User:Chadowelf/sandbox

Education in Peru
Primary School


 * You mention that there is an education disparity between students in urban and rural areas - I would suggest going into a little more detail here. Is the education disparity shown through reduced performance in standardized tests, lower graduation rates, students repeating grades, or all three? I'd bring in one of these education markers to highlight the disparity and make it more concrete.
 * "Because most individuals in Latin America drop out of school after finishing their primary education, there has been a large investment in primary education, where the largest percentage of educational resources and funding is devoted to primary education."
 * You use the term "primary education" thrice in this sentence, so it gets a little tricky for the reader to understand. I would suggest rewording this for clarity and brevity if possible!

Secondary School


 * I didn't think about differences in grading systems! Cool to hear that they have a 0-20 system
 * "The delay in grade level advancement is in part due to the difficulty in transitioning from learning froma single teacher to learning from multiple teachers."
 * Would it be possible to expand on this a little? The US system has a similar transition period of learning from a single teacher to multiple ones, but I don't think the same issue of grade level advancement exists in this country (could be wrong about that though). I'm confused why this transition would so significantly impact Peruvian students, and think there might be other more important factors involved? I'd recommend either expanding on this point to make it more clear or adding in information about additional factors.

Special Education
Global Issues


 * "Children with disabilities require access to services that can support them throughout their time in school"
 * I'd add on this sentence by briefly describing what kinds of services are generally needed. You could just add on by saying "Children with disabilities require access to services that can support them throughout their time in school, such as ...."
 * "Due to the need of certain services and facilities, the estimated cost of providing education for a child with disabilities is higher than a child without disabilities."
 * I don't know if you have found a number for this difference in cost, but including it here would strengthen this sentence a lot!
 * "some Southern countries still challenge the lack of ability to provide children..."
 * I'd change this wording to "some countries in the global South still challenge..." just to give it a more encyclopedic tone

Sector
In the Special Education page, there is not much discussion in the Talk page, but it seems to be a very developed page. Overall, most some sources seem to be outdated and therefore a few links do not work anymore. It is also evident there are some sections of the page that are very developed, while some aren't. For example, in the National Approaches section, there is a lot of detail in the Europe subsection and others, but Africa and China only has a sentence or two. The National Approaches section also is not inclusive of all the areas in the world, especially South America. Because there is no section for South America, I hope to develop a subsection for it so I may research special education characteristics of the place of my practice experience.

Area
As for the Huancayo page, there is generally not a lot of information on the page. Some sources on the page are outdated and the only discussion on the Talk page is the lack of accurate references. There is not a lot of information on the page, but in the Spanish version of the page, there is a lot more detail and a variety of other sections the English version does not have. There seems to be a more developed version of the Education section in the Spanish version, so it would be helpful for me to go through what is written in the Education section in the Spanish version, ensure it is accurate information, and update the English version so it can also reflect such information

Sector
In the Special Education page, I would really like to work on a new subsection in the National Approaches section and make a section for South America, where I can research on the background of Special Education Schools in South America.

After speaking with Professor Talwalker, I realized much of the information I have found was also relevant in the Global Issues section of the Special Education article, so I have contributed to that as well while providing statistics and insights specifically relevant towards the Global South.

Area
For the area page, I want to focus on the article Education in Peru. The article has some information on each topic it hopes to cover, but most of the article lack sources and only provide a brief explanation of each given topic. Because I will be working with students that are generally in middle school and younger, I would like to focus on providing more information for the Education Levels subsections and also providing citations for the information that is already provided.

Scholarly Articles
This book provides information on specific experiences with the Special Education system in Latin America as well as provides details on how the current system is being run. From this book, I want to include information about how the education budget distribution causes a lack of emphasis for education accessibility for those with special needs.

This paper provides a detailed insight on the variety of issues disabilities can impact on a variety of platforms, such as education, gender, poverty. I want to focus specifically on the section that details the relationship between disability and education and include it into the Global Issues of the Special Education page.

This article provides information on the journey towards inclusion for those with disabilities and their accessibility towards education. I will include information from this page to the Columbia tab I made to provide context on what caused a course of political action to provide those with disabilities an opportunity to education.

This article provides insight on why it has been difficult to provide accessibility of education for those with disabilities. I will use this article to further support and develop the information in the Global Issues section.

This article discusses the issues with inclusive education initiations in which there is a larger focus on defining inclusive education as emphasizing inclusion by including specifically students with disabilities' into school systems versus all students. I hope to use this article to provide more insight on the history of lack of accessibility.

Non-scholarly Articles
This page details a variety of programs in a variety of countries in Latin America that directly attempts to offer resources for children with special needs. From this page, I want to include into the Wikipedia page some statistics about the amount of disabled people in some regions of Latin America and how much of them will have the accessibility to some form of education. I will try to find other articles to try to connect how the lack of accessibility for education for those with special needs motivates non-profits and other organizations to create Special Needs Education Programs.

This article details history of how children with disabilities have been treated in the education system. I want to provide information for the Wikipedia article on how special education policies and programs have evolved over the years in some parts of Latin America and how that has affected the current special education system in Latin America.

Scholarly Articles
This article provides information on how developing countries want to invest more in education so in turn they get more returns, making an investment in education profitable. I want in include information on motives of contributing to children's education, especially in primary school.

This technical paper provides information on the continuing need to invest in primary education in Latin America. I want to include information on why there continues to be a lower education performance in this area and include it into the primary education section.

This paper provides information on how the human capital formation is highly influenced by level of education, especially primary education, so more funding is provided towards primary education. I hope to include more information on why there is a large commitment ot invest into primary education and the benefits of doing so.

This paper provides more insight on the lack of commitment towards providing access to education and how that has in turn affected the performance, accessibility, and poverty of residents in Peru now. I hope to provide this historical context in the primary education area to provide an understanding of how the current system has come to be.

Non-scholarly Articles
This page is a commercial guide for Peru that explains actions currently being taken to improve education in Peru as well as the limitations of the actions. The page also provides some negative characteristics that continue to persist in the Peruvian educational system. I want to add specific statistics of the improvement of education and the education gap between students in the rural versus urban areas to the Wikipedia article.

This pamphlet discusses drop out rates of young children in Latin America as well as provides background information on why this is an issue. The book also provides some solutions that are currently in place and implications of the current education system in Latin America. I want to build on the information from the commercial guide for Peru about the education gap between rural and urban areas with information from this book that discusses the identity of young people in rural and poor urban areas.

This article is a CRS Report for Congress that details improvements on Latin America’s education system as well as how the United States has supported Latin America’s development on their education system. I hope to include specific programs the United States has implemented in Latin

This page breaks down the Education System in Peru, from primary school to tertiary and provides information on grading systems, universities in the country, and much more. Using this website, I can cite some of the information that has already been added to the change but has not been cited and I can add some information that is missing.

This report from UNICEF provides general information on what children in Peru are currently experiencing and each section is dedicated towards the education issues that Peruvian children face. I hope to use this page to expand more on the primary school and secondary school information.

This report from UNICEF provides a variety of issues revolving adolescents, ranging form 12 to 17 years old, including pregnancy rates and HIV/AIDs cases. This report provides a wealth of statistics I believe would be useful in giving readers an idea about what struggles Peruvian adolescents experience. I hope to add some statistics to the secondary school part of the Education in Peru page.

This page provides more information on the education and grading system for high schoolers and Universities. There is a lot of general information about the Peruvian school system in this page and I hope to find more information on this page that I can use to expand the wikipedia article's secondary school portion.

Summarizing and synthesizing
Key: Bold is what I contributed (All citations are sources I have found and included into the article)

Regular text is what was originally in the article

Primary school
The student begins in the first cycle, which consists of the first and second grade. The age of the children entering this stage of their education is six years. This level begins at first grade, and ends with sixth grade and is divided, for curricular purposes, into three cycles: cycle one (first and second grade), cycle two (third and fourth grade), and cycle three (fifth and sixth grade); after sixth grade, the student passes on to secondary school.

Between 1980 and 1988, large reductions in funding towards education in Latin America caused enrollment in primary schools to heavily decline. '''Because accessibility and student performance in primary school has been historically low, the Ministry of Education has focused on addressing such issues in the last decade. From 2007 to 2015, reading comprehension levels increased by 34% and mathematic scores, 20%. While there has been improvement in student performance, there continues to be a education disparity between children who live in rural areas compared to those who live in urban areas, in which children in more rural areas have reduced academic performance. The education gap between rural and urban areas is maintained throughout secondary school as well'''

'''Of the 93% of children aged between 6 and 11 who attend primary school, 23% are enrolled in grades lower than their age group. This trend is especially prevalent in children whose native language is Quechua or an Amazonian language, as well as children who are extremely poor. There is also an increasing percentage of children that are completing their primary education by the age of 12 and 13. Due to poor educational performance and inadequate learning, at-risk students are more prone to repeat grade levels. By the time these children graduate primary school, they are already at an age where they can enter the job market, so they drop out to work instead of continuing their education. In Latin America, the economic productivity and income of an individual is largely determined by their level of education. This produces positive welfare outcomes and an increase in financial return rate from the individual. Because most individuals in Latin America drop out of school after finishing their primary education, there has been a large investment in educational resources and funding in primary education, where the largest percentage compared to secondary and tertiary school.'''

Secondary school
Secondary school consists of five years, from first to fifth year. Pupils are taught a wide range of subjects, including Peruvian history, world history, physics, biology, chemistry, computer science, mathematics, English as a foreign language, literature, etc. Students are also taught by multiple teachers, unlike in primary school where they are taught by a single teacher. Grades are based on a system of 0 to 20, where 0 to 11 would be seen as a failing grade.

'''In 2014, 81.5% of the Peruvian population had attended secondary school. The amount of enrollment in secondary school education continues to increase, but students are experiencing school delay. For example, 13.7% of students aged between 12 and 17 are in a lower grade compared to their age group. The likelihood of this trend is 3.5% higher in males than females. The delay in grade level advancement is in part due to the difficulty in transitioning from learning from a single teacher to learning from multiple teachers. Difficulties can arise from the need to understand different presentation of material or the different expectations different instructors may have.'''

National Approaches: Latin America
'''Before 1978, little action was taken to educate children with disabilities in Columbia. Children would be left home without much interaction with the outside world. In 1985, special education was researched across the country and education programs were created. After 1990, people with disabilities were given access to public school classes.  The increase in advocation for accessibility for children with disabilities was initiated by the awareness and recognition of the rights of this group of children to education. While there has been improvement over recent years, there is still slow development for special education programs and special education policy. '''

Columbia

'''In Columbia's capital, Bogota, of the 65,800 children with disabilities aged between 12 and 16, only 26% have accessibility to a structured education. '''

Global Issues
'''Children with disabilities require access to services that can support them throughout their time in school, such as more individual attention from instructors. According to the United Nations Centre for Human Rights, about 2% of children with disabilities have access to these services. Those without access to these services are excluded from education and unable to attend school. Due to the need of certain services and facilities, the estimated cost of providing education for a child with disabilities is 2.3 times higher than a child without disabilities.  Given the poverty levels in a variety of developing countries, the education of children with disabilities does not become a priority.  Children with physical disabilities are less likely to attend school in comparison with students who do not have a disability and children with an intellectual disability are even less likely than children with physical disabilities. In the Global South, 90% of children with some form of disability do not receive any form of structured education.  While current initiatives toward inclusive education internationally have been implemented, such as the Education for All program, some countries in the Global South still challenge the lack of ability to provide children with disabilities access to education due to issues such as lack of resources and schools being overcrowded. '''