DOCSLIB.ORG

EL SALVADOR EDUCATION SECTOR ASSESSMENT USAID/EL SALVADOR November 2017

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
EL SALVADOR EDUCATION SECTOR ASSESSMENT USAID/EL SALVADOR November 2017 EL SALVADOR EDUCATION SECTOR ASSESSMENT USAID/EL SALVADOR November 2017 This document was produced for review by the United States Agency for International Development El Salvador Mission (USAID/El Salvador). EL SALVADOR EDUCATION SECTOR ASSESSMENT Submission Date: 11/15/2017 Contract Number: AID-OAA-I-15-00024/AID-519-TO-16-00002 Prepared for: USAID/El Salvador Prepared by: Dr. Megan Gavin Jane Kellum Carlos Ochoa Mario Pozas Submitted by: ME&A (Mendez England and Associates) 4300 Montgomery Ave. Suite 103 Bethesda, MD 20814 Tel: 301-652-4334 DISCLAIMER The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. CONTENTS ACRONYMS ............................................................................................................................................. vii EXECUTIVE SUMMARY ..................................................................................................................... vii 1.0 BACKGROUND AND METHODOLOGY ......................................................................... 1 1.1 BACKGROUND AND ASSESSMENT OBJECTIVES ....................................................... 1 1.2 ASSESSMENT METHODOLOGY ...................................................................................... 1 2.0 FINDINGS, CONCLUSIONS AND RECOMMENDATIONS ...................................... 2 2.1 QUESTION 1: WHAT IS THE CURRENT STATE OF EDUCATION IN EL SALVADOR? AND WHY? .................................................................................................. 2 2.1.1 Preschool ................................................................................................................. 2 2.1.2 Basic Education ........................................................................................................ 3 2.1.3 Secondary ................................................................................................................ 8 2.1.4 Non-formal .............................................................................................................. 8 2.1.5 Performance ............................................................................................................ 9 2.1.6 Teachers ................................................................................................................ 10 2.1.7 Children & Youth with Disabilities ...................................................................... 10 2.1.8 Gender and Social Inclusion Analysis .................................................................. 10 2.1.9 Citizen Security and DG Analysis ........................................................................ 11 2.2 QUESTION 2: WHAT IS THE AVAILABILITY AND QUALITY OF EDUCATION DATA? ................................................................................................................................. 15 2.2.1 Availability .............................................................................................................. 16 2.2.2 Quality ................................................................................................................... 16 2.2.3 Gender and Social Inclusion Analysis .................................................................. 19 2.2.4 Citizen Security Analysis ...................................................................................... 20 2.3 QUESTION 3: WHAT SECTOR INITIATIVES ARE UNDERWAY BY MINED, DONORS, AND STAKEHOLDERS? ................................................................................ 21 2.3.1 MINED ................................................................................................................... 21 2.3.2 Donors ................................................................................................................... 21 2.3.3 Other Stakeholders .............................................................................................. 24 2.3.4 Gender Analysis and Social Inclusion .................................................................. 24 2.3.5 Citizen Security Analysis ...................................................................................... 25 2.4 QUESTION 4: WHAT ARE THE KEY PRIORITIES OF MINED RELATED TO BASIC EDUCATION? ........................................................................................................ 27 2.4.1 Reflections on Priorities From MINED ............................................................... 27 2.4.2 The Education Plan (PESE) ................................................................................... 27 3 2.4.3 Annual Reporting .................................................................................................. 28 2.4.4 Gender Analysis and Social Inclusion .................................................................. 30 2.4.5 Citizen Security Analysis ...................................................................................... 30 2.5 QUESTION 5: WHAT CHALLENGES DOES MINED FACE TO PROVIDE EQUITABLE ACCESS TO QUALITY EDUCATION FOR ALL CHILDREN AND YOUTH? .............................................................................................................................. 31 2.5.1 Internal Challenges to Equitable Access to Quality Education ......................... 31 2.5.2 Gender and Social Inclusion Analysis .................................................................. 35 2.5.3 Citizen Security & DG Analysis ........................................................................... 35 2.6 QUESTION 6: WHAT IS USAID’S COMPARATIVE ADVANTAGE? RECOMMENDATIONS..................................................................................................... 43 2.6.1 Ownership and Sustainability ............................................................................... 44 2.6.2 Use an Integrated Approach ................................................................................ 45 2.6.3 Conduct a Gender Analysis ................................................................................. 45 2.6.4 Build on Investment .............................................................................................. 45 2.6.5 Home and Community ......................................................................................... 46 2.6.6 Invest in Primary ................................................................................................... 46 ANNEXES ANNEX A: Scope of Work ANNEX B: Key Informant Interview Protocol ANNEX C: Key Informant Interview List ANNEX D: Literature Review Tool ANNEX E: Annotated Bibliography ANNEX F: Illustrative Newspaper Articles ANNEX G: List of References ANNEX H: Supplement ANNEX I: Maps ANNEX J: Policy Guidance ANNEX K: What is SI-EITP? ANNEX L: Gender and SI Analysis Supplement 4 ACRONYMS AECID Spanish Agency for International Cooperation for Development ADS Automated Directives System AT Assessment Team ATP Technical-Pedagogical Assistant CARSI Central American Regional Security Initiative CDCS Country Development Cooperation Strategy CEN Strategy U.S. Strategy for Engagement in Central America CESAL Center for Studies and Solidarity with Latin America CNSCC National Commission for Citizen Security and Coexistence CNE National Board of Education (in English) CONED National Education Council (in English) CRS Catholic Relief Services DAI Development Associates International DDL Development Data Library DEC Development Experience Clearinghouse DG Democracy and Governance DIGESTYC General Directorate of Statistics and Censuses DRG Democracy, Human Rights, and Governance ECY Education for Children and Youth EGRA Early Grade Reading Assessments EITP Escuelas Inclusivas de Tiempo Pleno (in Spanish) ELDS Early Learning Development Standards EMIS Education Management Information System EU European Union FAES Armed Forces of El Salvador FEDISAL Foundation for Integral El Salvador Education FEPADE Business Foundation for Development FGD Focus Group Discussion FTIS Full-Time Inclusive Schools FOMILENIO Millennium Fund in El Salvador (in English) FUNPRES Pro-Education Foundation of El Salvador FUSADES El Salvadoran Foundation for Development FUSALMO El Salvador Foundation of the World GBV Gender-Based Violence GDP Gross Domestic Product GIZ The German Society for International Cooperation (in English) GOES Government of El Salvador IP Implementing Partner IT Information Technology JICA Japan International Cooperation Agency KII Key Informant Interview LAC Latin America and the Caribbean LGBTI Lesbian, Gay, Bisexual, Transsexual and/or Intersex MCC Millennium Challenge Corporation M&E Monitoring and Evaluation ME&A Mendez, England and Associates MINEC Ministry of Economy MINED Ministry of Education NGO Non-Governmental Organization OOSY Out-of-School Youth PAES Learning and Aptitude Test to Graduate from Secondary (in English) PESE El Salvador Education Plan (in English) v PESS El Salvador Security Plan (in English) PISA Programme for International Student Assessment PNC Civil National Police RERA Rapid Education and Risk Analysis RFP Request for Proposals SIMEDUCO Teachers Syndicate (in English) SERCE Second Regional Comparative and Explanatory Study (in English) SOW Scope of Work SRGBV School-Related Gender-Based Violence TERCE Third Regional Comparative and Explanatory Study (in English) TIMSS International Tendencies in Math and Science Study UN United Nations UNDP United Nations Development Programme UNESCO United Nations Education Science and Cultural
Load more

Recommended publications
  • The Power of Persistence: Education System Reform and Aid Effectiveness
    SPINE The Power of Persistence | Education System Reform and Aid Effectiveness Reform System Education The Power of Persistence Education System Reform and Aid Effectiveness 1875 Connecticut Ave., NW Case Studies in Long-Term Education Reform Washington, DC 20009 [email protected] www.equip123.net EQUIP 2 Publication_Cover F2.indd 1 1/4/11 10:48 AM The Power of Persistence Education System Reform and Aid Effectiveness Case Studies in Long-Term Education Reform November 2010 John Gillies EQUIP2 Project Director Case sTudy Teams: El SAlvADoR I Jessica Jester Quijada, John Gillies, Antonieta Harwood EGyPt I Mark Ginsburg, Nagwa Megahed, Mohammed Elmeski, Nobuyuki tanaka NAMIbIA I Donna Kay leCzel, Muhamed liman, Sifiso Nyathi, Michael tjivikua, Godfrey tubaundule NICARAGUA I John Gillies, Kirsten Galisson, Anita Sanyal, bridget Drury ZAMbIA I David balwanz, Arnold Chengo table of Contents Acknowledgments v Foreword viii Executive Summary 1 Section 1: Introduction 11 Challenges in Education System Reform 14 Evaluating Aid Effectiveness in Education Reform: Exploring Concepts 17 A Systems Approach to Education Reform: What constitutes meaningful change in education systems? 27 Section 2: Lessons from Country Case Studies 43 Summary of Country Case Studies 45 Egypt 49 El Salvador 67 Namibia 85 Nicaragua 99 Zambia 111 Section 3: Summary Findings and Conclusions 131 Findings 133 Conclusions 148 Implications for USAID Policy and Programming. 156 Bibliography 158 Acknowledgments This study is the result of a two-year inquiry into the dynamics of improving the performance of education systems on a sustainable basis, and the role that donor assistance can play in achieving such improvement. The study was focused on the forces that influence how complex policy and institutional changes are introduced, adopted, and sustained in a society over a 20 year period, rather than on the impact of specific policy prescriptions or programs.
    [Show full text]
  • Perspectives in Early Childhood Education: Belize, Brazil, Mexico, El Salvador and Peru Judith Lynne Mcconnell-Farmer, Pamela R
    Forum on Public Policy Perspectives in Early Childhood Education: Belize, Brazil, Mexico, El Salvador and Peru Judith Lynne McConnell-Farmer, Pamela R. Cook, and M. W. Farmer. Judith Lynne McConnell-Farmer, Professor, Department of Education, Washburn University Pamela R. Cook, Professor, School of Educational Leadership, Indiana Wesleyan University M. W. Farmer, J.D., Business Consultant & Writer “Children have a right, as expressed in the Universal Declaration of Human Rights and the UN Convention on the Rights of the Child, to receive education, and early childhood education (ECE) must be considered part of this right.” A Global Scenario (June 9, 2012) Introduction Early childhood education (ECE) provision is becoming a growing priority. During the past twenty years, Latin America has shown a growing recognition in the provision of educational programs for young children, birth to age eight, is essential. Urban and rural populations intimated in 2009, that many countries utilizing equitable access to quality early childhood programs is often seen by policy makers as a means of achieving economic and political goals (United Nations, 2012). Unfortunately, a pre-occupation with economic and political goals may conflict with the provision of quality programming for young children. Chavez and McConnell (2000) stated, “Early childhood education in Latin America has been fragmented, and in some places nonexistent. In general, those that are able to afford it place their children in private preschool programs or hire a staff person, servant, or babysitter to provide the daily custodial care for the child”. (p. 159) In a number of Latin American countries provisions for educating young children exist as intent to provide quality services.
    [Show full text]
  • Soka Education Conference
    7th Annual Soka Education Conference February 19-21, 2011 7TH ANNUAL SOKA EDUCATION CONFERENCE 2011 SOKA UNIVERSITY OF AMERICA ALISO VIEJO, CALIFORNIA FEBRUARY 19TH, 20TH & 21ST, 2011 PAULING 216 Disclaimer: The content of the papers included in this volume do not necessarily reflect the opinions of the Soka Education Student Research Project, the members of the Soka Education Conference Committee, or Soka University of America. The papers were selected by blind submission and based on a one page proposal. Copyrights: Unless otherwise indicated, the copyrights are equally shared between the author and the SESRP and articles may be distributed with consent of either party. The Soka Education Student Research Project (SESRP) holds the rights of the title “7th Annual Soka Education Conference.” For permission to copy a part of or the entire volume with the use of the title, SESRP must have given approval. The Soka Education Student Research Project is an autonomous organization at Soka University of America, Aliso Viejo, California. Soka Education Student Research Project Soka University of America 1 University Drive Aliso Viejo, CA 92656 Office: Student Affairs #316 www.sesrp.org [email protected] Soka Education Conference 2011 Program Pauling 216 Day 1: Saturday, February 19th Time Event Personnel 10:00 – 10:15 Opening Words SUA President Danny Habuki 10:15 – 10:30 Opening Words SESRP 10:30 – 11:00 Study Committee Update SESRP Study Committee Presentation: Can Active Citizenship be 11:00 – 11:30 Dr. Namrata Sharma Learned? 11:30 – 12:30 Break Simon HØffding (c/o 2008) Nozomi Inukai (c/o 2011) 12:30 – 2:00 Symposium: Soka Education in Translation Gonzalo Obelleiro (c/o 2005) Respondents: Professor James Spady and Dr.
    [Show full text]
  • UC Berkeley UC Berkeley Electronic Theses and Dissertations
    UC Berkeley UC Berkeley Electronic Theses and Dissertations Title Education by Dispossession: Schooling on the New Suburban Frontier Permalink https://escholarship.org/uc/item/5q28d3pm Author Alexander, Rebecca Anne Publication Date 2012 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California Education by Dispossession: Schooling on the New Suburban Frontier by Rebecca Anne Alexander A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Education in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Patricia Baquedano-López, Chair Professor Zeus Leonardo Professor Ananya Roy Fall 2012 Education by Dispossession: Schooling on the New Suburban Frontier © 2012 by Rebecca Anne Alexander Abstract Education by Dispossession: Schooling on the New Suburban Frontier by Rebecca Anne Alexander Doctor of Philosophy in Education University of California, Berkeley Professor Patricia Baquedano-López, Chair Both the housing bubble and the subprime meltdown ratcheted up levels of class and racial inequality to levels not seen since the 1930s. In the nation’s increasingly diverse suburbs, this has meant both new forms of interaction and new forms of division. This dissertation looks at these dynamics through the eyes of an often-ignored subject— youth. Through an ethnographic examination of young people’s transition to high school during the subprime crisis, I explore the ways in which a new economic paradigm—one based largely on dispossession—is transforming the educational and cultural lives of both very wealthy and very poor suburban youth. I introduce the framework of “education by dispossession” as a means of linking the current economic paradigm to the ongoing transformation of the educational institutions, ideologies, spaces and practices these youth encounter.
    [Show full text]
  • The EDUCO Program, Impact Evaluations, and the Political
    Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas ISSN: 1068-2341 [email protected] Arizona State University Estados Unidos Brent Edwards, D.; Loucel Urquilla, Claudia Elizabeth The EDUCO Program, Impact Evaluations, and the Political Economy of Global Education Reform Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, vol. 24, 2016, pp. 1-46 Arizona State University Arizona, Estados Unidos Available in: http://www.redalyc.org/articulo.oa?id=275043450085 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative education policy analysis archives A peer-reviewed, independent, open access, multilingual journal Arizona State University Volume 24 Number 92 September 5, 2016 ISSN 1068-2341 The EDUCO Program, Impact Evaluations, and the Political Economy of Global Education Reform D. Brent Edwards, Jr. Universi ty of Hawai‘i, M ānoa United States & Claudia Elizabeth Loucel Urquilla International Center for Tropical Agriculture Colombia Citation : Edwards, D. B., Jr., & Loucel, C. (2016). The EDUCO program, impact evaluations, and the political economy of global education reform. Education Policy Analysis Archives, 24 (92). http://dx.doi.org/10.14507/epaa.24.2019 Abstract : During the 1990s and 2000s, a policy known as Education with Community Participation (EDUCO)
    [Show full text]
  • EL SALVADOR EDUCATION SECTOR ASSESSMENT USAID/EL SALVADOR November 2017
    EL SALVADOR EDUCATION SECTOR ASSESSMENT USAID/EL SALVADOR November 2017 This document was produced for review by the United States Agency for International Development El Salvador Mission (USAID/El Salvador). EL SALVADOR EDUCATION SECTOR ASSESSMENT Submission Date: 11/15/2017 Contract Number: AID-OAA-I-15-00024/AID-519-TO-16-00002 Prepared for: USAID/El Salvador Prepared by: Dr. Megan Gavin Jane Kellum Carlos Ochoa Mario Pozas Submitted by: ME&A (Mendez England and Associates) 4300 Montgomery Ave. Suite 103 Bethesda, MD 20814 Tel: 301-652-4334 DISCLAIMER The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. CONTENTS ACRONYMS ............................................................................................................................................. vii EXECUTIVE SUMMARY ..................................................................................................................... vii 1.0 BACKGROUND AND METHODOLOGY ......................................................................... 1 1.1 BACKGROUND AND ASSESSMENT OBJECTIVES ....................................................... 1 1.2 ASSESSMENT METHODOLOGY ...................................................................................... 1 2.0 FINDINGS, CONCLUSIONS AND RECOMMENDATIONS ...................................... 2 2.1 QUESTION 1: WHAT IS THE CURRENT STATE OF EDUCATION IN EL SALVADOR? AND WHY? .................................................................................................
    [Show full text]
  • Basic Education in El Salvador: Consolidating the Foundations For
    This study was undertaken by the Academy for Educational Development (AED) with the technical and financial support of USAID/El Salvador under the Indefinite Quantity Contract (IQC) for Education, Training and Human Resource Development (HNE-I-000- 00-0076-00). The opinions expressed herein do not necessarily reflect the point of view of the Agency for International Development of the United States of America. AED wishes to acknowledge the valuable collaboration of the Ministry of Education of El Salvador and of numerous Salvadoran educators for their contributions to the study, and the assistance provided to the team by the EXCELL project.. We recognize the excellent work of the consultant team comprising Fernando Reimers, Ernesto Schiefelbein, Renán Rápalo Castellanos, Richard Kraft, José Luis Guzmán and Anabella Lardé de Palomo, as well as the leadership of Carmen Siri and overall coordination by Paula Gubbins, AED is grateful to USAID, in particular to Kristin Rosekrans and Ronald Greenberg for their guidance in shaping the study, and their extensive review that helped to strengthen the analysis. Finally, we acknowledge the contributions of translators and editors Hernán Rincón, Mariella Sala, Fiorella Sala, Paula Tarnapol Whitacre and Thomas Lee for their assistance in completing the published study. CONTENTS Abbreviations and acronyms 3 I. Introduction 7 Principal Argument 7 Low Levels of Learning for the Majority of the Population 9 Educational Efforts in El Salvador within the Context of Efforts in the 9 Americas Looking Back at the Past Ten Years 10 Current Status of Preschool and Primary Education 12 Second Generation of Reforms 15 Policy Recommendations 16 A Vision of Education for the Consolidation of Democracy and Freedom 18 II.
    [Show full text]
  • Subsidizing Remittances for Education: a Field Experiment Among Migrants from El Salvador*
    Subsidizing Remittances for Education: A Field Experiment Among Migrants from El Salvador* Kate Ambler, University of Michigan Diego Aycinena, Universidad Francisco Marroquín Dean Yang, University of Michigan, NBER, and BREAD July 2013 Abstract We study the intersection of two research areas: educational subsidies and migrant remittances. We implement a randomized experiment offering Salvadoran migrants subsidies for education, which are channeled directly to a beneficiary student in El Salvador chosen by the migrant. The subsidies – in the form of matching grants – lead to increases in educational expenditures, higher private school attendance, and lower labor supply of youths in El Salvador households connected to migrant study participants. We find substantial “crowd in” of household educational investments, particularly for female students: for each $1 received by female beneficiary students, educational expenditures on that student increase by close to $5. There is no evidence of shifting of educational expenditures from other students in the household to the target student, and the subsidy has no substantial effect on remittances sent by the migrant. Keywords: education, subsidy, crowd in, migration, remittances, transnational household, El Salvador JEL Codes: C93, F22, F24, H24, I22, J15, O15 * Ambler: Department of Economics, University of Michigan ([email protected]). Aycinena: Department of Economics, Universidad Francisco Marroquin ([email protected]). Yang (corresponding author): Department of Economics and Gerald R. Ford School
    [Show full text]
  • Affordable Non-State Schools in El Salvador: Case Study
    GROUP OF BOYS AT ATACO, EL SALVADOR STEFANO EMBER/SHUTTERSTOCK.COM AFFORDABLE NON-STATE SCHOOLS IN EL SALVADOR Prepared for the USAID Education in Crisis and Conflict Network by Results for Development May 2018 DISCLAIMER: The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States government. CONTENTS I. EXECUTIVE SUMMARY 4 II. INTRODUCTION 8 III. METHODOLOGY 10 IV. CONTEXT 14 V. MAPPING 20 VI. FINDINGS 30 VII. RECOMMENDATIONS 43 VIII. REFERENCES 47 IX. ANNEX 51 ABBREVIATIONS ACPES Asociación de Colegios Privados de El Salvador (El Salvador Private School Association) AECID Spanish Agency for International Development Cooperation ANSS affordable non-state school BBG basket of basic goods CDE Consejos Directivos Escolares (School Leadership Councils) CECE Consejo Educativo Católico Escolar (Catholic Education School Council) CSO Civil Society Organization DFID UK Department for International Development ECCN Education in Conflict and Crisis Network ESSPIN Education Sector Support Programme GNP gross national product GREAT Gang Resistance Education and Training MINED Ministry of Education of El Salvador PESS Plan El Salvador Seguro (Plan Safe El Salvador) USAID United States Agency for International Development USAID.GOV AFFORDABLE NON-STATE SCHOOLS IN EL SALVADOR | 3 I. EXECUTIVE SUMMARY El Salvador is affected by widespread gang activity, which affects most facets of daily life, including education, for many of the country’s citizens. Government schools are seen by many as unsafe, and many households turn to private schools to provide education for their children. Currently, one in every five students enrolled in basic education attends a non-state school, which are primarily concentrated in urban, violence-affected areas.
    [Show full text]
  • Download Thesis
    This electronic thesis or dissertation has been downloaded from the King’s Research Portal at https://kclpure.kcl.ac.uk/portal/ Sustained connections the institutional transnationalism of next generation Latino-Americans Durrell, Jack Awarding institution: King's College London The copyright of this thesis rests with the author and no quotation from it or information derived from it may be published without proper acknowledgement. END USER LICENCE AGREEMENT Unless another licence is stated on the immediately following page this work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International licence. https://creativecommons.org/licenses/by-nc-nd/4.0/ You are free to copy, distribute and transmit the work Under the following conditions: Attribution: You must attribute the work in the manner specified by the author (but not in any way that suggests that they endorse you or your use of the work). Non Commercial: You may not use this work for commercial purposes. No Derivative Works - You may not alter, transform, or build upon this work. Any of these conditions can be waived if you receive permission from the author. Your fair dealings and other rights are in no way affected by the above. Take down policy If you believe that this document breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Download date: 26. Sep. 2021 Sustained connections: the institutional transnationalism of next generation Latino-Americans Jack Durrell Kings College University of London Thesis submitted for the degree of PhD in Geography August 2014 1 Abstract Next generation transnationalism is overwhelmingly perceived as an emotional or non-institutional form of cross-border connectivity.
    [Show full text]
  • El Salvador: Country Gender Profile March 2005
    FINAL REPORT El Salvador: Country Gender Profile March 2005 Rosalia Jovel The information presented here was gathered from on-site sources. And therefore JICA is not responsible for its accuracy. Table of Contents El Salvador List of Abbreviations i 1 Basic Profile 1 1.1 Socio-Economic Profile 1 1.2 Health Profile 4 1.3 Education Profile 5 2. General Situation of Women and Government Policy on WID/Gender 6 2.1 General Situation of Women in El Salvador 6 2.2 Government Policy on WID/Gender 9 2.3 National Machinery 14 3. Current Situation of Women by Sector 17 3.1 Education 17 3.2 Health 20 3.3 Agriculture, Forestry and Fisheries 23 3.4 Economic Activities 26 3.5 Political Participation 28 3.6 Domestic and Gender Violence 29 4. WID/Gender Projects 30 5. WID/Gender Information Sources 39 5.1 List of International Organizations and NGOs related to WID/Gender 39 5.2 List of Reports and References related to WID/Gender 43 References 47 Definitions 48 List of Abbreviations El Salvador ADEL Local Development Association/ Asociación de Desarrollo Local ADS Salvadoran Demographic Association/ Asociación Demográfica Salvadoreña ANDRYSAS National Association of Female Union Members and Female Mayors/ Asociación Nacional de Regidoras Síndicas y Alcaldesas ASDI Salvadoran Association of Integral Development/Asociación salvadoreña para el desarrollo integral CEDAW Convention on the Elimination of All Forms of Discrimination Against Women CIM-OAS Inter American Commission of Women - Organization of American States COMURES Corporation of Municipalities
    [Show full text]
  • A Transformative Child-Centered Policy Proposal for the First Decade of Life in El Salvador
    A Transformative Child-Centered Policy Proposal for the First Decade of Life in El Salvador Hirokazu Yoshikawa, Ajay Chaudry, Sarah B. Kabay, Anaga Ramachandran NYU Global TIES for Children Jimmy Vásquez UNICEF El Salvador July 2018 1 Table of Contents Introduction 3 The Core Rationale for Investing in Early Childhood Development 3 Family Risks Confronting Youth Development and the Role of Early Childhood 4 Investment Access to and Quality of Early Care and Education in El Salvador 6 Policy Options Supported by Global and Latin American Evidence 7 I. Prenatal to Age 3: Parenting and Family Support through Home Visiting for the Most 8 Vulnerable Households Existing Models 8 Proposal 10 Design and Implementation 11 Quality Monitoring 12 Governance 13 Timeline 13 II. High-Quality Early Care and Education for All 13 IIA. Quality Early Child Care for All Who Need It – ages 0-3 14 Existing Models 14 Proposal 14 Design and Implementation 14 Quality Monitoring 15 Governance Timeline 16 IIB. Quality Early Childhood Education for All Starting at Age 3 16 Existing Models 17 Proposal Design and Implementation 19 Quality Monitoring 20 Governance 20 Timeline 21 Cross-Cutting Issues 21 Supporting Transitions to Primary Schooling (Ages 5 to 8) 21 Youth Engagement in ECD Programs 22 Inclusion of Children with Disabilities 24 Conclusion 26 Endnotes 32 2 Introduction Young children are the common basis for all dimensions of sustainable development – social, economic, and environmental.1 No advances in sustainable development will occur in coming decades without multiple generations contributing to societal improvement. In El Salvador, such generations include the generation born after the civil war, and the subsequent two or three generations.
    [Show full text]