Central America Education Strategy : An Agenda for Action

The main objective of this regional paper is to provide an in-depth diagnostic of where Central American countries stand along several education dimensions, underscoring the most urgent and serious challenges and suggesting policy options to address them. The report focuses on El Salvador, Honduras, Guatemala, and Nicaragua because these countries have common geographic, political, and economic features which make them broadly comparable also from the standpoint of their education sectors. They face common challenges but they can also learn from each other. A comparison with other countries is also provided to be able to put in perspective the education performance and the development path and interventions applied in these four countries.

Bibliographic Details

Main Author:	World Bank
Language:	English en_US
Published:	Washington, DC 2005
Subjects:	ACCREDITATION, ACHIEVEMENT, ADDITION, BASIC EDUCATION, BILINGUAL EDUCATION, CENTRAL AMERICA, CLASSROOM, CLASSROOM MATERIALS, COGNITIVE SKILLS, COMMUNITY PARTICIPATION, COMPLETION RATE, COMPLETION RATES, COMPULSORY BASIC EDUCATION, COUNTRY STUDIES, CURRICULUM, DECENTRALIZATION, DELIVERY MECHANISMS, DEVELOPING COUNTRIES, DEVELOPMENT GOALS, DISADVANTAGED GROUPS, DISTANCE EDUCATION, ECONOMIC GROWTH, EDUCATION, EDUCATION BUDGET, EDUCATION FOR ALL, EDUCATION LEVEL, EDUCATION LEVELS, EDUCATION OUTCOMES, EDUCATION QUALITY, EDUCATION REFORM, EDUCATION SECTOR, EDUCATION SYSTEMS, EDUCATION TARGETS, EDUCATIONAL ACCESS, EDUCATIONAL ACHIEVEMENT, EDUCATIONAL ATTAINMENT, EDUCATIONAL OUTCOMES, EDUCATIONAL QUALITY, ENROLLMENT, ENROLLMENT RATE, EQUITABLE ACCESS, EXAMS, EXPANDING ENROLLMENT, FIRST GRADE, GER, GROSS ENROLLMENT RATES, HOUSEHOLD SURVEYS, HUMAN DEVELOPMENT, INCOME LEVELS, INSTRUCTIONAL TIME, INTEGRATED CURRICULUM, INTERVENTIONS, KNOWLEDGE SHARING, LABOR MARKET, LEARNING, LEARNING MATERIALS, LEARNING OUTCOMES, LEVEL OF EDUCATION, LITERACY, LITERACY RATE, LIVING STANDARDS, LOCAL LEVEL, LOW ENROLLMENT, LOW ENROLLMENT RATES, MINISTRIES OF EDUCATION, NER, NET ENROLLMENT, NUTRITION, PARTICIPATING COUNTRIES, PER CAPITA INCOME, POSITIVE IMPACT, POVERTY REDUCTION, PRIMARY COMPLETION RATE, PRIMARY COMPLETION RATES, PRIMARY ENROLLMENT, PRIMARY GROSS ENROLLMENT, PRIMARY SCHOOL, PRIMARY SCHOOLS, PRINTING, PRIVATE COSTS, PRIVATE EXPENDITURE, PRIVATE RATES, PROFESSIONAL DEVELOPMENT, PUBLIC EDUCATION SPENDING, PUBLIC EXPENDITURE, PUBLIC FUNDS, QUALITY, QUALITY OF EDUCATION, RATES OF RETURN, RECENT EVIDENCE, REGIONAL EDUCATION, REPETITION, REPETITION RATE, REPETITION RATES, RURAL AREAS, RURAL CHILDREN, RURAL STUDENTS, SCHOLARSHIPS, SCHOOL ATTENDANCE, SCHOOL MANAGEMENT, SCHOOL PERFORMANCE, SCHOOL-AGE POPULATION, SCHOOLING, SCHOOLS, SECONDARY EDUCATION, SECONDARY ENROLLMENT, SECONDARY LEVEL, SECONDARY SCHOOLS, SOCIAL COHESION, STANDARDS, STUDENT PERFORMANCE, TEACHER, TEACHER CERTIFICATION, TEACHER EDUCATION, TEACHER MANAGEMENT, TEACHER PREPARATION, TEACHER SALARIES, TEACHER TRAINING, TEACHERS, TEACHING, TEACHING METHODS, TEACHING STRATEGIES, TEACHING TECHNIQUES, TERTIARY EDUCATION, TEST SCORES, TEXTBOOKS, UNIVERSAL COMPLETION, UNIVERSAL PRIMARY COMPLETION, URBAN AREAS, URBAN STUDENTS, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2005/01/6427843/central-america-education-strategy-agenda-action https://hdl.handle.net/10986/7432
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