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The entrepreneurs involved in this initiative want to answer the problem of
quality of education in Peru
Innova schools is an initiative of a corporate group
Interbank
Two myths need to be broken down
Quality of education is expensive
Education is not profitable
¿Cuánto aprenden los
niños en el Perú?
By 2011, only 30% of the second graders had
developed reading comprehension skills at a
satisfactory level
Fuente: ECE 2°Prim - MED
Evolución del Rendimiento
ECE 2007-2011
Fuente: ECE 2°Prim - MED
Mathematics, only 13% of the second grade children
reached a satisfactory level of achievement
Fuente: ECE 2°Prim - MED
Evolución del Rendimiento
ECE 2007-2011
Fuente: ECE 2°Prim - MED
PISA-OECD 2009 international assessment
mathematics and reading literacy
Qatar
Perú
Panamá
Azerbaiján
Kyrgyzstán
61
62
63
64
65
Brasil
Macedonia
Indonesia
Albania
Perú
37
38
39
40
41
Evaluación PISA 2001 Evaluación PISA 2009
Base: 41 países
Base: 65 países
Fuente: PISA
How do we want to answer to
this?
Our vision
Give the children in Peru access to a quality
education based on international benchmark.
Develop the highest potential of our children
so that they can achieve higher life
standards through self-learning, creativity,
innovation, use of new technologies,
decision making, and social responsibility.
Our mission
We are already operating 18 schools in Perú
1. Chorrillos
2. San Miguel 1 y 2
3. Surco
4. Villa El Salvador
5. Los Olivos
6. Campoy
7. Cantogrande
8. Carabayllo
9. Callao
10. Chaclacayo
11. San Martin de Porres
12. Ate Vitarte
13. Santa Clara
14. Puruchuco
15. Rimac
16. Santo Toribio
17. Chincha
18. Nuevo Chimbote
• Build an operate 70 schools within the next 7 years.
• Develop an educational model that sets the trend in the
region.
• Develop a prestigious brand in the educational sector
• Develop a recruitment and a training system that will
guarantee quality teachers in all of our schools.
• Set up a good working atmosphere at Innova Schools.
What is our commitment with the education in Perú?
What are the goals we have set up?
• Become a “great place to work” not only for the
teachers but for the administrative personnel.
• Develop a quality assurance program for back office
and each of our schools.
• Achieve the development of the whole child, each and
every child in our schools.
• Accomplish our financial goals.
• Achieve high quality education at a low and
reasonable cost in the country and the region.
• Market segmentation: low income families with a
monthly income of 1,100 US dollars per month. Focus
on not raising tuition to guarantee these targeted
families access to a quality education.
• Growth model: 70 schools in 10 years, an average of 8
new schools per year, the speed of implementation
forces us to come up with strategic ways to reduce time
for the full implementation of crucial processes:
students learning.
•
Some of the challenges we are already facing
• During the first three years of life, the schools for
the most part are novice institutions.
• Most of the processes need to be consolidated:
admission, registration, teacher mentoring,
logistics, parent meetings, full implementation of
our socio-constructivist and personalized learning
model.
Some of the challenges we are already facing
Some of the challenges we are already facing
• 70 schools: a population of 80 000 students , 6 500
teachers and approximately 120 000 parents.
• Assure land bank, this year for the first time we will be
opening two schools outside of Lima: teacher
recruitment and training, and the question of
standardized vs. diversified curriculum.
Nuevo Chimbote School Chincha School
• Young teachers are more open to our teaching
methodology, however we face the problems and
risks associated to hiring novice teachers.
• Students entrance level, many of or children pose
big challenges to our novice teachers: conduct or
learning difficulties, attention and concentration
issues; added to this, the lack of stimulus
associated to contexts of poverty and scarcity.
Some of the challenges we are already facing
We have developed several models:
architecture, finance, educational,
Human resources, quality assurance
This offer is based in four pillars
We offer education for the whole student
to prepare them for the future
An infrastructure specifically thought to
enhance learning
Sede IS Carabayllo
Sede IS Callao
Sede IS Surco
Sede IS Santa Clara
Nuevo Chimbote
School
Chincha
Our learning model
MODELO
ACADÉMICO
29
100% 70%
30%
GROUP LEARNING
TEACHER-LED
SOLO LEARNING
STUDENT-LED
30 students
1 teacher
30 students
1 teacher
60 students with technology
1 teacher
Blended Learning at Innova
Group learning
Equipos de aprendizaje
Recursos de aprendizaje
Redes sociales
plataforma virtual
Profesor facilitador
Comunidades de
aprendizaje
Interacciones en clase
Interactividad
Desarrollos curriculares
Webquest
Buscadores Chat
Group learning
Solo learning
Solo learning: student led, autonomous learning
Innovation Program
• Promotes innovation creativity,
critical thinking, problem
solving, communication and
collaboration.
• Strategy focused on four
phases: exploration, design,
experiment and share the
ideas/projects to solve the
challenges posed.
• The aim is to create in the
students the ability to design
ideas for change that will
have impact in the
community.
IP pilot
• Assessment in both cognitive and
attitudinal competences: Math, Reading
and comprehension; but also team
work, autonomy, leadership
• Think about the information we provide
to stake holders to focus on continuous
improvement
• Teacher evaluation: formative and
summative assessment
Implementation of a learning assessment process
Improvement
plan
Continuous
improvement
process
Process currently
implemented at all
schools
Self-assessment
We have already implemented a quality control
process
TEACHER
RESOURCE
CENTER
Teacher selection and teacher training
Teacher selection
• Each new school requires 22 teachers to star operating.
• We open 8 schools per year.
• Selection rate is1/8 once the documentation phase is
finished.
• All this in a context of scarcity of teachers
Professional development
• 60 hours of the immersion to the culture of Innova Schools
• 160 hours of initial training on our teaching methodology.
• 60 hours throughout the school year for schools term
planning
• A set of learning opportunities where professionals are
trained in the competences that are specific to their jobs
Assuring the implementation of our teaching
methodology
Teacher mentoring system: systematic and frequent class
observations and feedback during the whole school year.
We have hired and trained a net of specialists (core
courses) that do the mentoring in different schools
clusters.
Design and application of class observation sheets that
are aligned to our pedagogic model: discipline, groups
and solo learning etc..
Teaching methodology
design Teacher training
Teacher mentoring
Students learning and parent involvement
Through experience they come
to understand how their
children learn.
They participate in
workshops and other types
of activities: parents
schools
Innovation at the core, a team of teachers and parents
in the joint venture of forming leaders with values