Executive Summary Costa Rica Justice Sector Assessment
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Cultural Practices of Literacy: a Case of Costa Rica Final Report for the Spencer Foundation1
Cultural Practices of Literacy: A Case of Costa Rica Final Report for the Spencer Foundation1 Victoria Purcell-Gates, Ph.D. Canada Research Chair – Early Childhood Literacy University of British Columbia Focus of Study In cooperation with officials from the Costa Rican Ministry of Public Education, I conducted a six-month ethnography in Costa Rica, from January 1, 2006 – June 30, 2006. One focus of the research was to explore factors that may account for many of the difficulties that are experienced by poor and marginalized children in the Costa Rican Schools, particularly those of Nicaraguan immigrants. This focus reflects the primary interest of education officials in Costa Rica. The second focus of the study was to come to deeper understandings of the relationships of young children’s community-based literacy practices and their ways of learning from early literacy instruction in school, one of the central goals of my larger project, Cultural Practices of Literacy Study (CPLS) (Purcell-Gates, in press). This latter I view as key to much –needed theorizing of social and cultural marginality as it relates to academic achievement. I focused exclusively on the early literacy learning of the children primarily because high rates of first-grade retention is considered to be a problem in the Costa Rican schools and because the success in first stages of learning to read and write determines the level of success at learning in other subjects and in the later grades. Theoretical Frame & Related Research This study of literacy in community reflects a theoretical frame of literacy as social and cultural practice (Street, 1984) that is patterned by social institutions, historical settings, values, beliefs, and power relationships (Au, 2002; Barton & Hamilton, 1998; Brandt, 2001; Fishman, 1988; Moje, 2000; Purcell-Gates, 1995, 1996; Scribner & Cole, 1981; Street 1995). -
Education in Costa Rica
Education in Costa Rica HIGHLIGHTS 2017 Costa Rica WHAT ARE REVIEWS OF NATIONAL POLICIES FOR a strong focus on improving learning outcomes; equity in EDUCATION? educational opportunity; the ability to collect and use data to inform policy; the effective use of funding to steer reform; OECD Education Policy Reviews provide tailored advice and the extent of multistakeholder engagement in policy to governments to develop policies that improve the skills design and implementation. of all members of society, and ensure that those skills are used effectively, to promote inclusive growth for better jobs Based on these tough benchmarks, the review both underlines and better lives. The OECD works with countries to identify the many strengths of Costa Rica’s education system and and understand the factors behind successful reform and provides recommendations on how to improve policies and provide direct support to them in designing, adopting and practices so that the country can advance towards OECD implementing reforms in education and skills policies. standards of education attainment and outcomes. These highlights summarise the main findings of the Review: WHY A REVIEW OF EDUCATION IN COSTA RICA? l Early childhood education: Higher priority should be given higher priority in public spending and policy, given the In 2015, the OECD opened discussions for the accession of vital role it can play in tackling disadvantage and poverty. Costa Rica to the OECD Convention. As part of this process, Costa Rica has undergone in-depth reviews in all the relevant l Basic education: The quality and equity of learning areas of the Organisation’s work including a comprehensive outcomes should become the centre point of policy and review of the education system, from early childhood practice. -
Alternative North Americas: What Canada and The
ALTERNATIVE NORTH AMERICAS What Canada and the United States Can Learn from Each Other David T. Jones ALTERNATIVE NORTH AMERICAS Woodrow Wilson International Center for Scholars One Woodrow Wilson Plaza 1300 Pennsylvania Avenue NW Washington, D.C. 20004 Copyright © 2014 by David T. Jones All rights reserved. No part of this book may be reproduced, scanned, or distributed in any printed or electronic form without permission. Please do not participate in or encourage piracy of copyrighted materials in violation of author’s rights. Published online. ISBN: 978-1-938027-36-9 DEDICATION Once more for Teresa The be and end of it all A Journey of Ten Thousand Years Begins with a Single Day (Forever Tandem) TABLE OF CONTENTS Introduction .................................................................................................................1 Chapter 1 Borders—Open Borders and Closing Threats .......................................... 12 Chapter 2 Unsettled Boundaries—That Not Yet Settled Border ................................ 24 Chapter 3 Arctic Sovereignty—Arctic Antics ............................................................. 45 Chapter 4 Immigrants and Refugees .........................................................................54 Chapter 5 Crime and (Lack of) Punishment .............................................................. 78 Chapter 6 Human Rights and Wrongs .................................................................... 102 Chapter 7 Language and Discord .......................................................................... -
World Bank Document
PROJECT INFORMATION DOCUMENT (PID) APPRAISAL STAGE Report No.: AB169 CR EQUITY AND EFFICIENCY OF EDUCATION Project Name Public Disclosure Authorized Region LATIN AMERICA AND CARIBBEAN Sector General education sector (100%) Project ID P057857 Borrower(s) Government of Costa Rica Implementing Agency Ministry of Public Education Environment Category [ ] A [X] B [ ] C [ ] FI [ ] TBD (to be determined) Safeguard Classification [ ] S1 [X] S2 [ ] S3 [ ] SF [ ] TBD (to be determined) Date PID Prepared December 30, 2003 Date of Appraisal February 4, 2004 Authorization Date of Board Approval May 4, 2004 Public Disclosure Authorized 1. Country and Sector Background Key elements of Costa Rica Education Sector Strategy and Implementation Instruments. Costa Rica seeks to improve the quality, equity and efficiency of education at all levels. Specific sector goals include: (i) increasing early childhood care and education (ECCE) for ages 0-5; (ii) universalizing at least one year of preschool (for 6 year-old children); (iii) universalizing primary education completion with quality of learning; and (iii) expanding nationwide secondary education (both academic and vocational) with quality. These specific goals will be achieved with keen focus on equity—by targeting education services to traditionally underserved populations (including rural communities and ethnic minorities)—and with increased institutional efficiency and cost-effectiveness. While some goals are nationwide (ECCE and Public Disclosure Authorized Secondary Education), others focus on closing the gaps between regions and across income groups (preschool and finalization of quality primary education). The overarching policies of the Consejo Superior de Educación (CSE), the national body that defines education policies, orient these national educational aims: • Generating educational initiatives that increase equal access to pertinent, high quality opportunities for education and training, including universal access to preschool, increasing enrollment in secondary education, and improving quality at all levels. -
University of Birmingham the Eisenhower Administration and U.S. Foreign and Economic Policy Towards Latin America from 1953 to 1
University of Birmingham The Eisenhower Administration and U.S. Foreign and Economic Policy towards Latin America from 1953 to 1961 By Yu-Cheng Teng A thesis submitted to The University of Birmingham For the degree of DOCTOR OF PHILOSOPHY Department of Political Science and International Studies School of Government and Society College of Social Science University of Birmingham Edgbaston Birmingham B15 2TT September 2018 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. i ABSTRACT The thesis aims to examine Eisenhower’s foreign policy towards Latin America from 1953 to 1961. In order to win the Cold War, the leading bureaucrats were split over different approaches needed to achieve policy objectives in Latin America within the hierarchically regularized machinery- but it was not necessarily welcomed by every Latin American nation. There were three problems with Eisenhower’s staff structuring arrangement towards Latin America: (a) politicization of U.S.-Latin American relations from 1953 to 1961 by senior U.S. bureaucrats with an anti-communism agenda for Latin American development; (b) neglect of Latin American requests for public funds before 1959; (c) bureaucratic conflicts over different methods to achieve foreign policy objectives, often resulting in tensions between policy and operations. -
Country Brief Costa Rica
INSTITUTE COUNTRY BRIEF COSTA RICA Frida Andersson, Valeriya Mechkova and Staan I. Lindberg February 2016 Country Briefs THE VARIETIES OF DEMOCRACY INSTITUTE Please address comments and/or queries for information to: V-Dem Institute Department of Political Science University of Gothenburg Sprängkullsgatan 19, PO Box 711 SE 40530 Gothenburg Sweden E-mail: [email protected] V-Dem Working Papers are available in electronic format at www.v-dem.net. Copyright © 2016 University of Gothenburg, V-Dem Institute. All rights reserved. Country Brief Costa Rica About V-Dem Varieties of Democracy (V-Dem) is a new approach to conceptualizing and measuring democracy. V-Dem’s multidimensional and disaggregated approach acknowledges the complexity of the concept of democracy. The V-Dem project distinguishes among five high-level principles of democracy: electoral, liberal, participatory, deliberative, and egalitarian, which are disaggregated into lower-level components and specific indicators. Key features of V-Dem: Provides reliable data on five high-level principles and 22 lower-level components of democracy such as regular elections, judicial independence, direct democracy, and gender equality, consisting of more than 400 distinct and precise indicators; Covers all countries and dependent territories from 1900 to the present and provides an estimate of measurement reliability for each rating; Makes all ratings public, free of charge, through a user-friendly interface. With four Principal Investigators, two Project Coordinators, fifteen Project Managers, more than thirty Regional Managers, almost 200 Country Coordinators, several Assistant Researchers, and approximately 2,600 Country Experts, the V-Dem project is one of the largest-ever social science data collection projects with a database of over 15 million data points. -
Beyond Corporatism and Liberalism: State and Civil Society in Cooperation in Nicaragua Hannah Pallmeyer Macalester College, [email protected]
Macalester College DigitalCommons@Macalester College Hispanic Studies Honors Projects Hispanic Studies 2009 Beyond Corporatism and Liberalism: State and Civil Society in Cooperation in Nicaragua Hannah Pallmeyer Macalester College, [email protected] Follow this and additional works at: http://digitalcommons.macalester.edu/hisp_honors Part of the Comparative Politics Commons, Latin American History Commons, Latin American Studies Commons, Models and Methods Commons, Political History Commons, Politics and Social Change Commons, and the Social and Cultural Anthropology Commons Recommended Citation Pallmeyer, Hannah, "Beyond Corporatism and Liberalism: State and Civil Society in Cooperation in Nicaragua" (2009). Hispanic Studies Honors Projects. Paper 2. http://digitalcommons.macalester.edu/hisp_honors/2 This Honors Project is brought to you for free and open access by the Hispanic Studies at DigitalCommons@Macalester College. It has been accepted for inclusion in Hispanic Studies Honors Projects by an authorized administrator of DigitalCommons@Macalester College. For more information, please contact [email protected]. Beyond Corporatism and Liberalism: State and Civil Society in Cooperation in Nicaragua Latin American Studies Honors Thesis Hannah Pallmeyer April 13, 2009 Advisor: Professor Paul Dosh Readers: Professor Paul Dosh Professor Olga González Professor Ernesto Capello Table of Contents Abstract Chapter 1: Introduction…………………………………………..………………………1 Introduction Thesis Outline Chapter 2: Nicaraguan Political and Civil Society -
Political Constitution of the Republic of Costa Rica Has Been Amended Several Times
Political Constitution of the Republic of Costa Rica 342.023 P742p Poder Judicial. CONAMAJ. Political Constitution of the Republica of Costa Rica – 2 ed. – Heredia, C.R.: Departamento de Artes Gráficas, 2018. 80p. 500Kb (Documento electrónico en PDF) ISBN 978-9968-792-68-4 1. Derecho Constitucional 2. Constitución Política 3. Costa Rica I. Título Presentation 2d Edition Since 2009, almost a decade after its first publication, the Political Constitution of the Republic of Costa Rica has been amended several times. This has enabled the people to capture their desires in the Constitution: the evolution of society through a historical perspective. To a great majority of Costa Ricans, this is the most important legal document that ordains the public life of its authorities and the private life of its citizens. As we move closer to our 200th anniversary as a democratic and independent Nation, this Second Edition of the Political Constitution reiterates our most important values to our domestic and foreign English readers. Therefore, after reviewing the first edition, we feel proud to publish this updated version of the Political Constitution of the Republic of Costa Rica. Dr. Román Solís Zelaya MSc. Sara Castillo Vargas President Executive Director Conamaj Conamaj 3 4 We, the Representatives of the People of Costa Rica, freely elected Members of the National Constitutional Assembly, invoking the name of God and reaffirming our faith in democracy, decree and enact the following: CONSTITUTION OF THE REPUBLIC OF COSTA RICA TITLE I THE REPUBLIC Sole Chapter ARTICLE 1. Costa Rica is a free, independent, multiethnic and multicultural democratic Republic. -
Is a 501(C)3 Non-Profit Organization Committed to Providing International Learning Opportunities for US-Based Social Work Students
SWAP PARTICIPANT MANUAL GENERAL INFORMATION FOR PROGRAM PARTICIPANTS Social Work Abroad Program (SWAP) is a 501(c)3 non-profit organization committed to providing international learning opportunities for US-based social work students. www.socialworkabroad.org Table of Contents: About SWAP Page 2 Mission Statement Page 2 Organization and Structure of SWAP Placement/Service Learning Page 2 Selection Process Page 2 SWAP’s Professional Conduct and Performance Expectations Page 3 Participant Roles and Responsibilities Page 4 Knots and Bolts Page 6 What to Pack Page 9 Living with a Family Page 12 Costa Rica Projects Page 15 Background Information on Costa Rica Page 17 SWAP Re-entry Support Page 20 1 ABOUT SWAP Social Work Abroad Program SWAP is a 501 c 3 non-profit organization, is the vision of social workers who are committed to providing international learning opportunities for US-based social work students. Participants are able to practice and exchange ideas in an international setting which promotes compassion, cultural sensitivity, effective practice and competency. MISSION STATEMENT SWAP’s mission is to provide enriched, supported, intercultural internships for US social work students who transform both personally and professionally, through meaningful exchange. SWAP further seeks to enhance US social workers knowledge of international social work in order to foster global citizenship. Vision: Transforming social workers into global citizens. ORGANIZATION AND STRUCTURE OF SWAP PLACEMENT/SERVICE LEARNING The field placement/service learning is the heart of SWAP. The experience offered by SWAP is an opportunity for participants to integrate and apply theoretical knowledge and social work practice and intervention skills in an international setting under the supervision of SWAP Facilitators. -
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 ............................................................................................................................ -
Final Collection of Essays
Perspectives in Development: an Exercise in Worldmaking Best student essays of 2016/17 Editors: Peter Bardoel, Jeremiah F. de Guzman, M Adityanandana, Alejandra Ramirez Bermeo and Daniela Montero Peña Published by the International Institute of Social Studies, Erasmus University Rotterdam Kortenaerkade 12 2518 AX The Hague, Netherlands Published in 2017 All rights reserved. No part of this publication may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without written permission of the editors, authors or publishers. A catalogue record for this book is available from the Royal Library, The Hague, The Netherlands Printed in the Netherlands by De Bondt, Barendrecht Who Participated (All 2016-2017 Masters Students) Editors Peter Bardoel, ISS Faculty – Academic Skills Jeremiah F. de Guzman (Philippines, GDP) M Adityanandana (Indonesia, AFES) Alejandra Ramirez Bermeo (Colombia, SJP) Daniela Montero Peña (Costa Rica, SPD) Contributors Carolyn Yu (Canada, SPD) Daniela Calmon (Brazil, AFES) Daniela Montero Peña (Costa Rica, SPD) Dao Kim Tung (Vietnam, ECD) Julio César Muñoz (Ecuador, ECD) M Adityanandana (Indonesia, AFES) Maria Wagner (Germany, SJP) Miriam Ayoo (Kenya, MMAP) Montserrat Hernández Pozo (Mexico, SPD) Naomi Mwangi (Kenya, SJP) Philomena Ngissah (Ghana, ECD) Rafael Guimarães Requião (Brazil, GDP) Silva Diaz (Colombia, GDP) Silvia McElroy (US, MMAP) Suthida Chawla (Thailand, -
Building Quality Education: a Pact with the Future of Latin America Education Are Critical to Achieve Equitable Development in Latin America
Educational progress in Latin America has been slow in the past few years. While enrollment rates and investment in education have grown in practically every country in the region, learning gaps are still very pronounced and represent a serious challenge for equitable development. This book presents the vision of the Commission for Quality Education for All about how Building Quality Education: education quality can be improved. A Pact with the Future of Latin America Convened by the Inter-American Dialogue, the Commission is chaired by former Presidents Ernesto Zedillo of Mexico and Since its founding in 1979, Fundación Santillana has sought to collaborate Ricardo Lagos of Chile, and comprised of in the creation and dissemination of relevant information that contributes to the twelve prestigious members representing improvement of education in Latin America and Spain. Numerous partnerships Building Quality different countries and perspectives. with important international, private and non-profit organizations, universities, Building Quality Education: A Pact with experts and researchers, have promoted our vocation to disseminate relevant work the Future of Latin America seeks to draw and have allowed us to collaborate in the creation of educational knowledge. Education: A Pact attention to the issue of low education In the words of the Inter-American Dialogue’s President, this rigorous and quality in the region and proposes a well-documented report seeks to propose an agenda that has the objective to with the Future transformative agenda, identifying priority change and improve education, and that spurs the interest and commitment of areas that need reforms and innovations. all relevant actors; Fundación Santillana shares this objective and commitment.