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Making the Right to Secondary Education Possible

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Making the Right to Secondary Education Possible making the right to secondary education possible technology-based rural schools in argentina making the right to secondary education possible technology-based rural schools Making the Right to SecondaRy education PoSSible technology-based Rural Schools in argentina Editorial Management Cora Steinberg, Education Specialist at UniCEf Argentina Author Elena Duro Collaborators Paula Camarda Emmanuel A. Lista Design & Layout Valeria Goldsztein © UniCEf Argentina, 2nd Edition, July 2016. Total or partial reproduction of texts published herein is authorized as long as they are not altered, the corresponding credits are assigned, and they are not used for commercial purposes. Using language that would not make any discriminatory differences between men and women is one of the main concerns of those who conceived this publication. Thus, the “he/she” option is included where appropriate. UniCEf Argentina [email protected] www.unicef.org.ar Those who made possible the beginning of Technology-Based Rural Secondary Schools are: Authorities of provincial Ministries of Education: the Minister of Education of the province of Chaco, Prof. Sergio Soto; the Minister of Education of the province of Jujuy, florencia Gelmetti, B.A.; the Minister of Education of the province of Misiones, Luis Jacobo, Eng.; and the Minister of Education of the province of Salta, Roberto Dib Ashur, C.P.A. Technical teams of the provincial Ministries of Education. national and provincial mentors of the national Program Conectar Igualdad. Acknowledgements We wish to express our appreciation for Mr. Martin Scasso’s, B.A., work and collaboration, as well as for providing data on rural education and developing the survey herein mentioned. A special thanks to all the students and their families who gave us their voices. Index Introduction.............................................................................................7 Chapter.I.. History.and.Background....................................................11 i.1. iCT programs and policies: changes in institutional formats. ...................... 11 i.2. Data on Rural Conditions and Secondary Education in Argentina ............... 21 i.3. Educational Situation of Adolescents in Rural and Urban Areas. iCT Access in the Provinces undergoing this Experience: Chaco, Salta, Misiones and Jujuy ............................................................................................. 29 Chapter.II.. Characteristics.of.the.“Technology-based.Rural.Secondary. School”.Innovation............................................................41 ii.1. Objectives and implementation. .................................................................... 41 ii.2. format of the Technology-based Rural Secondary School ........................... 45 ii.3. Participants and Roles in this Secondary School ........................................... 49 ii.4. Recognition of Schools by the Law ................................................................ 56 ii.5. Location of the Technology-based Schools classrooms in Rural areas ....... 61 ii.6. An insight to the Technology-based Rural Schools ...................................... 66 Chapter.III.. The.Role.of.ICTs.in.this.Rural.Secondary.School...............69 iii.1. Scope of an iCT-based Educational Process. ................................................ 69 iii.2. iCT Types and notes on their Use. ................................................................ 72 III.2.1. Equipment .......................................................................................... 75 III.2.2. Educational Virtual Platforms in Technology-based Rural Secondary Schools ............................................................................. 84 III.2.3. Training and Educational Collaborative Meetings for Pedagogical and Communicational Use of iCTs .................................................... 87 Chapter.IV.. Challenges.of.Institutional.and.Pedagogical.Management. in.Technology-based.Rural.Secondary.Schools.................93 iV.1. Ensuring integration between Primary and Secondary Levels ................... 93 iV.2. Collaborative Work between Teachers and Tutors ..................................... 98 iV.3. Protecting Academic Careers ...................................................................... 105 iV.4. The Challenge of Achieving Powerful Learning for Everyone .................. 109 Chapter.V.. Comments.and.Suggestions.for.Expanding.and.Ensuring. Education.in.Remote.Rural.Locations.through.Technology- based.Rural.Secondary.Schools......................................... 127 V. 1. Lessons Learned from the first Evaluation of Results ............................... 135 Bibliography........................................................................................141 Spreading.the.news.on.Technology-based.Rural.Secondary.Schools.....145 Introduction Introduction Introduction in these pages we present the systematization of an innovative experience with iCTs (information and Communications Technologies) destined to creating access to secondary education in rural locations. This innovative format of secondary school has been promoted by UniCEf since the year 2012 and, to date, has been driven forward by the Ministries of Education of the provinces of Jujuy, Salta, Chaco and Misiones. Seven years ago, in TIC y justicia educativa we wrote about the need of encouraging iCT use in public policies in terms of equality. There, we specifically expressed the need to strengthen the use of technologies to promote access to secondary education in remote rural areas and in indigenous communities living in rural locations. national Education Law no. 26,206 that positions education as a right and common good, set new challenges to the country. The compulsory nature of this educational level poses a great defiance for the State, families, teachers, youth, and public policies as a whole: having to guarantee it. And this is even more defying in remote rural territories and/or in hard-to-reach areas. A coexistence of social issues, derived mainly from the violation of other basic rights, can be frequently observed in said places. Communities with unmet basic needs, children and adolescents who take on precarious work responsibilities early in life, unequal insertion due to gender-based issues, and teenage pregnancy and parenthood. Moreover, difficulties for accessing safe water and other basic services can be, at some rural locations, part of the circumstances in which these communities live. Enabling access to secondary education there has a transcendent value for ending poverty and exclusion determinism into which the inhabitants of the most remote locations usually fall. in Argentina, rural population represents around 10% of the total. By the age of 15, one fourth does not attend school, and by the age of 19, 57% does not attend school and has not finished secondary school. 2 1 Duro, E. (2008): “TiC y justicia educativa”, en: Las TIC del aula a la agenda política. [Translated by the author]. Presentation at the international Seminar “How iCTs Transform Schools”. Buenos Aires: UniCEf-iiPEUnESCO.. 2 Quantitative data on rural secondary education belong to the study: Duro, E., Scasso. M. and collaborators: Secundario Rural en Argentina. Avances y desafíos [mimeo]. UniCEf. [Translated by the author]. This Technology-based Rural Secondary School has a very special format: teachers are specifically placed in an urban headquarters. from this headquarters derive satellite classrooms where adolescents attend, in their own remote rural community. Each urban headquarters can provide Technology-based education to 10 classrooms that are situated, as previously mentioned, in rural locations. “Pampichuela” Community, where one of the classrooms of the Rural Secondary School no. 1, of the province of Jujuy, is located. Students attend the secondary school classroom located in their community on a daily basis, and are accompanied by a tutor who guides classes. in turn, these classes reach students through multiple iCT channels that teachers use to make learning practices effective. Each one of these Technology-based Rural Secondary School formats, in each one of the provinces where they are taking place, has gained its own peculiarities according to the needs, the possibilities, and the assessments that the authorities and teachers have been making since the beginning and during the process of implementing this innovation. These are living schools, in terms of their collective and interinstitutional reflection and their constant evolution. iCT-mediate Rural Secondary Schools not only transformed the lives of the more than 600 young people who for the very first time have access to secondary education and to iCTs, but also changed the way of living in those communities where they are inserted. Young people now project themselves towards possible futures, and their testimonies account for that. An indirect effect can be seen in new social dynamics that arise in each community as a result of these Technology-based schools. Introduction Systematization of this valuable experience is aimed at sharing the first steps of Technology-based Rural Secondary Schools in terms of technology. There is an explicit outline, the objective of which is to emphasize iCTs and their role in these secondary schools, excluding references to the multiple dimensions that a school of these characteristics, in a remote rural location, entails. To perform this systematization, we resorted to several reports and records
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