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Halpern, Robert; Fisk, David Preschool Education in Latin America

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Halpern, Robert; Fisk, David Preschool Education in Latin America DOCUMENT RESUME ED 208 941 PS 012 384 AUTHOR Halpern, Robert; Fisk, David TITLE Preschool Education in Latin America: A Survey Report from the Andean Region. Volume I: Summary Report. INSTITUTICN High/Scope Educational Research Foundation, Ypsilanti, Mich. SPONS AGENCY Agency for International Development (Dept. of State), Washington, D.C. PUB DATE 78 NOTE 168p.: Page 101 is missing from the original document and is not available. EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Annotated Bibliographies; Community Involvement; Cost Effectiveness; Cross Cultural Studies; *Decision Making; *Economic Factors; Educational Objectives: Educational Policy; Foreign Countries; Government Role: *International Organizations; *Latin Americans; Parent Participation; *Policy Formation; *Preschool Education; Program Development; Program Lvaluation IDF4TIFIERS *Andean Countries; Bolivia; Chile; Colombia ABSTRACT This report records survey results of preschool education programs serving children ages 3 through 6 and their families in Bolivia, Chile, and Colombia. Programs surveyed were primarily designed to reach the poorest sectors of the popu.i.ation, focused on improving the young child's psychomotor and social development, and utilized various educational intervention techniques in the home or center to provide services. The central objectives of the survey were to describe from a public policy perspective the major preschool education activities in the host countries; to document the nature, objectives, and central variab.Les constituting the "decision rules" governing program implementation; to analyzethe implications of these objectives and decision rules; and to formulate testable assertions and/or suggested program guidelines for early education programs in developing countries. Among 10 policy questions stated were: Whor should programs be serving? How can the full range of children's basic needs be met? How should the role of parents be defined? and, what should be the nature and extent of intersectional cooperation in early childhood education? Attachments incude a list of variables identified as influential in decision making in early childhood education in Latin America. An annotated bibliography is also provided. (Author/DB) iblitili******************************************************************** Reproductions supplied by EDRS are the best that call De mule from the original document. *********************************************************************** U.E. DEPARTMENT Or EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) >Cres document has been reprodzced as received !torn the person or organization noginaung It Moor changes have been aside to 'reprove tproelte. eon quality Points ol view 01 open ons stated in this duct, went do out net scanty represent! olfirtal NIF pu,1100 Ofiiil±i e-1 Preschool Education a) cp in Latin America c(NJ A Survey Report from the Andean Region ,eSummary Repor t REPRODUCE THIS PERMISSION TO BY BEEN GRANTED MATERIAL. HAS k'\ \`1 A6At U" vSY c c Rk. RESOURCES 10 THEEDUCATIONAL (ERICA INFORMATION CENTER AMERICA PRESCHOOL EDUCATIONIN LATIN FROM THE ANDEANREGION - - ASURVEY REPORT Volume I: SummaryReport Foundation High /ScopeEducational Research 600 North RiverStreet Ypsilanti, Michigan48197 - 1978 - 3 olume the first volumeof a four This report is inLatin America. The series onpreschool education complete seriesis as follows: Preschool Edbcationin Latin America; A Summary Report Sobre laEducaci5n II. Antecedentes Generales Preescolar enBolivia Generales Sobrela Educaci6n III. Antecedentes Preescolar en Chile Sobre laEducaciOn IV. Antecedentes Generales Preescolar enColombia and English, Volume I isavailable in Spanish available in theSpanish volumes II, TITand IV are language originalsonly. 4 This report reflectsthe result of acollaborative international survey effortcoordinated by: High / Scope EducationalResearch Foundation Ypsilanti, Michigan David P. .Weikart,Ph.D. Project Moriltor David D. Fisk, ProjectDirector Ph.D., Judith Evans, Ph.D.and Robert Halpern, Technical Advisors 1 Latin American with the collaborationof the ,following educational research anddevelopment groups: Centro Boliviano deInvestigaci6n y Acci6n Educative (CEBIAE) ofLa Paz, Bblivia Lic. Jose Subirats,Principal Investigator Centro de Investigaciony Desarrollode la Educaci6n (CIDE) ofSantiago, Chile Lic. Johanna Filp,Principal Investigator Centro pare elDesarrollo de laEducaci6n No-Fo,.mal (CEDEN) ofBogot6, Colombia de Benjamin Alvarez, Ph.D.and Martha Lucia M. Lombana, PrincipalInvestigators. sub-contract with the project wasdeveloped under a of Portage, Cooperative ervice Agency Ng 12 Wis onsin (CESA 12) Ph. D., Sub --cont rcast Of icer /JeAten, h/ Ms. Rebecca Sfcler and Mr. Georg Project Consu ants provided by: with funding andtechnical assistance Agency for InternationalDevelopment Washington, D.C. Mr. Kenneth C.Martin, ProjectOfficer Economics Consultant Ms. CharlotteJones, Education contained and opinionsexpressed in this The information collaborative effort of report are thereflection of a mentioned above withthe support ofCESA-12 the agencies The report and the Agencyfor internationalDevelopment. Foundation ResearchAssociate was draftedby High/Scope VI) and Halpern (Chapters II,III, IV, V and Dr. Robert VI,recommendations), Project DirectorDavid Fisk (I and assistance of CharlesSilverman and with editorial of Ms. CarmenSotelo. secretarial andadministrative support Contents Acknowledgm(nt: I. Introduction 1 A. Summary Description 3 B. Background 6 C The Methodology 9 D. Comments on the Methodology II. The Country Reports: Bolivia,Chile, Colombia 12 Bolivia A. 18 Chile B. 26 C. Colombia III. A Comparative Analysis ofthe Country Reports 35 Historical Antecedencs A. 36 Quantitative Overview B. 38 C. Objectives and Priorities Organization and Administration 39 D. 41 g. Personnel 43 Educational Curriculum F. 45 Planning G. 46 H. Evaluation 47 Some General Issues I. 51 J. Conclusions IV. International Agencies andPreschool Education in Latin America 53 A. Introduction 57 B. Factors Influencing DecisionMaking The Growth of Interest inEarly Intervention 59 C. 59 D. What International Agencies Wantto Accomplish Through Investment in EarlyChildhood Education 61 E. International Agency Support forEarly Childhood Laucation in Latin America International Agency Views andPrograms 63 F. 65 G. Role of International Agenciesin Evaluating Early ChildhoodEducation Agency Views of Central Issues 66 R. 68 I. Conclusions V. The Economics of PreschoolEducation in Latin America A. Introduction 69 B. Investment in PreschoolEducation: 70 Some Arguments C. Costing out Preschool Procrams 75 D. Analyzing Benefits 80 E. OpportunitiesilforlImprovement in 83 Analyzing CoSts and Benefits F. Discussion of-the Three Country 84 Reports: Bolivia, Chile, Colombia G. Next Steps 87 VI. Ten Policy Questions NQ 1: Whoshould programs be serving; 91 how can they best be reached? Ng 2: Who shouldhave administrative 92 control of preschool education programs? N4 3: How can the full rangeof 97 the child's basic needs bemet? N4 4: What should bethe nature and 100 extent of intersectoralcooperation in early childhood education? NQ 5: How should therole of parents 102 be defined? N4 6: Who should the"Educational 105 Agents" be in preschool programs? NQ 7: What are themost effective modes 107 of compmnity participation? NQ 8: What might be therelation of 109 preschool education to otherlevels of the educational system? N2 9: What are thesocio-cultural '112 bases of program development? N4 10: What are theresearch needs 113 in early childhoodeducation in Latin America? 7 iv I Conclusion 115 Attachments A. The Variables 118 B. An,AnnOtated Bibliography 127 / , i Acknowledgments Institutional capability and professional competence in the private social development sectoris an especially valuable resource in developing countries. There are many urgent problems to be addressed andincreasing support is available to those domestic organizationsthat have a demonstrated ability to do something aboutthe problems in their countries. The Latin American groups and individualswho participated in this survey are a goodexample of this very competent and verybusy institutional and professional capability. They are constantly faced withmaking difficult choices as to resource allocation. We are aware of the implications of this on their decision todedicate time and resources -far beyond contractualobligations- to this task. We are grateful for their supportin this effort. - The High/Scopeproject team 9 vi INTRODUCTION Summary Description survey of education This report recordsthe results of pre-primary school-agedchildren and their programs serving The scope of work families in Bolivia,Chile and 'Colombia. which for this surveyincluded those programs serve the 3-6 yearold child and hisfamily poorest sectors were primarilydesigned to reach the of the population educational componentcentral to have an explicit improve the psycho- program designwhich attempts to child, motor and soci,4:development of the young also be (and generallyare) other although there may in corollary service componentsserving basic needs such areas as nutritionand health utilize formal ornon-formal educationintervention techniques, a e home orcenter-based, and are experimental or service-orientedin nature. population or do not Programs that servethe 0-3 year old poor childhood educationcomponent as central have an explicit early marginally in this report. to program design
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