How are Public and Private Education in the US different and similar from that in Colombia?

1. How are Public and Private Education in the US different and similar from that in Colombia? Kennesaw State University Curriculum Leadership EDL 7715 Dr. H. E. Holliday September 2007 By Marcela Uribe

2. Where is Colombia in the World?

6. GENERAL FACTS • Official Name Republic of Colombia • Geography Area: 1,2 million sq km (about the size of Texas, New Mexico & Arkansas combined.) Terrain: Flat coastal areas, three rugged parallel mountain chains, central highlands, flat grasslands and the Amazon rainforest. Climate: Tropical and cool in highlands. • Political Division: 32 Departments Capital District, Bogota DC • People Population: 43,593.035 In urban areas it increased from 57% in 1951 to 74% in 1994 Religion: 90% Roman Catholic Education: 80% children enter school Literacy: 92.5% Ethnic Diversity: Result of intermingling of indigenous Indians, Spanish colonists and Africans. Women do not change their maiden names • Did you know? The legend of El Dorado happened in Colombia.

7. 1899-1902 1000 Days Civil War The country is left in ruins Schools were destroyed as well as books and school supplies. Many students had no choice but to leave school and join the work force. • Literacy: 1900 USA 13% Illiterate 1900 Colombia 66% Illiterate 38% (1950) 8% (2003) Urban 7% New York, 1900 Rural 33% Bogota, 1900

8. Education in Colombia A Brief History: Education in Colombia has had 3 big times: • FIRST TIME: First half of the XX century 70% of students attended rural schools 1945: 53.000 students registered in secondary schools 680.000 students registered in primary schools Education relied mainly on families and communities • SECOND TIME: 1940-1965 Demographic population jumped from 8’6 to 17’ In rural areas the population grew 35% Education started to be a priority • THIRD TIME: 1991 and after The Constitution was modified in 1991 Education becomes a right and the State should provide it.

9. Early 1900’s Facts • Education Law divided the public education into Primary, Secondary, Industrial and Professional schools. • Schools had to be Catholic, free but weren’t mandatory until 1927. • Primary Schools: • Urban Schools: 6 years • Rural Schools: 3 years • Night Schools • Secondary Schools: “Normales” were born to prepare students to become teachers. • 1910: Teacher/Student ratio • USA 34.4 Students per teacher • Colombia 64 Students per teacher

10. What are the factors that affect public education in Colombia the most? • External Debt • War Budget • International Monetary Fund • Violence: • Many families have been pushed to the big cities where there are not enough schools for the children. • Many teachers have been moved away from their jobs. • Teachers’ Unions

11. “ESCUELA NUEVA” 1974 • New trend in education for rural areas • Multigrade • Flexible and not automatic promotion • Special Instructional Materials (self-instructional textbooks) • The curriculum is rural-oriented • Specially trained teachers • Small libraries are established • Students, teachers and communities become active participants • Older students tutor younger students • Students learn democratic behavior by participating in student government

12. EVALUATION OF “ESCUELA NUEVA”Conducted by the Ministry of Education (MEN) comparing traditional schools and “Escuela Nueva” • Third and Fifth grade studentswere tested in mathematics, Spanish, Self-esteem, creativity and civic behavior. Findings: • EN students scored significantly higher • Drop out rates were significantly reduced • Repetition rates were reduced • EN had a significant impact on improving community organizations and participation • Increased participation in adult education (36% vs. 28%) • Athletic competition (55% vs. 43%) • Health campaigns (83% vs. 57%) • Community celebrations (89% vs. 83%)

13. COLOMBIA Taxes are not attached to the child. Depending on the school, they pay a minimum fee. Admit all children if there is room. Discipline is a must. Parents are very supportive An educational frame is given by MEN and each secretary of education supervises and authorizes the school’s PEI. Students learn basic English Students take the SABER (3rd, 5th, 8th )and ICFES (11th )tests Teachers are usually certified. Students attending public schools are usually from very low income families. USA Do not charge tuition. Taxes pay for students education. Admit all children. Must follow all federal, state and local laws in educating children. Such laws usually include funding programs, development and curriculum. Follow general program that includes math, English, reading, writing, science, SS, and PE. Some schools offer Art and music. Teaching another language depends on the county’s budget Learning is measured through state standardized tests. Teachers are usually state certified or are working toward it. Students usually reflect the community and in many schools there is a diversity of student’s background. PUBLIC EDUCATION

14. Children do not necessarily go to their neighborhood school In most cases transportation is not available. Children either walk or take public transportation School is mandatory but not always enforced Special needs students do not always get the help they need. The class size depends mainly on the location of the school. All children wear uniforms. Lunch is provided and free. Some take their own Parents are responsible for buying all school supplies. Teachers do not have many resources therefore have to be very creative. Schools are poorly equipped Transportation is provided. School is mandatory and always enforced. Schools must educate all children and provide the necessary programs to meet their special needs. Many states recognize the value of small classes and provide funding to keep class sizes low in grades K-3. As students become older, class sizes tend to become bigger. Children do not wear uniforms. Some students get free or reduced lunch, and others pay for it. There are stores for teachers to get what they need to teach. Schools are generally well equipped. COLOMBIA (cont’d) USA (cont’d)

15. COLOMBIA Entrance fee US$2.000 to US$15.000 per child Some are funded by foreign countries Monthly fee US$700 to US$2.000 Admission is a selective process With the frame provided by MEN and in some cases by SACS or other countries’ education ministry, they design their own PEI Most work the project approach Grades 11 and 12 Graduation Project Besides the regular subjects they include others such as economics, cooking, etc. Teachers are usually certified. Students come from different neighborhoods but usually same socio-economic level. Some schools are designed for special needs children. If in a normal school there is the need to help a child, parents pay extra. Class sizes depend on the school. USA Parents pay an entrance fee Monthly fee US$1000 to US$1800 Admission is a selective process Have more freedom in designing curriculum and instruction. Create specialized programs for the students. Teachers do not have to be certified, and often a degree in a subject area is enough. Students come from different neighborhoods but usually with the same goals and interests. Some schools are designed for special needs children. If there is the need to help a child, parents pay extra. Schools are committed to providing small classes and individual attention. PRIVATE EDUCATION

16. Lunch is cooked in schools and it is a big meal One-20 min. break in the morning and 1 hour break for lunch Students have either P.E. or sports everyday Each school has its own uniform color and design. Many schools, even non-bilingual, have adopted the IB. The pioneers were two British schools (around 25 years ago) In 3rd, 5th, and 8th grades, students take the SABER test that measures knowledge. The Secretary of Education administers the test. Students in 11th or 12th grade take the ICFES test In most cases teachers have to make charts, decorations etc. Lunch is provided but can be taken by the students as well. Most give one recess and a lunch break. Most schools have uniforms. Some schools are adopting the IB Some schools choose to take the standardized tests. They all take SAT or ACT in 11th and/or 12th grades Schools give teachers the resources and money they need to buy materials COLOMBIA (cont’d) USA (cont’d)

17. Some are bilingual, others have intensive English and the rest have at least one hour of English a day. Some schools offer a third language In HS students do not choose their subjects. Rather all are expected to study all subjects at an honors level. Schools are gated. In general parents are not allowed in the classrooms. NO phone conferences. Teachers are not included in the PTA. It is called PA Students are not allowed to drive to school. Usually they “adopt” a public school so students interact, help and tutor, which is a requirement for 10th and 11th graders. Schools usually offer another language and in some cases three. Most schools let students choose their subjects. Teachers are part of the PTA If students meet the law requirements, they can drive to school. COLOMBIA (cont’d) USA (cont’d)

18. PROJECT APPROACHExample • Phase 1: Introduction Our chicken project began in early April because of the interest my son showed in catching one of the chickens on the school’s farm. He became very proud of being the first child in the school to be able to catch a chicken and was thrilled to be able to share this accomplishment with his father’s preschool class who was doing a project on chickens. I told my class of three-year-olds (the "Teddy Bears") of my son’s chicken catching abilities and shared photos with them.We started having my son catch the chicken and bring it into the classroom every day, and so our chicken project "hatched".

19. The children had little experience with chickens outside of school, and upon seeing a chicken in the classroom they immediately began wondering about them. The teacher made lists of their wonderings and of the knowledge they had.  at we know about chickens: Jordan - Chickens have big claws.Chloe - The chicken is a girl. She lays eggs.Brianna - She sleeps in the classroom.Savannah - The chicken is a girl.Christina –They have long nails.Jeremy.- She’s a girl.Gavin - She has a rolly face.Melissa - The chicken is a mommy.Emma - Chickens eat corn.Adriana - They drink water and eat snails.Hannah - It’s a girl.Sabrina - Chickens have feathers.Leah  - Chickens lick rocks.Ms. Amber - Chickens eat oranges.Jack  - The chicken has brown eyes.Weldon - The chicken has wings. What do you wonder about the chicken?

20. Leah - Is it a girl?Mark - Does she have wings?Hannah - Why was she getting scared?Victor - Does she have wings?Christina - Does the chicken use pencils?Ms. Candy - What do chickens eat?Melissa - Do they eat flowers?Jordan - Do chickens eat chicken soup.Leah - Does she wear socks?Alexis - She has red things between her mouth. What are they?Brianna - Does she lay her eggs in a nest?Emma - Why is she asleep near our art file?Mark - Can the chicken drive a race car?Kaitlyn - Does she lay eggs?Brianna - I think the chickens lay eggs and put their babies in them.Christina - Did the chicken crack out of an egg?  It was at this time that the teaching team sat down to brainstorm the topic web. The children also developed a curriculum web as well. They were pleased to discover that they had a topic that could provide opportunities for a variety of activities that would encourage development across many areas of these young children's growth.

21. Curriculum Map

22. Phase 2: Project Development Children formulate theories Build, draw, experiment, read, discuss, plan fieldtrips • Phase 3: Project Presentation Children prepare songs, poems, dances related to the project They exhibit their pictures, writings, theories….. Parents and other members of the community are invited The teacher becomes a helper. The children are in charge. They greet, present, explain… • Teacher Evaluation From the start, the teacher carries a journal to record the experiences. That helps her identify weaknesses and strengths. She completes the journal with photographs of the process and shares with supervisor and other teachers.

23. REFERENCES • Ministerio de Educacion Nacional http://www.mineducacion.gov.co/1621/channel.html • Ramirez, M.T., Tellez, J.P., (January 12, 2006) La Educacion Primaria y Secundaria en Colombia en el Siglo XX http://www.banrep.gov.co/docum/ftp/borra379.pdf • Fundacion Empresarios por la Educacion (2006) Informe de Progreso Educativo Colombia http://www.fundacionexe.org.co/wps/PA_1_0_15H/pdf/Informe_Progreso_Educativo%20Nacional2006.pdf • Ramirez, V. (2002) History of Education, Selected Moments of the 20th Century, Colombia’s Escuela Nueva http://www.wier.ca/~daniel_schugurens/assignment1/1974escuelanueva.html • Trujillo, C. Teacher and Administrator, Fundacion Nuevo Marymount de Bogota • Perie, M., Vanneman, A., and Goldstein, A. (2005). Student Achievement in Private Schools: Results From NAEP 2000–2005 (NCES 2006-459). U.S. Department of Education, National Center for Education Statistics. Washington, D.C.: U.S. Government Printing Office. • U. S. Department of Education, National Center for Education Statistics. A Brief Profile of America’s Private Schools NCES 2003 Project Officer: Barbara Holton. Washington D. C. 2003 http://nces.ed.gov/pubs2003/2003417.pdf • http://www.greatschools.net/modperl/go/GA • Project approach link: http://www.project-approach.com/resources/links.htm

24. Comparison graphs in American Education

25. Comparison graphs in American Education (cont’d)