2. Objectives of the Assessment
I. Undertake an assessment of the
conditions, systems, risks, and
opportunities related to educational
access in Chacraseca in order to
design appropriate and effective
program strategies and interventions.
II. Identify the root and underlying causes,
and consequences, of school dropout
rates and student absenteeism in
Chacraseca.
III. Determine the conditions that make
adolescent females vulnerable to early
termination of formal schooling.
Kara M. Luebbering n January 30, 2015
3. Methodology
I. A modified Rapid Assessment Process
(RAP) study based on iterative data
analysis, data collection, and triangulation.
II. Coordinated with local leadership to
collectively determine research plan and
identify key insiders.
III. Primary division in sampling done
according to twelve geopolitical barrios.
Within each barrio, determined a
purposive sampling population from which
a random sample was taken until data
saturation reached.
IV. Conducted 150 individual interviews, 6
focus group discussions, 6 key informant
interviews.
V. Performed 120 hours of classroom
observation hours.
Kara M. Luebbering n January 30, 2015
4. Kara M. Luebbering n January 30, 2015
Findings
I. High enrollment rates, but 25% drop-out
rate between the beginning and end of the
year. Need metrics to evaluate
effectiveness of formal education.
II. Disconnect between schooling and
learning. Need to increase the return on
investment of education.
III. Students drop-out because they cannot
attend (illness, resources, etc.), will not
attend (money for snacks,
embarrassment, etc.), or do not attend
(low return on investment, other priorities,
etc.).
IV. In general, women reach a diminished
return on their educational investment
earlier than men do in relation to
employment opportunities.
5. Kara M. Luebbering n January 30, 2015
Implications of Findings
I. School shifts from a center of learning to
a space in which one explores
relationships.
II. Socialization of children outside homes
occurs in classrooms where teachers
often reinforce social norms about gender
roles.
III. In Chacraseca, rote education causes
students to detach from information, the
system does not allow students to
develop critical consciousness in ways
that encourage them to transform
realities.
IV. Once immediate needs are met, deeper
structural issues manifest within
education. Look to countries such as
Nicaragua for insight into future trends in
education after significant development
support withdraws.
6. Kara M. Luebbering n January 30, 2015
Recommendations & Next Steps
I. Engage students in their own
development, invest in programs that
allow youth to become agents of their own
development.
II. Alternative programs that enhance
community-based education and
educational initiatives for students that are
relevant to their context.
III. Recent follow-up with village leaders to
determine various avenues for project
design. Entering into the design and grant
application process.
7. To request a copy of the full report,
please contact the author at:
kluebbering@email.arizona.edu
Thank You!
