User:Jmarrs94/sandbox

The Dominican Republic Education System is governed by three government organization as well as the State Secretariat for Education. The government organizations are the Ministry of Education, the Ministry of Higher Education, Science and Technology, and the National Institute of Professional and Technical Training. The State Secretariat for Education is a member of the Executive Branch of the government and is in charge of the management and orientation of the education system. The Dominican Republic has made strides in their education system through increasing access to education. Through these efforts, women have reported fast upward movement in social class partially due to increased education.

Statistics

Literacy is defined by the NCES as having the ability to use printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential. According to the CIA World Factbook, 91.8% of the population over the age of 15 is considered literate. Literacy for females is listed at 92.3% while literacy for males is listed at 91.2%. Compared to the world, these numbers are higher than the average. Worldwide literacy is at 86.1%. For males, worldwide literacy is at 89.9% and for females world literacy is at 82.2%. The CIA world factbook also shows data on the school life expectancy of students in the Dominican Republic. For males, this life expectancy is at 13 years old which is slightly lower than the female school life expectancy of 14 years old. The Dominican Republic National Education Profile reflects this showing higher levels of completion for both primary as well as secondary schools.

Educational Programs

Pre-primary School

The pre-primary stage of education in the Dominican Republic includes children under 6 years of age. There are three cycles of the pre-primary stage. The first cycle is for children ages 0-2 years old, the second cycle is for children 2-4 years old, and the third cycle is for children 4-6 years old. The Dominican Republic only provides the last year of pre-primary education for families and this year is considered compulsory. The earlier years are not paid for by the Dominican Republic and are thus not compulsory.

Primary School

The Primary school stage of the Dominican Republic education system is eight years long and is designated for children ages 6-14. Primary education is compulsory and universal in the Dominican Republic, thus everyone should have access to eight years of primary education. This is split up into two different cycles. The first cycle is grades 1-4 for children 6-10 years old and the second cycle is grades 5-8 ad is for children 10-14 years old. Each grade level encompasses 10 months of teaching.

Secondary School

Secondary school is provided by the Dominican Republic, however, this level of education is not compulsory. There are four years of schooling required to complete secondary school and it is for children age 14-18. The four years are split up into two cycles lasting two years each. The first cycle encompasses general and compulsory education. The second cycle has much more flexible curriculum and allows students to focus on either vocational and technical education or on the arts. The vocational and technical track prepares students for entry into certain professions and activities. This track focuses on teaching students about industry, agriculture, and other services. The arts education track focuses on developing the creativity of the students. Students can specialize into music, visual arts, performing arts, and applied arts. To graduate from secondary school, students must obtain a passing grade on national exams, their classes, and participate in a community service program.

Higher Education

The Dominican Republic has both public institutions as well as private institutions for higher education. There are 4 total public institutions: Universidad Autónoma de Santo Domingo (UASD), El Instituto Superior de Formación de Maestros Salomé Ureña, Fuerzas Armadas, Instituto Tecnológico de las Américas y el Instituto Politécnico Loyola. The Universidad Autónoma de Santo Domingo is considered the state university while the other four public institutions are for more specialized areas. Beyond the public institutions, there are also 39 private institutions. Within these institutions, there are several tracks that students are able to take. Students can pursue Technical Studies which requires 2 years of schooling with a minimum of 85 credits. Graduate Studies requires a minimum of 140 credits. For students wishing to pursue a specialty in Graduate Studies, there is often an increased credit requirement. For architecture, veterinary, law, dentistry, pharmacy, and engineering, the requirement is 200 credits and at least four years of schooling. For medicine, the requirement is 5 years of schooling plus a one year internship. After graduate studies, students also have the ability to pursue post-graduate education. For most specializations, there is a one year and 20 credit minimum. To obtain a Master’s degree, students are generally required to complete 2 years of schooling encompassing 40 credits. For most students, their studies are generally extended by a half year to a year and a half of the required years of schooling.

Special Education

The Dominican Republic does provide specialized education programs for children with special needs or physical disabilities to accommodate these needs.

Adult Education

The adult education system provides education for adults who were unable to complete their education through the traditional route. This program encompasses literacy and primary schooling as well as secondary education. The track generally lasts about four years and can include professional training to provide adults with better skills for entering the workforce.

Performance

Teacher Performance

A study by Sucre and Fiszbein compared four countries in Central America on three indices concerning teachers and teacher quality. Of these four countries, El Salvador, Guatemala, Honduras, and the Dominican Republic, the Dominican Republic in general had higher ratings for their teachers, however, the article notes that there is still much work that is needed to be done. The first index that was measured was whether the teachers were prepared for effective teaching. The study found that although there were standards set for teachers, the teachers in the Dominican Republic lacked an awareness of these standards and were thus unable to properly use them. In the Dominican Republic, there are 25 institutions that are dedicated towards training teachers, however, there is no structured system for the certification of teachers. Additionally, there was no requirement for teachers to obtain classroom practice prior to becoming a teachers.

The second index studied was the process of attracting, hiring, and retaining teachers. It was found that there was a job application process that encompasses a logical reasoning exam, an exam on pedagogical knowledge and planning skills, and either an interview or oral exam. However, after being hired teachers are only coached during their first year of teaching. Additionally, even though data on student performance is often collected, there is no usage of this knowledge towards increasing the quality of education. The researchers also found that teachers are paid a competitive salary. Part time teachers are paid 32% higher than the average full time worker and full time teachers are paid 53% higher than the average university graduate who is working full time.

The third index research whether schools managed for good performance. The researchers found that there were no regular teacher assessments and no incentives for teachers to teach in underprivileged areas. These underprivileged areas encompass rural and/or low income areas. There is a policy in place for poor performing teachers to undergo a year of training and re-evaluation, however, this policy is rarely implemented in practice.

Student Performance

In 2005, a test was administered to students at grade levels 3, 4, and 5 to assess their competency in reading comprehension and mathematics curriculum from grade levels 1, 2, and 3. This test was called the Concorcio de Evaluación e Investigación Educativa (CEIE). In reading comprehension, the students were given 21 questions. Students were able to answer, on average, 7.37 questions on the test. The exam also found that girls performed better on the reading comprehension test than boys. In mathematics, students were given 35 questions. On average, the third grade students were able to answer 5.9 questions, the fourth grade students were able to answer 9.02 questions, and the fifth grade students were able to answer 11.94 questions. This exam showed that students were not learning the basics of reading comprehension and mathematics that they should be learning grades 1-3. The study also found that students at private schools performed better than students at public schools. However, over 80% of children attend public schools.

School Conditions

Public schools are generally worse off than the private schools in the Dominican Republic. Public schools are often overcrowded, lacking in textbooks and other instructional resources. Additionally, the buildings themselves often have broken light fixtures, cracked walls, and other damage to the physical building. Polytechnic schools, while they are considered technically public, are aided by another organization, often a religious group, and generally have much higher quality facilities. Schools in rural areas are also generally of lower quality and many only provide education through the 6th grade. Private schools in general are of higher quality than public schools and often have resources and advantages that are not available to public schools. Private schools are able to pay their teachers a higher salary and provide higher quality learning resources such as textbooks for the students. However, these private schools generally serve students with parents from the upper middle class.

At the university level, many students have not been well prepared to face the challenges of university courses. This is shown by a large dropout rate of students who attend a university as well as a need for intense remedial work to prepare students for the rigor of college courses.

Parent Education

Some parent education programs have been implemented into the Dominican Republic to help improve the healthy development of children. Farrelly and McLennan produces a research study looking at the participation rates of parents in parent education programs as well as barriers that lead parents to not participate or be unable to complete the program. Their research found that, on average, parents only complete 59% of the course. However, they did find that reducing the time commitment and focusing on an intensive child nutrition component lead to higher completion rates. Common barriers that participants noted were a lack of money for transportation to the class, lack of childcare while the parent was at the class, and mothers who worked and were unable to take time off.

McLennan produced a second research paper documenting efforts to implement a Canadian parent education program in the Dominican Republic. This program was focused on training parents on how to support the development of their children and focused on health, safety, and behavioral topics. The researchers trained local workers at a hospital to teach the program and adapted the curriculum that was used in Canada to be more relevant towards topics in the Dominican Republic.

Issues

Educational opportunity in the Dominican Republic is important not only for increasing social status but also for health outcomes. De Tavarez and Andrade discuss how higher educational attainment in the Dominican Republic is negatively associated with the use of both alcohol and tobacco. This association is especially profound in tobacco use as there is a significant social gradient in tobacco use. Those with higher socioeconomic status, are less likely to smoke and education plays an important factor in socioeconomic status.

While the Dominican Republic has made strides in increasing access to and participation in the education system, there is still progress to be made. The average years of schooling of the adult population older than 15 is 7.43 years old. This value is less than the number of years required to complete primary schooling. One policy that was implemented to increase participation was to provide three different shifts of school that students could attend. Schools would provide a shift during the morning, afternoon, and evening to allow for students to continue working while also attending school. Even with these efforts, only 75% of students complete grade 4, 63% complete grade 6, and only 52% complete the full eight years of primary school. While these numbers are low, the Dominican Republic does higher levels of participation in the education system than many other Latin American countries.

Gender inequality for girls in the education system is not a significant issue in terms of participation. Attendance rates are actually slightly higher for girls between age 6-13 (87%) than for boys of the equivalent age (84%). As age increases, this difference becomes clearer as 40% of females aged 14-17 are enrolled and only 29% of males of the same age are enrolled. Thus, males are more likely than females to drop out of school.

One possible explanation for this increased dropout rate among boys could be the presence of MLB scouts in the Dominican Republic. Wasch et al. conducted a study looking into the effects that MLB recruiters have on boys in the Dominican Republic. The prospect of going into the MLB is often seen as the only way that boys, and consequently their families, can leave the Dominican Republic. Wasch discusses how many boys are pulled out of schooling to train with MLB recruiters and trainers to potentially make it into the MLB. However, only 1 in 40 every actually make it to an academy and of those who do make it only 3-5% get chosen to move up into the MLB. This system pulls boys out of the education system early and leaves them lacking a full education. Thus, these boys are less able to enter the workforce as productive members. Wasch offers two solutions for this problem, one is to create an international draft and hold international players to the same high school requirements that American players are held to. The second solution is for the MLB to create a child labor corporate code of conduct to ensure that teams are held accountable for the education of players and possible recruits.