1 / 37

PCMI-2004

EDUCATION ISSUES IN ECUADOR. PCMI-2004. Luis Hernández lhernandez@mail.cmsfq.edu.ec. ECUADOR The Middle of the World. ECUADOR The Middle of the World. Area: 283,560 sq km (110,760 sq miles. S lightly smaller than Nevada) Capital: Quito (9,350 ft) Population: 13,212,742

saki
Download Presentation

PCMI-2004

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. EDUCATION ISSUESIN ECUADOR PCMI-2004 Luis Hernándezlhernandez@mail.cmsfq.edu.ec

  2. ECUADOR The Middle of the World

  3. ECUADOR The Middle of the World

  4. Area: 283,560 sq km (110,760 sq miles. Slightly smaller than Nevada) Capital: Quito (9,350 ft) Population: 13,212,742 Population below poverty line: 65% (2003 est.) Religions: Roman Catholic 95% Languages: Spanish (official), Amerindian languages Currency: US dollar (USD) ECUADOR - Statistics

  5. ECUADOR - A country of diversity

  6. ECUADOR - A country of diversity 15,000 ft 12,500 ft 9,900 ft 7,200 ft 4,600 ft 2,600 ft 1,300 ft

  7. GALAPAGOS ISLANDS

  8. THE COAST

  9. THE MOUNTAINS

  10. THE JUNGLE

  11. Lowest point: Pacific Ocean 0 m • Highest point: Chimborazo 6,310 m (20,697 ft) • Natural resources: petroleum, fish, timber, hydropower • Land use: arable land: 5.69%, permanent crops: 5.15%, other: 89.16% • Natural hazards: frequent earthquakes, landslides, volcanic activity; floods; periodic droughts • Geography - note: Cotopaxi (19,550 ft) is the highest active volcano in the world. • Ethnic groups: mestizo (mixed Amerindian and white) 65%, Amerindian 25%, Spanish and others 7%, black 3% • Indigenous groups: over 40 indigenous nations including the Quichua, Huaorani, Shuar (Jivaro), Achuar, Cofan, Siona, Secoya, Otavaleño, Tchatchilas (Colorados), Zaparo, Salasacas, Canaris, Saraguro & Chachi ECUADOR - A country of diversity

  12. THE HUAORANIS

  13. OTAVALO GIRL

  14. SARAGURO BOY

  15. TSACHILA COUPLE

  16. Ecuador boasts one of the highest levels of bio-diversity in the world: • 1/3 of all the bird species in the entire Amazon region live In the Ecuadorian Amazon (2% of the whole basin), and 10% of all the tree species on • earth are found here. • One hectare of lowland rainforest can contain as many frog species as all • of North America; one tree can contain more ant species than all of the • British Isles combined; and of the world's known bird species (about • 9,000), pint-sized Ecuador is home to over 1,500. • Ecuador also has one of the greatest levels of endemism anywhere in the world: • mammals: 302 plants: 18,250 • birds: 1,559 reptiles: 374 • amphibians: 402 freshwater fish: 706 ECUADOR - A country of diversity

  17. A MALE FRAGATA PAPAGAYO

  18. LONESOME GEORGE

  19. OSO DE ANTEOJOS CONDOR

  20. A DANGEROUS FROG

  21. ORCHID

  22. FRAILEJONES

  23. TREE TOMATO GRANADILLAS

  24. GENERAL CONCERNS IN EDUCATION • National Education Budget: • Constitution: 30% of the General State Budget. • Actual: 13%. • Political Instability: 19 Education Ministers in the last 24 years. • Education is controlled by a political party (MPD). • Very low salaries: • average in 2002 was $250/month (including all the benefits) • 20 different categories: starting at $50 and up to $245. • 10% increase between categories • Multiple jobs, schools abandonment and immigration. • No follow-up, or evaluation of teacher’s performances. • No Integration between University Research and other Education levels • Very little information and research in Education Field.

  25. Very weak Professional Development Programs • No access to Concrete Material • No access to Technology • Two school systems • Coast & Galapagos: April-December • Sierra & Oriente: September-June (October-July) • Many different types of schools: • Public schools (national & municipal) • Private schools (religious, non-religious, only girls/boys, technical, vocational, foreign) • National curriculum

  26. SCHOOL TEACHER’S EDUCATION • ECH – ES – MS Teacher’s requirements: • High School Degree • + 6 semesters courses: • 800 hours per semester • 120 hours of Mathematics Didactics (3.75%) • First two semesters: Basic Professional Education • Semesters 3, 4, 5: Specific Professional Education • Semester 6: Practice

  27. HIGH SCH00L TEACHER’S EDUCATION • High School Teachers requirements (Bachelor Degree): • High School Degree • + 4 University years (690 h/year) • Psycho-Pedagogy Area: 880 hours (31.9%) • Socio-Education Area: 160 hours (5.8%) • Mathematics Education: 895 hours (32.4% ) • Trigonometry: 52 hours (1.9%) • Geometry: 52 hours (1.9%) • Basic Mathematics: 104 hours (3.8%) • Algebra: 257 hours (9.3%) • Calculus: 331 hours (12%) • Analytical Geometry: 96 hours (3.5%) • Physics and Chemistry: 635 hours (23%) • Computers Area: 140 hours (5.1%) • Teaching Practice: 50 hours (1.8%)

  28. EDUCATION IN ECUADOR • 2 out of every 10 children do not attend school. • 9% of the population over 15 years is illiterate. • 1 out of every 3 children do not complete the 6 years of elementary education. • 9 out of every 10 children in the rural area do not attend middle school. • 1 out of every 10 children repeat first grade. • 64% of the population completes elementary school and 29% completes high school. • 2 out of every 10 public schools do not have electricity or water. • 4 out of every 10 public schools do not have access to telephone or fax.

  29. PCMI International Seminar “Math Education around the world: Bridging Policy and Practice” • 5 days • Diversity:8 countries (N. Zealand, Japan, Iran, Rumania, N. Ireland, Cameroon, USA, Ecuador) • Sharing information: curriculum, teachers’ education, policies & practice • Discussions: similarities, differences, challenges • Informal interaction with other programs’ participants (HST, mathematicians & math educators) • Sponsors • Gail Burril and Joan Ferrini-Mundy

  30. ICME-10 “SHARING EXPERIENCES GROUP” • Who is in charge of the curriculum in your country and important implications • What shifts are taking place in how teaching and learning math is perceived and enacted • Who is responsible for these shifts

  31. HIGHLIGHTS • Technology and resources • Organization • Working groups • Cross-program activities • Night activities

  32. CONCLUSIONS • Math education around the world • Similarities and differences • Ideas for practice • Concerns and commitment • Sharing

More Related