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PROMOTION EFFECTIVENESS OF BASIC EDUCATION IN RURAL CONTEXTS

Quineche Daniel Meza.

To measure the effectiveness of basic education in rural contexts using the following indicators:
a) The completion rate
b) The rate of primary-secondary transition
c) The rate of withdrawal before the end of the years
d) The withdrawal rate
e) The rate of repetition of the same grade
f) The rate of school backwardness

start our analysis with the completion rate and the rate of primary-secondary transition and the following publications analyze the results with other indicators. The

completion rate is defined as the percentage of students enroll in first year of having graduated from Elementary School last year. Results

to 2008:

a) The primary completion rate of children 12-14 years segment in rural areas is 11.5 points less than the country. The girls, 13 points less.

b) The primary completion rate segment of children aged 15-19 in rural areas is 5 points less than the country. The children, 6.8 points behind.

Challenge

- The challenge is that edcuativas institutions should make every effort to logorar at least that the completion rate equals the national average, particularly in the case of girls 12-14 years old segment and children 15-19 years segment.

The rate primary-secondary transition is defined as the percentage of students who enroll in first year of having graduated from Elementary School last year. Results

to 2008:

- The rate of primary-secondary transition in rural areas is 5.5 points lower than the country. The children, 5.7 points behind.

Challenge

- The great challenge is that the local education system should ensure the provision of Basic Education-Secondary education in rural contexts to approximate the national average rate for both boys and for girls.

Source: Ministry. Escale. 2008.
http://escale.minedu.gob.pe/downloads/indicadores/2008/cuadro.html?A02