Transforming rural education in colombia through family participation the case of school as a learning community

Identificador:  imarina:9384482

Handle: https://hdl.handle.net/20.500.11797/imarina9384482

Autores:  Soler M; Valls R; Morlà-Folch T; García-Carrión R

Resumen:
Purpose: This article studies the impact of the implementation of learning communities in a rural context of Colombia, specifically concerning the improvements related to learning and social cohesion. Design/methodology/approach: This longitudinal case study analyses the process and the impacts of the transformation of a school in 2015 and the subsequent years of 2016 and 2017. The data analysed include standardized external tests, a documentary analysis of the school and interviews with students, family members and the schoolteacher. Findings: The results obtained indicate academic improvement within the school with results that exceed the national average of Colombia. The results also report how violence has been reduced by 80%. All of these outcomes were motivated by the participation of the community in the school. Practical implications: The conclusions drawn are relevant as they show a success case that overcame the difficulties related to the lack of accessibility and quality of rural education in Colombia.