The 59% of the students in public education were in Extended School Day at the end of the 2017
SANTO DOMINGO. The Dominican Initiative for a Quality Education presented the annual report 2017 tracking to Strategic Education Plan that reveals that the 59% of the students of initial, primary and secondary education are in Extended School Day, being one of the priority policies that aims to improve learning.
The analysis highlights that the results of the diagnostic tests made to third grade students they have not been positive, only 12% of the Spanish Language students and 27% of Mathematics reached the satisfactory level of learning. The learning results of 15-year-olds measured in the international test were not positive either. PISA 2015.
To advance in the improvement of student learning outcomes, especially in the first cycle of primary education, the document proposes as necessary to improve la Institutional management y pedagogical, teacher training with emphasis on improving the learning of reading y scribing in the first grades of primary school, continue to deepen in research projects. on the underlying causes to achieve greater impact in the improvement of educational centers.
On the other hand, it highlights that in recent years some internal efficiency indicators of the system have improved, school drop-out in Basic Education was reduced to 2.4% in the year 2015-2016. However, the percentage of students with two or more years of excess remains high: 10.6% in basic and 13.9% in average. In this sense, the report advocates strengthening the support strategies for students with specific educational needs to reduce repetition, overage and school dropout, especially at the secondary level.
This analysis positively values the continuity of the National Literacy Program to reach the goal of bringing the illiteracy rate of the population aged 15 years and over, poor below 5% (currently 7.5%, ENHOGAR 2015), although it invites us to reconsider the strategies implemented so far to improve the results.
Over the last year, the last curricular designs of the regular education system have been concluded, closing a process of curricular reform that began in 2012. As new challenges, the report highlights that the implementation y extension for the sex education in the centers, as well as incorporating education for citizenship and other cross-cutting themes of the curriculum.
The IDEC report highlights the great effort being made in the construction of new school infrastructure and the emphasis on environmental and risk management policy. Likewise, it positively values the improvements in wage and labor conditions of the teachers, progress in the initial training of teachers and in the implementation of the teaching career.
Finally, in relation to the strategies corresponding to the goal of Reform, Institutional Modernization y Social participation, the report insists on the need to continue advancing in the redesign y professionalization of central, regional and district authorities in strengthening the management of the centers, to make the system more efficient and to be able to achieve the improvements in the expected learning outcomes.
The report was presented with the presence of the Minister of Education, architect Andrés Navarro, Gianluca Grippa, ambassador of the European Union in the country; Antonio Caparros, executive director of INICIA Education; José Feliz, Academic Vice-Rector of INTEC; Argentina Henríquez, representative of the Socio-educational Forum and Radhamés Mejía, an education specialist who presented the IDEC report and other actors in the education sector.
About IDEC
The Dominican Initiative for a Quality Education (IDEC) was officially launched on October 30, 2012 with a plural and consultative space, with the participation of the Government, civil society, the private sector, international organizations and experts. IDEC carried out a planning exercise around 10 key educational policies to advance the pre-university education sector. In this way, actions were agreed upon and implemented in the short and medium term, accompanied by a monitoring and monitoring system to ensure the implementation of the various actions and goals committed to in each policy and thus improve the quality of education in the country.