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Faith-Based Schools in Latin America : Case Studies on Fe Y Alegria. ラテンアメリカの信仰に基づいた学校
・ISBN 978-0-8213-8695-8 paper US$ 20.00
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| 著者・編者 | Parra Osorio, Juan Carlos / Wodon, Q. (eds.), |
|---|---|
| シリーズ | A World Bank Study |
| 出版社 | (World Bank, US) |
| 出版年月 | 2014 |
| ページ数 | 144 pp. |
| 言語 | ENG |
| ニュース番号 | ＜613-2998 593-L1185＞ |
解説
This volume is devoted to an assessment of the performance and selected aspects of the management and pedagogical practices of Fe y Alegria, a federation of Jesuit schools serving approximately one million children in 20 countries, mostly in Latin America. Many observers consider Fe y Alegria a successful organization, but very few rigorous evaluations have been conducted.
The available quantitative evidence suggests that the federation's schools often do reach the poor, and that students in Fe y Alegria schools tend to perform as well on test scores, if not slightly better, than comparable students in other schools. Qualitative data and case studies suggest that the factors that lead to good performance are complex and related not only to the types of 'inputs' or resources used by the schools in the education process, but also to the management of these resources and the ability to implement and test innovative programs. Other factors that support this argument include the capacity and fl exibility to implement and test innovative programs that take into account the local realities.
This volume will be of interest to researchers, policy makers, and practitioners working on education and public-private partnerships, and especially to those interested in what is now commonly being referred to as the 'science of delivery.'
The available quantitative evidence suggests that the federation's schools often do reach the poor, and that students in Fe y Alegria schools tend to perform as well on test scores, if not slightly better, than comparable students in other schools. Qualitative data and case studies suggest that the factors that lead to good performance are complex and related not only to the types of 'inputs' or resources used by the schools in the education process, but also to the management of these resources and the ability to implement and test innovative programs. Other factors that support this argument include the capacity and fl exibility to implement and test innovative programs that take into account the local realities.
This volume will be of interest to researchers, policy makers, and practitioners working on education and public-private partnerships, and especially to those interested in what is now commonly being referred to as the 'science of delivery.'