USAID CBJ FY 2002: Honduras

Summary: Improving the educational level of Hondurans is critical to achieving all USAID objectives in Honduras. A skilled and educated workforce helps spur economic development and can improve Honduras' competitive position in global markets. Higher levels of education lead to increased incomes and reduced poverty, improved health practices, increased family planning, effective participation in decision-making and citizen oversight, and improved environmental practices.

The perennial shortcomings of the Honduran education system are well-documented: 1) a lack of equitable access to quality educational opportunities; 2) poor quality of instruction; 3) high drop-out and repetition rates; 4) poor quality, outdated curricula, and teaching materials; 5) inadequate evaluation and supervision due to a lack of national standards for both teachers and students; and 6) systemic management weaknesses. A lack of sustained educational and political leadership has frustrated attempts to address these deficiencies. With the creation in early 1998 of a national reform coalition (Foro Nacional de Convergencia, FONAC), a consensus in support of meaningful education reform has emerged among the major political parties, the general populace, and key private sector leaders. With the momentum created by this consensus -- and given the opportunities presented by the upcoming national elections and the highly indebted poor countries (HIPC) initiative -- USAID faces an unparalleled opportunity to assist the education reform effort.

Key Results: Interventions in this sector will focus on achieving the following results: 1) policy reform to improve the quality of basic education, especially through a reduction in repetition rates and decentralization of education efforts; and 2) expansion of alternative basic education programs.

Performance and Prospects: The Ministry of Education (MOE) has indicated a strong desire to begin implementing concrete interventions in response to the FONAC education reform proposal. A key USAID intervention will be the provision of targeted support to the education sector reform effort. This support will be provided through assistance to a new education policy reform unit and to selected private/public sector partners involved in education reform. The reform unit will provide technical assistance and training in support of reform efforts and coordinate, monitor, and evaluate Government of Honduras (GOH), donor, and civil society education sector plans and activities. Examples of key policy reform initiatives include: 1) the development of national education standards as well as curriculum, teacher training, and evaluation systems based upon these standards; 2) decentralization of education sector management; 3) expansion of secondary school opportunities; 4) expansion and improved quality of pre-school for all children; and 5) expansion and improvement of vocational education opportunities for disadvantaged youth. In addition, USAID will promote the engagement of Honduran teacher unions in support of education reform through consensus-building efforts and the promotion of positive ties between U.S. and Honduran teacher unions. Through assistance to the reform effort, USAID can maximize its leveraging of donor funds in support of significant education policy reform, while at the same time helping the MOE to avoid conflicting or duplicative donor interventions.

USAID will also continue to provide support for the MOE's "Education-For-All" (EDUCATODOS) program which allows out-of-school youth and adults access to alternative forums for primary education (1st through 9th grades). Currently, the EDUCATODOS curriculum is being updated to reflect a modern, participatory, and active learning approach. With USAID assistance, EDUCATODOS has developed the curriculum master plan for 7th through 9th grades for both the traditional (school-based) and nontraditional (out-of-school or interactive radio- and text-based) basic education systems. The group is piloting the 7th grade curriculum in 30 "out-of-school" centers and will begin piloting the 8th grade curriculum in 2001. Over 4,500 centers in 11 departments are implementing the EDUCATODOS 1st through 6th grade curriculum. EDUCATODOS initiatives are expected to assist in guiding curriculum reform efforts in the elementary grades of the formal education system. EDUCATODOS and USAID also supported the successful development and testing of experimental strategies and interventions for reducing school grade repetition rates and pilot tested an interactive television program for 7th through 9th grade. As USAID focuses more on policy reform, operational support to EDUCATODOS is expected to be phased out. USAID will continue to aggressively research alternative sources to finance this successful and much-needed initiative.

USAID has supported the development of 34 vocational training centers that will graduate an estimated 4,000 students per year (compared to 1,085 in 1996). Vocational education is key to providing unemployed and underemployed youth with skills that improve their competitiveness in the labor market. EDUCATODOS materials are used in the vocational centers to help school dropouts obtain a level of basic education needed to succeed in a vocational program. Graduates from the USAID-assisted vocational centers earn average income increases of approximately $1,000 per year.

FY 2001 funds will be used to finance the following key basic education interventions: alternative basic education ($2,094,000); an interactive radio mathematics program ($190,000); education reform initiatives sponsored by the Ministry of Education, the private sector, and donors ($100,000); and technical assistance and project management ($410,000).

FY 2002 funds are expected to be allocated among: alternative basic education ($1,750,000); an interactive radio mathematics program ($180,000); public and private sector education reform initiatives ($1,100,000); and technical assistance and project management ($470,000).

Possible Adjustments to Plans: USAID's program, in coordination with other donors, is responding to the needs of the MOE in the aftermath of Hurricane Mitch. The World Bank basic education project has not fulfilled expectations and has been closed, while the Inter-American Development Bank (IDB) education project has not disbursed as planned. In order to continue the education momentum, it is important that other donors fund key education efforts. USAID could also consider continuing assistance to ongoing experimental efforts to reduce school grade repetition rates and improve teaching strategies and student achievement.

Other Donor Programs: The World Bank and the IDB will implement new loan projects in 2001. The World Bank will target teacher training, curriculum development, and community participation at the pre-school and primary levels. The IDB project will target expansion of middle school programs, training for teachers and administrators, community participation, and development of a plan for secondary (10th through 12th grade) education reform. The current IDB project will continue to finance decentralization activities as well as the installation of a human resource/payroll program in the MOE. Germany will provide computer equipment, software, and technical assistance to enable the MOE to establish a reliable management information system. Spain supports a literacy program in four departments and is developing an in-service teacher-training program targeted to the same departments. The European Union will provide funds for training vocational teachers as well as for school construction and repairs. The GOH is expected to finance significant investments in the education sector with debt repayment savings from the HIPC initiative. Japan, Germany, and the Organization of Iberoamerican States will provide technical assistance for the UTEN, which will, with USAID support, play a key role in coordinating donor assistance.

Principal Contractors, Grantees, or Agencies: U.S. organizations: DevTech Systems and American Institutes of Research. Honduran organizations: Advisory Council for Human Resource Development, Ricardo Ernesto Maduro Education Foundation, and the Ministry of Education.

Honduras: 522-006

U.S. Financing

(In thousands of dollars)

	Obligations		Expenditures		Unliquidated
Through September 30, 1999	4,685	DA	4,248	DA	437	DA
	6,525	CSD	1,662	CSD	4,863	CSD
	0	ESF	0	ESF	0	ESF
	0	SEED	0	SEED	0	SEED
	0	FSA	0	FSA	0	FSA
	0	DFA	0	DFA	0	DFA
Fiscal Year 2000	0	DA	422	DA
	2,500	CSD	3,253	CSD
	0	ESF	0	ESF
	0	SEED	0	SEED
	0	FSA	0	FSA
	0	DFA	0	DFA
Through September 30, 2000	4,685	DA	4,670	DA	15	DA
	9,025	CSD	4,915	CSD	4,110	CSD
	0	ESF	0	ESF	0	ESF
	0	SEED	0	SEED	0	SEED
	0	FSA	0	FSA	0	FSA
	0	DFA	0	DFA	0	DFA
Prior Year Unobligated Funds	0	DA
	0	CSD
	0	ESF
	0	SEED
	0	FSA
	0	DFA
Planned Fiscal Year 2001 NOA	0	DA
	2,794	CSD
	0	ESF
	0	SEED
	0	FSA
	0	DFA
Total Planned Fiscal Year 2001	0	DA
	2,794	CSD
	0	ESF
	0	SEED
	0	FSA
	0	DFA
			Future Obligations		Est. Total Cost
Proposed Fiscal Year 2002 NOA	0	DA	0	DA	4,685	DA
	3,500	CSD	7,500	CSD	22,819	CSD
	0	ESF	0	ESF	0	ESF
	0	SEED	0	SEED	0	SEED
	0	FSA	0	FSA	0	FSA
	0	DFA	0	DFA	0	DFA

Honduras

Activity Data Sheet

Honduras: 522-006

U.S. Financing