PARTICIPATION IN DOMINICAN REPUBLIC INTERNATIONAL PROGRAMMES RELATED TO THE ELIMINATION OF ILLITERACY (EXTRACT)

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FOUNDATION FOR DEVELOPMENT AND
IMPLEMENTATION OF STRATEGIC STUDIES
(FUNDEIMES)
Paper titled:
PARTICIPATION IN DOMINICAN REPUBLIC
INTERNATIONAL PROGRAMMES RELATED TO THE
ELIMINATION OF ILLITERACY
(EXTRACT)
AUTHOR IS:
VIDAL JOSE RODRIGUEZ PICHARDO
And
LUIS JIMENEZ ALMONTE
SANTO DOMINGO, DN
YEAR 2014

CLARIFICATION
"The views expressed in this research report are the sole responsibility of
their (S) author (S) and the institution does not necessarily reflect the opinions
issued.”

CHAPTER II
PARTICIPATION IN DOMINICAN REPUBLIC
INTERNATIONAL PROGRAMMES RELATED TO THE
ELIMINATION OF ILLITERACY
2.1. Goals and L Returned ogres, contribute towards achieving the
Millennium Development Goals Relating to Training Illiteracy
More than participation, Dominican Republic, through the years, it has
been inserted into the universal education, with international commitments which
has been included. That is why your goals and achievements are rather formulas
for measuring the progress of education in the Republic, since this also contributes
to educational excellence, given that commitments to institutions and countries in
other regions are assumed, while commitments are being established as goals to
be achieved by the Dominican education system, in order to standardize education
universally, with the mechanisms established treaties and conventions that have
been signed..
These international education commitments, duties have been taken as well as a
political responsibility, to be established as an important benchmark to measure
the impact of education programs that run efficiently. Therefore, in educational
plans and programs for the period 2008 - 2013, a global education guide serve for
monitoring and enforcement, and detecting the scope of such programs and the
country's ability to meet its stated commitments.
The World Declaration on Education for All was considered essential so
universal all access to education and promoting equity, pay attention priority to
learning, broadening the means and scope of basic education, improve the
learning environment; strengthen coordination of actions, and realize the enormous
potential for progress and increase the chances of individuals when accessing
education.

Educational Management Strategic Plan 2008 - 2012
In 2010 is promulgated the new constitution of the Republic, which
establishes for compulsory ma pre-school education, a fact that has come to
strengthen the fight against illiteracy, to look s to reach their full potential for the
benefit of society to pave the way for social exclusion.
Along with the above we add the commitment of the Dominican nation to
the Millennium Goals, in which 189 states committed themselves to the Millennium
Declaration, which was the result of a series of summits throughout the 1990s, and
at the summit held in 2000 in New York, the United signed, committing to a series
of targets in various fields. For this study we are interested in the goal or objective
number two reads: "Achieving Universal Primary Education." From this it follows
that reached the 2015 should ensure that children have completed primary
education cycle. This has been improving over the years in Dominican Republic,
although some obstacles, since different economic conditions have severely hit the
country and governments have the resources for education are only strictly
necessary to meet basic expenses in this sense, hindering the achievement of
immediate goals to finally achieve this goal by 2015.
However, in accordance with the Strategic Plan for Educational
Management 2008 - 201 2, the Dominican Republic established in the plan, in
order to reduce illiteracy was committed in the following points:
i. Expanding and improving comprehensive early childhood, especially for
the most vulnerable and disadvantaged children;
ii. Ensuring that by 2015 all children, particularly girls and children in difficult
circumstances and those belonging to ethnic minorities, have access to free and
compulsory primary education of good quality and finish;
iii. Ensuring that addressed the learning needs of all young people and
adults are met through equitable access to appropriate learning and preparation for
working life;
iv. Increase of 2015 the number of adult literacy by 50%, especially for
women, and equitable to all adults equitable access to basic education and
continuing education;

v. Remove the gender disparities in primary and secondary education here
by 2005, and achieving gender equality in relation to education by 2015, focus on
ensuring girls' full and equal access to basic education good quality and good
performance;
vi. Improving all aspects of the quality of education and ensuring excellence
of all so that recognized and achieve measurable results, especially in literacy,
numeracy and essential life skills learning.
To achieve these commitments at the time, countries that have
signed, as the Dominican Republic also undertook to:
i. Mobilize strong national and international political commitment to
education for all, develop national action plans and enhance significantly
investment in basic education;
ii. Promote EFA policies within a sustainable and well-integrated sector
activity, clearly linked to poverty elimination and development strategies;
iii. Ensure the engagement and participation of civil society in the
formulation, implementation and monitoring of strategies for educational
development;
iv. Create systems of governance and management of education to be able
to react quickly, participatory and accountable;
v. Meeting the needs of education systems affected by conflict, natural
calamities and instability and conduct educational programs in ways that promote
mutual understanding, peace and tolerance, and that help to prevent violence and
conflict;
vi. Implement integrated strategies for gender equality in education, based
on the recognition of the need to change attitudes, values and practices;
The challenges were assumed by signing the Plan of Education 2021
Iberoamericano I feel based on the following challenges: l to universal access to
primary education, free secondary education, l to universalization the initial level,
expanding access to higher education, and eradicate illiteracy, education for
diversity and social inclusion, increase the% of GDP spent on education (6%),
quality improvement, i NCORPORATION of information technology and
communication ( ICT) in the education system, and improbable the teaching
condition.

We have to note that these plans have their reference s in many
international organizations and friendly governments, which have put their grain of
sand, so that the societies of the p countries of South America and the Caribbean r
region, making the bound and free levels of education with schooling
complements, all conjugated with the purpose of reducing illiteracy, which
ultimately account s is one of the elements causing increased poverty and
marginalization, their causes. Once high levels of social exclusion. Among these
we can cite s body to the Organization of Ibero-American States for Education,
Science and Culture (OEI), l which has conducted many studies and has submitted
projects to improve education and avoid foreclosure; the United Nations Children's
Fund (UNICEF), an organism that deep therefore the United Nations and is
devoted exclusively to children around the world, therefore, is always present in all
programs pertaining to education children, seeking their welfare and
development. Another agency is the C Economic omission for Latin America
(ECLAC), the organization contributes detailed studies and economics combined
with education and presents analyzes that help strengthen educational programs
and projects. The Inter-American Development Bank (IDB) is another organization
that promotes the eradication of illiteracy, working with money to l to build
infrastructure for schools. The Board of Education P popular for Latin America and
the Caribbean (CEAAL), which is composed of several non-governmental
organizations and the aim, is to support efforts to improve education in villages. It
should also highlight the work of the United Nations Educational, Scientific and
Cultural Organization (UNESCO), which al aboard tirelessly in order of total
eradication of illiteracy. Such organizations have been cooperating in Dominican
Republic with a firm commitment to uphold the rights of every human being living
on it.
Established the following goals for achieving the objectives achieved in
education, according to international commitments and participation Dominican
Republic, which as mentioned above but these scopes are participation
commitments. This plan comes to merge with the Ten-Year Plan 2008 - 2018, in
which is given a further boost below goals for locking Educational Management
Plan 2008 is - 2012.
Goal: Strengthen and broaden the participation of society in the educational activity
Specific goal.

To increase the participation of the different social sectors, family and public and
private organizations, especially those related to health services and promotion of
economic, social and cultural development, and coordination in educational projects.
Indicator.
Number of programs involved in different social sectors and apply integrated
indicator.
Achievement level.
Increase annually the programs involved in various social sectors and develop a
territory (municipality, department, and region) in a coordinated manner, depending on the
goals established by each country.
Specific goal.
Ensuring access and retention of all children in the school through the implementation
of support programs and development of families to encourage their children stay in school.
Indicator. Percent indicator.
Families with socio-economic difficulties are supported to ensure the regular
attendance of their children in schools.
Achievement level.
Get at least 30% of families are below the poverty line receive some form of financial
support to ensure the holistic development of children and girls, and school attendance, and
100% in 2021.
Specific goal.
Strengthen the specific goal of participation of the University in initiatives aimed at
improving basic education.
Indicator. Indicator Percentage
Universities, schools and university students in programs to support basic education.
Achievement level.
Increase Level of achievement each year the number of universities, schools and
university students who spend some time to continuously support educational programs to
at least 5% by 2015 and at least 20% by 2021.
Goal: Increase opportunities and providing education to the diverse needs of
students.

Specific goal.
Supporting inclusive education of students with special educational needs with
needed supports.
Indicator.
Percentage Indicator students and students with special needs enrolled in regular
school.
Achievement level.
Getting Achievement level in 2015 between 30% and 60% of students with special
educational needs is integrated into the mainstream school and that between 50% and 80%
is in 2021.
Goal: Increase the supply of early education and enhance their educational
Specific goal.
Increase the offer for preschool children aged 3-5 years.
Indicator.
Percentage of children 3 to 5 years participating in educational programs.
Achievement level. Getting between 50% and 100% of children aged 3 to 5 years
receive early educational services in 2015 and receives 100% in 2021.
Specific goal.
Enhance specific educational goal of this stage and ensure adequate training of
teachers who are responsible for it.
Indicator.
Indicator Percentage of educators who have the specific title of early childhood
education.
Achievement level. Get achievement level between 30% and 70% of teachers
working with children aged 3 to 5 years have the qualifications established in 2015 and
between 60% and 100% of it available in 2021.
Goal: Invest more and invest better
Specific goal.

Increase Target specific economic effort of each country to achieve the Goals by
2021.
Indicator.
Development of a financing plan indicator for each country in the year 2012 for
achieving the goals and update it regularly.
Achievement level.
Approve a plan achievement level in each country, evaluate and adapt every three
years.
Goal: Achieve universal primary and lower secondary education and improve its
quality.
Specific goal.
Meta ensure specific schooling for all children in primary education and lower
secondary education in satisfactory condition.
Indicator.
Percentage Indicator enrollment and completion of primary education.
Achievement level.
In 2015, the 100% achievement levels of students are enrolled in primary education
and between 80% and 100% complete at the corresponding age. In 2021, over 90% of
students finish primary school at the age established.
Achievement level.
Reach between 60% and 95% of students enrolled in basic secondary education in
2015 and between 70% and 100% in 2021. Between 40% and 80% of students complete
basic secondary education by 2015, and 2021 between 60% and 90%
Specific goal.
Improve the provision of computers in libraries and schools.
Indicator.
Percentage of schools with libraries Indicator.
Achievement level.

Get at least 40% of the schools have school libraries in 2015 and 100% in 2021.
Indicator.
Ratio of students per computer display.
Achievement level.
Making the computer-student ratio is between 1/8 and 1/40 and 2015 and between
1/1 and 1/10 in 2021.
Goal: To provide a meaningful curriculum to ensure the acquisition of basic skills for
personal development and the exercise of democratic citizenship.
Specific goal.
Improve the level of acquisition of basic skills and fundamental knowledge by pupils
and students.
Indicator.
Percentage Indicator students with satisfactory levels of achievement in basic skills in
national and international competitions.
Achievement level.
Decrease between 10 and 20% in the two lower levels of performance on tests of
LLECE 6th grade or school PISA and IEA involving different countries, and increase in
proportion of students in both high levels in these tests.
Specific goal.
Enhance values education for active democratic citizenship, both in the curriculum
and the organization and management of schools.
Indicator.
Student results in national and international studies on democratic citizenship that are
made throughout the decade.
Achievement level.
Achieving a level of achievement improvement in results between studies conducted.
Goal: To provide a meaningful curriculum to ensure the acquisition of basic skills for
personal development and the exercise of democratic citizenship.
Specific goal.

Providing a specific curriculum that incorporates Meta reading and computer use in
the teaching and learning in arts education has an important role and to stimulate interest in
science among students and teachers.
Indicator.
Weekly reading time at different stages.
Achievement level.
Spend at least 3 hours of required reading in primary and 2-hour basic secondary
education.
Indicator.
Frequency of computer use at school by students.
Achievement level.
Getting teachers and students to use the computer in the process of teaching and
learning regularly in 2021.
Indicator.
Weekly time devoted to arts education in schools.
Indicator.
Percentage of teachers with established Art Education degree.
Achievement level.
Spend at least 3 hours devoted to Arts Education in Primary and Secondary
Education in Basic.
Indicator.
Percentage of students who follow scientific or technical training in post compulsory
education.
Achievement level.
Getting between 30% and 70% of teachers in art education in 2015 have established
certification and that between 60% and 100% have it in 2021.
Goal: Increase the participation of young people in upper secondary education,
vocational and technical college.

Specific goal.
Increase the number of young people completing upper secondary education.
Indicator.
Percentage of students who complete upper secondary education.
Achievement level.
Situation completion rates of upper secondary education from 40% to 70% by 2015
and between 60% and 90% in 2021.
Specific goal.
Increase access to Technical and Vocational Education and the University.
Indicator.
Percentage of pupils from ethnic minorities, indigenous populations and Afro
descendants performing ETP and university studies.
Achievement level.
Increase of 2% of students from ethnic minorities, indigenous peoples and Afro-
descendants who access the ETP and 1% of those who reach the annual University.
Goal: To promote the connection between education and employment through
vocational technical education.
Specific goal.
Improve and adapt the design of vocational technical education in accordance with
the labor demands.
Indicator.
Percentage of professional technical races whose curricula are designed by
considering powers of labor demand.
Achievement level.
Between 20% and 70% vocational technical training races organized in accordance
with the powers derived labor demand in 2015 and between 50% and 100% in 2021.
Indicator.
Percentage of students doing internships.
Achievement level.

Getting between 30% and 70% of students in vocational technical education run
company practices or labor institutions in 2015 and that between 70% and 100% made in
2021.
Above detailed several goals established in the plan Iberoamericano
2021, and were taken in the strategic plan of educational management from 2008
to 2012.
2.1.1 Effect on the frame and Social Exclusion
Human Rights.
It should keep in mind that e l illiterate does not have the right equipment
to enable integrated into different social levels, not just as an individual (social
inclusion problems, precarious work, high morbidities, etc..), But also at your
household (nutrition, hygiene, health and education of children), which therefore
has to expound the rest of the whole society, stimulating educational environment
effects such as low performance and high costs for the health system .
While textile companies, one of the sectors most present in the free zone
model, are after cheap labor; and for such utilitarian purposes, has found it easy to
identify who are the most marginalized and excluded from Year 41
Social Studies, Vol XL -. No. 149 April-June 2009, Justice Editorial social al and
social policies, p. May.
It should be noted that when the State, provided the rights of citizens
literate an individual, no matter their age, significantly increases their development
in human terms and as a person determined insertion, allowing you to know your
rights and foothold in life. That in the end is what is sought in accordance with the
covenants and agreements signed by the states and also in accordance with the
Millennium Development Goals, objectives will not be achieved by Dominican
Republic and other nations to the date fixed for various reasons past.
Importantly, in the context of human rights, the right to education is
contained more fully in Article XIII which we exposed its paragraph 1 above, the
International Covenant on Economic, Social and Cultural Rights of 1966 Rights
and that it was ratified the Dominican Republic and therefore, the country is bound
to this covenant, and that it is defined that states parties are accountable to provide

budgets, structures and regulations certifying education, thus, will decrease the
illiteracy in all its form.
2.2 Overview of the Dominican Republic for Punta Cana
Community International
The program Responds to Be International case government policy and the
Ministry of Higher Education, Science and Technology to Promote Greater equity
and growing number of low-income youth from around the country can no quality
other actions, which is the center of the shares of the hedging policy and equity.
Here's how the Dominican Republic is displayed in the international community,,
since this scholarship program has led to younger different stratus social tees you
several country clubs of the continent and European Americano, has-been of
weighting is very good relative to education Dominican.
With the International Scholarship Program has-been n Implemented do
an EXTENSIVE process of encouraging young Dominicans to study, Regardless of
geographic location or socioeconomic status of his f family, in Addition to
supporting Institutions of higher education to continue its better or institutional. In
Addition to this program, we not have tried to Improve the training of technicians
and Dominican professionals to it adequately meet the requirements Demanded by
changes in the national and international context, to create a space That Promotes
lifelong learning and Accompany the country's competition Nationally and
Internationally.
With the MOU of February 9, 2007, the Agency for International
Cooperation, Spanish Government undertook to support the esfuerzos the
Dominican Republic to strengthen, specifically looking for budget support to the
industry of education, towards Achieving the Millennium Development Goals. This
support was The One That gave impetus to the development of the plan 2008-
2018. 2.2.1 Optimism
For the years 2009-2010, compared with 2008, the illiteracy rate was
significantly reduced in the s rural area is both young and adult population, from
10.07% to 6.29% and 22.37% to 19.16%, respectively. Statistical Panorama - n. #

48 - monthly newsletter of the NSO Available
at: http://www.one.gob.do/ (See: 2013, june 14:00...
This allows intuitive r has been progress and the outlook has improved,
although minimally, by the progress achieved s, and therefore, what is needed is
the will to power of literacy reaches all estate s population and thus ensure the
development necessary the nation, as noted in the following data on the literacy
rate rural and urban. According to statistics from the Ministry of Education, in 2009
people aged 15-24 literate rural residents accounted for 95.8%, and residents in
the urban area, 97.8%, unlike the 2000 levels when the gap was greater.
Another way to encourage the Dominican population to achieve the
eradication of illiteracy, to reduce social exclusion of this product are incentive
programs for attendance, an economic benefit received by parents in order to send
children and girls in schools, contributing to the primary and general continuing
care.
Obviously illiteracy adversely affects the quality of life of the person s,
family and society, which is why we all develop s plane governments to eradicate
illiteracy, in its various forms, help strengthening human development, and
therefore to social inclusion.
2.2.2 Pessimism
Although indicators studies in international non governess achieving
established the People's Republic Dominican to have a low dropout rate, the fact
remains that this has not been reflecting on learning, which has been showing in
national tests that are given each year and has progressively lower levels of
learning. Despite the economic growth that the country has been experiencing,
education spending has been well below the percentage of most countries
Hispano-American.
Due to the limited budget allocation to the education line the country has
struggled to achieve the fulfillment of the goals that will help meet the 2015 target d
the Second Millennium, alongside the improvement of education in general, that
allow lower levels of illiteracy and to the social inclusion of more citizens. Public
expenditure on education stood at around 2.5% of GDP.

Keep in mind that illiteracy, in any of its essential modes: absolute,
practical and digital, is closely related to levels of poverty and inequality at the
national level, causing a lot of social exclusion. Part of the problem is seen in that,
weighs r, of the Dominican Republic to be one of the Caribbean countries with
better systems of information technology and communication, many individuals in
society remain s isolated digital divide, i.e., they are digital illiterates, default or also
the fact that this form of education has not been touched in term s of
application. This is because there are no limit government agencies and public
institutions, which established centers that are dedicated to teaching the use of
computers and other new technologies s. This is done in coordination and with the
support of Minister of Education, which has been monitored n do these centers.
A key to reducing illiteracy to a minimum and make the point that this topic
cease to be part of the cause of much social exclusion, would be given the
obstacles to be overcome, such as: the low development of students entering;
students with learning disabilities because of their low cultural capital related to its
origin, in high proportion of low socio-economic sector; Multiplicity of training
curricula; mismatches between training curricula and the school curriculum;
influence of daily teaching methodologies.

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PARTICIPATION IN DOMINICAN REPUBLIC INTERNATIONAL PROGRAMMES RELATED TO THE ELIMINATION OF ILLITERACY (EXTRACT)

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