Bibliography: Honduras (page 10 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 Barbara Ashton Waggoner, Ned Van Steenwyk, Leonor Toro, Noel McGinn, Daniel N. Kucij, Fred van Leeuwen, Linda King, Jimmy G. Cheek, Jay Boll, and Colin McCaffrey.

McGinn, Noel; And Others (1992). Why Do Children Repeat Grades? A Study of Rural Primary Schools in Honduras. BRIDGES Research Report Series No. 13. This report examines factors contributing to grade repetition in rural elementary schools in Honduras. Forty schools in four Honduran departments were randomly selected from lists of schools with the highest and lowest repetition rates. Subjects were 1,854 students in Grade 1 or 3 during the 1990 school year who were still in the school in March 1991. Students were interviewed and given a Spanish test. Also interviewed were 65 first and third grade teachers and the parents of 640 randomly chosen students. With bivariate and multivariate analyses, major findings were: (1) students who repeated grades were more likely than other students to repeat again; (2) grade repetition was related to low academic achievement (particularly in Spanish and mathematics), amount of time available for learning (school schedule and student attendance), low teacher expectations of students, and being in a multigrade classroom (particularly in first grade); (3) teachers were inconsistent in the application of rules governing marks and promotion; (4) teacher expectations were influenced by socioeconomic status of the student's family; (5) preschool participation was associated with better marks; and (6) parents usually accepted the school's decision. Recommendations are outlined for teacher training, preschool education, instructional materials development, and remedial education. This paper contains references; charts of official, educator, and parent attitudes about repetition factors; and data from 30 countries on repetition and completion rates in elementary schools.    [More]  Descriptors: Classroom Techniques, Elementary Education, Elementary School Students, Elementary Schools

DiCarlo, Margaret A.; And Others (1995). Street Children Draw the Ideal Person. Forty-three adolescents (11-16 years of age) attending a health care program, Project Alternatives, for "street children" in Tegucigalpa, Honduras, drew randomly assigned pictures of either the ideal man or woman, engaged in some activity. These drawings were compared to samples from adolescents in various parts of the world to assess the global neurological and emotional functioning of Honduran children in relation to children of other geographical areas. Compared to a large sample of adolescents from all over the world, the current participants were significantly more likely to draw the ideal person smiling, missing a body part, working in a job, engaging in adult responsibilities, and with achievement imagery. Using Koppitz' (1984) scoring criteria, the current sample showed more emotional indicators and organic signs than U.S. students, but fewer organic signs than street children in Cali, Colombia. Contains 10 references.   [More]  Descriptors: Comparative Testing, Disadvantaged Youth, Early Adolescents, Emotional Problems

van Leeuwen, Fred, Ed. (2000). Vocational Education and Training, Education International. This issue of the quarterly Education International focuses on vocational education and training (VET). The editorial, "Education and the Wealth of Nations" (Fred van Leeuwen), focuses on provision of quality education for all. "Education International's (EI's) First Joint Worldwide Action on Education Issues" (Elie Jouen) describes the Global Campaign for Education. "Beijing: Five Years Later" (Marta Scarpato) puts emphasis on the following two major themes in the context of the upcoming revision of the objectives of the World Conference for Women (4th, Beijing, China, 1995): rights of the girl child and problems encountered by women in Eastern European countries. "After Seattle–What Next?" (Sheena Hanley) addresses the need to pay more attention to building the social dimension of the global economy. "And What About Retirement…" (Peter Dawson) looks at pension plans worldwide and the impact of the growing aging population. The section on VET contains these 10 articles: "At the Heart of the Education Reform Process" (Elie Jouen); "VET Worldwide" (Ulf Fredriksson); "On the Agenda of the 88th International Labour Conference"; "Life-Long Learning" (Bob Harris); "Finding a Dynamic Equilibrium" (Yves Baunay); "Knowledge and Skills Will Fuse" (A. Parsuramen); "The 'Dual' German Model" (Ursula Herdt); "Gabon: Education's Neglected Sector" (Emmanuel Obame Ondo); "Australia: A Case of Educational Convergence" (Rex Hewett); "Honduras: Education System To Get Complete Overhaul" (Gloria Marina Chinchilla); and "Child Labor" (Sheena Hanley). "Sierra Leone: Reconstruction Must Begin in Each Area" (Rosslyn Noonan) addresses the challenges facing the education system in the country. "Structural Adjustment and Education Reforms: Ghana as a Case Study" (John Nyoagbe, Alfred Fumador, Ulf Fredriksson) reports the importance of finding a way to finance education. "Chunkyojo: Transition from Opposition Group to Negotiating Union" (Wouter van der Schaaf) describes advances for the education union in South Korea. "Why a Website Is Not an Online Magazine" (Eric Lee) looks at trade union Web sites as they enter their third generation. "Aimee, the Teacher from Tahiti" (Samuel Grumiau) discusses a day in the life of a teacher.   [More]  Descriptors: Access to Education, Adult Education, Aging (Individuals), Developed Nations

Dowdeswell, W. H. (1970). Field Studies in British Honduras, Journal of Biological Education. Descriptors: Biology, Ecology, Field Studies, Inservice Teacher Education

World Education, Inc., New York, NY. (1975). [Innovative Programs in Adult Education: Foreign.]. The six descriptive position papers were prepared after selection for the Multi-National Workshop on Basic and Functional Education for Adults. Those selected are significant innovative programs of adult education in other countries that may have direct applicability to improving program practices in various parts of the world. The six programs described are: Adult Education in Tanzania; A National Movement; The Functional Literacy and Family Life Planning Project (Thailand); Accion Cultural Popular (Colombia); Concorde–Honduras; Functional Education for Family Life Planning Project (Neuva Ecija, Philippines); and Village Polytechnics–Kenya. Each paper describes in detail the program's setting, organization and administration, program and activities, educational strategy, and future activities and projections.   [More]  Descriptors: Adult Education, Adult Programs, Educational Innovation, Foreign Countries

King, Linda, Ed. (1998). Reflecting Visions. New Perspectives on Adult Education for Indigenous Peoples. This book contains 14 papers: "Indigenous Peoples and Adult Education: A Growing Challenge" (Rodolfo Stavenhagen); "Indigenous Peoples: Progress in the International Recognition of Human Rights and the Role of Education" (Julian Burger); "Adult Learning in the Context of Indigenous Societies" (Linda King); "Linguistic Rights and the Role of Indigenous Languages in Adult Education" (Utta von Gleich); "Youth and Adult Education and Literacy for Indigenous Peoples in Latin America: Guatemala, Honduras, Ecuador, Peru and Bolivia" (Teresa Valiente Catter); "The Educational Reality of the Indigenous Peoples of the Mesoamerican Region" (Vilma Duque); "Multiculturalism and Adult Education: The Case of Chile" (Francisco Vergara E.); "Anangu Teacher Education: An Integrated Adult Education Programme" (Mary Ann Bin-Sallik, Nan Smibert); "Inuit Experiences in Education and Training Projects" (Kevin Knight); "Adult Education among Indigenous Peoples in Ecuador" (Pedro Humberto Ushina S.); "Indigenous Reflections on Education: The Mixes and Triquis of Mexico: Our Experience in Popular Education" (Sofia Robles Hernandez); "A Personal Critique of Adult Education" (Fausto Sandoval Cruz); "Capacity Building: Lessons from the Literacy Campaign of the Assembly of the Guarani People of Bolivia" (Luis Enrique Lopez); "Development, Power and Identity: The Challenge of Indigenous Education" (Nicholas Faraclas); "The Saami Experience: Changing Structures for Learning" (Jan Henry Keskitalo); and "Tiaki Nga Taonga o Nga Tupuna: Valuing the Treasures. Towards a Global Framework for Indigenous People" (Nora Rameka, Michael Law). Appended are the Huaxyacac (Oaxaca) Declaration on Adult Education for Indigenous Peoples and a note on the book's contributors.   [More]  Descriptors: Adult Education, Adult Learning, Adult Literacy, Adult Students

Cable News Network, Atlanta, GA. (1998). CNN Newsroom Classroom Guides. November, 1998. These classroom guides, designed to accompany the daily Cable News Network (CNN) Newsroom broadcasts for the month of November, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Topics include: Iraq refuses to cooperate with United Nations weapons inspectors, expansion of a Jewish settlement threatens to delay implementation of the Wye Accord, voting for House, Senate, and governors' seats in this year's midterm elections, assistance in the wake of Hurricane Mitch, and devastation in Honduras and Nicaragua caused by Hurricane Mitch (November 2-6); House Speaker Newt Gingrich announces his intention to resign, relief workers scramble to get basic necessities to stranded victims of Hurricane Mitch, standoff over weapons inspections in Iraq, the United States sends more military hardware and troops towards Iraq as diplomats evacuate, and Iraq continues to defy United Nations (UN) inspection demands (November 9-13); the showdown with Iraq is temporarily averted, the Leonid Meteor Shower returns, weapons inspectors are back in Iraq, impeachment hearings of President Clinton begin on Capitol Hill, and impeachment hearing questioning of Independent Counsel Ken Starr (November 16-20); Iraq must officially answer a United Nations request for weapons documents, and the possible AOL/Netscape merger (November 23-24); and widespread hunger continues in Somalia in spite of international aid (November 30). Descriptors: Cable Television, Class Activities, Current Events, Discussion (Teaching Technique)

Waggoner, George R.; Waggoner, Barbara Ashton (1971). Education in Central America. The first chapter of this book describes the physical and cultural environment of Central America and includes analytical comments showing the complexity of the problems confronting the region. Guatemala, El Salvador, Honduras, Nicaragua, Costa Rica, and Panama are then treated in separate chapters including: 1) political, economic, social and ethnic background; 2) legal and constitutional bases of education; 3) administration of the educational system and the school calendar; 4) public educational finance; and, 5) an overview of preprimary, primary, secondary, technical, and higher education. Regional aspects of education in Central America include the educational activities of: 1) the Organization of Central American States; 2) the Confederation of Central American Universities and the Regional Organization of National Universities; 3) private universities; and, 4) outside sources of aid to regional development.   [More]  Descriptors: Comparative Education, Cultural Influences, Educational Administration, Educational Finance

Boll, Jay (1989). Youth Development: A Case Study from Honduras. This case study documents the experiences of a Peace Corps volunteer who worked as a Youth Development volunteer with disadvantaged institutionalized youth in Honduras. Youth Development volunteers provide direct services in the areas of vocational education, recreational programming, informal education, and counseling. Many are assigned to residential youth centers for homeless, abused, or abandoned children, where they work closely with host-country counterparts. Each volunteer should develop a deliberate and well-informed practice theory based on both research in the field of child development and personal experience. Most residential programs for homeless youth are total institutions where children are isolated from family and peers. Such institutions often aggravate the problems of the youth they were designed to help. Public education could provide needed social interaction, but most disadvantaged youth require special assessment and remedial support to overcome learning disabilities. Vocational education programs should be a major part of the residential program; however, income-generating projects that use student labor must be approached with caution. Recreation and leisure skills are also important to healthy child development. The following special programs are described: (1) gardens and small animal projects; (2) youth empowerment projects; (3) libraries; (4) reading programs; (5) fund raising; (6) environmental education; (7) clubhouses; and (8) sibling care. Three illustrations are included. A 44-item bibliography is appended.   [More]  Descriptors: Adolescents, Case Studies, Elementary Secondary Education, Foreign Countries

Van Steenwyk, Ned (1987). [Trade Certification and Job Placement Program in Honduras: A Pilot Project.]. As is the case in many developing countries, Honduras's vocational training and job placement systems were plagued by high dropout and low job placement rates. After deciding that the issue of relevance was the key to improving the country's job training system, a trade advisory committee set about to develop a series of competency-based instructional modules and certification exams that are now being used at four of the country's vocational training institutions (public and private). Students receive self-paced, industry-specific job training, certification, and job placement assistance. The early results of the Honduran system have been most encouraging. Dropout rates have been reduced from 40 or 50 percent to between 5 and 15 percent. The combined trade certification and job placement program has made it possible to establish a quality control mechanism that provides immediate feedback on the relevance and quality of the training being provided. The program's improved completion and placement rates have reduced overall training costs substantially. Because of its early success, the program is being expanded to train, certify, and find employment for 15,000 youths and adults over the course of the next 5 years.   [More]  Descriptors: Adult Vocational Education, Competency Based Education, Developing Nations, Dropout Prevention

McCaffrey, Colin (1967). Potentialities for Community Development in a Kekchi Indian Village in British Honduras. Investigators spent six months in the Kekchi Indian village of San Miguel, British Honduras, where data gathering was combined with participation in agricultural and social activities and in practical community development. Respondents (85 men and youths) provided much informal data on attitudes relevant to community development, which were compared with those more rapidly gathered from 126 respondents in other villages. Findings included relative economic isolation and self-sufficiency, a sixty-year history of migration and adaptation, industriousness combined with preference for communal labor, traditional lines of intuitive harmony and consensus in running the relatively new village council, and socioeconomic patterns favorable to experimentation. Literacy in English, a rice-drying floor, and a community center were prominent desires. Recommendations by investigators call for pig pens, rainwater collection or a well and pump, a literate helper for corresponding with government officials, and steps to improve school community relations. An outsider's greatest contribution might be to reassure Kekchis of their competence to develop many projects. Descriptors: American Indians, Aspiration, Attitudes, Audiovisual Aids

Carmen, Raff, Ed.; Sobrado, Miguel, Ed. (2000). A Future for the Excluded. Job Creation and Income Generation by the Poor: Clodomir Santos de Morais and the Organization Workshop. This book, translated from Spanish, contains 20 chapters by various authors examining and expanding on the work of Clodomir Santos de Morais in educating and empowering the poor, mostly in Latin America, for entrepreneurship. One of the chapters is by de Morais. The following are included, organized in four sections: "Those Who Don't Eat and Those Who Don't Sleep" (Raff Carmen and Miguel Sobrado); "Clodomir Santos de Morais: The Origins of the Large-Scale Capacitation Theory and Method" (Miguel Sobrado); "The Large Group Capacitation Method and Social Participation: Theoretical Considerations" (Clodomir Santos de Morais); "From Paulo Freire to Clodomir Santos de Morais: From Critical to Organizational Consciousness" (Jacinta Castelo Branco Correia); "From Navvies to Entrepreneurs: The OW [Organization Workshop] in Costa Rica" (Miguel Sobrado); "Sacked Agricultural Workers Take on the Multinationals in Honduras" (Benjamin Erazo); "The Mexican Experience" (Juan Jose Rojas Herrera); "The OW in Panama, Columbia, Venezuela, Ecuador and Peru" (Miguel Sobrado); "Three Decades of Work with OWs in Latin America" (Lepoldo Sandoval); "'Doing Enterprises' in Wartime and Post-War Mozambique" (Isabel Labra and Ivan Labra); "In Angola, Guinea Bissau and Sao Tome e Principe" (Paulo Roberto da Silva); "Hard Learning in Zimbabwe (SADET) and in Post-Civil War Mozambique" (Isabel Labra and Ivan Labra); "Organization Development (OD) and the Moraisean OW in South Africa and Botswana" (Gavin Andersson); "The Potential of the OW in the Former Soviet Bloc Countries and in Economies in Crisis" (Miguel Sobrado); "Post-Salazar Portugal: The First European SIPGEI (Social Participation System for the Identification of Job and Income Generation Projects)" (Isabel Labra and Ivan Labra); "The Crisis of Work and the Welfare Reform Plans in Western Countries" (Raff Carmen); Section IV: From Local OWs to National Employment-Generation Systems: "The Brazilian PROGEI-SIPGEIs (employment and income generating projects) of the 1980s and 1990s" (Jacinta Castelo Branco Correia); "The PAE and the Self-Employment Project in Brazil" (Walter Barelli); "The OW and Civil Society in Brazil" (Jacinta Castelo Branco Correia); and "The OW's Potential: Concluding Observations" (Miguel Sobrado). The book includes a selected bibliography listing 97 works by and about Clodomir Santos de Morais. Descriptors: Adult Basic Education, Adult Education, Business Administration, Cultural Relevance

Kucij, Daniel N. (1985). Problems and Promises: Vocational Development for Disabled Youth in Honduras. Issues in vocational development for disabled youth in Honduras, Central America, were the focus of an intensive short-term qualitative research effort. Among the research objectives were identifying promising employment opportunities and determining areas where modest investments of technical assistance or other resources would have maximum impact. Researchers reviewed documents (previously completed surveys or reports) and on-site personal interviews with such individuals as employed and unemployed disabled youth, employers, parents of handicapped youth, technical assistance agencies, professional special education and rehabilitation personnel, and government officials. The introductory chapter is followed by nine chapters which deal with the following areas: problems and promises, the country, disabled people, employment/economy, employment of disabled youth, learning from experience, analysis and general observations, main findings and recommendations, and personal closing statements. A page of references concludes the document. The recommendations focus on activities to be conducted by an umbrella organization of special education, training, rehabilitation and advocacy groups. Activities will include a public awareness campaign, professional training, encouragement of integrated school services, and creation of three employment generation activities. Descriptors: Developing Nations, Disabilities, Educational Needs, Elementary Secondary Education

Cheek, Jimmy G.; Beeman, Carl E. (1987). A Faculty Short Course on Improving College Teaching at Escuela Agricola Panamericana, Tegucigalpa, Honduras, Central America. A short course on improving college teaching at Escuela Agricola Panamericana (EAP), in Tegucigalpa, Honduras, is discussed. Two University of Florida college faculty members were engaged by the United States Information Agency to conduct the 2-week course for EAP college faculty. Course objectives included: identifying the role of the teacher and major learning principles, describing a procedure for developing college courses and lesson plans, selecting and using a variety of teaching methods, developing and using visual aids, and developing tests. The workshop began on September 8, 1986 with a 2-hour general session. Weekday morning seminar sessions were conducted in English and night sessions were translated into Spanish. Twenty-four faculty from EAP completed the course, and several other faculty attended one or more sessions. The U.S. faculty members also consulted with staff regarding current educational programs and possible revisions. Information is provided on workshop textbooks, the course schedule, and topics and reading assignments. Workshop evaluation questions and the results are also presented. Major accomplishments of the activity are specified, along with recommendations for the future. Descriptors: College Instruction, Consultation Programs, Faculty Development, Foreign Countries

Toro, Leonor; And Others (1984). America – Las Americas. Belize, Guatemala, El Salvador, Honduras, Nicaragua, Costa Rica, and Panama. These publications were written for teachers to use with migrant children in elementary grades to highlight individual differences between the countries that make up the Americas by providing historical, geographical, and cultural information about them on a quarterly basis. The three issues presented here focus on nations of Central America with attention also to aspects of Black history. The table of contents in each issue indicates language–Spanish and/or English–in which articles are written. Each issue focuses on two or three Central American nations providing historic, geographic, economic, and cultural overviews for each. The Guatemala and Belize issue features interviews with two Guatemalan students and biographies of Pedro de Alvarado and General Justo Rufino Barrios.  The El Salvador and Honduras issues include banana and plantain recipes, native songs, and the accomplishments of some Black pioneers in medicine. Features in the Nicaragua, Costa Rica, Panama issue include Nicaraguan recipes, the poetry of Ruben Dario, the Somoza family history, retrospectives by two educators from Panama, and Arthur Schomburg's contributions to Black history. Throughout the text are topic-related time-lines, word lists and word search puzzles. The magazines also employ maps, illustrations, activity pages, and an English language "math corner." Descriptors: Bilingual Instructional Materials, Biographies, Black History, Cultural Background

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