C. Hunt
Éditeur : ABC-CLIO
ISBN-13 : 9780313391392
Libération : 2012

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Exploring a subject that is as important as it is divisive, this two-volume work offers the first current, definitive work on the intricacies and issues relative to America's faith-based schools.

The Routledge Handbook of Religions and Global Development

Titre : The Routledge Handbook of Religions and Global Development
Auteur : Emma Tomalin
Éditeur : Routledge
ISBN-13 : 9781135045708
Libération : 2015-02-11

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This Handbook provides a cutting-edge survey of the state of research on religions and global development. Part one highlights critical debates that have emerged within research on religions and development, particularly with respect to theoretical, conceptual and methodological considerations, from the perspective of development studies and its associated disciplines. Parts two to six look at different regional and national development contexts and the place of religion within these. These parts integrate and examine the critical debates raised in part one within empirical case studies from a range of religions and regions. Different religions are situated within actual locations and case studies thus allowing a detailed and contextual understanding of their relationships to development to emerge. Part seven examines the links between some important areas within development policy and practice where religion is now being considered, including: Faith-Based Organisations and Development Public Health, Religion and Development Human rights, Religion and Development Sustainable Development, Climate Change and Religion Global Institutions and Religious Engagement in Development Economic Development and Religion Religion, Development and Fragile States Development and Faith-Based Education Taking a global approach, the Handbook covers Africa, Latin America, South Asia, East and South-East Asia, and the Middle East. It is essential reading for students and researchers in development studies and religious studies, and is highly relevant to those working in area studies, as well as a range of disciplines, from theology, anthropology and economics to geography, international relations, politics and sociology.

Transnational Faiths

Titre : Transnational Faiths
Auteur : Mr Hugo Córdova Quero
Éditeur : Ashgate Publishing, Ltd.
ISBN-13 : 9781409472278
Libération : 2014-06-28

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Japan has witnessed the arrival of thousands of immigrants, since the 1990s, from Latin America, especially from Brazil and Peru. Along with immigrants from other parts of the world, they all express the new face of Japan - one of multiculturality and multi-ethnicity. Newcomers are having a strong impact in local faith communities and playing an unexpected role in the development of communities. This book focuses on the role that faith and religious institutions play in the migrants' process of settlement and integration. The authors also focus on the impact of immigrants' religiosity amidst religious groups formerly established in Japan. Religion is an integral aspect of the displacement and settlement process of immigrants in an increasing multi-ethnic, multicultural and pluri-religious contemporary Japan. Religious institutions and their social networks in Japan are becoming the first point of contact among immigrants. This book exposes and explores the often missed connection of the positive role of religion and faith-based communities in facilitating varied integrative ways of belonging for immigrants. The authors highlight the faith experiences of immigrants themselves by bringing their voices through case studies, interviews, and ethnographic research throughout the book to offer an important contribution to the exploration of multiculturalism in Japan.

Direct Sales and Direct Faith in Latin America

Titre : Direct Sales and Direct Faith in Latin America
Auteur : P. Cahn
Éditeur : Springer
ISBN-13 : 9780230118904
Libération : 2011-05-09

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Since 1990, direct sales have attracted over two million recruits in Mexico and are characterized by a belief in the power of positive thinking. Through an ethnographic portrait, Peter S. Cahn demonstrates that the quasi-religious commission of self-empowerment accounts for the explosive growth of commission-based sales in the developing world.