Republic of El Salvador

EDUCO Case Analysis

The following is an analysis of the Salvadoran EDUCO program based on several principles of participatory communication.

Indigenous Knowledge

The EDUCO program is based on the methods of education used by Salvadoran refugees during the 12 year civil conflict. Refugees in the northeastern part of the country and in Honduran refugee camps incorporated members of the community and children’s parents into the education process so that children and parents alike could receive education during the conflict. This technique of community organization for education is referred to as “popular education” and is education controlled by the community and education that is not controlled by the government ( Hammond 1999, p. 69).

Local knowledge is important when implementing a participatory communication campaign. Salvadorans enjoy what Kluckholn refers to as a collateral orientation when it comes to family. A Salvadoran family extends outside the nuclear and the bonds among family members are strong. Thus, the involvement of the family in a child’s education is probably a good way to improve the education experience.

Stakeholders

The parents, students, teachers, school administrators, and local communities are the primary stakeholders in EDUCO schools. The students are trying to get an education and ultimately, as is the goal of such a program, to transcend their current position in society. The development of “popular education” is derived from Paulo Freire’s theories, in which he said that learning is part of the process of liberation (p. 72). The parents and local communities become involved in the students’ education and create better schools and better living conditions in their communities. By educating their children, they are helping to create a more promising future. The teachers and school administrators are committed to helping the program operate and survive, thus further helping educate rural Salvadoran children.

The Salvadoran government, international organizations, and other donor organizations are stakeholders in EDUCO schools because in providing for these schools, they are investing in the future of a country. They are aiding in development and sustainability of a culture.

Over 80 percent of the Salvadoran population is literate; however, having a greater percentage of the population being able to read can lead to greater productivity. For a country interested in attracting foreign investors, it is important for El Salvador to show that it is making strides to improve the quality of education for all of its people and to show that it is training people for any employment that may become available with increased trade.

Cultural Sensitivity

EDUCO incorporates cultural sensitivity into its programming through the incorporation of parents into their child’s learning experience. The program is also using education methods that are feasible and accessible to the rural communities of El Salvador. The teachers are trained using methods appropriate for the children in their classrooms and in their communities. They are not using methods designed for students in urban settings or methods designed for students in other countries. This is important for the success of the EDUCO program because if teaching methods were the same for EDUCO students as they were for Argentinean students, the program would fail. Even though El Salvador and Argentina are both Latin American countries, they have two distinct cultures and thus two programs with different attributes would be needed.

Chickens and hens eating coconuts in rural El Salvador.

Networking

El Salvador’s Ministry of Education worked with local communities to establish EDUCO schools and the ACEs to support them. Even though the idea of “popular education” does not include participation by the government, in the case of EDUCO, the only part the government has in the school system is its funding. ACEs have the power to hire and fire faculty and staff and determine the budget for the school. The Ministry of Education provides the school with some money, but the ACE and the community raise the rest, thus forming a network between the school, the government, the local community, and donors (i.e. international donors).

Sustainability

The program is sustainable through continued funding, adapted of teaching methods, continued donation of school supplies, and encouraged participation of parents and ACEs. The program is also sustainable because it is adaptable. Through evaluation, a community can decide what works in a program and what does not work in a program. Similarly, EDUCO is adaptable to many different communities. The EDUCO program is intended to meet the needs of the community in which it is in place, thus meeting the demand for education of the community. This fulfillment encourages the program’s sustainability.

Conclusion

Although the EDUCO program has not significantly decreased the number of dropouts or number of school days missed, the program has been successful in increasing community and parental involvement in education. More rural students have access to education and have access to educational materials.

The program proves sustainable because of continuous evaluation and funding, and the knowledge of local culture and the history of similar programs provided those implementing the program with a foundation of knowledge that a working program could be built upon.

Overall, the EDUCO program is a good example of participatory communication.

Jen Costa (Master of Arts, 2005) jencosta03@gmail.com; R.S. Zaharna, International Public Relations, American University