Life Skills

Guía de Trabajo para Maestros: Consejería comunitaria y apoyo psicosocial para la atención a niños y jóvenes. Este libreto de trabajo fue elaborado por el equipo técnico del Centro de Investigaciones Educativas de la Universidad del Valle de Guatemala, socio implementador de Educación Básica de Calidad para la Transición (Basic Education Quality and Transitions - BEQT, por sus siglas en inglés).

Esta es una guía informativa para maestros sobre Fondos del Conocimiento y su aplicación en el aula. Los Fondos del Conocimiento hacen referencia al cúmulo de habilidades, experiencias y conocimientos de los estudiantes adquiridos en la vida cotidiana. En esta guía se enfatiza que este tipo de referentes son significativos, pues ayudan a los maestros para aprender sobre sus estudiantes y sus hogares, para reconocer fundamentos particulares de conocimiento aplicables en un entorno escolar. Esta guía fue elaborada por el equipo técnico del Centro de Investigaciones Educativas de la Universidad del Valle de Guatemala, socio implementador de Educación Básica de Calidad para la Transición (Basic Education Quality and Transitions - BEQT, por sus siglas en inglés).

Esta es una guía informativa para maestros sobre el Diseño Universal para el Aprendizaje (DUA). El término DUA alude a un marco científicamente válido para guiar la práctica educativa que: a) proporciona flexibilidad en las formas en las que se presenta la información y en las que el estudiante demuestra su conocimiento de acuerdo a su motivación; b) reduce las barreras adaptándose al estudiante y manteniendo altas expectativas para todos los estudiantes en el aula. Esta guía fue elaborada por el equipo técnico del Centro de Investigaciones Educativas de la Universidad del Valle de Guatemala, socio implementador de Educación Básica de Calidad para la Transición (Basic Education Quality and Transitions - BEQT, por sus siglas en inglés).

Como parte de las actividades del Proyecto Educación Básica de Calidad para la Transición (BEQT, por sus siglas en inglés), la Universidad del Valle de Guatemala por medio del Centro de Investigaciones Educativas CIE diseñó y desarrolló el estudio Landscape Assessment: Aspectos relacionados con la calidad educativa en Lectura, Escritura, Matemática y Aprendizaje Socioemocional y su influencia en la transición al Ciclo Básico. Este tiene como propósito conocer el estado de la situación y aspectos que inciden en la calidad educativa. El objetivo general es explicar los aspectos estructurales, culturales, educativos y familiares que influyen en la lectura, escritura, matemática y aprendizaje socioemocional en los grados de 4.º a 6.º primaria y la transición a 1º. básico, en los municipios de los departamentos de Baja Verapaz, Quiché, Huehuetenango y San Marcos, donde se implementa el proyecto. Visibilizar los aspectos estructurales, familiares, culturales y educativos que inciden en la calidad educativa y la transición al ciclo básico que se evidencia en los resultados de las pruebas nacionales y en los indicadores educativos, permitirá analizar y adecuar las acciones planificadas en el proyecto. El Centro de Investigaciones Educativas de la Universidad del Valle de Guatemala conformó un equipo de investigación para el diseño y desarrollo del Landscape Assessment: Aspectos relacionados con la calidad educativa en Lectura, Escritura, Matemática y Aprendizaje Socioemocional y su influencia en la transición al Ciclo Básico. El equipo preparó el protocolo del estudio y los instrumentos respectivos, los cuales fueron revisados por USAID y RTI. Asimismo, se hicieron las gestiones correspondientes con el Ministerio de Educación (Mineduc) de Guatemala a nivel central, departamental y local para la aprobación respectiva.

LARA developed a set of qualitative tools to learn about the successes and challenges related to the implementation of Journeys and to understand what changes staff and pupils had observed since Journeys started in the program schools. The qualitative tools include individual interviews and focus group discussion (FGD) guides with head teachers, teaching and non-teaching staff, change agents and students. There are two individual interviews, one for the teachers and another for the head teachers. The individual interview for teachers investigates the value the Journeys program has brought to the teachers personally, to the school and the classroom, for example changes in the way teachers relate and interact with pupils and changes in disciplinary practices at the school. The individual interview for head teachers on the other hand investigate what has gone well and what the head teachers are struggling with regarding the implementation of Journeys for School Staff and Journeys for Pupils (the Uganda Kids Unite [UKU] Program). There are three FGD guides; (i) FGD guide for teaching and non-teaching staff provides information about the changes (for example interactions among students, teacher attendance, extent of SRGBV) in the school as a result of Journeys, initiatives undertaken by the school to make the school safe and positive and how the initiatives improved the school and/or reduced violence; (ii) FGD guide for head Teachers and school change agents (SCA) that gathers feedback on the successes and challenges associated with the implementation of Journeys program for the school staff and Journeys program for pupils as well as improvements needed to for the continuity of the Journeys program in the schools; and (iii) FGD guide for students that focuses mainly on what pupils enjoyed most about the UKU program and the specific UKU activities they loved. It also asks about what pupils did not enjoy in the UKU meetings, initiatives that UKU teams developed to improve the school, what pupils learned through the UKU program and how the school and classroom have changed since Journeys began.

This tool is used by school support actors (e.g., DEOS, DIS, MEOs, DIS, MIS, IS, CCTs, head teachers, project staff) to monitor and support implementation of Journeys for school staff and Journeys for pupils. The tool serves two purposes: (i) to gather monitoring data to understand how well schools are organized and supported to implement the Journeys program. Monitoring data is also used for reporting purposes. With regard to Journeys for school staff, the type of monitoring data gathered using the MSS tool include the number of school change agents (SCAs) in the school, number of SCAs that have Journeys handbooks, number of Journeys for staff activities that the school conducted, evidence that SCAs receive support from support actors, number of SRGBV cases that have been resolved out of the total cases reported. For UKU, monitoring data gathered include the number of UKU teams in the school, number of UKU teams that have attendance registers, whether UKU attendance registers are updated regularly and whether UKU teams have work plans; (ii) to supervise and support SCAs and Teacher Patrons. SCAs lead Journeys sessions for Schools Staff while Teacher Patrons lead Journeys sessions for Pupils/UKU. The MSS tool has an observation checklist for School Staff Journeys sessions and an observation checklist for UKU sessions. The checklists are used by the school support actors to record key information about the Journeys session they observed, including whether the SCA/Teacher Patron applied Journeys facilitation approaches, followed the rights steps to conduct the session and used the planning form and evaluation form correctly to initiate and appraise the session respectively. Each checklist is complemented with a feedback section where the school support actors document the positive things (areas of strength) the SCA/Teacher Patron demonstrated during the Journeys activity and area of improvement.

A personal resource given to children with a summary of HIV and SRGBV prevention messages. This a daily reference material for children with a pledge to stay safe and support their peers prevent HIV and violence at home, community and schools.

This a graphic and easy to understand summary of the Ministry of Education and Sports Reporting, Tracking, Referral and Response (RTRR) Guidelines. This briefer was produced under the Uganda Literacy Achievement and Retention Activity (LARA) and in collaboration with United States Agency for International Development and The Republic of Uganda Ministry of Education and Sports.

DREAMS registers are used to register and track all children participating in Journeys Plus activities and dialogue meetings to determine the number of activities attended over a given period. The registers are used also to track DREAMS girls attendance before updating their service records in the DREAMS tracker

Community Change Agents (CCA) Register is a tool used by community change agents to register community members attending Journeys community dialogue meeting to prevent violence and protect children in their communities. The register has a section where all cases of child abuse are recorded and referred to the sub county for attention