Outline of the Project

Project Title

PROJECT for the improvement of mathematics teaching in primary and secondary education (ESMATE)

Subject

Education

Date of R/D Signed

October 29th, 2015

Project Site

Nationwide

Term of Cooperation

2015/11/15 – 2019/6/30

Implementing Organization

Ministry of Education

Background

"A Five-year Plan -El Salvador Productive, Educated and Safe-" stated its 2nd objective as "To Develop the human potential of the Salvadoran population for their well-being.

From the perspective of the well-being, the universal education with quality and equality of conditions for all people is placed as the main component. The following action guides were established to improve the quality of education:

- To redesign and strengthen the Pre-service teacher training plan.

- To implement up-date training and capacity development for the In-service teachers.

- To revise and adjust the national education curriculum to strengthen the educability, significant learning and development of key abilities and competencies for life and work.

JICA provided the GOES with technical assistance for the improvement of Mathematics teaching through the revision of Mathematics textbooks, workbooks and their teacher's guides (1st to 6th grades) carried out in the Project for Improvement of the Methodology for Teaching Mathematics (COMPRENDO-JICA) from 2006 to 2009.

For the Project execution, a technical team of specialists which was composed of qualified personnel from different offices in the MINED was organized especially from the Curriculum office, and the Teacher Education and Technical Assistance Office.

At present, the team plays an important role in the technical competence of the MINED and continues taking a lead in the development of Mathematics in the Central Offices of the Ministry of Education.

In spite of these efforts, it is essential to implement other action strategies to improve the students learning process in the Basic Education focusing mainly on the 3rd cycle of Basic Education and the Secondary Education. The reason for this is that the Mathematics materials have not been developed yet in these school levels. And it is also very important to maintain the continuity of students who finish 2nd cycle to go on to the 3rd cycle. Similarly, the students who finish 3rd cycle should continue in secondary school. This continuity can be benefited with the existence of teaching/learning materials which may support the students learning and in addition to that it may reduce the dropout rates due to the lack of motivation.

The GOES has made great efforts to improve the students' achievement levels of competency during their educational process, especially in the Basic Education level. However, the results of Mathematics showed the lowest average in the "Learning and Aptitude Test for Graduates of the Secondary Education (PAES) with the average of 4.8 where the global average is 5.3 nationwide. This situation implies the necessity of much effort to improve the learning of students. Providing each student with quality education materials is one of the necessary efforts.

Purpose

• Overall goal
  The education activities in accordance with the national curriculum adjusted in the area of Mathematics are implemented.
• Project Purpose
  The education activities in accordance with the national curriculum adjusted in the area of Mathematics are introduced.

Outputs

1. 6 Textbooks, 6 Workbooks and 6 Teacher's Guides in Mathematics of the 1st and 2nd cycles of the basic education are redesigned.
2. Didactical proposals in Mathematics for the 3-year Pre-service teacher education course of the 1st and 2nd cycle of the basic education are prepared.
3. The Mathematics Modules for the In-service teacher education and training of the 1st and 2nd cycle of the basic education are updated.
4. 3 Textbooks, their respective Workbooks, and Teacher's Guides of the 3rd cycle of the basic education and 2 Textbooks and 2 methodology suggestions in Mathematics of the secondary education are designed and prepared.
5. Didactical proposals in Mathematics for the 3-year Pre-service teacher education course of the 3rd cycle of the basic education and secondary education are prepared.
6. The Mathematics Modules for the In-service teacher education and training of the 3rd cycle of the basic education and the secondary education are updated.

Project Activities

0	To participate in the activities of the Regional Project.

1-1	To implement curriculum enrichment in Mathematics in the first and second cycle of the basic education.
1-2	To adjust the syllabuses with specialists' support.
1-3	To redesign the education materials of the Output 1.
1-4	To select the remedial units.
1-5	To publish virtually the updated syllabuses, all the education materials and remedial units and print necessary quantity.
1-6	To plan technical installment of the updated syllabuses, the education materials and remedial units from experts to specialists.
1-7	To implement technical installment of the updated syllabuses, the education materials and remedial units from experts to specialists.

2-1	To adjust the study plan of the 3-year Pre-service teacher education course of the first and second cycle of the basic education.
2-2	To design the education proposals for the 3-year Pre-service teacher education course of the first and second cycle of the basic education.
2-3	To publish virtually the adjusted study plan and designed proposals and print necessary quantity.

3-1	To adjust the study plan in Mathematics for the In-service teacher education and training of the first and second cycle of the basic education.
3-2	To adjust 10 Mathematics modules for the In-service teacher education and training of the first and second cycle of the basic education.
3-3	To publish virtually the study plan and the adjusted Mathematics modules and print necessary quantity.
3-4	To accompany the specialist training process.

4-1	To implement curriculum enrichment in Mathematics in the third cycle of the basic education and the secondary education. [The third cycle of the basic education]
4-2	To adjust the syllabuses with specialist supports.
4-3	To prepare the education materials for the third cycle of the basic education.
4-4	To select the remedial units.
4-5	To publish virtually the updated syllabuses, all the education materials and remedial units and print necessary quantity.
4-6	To plan technical installment of the updated syllabuses, the education materials and remedial units from experts to specialists.
4-7	To implement technical installment of the updated syllabuses, the education materials and remedial units from experts to specialists. [Secondary Education]
4-8	To adjust the syllabuses with specialist supports.
4-9	To prepare the education materials for the secondary education.
4-10	To select the remedial units.
4-11	To publish virtually the updated syllabuses, all the education materials and remedial units and print necessary quantity.
4-12	To plan technical installment of the updated syllabuses, the education materials and remedial units from experts to specialists.
4-13	To implement technical installment of the updated syllabuses, the education materials and remedial units from experts to specialists.

5-1	To adjust the study plan of the 3-year Pre-service teacher education course in Mathematics of the third cycle of the basic education and the secondary education.
5-2	To design the education proposals for the 3-year Pre-service teacher education course in Mathematics of the third cycle of the basic education and secondary education.
5-3	To publish virtually the adjusted study plan and designed proposals and print necessary quantity.

6-1	To adjust the study plan in Mathematics for the In-service teacher education and training of the third cycle of the basic education and secondary education.
6-2	To adjust 16 Mathematics modules for the In-service teacher education and training of the third cycle of the basic education and the secondary education.
6-3	To publish virtually the study plan and the adjusted Mathematics modules and print necessary quantity.
6-4	To accompany the specialist training process

Inputs

Inputs Summary by Japanese Side

1. Dispatch of Experts
   • Chief Advisor / Mathematics Education 1
   • Mathematics Education 2
   • Mathematics Education 3 / Coordination
   • Textbooks Edition (Graphic Design)
   • Others (if necessary)
2. Training in Japan
3. Equipment
   • Necessary equipment (computers, printers, photocopier, software, etc.) for the preparation of the education materials.
4. Others
   • Reproduction costs of Textbooks, Workbooks and Teacher's Guides for their validation.
   • Necessary costs for the participation in the Regional Project activities (Regional Project Seminars, etc.).

Input Summary by El Salvador Side

1. Full-time and part-time Mathematics Experts (writers and trainers) of the MINED and the UES.
2. Specialists in Mathematics
3. At least 3 full-time graphic designers (DTP operators).
4. Style corrector(s)
5. Reproduction and distribution costs of the Textbooks and Workbooks prepared by the Project for all the students in the country.
6. Reproduction and distribution costs of the syllabuses and Teacher's Guides to each school in the country.
7. Distribution costs of the materials for the validation.
8. Transportation and other necessary costs of the counterparts for the project activities.
9. Office space with necessary equipment in the MINED for the Japanese experts and their counterparts of the Project
10. Costs for the services of the electricity, water, internet, etc.
11. Other necessary costs for the implementation of the Project.