Students from the Manuel José Arce National Institute attend classes in San Salvador, El Salvador, in a file photo. EFE / Rodrigo Sura
San Salvador, Nov 30 (EFE) .- Students from primary, third and sixth grade indigenous peoples of El Salvador obtain “lower” results, which is why the Central American country is called to “advance to a more inclusive education and equitable, “according to a study released Tuesday by UNESCO.
The Regional Comparative and Explanatory Study (ERCE) 2019, released by the United Nations Fund for Education, Science and Culture (UNESCO), also reveals that El Salvador obtains results that are in the regional average in reading and science, but math scores are “significantly below” the regional average.
In the analysis, a total of 11,734 Salvadoran students -5,814 third grade and 5,920 sixth grade- were taken into account, and the tests were developed in 2019, the curricular areas of reading, writing, mathematics and science were evaluated, details the document.
The evaluation included Argentina, Brazil, Colombia, Cuba, Costa Rica, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, the Dominican Republic and Uruguay, and according to the report, the performance of 160,000 third and sixth grade primary school students from these 16 countries in the region.
ORIGINATING PEOPLES AND READING GAP
According to the results, it is observed that students from native peoples obtain lower results compared to the rest of the student body.
In addition, El Salvador has gaps in reading where girls achieve higher results than boys, a situation that is a trend in the region.
Regarding science and mathematics, “no significant differences were observed” between boys and girls, according to the ERCE report.
The coordinator of the Latin American Laboratory for the Evaluation of the Quality of Education (LLECE), Carlos Henríquez, stressed that El Salvador “has the urgent challenge of generating a development plan for the educational system and strengthening the institutional framework in order to carry out the next steps with the priority of moving towards a more inclusive and equitable education “.
In addition, Henríquez points out, “the importance of gender equality and cultural diversity must be recognized and educational opportunities should be fostered so that each and every student has the fundamental learning for their development.”
REGIONAL AVERAGE IN READING AND SCIENCE, BUT LOW IN MATH
In reading, in third grade, El Salvador obtained 697 points, a result equivalent to the regional average in this study -697 points-, and has a similar percentage of students (43.6%) in level I (the one with the lowest performance) than the presented by the region (44.3%).
In sixth grade, the Salvadoran student body reached 699 points, an average that is equivalent to the regional one -696 points-, and had a lower percentage of students (19.6%) in level I (the lowest) than the average of the region (23.3%).
However, in mathematics, in third grade, students obtained 691 points on average, a result lower than the regional average -698 points.
In addition, the country had a higher percentage of students at level I (49.9%) than the average for the ERCE countries (47.7%).
In sixth grade, Salvadoran students obtained 676 points, an average that is “significantly lower” than the regional average -696 points, the report indicates.
Additionally, El Salvador had a higher percentage of students (57.8%) in level I (the one with the lowest performance) than the rest of the region (49.2%), therefore “the investment made during the last years to strengthen learning in this discipline “.
In science, in sixth grade, Salvadoran students achieved an average of 705 points, a result that is similar to the 2019 ERCE regional average (702 points).
In this discipline, the highest percentage of the population evaluated is at performance level II (47.2%).
ABSENCE TO CLASS, LIMITING LEARNING
In El Salvador, the aspects related to students and their families that are associated with higher learning achievements are access to preschool education, weekly study days, parental involvement and parental expectations and the higher socioeconomic level of the families
However, those aspects that are associated as a limitation to learning are repetition and absence from classes.
On the other hand, the aspects related to the teaching body and its practices that are associated with greater learning are the educational expectations of the teachers, the interest in the well-being of the students, the implementation of practices in support of learning and the organization and planning of teaching.
On the contrary, disruption in the classroom is associated with lower learning, the report adds.