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Reducing risks for children of working mothers in San Benito

Reducing risks for children of working mothers in San Benito. Let’s look at what education is like in peru…. PISA 2009 Ranking. Programme for International Student Assessment (PISA). PISA PROFICIENCY LEVEL OF PERUVIAN STUDENTS 2001 - 2009. More than 50% of students are in the lowest level.

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Reducing risks for children of working mothers in San Benito

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  1. Reducing risks for children of working mothers in San Benito

  2. Let’s look at what education is like in peru…

  3. PISA 2009 Ranking Programme for International Student Assessment (PISA)

  4. PISA PROFICIENCY LEVEL OF PERUVIAN STUDENTS 2001 - 2009 More than 50% of students are in the lowest level.

  5. PISA - PROGRESS Peru is at the bottom of the world education rankings.

  6. Why did we decide to start the HOMEWORK CLUB?

  7. The State provides free education, but there are other factors which affect academic performance: Having to look after younger brothers and sisters. Not having help from parents (because they are at work all day or have a low level of education themselves). Not having a good diet. Each teacher has a large number of pupils. Not having any books.

  8. SCHOOL HOMEWORK CLUBS (SHCs) for children between 6 and 12 years of age ADVANCES IN ACADEMIC PERFORMANCE San Benito – Lomas de Carabayllo Peru

  9. A HOMEWORK CLUB IS… a place aimed at providing support for children who have been assessed as having serious difficulties in reaching their potential in reading, writing and arithmetic. In addition: + Their mothers work away from home for more than 12 hours, several days a week. + They do not get help with their homework from any adults. + Their mothers cannot read and write or have a very basic level of education and are unable to help them. There are also children who are referred by the authorities as they come from a violent background.

  10. During 2013 we opened 3 SHCs

  11. Every 3 months we carry out an evaluation to measure progress • The evaluation has 2 components: • The evaluation criteria used by the teacher to assess the child’s progress in the different areas. • The survey carried out with the children for them to evaluate their progress, the venue, the contribution of the mothers who help out and how they feel.

  12. HERE ARE SOME OF THE RESULTS NOTES: + SHC 3 only opened in November so the evaluation has not yet been carried out; however, our observations indicate that around 50% of the children will need remedial education. + All of the children were selected on the basis of having a poor academic performance. This is our baseline.

  13. ACADEMIC PERFORMANCE EVALUATION BY THE TEACHERS

  14. ACADEMIC PERFORMANCEEVALUATION BY THE TEACHERS – SHC 1 53% of the children show a partial improvement, which means they are on the right track but progress is slow. 47% show sustained improvement in both numeracy and literacy, as evidenced by tests, notebooks and monitoring sheets.

  15. ACADEMIC PERFORMANCEEVALUATION BY THE TEACHERS – SHC 2 30% of the children have not made the expected improvement and so will follow an intensive process of REMEDIAL EDUCATION. 35% of the children show a partial improvement, which means they are on the right track but progress is slow. 35% show sustained improvement in both numeracy and literacy, as evidenced by tests, notebooks and monitoring sheets.

  16. ACADEMIC PERFORMANCEEVALUATION BY THE TEACHERS – TOTAL 15% of the children have not made the expected improvement and so will follow an intensive process of REMEDIAL EDUCATION. 44% of the children show a partial improvement, which means they are on the right track but progress is slow 41% show sustained improvement in both numeracy and literacy, as evidenced by tests, notebooks and monitoring sheets.

  17. ADVANCES IN ACADEMIC PERFORMANCE THE CHILDREN’S EVALUATION OF THEIR OWN PROGRESS

  18. Do the children think their reading has improved? THE CHILDREN’S EVALUATION OF THEIR OWN PROGRESS When the evaluation was carried out, SHC 1 had been running for 2 months longer than SHC 2, which could explain the differences in progress. In both homework clubs, the majority of children think their reading ability has improved. There are still a small number in SHC 2 who think their reading has not improved. These children will move into the remedial education process since their views are consistent with the teacher’s evaluation.

  19. Do the children think their reading comprehension has improved? THE CHILDREN’S EVALUATION OF THEIR OWN PROGRESS Between 30% and 40% of the children think they an improve further in their reading comprehension. Around 55% of children (in both clubs) think they have improved. A small number (in SHC 2) have not noticed any improvement.

  20. Do the children think they have improved at maths? THE CHILDREN’S EVALUATION OF THEIR OWN PROGRESS In both clubs, the majority of children think they are improving or have improved at maths. The largest number of children who felt they had improved was in SHC 2 (56%). This is as a result of one of the games they play after the homework support session. In SHC 1 we found a number of children who do not think they have improved in maths (most of them are girls).

  21. How do the children think they have improved at doing their homework? THE CHILDREN’S EVALUATION OF THEIR OWN PROGRESS A large number of children feel they have improved at doing their homework (having time to do it). However, there is also a group of children who feel they have still not improved. These are the same children which the teacher has recommended for remedial education.

  22. How do the children feel when they are at the homework club? THE CHILDREN’S OWN EVALUATION All of the children expressed positive feelings (happy, content, good).

  23. …in all countries in the world, there are children living in exceptionally difficult conditions and that such children need special consideration (UN Convention on the Rights of the Child 1989). AN OPPORTUNITY CAN MAKE A HUGE DIFFERENCE!

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