Argentina/U.S. Curriculum Translation

**Assuming English is at a Novice Mid to Novice High Level

Education System

School Year: March – December | Compulsory Education: PreK – 12 | Graduation: 12th Grade

Argentina/U.S. Grading Scale

Transition Supports

Education Practice:

Argentina is often considered one of the most high performing countries in South America, with a literacy rate of over 98% and the second-highest enrollment rate in post-secondary education. That said, Argentina has struggled with high dropout rates of around 10% for secondary and as high as 70% for tertiary education, with more rural areas experiencing poorer outcomes than larger urban areas such as Buenos Aires. This is, in part, due to regional provinces having autonomy over public education, as opposed to a strictly national system.

In response to these regional disparities, the government has taken measures starting in 2005 to standardize certain areas, including certifications in technical education, and teacher training. As of 2019, there is also a national curriculum, which tightened the rules on compulsory education. Despite these reforms, however, progress has been slow, and regional disparities in access, quality, and funding still exist, and Argentina is still presently considered to have one of the most decentralized systems. Each province still retains its own education laws, and has formal jurisdiction over grading practices, funding, quality assurance mechanisms, graduation policies, rights and obligations of students, teacher salaries and school calendars. 

Part of the 2019 curriculum reforms included standardizing curricular streams. There are now ten nationally approved streams, including Physical Education, Arts, Agriculture and Environment, Social Sciences and Humanities, Natural Sciences, Economics and Administration, Tourism, Information Technology, Languages ​​and Communication.

U.S. Educator Implications:

Because of the decentralized nature of the Argentine education system, the minimum passing grade for secondary students may vary between 6 to 7, depending on the province. Student records should be closely evaluated on an individual basis to determine the minimum passing score and credits obtained. 

Additionally, the regional control over the quality of teacher training and curricular implementation, as well as the lack of a national secondary leaving examination, can result in wide disparities in student performance across regions (Hervier, et. al, 2017). Students from Buenos Aires, for example, may demonstrate greater proficiency of curriculum standards compared to students in the same grade from more rural provinces. 

Special education is a growing but nascent field in Argentina. Students with disabilities may arrive with records that show they were educated in a general education setting despite obvious cognitive differences. Early identification and testing for students showing developmental or cognitive delays will be essential to ensure that each student has equitable opportunities to demonstrate success.

Strategies for Transition

• Get to know your students by building positive relationships.
• Provide multicultural education where texts, values, beliefs, and perspectives represent people from different cultural backgrounds.
• Allow a reasonable amount of transition time.
• Tardiness in Argentina is common, outside of a work environment. Students and families may need reminders of district attendance policies, especially as they relate to obtaining credit. Additionally, parents may arrive up to 30 minutes late to pre-scheduled meetings unless this is specifically addressed beforehand.
• Secondary school in Argentina runs for just 4 hours per day, with students either attending during AM or PM shifts, though some schools are now extending the time to 6 hours. Students may initially show signs of fatigue transitioning to a longer school day. Providing “brain breaks” or recreational time may help students build stamina.
• The dropout rate for secondary education in Argentina is very high. Students may therefore arrive with interrupted formal education and missing records. Offering students, the chance to test out of subjects in their native language may help place students back on a manageable graduation timeline. 
• Students from outside of Buenos Aires are less likely to perform at the same level as their peers. These students may need additional support such as enrollment in sheltered courses, math and English support classes, and additional tutorials to perform at grade level. 
• Argentinians often stand in close proximity during conversation, which some may find overly intimate. Backing away is considered rude. If you find yourself uncomfortable, providing students with instruction on cultural norms in the U.S. regarding physical distance may help. 
• Both the “OK” and thumbs up hand signs are considered vulgar in Argentina. Avoid using this type of non-verbal communication when working with students and families.

Resources:

https://www.davidpublisher.com/Public/uploads/Contribute/59afa318a1e93.pdf

10th-12th Curriculum: https://www.buenosaires.gob.ar/areas/educacion/nes/pdf/2015/NES-Co-formacion-general_w.pdf

8th-9th Curriculum: https://www.buenosaires.gob.ar/sites/gcaba/files/dc_nes.pdf