Metropolitan University of Honduras

Vice President of Distance Education (VED)

ANDRAGOGY

INVESTIGATION REPORT
ADULT EDUCATION IN HONDURAS

PROFESSOR

Lic. Olvin Mejia

DATE:
November 2, 2019
 GROUP MEMBERS:

No. Full name Account

1 Amnier Magdiel García Izcano 201800386

4 Fiama Vanessa Borjas Moncada 201002116

5 Johana Gabriela Hernández Huete 201800949

6 Karina Julissa Cruz Urquía 201701512

7 Suany Odeth Soriano Martínez 201701292

2
 Index
GROUP MEMBERS:.......................................................................................................................2
Index..................................................................................................................................................3
I. Introduction................................................................................................................................4
II. Goals..........................................................................................................................................5
General objective..............................................................................................................................5
Specific objectives............................................................................................................................5
III. Justification............................................................................................................................6
IV. Theoretical framework...........................................................................................................7
1. The Honduran Educational System...........................................................................................7
2. The General Structure of the Educational System.....................................................................8
3. Attention to ethnic and linguistic diversity................................................................................9
4. Laws of the Educational Systems of Honduras.......................................................................10
5. Youth and Adult Modality Regulations...................................................................................11
6. Adult education and non-formal education.............................................................................12
7. Community programs..............................................................................................................14
8. Artistic education.....................................................................................................................15
9. Some Initiatives.......................................................................................................................16
10. Organization of face-to-face adult education.......................................................................16
11. Centers where face-to-face adult education is provided......................................................18
12. Methodological guidelines and contents of education.........................................................19
in-person adults...............................................................................................................................19
13. In-person adult education students.......................................................................................19
14. Face-to-face adult education teachers..................................................................................20
15. Course evaluation and promotion mechanisms....................................................................20
16. Agencies responsible for adult education............................................................................20
17. Other entities........................................................................................................................21
18. Other types and modalities of education..............................................................................22
20. Adult education....................................................................................................................23
V. Conclusions..........................................................................................................................26
VI. recommendations.................................................................................................................27
VII. Bibliography............................................................................................................................29
V.

3
 I. Introduction
Education is a function of the State and the entire Honduran society participates in it. Its
objectives and fundamental principles are defined in the Constitution of the Republic, in
Chapter VIII referring to “Education and Culture”, articles 151,152 and 153, which specify
the right to Education and its guarantee.

The Constitution of the Republic establishes principles and norms that value education in
what it means for justice and equality. National laws highlight the responsibility of the
State in guaranteeing the right to education and the value of school for social integration.
In this framework, the Honduran State has reiterated on several occasions its
commitment to comply with the postulates that the Constitution establishes in relation to
education. Proof of this are the commitments made in the Hamburg Declaration on Adult
Education and The Agenda for the Future.

Adult learning and education is a basic component of the right to education and lifelong
learning. It includes “all forms of education and learning whose purpose is to ensure that
all adults participate in their societies and in the world of work. Designates the set of all
educational processes, formal, non-formal and informal, thanks to which people
considered adults by the society to which they belong develop and enrich their capacities
for life and work, both for their own benefit and for that of others. their communities,
organizations and societies.” (Recommendation on Adult Learning and Education,
UNESCO [2015] paragraph 1).

Adult learning and education also has broader economic, social, political and cultural
benefits, especially recognized in the 2030 Agenda for Sustainable Development (2015),
which contains several objectives related to adult education and is committed to all the
states.

4
 II. Goals

General objective
Determine if the Basic Education of Youth and Adults in Honduras duly complies with the
provisions of the law.

Specific objectives

1.1 identify the key elements of the Education law for youth and adults in Honduras.

1 .Investigate if Honduras has other types of education to which adults can have
access.

3 . Socialize the findings found in this research with classmates.

5
 III. Justification

According to the Fundamental Law of Education that has been in force since 2012, in
Chapter 4 of the Modalities of Education and specifically article 27 among the different
modalities contemplates the education of youth and adults; which includes a set of
learning processes, formal and non-formal, that are offered in an open and flexible
manner to promote the access of young people and adults to different educational
alternatives. Young people and adults will be able to start, interrupt and resume their
own training program according to their particular needs and development possibilities.
This modality includes literacy programs.

The Honduran State has been developing strategies that allow it to open opportunities
for children to access classrooms and thus prevent them, eight or nine years later, from
becoming illiterate. These strategies have allowed the significant reduction of illiteracy in
the young population (15-24 years), reinforced with actions that are carried out through
educational projects. According to the document, published at the end of 2017, the initial
enrollment of adults nationwide for 2016 was 7,330 people.

6
 IV. Theoretical framework
1. The Honduran Educational System
The Honduran educational system has been structured over almost two hundred years.
Already in 1820 the founding of the first school of first letters was recorded, but it really
took shape in 1822. Currently the system is run by two institutions. The Ministry of
Education (SE) in charge of attending to the levels of pre-basic, basic, secondary and
adult education. The National Autonomous University of Honduras (UNAH) has the
exclusive right to organize, direct and develop higher and professional education.

The educational offer at the primary or basic level. Primary education aims to offer the
basic cultural instruments and content for the comprehensive development of the child's
personality; promoting in them the formation of good habits, the development of a
scientific attitude, hygiene habits, appreciation of values, adequate spiritual and moral
feelings, good customs and training them for work life.

The mission of the Secretary of Education in Honduras is to execute the national

educational policy and guarantee access to educational services with quality, equity,
transparency and participation for girls, boys, youth and adults for comprehensive human
well-being, which contribute to development. economic, scientific, technological, social
and cultural of the country.

Among its objectives are:

Improve educational quality at the levels and modalities of the National Education
System, delivering services with relevant, significant and pertinent learning.

Increase the access of the young and adult population aged 15 and over to literacy,
Basic Education and Secondary Education.

Increase retention and approval rates in the third cycle of Basic and Secondary
Education.

Achieve the active and harmonized participation of all actors involved in the country's
education.

7
 2. The General Structure of the Educational System
National education will be organized as an integrated and correlated process at all levels.
The educational system includes two fundamental aspects: a) School education, which
will be taught in the educational establishments themselves. b) Extracurricular education,
which is obtained through libraries, museums, theaters and other means of cultural
dissemination and training.

School education will be adapted to the psycho-biosocial development of the learners

and will include the following levels: a) Preschool education. b) Primary education. c)
Secondary education. d) Higher education.

Preschool education Aims to stimulate the child in the formation of habits, acquisition of
knowledge and development of skills that favor their comprehensive development; It lays
the foundations for a positive incorporation of the child into society, based on the
satisfaction of their needs and interests. This type of education is received by the child in
nursery schools and kindergartens with the aim of guiding their first experiences,
stimulating the development of their personality and facilitating their integration into the
environment.

Primary education Its objective is to offer the basic instruments and content of culture,
and the comprehensive development of personality. Primary education is compulsory,
supported by the State and is taught in six years of study.

Secondary education Provides for the comprehensive training of adolescents, continues

the training process of basic education, trains them to exercise certain professions and
trades that the economic and social development of the country requires, and prepares
them to continue higher level studies.

Secondary education is taught in two cycles: the common cycle for the purposes of
general culture, exploration and vocational guidance; and the diversified cycle to
continue orientation, intensify their studies and provide professional training in different
fields of work

The secondary level graduate acquires knowledge and develops skills and abilities in a

8
specific field of study that allows him or her to enter the labor market and actively
participate in the development of the country.

Higher education represents the highest aspiration of the Honduran citizen; Through it,
we contribute to scientific, humanistic and technological training, to the general
dissemination of culture and to the study of national problems. At this level, technological
education is taught to train competent professionals to work in technical and
technological fields, aimed at satisfying the needs of the productive sector; prioritizes
academic and research training, and promotes the systematization of universal
knowledge and academic work by disciplinary areas. It includes undergraduate and
postgraduate studies aimed at training professionals capable of disseminating and
producing science, technology and culture in the creation and application of knowledge
based on the demands and expectations of the country.

General Policies :

Priorities The Ministry of Education is in a modernization process with the purpose of

improving its management, strengthening technical capacity, and guaranteeing the
provision of services efficiently and effectively. This modernization entails a process of
reorganization at the central level and deconcentration of educational services, through
the 18 Departmental Directorates of Education, and the creation of mechanisms for
community participation in management to convert the educational center into the axis of
the entire process.

The National Educational Development Plan aims to achieve four objectives that
correspond to four strategic areas: institutional reform, curricular reform, administrative
reform and educational services and physical infrastructure. Each area contains a set of
policies that are the main guidelines to guide operational planning from the educational
center to the central level, and projects of the Ministry of Education.

3. Attention to ethnic and linguistic diversity

Intercultural bilingual education This program is based on the principles of equity, unity in
diversity, and equality of educational opportunities; Therefore, the Ministry of Public
Education has placed it high on its agenda. It consists of the education of the country's

9
ethnic groups in their own language and respect for their values and culture. Bilingual
and intercultural education aims to bring the benefits of science and national culture to
traditionally neglected segments of the population; For this reason, the State has
designed strategies with which it aims to ensure quality and differentiated education for
these groups based on three main axes: pluralistic incorporation, comprehensive
education, and defense and rescue of their linguistic and cultural characteristics. The
innovation emphasizes the following aspects: correct learning of the national language;
understanding of our customs and ways of social life; formation of civic consciousness
through knowledge of material, moral and intellectual values, technical procedures for
cultivating the land, caring for domestic animals and using their products; and teaching
proper hygiene and eating habits.

4. Laws of the Educational Systems of Honduras

According to the Constitution of the Republic, basic education is free, compulsory,
secular, democratic and Honduran. Basic education must promote the development of
personality and prepare for civic and social life and the exercise of democracy.

Fundamental Law of Education - Legislative Decree No. 262-2011: Contemplates the

legal basis of the regulations that govern Honduran education. - February 22, 2012

Decree No. 262-2011 Fundamental Law of Education - This law governs educational
activities in the national territory. - February 22, 2012

Agreement 1359-SE-2014 Regulation of the Secretary of State in the Office of

Education. - The purpose of this regulation is to regulate the organization, operation and
attribution of the technical and administrative units that make up the Ministry of
Education. - September 17, 2014

Agreement 1362-SE-2014 Regulation of the Basic Education Level. - This regulation

contains the legal, administrative and technical provisions that regulate the application of
the Fundamental Law of Education at the Basic Education level. - September 17, 2014

1
0
 5. Youth and Adult Modality Regulations
Chapter I PURPOSE AND AIMS.

Article 1. The purpose of this regulation is to regulate, coordinate, guide and monitor
actions linked to the Education of Youth and Adults as a modality of education
contemplated in article twenty-seven (27) of the Fundamental Law of Education.

Objectives and Characteristics

Article 3. The following are the objectives of the Youth and Adult Education programs:

▪ Expand coverage of Basic and Secondary Education;

▪ Facilitate access to educational services without learners having to leave their
communities or abandon their jobs or positions;
▪ Train the population, human resources that are capable of autonomously
assuming the challenges of the development of their communities;
▪ Increase the level of schooling of young people and adults; and g. Contribute to
the exercise of moral principles and values in young people and adults.

Article 8. Education programs for youth and adults, in formal and non-formal education,
may adopt different forms of delivery, among others: a. From distance; b. Tutorial; c. By
radio; d. Virtual; And at home.

Adult education is regulated by constitutional precepts. In its article 154 it states: «The
eradication of illiteracy is the primary task of the State. "It is the duty of all Hondurans to
cooperate to achieve this goal."

On the other hand, taking into account the objectives, strategies and educational policies
of this sector, the need to "orient education based on the process of human
development, strengthening the self-esteem of the Honduran, the comprehensive
training of the individual and the potential of the human being.

In application of the commitments made by the State with other national and international
organizations, adult education will be provided to all citizens who require it.

Extracurricular basic education, also called adult education, serves the population over

1
1
fourteen years of age who did not have the opportunity to carry out regular primary
education studies. You can enter the adult education modality with proof that justifies that
you work or another compelling reason, at the discretion of the School Directors and
District Directors.

The Honduran state has developed strategies that have allowed illiteracy levels to be
reduced to 12.1% in the young population, according to INE figures.

6. Adult education and non-formal education

In Honduras there are a series of national and international agencies, private and public
institutions that carry out actions aimed at training the population in various sectors:
farmers, workers, artisans, merchants, professional services and others, both in the
organizational and technical fields. and updating.

Among the institutions that offer non-formal services are the following: Ministry of Public
Education, Ministry of Natural Resources, Ministry of Public Health, Ministry of Labor and
Social Welfare, National Agrarian Institute, Directorate of Cooperative Development,
Institute of Vocational Training, Center for Industrial Development, Honduran Popular
Action, Honduran Institute of Rural Development, World Vision, ALFALIT of Honduras, in
addition to several projects.

These institutions offer extracurricular education with diverse approaches, objectives,

contents, methods and resources.

In general, adult literacy and education has received an orientation towards productive
work, complemented by a model that combines distance and face-to-face education
through interactive radio and written media, as well as virtual platforms, these of more
recent use. Despite these efforts, official figures indicate that in the country more than
one and a half million Hondurans have not had access to school or have not been able to
complete their nine-grade basic education. In 1996, there were around 1,053,992
illiterate youth and adults, equivalent to 20% of the population, to which are added
750,000 functionally illiterate people (14%).

The General Directorate of Literacy and Adult Education (known since the restructuring

1
2
of the Ministry of Education in 1997 as the General Directorate of Continuing Education)
aims to serve the population over 14 years of age who have been outside of school
education, by running the following programs:

Since 1995, the Education for All Project has been developed at the Morazánica School,
which has a curriculum organized in two cycles. The first of six grades and the second
equivalent to the common cycle (seventh to ninth grades). His classes are at night and
he uses the radio for interactive classes.

Accelerated Primary Education. It is developed in four levels with a duration of four

years, equivalent to complete primary education, and its greatest coverage is in urban
areas.

Functional Education. It is taught through training circles; Its basic activity is literacy and
the highest level of coverage is achieved in rural areas and marginal urban sectors. This
program works in coordination with non-governmental organizations (NGOs) that carry
out adult education and also has the support of volunteers from the communities who are
given training.

Popular Culture Centers. There are eight centers nationwide and their fundamental task
is to serve young people and adults who have an interest and aptitude for learning
trades, training them to work as employees or manage their own mini-businesses.

In 1995, the National Education Plan for Human and Productive Development for Youth
and Adults “Ramón Rosa” (1995-2001) was initiated, with the purpose of promoting the
development of adult education through basic education linked to work. productive.

The Literacy and Basic Education Program for Youth and Adults of the Republic of
Honduras (PRALEBAH) is part of the National Plan. It constitutes an Ibero-American
cooperation strategy to respond to the high rates of illiteracy, and is aimed at a
population excluded from the educational system with the purpose of actively
contributing to the fight against poverty. Between 1997 and 2002, PRALEBAH served an
enrollment of 205,805 participants in the six levels of primary education. Of them, 59,103
obtained the primary education certificate after spending 3 years in the Program (the first
class left in 2000).

1
3
In general terms, it can be said that the provision of literacy and basic adult education
has been considerably improved, both in qualitative and quantitative aspects. For this
reason, the Government, through the Ministry of Education, is integrating PRALEBAH
into its ordinary structure during the development of the second phase (2001-2003).

7. Community programs
The Family Community Development Division of the National Social Welfare Board is the
technical unit that coordinates and directs programs aimed at the preservation and
development of human resources vulnerable to any bio-psychosocial deterioration of
rural and urban-marginal communities. This division has the objectives:

1
4
 • Ensure the authentic participation of the population in the process of economic
and social development of rural and marginal-urban communities.
• Promote community organization to increase its production and productivity.
• The community to the labor market preparing semi-skilled labor.
• Implement and reinforce the development of projects that tend to improve the
health, education, infrastructure and housing conditions of the communities.

8. Artistic education
Artistic education does not have a predominant role in Honduras, and is under the
exclusive responsibility of the State.

Its purpose is to develop aesthetic skills and potential in the student, in order to preserve,
disseminate and rescue the country's cultural heritage.

Honduras has a limited number of artistic education centers, however it has a long
experience in this area which it has developed throughout the 20th century. Some of the
educational centers that currently operate are the following: National School of Fine Arts,
founded in 1940, National Conservatory of Music, founded in 1936, National School of
Music, founded in 1960, National Theater School, founded in 1972 , and National Dance
School, founded in 1965.

Of the institutions listed, only the National School of Fine Arts and the National School of
Music are recognized at the Higher Level, as they are governed by the Ministry of
Education. The National Conservatory of Music, the National Theater School and the
National Dance School belong to the Ministry of Culture and offer their graduates a
diploma that accredits them as musicians, actors or dancers, specialized in technique,
but deprived of access to a higher level because they are not considered participants in
the formal educational system.

The above is because these institutions emerged with the objective of training members
of the National Music Band, the National Theater Company and the National Dance
Company, in no case training professionals with other aspirations 16
academics. Currently, only the Band of the Supreme Powers and the National Symphony
remain.

Within formal education, the National University of Honduras offers a music career with a
bachelor's degree and offers art courses that are optional for other careers.

For its part, the Francisco Morazán National Pedagogical University has offered a
bachelor's degree in Art since 1977 with a focus on Plastic Arts, Music or Theater.

It currently has a temporary program called Training of Trainers at a Bachelor's degree

created for a group of teachers who graduated from the Schools of Fine Arts and Music.

At the primary school level there is the Children's Experimental School for Music which
provides a primary academic and musical degree. Despite the existence of artistic
education centers, they are not a priority within the government's education programs.

Regarding university distance education programs, there are no opportunities, since art
courses are only taught in person, nor are there interdisciplinary research programs.

9. Some Initiatives
For people with limited resources and as part of the support program for children and
youth, in 1989 the Merceditas de Argucia institution was created, dependent on the office
of the First Lady and the Institute for Children and the Family. This Institution taught
formal classes in all areas to the children of street vendors and at the same time
functioned as a daycare center.

10. Organization of face-to-face adult education

The General Subdirectorate of Youth and Adult Education has the function of
coordinating the different governmental and non-governmental institutions that carry out
youth and adult education programs, so that they apply the policy, regulations and the
curriculum. As well as, ensure the proper application of the Regulation of the different
alternative educational modalities for young people and adults. Contributing in this way to
the quality and expansion of continuing education.

In accordance with the Fundamental Law of Education, the “Imperativeness” of Basic

1
6
Education is mandatory and is offered in official establishments of this level for free.
Basic Education is aimed at children, young people and adults, according to the
individual and sociocultural characteristics of the students, and covers first to ninth
grade. It is organized in:

a) Regular Basic Education,

b) Alternative Basic Education,
c) Special Basic Education.

Alternative education is one in which the same curricular contents are developed with the
same quality as Regular Basic Education; Emphasis is placed on preparation to enter the
world of work; It is flexible and diversified. Their forms of care and services,
methodology, strategies and techniques are differentiated according to the
characteristics of the participants and their geographical, social, economic and cultural
context. It is offered in educational institutions with diverse programs.

To guarantee the quality of the educational offer, the relevance and pedagogical
relevance in the learning of students, the Secretary of State in the Office of Education,
through the corresponding department for the administrative and technical pedagogical
attention of Alternative Basic Education, will regulate the various forms of delivery of the
educational service. At the decentralized level, the Alternative Basic Education programs
will be executed and actions will be coordinated with the entities responsible for the
different educational levels.

The Departmental Directorate of Education, in its respective jurisdiction, will propose and
implement flexible and alternative pedagogical initiatives, to serve school populations
with high levels of vulnerability, backwardness, exclusion, special needs, over-age and
school dropouts in basic education.

Enrollment in alternative Basic education programs for adults only for grades 1st - 6th at
the national level for the period 2015 was 8,110 enrolled and for 2016 the initial
enrollment was recorded at 7,330 enrolled adults, that is, the enrollment in adults
decreased at least by 9.6%.

In Honduras, there are programs for adult education such as:

1
7
 • Basic education centers for youth and adults . Equivalent to complete primary
education, it is developed in three levels. Its greatest coverage occurs in the urban
area.

• Functional education . It is taught through training circles. Its basic activity is

literacy. The highest level of coverage is achieved in rural areas and marginal
urban sectors. This program works in coordination with non-governmental
organizations (NGOs) that carry out adult education, and also has the support of
volunteers from the communities who are given training.

• Popular culture center. It works at the national level. Its fundamental task is to
serve young people and adults who have interests and aptitudes for learning
trades, training them to work as employees or manage their own mini-businesses.

• Literacy and basic education program for youth and adults in Honduras
(PRALEBAH): In May 1996, the Collaboration Agreement was signed between the
Ministry of Education of Honduras, the Government of Extremadura (Spain) and
the OEI, to which it has adhered. the Spanish Agency for International
Cooperation (AECI), for the implementation of the Literacy and Basic Education
Program for Youth and Adults of Honduras (PRALEBAH), with support from the
Ministry of Education and Culture of Spain. The general objective of the Program
is to develop intensive literacy and basic education action for young people and
adults.

11. Centers where face-to-face adult education is provided.

Calendar and school schedule

In-person adult education programs—at all levels and modalities—are carried out in the
facilities of children's education centers and secondary education centers, and in some
cases in premises exclusively for that level.
The school year begins in the month of February and ends in the month of November.
Classes are taught on a schedule of two and a half hours a day from Monday to Friday or
on weekends, on Saturdays and Sundays for reasons of personal safety of teachers and
students, who cannot attend at night in the different classes. neighborhoods and colonies
of the country.

1
8
12. Methodological guidelines and contents of education
in-person adults
Education programs for youth and adults in formal and non-formal education may adapt,
according to the Law, different forms of delivery:
a) From distance
b) Tutorial
c) by radio
d) For sufficiency
e) Due to maturity
f) Virtual
g) At home
h) Internet
i) Satellite
j) Individual
k) By television
l) Video
m) Telephone
The methodology used is based on learning, therefore, it is participatory and arises as a
normal consequence of a type of education that corresponds to the nature of the human
being who seeks to be trained, and that contributes appropriately to satisfying the
learning needs of the participants in their relationships with their context.
The contextualization of the curriculum takes shape in three clearly differentiated training
axes: instrumental education, education in values and human rights, and education in
and for productive work.
13. In-person adult education students
Alternative Basic Education is aimed at:

Youth and adults who did not have access to regular education or were not able to
complete it;

Children and adolescents who were not timely enrolled in Regular Basic Education or
who abandoned the National Education System and their age prevents them from
continuing regular studies; and

Educators who need to make study and work compatible.

For the year 2015, enrollment in adult education centers was reported to be 8,110
students; in 2016, enrollment was 7,330. In the last 4 years, according to the SACE
Educational Center Administration system. 144,759 students have enrolled. The total

1
9
number of students in the educational system is 1.9 million.

14. Face-to-face adult education teachers

Staff who work in Youth and Adult Education programs can be volunteers and paid. In
both cases, they must meet the profile of the position, and must participate in the training
process that each flexible alternative modality will offer.

15. Course evaluation and promotion mechanisms.

Access to post-compulsory and higher education

The evaluation and promotion mechanisms for adults are established in the Educational
Laws, in Title 8, Chapter I, which reads as follows: "The evaluation will aim to determine
the degree of achievement and behavioral changes of the students based on the
proposed objectives, as well as stimulating the efficiency of teachers' teaching work. The
evaluation includes the following phases: objective and subjective. At the end of the
development of each teaching unit, the teacher will make the corresponding evaluation,
recording the results in the respective tables.

Promotion is made on the basis of averages per subject, with the right to a make-up test
when students are not promoted in the ordinary period.

At the end of their accelerated in-person primary school, the student is issued a
certificate endorsed by the Ministry of Education that accredits them to continue their
post-compulsory education studies.

16. Agencies responsible for adult education

The National Institute of Vocational Training (INFOP) is an autonomous institution, with
legal status and its own assets. Its connection with the executive branch is carried out
through the Ministry of Labor and Social Welfare. 82% of its financial resources come
from a 1% tax on salaries, paid by employers throughout the country. The rest is
financed by the State and through support agreements.

2
0
The INFOP aims to contribute to the increase in national productivity and the economic
and social development of the country, through the establishment of a rational system of
vocational training for all sectors of the economy and for all levels of employment, in
accordance to the national plans for economic and social development, and to the real
needs of the country.

In accordance with the above, INFOP is responsible for directing, controlling, supervising
and evaluating activities aimed at vocational training at the national level. INFOP trains in
the agricultural, industrial, commercial and service sectors.

The Advisory Center for the Development of Human Resources (CADERH) is a private,
non-profit entity, with its own legal status, made up of members of the productive, labor
and union sectors, for the training of human resources. Its mission is "to respond to the
demand for qualified resources by delivering quality services and products, to achieve
improvement in production and productivity."

CADERH offers the following programs and projects:

— Productivity in vocational centers, and educational development.
— Industry training.

— Occupational training.

— Multimedia.

— Graphic arts.

— Rural alternatives.

— Human resources administration (recruitment, selection and diagnosis of

personnel).
CADERH maintains its status as an advisory center; He is an executor only when it
comes to experimenting with some new instructional model. It ensures that training is
relevant and oriented to the needs of the productive sector through its interaction with
"advisory committees", trade certification and modular instruction.

17. Other entities

According to research carried out for this study, there are around 75 non-
governmental organizations that include training, vocational training and vocational
2
1
education components in their development programs. Although these organizations do
not certify their training processes, they mostly contribute to non-formal training that, in
some specific cases of primary education, obtain the approval of the Ministry of
Education, especially when it comes to special education and literacy. of adults.
Generally, the funds invested in training are obtained from non-reimbursable external
technical cooperation, and are presented as complementary components for social
development projects. Among the diverse range of topics developed are: business
administration training, special education, adult literacy, community participation, gender
and sexuality, wood workshops, metal-mechanics and others.
18. Other types and modalities of education
Non-formal alternative education

It is any educational activity, intentional, systematic, organized in a decentralized

manner, aimed at satisfying the basic learning need of groups of people deprived of
formal educational opportunities to help their personal, social and economic
development.

Legal framework. The Law for the Development of Non-Formal Alternative Education
was created by decree 313-98 of December 18, 1998, to address the educational needs
of Hondurans excluded from formal education, implementing an authentic educational
process that incorporates the elements of ecological and popular culture, civility and
human rights, on equal terms and based on their interests and expectations.

19. Purposes of the law

• Provide educational services in non-formal alternative education to boys and girls

under six years of age not served by the formal educational subsystem.
• Offer out-of-school school-age boys and girls, young people and adults,
accelerated alternative literacy and terminal education, aimed at giving them
opportunities for recovery and promotion to higher and technical educational
levels.

• Offer occupational training and training in short careers, based on the

employment needs and expectations of the population, and their qualified

2
2
 insertion in the changing labor market.

• Contribute to the formation and dissemination of a culture that allows harmonious

coexistence between human beings and their environment in a conscious and
rational way.

Participate in educational development that integrates the formation of both civic and
moral values and respect for fundamental rights and freedoms, within the democratic
principles of coexistence, tolerance, solidarity and cooperation.

20. Adult education

Adult education has the purpose of offering all citizens the possibility of acquiring,
updating, completing or expanding their knowledge and skills for their personal and
professional development.

To achieve the proposed purpose, the educational Administrations will collaborate with
other public Administrations with powers in adult training, and, especially, with the Labor
Administration, as well as with the various social agents.

Adult education will have the following objectives:

a. Acquire basic training, expand and renew your knowledge, skills and abilities on a
permanent basis and facilitate access to the different levels of the educational
system.
b. Improve your professional qualifications or acquire preparation to practice other
professions.
c. Develop your personal capabilities in the areas of expressiveness,
communication, interpersonal relationships and knowledge construction.
d. Develop their capacity to participate in social, cultural, political and economic life
and make effective their right to democratic citizenship.
e. Develop programs that correct the risks of social exclusion, especially of the most
disadvantaged sectors.
f. Respond appropriately to the challenges posed by the progressive aging of the
population, ensuring older people the opportunity to increase and update their

2
3
 skills.

Adults can carry out their learning both through teaching activities, regulated or non-
regulated, as well as through experience, work or social activities, so there will be a
tendency to establish connections between both ways and measures will be adopted for
the validation of the learning thus acquired.

Organization.

1. Adults will be able to follow these teachings, as well as students over eighteen years
of age who, due to their work or other special circumstances, cannot attend educational
centers under the regular regime.

2. The organization and methodology of teaching for adults will be based on self-learning
and will take into account their experiences, needs and interests, and can be developed
through face-to-face teaching and also through distance education.

3. The educational Administrations will promote collaboration agreements for the

teaching of adults with universities, local corporations and other public or private entities.
In the latter case, preference will be given to non-profit associations. These agreements
may also contemplate the development of materials that respond to the technical and
methodological needs of this type of teaching.

4. The educational administrations will promote specific learning programs for the
Spanish language and other co-official languages, where applicable, as well as basic
elements of culture to facilitate the integration of immigrants.

5. In penitentiary establishments, access to these teachings will be guaranteed to the

inmate population. Access to these teachings will also be facilitated for hospitalized
people who request it.

6. Teaching for adults will be organized with a flexible and open methodology, so that
they respond to their abilities, needs and interests.

7. Educational Administrations will promote research and the dissemination of innovative

2
4
practices in the field of adult education, in order to allow the development of new
educational models and the continuous improvement of existing ones.

Basic education.

1. Adults who want to acquire the skills and knowledge corresponding to basic education
will have an offer adapted to their conditions and needs.

2. The educational Administrations, within the scope of their powers and in accordance
with the basic conditions established by the Government, will periodically organize tests
so that people over 18 years of age can directly obtain the title of Graduate in
Compulsory Secondary Education.

High school education and vocational training.

1. Educational Administrations will promote measures aimed at offering all citizens the
opportunity to access non-compulsory levels or degrees of education.

2. Educational Administrations will adopt the appropriate measures so that adults have a
specific offer of these studies organized according to their characteristics.

3. The educational Administrations will organize the public offer of distance education in
order to provide an adequate response to the permanent training of adults. This offer will
include the use of information and communication technologies.

4. The educational Administrations, within the scope of their powers and in accordance
with the basic conditions established by the Government, will periodically organize tests
so that people over 21 years of age can directly obtain the Bachelor's degree or
Vocational Training titles.

5. Those over 25 years of age will be able to directly access the University by passing a
specific test.

Centers.

2
5
When the education of adults leads to obtaining one of the titles established in this Law,
it will be taught in ordinary or specific educational centers, duly authorized by the
competent educational Administration.

2
6
 V. Conclusions

1. In conclusion, we can define that the andragogical system allows the student to
make what he is learning a life project, knowledge is not limited to a simple
intellectual exercise, to a speculative and theoretical practice.

2. Although efforts have been made to cover educational needs, these have not
been enough, more efforts must be made and all those involved must participate
with constant updates to facilitate teaching - learning

3. The different alternative education programs provide a wide range of opportunities

for the population to access quality education for the improvement and self-
realization of human beings, these contribute to the training of people capable of
functioning in the workplace.

4. The perspectives of education are of utmost importance since they establish

education for all educational continuity cognitive development alternation of study,
training of educational professionals.

2
7
 VI. recommendations
To reduce the gap that Honduras presents in attention to education and learning for
adults, the following is recommended:

1. Develop comprehensive, inclusive and integrated policies related to adult learning

and education in its different forms. providing equitable access to learning possibilities
and differentiated strategies, without discrimination for any reason.

2. Strengthen or create spaces between the different secretaries in order to articulate in

the different sectors the role of adult learning and education in the spectrum of lifelong
learning and its contribution to the development of societies.

3. raise public opinion through legislation, institutions and lasting political commitment
about the importance of adult learning and education as a substantial component of the
right to education and a fundamental pillar of the educational system.

4. Mobilize and allocate sufficient financial resources to support greater participation in

adult learning and education and support its success, through appropriate mechanisms,
including inter-ministerial coordination, partnerships and cost-sharing . Prioritizing
investment in literacy and basic skills and continued adult learning and education.

5. promote participation, inclusion and equity, so that no person is excluded from

learning and education and that quality learning opportunities exist within the reach of all
women and men, regardless of their social, cultural, or linguistic background. , economic,
educational, etc.

6. Create or strengthen appropriate institutional structures, such as community learning

centres, where adult learning and education is delivered and encourage adults to use
them as points for individual learning as well as community development.

7. Ensure the effective implementation of adult learning and education policies and
programs through regular monitoring and evaluation.

8. Develop relevant content and delivery modalities, preferably using the mother tongue
to deliver teaching and adopting a pedagogy focused on learners and supported by
information and communication technologies (ICT) and open educational resources.

2
8
9. Provide decent infrastructure, in particular safe learning spaces.

10. Share their experiences, intensifying and improving mutual assistance and
cooperation, and help build the capacities of other countries in adult education, taking
into account their national priorities.

2
9
 VII. Bibliography
http://www.ibe.unesco.org/fileadmin/user_upload/archive/Countries/WDE/2006/LATIN_A
MERICA_and_the_CARIBBEAN/Honduras/Honduras.htm

hondudiary

https://hondudiario.com/2016/05/03/tasa-de-analfabetismo-en-honduras-es-de-12-1-
segun-cifras-del-
ine/#targetText=Rate%20of%20illiteracy%20in%20Honduras,12.1%25%2C%20s
according to%20figures%20from%20INE&targetText=***%20The%20statistics%20show
%2 0that,female%20has%20more%20AEP %2C%20 assured.

http://www.lacult.unesco.org/docc/PonenciaHonduras.pdf

Education secretary

https://www.se.gob.hn/se-detalle-institucional/

3
0