EDUCATIONAL POLICIES

& REFORMS
December, 2023 Group 4

NAMES
200017489 Ingrid Ninnette Ovalle Fajardo
& IDS 201903269 Adriana Victoria Aquino Hernández
202002387 Helen Yulisa Jocop Canahui
201850521 Hortencia Maricela Rodas Rodríguez
9520581 José Angel Cifuentes Vásquez

www.educationalplanning.com
EDUCATION
DURING THE COLONIAL
PERIOD

I T EXTENDED OVER THREE

HUNDRED YEARS

It begings when conquerors established

in Iximché, later named Santiagonde los
Caballeros by Pedro de Alvarado in 1524

People commanded to rule the
expedition were rude customes. They
stripped the indigenous people of their
lands and also were held in slavery. It
meant the enrichment and iniquitous
exploitation. The evangelizing missions
also requested the aboriginal people to
accept the religion that conquerors
brought and mandated by the royal
decree of March 19, 1533. In view of the
foregoing, Castilianization and
evangelization were the only existing
objectives for the indians.
The schools of first letters, the shelters
for maidens and the hospices and
hospital, were established mainly for
the benefit of the peninsulars and for
the poor children of Spaniards. The
indigenous people sometimes
received education in convents.
Friars carefully learned the main
languages that were spoken at that
time.
E ducation was provided in convent
schools and residence halls. The order
of the Dominicans, Franciscans and
Jesuits stood out in this work. These
schools operated from the second half
from the 17th century
 INDEPENDENCE AND 19TH.
CENTURY
Guatemala declared
independence from Spain in
1821, but it was effectively
achieved in 1840 when the
gerrilla movement led by Rafael
Carrera,a peasant of mixed
Spanish and Indigenous
ancestry, defeated the forces of
Francisco Morazán.
At the beginning of the 19th
century, the ideas of the
Enlightenment had influence
the search for new political
orders and the ideal of freedom
and democracy. Liberals
dreamed of implementing a
society with concepts such as
civilization and development.
They pointed religion as the
Colonial system, and considered
it responsible for the delay and
justified their rejection of the
crown.
..
During the Colonial era, the Church had been
responsible for the entire educational process until
19th. Century based on mechanical systems og
memorization, admonition and dogmatism, until 1831
through 1835 when Mariano Galvez took away from
Church this mission. It was well accepted the policies
implemented by Rafael Carrera (Pavón Law 1852
The liberals of the late 19th. Century used the Positivist
Philosophy as a reference, whosr main precursors in
were José María izaguirre, José María Izaguirre, José
Martí and Juan García Purón. This philosophy was
embraced by the thinkers and educators, especially
after 1882.
 he Liberal Reform focused on rejecting tradition and
T
the Church and established free andncompulsory
education. Developing schools and secularizing
thrbcurriculum. It took out and rejected religious
orders, and expulsion of central figures of the Catholic
Church. It opened freedom of worship, with the arrival
Protestants groups and the dissemination of anticlerical
publications. At the same time, it gave rise to the
creation of technical schools for Indigenous People and
recognition of University.
The centralism of education and its organization were
features of the Casati Law in 1860, developed by the
positivists. It implied that many liberal governments
were also dictatorial and despotic. Lorenzo Montufar, a
representative of Liberalism said in 1876 that a
dictatorship without religious orientation was
necessary. Only solid culture or the formation of a
national identity and the generation of changes could
provide true progress from there.
Educational Reforms in the
Government of Dr. Mariano Gálvez
Creation of the General
Directorate of Studies
This institution had the
responsibility of ensuring
compliance with all laws issued
in favor of education, as well as
promoting and coordinating
teaching. This would become
the Ministry of Education. The
creation of this institution was
quite favorable, because the
government itself could not be
in charge of carrying out the
reforms, an institution that was
dedicated to it was necessary.
AUG 28, 1831
Mariano Gálvez is appointed Head of State of
Guatemala.
A process of national reforms began that sought to
improve the country in all possible aspects. Mariano
Gálvez promoted a policy of “Latinization of the Indian”
which, among other things, sought to educate the
Indian to remove him from his “backwardness.”
1832
Enacted Education Law
With the implementation of this law, it was intended
that education would be Public, Free, Uniform, Secular
and Compulsory. This law was made up of 132 articles
that contemplated each of the aspects that would be
implemented to increase the educational level of the
state of Guatemala by 1832.
Escuelas Dominicales Foundation
Escuelas Dominicales functioned in the convents, the
local religious were in charge of teaching the classes, It
was noticeable the lack of funds necessary for the
implementation of the educational reforms, since it was
intended that education would be secular but It was still
to some extent run by religious people. These schools
were mostly geared toward adults. According to the
records, only 3 Escuelas Dominicales were enabled.
Introduction of the Lancastrian Method
One of the most significant reforms was the adoption
of the Lancastrian method in education. This method
was used to expand teaching more quickly and at a
lower cost.
THE
1819

INTRODUCTION
OF THE
LANCASTRIAN
METHOD.
Educational methodology developed by the
British educator Joseph Lancaster in the
late 18th century. This system was based
on the idea that a single teacher could
instruct large groups of students through
the use of older students as teacher
assistants.

The implementation of this

educational system in Latin America
and other parts of the world was
largely driven by missionaries and
educators seeking to provide
efficient and accessible education.
In Guatemala, during the colonial
period and much of the 19th century,
education was largely controlled by
the Catholic Church. However, over
time, new educational methods and
systems were introduced. The
influence of Enlightenment ideas and
European educational reforms also
contributed to the adoption of more
modern approaches to education.
In the specific case of Lancasterian schools, they
were introduced in different Latin American
countries throughout the 19th century, and
Guatemala was no exception. The
implementation of these schools aimed to
improve efficiency in education, allowing a
single teacher to instruct a large number of
students with the assistance of monitors or
older students. This approach was primarily
intended to address the lack of resources and
educational personnel.
It is important to note that as the 19th century
progressed, other educational methods
emerged, and education in Guatemala evolved in
response to various influences. Today, education
in Guatemala has undergone various changes
and challenges over the years, but the
introduction of educational methods such as the
Lancasterian system was a significant step in the
country's history.
During the government of Mariano Gálvez,
Lancastrian schools were built in different
parts of the country, a curriculum was
implemented for the primary and
secondary level, and the training of
Lancastrian teachers was promoted.
Lancastrian schools were based on
teaching:
Reading
Writing
Orthography
Arithmetic
Geography
Shorthand

The Lancastrian method in Guatemala

represented a significant change in
traditional education, since it broke with
the traditional dynamic between teacher
and student, allowing any advanced
student to teach others.

It is important to highlight that the

implementation of the Lancastrian method
in Guatemala was part of a broader
process of educational reform during the
government of Mariano Gálvez, which
included the construction of educational
infrastructure and the structuring of the
curriculum at different educational levels.
EDUCATIONAL REFORMS AND POLICIES.

GOVERNMENT OF
JUSTO RUFINO
BARRIOS (1873-1885)
Justo Rufino Barrios was a
prominent Guatemalan leader
and reformer who served as the
president of Guatemala from 1873
to 1885. Under the influence of
the Mexican revolution and
deploying a rigorous political
style, he established the
separation between the State and
the Church, abolished tithes,
expelled the Jesuits, promoted
popular and secular education,
and reformed private law,
marginalizing the Mayan
community.

He implemented several
significant contributions
specially in education during his
presidency.
 EDUCATION

Some of the educational

reforms and policies
implemented during his
government were:
1 Education Reform
He implemented extensive reforms in the
education system, aiming to modernize

2
and expand access to education
throughout Guatemala. He promoted the
establishment of public schools, including
rural schools, and emphasized the
importance of primary education for all
children.
Secular Education
Separate the influence of the Catholic
Church from the education system. He
introduced a secular curriculum,
eliminating religious instruction from
public schools and promoting a more
inclusive and diverse approach to
education.

3 Education for Women

He recognized the importance of
education for women and worked to
improve access to education for girls. He
supported the establishment of girls'
schools and encouraged the education of
women, challenging traditional gender
roles and promoting gender equality in
education.

4 Teacher Training
He prioritized the training and
professional development of teachers. He
established teacher training schools and
implemented programs to improve the
qualifications and skills of educators,
aiming to enhance the quality of education
in Guatemala.
20TH
CENTURY
REFORMS IN
GUATEMALA
Guatemala peace accords contained very
specific education-sector goals
and targets. Among these commitments
were the creation of a joint committee
to craft an education reform that would
take due account of the country's
cultural and ethnic diversity, promote
the use of indigenous languages ​in the
delivery of public services at the
community level, expand and foster
bilingual and intercultural education in
the school system, and increase public
spending on education.

The agreements called also for a
"national civic education program for
democracy and peace" to instill respect
for human rights, rebuild the political
culture and encourage the use of
peaceful dispute resolution
mechanisms. However, some observers
noted that not all the Guatemala peace-
accord goals emerged from discussions
within Guatemalan society or a shared
national vision—quite a few were
introduced by international actors or
other outsiders directly or indirectly
involved in the negotiations.
José María Orellana (1921 – 1926) held the
Pedagogical Congress of 1923 and created the
Normal School of Preceptors. The Pedagogical
Congress was convened to discuss the
situation of teachers, mainly the need to train
empirical teachers, who were the majority of
teachers in the country and it was proposed to
renew the curricula of primary and normal
schools. Emphasis was placed on civic
education, typical of liberal governments, and
on the creation of the Higher Normal School
with specialization courses in Physiology,
Physics and Chemistry, Physical Culture, and
Political and Social Sciences, whose program
lasted one year. The Normal School for
Preceptors replaced the Normal School for
Indigenous People that Herrera had created
and in 1931 it would become the Normal School
for Rural Teachers.
At the end of 1925 Juan José Arévalo was
appointed head of the School Warehouse and
with the help of Luis Martínez Mont, secretary
of the General Directorate of Primary
Education, he developed a Project to Reform
the Curriculum for Teaching, in which the
studies were They organized by semesters.
The minister, however, when reviewing the
proposal, said he was not convinced of the
semiannual calendar and for this reason he
paused, instead asking them to lend their
support to the Technical Section in the reform
of its program.

The government of Lázaro Chacón (1926 –

Over time, the first regional normal schools
1930) suggested from the beginning more
with boarding schools were also created. One of
democratic practices than previous them was located in the municipality of Santa
governments, among which freedom of the Lucía Utatlán, Sololá in 1974. The other in
press was granted, still censored since the Monjas, Jalapa, in 1978.
Pavón Law. In the midst of this small political
schism, the General Directorate and the
National Council of Education were created,
while the Organic and Regulatory Law of the
Teaching Personnel of the Republic was issued
with the intention of solving the poor
economic situation of teachers, a law which
was approved in 1927. However, the law was
not applied, as happened with most of the
educational reforms made in previous years,
leaving teachers in the same dire situation.

Through Decree 1500 of May 3, 1927, the

National Council of Education was created as a
Technical Advisory Body of the Ministry of
Public Education. One of the first tasks of the
Council was to compile all the laws that, in
educational matters, had been dictated to
achieve their unification and thus create the
“Organic Law of Public Education.” In the
same way and through this entity, it created
educational centers such as the Normal School
of Teachers for Kindergartens and the
Industrial Technical Institute with the aim of
providing technical training to workers.
PEACE
AGREEMENTS:
GUATEMALA 1996
The signing of the peace agreements in 1996 ended 36 years of
internal armed conflict between the government of Guatemala
and the Marxist-oriented rebel movement, the Guatemalan
National Revolutionary Unit (URNG). This brutal conflict was
set against the backdrop of historical demands related to the
unequal distribution of land, the marginalization of
indigenous peoples, restrictions on political organization, and
unacceptable levels of state violence.

The indigenous Maya people, who

constitute around half of the population,
experienced the state mainly through
repression, exploitative labour
relationships and exclusion from
education. The return to democracy and
the peace process instilled great hopes for
real change in many civil society
organisations, including the Maya
movement.
But while the government tends to view
educational improvement as an economic
investment, indigenous leaders regard
reform as a political goal bound up with
the "right to access the educational system
and use it for the reproduction of their
culture. This position implies
simultaneously attaining educational
equality, enhancing Mayan culture, and
forging better inter-cultural relations.
Starting in 1996, area Education Bureaus
were created in each of Guatemala's
Departments. These
deconcentrated bodies were tasked with
planning, directing, coordinating and
implemenStarting in 1996, area Education
Bureaus were created in each of Guatemala's
Departments. These deconcentrated bodies
were tasked with planning, directing,
coordinating and implementing education
actions in their respective jurisdictions.
Steps were taken to unify the functions of
the education supervisor and of the teaching
technical coordinator, the number of schools
for which any one officer would be
responsible was reduced, and new school
districts were established. Communities now
could propose candidates for teaching posts
and have a say in teacher hiring. School
boards were created to encourage the
community to become involved in school
matters and to decentralize education.
Through their participation in national
commissions, many of their demands were
included in the Peace Accords of 1996. As regards
the educational system, the main focus was on the
greater participation of civil society, the expansion
of educational opportunities, and an overall
multicultural educational reform that sought to
include the Maya culture and languages in the
curriculum.
The official Parity Commission on Educational
Reform was expected to issue its report in July
1998. In addition to the above topics, the report will
have to tackle other thorny issues such as
reorganizing administrative structures, solving the
extreme shortage of (8,000) rural teachers,
introducing intercultural education in non-Mayan
areas, and local autonomy. The COPMAGUA
proposal not only broaches a plan to reshape the
education system at all levels-culminating for the
indigenous in a Mayan university-but also
proposes a system of local and municipal education
councils with popular participation and broad
administrative powers including control of local
budgets and hiring.
CURRENT POLICIES
AND REFORMS IN
GUATEMALA
Education is vital for Guatemala's progress, and the
country is working hard to make its education system
better. They want everyone to have the same
opportunities, regardless of their background. In this
article, we will discuss the current changes happening in
Guatemala's education policies and reforms, highlighting
1. The Comprehensive
the progress made and the challenges ahead.
Educational Reform:
One of the most
significant recent
reforms in Guatemala
is the Comprehensive
Educational Reform
(Reforma Educativa
Integral). This reform
aims to decentralize
and regionalize the
education system to
cater to the specific
needs of each region. It
emphasizes the
integration of
indigenous educational
concepts into the
national curriculum,
promoting cultural
identity and diversity.

2. Inclusive Education: Guatemala's educational policies

prioritize inclusivity, ensuring that every child has access to
quality education. Efforts are being made to eliminate barriers
to education, such as gender inequalities, socioeconomic
disparities, and geographical remoteness. The government is
working to provide equal opportunities for girls, children with
disabilities, and those from marginalized communities.
 IMPROVING EDUCATION IN
GUATEMALA
3. BILINGUAL EDUCATION 4. TEACHER TRAINING AND
Recognizing the linguistic diversity PROFESSIONAL
DEVELOPMENT
within Guatemala, the government has
taken steps to promote bilingual
education. Indigenous languages are To enhance the quality of education,
being incorporated into the curriculum, Guatemala is investing in teacher training
ensuring that students have the and professional development programs.
The focus is on equipping educators with
opportunity to learn in their mother
the necessary skills and knowledge to
tongue while also acquiring proficiency
deliver effective instruction, promote
in Spanish. This approach not only
critical thinking, and create engaging
preserves cultural heritage but also learning environments. Ongoing support
enhances learning outcomes and mentorship are provided to ensure
continuous improvement.
CHALLENGES AHEAD
While progress has been made, challenges
remain on the path to educational
transformation in Guatemala. Limited
funding, inadequate infrastructure, and a
shortage of qualified teachers are obstacles
that need to be addressed. Additionally,
ensuring effective implementation of
reforms at the grassroots level and
monitoring their impact on student
outcomes require sustained efforts.
AT LONG LAST...
Guatemala's educational system has undergone significant reforms and policies to

address the challenges and disparities that have historically plagued the country's

education sector. The background of the education system was marked by limited

access, inequality, and a lack of cultural inclusivity. However, recent reforms and

policies have aimed to rectify these issues and pave the way for a more equitable and

inclusive education system.

Despite the progress made, challenges remain on the path to educational

transformation in Guatemala. Insufficient funding, inadequate infrastructure, and a

shortage of qualified teachers are ongoing obstacles that need to be effectively

addressed. Additionally, ensuring effective implementation of reforms at the

grassroots level and monitoring their impact on student outcomes require sustained

efforts.

Overall, Guatemala's recent educational reforms and policies have shown a

commitment to creating a more inclusive, culturally diverse, and equitable education

system. While challenges persist, the determination to overcome them and create a

brighter future for Guatemalan students is evident. By prioritizing education,

Guatemala is taking important steps towards a more prosperous and inclusive

society.