Bibliography: Honduras (page 08 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 Quentin T. Wodon, Mark D. Shermis, Andrea Rugh, Santiago (Chile). Oficina Regional de Educacion de la Unesco para America Latina y el Caribe, Noel F. McGinn, Gertraude Roth Li, Margaret Legowski, Phyllis F. Perelman, Carleton Corrales, and London (England). International Planned Parenthood Federation.

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean. (1988). Evaluacion de Programas de Alfabetizacion. Consulta Tecnica Regional (Maracaibo, Venezuela, 30 Noviembre-6 Diciembre 1987) Informe Final. (Evaluation of Literacy Programs. Regional Technical Meeting (Maracaibo, Venezuela, November 30-December 6, 1987). The objectives of this seminar were to identify problems in evaluating literacy programs and to design a working strategy to confront them. Four presentations included national case studies from Brazil, Honduras, Nicaragua, and Venezuela. Central questions asked concerned who and what were evaluated and how were the results to be used. In Brazil, the goal of literacy programming was to reach everyone over 15 years of age. These programs would be for grades one through four, and materials would be produced for specific regional needs using the national language and would be designed to reach over 20 million illiterate adults and 30 million semi-literates. Honduras presented an analysis of national progress in attaining literacy and of available human, financial, and material resources. A quantitative evaluation of institutional support and its value, with an analysis of those institutions evaluated, was presented. The institutions included the United Nations Childrens Fund (UNICEF), Central Regional Fundamental Education for Latin America (CREFAL), Agency for International Development (AID), UNESCO, and the Regional Education Network (REPLAD). Nicaragua stated its goal as the elimination of illiteracy by the year 2000. Venezuela desired to guarantee basic education to adults who become literate and planned to accomplish this by means of the National Commission for Literacy, which integrates all national organizations, both official and private, that are linked to the educational process. The goal is to promote, coordinate, and evaluate existing literacy programs. A list of recommendations resulting from the seminar is provided. Descriptors: Adult Education, Developing Nations, Educational Development, Educational Improvement

Development Communication Report (1989). Development Communication Report, 1989/1-4, Nos. 64-67. Four issues of this newsletter focus primarily on the use of communication technologies in developing nations to educate their people. The issues included in this collection are: (1) No. 64 (1989-1), which features reports on the use of local radio for development; (2) No. 65 (1989-2), which focuses on environmental education, and includes articles on grassroots communication in a tree-planting campaign in Mexico, television for environmental education in India, environmental education in Latin America, communication about the use of pesticides in Nicaragua, and a global report on population and environment; (3) No. 66 (1989-3), which includes articles on popular video for rural development in Peru, new tools for training at a distance, re-orienting artists and copywriters for producing visual communication materials for rural audiences, vocational training in Honduras, and the use of interactive radio to teach health in Bolivian elementary schools; and (4) No. 67 (1989-4), which addresses itself to the current use of information technology in development, and includes articles on desktop publishing in Honduras and computer programs to transmit data to policy makers. This issue also includes a subject index for issues 55 through 67. Reviews of recent publications and announcements of development-related conferences and courses are included in individual issues.   [More]  Descriptors: Community Development, Developing Nations, Development Communication, Distance Education

Oficina Regional de Educacion de la Unesco para America Latina y el Caribe, Santiago (Chile). (1972). Publicaciones Periodicas de Educacion de America Latina y el Caribe (Educational Publications of Latin America and the Caribbean). The periodicals listed in this bibliography are those published in Latin America and the Caribbean that deal exclusively with educational themes. Information for each entry, when available, includes the title, subtitle, name and address of publisher, frequency of publication, year the publication began and/or terminated, any previous title, and whether or not supplements are available. Publications are included from the following countries: Argentina, Bolivia, Brazil, Colombia, Costa Rica, Cuba, Chile, Ecuador, El Salvador; Guatemala, Guyana, Haiti, Honduras, Jamaica, Mexico, Nicaragua, Panama, Paraguay, Peru, the Dominican Republic, Trinidad and Tobago, Uruguay, and Venezuela. Regional as well as national publications are also cited. Descriptors: Bibliographies, Developing Nations, Documentation, Educational Resources

Perelman, Phyllis F. (1982). Special Education in the Americas: Contrasts, Needs, and Possible Solutions. The author describes differences in the number and quality of special education programs available in Latin America and suggests directions for improved delivery of special education services. The relatively high level of services provided in Costa Rica are contrasted with the minimal services available in Honduras. The training-based model in which generic educational specialists provide inservice training to teachers is suggested to increase the number of trained personnel. Linkages between ministries of education and teacher training institutions are also encouraged. Latin American activities in special education of organizations such as the Council for Exceptional Children, the Partners of the Americas, and the Peace Corps are noted. Descriptors: Agency Cooperation, Comparative Education, Delivery Systems, Disabilities

Wodon, Quentin T. (2000). Poverty and Policy in Latin America and the Caribbean. World Bank Technical Paper No. 467. Although the progress toward poverty reduction remains sluggish, other dimensions of social welfare in the Latin American and Caribbean (LAC) region show signs of improvement. Adult literacy and school enrollment rates, life expectancy at birth, access to safe water, and nutrition indicators are improving. However, other factors demonstrate that many problems persist, especially the inequality between rich and poor. This report analyzes the evolution of poverty and inequality in the LAC region from 1986 to 1996 with projections to 1998. It reviews the policies which have been advocated or implemented to reduce poverty. The report combines: (1) the results of new empirical work using household surveys from 12 countries (Argentina, Bolivia, Brazil, Chile, Colombia, Dominican Republic, Ecuador, Honduras, Mexico, Paraguay, Uruguay, and Republica Bolivariana de Venezuela); (2) short theoretical developments, some of which introduce new research techniques; and (3) a review of the literature on issues related to poverty, inequality, and social policy in LAC. Chapters three through six follow the framework proposed in the forthcoming World Development Report 2000-2001. The framework identifies three essential elements for poverty reduction: (1) opportunities for the poor and investments in the human capital of the poor; (2) security through social safety nets; and (3) empowerment. Contains extensive tables and figures and 213 references. Descriptors: Civil Rights, Developing Nations, Educational Benefits, Empowerment

Perelman, Phyllis F.; Pineda, Maria Luisa (1982). Introduction of the Data-Based Individualized Model of Education in Central America. The paper describes, in both English and Spanish, a data based model for providing preservice and inservice training to regular and special class teachers on procedures for teaching mainstreamed handicapped children. The model involves the following steps: (1) referral of a child by his classroom teacher for special education services; (2) student evaluation; (3) specification of an instructional objective; (4) development and implementation of teaching/learning procedures; and (5) evaluation of teaching/learning procedures and child's progress toward attainment of the specified instructional objective. The model, found to be successful in Vermont, has been used to provide technical assistance in several Central American countries, including Costa Rica, Honduras, and Guatemala.  Rather than focusing on the referred student, the model, as used in Honduras, addresses group defined needs (such as better public relations in special education) as a model objective, the use of media to contact parents and others as a plan of action, and evaluation based on increased awareness and support of special education. Descriptors: Disabilities, Elementary Secondary Education, Foreign Countries, Inservice Teacher Education

Rugh, Andrea (2000). Starting Now: Strategies for Helping Girls Complete Primary. This report assesses the current situation of girls' participation in elementary education, suggesting approaches that may help increase girls' retention. It reviews research findings and conventional wisdom on constraints affecting girls' schooling and examines initiatives that have attempted to increase girls' retention. Chapter 1, "Introduction," describes why girls' retention is important and defines the scope and approach of the report. It also examines the issue of girls' retention internationally. Chapter 2, "Influencing Girls' Participation," examines influences generally believed to affect girls' participation, emphasizing those that are important after initial enrollment. Chapter 3, "Initiatives to Encourage Girls' Participation," describes initiatives that have been employed in various countries to increase girls' retention. Chapter 4, "Promising Strategies and Implementation Models," describes four basic strategies with potential for removing many of the constraints on girls' education and suggests two implementation models (one which outlines a process approach to addressing education problems and one which assumes a world where institutions are shaped according to market forces to achieve their objectives). Chapter 5 presents "Summary and Conclusions." Case studies from Egypt, Honduras, Mali, and Pakistan are appended. (Contains 236 bibliographic references.)   [More]  Descriptors: Access to Education, Accountability, Case Studies, Developing Nations

Shermis, Mark D. (1987). Utilization of Computer Technology in the Third World: An Evaluation of Computer Operations at the University of Honduras. This report of the results of an evaluation of computer operations at the University of Honduras (Universidad Nacional Autonoma de Honduras) begins by discussing the problem–i.e., poor utilization of the campus mainframe computer–and listing the hardware and software available in the computer center. Data collection methods are summarized, including interviews, budget examination, review of organizational structure, review of registration records and relevant documents, and on-site visits. The redefined problem, consisting of three primary areas, is described: (1) lack of a universal power system to serve as a back-up source during frequent electrical outages; (2) lack of a communications mechanism to the auxiliary campuses; and (3) lack of a computer operating system which supports commercial applications. In order to address these issues more fully, the development of the computer industry is reviewed, and it is proposed that the organizational structure operating philosophy be changed to reflect a more decentralized approach. An accounting system and improved inter- and intra-campus communications are recommended, as well as training of staff, creation of a department of computer science, increased space for the computer center, purchase of a universal power supply unit, and establishment of a university-wide database and word processor. The university is encouraged to take an advocacy role in national computer policy. (3 references) Descriptors: Action Research, Administrative Organization, College Administration, Computer Software

Li, Gertraude Roth (1982). El Salvador and Its Refugees. Since a 1979 coup, El Salvador has been ruled by a civilian-military junta supported by the oligarchy; officially, the junta is committed to social and economic reforms. Civilian guerrillas oppose the government which they believe is not interested in real reform. The United States supplies financial and military aid to the junta and believes the guerrillas to be Cuban and Soviet incited and supported and therefore a threat to U.S. national security. Fear for their lives and the inability to make a living have forced many Salvadorans to leave their country and become refugees in Central America, nearby Honduras, Guatemala, and Mexico. Recently, efforts have been made to remove refugees from Honduras in order to clear the boarders of guerrilla sympathizers. Thousands of Salvadorans attempting to enter the U.S. have been denied political asylum because U.S. policy supports the Salvadoran government. Those Salvadorans who have been apprehended for entering the U.S. illegally are jailed, denied due process, and in most cases forcibly returned to El Salvador where they face possible death. Salvadorans in U.S. detention centers have to deal with enormous psychological pressures, poor living conditions, and inadequate legal advice and assistance. A humane concern for Salvadorans, whose lives would be endangered by deportation, ought to override political considerations concerning action in El Salvador. Descriptors: Demography, Developing Nations, Economic Factors, Federal Legislation

Reimers, Fernando M. (1991). Is Jomtien Irrelevant to Latin America? Adjusting Education While Adjusting the Economy. Development Discussion Paper No. 388-ES. This paper challenges the commonly held view that Latin America has solved its access problems to primary education. The consequences of this view would be that the policy recommendations of the World Conference on Education for All, held in Jomtien, Thailand, in 1990 would be less applicable to Latin America than to Africa or Asia. The first part of the paper documents how education in Latin America today is characterized by low levels of learning, severe inequities in opportunities to learn, and high repetition rates. The second section examines the changes in the provision of education, which resulted from the impact of adjustment on households, education finance, schools, and ministries of education. The last section of the paper proposes five ideas for an education reform agenda: (1) the need for more resources at the basic levels; (2) a renewed sense of purpose for education, focusing on equity and quality; (3) a recognition that quality is not a uni-dimensional concept; (4) information as a central resource guide and monitor change; and (5) institutionalization of mechanisms for strategic planning, policy continuity, and policy change. The paper draws on information collected from: a survey of education policymakers in Latin America; conversations with educators and policymakers in trips to Colombia, Honduras, Mexico, Peru, and Venezuela; and a survey of 64 rural teachers, 1,250 students and 640 mothers in Honduras as well as documents referenced in the text.   [More]  Descriptors: Access to Education, Educational Assessment, Educational Economics, Educational Improvement

Legowski, Margaret (1992). Destination: Honduras. Study Guide. This study guide was developed by the Peace Corps' Office of World Wise Schools. The aim of the guide is to promote better understanding of other people on the part of the people of the United States. Teachers can use the book to supplement the study of Central America or the environment. Using the materials, students will learn to: (1) identify similarities and differences between their lives and the lives of young people in another country; (2) apply geographic themes to the country of Honduras; and (3) research the geography and culture of a Peace Corps volunteer's hoist country. A unit for grades 3 through 5 focuses on the geographic themes of location, place, and relationships within places. The latter two themes are also the subject of units for grades 6 through 9 and 10 through 12. Each of the units includes information for teachers and worksheets. Sixty-three references and a list of people and organizations that provided information for the study guide are attached. Descriptors: Area Studies, Elementary Secondary Education, Geographic Concepts, Geography Instruction

McGinn, Noel F.; And Others (1991). Attending School and Learning or Repeating and Leaving. A Study about the Determinants of Grade Repetition and Dropout in Primary School in Honduras. Synthesis of the Study = Asistir y Aprender o Repetir y Desertar. Un Estudio sobre los Factores que Contribuyen a la Repitencia en la Escuela Primaria en Honduras. Sintesis del Informe. This paper synthesizes a study designed to identify the factors that contribute to primary school repetition and dropout in Honduras. Data were collected by record reviews; teacher, student, and parent interviews; and a test of Spanish. The sample included 1,253 students in grades 1 and 3 in 40 schools in rural Honduras. The main findings of the study are: (1) repetition is more prevalent than primary school dropout; (2) repeating doesn't help learning; (3) low socioeconomic background relates to repetition; (4) children who repeat are not treated by teachers the same as those who do not repeat; (5) preschool attendance reduces repetition rates; (6) teachers that promote more students differ from those who have many students who repeat; (7) repeating is not totally a function of the grades given by the teacher; (8) multigrade teachers have more repeaters; (9) students perform better in classes that receive textbooks; (10) teachers who expect success produce it; (11) there is great variability in access to school time; and (12) students who are in school more hours have higher achievement on the Spanish test, and higher final grades. Recommendations for policy intervention are: (1) increasing teacher training; (2) expansion of preschools; (3) streamlining student assessment; (4) establishing a minimum of two teachers in multigrade school; (5) expanding access to effective time in school; (6) not adopting automatic promotion; and (7) carrying out policy studies which yield information to increase the quality of education. Descriptors: Academic Achievement, Attendance, Dropouts, Foreign Countries

International Planned Parenthood Federation, London (England). (1973). Situation Report–Antigua, Dominican Republic, Grenada, Guatemala, Honduras, Philippines, Ryukyu Islands, St. Lucia, and St. Vincent. Data relating to population and family planning in nine foreign countries are presented in these situation reports. Countries included are: Antigua, Dominican Republic, Grenada, Guatemala, Honduras, Philippines, Ryukyu Islands (Okinawa), St. Lucia, and St. Vincent. Information is provided under two topics, general background and family planning situation, where appropriate and if it is available. General background covers ethnic groups, language, religion, economy, communication/education, medical/social welfare, and statistics on population, birth and death rates. Family planning situation considers family planning associations and personnel, government attitudes, legislation, family planning services, education/information, training opportunities for individuals, families, and medical personnel, research and evaluation, program plans, government programs, and related supporting organizations. Bibliographic sources are given.   [More]  Descriptors: Contraception, Demography, Family Planning, Foreign Countries

International Planned Parenthood Federation, London (England). (1971). Situation Report–Bulgaria, Czechoslovakia, Denmark, Greece, Honduras, Irish Republic, Malta, Romania, Spain, U.S.S.R. Data relating to population and family planning in ten foreign countries are presented in these situation reports. Countries included are Bulgaria, Czechoslovakia, Denmark, Greece, Honduras, Irish Republic, Malta, Romania, Spain, and the U.S.S.R. Information is provided, where appropriate and available, under two topics, general background and family planning situation. General background covers ethnic groups, language, religion, economy, communication/education, medical/social welfare, and statistics on population, birth and death rates. Family planning situation considers family planning associations and personnel, government attitudes, legislation, family planning services, education/information, sex education, training opportunities for individuals, families, and medical personnel, program plans, government plans, and related supporting organizations. Bibliographic sources are given.   [More]  Descriptors: Contraception, Demography, Family Planning, Foreign Countries

Corrales, Carleton (1995). Adult Basic Education in Honduras: Managing Multiple Channels. LearnTech Case Study Series No. 9. On June 1, 1992, the Ministry of Education in Honduras started a pilot project using Interactive Radio Instruction (IRI) to deliver adult basic education. This case study examines the IRI project, or the "Basic Education for All" project, which is predicated on the conviction that educational investment in basic education for young working people could effectively accelerate economic and social development. The document begins with a brief discussion on illiteracy rates and the failure of adult education programs in Honduras. It goes on to note how the Basic Education for All project adapted an IRI elementary education curriculum to cover six academic years (levels); the design of the first and last three levels are described in detail. Discussion then focuses on the following factors that were important for establishing the project as a permanent educational system: institutional roles; catering to adult learners; the role of radio facilitators; delivery of audio and print resources; managing the radio system; supervising the centers; training needs; marketing; and funding. Evaluation and outcomes are discussed and achievement data is then delineated according to gender. Six figures present comparisons by subject, level, and gender. (Contains 20 references.)   [More]  Descriptors: Adult Basic Education, Adult Programs, Case Studies, Delivery Systems

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