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Colombia's Escuela Nueva
1. Flexibility in learning
2. Active student participation
3. Specific learning techniques
4. students working independently in a discovery approach
5. Formative evaluation of student learning
6. Flexible promotion based on student self-guided workbooks
7. Participation of parents in the school

p. 78

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- Few children have the chance to receive a complete primary education
-No libraries
-Where boys/girls repeat grades and are often absent in order to work with their parents and older children don't attend due to lack of flexibility
(Mogollon et al. 1996)
pg. 77

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-Intervention with 100 schools and teachers
-Cost-effectiveness study
-18 self teaching guides for grades 1-6
-Detailed teacher guides
-Learning cards for self-learning
-School library

pg. 78

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1. Administration
2. Curriculum
3. Training
4. Community

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-No single large blackboard was observed. Just small chalkboards around the classroom
Teachers cut up the boards to prevent formal teacher lectures
-No large group instruction
-Student centered classroom (students as the teachers)
pg. 85

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Empowerment of teachers
Attempt to replicate throughout the country
Components of teacher training, manuals, workbooks, parent involvement, theory of practice, and individualization
pg. 91

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Balochistan and Northwest Frontier of Pakistan

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Balochistan and Northwest Frontier of Pakistan

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1. Establish a separate directorate of primary education w/female district education officers to support rural girls' schools and teachers
2. Expand primary education for girls
3. Strengthen teaching training and support programs

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P

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- US should actively seek teachers instead of waiting for them to apply for a specific job
Stewart, Pg. 99

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-Professional Development
new teacher induction
-Continued Professional Development
Specialized for specialized teachers

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-Professional Development
Surrounds different topics such as student learning, learning targets, learning goals
Special education topics
-Instructional leadership
Leaders in specialized content to ensure that information from top down is given to all teachers
-PLC
Professional learning community to look at data and see where students are and where students need to go

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Teacher ed can make a difference
Teachers should be actively involved
Teacher Development is about ongoing professional growth and support

All of these ideas should and to a certain extent are implemented in the United States

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Colleges are not responding to rapid global changes and changes in educational needs (Stewart pg. 103)
- How can we change this idea and provide the methods for changing quicker

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Provided on a continuum to help teachers continue to advance their practice
New teachers are left to sink or swim without mentoring/assistance leaving them feeling ineffective/unsupported

1/3 of teachers leave within the first 5 years of the profession (Stewart pg. 105)

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- Take multiple ideas and morph them into what works for a specific place
-No two education systems are the same

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Commitment, Resources, freedoms, professional development

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Teachers are more willing to work with different tools such as manipulatives, cooperative learning, peer teaching, active learning, and other modern pedagogies in girls schools pg. 103)

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- More active learning and group work
-Focus on student creativity
--Training days and material supports decreased and effects of reform are likely to decrease as well
-Scored higher on academic achievement assessments
-Adaptation of ideas to local context

Kline, R. (2002). A Model for Improving Rural Schools: Escuela Nueva in Colombia and Guatemala. Comparative Education,170-181. Retrieved April 10, 2019, from https://www.educationinnovations.org/sites/default/files/Harvard University- A Model for Improving Rural Schools, Escuela Nueva in Colombia and Guatemala_0.pdf.

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Funded by the Global Partnership for Education
Built in remote areas of Balochistan
Listen to community needs
Look for qualified female teachers
-based upon merit and qualifications
-inducted through national testing service exam followed by comprehensive teacher training

Community support
20,000 children have been enrolled

A thirst for education in Balochistan. (n.d.). Retrieved April 10, 2019, from https://www.globalpartnership.org/blog/thirst-education-balochistan