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Education for a Sustainable Future: Analysis of the Educational System in Osa and Golfito

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Education for a Sustainable Future: Analysis of the Educational System in Osa and Golfito This document is a part of The Osa and Golfito Initiative, Education for a sustainable future: Analysis of the educational system in Osa and Golfito M.Sc. Claire Menke Anthropology, Stanford University Professor Martin Carnoy, Ph.D. Graduate School of Education, Stanford University San José, Costa Rica July, 2013 “Education for a sustainable future: Analysis of the educational system in Osa and Golfito” M.Sc. Claire Menke Anthropology Professor Martin Carnoy, Ph.D. Graduate School of Education Stanford Woods Institute for the Environment Stanford University This document is part of: Iniciativa Osa y Golfito, INOGO Stanford, California Julio de 2013 Citation: Menke, Claire and Martin Carnoy. 2013. Education for a sustainable future: Analysis of the educational system in Osa and Golfito. Stanford, California: INOGO, Stanford Woods Institute for the Environment, July 2013. 2 Contents Acronyms ................................................................................................................................................ 4 Osa and Golfito Initiative Overview ............................................................................................... 5 What is INOGO .................................................................................................................................................. 5 The INOGO Study Region .............................................................................................................................. 7 Executive summary ............................................................................................................................. 8 General Framework ............................................................................................................................ 9 INTRODUCTION ............................................................................................................................................... 9 INOGO METHODOLOGY ................................................................................................................................. 9 Findings ................................................................................................................................................. 13 PUBLIC EDUCATION AT THE NATIONAL LEVEL .................................................................................. 13 PUBLIC EDUCATION IN OSA AND GOLFITO .......................................................................................... 19 REGIONAL EDUCATION ............................................................................................................................... 19 TEACHER PREPAREDNESS ...................................................................................................................................... 20 PRESCHOOL .................................................................................................................................................................... 22 PRIMARY EDUCATION ............................................................................................................................................... 24 UPPER-LEVEL EDUCATION ..................................................................................................................................... 27 EXISTING REGIONAL RESOURCES ....................................................................................................................... 33 Recommendations and opportunities ........................................................................................ 36 PRESCHOOL .................................................................................................................................................................... 36 PRIMARY EDUCATION ............................................................................................................................................... 36 SECONDARY AND HIGH SCHOOL .......................................................................................................................... 40 GENERAL COMMUNITY ............................................................................................................................................. 44 RESOURCES AND TRAINING ................................................................................................................................... 45 Conclusion ............................................................................................................................................ 46 Acknowledgements ........................................................................................................................... 47 List of References ............................................................................................................................... 48 Personas entrevistadas ................................................................... 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Appendices ........................................................................................................................................... 52 Appendix A ...................................................................................................................................................... 52 APPENDIX B .................................................................................................................................................... 53 APPENDIX C .................................................................................................................................................... 56 APPENDIX D .................................................................................................................................................... 57 3 Acronyms BID Banco Interamericano de Desarrollo BM Banco Mundial CONESUP Consejo Superior de Educación CCSS Caja Costarricense de Seguro Social DANEA División de Alimentación y Nutrición del Escolar y Adolescente DRE Directores Regionales de Educación FOD Fundación Omar Dengo FONABE Fondo Nacional de Becas GDP Gross Domestic Product IDB Interamerican development Bank INA Instituto Nacional de Aprendizaje INEC Instituto Nacional de Estadística y Censos INOGO Iniciativa Osa y Golfito MAG Ministerio de Agricultura y Ganadería MEP Ministerio de Educación Pública MINAE Ministerio de Ambiente y Energía MINSA Ministerio de Salud PANEA Programa de Alimentación y Nutrición del Escolar y Adolescente PND Plan Nacional de Desarrollo TEC Instituto Tecnológico de Costa Rica UNESCO United Nations Educational, Scientificl and Cultural Organization UCR Universidad de Costa Rica UNA Universidad Nacional WB World Bank 4 Osa and Golfito Initiative Overview What is INOGO The Osa and Golfito Initiative, “INOGO”, is an international collaborative effort to develop strategies for sustainable human development and environmental steWardship in the Osa and Golfito Cantons of Costa Rica. The effort’s core is a collaboration between people and institutions in the US and Costa Rica, facilitated by the Stanford Woods Institute for the Environment at Stanford University. INOGO is designed to build on the many previous efforts in the region, Working hand in hand With Costa Ricans in local communities, in the public and private sector, and With NGOs to create shared visions and long-term strategies for a sustainable future for Osa and Golfito. The project integrates the social, cultural, and economic dimensions of the region With both its marine and terrestrial ecosystems. In addition to producing new studies and reports, the goal of this initiative is to generate a living process for sustainable development led by Costa Ricans, especially the people from Osa and Golfito. It also aims to provide information and products that will be useful to stakeholders in the region for their ongoing decision-making processes. We envision a two-phase trajectory for INOGO, Phase 1: Development of Strategies for Action, and Phase 2: Socialization and Implementation. Phase 1 of INOGO features four key components for the study region: • Synthetic Analyses, Written to pull together and interpret existing information, plus fill a feW holes, and thus create a baseline for future work; • Case Studies to address timely issues, Where it Was clear that local actors needed more information to advocate for community and environmental Wellbeing; • Interactive Co-development With stakeholders of scenarios depicting possible alternative futures, a process Which in itself has value as it gives leaders the space to think about long-term goals alongside potential collaborators • Design of strategic pathWays toWards sustainable development. The full INOGO process is described in a document titled “The Osa and Golfito Initiative, INOGO: Building a shared dream”. Listening and consulting with stakeholders An important goal of the INOGO process is to maintain an inclusive, participatory process that engages actors at the local, regional, and national levels. Throughout the initiative, INOGO has 5 been Working to make sure that the local communities’ concerns, aspirations and needs are heard, in particular those relevant for a more positive future, Where families have a chance to improve their quality of life in healthy social and natural surroundings. Phase 1 Products Osa and Golfito Initiative 6 The INOGO Study Region The study region of the Osa and Golfito Initiative Was defined by ecological boundaries plus the Pan-American HighWay. We initially considered a focus on the Osa Peninsula, but reflected that
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