HONDURAS

HISTORY & BACKGROUND

Honduras is a Central American nation that shares borders with Guatemala, Nicaragua, and El Salvador. It has coasts on both the Atlantic and Pacific oceans. More than three-fourths of the 29,236-square mile country is mountainous. In 1997, its population was over 6 million. Five major cities include Tegucigalpa (the capital), San Pedro Sula, La Ceiba, Puerto Lempira, and Santa Rosa de Copán. Ninety percent of Hondurans are mestizo (a mixture of Spanish and Indian), 6 percent are Indian, and more than 2 percent are of African descent. Of these many are Black Caribs (guarifunas), who are of both Indian and black stock. The country, which already had one of the lowest per capita incomes in Central America, was decimated in 1998 by Hurricane Mitch, probably its biggest natural disaster ever.

In 1821 Honduras won independence from Spain and joined the Central American Federation, to which it belonged until it became a separate, independent country in 1841. Honduras has shifted from democratic to dictatorial governments, but in 1981 civilian rule returned. There are 18 provinces (departamentos) in the country, each with its own governor.

Under Spain, as in most Central American countries, Honduran education was an enterprise of the Roman Catholic Church. Normally, the richest families had access to the best education in or outside the country. For many years, most Hondurans attended universities in nearby Central American countries. Formally, education was recognized as a national enterprise in 1880, when a new constitution was approved; in 1881 an Act of Education was promulgated.

At the end of the nineteenth century, Honduras had already established the nondenominational character of public education, although it did provide some financial support for private (Roman Catholic) schools. Education got another boost at the beginning of the twentieth century when several normal schools (teacher training schools) were established. But advances were minimal from government to government. Recently, at the end of the twentieth century, the government of Ramón Villeda Morales established a more credible educational system and began to construct new schools.

The biggest enemy of both public and private education in Honduras is extreme poverty. Most Hondurans live below the poverty level, and many migrate to the United States and to other Central American nations in search of better living standards. It is unfortunate that one-fifth of the population controls more than half of the combined income of all of the families in Honduras.

CONSTITUTIONAL & LEGAL FOUNDATIONS

The 1982 Honduran constitution stipulates laws and regulations related to education in articles 151 to 171. Primary education is free and obligatory. Honduran nationals must teach the constitution, history, and geography of Honduras in public schools. Public education is nondenominational, and parents can choose whether to send their children to public or private schools. The state charges schools with the tasks of eradicating illiteracy, promoting special education, and insuring adherence to prescribed academic levels. In rural areas, farm or factory owners must establish new primary schools as needed or help support poor schools. Teachers, both active and retired, are tax-exempt.

Articles 160 to 162 address higher education and establish the National Autonomous University of Honduras (UNAH) as the official state agency that governs most laws and regulations pertaining to higher education, including setting its own academic standards. By law, the state allocates 8 percent of its national budget to the university. In addition to what is established in the constitution, the government of Honduras has issued other decrees on education, such as the 1966 Organic Law and the 1973 National Commission for Educational Reform Report. All of these reports, laws, and statutes strengthen the central position of the government in the Honduran educational system.

EDUCATIONAL SYSTEM—OVERVIEW

Schools in Honduras fall in four categories: preprimary, primary, lower secondary, and upper secondary. The Secretary of Public Education is the chief administrator. The Ministry of Education supervises the writing and publication of textbooks and is in charge of distributing them throughout the country. The curriculum is the same for the whole country and, following the spirit of the country's constitution, education inspectors make regular visits to insure that syllabi and textbooks are used and implemented properly. The inspectors also visit private schools.

Private education has flourished in the last third of the twentieth century. Unlike in other countries, private schools do not have as much academic prestige in Honduras, where they have the reputation of being little more than moneymaking enterprises. Despite the schools' lower academic standards, wealthy families like to send their children to the private schools because they still convey higher social status.

To pass any academic subject, students must achieve at least the 60 percent mark. They can repeat the same course several times during the year, but low achievers may be required to repeat grades. Education is compulsory from ages 7 to 13, and after finishing primary education, students are required to teach two adults in literacy. Dropout rates are high in both primary and secondary education, especially in the rural areas. While more than 90 percent of students enroll in primary schools, less than half complete their studies. Of those who do finish primary school, only one-third goes on to secondary schools. There are six universities in the country, led by the National Autonomous University in Tegucigalpa.

Although French and German are taught in some private institutions, the most popular language in both the private and the public systems is English. Most students, however, do not achieve the proficiency standards set by the state. The Internet, as a classroom tool, is slowly making its way into many Honduran schools, especially in urban areas. It is used the most at the main university in Honduras.

In the late twentieth century, the educational system in Honduras struggled with a lack of funds, teacher shortages, poor pedagogic training, and antiquated curricula. These problems were compounded in 1998 when Hurricane Mitch hit the country. An estimated one-fourth of schools were destroyed.

PREPRIMARY & PRIMARY EDUCATION

At age four, children may attend either a public or a private school, and they do so for a period of three years (ages four to six). Preprimary education is divided into three stages: prekindergarten, kindergarten, and preparatory. The Honduran constitution stipulates that preprimary education must be both free and compulsory. In fact, however, very few children (less than 13 percent in the early 1990s) do go to school at this early age, and those who do go come mostly from urban areas. This is because the law forcing compulsory attendance is more strictly enforced in urban areas.

As one might expect, primary school students get a smattering of academics: they learn a few numbers and the alphabet. Most youngsters spend their time playing games and singing songs that are appropriate for their age. However, preprimary teaching goes further than babysitting. Teachers emphasize good behavior and disposition for study.

Primary school lasts six years, and the age level ranges from 7 to 13. More than 90 percent of Honduran children attend primary school, despite a scarcity of teachers and inadequate classroom space. In addition, most elementary schoolteachers have poor backgrounds themselves, having had very little preparation in the sciences and in teaching methodology. Primary school teachers concentrate on teaching basic skills, though many instruct students in practical subjects such as agriculture and physical education.

SECONDARY EDUCATION

There are two stages in secondary education: lower and upper. To be accepted in the lower level (equivalent to the American middle school or junior high) students must have completed six years of primary education. In the lower level there are two tracks, called common cycles: the common cycle of general culture and the prevocational common cycle. Both tracks last two years and enroll students from ages 13 to 16. The common cycles prepare students with basic knowledge that they can use either for a vocational career or to move on to the next academic level.

The upper secondary level is called diversified education. It lasts two years, from 16 to 18 years of age. To be accepted, students at this upper level must have completed the general culture common cycle. They can specialize in either sciences or letters. They are awarded the high school degree (bachillerato) upon completion of their studies.

Students who opt out of diversified education can enroll in a three-year technical secondary school program, for students ages 16 to 19. Students learn practical skills that prepare them for more vocational training, or they try to get a job. The technical track awards certificates in public accounting, primary teaching, or business. By choosing this option, students can enter the workforce more quickly.

Private secondary schools compete with public ones. There are more than 150 private secondary schools in Honduras, and they cater to the rich and the middle class. A lack of both private and public schools at this level explains why more than two-thirds of students who graduate from primary schools do not continue on to secondary education. Nonetheless, those who do not have access to centers of secondary learning have the option of enrolling in a distance education system. Many who do so, as might be expected, come from rural areas.

There are many specialized secondary schools in the country. They include the School of Fine Arts, the National School of Forestry, the National School of Agriculture, and the National School of Music. Admission to these schools depends upon completion of primary studies.

HIGHER EDUCATION

The National Autonomous University of Honduras, founded in 1847, is the premier institution of higher learning. It became autonomous in 1847, and in the 1990s, more than 30,000 students were enrolled. In addition to the main campus in Tegucigalpa, it has branches in San Pedro Sula and La Ceiba. Other universities include JoséCecilio del Valle University (founded in 1977), Central American Technological University (1986), and the National Pedagogic University Francisco Morazán (1989). This latter institution trains mainly secondary teachers. There is low morale among university professors, as they are poorly paid and receive little encouragement to do research. Most professors are not full time.

To be accepted at the university, students must finish high school and take a general orientation course. There are three stages, or university levels. In the first stage students can, after three or four years of study, earn a university first degree (bachillerato universitario) or a licentiate (licenciatura). The university usually does not offer master's or doctoral programs, although there are doctoral degrees for medicine, chemistry, and dental surgery.

Most students at the university choose careers in medicine, law, or engineering. To specialize in medicine, students have to work for three years after they complete six years of undergraduate work. Because they have to work full- or part-time, many college students take even longer to finish their degree programs. In addition, many do not get their diplomas at all because they fail the final comprehensive examination.

ADMINISTRATION, FINANCE, & EDUCATIONAL RESEARCH

The Ministry of Education controls all facets of primary and secondary education, although the universities enjoy autonomy. This centralization contributes to the ineffectiveness of the educational system. Too much power is concentrated in Tegucigalpa, and few initiatives are left to provincial (departmental) school officials. The government enacts educational legislation that is handed down to the Ministry to implement in the whole country.

Traditionally, both primary and higher education get a bigger slice of the money allocated. Higher education, by constitutional mandate, gets 6 percent of the national budget. Money for education at the end of twentieth century stood at about one-sixth of the national budget, fluctuating between 14 and 17 percent. Usually, over 90 percent of the education budget is allocated to teacher salaries.

Research activities are very limited in Honduras. And, for the most part, funding comes from outside sources, like UNESCO or other United Nations agencies. Research grants from government sources are very rare. At the universities, professors are not offered any incentives to conduct research activities. A few scientific research projects take place at the primary and secondary levels. Were there more computers, laboratories, and release time, as well as more access to the Internet, teachers and professors could engage in more research.

NONFORMAL EDUCATION

As in most Central American countries, adult education programs focus on three areas: literacy programs, agrarian education and community development programs, and vocational courses. The illiteracy rate in Honduras at the end of the twentieth century stood at about 73 percent. In the rural areas, more than 80 percent of the population was illiterate. Literacy classes are offered by government agencies, the private sector, and religious organizations. The Ministry of Education established an accelerated literacy program for adults so that they can complete their primary education in four years. Agrarian education programs are administered by governmental and international agencies and by private organizations. Honduras has many nongovernmental organizations that offer vocational training and literacy classes. These programs are carried out in cooperation with the appropriate state agencies.

Vocational education spans the three levels: the common cycle, the diversified level, and the university level. The complexity of this education increases from the lower to the higher levels. Also, distance learning is administered by the National Autonomous University of Honduras and by the National Pedagogic University Francisco Morazán. The courses offered tend to be more academic than vocational. Distance learning students are required to do the same work as students who attend the main campuses.

TEACHING PROFESSION

Primary school teachers must attend three years of the upper secondary cycle in the teacher training schools (escuelas normales). After completing the program they are awarded the teaching certificate (Maestro de educación primaria). Aspiring teachers for secondary schools have obtained either a bachillerato or a Normal School Certificate. Then they go to the Escuela Superior del Profesorado (Higher School for Teacher Training), or to the National Pedagogic University Francisco Morazán, or to both. But because there are only a few centers to train secondary professionals, the majority of secondary teachers do not receive proper training, though some seek academic development via correspondence courses.

SUMMARY

The Honduran education system faces several challenges in the twenty-first century. For much of the twentieth century, Honduran students were required to memorize useless or impractical data at the expense of sharpening their reasoning powers and critical thinking skills. To address this issue, educators must update the curriculum and conduct better assessment of student performance. Teacher training and the selection and hiring of teaching professionals are other crucial needs facing significant obstacles. Teachers are paid low wages, they do not have access to effective instructional materials, and their training often does not include the latest technologies and current teaching methods. In addition, there is a scarcity of teachers and many parents prefer to send their children to private schools to gain social status.

Hondurans must also contend with the more immediate and practical difficulties that arose in the aftermath of Hurricane Mitch. The Education Ministry building was flooded, and computers and school records were destroyed. Classes were cancelled for more than three months, and one-fourth of all Honduran schools were lost. Teachers spent their time distributing medicine, working as census takers, and cleaning the streets. Building new schools will remain a high priority for the Honduran education system for some time, and both teachers and students will have to adjust to the new challenges posed by starting over.

BIBLIOGRAPHY

The Economist Intelligence Unit. Country Report: Nicaragua, Honduras. London: 1999. Available from http://www.eiu.com/.

Merrill, Tim L., ed. Honduras, A Country Study. Washington, DC: Federal Research Division, The Library of Congress, 1995.

Pineda Portillo, Noé, and José Luis Luzón Benedicto. Honduras. Madrid: Ediciones Anaya, 1988.

Waggoner, George R., and Barbara Ashton Waggoner. Education in Central America. Lawrence, KS: University of Kansas Press, 1971.

World Higher Education Database 2000. Available from http://www.usc.edu/.

WRAL5Online. "Hurricane Wipes Out Much of Honduras' Education System." Available from http://www.wral-tv.com/.

—Jorge Rodríguez-Florido