Bibliography: Honduras (page 10 of 15)

This annotated bibliography is curated specifically for the Hondureinas website.  Some of the authors featured on this page include Inc. World Education, New York International Planned Parenthood Federation, Raff Carmen, Leonor Toro, Christina N. Anson, Scientific United Nations Educational, Jimmy G. Cheek, Margaret A. DiCarlo, Jay Boll, and Ned Van Steenwyk.

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean. (1987). Mejoramiento de la Produccion de Materiales de Educacion en Poblacion para la Ensenanza Primaria y la Post-Alfabetizacion. Taller Regional (Santiago, Chile, 27 mayo-5 junio, 1987). Informe Final (Upgrading the Production of Population Education Materials for Primary Education and Post-Literacy. Regional Workshop (Santiago, Chile, May 27-June 5, 1987). Final Report. This report contains the results of an operational training workshop covering 11 case studies on the production of teaching materials for population education and used for elementary education, literacy, and post-literacy programs. The workshop covered the planning and design for the production of teaching materials including an eight step practical design for constructing such materials along with pilot programs to be integrated into the social studies courses. Specific countries whose programs were featured included: (1) Bolivia; (2) Ecuador; (3) El Salvador; (4) Haiti; (5) Honduras; and (6) Nicaragua. The Nicaraguan contribution, "Some Aspects of Family Life" (with corresponding teaching guide) was prepared for parents taking evening classes and the topics covered were structure and composition of the family, the sex life of a couple, children's developing sexual curiosity, and sexual expression of adolescents. The target audience for these materials is the National Association of Heads of Families, consisting of 80,000 members. Descriptors: Adult Education, Compensatory Education, Developing Nations, Educational Development

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

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

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

International Planned Parenthood Federation, New York, NY. (1971). Analyses of Some Studies on Knowledge, Attitudes and Practices of Family Planning in Several Latin American Countries. Research dealing with population and family planning in specific Latin American countries is summarized in this collection of demographic studies. Countries for which information is provided include Argentina, Barbados, Bolivia, Brazil, Chile, Colombia, Costa Rica, Guatemala, Haiti, Honduras, Jamaica, Mexico, Nicaragua, and Peru. Each country lists demographic statistics for 1965 and 1970 followed by the name of the specific study or studies; the sample used for the study; the number, sex, location, age, education, economic status, fertility, and religiosity of the sample if available; attitudes on fertility if applicable to the study; and general comments or conclusions drawn from the study. Ample statistical data supplements the narrative information. A bibliography of materials about knowledge, attitudes, and practices of family planning is furnished. Descriptors: Attitudes, Behavior, Contraception, Demography

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

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

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

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

Carty, Joan (1991). Latin America and the Caribbean: A Survey of Distance Education 1991. New Papers on Higher Education: Studies and Research 5. Country profiles compiled through a survey of distance education in Latin America and the Caribbean form the contents of this document. Seventeen countries were surveyed in Latin America: Argentina; Bolivia; Brazil; Chile; Colombia; Costa Rica; Ecuador; French Guiana; Guatemala; Guyana; Honduras; Mexico; Nicaragua; Panama; Peru; Uruguay; and Venezuela. Twenty-two surveys were conducted in the Caribbean: Anguilla; Antigua and Barbuda; Bahamas; Barbados; Belize; Bermuda; British Virgin Islands; Cayman Islands; Cuba; Dominica; Dominican Republic; Grenada; Guadeloupe; Jamaica; Martinique; Montserrat; Puerto Rico; St. Kitts-Nevis; St. Lucia; St. Vincent; Trinidad and Tobago; and Turks and Caicos Islands. Some or all of the following information is presented for each country: population, area, languages, and per capita income; overview; and institutions involved in distance teaching. For each institution the following is included: address, contacts, aims and objectives, staff size, annual budget, course details, research, and special features. Descriptors: Adult Education, Course Content, Distance Education, Educational Finance

Anson, Christina N., Comp.; Barry, Maria E. (1995). A Guide to NGO Directories: How To Find Over 20,000 Nongovernmental Organizations in Latin America and the Caribbean. Second Edition. This guide provides information on 42 directories that list over 20,000 nongovernmental organizations (NGOs) in Latin America and the Caribbean. Listings cover NGOs in Argentina, Bolivia, Brazil, Caribbean Region, Chile, Colombia, Costa Rica, Dominica, Dominican Republic, Ecuador, El Salvador, Guatemala, Haiti, Honduras, Jamaica, Mexico, Nicaragua, Paraguay, Peru, St. Lucia, Tobago, Uruguay, and Venezuela. Most organizations are involved in rural and community development, agricultural cooperatives, training, nonformal education programs, environmental education, technical assistance, marketing services, and social programs. Through NGOs and the networks they have created, developing countries now have access to human, informational, and financial resources previously unavailable. Learning how to mobilize these resources is likely to be the key to the speed, quality, and sustainability of development. Entries include title, publisher, date of publication, address, and a brief description. Descriptors: Agriculture, Community Development, Developing Nations, Directories

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

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

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