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Adult education and professional training
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5. Adult education and professional training
Besides the formal education system described above, adult education and professional training are provided both by the Ministry of Education in 4-year accelerated primary education courses and by organizations such as the National Institute of Agriculture (INA), the National Institute for Vocational Training (INFOP), the National Junta for Social Welfare, the Army, radio schools, and others.
In the absence of centralized and systematic statistical data, it is difficult to analyze statistically the present situation in adult education and professional training. Instead, brief descriptions follow of programs carried out by the Ministry of Education and other agencies.
a) The Literacy and Adult Education Directorate in the Ministry of Education plans and implements various out-of-school education activities at the national level, including professional training in dressmaking, floriculture, carpentry, cosmetics, etc., functional education conducted by 3 regional teams in the rural settlements of La Ceiba, San Pedro Sula and Choluteca, and literacy programs.
b) PROCARA, a program of training for agrarian reform, is carried out by the National Agrarian Institute (INA) with the assistance of FAO. Funded by UNDP, it is aimed at training peasants in the social and technical aspects of the agrarian reform and providing incentives and skills needed to organize co-operatives.
c) The aim of the Institute for Vocational Training (INFOP) is to manage, co-ordinate, plan and control vocational training in all sectors of the economy, in accordance with the national plans for economic and social development.
d) The National Committee for Social Welfare is a semi-autonomous organization whose programs include community development, family protection, literacy, and health.
e) Radio schools (Escuelas Rafionicas) are operated by a private institution which coordinates its activities with the Literacy and Adult Education Directorate of the Ministry of Education. The content of the program includes literacy, techniques in agriculture and guidance in using the credit system operated by the institution.
f) Many other programs in the field of adult education and professional
training are sponsored by various organizations, including the Ministry of National Resources, the Family Planning Association and the National University.
CURRENT TRENDS IN EDUCATION
Recognizing the existence of the shortcomings which have heretofore inhibited the development of the educational system, the Government of Honduras has embarked on the road to improvement of the existing situation. The National Commission for Educational Reform has elaborated a program of changes which are being gradually introduced into the educational system.
Development of education in rural areas has high priority. The program is designed to adapt the educational structure and content to the development process and the agrarian reform. Greet importance is placed on “nuclearization” which will enable incomplete primary schools which do not yet offer six grades to be gradually completed. It is also hoped that those schools, called “nucleos” will integrate formal and non-formal education activities and thus become community development centers.
The Ministry of Education has been implementing a project intended to create a national service of supervision and orientation of primary education which helps to improve the performance of primary school teachers and the quality of education at this level. Also there has been a significant reorientation of in-service training programs for primary school teachers. Greater emphasis is now placed on natural science and mathematics, hygiene, agriculture, artisan activities, and home economics.
The Ministry has also initiated the reorganization of secondary education to conform with the new structure of the whole system. The basic idea of this reorganization is to make the secondary education system more flexible, internally dynamic and functionally oriented, and to help students integrate themselves easily and productively into the economy. Also, the reorganization of secondary education is intended to enable students to re-enter school in any branch and on any level.
Significant efforts are being made in the field of technical and vocational education to increase its quality and responsiveness to the needs of industrial and agricultural development. These efforts include revision of curriculum, teacher and instructor training, research and improvement of educational materials, and the expansion of existing institutions.
At the same time in Ukraine there are new progressive trends in the system of higher education. In many universities, the Bologna process is being introduced. It’s influence on our higher education not evident yet, but in a few years, when teachers and students will understand its essence and will get used to it, it will bring the Ukrainian education closer to the European level. There are still some points in our system of higher education that need to be changed. First of all, Specialist’s degree, which is not recognized anywhere in Europe or other advanced countries, has to be cancelled, and only Master’s degree should be left instead. Then, Bachelor’s degree has to be accepted as the first degree of higher education, as it is everywhere in the civilized world. In general, the Ukrainian higher education needs to be relieved of the remains of the Soviet education system, and then it will be possible to upgrade it efficiently.
REFERENCES
1. “Global Exchange” website, “Education in Honduras”.
2. “Honduras Education” from the Library of Congress Country Studies.
3. IAU, World Higher Education Database “Honduras – Education System”.
4. Information and Monitoring Sheet for Statistical Capacity Building in Education 2003-2005. Honduras.
5. Jeanne Moulton “An Outline of the Educational System in Honduras”.
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