1. EL SALVADOR EDUCATION REFORM PROGRAM EDUCO

2. GOVERMENT STRATEGY After 12-year civil war, the goverment iniciated policy reforms: promoting growth and rehabilitating the public sector´s capacity to managed and deliver social services-education. Over the last 10 years, the Ministry of Education´strategy has been to concentrate its resourses on increasing Coverage and improving the Quality of Preschool and Basic Education. GOVERMENT STRATEGY After 12-year civil war, the goverment iniciated policy reforms: promoting growth and rehabilitating the public sector´s capacity to managed and deliver social services-education. Over the last 10 years, the Ministry of Education´strategy has been to concentrate its resourses on increasing Coverage and improving the Quality of Preschool and Basic Education.

3. TEN-YEAR EDUCATION PLAN The program seeks to: Increase access to initial and preschool education. Expand the system to enable enrollment of students in the full nine-year basic education. Improve the quality of education at all levels. Develop school-base management strategies to increase accountability and school performance. Support institutional strengthening activities, at all levels, to increase efficiency, equity and quality in serviced delivery. The program seeks to: Increase access to initial and preschool education. Expand the system to enable enrollment of students in the full nine-year basic education. Improve the quality of education at all levels. Develop school-base management strategies to increase accountability and school performance. Support institutional strengthening activities, at all levels, to increase efficiency, equity and quality in serviced delivery.

4. SECTOR ISSUES TO BE ADRESSED BY THE PROGRAM EXPAND COVERAGE: For low-income students, especially in remote rural and marginal urban areas through EDUCO sections for preschool and basic education, including provision of infrastructure EXPAND COVERAGE: For low-income students, especially in remote rural and marginal urban areas through EDUCO sections for preschool and basic education, including provision of infrastructure

5. IMPROVE QUALITY: Review of curriculum for initial and special education, basic education for adults and accelerated programs. Pre-service and in-service teacher training will be improved and curriculum reforms will be reviewed and followed up. A national assessment system will serve as a quality control. IMPROVE QUALITY: Review of curriculum for initial and special education, basic education for adults and accelerated programs. Pre-service and in-service teacher training will be improved and curriculum reforms will be reviewed and followed up. A national assessment system will serve as a quality control.

6. INSTITUTIONAL STRENTHENING AND MODERNIZATION: Strengthening of managerial capacity at the national, departmental and local levels. Improvement of procedures, trainig and tools, to promote greater school autonomy. Communication strategies to improve information sharing within the Ministry of Education. INSTITUTIONAL STRENTHENING AND MODERNIZATION: Strengthening of managerial capacity at the national, departmental and local levels. Improvement of procedures, trainig and tools, to promote greater school autonomy. Communication strategies to improve information sharing within the Ministry of Education.

7. The initial research: In 1990, nearly half a million children could not attend school, particularly in rural areas; a community that requested a teacher and/or a school, might wait several years, before they could have an answer. Under these circumstances, some communities had already worked out a solution without the support from the MINED. This was a proof that local iniciatives to provide education services were viable. Why not involve the state in the educational community strategy? The MINED decided that the model of community managed school should become an official program: EDUCO was legally stablished. The initial research: In 1990, nearly half a million children could not attend school, particularly in rural areas; a community that requested a teacher and/or a school, might wait several years, before they could have an answer. Under these circumstances, some communities had already worked out a solution without the support from the MINED. This was a proof that local iniciatives to provide education services were viable. Why not involve the state in the educational community strategy? The MINED decided that the model of community managed school should become an official program: EDUCO was legally stablished.

8. After the low was studied, a solution was designed: The Community Education Associations, (ACEs) were created as groups responsible for education. Special regulations for the ACEs were made Legal agreement between the state and the ACEs was drown up. The ACEs will administrate education at the local level, hire teachers purchase classroom and school materials, and guarantee enrollment and school infraestructure. After the low was studied, a solution was designed: The Community Education Associations, (ACEs) were created as groups responsible for education. Special regulations for the ACEs were made Legal agreement between the state and the ACEs was drown up. The ACEs will administrate education at the local level, hire teachers purchase classroom and school materials, and guarantee enrollment and school infraestructure.

9. The MINED would transfer funds directly to the ACEs, to cover the following expenditures: The Salary of teachers Teachers´social benefits Clasroom material on a montly basis Legal reserve and labor funds; and Initial installation expenses (when a section stars classes) The MINED would transfer funds directly to the ACEs, to cover the following expenditures: The Salary of teachers Teachers´social benefits Clasroom material on a montly basis Legal reserve and labor funds; and Initial installation expenses (when a section stars classes)

10. A small number of people were trained to begin the implementation and a close follow-up. The ACEs receive trainig during 40 hours a year: The importance of legal documents, Financial and administrative procedures, Monthly planning and organization during the academic year. A small number of people were trained to begin the implementation and a close follow-up. The ACEs receive trainig during 40 hours a year: The importance of legal documents, Financial and administrative procedures, Monthly planning and organization during the academic year.