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This book provides background information of the educational system in Ecuador and describes the Ecuadoran plan for educational improvement. The first part considers the general conditions of the country and discusses geographic, economic, social, and demographic aspects along with the educational system. The book discusses the social function of educational institutions and the necessity for reform of social institutions. The bases of the Ecuadoran plan for education are considered. The second part of the book discusses the various levels of education and considers statistical details concerning population, growth, costs, and finances. Teacher education is considered, as are cultural development, adult education, and literacy education. (VM)

This document describes the Center for Documentation and Educational Information in Mexico City. Background information on similar services in Mexico is provided and a detailed description of the Center is presented, covering organization, objectives, administration, users, activities, services, and publications. (VM)

In 1971 and 1972 a group of Ecuadorean evaluators planned and carried out an evaluation of the new textbooks for reading, mathematics, and sciences in the first grade classrooms of 88 schools. A field experiment was designed in which each school was assigned to a test condition: (1) obligatory use of all the textbooks and guides, (2) use of the textbooks to whatever extent deemed appropriate by the teacher, and (3) use of other textbooks or no textbooks. A pretest and posttest were administered to each student in each subject about seven nonths apart. Comparisons of schools according to urban-rural, grading type (graded, more than one grade per teacher, and one room-one teacher), and field condition were made. No significant differences were found between urban and rural schools or among field conditions in any subject area. Significant differences were found in four of nine comparisons between types of grading, and, while most of the graded schools were urban, the grading organization was more important in accounting for differences in achievement than location. A number of recommendations were made to the Ministry of Education regarding textbook revision, teacher training, and educational organization. (TO)

This document is an English-language abstract (approximately 1,500 words) of six teachers manuals from the first to the sixth grade as used in the Mexican school system. They include suggestions for exercises from folding, cutting out, pasting, coloring and similar operations designed for the first grade up to simple electrical and electronic operations for the sixth grade of elementary school. For each grade, the corresponding manual includes recommendations for the conduct of the exercises and suggestions for planning and setting them in an organized manner. When the work is being carried out, it is a good occasion for training the children in habits of precision and order. The manuals should be considered as technical guides, and not as an addition to the curriculum. Each manual is designed specifically to parallel the subject matter and activities in each grade, describing and listing the materials, standards and concepts appropriate to each grade level. Each handbook includes a bibliography. (Author/GDB)