Bibliography: Honduras (page 04 of 15)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Hondureinas website.  Some of the authors featured on this page include Magdalena Herdoiza-Estevez, Jeffery H. Marshall, Curriculum Review, Steven T. Hall, Elena A. Mikhailova, Vivian Figueredo, Aurelio Curbelo Ruiz, Megan A. Goddard, Ray Chesterfield, and Amy Greenwald Foley.

Figueredo, Vivian; Anzalone, Stephen (2003). Alternative Models for Secondary Education in Developing Countries: Rationale and Realities. Improving Educational Quality (IEQ) Project. In 1960, in developing nations, less than half of primary-school-age children were enrolled in school. By the early 1990s, despite rapid population increases in much of the world, the proportion was more than 75%. In most developing countries, education has been largely synonymous with schooling but not entirely. Formal schools have been widely accepted as vehicles for the transmission of official curricula. At the same time, there has been recognition that conventional schools may not provide the means for expanding education beyond a certain point, addressing some educational needs, or serving some populations. As a result of the kaleidoscope of needs, demands, and costs, there have been numerous attempts to develop alternative models of formal education to extend education in developing countries. This paper seeks to contribute to the international discussion of the potential of alternative models as a policy option to provide secondary school education in developing countries. The paper looks in detail at the rationale for expanding access to secondary education, even in countries that have not achieved universal primary education. It examines some of the experience of developing countries and the issues faced in creating and implementing alternative models at the secondary level. The paper highlights the experience of Honduras in developing an alternative junior secondary model. It notes that, although the Honduras experience is still a work in progress, the results of this experience warrant watching. The paper concludes with lessons learned from the literature on use of alternative models for secondary education. (Contains 52 references.)   [More]  Descriptors: Access to Education, Case Studies, Developing Nations, Educational Needs

Online Submission (2009). Making Aid More Effective by 2010: 2008 Survey on Monitoring the Paris Declaration Indicators in Selected FTI Countries. This report presents the results of a pilot survey on aid effectiveness indicators in the education sector carried out by the Education for All–Fast Track Initiative (EFA-FTI) Secretariat. The covers 10 FTI-endorsed countries: Burkina Faso, Cambodia, Ethiopia, Ghana, Honduras, Madagascar, Mauritania, Mozambique, Nicaragua, and Rwanda. All selected countries took part in the 2008 OECD-DAC [Development Assistance Committee of the Organisation for Economic Co-operation and Development] survey. The survey confirms the positive impact of the FTI process on strategy and policy in countries with an FTI-endorsed education sector plan. It also shows that stronger efforts are needed on the part of donors and FTI partner countries to achieve the Paris targets set for 2010. To assist in this process, this FTI report measures the progress 10 countries have made toward increasing aid effectiveness. It presents the qualitative and quantitative outcomes of the country-level assessments and, based on those assessments, is seeking to make available a range of country practices for review and further development. More information on the EFA-FTI and aid effectiveness can be found at: Six appendices are included: (1) List of Coordinating Agencies; (2) Methodology used to Assess Ind. 1; (3) Determination of Baseline Ratios for Ind. 4, 5a, 5b, 9, 10a, and 10b; (4) Government Questionnaire; (5) Donor Questionnaire; and (6) Questionnaire for Joint Qualitative Assessment. A list of 92 references and other resources is provided. (Contains 85 tables and 2 figures.) [This publication was prepared by the FTI Secretariat of the World Bank.]   [More]  Descriptors: Foreign Countries, Developing Nations, Access to Education, Educational Development

Trokan, John (2005). Incarnational Immersion-Based Learning in Cultural Contexts: A Charity Model, Catholic Education: A Journal of Inquiry and Practice. The Religious Pastoral Studies and Behavioral Sciences Departments of a Midwestern college have collaborated in offering academic courses in theology and anthropology that include service immersion experiences with people of diverse cultures in South Dakota, North Carolina, New Mexico, Kentucky, and Honduras. This paper explores the incarnational dimension of immersion experiences between native peoples and college students. Using a contextual theology model, students and faculty from various social science and religious studies disciplines reflect with native people on the historical and contemporary elements of their culture and spirituality. This paper discusses the historical development of the immersion courses, methodology, curriculum design, student learning objectives and outcomes, incarnational value formation in Sisters of Charity charisms, and future directions.   [More]  Descriptors: Service Learning, Philosophy, Curriculum Design, Anthropology

DeStefano, Joseph; Moore, Audrey-Marie Schuh; Balwanz, David; Hartwell, Ash (2007). Meeting EFA: Reaching the Underserved through Complementary Models of Effective Schooling. Working Paper, Academy for Educational Development. In 2004, the United States Agency for International Development (USAID)-funded Educational Quality Improvement Program 2 (EQUIP2) began investigating community-based schools as a mechanism for reaching the underserved populations. The team identified nine models that successfully organized schooling in regions least served by the formal education system. These complementary education approaches rely on community, non-governmental, and ministry collaboration and present a promising response to the challenge of meeting the EFA goals of universal access, completion, and learning. Complementary Education models work in support of the formal public system, offering students an alternative route to achieving the same educational outcomes as students in the government schools. The programs are designed to feed students into the government system at various entry points and are large enough to exhibit many of the same characteristics as mainstream schools. Over time, the models have increased rates of attendance, completion, and learning among the populations they serve. This EQUIP2 working paper synthesizes the findings from the nine case studies of successful complementary education programs in Afghanistan, Bangladesh, Egypt, Ghana, Guatemala, Honduras, Mali, and Zambia. The research demonstrated that the programs are more cost-effective than government schools in delivering education services and that they achieve higher learning outcomes through adjustments in school size and location, curriculum and language of instruction, school management and governance arrangements, and teaching staff and instructional support services.   [More]  Descriptors: Foreign Countries, School Effectiveness, Nontraditional Education, Nonformal Education

Guio, Ana Florez; Chesterfield, Ray; Siri, Carmen (2006). The CERCA School Report Card: Communities Creating Education Quality. Implementation Manual, Academy for Educational Development. This manual provides a step-by-step methodology for promoting community participation in improving learning in local schools. The Civic Engagement for Education Reform in Central America (CERCA) School Report Card (SRC) approach empowers local school communities to gather information on the quality and conditions of teaching and learning in their schools. They can use this information to guide decisions about appropriate community-level actions to improve educational service delivery. To create a SRC, teachers, parents, and students work together entirely within local communities to collect, analyze, and act upon the information they collect about their schools. Community participation is voluntary. No external incentives are offered to communities other than limited technical assistance in organizing SRC activities. The SRC was piloted in 42 communities in the Dominican Republic, El Salvador, Guatemala, Honduras, and Nicaragua, with the following results: (1) There was increased community-member involvement in the allocation of local resources to improving educational quality; (2) Students, teachers, and community members learned how to document, analyze, and report information on conditions of teaching and learning in their schools; (3) Adults and students were mobilized to work together on school improvement plans that have specific, measurable results; and (4) Tangible outcomes of improved educational quality were observed in local communities.   [More]  Descriptors: Community Involvement, School Community Relationship, Educational Quality, Educational Improvement

Post, Christopher J.; Goddard, Megan A.; Mikhailova, Elena A.; Hall, Steven T. (2006). Advanced GIS Exercise: Predicting Rainfall Erosivity Index Using Regression Analysis, Journal of Natural Resources and Life Sciences Education. Graduate students from a variety of agricultural and natural resource fields are incorporating geographic information systems (GIS) analysis into their graduate research, creating a need for teaching methodologies that help students understand advanced GIS topics for use in their own research. Graduate-level GIS exercises help students understand advanced concepts that they can later apply to their research. We have developed a laboratory exercise based on a published journal article, "Predicting Rainfall Erosivity in Honduras," that introduces the concept of applying regression analysis to raster GIS. The objective of this laboratory exercise was to have students learn how standard statistical methods, in this case regression analysis, can be applied to spatial datasets to produce a GIS-based map of predicted results. By using a journal article as the framework for this exercise, students were able to both understand the analysis method and also compare their results to the published map. Students stated that this lab helped them to understand how to apply regression analysis techniques using raster analysis tools in a GIS environment.   [More]  Descriptors: Climate, Natural Resources, Laboratory Equipment, Graduate Students

Curbelo Ruiz, Aurelio (2013). The Perspectives of University Administrators towards International Leadership, Study Abroad Programs, and Cooperative Agreements in Central American Public and Private Universities, ProQuest LLC. As the world becomes globalized by the influence of science and technology, academic institutions in Central America must provide international academic and research opportunities that are conductive to multicultural learning for students, faculty, and staff. Public and private universities in Central America are attempting to increase awareness about their international leadership, study abroad programs, and cooperative agreements to compete in the global market of higher education. As a result, undergraduate students in the region are currently participating in global experiential learning programs under the guidance of faculty mentors. Students experience unique teaching methods, conduct scientific research projects, practice a different language, and enhance their understanding about other cultures. The purpose of this research study was to develop a profile of university administrators in Central America based on professional and personal characteristics, perceptions, and experiences working with international programs. A second purpose was to describe the diversity of international leadership, study abroad programs, and cooperative agreements available for undergraduate students in Central American. Specifically, this research explores the academic background of university administrators and their leadership role establishing study abroad programs and cooperative agreements with academic institutions worldwide. A descriptive electronic survey method was used in this research study to collect data from a group of executive university administrators working with international programs in Central America during 2011. The administrators could choose the English or Spanish language versions of the survey. From a total of 885 administrators contacted, 32% of the executive administrators completed and submitted the electronic survey. The study comprised a group of university administrators working in the countries of Belize, Guatemala, El Salvador, Honduras, Nicaragua, Costa Rica, and Panama. Results of this study indicate that executive administrators have graduate degrees, academic experience, and language abilities to establish exceptional study abroad programs and cooperative agreements with institutions worldwide. Based on the results of this study, the most common forms of study abroad programs established by administrators were designed to provide students with academic experiences, internship opportunities, research experiences, and foreign language skills. Furthermore, executive administrators helped in establishing international cooperative agreements to improve the quality of education in science and technology programs. They also signed unique agreements to provide undergraduate students with academic scholarships. Overall, the executive administrators emphasized their interest in establishing modern study abroad programs with universities in the United States and in expanding the number of cooperative agreements with European countries. This research study serves as a resource for universities worldwide because it provides information about the diversity of international academic initiatives and professional leadership available at Latin American universities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: College Administration, Administrator Attitudes, Study Abroad, Leadership Role

Herdoiza-Estevez, Magdalena (2002). One Day in Guajiquiro, Childhood Education. Explores the meaning of going to school in Guajiquiro, a deprived rural area in Honduras. Detailed descriptions of daily experiences at an elementary and a middle school spell out the range of investments needed to improve and sustain educational opportunities for Honduran children. Highlights the importance of shared ownership and community-based strategies. Descriptors: Access to Education, Change Strategies, Developing Nations, Educational Development

Hitchen, Peter (2000). State and Church in British Honduran Education, 1931-39: A British Colonial Perspective, History of Education. Offers an analysis of church and state influences on the development of education in British Honduras (now Belize). Focuses on the British neglect of education in the colony; the emergence of tensions between the church and state, exploring issues related to Roman Catholic and Protestant rivalry; and church-state issues. Descriptors: Catholics, Church Role, Colonialism, Educational History

DeJong, William S. (1999). Schools for the World's Poor: Honduras, Educational Facility Planner. Presents the author's observations in Honduras, their need for better educational facilities, and the involvement of the Council of Educational Facility Planners, International's efforts in building a new school in one rural village. Each phase from planning to dedication is discussed. Concluding comments address the future of continued facility development in Honduras and how one can help in the effort. Descriptors: Economically Disadvantaged, Educational Facilities Planning, Foreign Countries, Rural Schools

DeStefano, Joseph; Moore, Audrey-Marie Schuh; Balwanz, David; Hartwell, Ash (2007). Reaching the Underserved: Complementary Models of Effective Schooling, Academy for Educational Development. Many countries that have undergone expansion of access to public education still face significant disparities in school enrollment and attendance rates at sub-national levels, and fail to reach a high proportion of children who are outside of the government system.  Completion and student learning have also continued to be system-wide challenges that many Ministries of Education struggle to address. Educational Policy, Systems Development, and Management (EQUIP2) identified nine case examples of complementary, community-based approaches to schooling from around the world, and developed a research methodology for analyzing the effectiveness and cost-effectiveness of those models. Data were gathered on student enrollment, completion and learning, management, governance, organization, costs and financing. Cases demonstrate that complementary education programs can provide a unique and critical role to addressing Education for All (EFA) goals, particularly for disadvantaged and underserved populations. Additionally, the results of complementary education program are frequently equal to or better than to the government schools in terms of improving access, completion, and learning outcomes. Four features are identified as critical to the success of complementary programs: (1) Locally recruited teachers and ongoing, regular supervision and training; (2) School-based decision making and community-based management and governance; (3) Small schools located close to the communities they serve; and (4) Mother tongue instruction is used to deliver a simplified curriculum devoted to basic literacy and numeracy skills. Cases studies are included for Afghanistan Home-Based Schools, Afghanistan Community Schools, Bangladesh Rural Advancement Committee (BRAC) Primary Schools, Egypt Community Schools, Ghana School for Life, Guatemala PRONADE, Honduras Educatodos, Mali Community Schools, and Zambia Community Schools. References and unnumbered figures and tables are included by individual chapter.   [More]  Descriptors: Program Effectiveness, Educational Change, Foreign Countries, Systems Development

Foley, Amy Greenwald (2013). The Role of International School Counselors in U.S. College Recruitment Strategy, ProQuest LLC. The University of Delaware has embraced a global admissions initiative with minimal experience in international endeavors and a limited budget for international recruitment. This EPP serves as exploratory research for improving our understanding of the international student market in Latin America and working more effectively with international school counselors in international recruitment. To obtain qualitative research data, I conducted Skype interviews with 23 international school counselors from the countries of Brazil, Chile, Colombia, Costa Rica, Ecuador, Honduras, Mexico, Nicaragua, Panama, Peru, and Venezuela. The following questions guided the research: How do students make decisions on which U.S. institutions to apply and enroll? What is the role of international school counselors in the students' college decision process? How can U.S. colleges and universities best communicate with students and international school counselors in Latin America? The intent of this study is not to provide a blueprint for recruiting internationally, nor to design a systematic plan for branding the University of Delaware in non-U.S. markets. Rather, my research was exploratory in nature, serving to ferret out those ideas and findings that warrant further exploration and testing. My findings suggest that international school counselors may play an active role in their students' decisions upon which colleges to apply and enroll. In addition, the perception of an institution's brand is one factor in the students' college decisions. Location, in particular, appears to be a major factor in a student's college decision with Northeastern cities and certain states such as California, Florida, Massachusetts, and Texas being particularly popular among Latin American students. In addition, word of mouth among students and families, as well as personal communication and in-person visits play a key role in the college decisions among international students in Latin America, not unlike domestic students in the U.S.). Yet there appears to be no magic set of characteristics that constitute an ideal U.S. brand for international students in Latin America. My findings also suggest that the University of Delaware (UD) does not have strong brand recognition in Latin America and that much work needs to be done. International school counselors welcomed the opportunity to share their insights and stressed the importance of developing relationships with their professional counterparts – admissions representatives at colleges and universities in the U.S. International school counselors need to be educated about the university so that they may communicate our strengths to students for whom we would be a good match. Recommendations include continued recruitment travel to visit international students, schools, and school counselors throughout Latin America, as well as additional communication with students and their counselors via email and Skype. Recommendations also include revisions of marketing materials, including print and online resources, to strengthen our institutional brand among international markets. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: International Schools, School Counselors, Counselor Role, College Admission

Honeyman, Catherine A. (2010). Social Responsibility and Community Development: Lessons from the Sistema de Aprendizaje Tutorial in Honduras, International Journal of Educational Development. This article extends understanding of the connections between education, social capital, and development through a mixed-methods case study of the Sistema de Aprendizaje Tutorial, or SAT, an innovative secondary-level education system. The quantitative dimension of the research used survey measures of social responsibility to compare 93 SAT students to 88 other students in conventional Honduran schools, with samples based on the naturally occurring (non-random) presence of one of these two different educational programs in each of nine nearby Honduran communities. Preliminary findings suggest that students in the SAT program held a greater sense of social responsibility than their peers in conventional schools. Students' statements about their own educational experiences were analyzed in order to identify some of the characteristics of the SAT program that may have led to this difference. The SAT approach to developing social responsibility is contrasted to a human rights focused approach.   [More]  Descriptors: Community Development, Foreign Countries, Social Responsibility, Educational Experience

Marshall, Jeffery H.; Mejia R., Marco Tulio; Aguilar, Claudia R. (2008). Quality and Efficiency in a Complementary Middle School Program: The "Educatodos" Experience in Honduras, Comparative Education Review. In this article, the authors use recently collected data from the "Educatodos" program in Honduras to analyze attrition, an outcome that has received little attention in previous analyses of alternative school effectiveness. "Educatodos" began in the 1990s with radio courses in primary grades mainly for rural adults. Through the years the program has generated more than 350,000 person-years of education. Since 2001 it has also provided middle schooling through audiotape lessons delivered in local learning centers, and its rural focus on adults has given way to a more diverse profile that includes recent graduates of public primary schools. "Educatodos" is a good example of a complementary provider of education, although it does rely on a different teaching technology compared with the average public middle school. The central challenge facing the program is clear, however: to keep costs low enough to encourage participation among the poorest sectors of society and quality high enough to maintain enrollments. The steady growth in learning centers offering these grades suggests that the program is meeting this dual challenge. The overall impact of this expansion, however, has been tempered by evidence of high rates of attrition. It would be easy to attribute attrition in a program such as "Educatodos" to contextual forces related to poverty, but their data show that completion rates are not uniformly low in the program, even among the poorest participants. This suggests that specific features of program implementation affect continuation, a proposition that makes intuitive sense but is based on little empirical evidence in developing-country settings.   [More]  Descriptors: Nontraditional Education, School Activities, Middle Schools, Program Effectiveness

Curriculum Review (2005). Going Bananas over The Rainforest. With a market of nearly $5 billion a year, the banana is the world's most popular fruit, and the most important food crop after rice, wheat, and maize. Banana businesses are economic pillars in many tropical countries, providing millions of jobs for rural residents.  But, for much of its history, the banana industry was notorious for destructive farming practices. In 1991 the Rainforest Alliance, along with partner groups and other stakeholders, established the first standards for responsible banana production. Today, more than 15 percent of all the bananas in international trade come from Rainforest Alliance Certified farms. The nonprofit Rainforest Alliance recently added a comprehensive grade 7-8 curriculum to its K-6 offerings. The new lesson plans focus on responsible banana production from certified farms. Courtesy of the alliance, this article presents fun and informative activities for the curriculum that tie into a case study on growing bananas in Honduras. Descriptors: Foreign Countries, Class Activities, Environmental Education, Conservation (Environment)

Leave a Reply