Changing Girls' Education in Peru.

Autor/inn/en	Heyman, Cory; Brush, Lorie; Provasnik, Stephen; Fanning, Marina; Lent, Drew; De Wilde, Johan
Titel	Changing Girls' Education in Peru.
Quelle	(2002), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Advocacy; American Indian Education; Bilingual Education; Educational Attitudes; Educational Change; Elementary Education; Foreign Countries; Indigenous Populations; Mass Media; Networks; Rural Education; Social Attitudes; Womens Education; Peru + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Sozialanwaltschaft; Bilingual teaching; Bilingualer Unterricht; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsreform; Elementarunterricht; Ausland; Sinti und Roma; Massenmedien; Ländliche Erwachsenenbildung; Social attidude; Soziale Einstellung; 'Women''s education'; Frauenbildung
Abstract	Access to quality education is a problem for all rural children in Peru, but especially for rural girls, who complete primary school at far lower rates than other Peruvian children. In 1998, USAID launched the Girls' Education Activity (GEA) in Peru, also known as New Horizons for Girls' Education, which aims to increase girls' completion of primary school, particularly among rural and indigenous populations. During 1998-2001, the project had a substantial impact on the general discourse about girls' education. Its activities improved general knowledge about the importance of girls' education, inspired national legislation on rural girls' education, and inspired girls' education projects at the regional and local levels. This report gives an overview of the project, describing the creation of a national network for girls' education (Florecer), national conferences, publications, a mass media campaign aimed at affluent citizens with political influence, advocacy efforts with policy makers, and interactions among national and regional networks and local committees. Several project studies are summarized, including a situational analysis and rapid rural appraisal of barriers to rural girls' education; a baseline study in pilot communities; evaluations of demonstration activities involving bilingual education, girls' self-esteem, community-based monitoring committees, and adult literacy; and the accomplishments of regional networks in Ayacucho and San Martin. An analysis of systemic changes in girls' education looks at GEA's progress in legitimizing its policy goals, building an active constituency, mobilizing resources, designing and modifying organizational structures, mobilizing action, and monitoring systemic change. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC