Bibliography: Honduras (page 14 of 15)

This annotated bibliography is reformatted and customized for the Hondureinas website.  Some of the authors featured on this page include Derek S. Hopson, Dennis R. Herschbach, P. E. Mandl, Arjun S. Bedi, New York United Nations Children's Fund, Atlanta Cable News Network, Zellynne D. Jennings, Walter Wickremasinghe, la Ciencia y la Cultura Organizacion de Estados Iberoamericanos para la Educacion, and Darlene Powell Hopson.

United Nations Children's Fund, New York, NY. (1972). UNICEF News, Issue 73: Education. This quarterly publication from UNICEF, announced here on a one time basis, reviews the Fund's activities in health, education, and nutrition for the children of developing countries. The following is a sample of articles from this issue devoted to education: "New Targets" discusses recommendations for emphasizing minimum education, attention to primary school dropouts, curricular innovation, and occupationally oriented and nonformal education. "A Better Educational State for Jamaica's Children" describes a preschool program funded almost entirely from the private sector. Teacher training projects are described in "Jordan Teaches the Teachers," an on-the-job training project, and "Botswana Teachers Upgraded," where radio correspondence courses for teachers overcome geographic barriers. "Education for Tommorow" is a UNESCO report on the future of education. "The Provincial Approach" is a positive approach to education in West Sumatra, Indonesia. "Focus on Dropouts" is Judith Spiegelman's profile of an elementary school dropout in Thailand. "Harvest of Hope" and "Picking up the Pieces" describe reconstruction projects, the former in Honduras, the latter a photo report from around the world. "Homemade School Aid" is another photo report illustrating do-it-yourself projects.   [More]  Descriptors: Children, Comparative Education, Developing Nations, Dropouts

Jennings, Zellynne D.; Edmond, Daniel (1986). Belize's Rural Education and Agriculture Programme: Some Factors that Have Contributed to Its Success. Belize (formerly British Honduras) has achieved a good deal of success with its Rural Education and Agriculture Programme (REAP). REAP was initiated in 1976 to create the attitudes and provide the skills necessary for rural youth to make meaningful contributions to the country's agricultural development. Initiated by an intraministerial and international agency group, REAP was conceived in three phases extending over a 10-year period. During the pilot phase (1976 to 1979) the program was tested in eight primary schools in three of the country's six districts and in one secondary school. A special program was developed to train teachers for the REAP program, and outdoor education centers were constructed in each pilot school to give students an opportunity to apply their learning in an agricultural setting. The main thrust of the district level phase (1979 to 1982) was the expansion of REAP to all six districts in Belize with the gradual transfer of much of the technical and material assistance received from foreign agencies to the government ministries, district-level officials, and community groups and service organizations. REAP's national-level phase began in 1982. REAP has received favorable evaluations from students and teachers alike, and 80 percent of the program's graduates have remained in rural Belize in some form of agriculture. The program is not without shortcomings, including perhaps too much stress on gardening at the expense of academic training. Despite these, there is little evidence to suggest that the program's goal of becoming a real force in Belize's socioeconomic development is overly ambitious. Descriptors: Agricultural Education, Developing Nations, Educational History, Program Content

Herschbach, Dennis R.; And Others (1992). Vocational Education and Training. Review of Experience. Latin America and the Caribbean. This report examines the problem of implementing and sustaining vocational education and training (VET) programs in developing countries. It is intended to provide U.S. Agency for International Development (USAID) officers with operational guidelines for the development of future projects. In conducting the study, over 50 projects conducted by USAID from 1973 to 1989 were reviewed. Twenty-four of these were selected for intensive review, and two as case studies. Chapter I is an introduction which explains the purpose of the study, sources of information, definitions and the organization of the report. Chapter II outlines the issues surrounding investment decisions in VET and presents a framework for formulating vocational training policy based on consideration of two critical factors–implementing context and project complexity. Chapter III examines formal and nonformal training alternatives, focusing on benefits and implementing requirements. Chapter IV discusses how to improve training quality. It focuses on the key elements of training at the operational level–management development, instructional staff, and instructional resources. Next, it examines requirements of the overall training system in which individual programs operate. Chapter V analyzes benefits and constraints of each type of available funding: general public revenues, payroll taxes, user fees, and student loans. Chapter VI summarizes findings and conclusions. It offers recommendations for investment choices, with particular emphasis on the Latin American and Caribbean region, and provides guidelines for strengthening project design, with emphasis on improving quality and sustainability. Appendixes contain 127 references, a cursory review of 24 projects in VET, and 2 indepth case studies of projects in Honduras and Jamaica.   [More]  Descriptors: Developing Nations, Educational Finance, Educational Improvement, Educational Policy

Verhoeven, Ludo, Ed. (1994). Functional Literacy: Theoretical Issues and Educational Implications. Studies in Written Language and Literacy, Volume 1. Opening up new perspectives in the study of literacy, this book presents 25 essays that bring together current research findings from linguistics, psychology, sociology, and anthropology. Essays in the book discuss theoretical questions related to the definition and modeling of the construct of functional literacy; the notion of literacy development; literacy in developing societies; literacy in industrialized societies; and promotion of functional literacy through education. After an introduction ("Modeling and Promoting Functional Literacy" by Ludo Verhoeven), essays in the book are "Literacy, Myths and Legacies: Lessons from the History of Literacy" (Harvey J. Graff); "The Construct of Oral and Written Language" (Claire Blanche-Benveniste); "Text Processing and Its Relevance for Literacy" (Leo Noordman and Wietske Vonk); "Cross-Cultural Perspectives on Literacy" (Brian Street); "Functional Literacy in a Changing World" (Kenneth Levine); "Literacy and the Making of the Western Mind" (David R. Olson); "The Cognitive Psychology of Literacy: Some Basic Findings" (Paul Bertelson and Beatrice de Gelder); "Socio-Cultural Determinants of Literacy Development" (Paul Leseman); "The Social Impact of Literacy" (David Barton); "Linguistic Diversity and Literacy Development" (Ludo Verhoeven); "Problems and Pseudo-Problems in Literacy Development: Focus on Latin America" (Emilia Ferreiro); "Continua of Biliteracy: Quechua Literacy and Empowerment in Peru" (Nancy Hornberger); "Literacy Education and Gender: The Case of Honduras" (Monique van der Westen); "Literacy and Development in South-East Asia" (Chander J. Daswani); "Literacy and Development in Africa: The Case of Tanzania" (Josephine Yambi); "Writing Systems and Literacy: The Alphabetic Myth Revisited" (Florian Coulmas); "Assessment of Adult Literacy Levels: The Dutch Case" (Cees Doets); "Emergent Literacy and Education" (Clotilde Pontecorvo); "Towards a Taxonomy of Early Literacy Difficulties" (Aryan van der Leij); "Dialogue Systems and Interactive Literacy Instruction" (Don Bouwhuis and Harry Bunt); "A Comparative Perspective on Functional Literacy Levels" (William Loxley); "Towards a Socio-Cultural Model of Literacy Education" (Leo Dubbeldam); "The Question of Functionality in Literacy: A Systematic Approach" (Jennifer Hammond and Peter Freebody); "Literacy for Work Programs" (Jan Ooijens); and "Literacy in a Global Perspective: The Year 2000 and Beyond" (Daniel Wagner). Descriptors: Adult Literacy, Cross Cultural Studies, Developed Nations, Developing Nations

Johnson-Dean, Lynn (1986). The Effectiveness of Videotape Programs as a Communication Tool in the Small-Scale Livestock for Rural Farming Women Project, Honduras. This study examines economic development in Third World countries and the use of portable video systems in development projects. The study, conducted in 1985, attempts to measure the level of effectiveness of videotape programs as a communication tool for training rural subsistence women in Honduras in technical aspects of pig-keeping. Classical communication and development models posit a downward, vertical process from small elite to mass of receivers. Participatory communication, however, suggests the involvement of marginal groups in their own social and economic futures. From the 1940s to the early 1970s, development theories shifted from emphasizing modernization toward more choice-based economic and public-policy approaches. Most modernization programs today continue to support a relationship in which one group is economically maintained at the expense of another. International development programs develop national modernization projects that often fail to incorporate effective input from local people. By entering the global market, developing nations often deny themselves opportunities for economic self-sufficiency. It may be possible to have successful small-scale development programs which help promote self-sufficiency among marginal groups without requiring the dramatic economic, political, and social changes necessary for modernization. Advanced video technology widens opportunities for improved participatory communication. The concluding chapter suggests that the Honduran women understood and used the videotaped pig-keeping information. It recommends changes in the videotape project, however, to make it more participatory and more responsive to local needs. A bibliography with over 80 items is followed by extensive appendixes which include a questionnaire given to the Small Scale Livestock Project population who went to the United States. Descriptors: Agricultural Education, Economic Development, Imperialism, Industrialization

Everitt, John (1982). Changing Patterns of Cultural Imperialism in a Developing Country. Using Belize, Central America, as an example, this paper illustrates some of the changing patterns of cultural imperialism that can presently be viewed in the emerging nations of the world. Cultural imperialism is defined as the process whereby the culture of a weaker nation is dominated by that of a stronger nation. In September 1981, Belize, formerly British Honduras, gained its political independence from the United Kingdom. In the past the major force influencing the Belizean culture came from the British Isles. The trend now is toward an increasing pattern of Americanization and a corresponding decrease in British influence. The paper examines current imperialist patterns which reflect this trend: economic imperialism and socio-political imperialism. The private land in Belize is now largely owned by U.S. interests. In the worlds of finance and trade, there is also a growing North American orientation. The unit of currency in Belize is now the dollar. Many of Belize's exports such as sugar and seafood come to the United States. The U.S. influence can also be seen in the production process. The Hershey foods ship cacao to Pennsylvania and an American born doctor grows and sells mangoes to the United States. The U.S. socio-political imperialism can be seen in communications, migrations, and the military. For example, most vehicles in Belize are now American; one of the major sources of immigrants is North America and this is also the most important destination for emigrants; and the United States has recently agreed to provide training for the Belize Defense Force.   [More]  Descriptors: Communications, Cultural Influences, Developed Nations, Developing Nations

United Nations, New York, NY. (1985). Scientific and Technological Information for Development. Proceedings of the Ad-hoc Panel of Experts on Information Systems for Science and Technology for Development (Rome, Italy, January 21-25, 1985). The report of the ad-hoc panel and the 25 papers in these proceedings cover a wide spectrum of issues and perspectives relating to information systems, services, and networks at both the national and international levels. The first part of this six-part volume presents the panel's report, which reviews the history of the panel and its purpose and summarizes its considerations of concepts and issues; the existing situation and needs of national information systems; the impact of trends in information collection, processing, and dissemination; the nature of information requirements; and international linkages and the establishment of a global information network. The second part includes three papers on concepts and issues, terminology definitions, and an overview of issues relating to a United Nations global referral network. The 11 papers in the third section provide a broad view of the status of scientific and technical information activities in developing countries and descriptions of national and regional experiences in Egypt, Jamaica, India, Hungary, Honduras, the Socialist Republic of Romania, Kuwait, Ghana, Mexico, and Africa. Part 4 includes four papers which examine problems and trends, including constraints on the flow of scientific and technological information, availability of U.S. public and private databases and services in developing countries, development of an information infrastructure, and low-cost satellite communications. The fifth part includes two papers: one on priorities in a global network and the other on problems and prospects of networking in technological information in Asia and the Pacific. The final part provides five descriptions of experiences of the organizations of the United Nations system and other institutions. Lists of panel participants and abbreviations are appended. Descriptors: Developing Nations, Global Approach, Information Networks, Information Services

Thompson, R.W. (1975). Creole Languages and Educational Development. Linguistic Communications: Working Papers of the Linguistic Society of Australia, No. 13. An international conference on creole languages and educational development was held at the University of the West Indies, St. Augustine, Trinidad, from July 24-28, 1972. It was attended by scholars from Africa, Australia, Hawaii, the Caribbean region, the United Kingdom, the United States, and France. The papers presented were descriptions of a wide variety of creoles or recommendations for education and language planning. Most creole language studies are being made in the Caribbean area at the present time, and the majority of the papers dealt with Jamaican and Guyanese creoles and others of that region. Papers were also presented on one Asian creole, Malaccan Creole Portuguese, and the African creoles of West Cameroon, Sierra Leone and Nigeria. Other papers dealt with such subjects as the influence of African-based creole pidgins on American dialects, the concept of pidginization-creolization with reference to Yiddish, the use of pidgin in Nigerian literature, English and Spanish in Puerto Rico, New World English, the acceptability of creolized English in the classroom, and the concept of competence with reference to four texts of children's speech in the Cayo district of British Honduras. Descriptors: African Languages, Black Dialects, Conference Reports, Creoles

Wiedman, Dennis, Ed. (1986). Ethnohistory: A Researcher's Guide. Studies in Third World Societies Publication Number Thirty Five. This guide contains 15 articles that discuss materials to be used for ethnohistorical research; the guide also serves as a textbook for courses on ethnohistory and related subjects. The articles are: "The Anthropological Use of Historic Documents" (D. Wiedman); "Public Documents as Primary Sources for Ethnohistorical Research: The Mattamuskeet Model" (P. H. Garrow); "Using Missionary Documents in Ethnohistorical Research" (D. Whiteman); "Using Census Manuscripts in Ethnohistoric Reconstruction: An Example from South Carolina" (M. H. Morgan); "Methods for Evaluating the Accuracy of Census Reports as Ethnohistorical Demographic Data: A Brief Assessment of Pima and Maricopa Populations" (G. W. Meister); "Plantation Maps as Sources for the Study of West Indian Ethnohistory" (B. W.  Higman); "Visual Ethnohistory: Photographs in the Study of Culture History" (M. B. Blackman); "Dating Photographs" (A. R. Pilling); "The Unrealized Potential of Remote Sensing in Ethnohistorical Research" (L. Kruckman); "Oral History Interviews: Some History and Practical Suggestions" (M. E. Willson); "The Use of Reminiscences and Oral Tradition in the Study of Ethnohistory" (J. B. Page); "Artifactual Documents: Ethnological Museum Collections as an Ethnohistorical Resource" (B. Reynolds); "Doing Ethnohistory with Old Newspapers: The Study of an Andean Peasant Movement of 1885" (W. W. Stein); "The Judicial Records of Colonial Louisiana: Sources of Ethnohistory" (J. D. Castle); and "Black Carib Settlement Patterns in Early 19th Century Honduras: The Search for a Livelihood" (C. D. Cheek and N. L. Gonzalez). Descriptors: Anthropology, Ethnology, Oral History, Research Tools

Bedi, Arjun S.; Gaston, Noel (1999). Using Variation in Schooling Availability To Estimate Educational Returns for Honduras, Economics of Education Review. Presents IV (instruments variables) estimates of returns to schooling for Honduran males by exploiting variation in schooling's availability at the time individuals were eligible to commence their education. IV estimates surpass ordinary least-squares estimates. Higher rate of return estimates are driven by greater schooling attainment and higher marginal returns for individuals from more privileged families. (25 references) Descriptors: Access to Education, Developing Nations, Education Work Relationship, Educational Attainment

Cable News Network, Atlanta, GA. (1997). CNN Newsroom Classroom Guides. December 1-31, 1997. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of December, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Topics include: Japan hosts the Climate Change Conference, space shuttle is unable to deploy satellite, World AIDS Day, Honduras elects new president, U.S. Attorney General Reno decides not to appoint an independent counsel to investigate Clinton-Gore fundraising practices, historic treaty banning the use of land mines, and Iraq's oil-for-food program (December 1-5); International talks on the future of Korea, Serbia holds elections, Israel strike ends, 8th Summit of the Organization of the Islamic Conference, Swiss banking giants merge, air balloonists plan around the world trip, Latrell Sprewell faces the media, FBI Director Freeh testifies before Congress, Boris Yeltsin is hospitalized, and the Climate Conference ends with some agreement on reducing greenhouse gases (December 8-12); and President Clinton considers options to make Bill Lann Lee the next head of the Justice Department's Civil Rights division, the Pentagon announces plans to inoculate all personnel against anthrax, national debt has decreased while personal debt has increased, Oklahoma bombing jury deliberations resume, new pictures indicate that the sun will die billions of years from now, a form of snail venom may alleviate chronic pain, Kim Dae Jung wins election to the presidency of South Korea, and Clinton wants U.S. troops to remain in Bosnia (December 15-19). No guides for December 22-31. Descriptors: Cable Television, Class Activities, Current Events, Discussion (Teaching Technique)

Hopson, Darlene Powell; Hopson, Derek S. (1993). Raising the Rainbow Generation: Teaching Your Children To Be Successful in a Multicultural Society. Noting that the United States is fast becoming the most culturally, racially, and ethnically diverse nation in the world, this book is designed to help parents, teachers, and other child caregivers teach children and teens respect and appreciation for all cultural, ethnic, and racial groups. Using age-appropriate examples, the book shows how to combat bias and negative attitudes from friends, relatives, and the media. It also provides problem solving techniques for specific situations; a resource guide to multicultural books, audiotapes, videos, dolls, and games; 11 stories from different cultures to share with children; and creative activities that celebrate a variety of cultures. Part 1 discusses the role of parents and family in the development of children's attitudes and the importance of early cultural education. Part 2 looks at influences outside the home and family, such as school and the media. Part 3 explains how to counteract negative influences on children's attitudes and to support positive ones. Part 4 contains a variety of folktales that offer views of other peoples and cultures. The titles are: (1) "The Earth on Turtle's Back" (Onondaga Indians, Northeast United States); (2) "Banh Giay and Banh Chung" (Vietnam); (3) "The Flight of the Animals" (India); (4) "Cinder Jack" (Hungary); (5) "How the Porcupine Outwitted the Fox" (Honduras); (6) "Simon and the Big Joke" (Trinidad); (7) "The Man Whose Luck Was Sleeping" (Persia); (8) "The Origin of Lamps" and "The Education of Goat" (Haiti); (9) "Treasure Mountain" (Yao People, Southern China); (10) "The Baby Leopard" (West Africa); and (11) "Lon Po Po" (China).   [More]  Descriptors: Attitude Change, Cultural Activities, Cultural Awareness, Cultural Differences

Organizacion de Estados Iberoamericanos para la Educacion, la Ciencia y la Cultura, Madrid (Spain). (1988). Repertorio de Servicios de Documentacion e Informacion Educativa Iberamericanos = Repertorio de Servicos de Documentacao e Informacao Educativa Ibero-Americanos (Directory of Portuguese and Spanish Educational Documentation and Information Services). 4th Edition. This directory is designed to provide an introduction to educational information and documentation services for specialists in information and educational documentation as well as educational administrators, planners, and researchers, and teachers. Its basic objective is to promote cooperation between such services, thereby increasing the transfer of information and improving their functioning through the use of new information technologies. The directory provides information about the activities of 189 services, of which 171 correspond to national institutions and 18 to regional, subregional, and international organizations. National programs are described for 22 Spanish- or Portuguese-speaking countries: Argentina, Bolivia, Brazil, Colombia, Costa Rica, Cuba, Chile, Dominican Republic, Ecuador, El Salvador, Spain, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Portugal, Puerto Rico, Uruguay, and Venezuela. Four appendixes provide information about the current activities of national, regional, and international organizations in the Iberoamerican Community, including: (1) systems for computerized treatment of information and documentation; (2) networks and systems of educational information; (3) INFOLAC, a regional program intended to strengthen cooperation between national networks and systems for information for the development of Latin America and the Caribbean; and (4) Spanish and Portuguese versions of the questionnaire that was used to collect the data for this directory. The second appendix includes descriptions of the U.S. educational network, ERIC; two Unesco regional networks (CARNEID and the Central American Network of Socio-Educational and Cultural Information and Documentation); two European community networks (EURYDICE and EURYCLEE); and INED (International Network of Information in Education), which is sponsored by the Organization of Ibero-American States for Education, Science and Culture and Unesco. Entries for Brazil and Portugal are in Portuguese; the remaining entries are in Spanish. An index is provided. Descriptors: Computer Networks, Databases, Education, Foreign Countries

Wickremasinghe, Walter, Ed. (1991). Handbook of World Education. A Comparative Guide to Higher Education & Educational Systems of the World. This handbook presents individual overviews of the major aspects of the educational systems of about 100 countries with an emphasis on higher education. Each chapter, written by a scholar from that country, gives a descriptive, overall view of that country's education system and organizes the information into four sections: background, primary and secondary education, higher education, and issues and trends. The background sections provide a historical perspective on the country's educational development. Primary and secondary education sections include information on educational administration, curriculum, examinations, funding, and policy. The sections on higher education describe institutions, governance, undergraduate study programs, advanced study programs, research, fields of study, admission policies, duration of studies, student facilities, costs, funding, faculty, and other important aspects. The countries included are as follows: Afghanistan, Algeria, Argentina, Australia, Austria, Bahamas, Bahrain, Bangladesh, Barbados, Belgium, Belize, Benin, Botswana, Brazil, Bulgaria, Burkina Faso, Burundi, Canada, Central African Republic, Chile, China (People's Republic), China (Taiwan), Columbia, Cook Islands, Costa Rica, Cuba, Denmark, Egypt, Ethiopia, Fiji and the Islands of British Oceania, Finland, France, Gabon, Germany (Federal Republic), Germany (East), Ghana, Greece, Grenada, Guatemala, Guyana, Haiti, Honduras, Hong Kong, Hungary, Iceland, India, Iraq, Ireland, Israel, Italy, Ivory Coast, Japan, Jordan, Korea, Kuwait, Lesotho, Liberia, Madagascar, Malawi, Malaysia, Mali, Malta, Mauritius, Mexico, Mongolia, Morocco, Mozambique, Nepal, Netherlands, New Zealand, Norway, Pakistan, Panama, Peru, Philippines, Poland, Portugal, Puerto Rico, Qatar, Senegal, Sierra Leone, South Africa, Spain, Sri Lanka, Swaziland, Sweden, Switzerland, Tanzania, Thailand, Togo, Trinidad and Tobago, Tunisia, Turkey, Uganda, Union of Soviet Socialist Republics, United Arab Emirates, United Kingdom, United States of America, Venezuela, Vietnam, Western Samoa, Zaire, Zimbabwe. Most chapters contain references. There is also a section describing the contributors. Descriptors: Articulation (Education), Cultural Differences, Educational Development, Educational History

Mandl, P. E., Ed. (1985). Universal Child Immunization by 1990, Assignment Children. The present volume endeavors to highlight the deeper significance and broader implications for development theory, policy and practice of the realization of the movement toward universal child immunization by 1990 (UCI-1990). Simultaneously, the volume collects and analyzes the most significant findings and experiences of the movement since 1984. After a prefatory essay discussing the breakthroughs in supply and demand that have allowed nations to double or triple their immunization rates, the introductory essay reviews the debate within UNICEF concerning the Child Survival and Development Revolution (CSDR). Subsequent papers focus on (1) the CSDR and development theory; (2) the costs of UCI-1990 in wider perspective; (3) operational issues related to UCI-1990; (4) lessons learned and questions raised since 1984 concerning UCI. Other materials report pledges and resolutions made by leaders and organizations about participating in the CSDR and related programs. Providing guidelines for action, other materials describe eight diseases and their vaccines and explore planning principles for accelerated immunization activities; the potential role of Red Cross and Red Crescent Societies in national immunization programs; criteria for funding polio immunization programs; and channelling, a new immunization strategy. The resolution of the Red Cross and Red Crescent Societies on immunization is reported. Concluding materials focus on lessons learned from the smallpox eradication campaign; case studies on immunization in Turkey, Burkina Faso, West Africa, Uganda, China, Indonesia, Brazil, and El Salvador; and research notes discussing the epistemology of traditional health theories, communicating about immunization to mothers and community groups, and how mothers in Honduras perceive immunization. A brief glossary of terms related to immunization is provided. Descriptors: Agency Role, Case Studies, Communicable Diseases, Communication Skills

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