Result 1A. Full Time Inclusive School approach (FTIS) for approximately 750 selected lower secondary schools to improve educational outcomes and increasing the graduation rate of 9th grade, benefiting at least 100,000 students from 7th, 8th and 9th grade. The Project continues technical assistance for 410 organized schools in 68 Integrated Systems or Natural Systems and in 28 school networks. Project contributions reached a total of 62,767 youth (30,540 woman and 32,227 men) enrolled in lower secondary, benefit expand to 121,115 students who are enrolled in other education levels. Pedagogic training is one of the most important strategies that the Project has used to change teacher practices in the classroom through active methodologies, innovation for Language, Mathematics and Science, and the inclusive education approach. Trained teachers have been able to improve pedagogic practices in the classrooms and they have also enriched the FTIS pedagogic proposal implemented by XxX. The Project had provided support for Departmental Education Directors (DDE) to continue and support changes made as result of Project activities. During this period, the strengthening process has continued for Departmental Education Directors from Cabañas, San Xxxxxxx and Sonsonate. FHI360 had recommend to the DDE focused the pedagogic strategy in low secondary school as a part of the overall cycle of education for youth instead of by level The 8 Departmental Education Directors who participate in the Project have continued supporting teachers in the application of active methodologies. They have achieved the following results: • Guiding and improvement teams from Departmental Directors in Cabañas, San Xxxxxxx and Sonsonate, have analyzed some of the pedagogic regulations in schools, for example: technological access in classrooms, community and family engagement and how teachers are promoting to share with families what their children are developing after using the guides and transmitting achievements of innovating to other teachers, among others. • From SI-EITP, the pedagogic proposal has been strengthened with the implementation of active methodologies with the perspective to the expansion towards other teachers and levels. • The specialist teacher’s network is supporting others lower secondary and middle school teachers. • Systematic support for inter-learning circles in the process approval and programming to schedule official’s meetings. They are also reviewing the school´s pedagogic and...
Result 1A. The Full Time Inclusive School approach (FTIS) in approximately 750 selected lower secondary schools to enhance academic achievement and increase 9th grade completion, and benefiting at least 100,000 7th, 8th and 9th grade students. This quarter, the Project has continued providing technical assistance to 409 schools organized into 68 Integrated Systems, or Natural Systems, and in 28 school networks from phases 1 an 2. Therefore, in the schools the technical assistance has reached 62,767 young people (30,540 women and 32,337 men) who are students registered in lower secondary in those schools supported in phase 1 and 2. In addition, the benefits are further reaching 121,115 indirect beneficiaries who are registered in other educational levels. This quarter, the Project began the training program for the schools of phase 3 (Group 3 of new 255 schools supported). To date, the project has reached 665 target schools out of 750 in order to advance the contribution expected in support for the FTIS at the national level. The total enrollment in lower secondary school has reached 136,691 students (69,712 women, 66,979 men) To enhance academic achievements for lower secondary school students the Project continued the training and technical assistance for the targeted schools based on improving teacher’s methodologies used in the classroom. The pedagogical focus of the quality improvement of methodologies has been achieved in Mathematics, Language and Science field specialization. This quarter, FEDISAL and partners in charge of these Results 1A and R1B held 10 meetings to design the New Training Program because of the MOE requirement of reduce the time of teachers and principals in order to spend more time at the schools during the next years. Therefore, the training program was delivery until this quarter. Besides reducing the training time for teachers, the Project linked the result 1a and 1b focus on quality of teaching and youth leadership. In this quarter, the Project continued providing technical assistance to the 409 schools on best educational practices in the classroom and enhancing collaborative work and safe environments at school through FUSALMO, FHI360, UDB and FUNPRES. The training program in schools of Phase G3 are focused on the new Integrated Training Program validated by MOE. In this integrated Program, the Project has linked the pedagogical objectives with the coexistence and technological competencies at school. This long-term training program wi...
