- Universidad Centroamericana (UCA). El Salvador, Education., Department Memberadd
- Evidence Based Practice, International Development, Research, Project Management, Educational Leadership and Management, Education (Social Policy), and 10 moreData Analysis, Educational statistics, Higher Education, Quality in Education, Inclusive Education, Teacher Education, Africa, Latin America, Educational Reforms, and Global educationedit
- Master, Education. University of Iowa, USA. Licenciatura, Psychology. Universidad Centroamericana José Simeón Cañas (... moreMaster, Education. University of Iowa, USA.
Licenciatura, Psychology. Universidad Centroamericana José Simeón Cañas (UCA), El Salvador.
Certificate, Specialization in Data Analysis and Visualization with Excel and R, IBM/edX (currently enrolled).
Certificate, Leadership and Development. Harvard Kennedy School of Government.
Diploma, Education Policy Analysis. Universidad Iberoamericana and Centro de Estudios Educativos, Mexico.
More than 30 years of experience combining international development, education policy, research and project management. I am interested in evidence-based policy and project development to improve (higher) education systems locally and globally.
Recent positions (2015-2023), remote or hybrid:
• Associate Education Expert | UNESCO's Section for Higher Education, Paris (September 2020-November 2023)
• Associate Director | Evidence and Learning Team, Education Development Center (EDC), USAID Leading Through Learning Global Platform, USA (July-October 2022)
• Regional Coordinator | American Institutes for Research (AIR), USAID LAC Reads Capacity Program, El Salvador/USA (January 2015- August 2017)
• Senior Researcher | Fundación Empresarial para el Desarrollo Educativo (FEPADE), El Salvador (April 2018- February 2022)
• Chief of Party | EDC, USAID Honduras Reading Activity, Tegucigalpa/USA (September 2017-January 2018)
Other positions (1983-2014):
• Project Director | FHI360, Education Development Program (PRODEGE), Equatorial Guinea/USA (8 months)
• Regional Coordinator | PREAL's Central American Chapter on the Teaching Profession, Inter-American Dialogue and CINDE, USA/Chile (1 year, 6 months)
• Vice-Minister, Country Director, Country Deputy Director | Ministry of Education, El Salvador (9 years, cumulative)
• CEO and President, Centro Alfa (2 years)
• Founding Chair | Education Department, Central American University (UCA), El Salvador (4 years, 6 months).
• Professor in areas of psychology and education | Psychology Department, Central American University (UCA), El Salvador (3 years, cumulative).
• Statistics Teacher | Upper Secondary Education, Colegio Externado San José, El Salvador (6 years).
Consultancy services provided to UNESCO, USAID, World Bank, IDB, JICA, EDC, AIR, FHI360, Carana Corporation, CINDE/Chile in collaboration with the Inter-American Dialogue. Missions in Belize, Colombia, Costa Rica, Dominican Republic, Equatorial Guinea, Haiti, Honduras, Nicaragua, Panama, and Peru. In addition, participation in conferences, workshops or professional tasks in Argentina, Bangladesh, Brazil, Canada, Chile, Ecuador, France, India, Jamaica, Mexico, Namibia, Spain, Surinam, The Netherlands, UK, Uruguay, USA.edit
No hay resúmenes disponiblesRealidad: Revista de Ciencias Sociales y Humanidades No. 45, 1995: 463-491
Research Interests:
An analysis (conducted by the end of 1993) on El Salvador's upper secondary education in a post-war context. A chapter included in the sector assessment led by Fernando Reimers and Noel McGinn, from the Harvard Institute for International... more
An analysis (conducted by the end of 1993) on El Salvador's upper secondary education in a post-war context. A chapter included in the sector assessment led by Fernando Reimers and Noel McGinn, from the Harvard Institute for International Development (HIID), in collaboration with the Universidad Centroamericana Jose Simeon Cañas and FEPADE, under contract with USAID El Salvador. (This chapter on upper secondary education was elaborated with Leonor Cariola, an expert from CIDE, Chile)
Research Interests:
Presenta un análisis de las políticas de formación inicial de docentes de educación básica en El Salvador, durante la transición de la guerra civil de los años 80s, el inicio de la era de los Acuerdos de Paz de 1992, previo al inicio del... more
Presenta un análisis de las políticas de formación inicial de docentes de educación básica en El Salvador, durante la transición de la guerra civil de los años 80s, el inicio de la era de los Acuerdos de Paz de 1992, previo al inicio del Plan Decenal de Reforma Educativa 1995-2005.
Research Interests:
El cuarto Objetivo de Desarrollo Sostenible (ODS4) está enfocado en lograr una educación de calidad e inclusiva: aprendizaje a lo largo de la vida para todos. Como parte de la Agenda de Desarrollo Sostenible, que fue aprobada por los... more
El cuarto Objetivo de Desarrollo Sostenible (ODS4) está enfocado en lograr una educación de calidad e inclusiva: aprendizaje a lo largo de la vida para todos. Como parte de la Agenda de Desarrollo Sostenible, que fue aprobada por los Estados miembros de las Naciones Unidades (incluido El Salvador) en septiembre de 2015, el ODS4 estará vigente en los próximos años hasta 2030. Este objetivo está íntimamente vinculado con los demás ODS y es de extraordinaria relevancia para el desarrollo de políticas educativas nacionales, planes institucionales al nivel de la escuela, y prácticas docentes en el aula //
The fourth Sustainable Development Goal (SDG4) is focuses on achieving quality education and inclusion: long life learning for all. As part of the Sustainable Development Agenda, which was approved for the member States of the United National (including El Salvador) in September 2014, SDG4 will remain valid in the next years, up to 2030. This goal in closely intertwined with the other SDG and is highly relevant to develop national education policies, institutional plans at the school level, and teacher practices in the classroom.
The fourth Sustainable Development Goal (SDG4) is focuses on achieving quality education and inclusion: long life learning for all. As part of the Sustainable Development Agenda, which was approved for the member States of the United National (including El Salvador) in September 2014, SDG4 will remain valid in the next years, up to 2030. This goal in closely intertwined with the other SDG and is highly relevant to develop national education policies, institutional plans at the school level, and teacher practices in the classroom.
Research Interests:
A brief reference (2012-2013) on teacher policies facing gaps and challenges in Central America | Under initivatives promoted by PREAL (Inter-American Dialogue @PrealEd); UNESCO Santiago @UNESCOSantiago; OAS Teacher Education Network... more
A brief reference (2012-2013) on teacher policies facing gaps and challenges in Central America | Under initivatives promoted by
PREAL (Inter-American Dialogue @PrealEd);
UNESCO Santiago @UNESCOSantiago;
OAS Teacher Education Network @ITEN_RIED, and
CECC/SICA @CECCSICA.
PREAL (Inter-American Dialogue @PrealEd);
UNESCO Santiago @UNESCOSantiago;
OAS Teacher Education Network @ITEN_RIED, and
CECC/SICA @CECCSICA.
Research Interests:
Un objetivo central de la dirección y el liderazgo escolar es propiciar condiciones y formar equipos docentes orientados a lograr aprendizajes relevantes en la niñez y la juventud / A central goal of school management and leadership is... more
Un objetivo central de la dirección y el liderazgo escolar es propiciar condiciones y formar equipos docentes orientados a lograr aprendizajes relevantes en la niñez y la juventud / A central goal of school management and leadership is to promote conditions and integrate teachers' teams aimed at achieving relevant learning for children and youth.
Research Interests:
Una actualización sobre el uso de las TIC en las políticas de formación docente (hasta 2013). Incluye la revisión de planes educativas nacionales, principales programas, actores clave, casos nacionales (Belice, Guatemala, Honduras, El... more
Una actualización sobre el uso de las TIC en las políticas de formación docente (hasta 2013). Incluye la revisión de planes educativas nacionales, principales programas, actores clave, casos nacionales (Belice, Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, Panamá, República Dominicana), influencia de la Coordinación Educativa y Cultural del Sistema de la Integración Centroamericana (CECC/SICA), progreso y desafío en la región, y recomendaciones para la Política Educativa Centroamericana (PEC).
A summary on the use of ICT in teacher education policies (up to 2013). It incluses a review on national education plans, main programs, key stakeholders, country cases (Belize, Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, Panama, Dominican Republic), the influes of the Education and Culture Coordination of Central America Integration System (CECC/SICA), progress and challenges in the region, and recommendations for the Central American Education Policy (PEC).
A summary on the use of ICT in teacher education policies (up to 2013). It incluses a review on national education plans, main programs, key stakeholders, country cases (Belize, Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, Panama, Dominican Republic), the influes of the Education and Culture Coordination of Central America Integration System (CECC/SICA), progress and challenges in the region, and recommendations for the Central American Education Policy (PEC).
Research Interests: Teacher Education, El Salvador, Costa Rica, ICT in Teachers Education, Panama, and 12 moreDominican Republic, Guatemala, Nicaragua, Honduras, Central America, TICs aplicadas a la Educacion, Belize, Educación y TIC's, Republica Dominicana, Políticas Educativas, Políticas TIC en América Latina, and CECC/SICA
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Los sistemas educativos del Sistema de la Integración Centroamericana (SICA) enfrentan tres desafíos estructurales: asegurar acceso educativo, con especial atención en preescolar y secundaria; mejorar la calidad de los aprendizajes... more
Los sistemas educativos del Sistema de la Integración Centroamericana (SICA) enfrentan tres desafíos estructurales: asegurar acceso educativo, con especial atención en preescolar y secundaria; mejorar la calidad de los aprendizajes (formación integral y habilidades del siglo 21); y asegurar la inclusión (diminuyendo inequidades y potenciando la diversidad). La pandemia COVID-19 provocó una severa disrupción de la educación presencial a partir de marzo 2020 que afecto a más de 11 millones de estudiantes. La crisis ha creado nuevas necesidades y agravado las brechas preexistentes. Hay retos propios del periodo de cierre (asegurar el aprendizaje en contexto de distanciamiento social) y del retorno a la llamada "nueva normalidad" (asegurar la salud de los actores escolares, repensar el currículo y objetivos del aprendizaje, adoptar esquemas híbridos de educación presencial y a distancia, entre otros).
Research Interests:
After the 1992 Peace Accords, El Salvador has developed initiatives to improve the education system. However, considering the SDG4 and Education 2030 Agenda, the country still faces challenges in terms of education access, quality and... more
After the 1992 Peace Accords, El Salvador has developed initiatives to improve the education system. However, considering the SDG4 and Education 2030 Agenda, the country still faces challenges in terms of education access, quality and equity.
Research Interests:
Después de la firma de los Acuerdos de Paz (1992), El Salvador ha desarrollado iniciativas orientadas a mejorar el sistema educativo. Sin embargo, tomando en cuenta el horizonte trazado por la Agenda Educación 2030 y el ODS 4, el país... more
Después de la firma de los Acuerdos de Paz (1992), El Salvador ha desarrollado iniciativas orientadas a mejorar el sistema educativo. Sin embargo, tomando en cuenta el horizonte trazado por la Agenda Educación 2030 y el ODS 4, el país enfrenta retos en materia de acceso, calidad y equidad de la educación.