Dominican Republic

Five-Year Evaluation: The five-year evaluation of the Plan Decenal in August 2000 addressed the relative successes and failures in solving chronic problems within the Dominican educational system. Issues assessed for progress included illiteracy and enrollment, school calendar, standardized testing, curriculum reform, teacher shortages and professionalism, support associations, and health care and nutrition.

Illiteracy & Enrollment: The plan set a goal of eliminating illiteracy in the under-30 age group and ensuring that 9 out of every 10 children attend school. As of August 2000, the rate of illiteracy in the 15 to 24 age group had fallen to 9.5 percent, 11.2 percent of which is represented by males and 7.8 percent by females. School attendance in the 6 to 14 age group rose from 70.6 percent in 1990 to 85.6 percent in 1999, with an average growth rate per year of 2 to 4 percent. Current rates of promotion stand at 80 percent, repetition at 5.2 percent, and dropout at 15 percent, creating a 85.1 percent retention rate in basic education. Longitudinal cohort studies show that of 1,000 students that enter ninth grade, only 559 graduate.

Enrollments by gender demonstrate high numbers of females, with a 58 percent enrollment in secondary education and a 70 percent enrollment in postsecondary education. Total enrollment in education in 2001 stands at 229,161 for preschool, 1,713,783 for elementary school, 398,702 for secondary school, and 215,000 for university levels. Private schools now account for only 20 percent of total school enrollment.

School Calendar: Longer school calendars and school days were another aim of the plan, which specified expansion of the school calendar and daily schedule to 42 five-day weeks, with each day five-hours, from early September through the end of June. By 1995, the school calendar had been divided into 186 teaching days, 13 days dedicated to testing, and 18 days excluded for Christmas and Holy Week. Compliance with the new calendar is still not complete. In 1998, elementary and secondary schools reported an 82 percent compliance with the mandated schedule. Particularly problematic is compliance in the afternoon shifts that are the most likely to limit time.

Standardized Tests: The use of standardized tests has diverged somewhat from a diagnostic function and has focused solely on their promotional function. Still, the tests have provided a means by which nationwide standards may be set. By 2001, testing was being done annually in fourth, eighth, and twelfth grades, assessing students in language (Spanish, the language of instruction), math, natural sciences, and social sciences. Major problems still exist in the mechanics of test creation and scoring, and in reporting grades. Political opposition to testing from many quarters is said to be one reason for the slow implementation of the Plan Decenal.

Curriculum Reform: The creation and implementation of a new curriculum has had its greatest success in the design and publication of objectives, modalities, and specifications. Foci of the curriculum include computer science, compulsory English and French from fourth grade, ecology, and sports, as well as strengthening the traditional studies of language and math. Most areas now have government-issued books for 100 percent of basic education and 60 percent of secondary, together with their teachers' guides. These books are supplied for at least a minimal fee, however, and availability is not universal. Many schools, especially private schools, still opt for commercial texts approved by the Secretariat that are sold at prices that are almost prohibitive for the average breadwinner. Much training has been done to orient public teachers in the use of audiovisual equipment, yet most public schools lack both equipment and electrical supply for their use. Language and math programs, however are broadcast by means of contracted radio stations, especially to the border zones.

Teaching: In 1990, the salary paid to full-time teachers was RD$607.75 (US$50.00) per month, an amount that could only supply one-third of a typical family's cost of living. By the year 2000, this amount had been raised by 400 percent to a minimum of RD$3,200 (US$200.00). In 1992, the total number of education students in normal schools and university programs was only 1,463; by 1997, that number had risen to 26,240, equivalent to almost half of the public teaching population in 1990.

Support Associations: As part of the broad community support for the Plan Decenal, Parent/Friends Associations were to be created to aid schools. Most success has been seen at the individual school level, where 6,422 schools have active co-ops. These associations have initiated fundraising activities to boost income for supplies and maintenance needs, as well as activities to orient the community to responsibility in the educative process.

Health Care & Nutrition: School breakfasts are now served to one million children in kinder and elementary schools, compared to 45,000 in 1993. Of that one million, 70 percent come from 25 provinces and marginal urban zones of Santo Domingo. In the frontier zones, where poverty levels are more severe, 120,000 children receive more complete nutrition, including meat, through the United Nations Food Aid Program. This program is considered key in reducing the school desertion and repetition rate. Programs for visual screening had reached 40,950 children by 2000, and deparisitization programs had reached 190,000.

Second 10-Year Plan: Since the first 10-year plan did not complete all the desired educational reforms, a second 10-year plan is being formulated. The Secretariat states that while the first 10-year plan stressed quantity, the second 10-year plan will stress quality.