Publication: Honduras : Education Resilience Case Report
Loading...
Date
2013-01
ISSN
Published
2013-01
Author(s)
Editor(s)
Abstract
This country report and the data presented herein are a product of the piloting of the RES-360 tool in Honduras. First, national level data was collected from government strategic plans, focus groups with Ministry of Education leadership, and secondary sources such as national studies on youth violence. Next, focus groups were conducted with teachers, parents, and students from two selected schools in low income neighborhoods affected by violence in the capital, Tegucigalpa.
Link to Data Set
Citation
“World Bank. 2013. Honduras : Education Resilience Case Report. Education Resilience Approaches (ERA)
program : A complement to the systems approach for better
education results (SABER),Education Resilience Approaches (ERA) program;. © http://hdl.handle.net/10986/17493 License: CC BY 3.0 IGO.”
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Related items
Showing items related by metadata.
Publication Honduras Social Expenditures and Institutional Review(Washington, DC, 2014-12)Honduras has experienced moderate economic growth in the past decade, in line with the rest of the region. Despite this growth track record, limited opportunities for decent jobs for the majority of workers have resulted in stagnant poverty and inequality rates that are still the highest in Central America (CA). In parallel, progress in human development indicators has also been mixed in the last decade. In education, while primary enrollment has significantly increased, low coverage at all other levels of education, inequalities in access and low quality persist. In health, Honduras is close to achieving the 2015 child mortality Millennium Development Goals (MDGs), but maternal mortality, non-communicable diseases (NCDs), and violence pose additional challenges. And despite advances in setting up a social protection system, fiscal sustainability and lack of coordination among interventions prevail, undermining poverty reduction efforts. The ability of the Honduras government to expand safety nets, to increase the access and quality of public education and health services, to engage in active labor market policies, and to improve human development indicators in general, remains limited for a number of reasons. First, overall real social public spending has been on the decline in the last few years. Second, low revenues and fiscal deterioration pose challenges to adequately financing needed social sector improvements. Third, challenges in budget formulation and execution (mainly due to institutional factors) also diminish the impact of social spending. But more importantly, Honduras needs to significantly improve the effectiveness and efficiency of its social spending. This note argues that moving forward Honduras should prioritize three main aspects: a) to rationalize and increase the effectiveness of social public spending by enhancing the pro-poor features of targeting mechanisms; b) to significantly redress the imbalance between recurrent spending, especially the wage bill, and capital expenditure; and c) to continue strengthening information systems tools, legislation, and institutions in an effort to consolidate programs into fewer and higher impact interventions.Publication Critical Case Insights from Mali : Strengths and Opportunities for Education Reform in the Midst of Crisis(World Bank, Washington, DC, 2014-06)The education resilience assessment for Mali was conducted within a wider programmatic study and technical assistance framework, Mali: impact of the crisis on social sectors. The broad assessment and action plan supported by this framework crosses the education, health, and social protection sectors. This assessment introduces a resilience lens to identify both the risks brought about or accentuated during the recent political and security crisis in the country, and the community and institutional assets that have helped displaced and host communities cope with it. This focus on risks and assets is fundamental to a resilience approach, and are indeed interrelated. In education resilience, the author's stress how the education system protects and fosters the assets of local school actors, but resilience also suffuses the institutional level, contributing to the policies, programs, and resources that address the protection and educational development needs of students. In this Mali education resilience study, the education communities of interest are those displaced from the north, due to the 2012 political and security crisis, and those in the south hosting them. However, the authors also extrapolate lessons learned for the overall education system of Mali. This study benefitted from the resilience (RES)-360°, a rapid mixed-methods assessment methodology focused on resilience. Together, the qualitative interviews and the perception survey also identified those education services that were considered most relevant to protect host and displaced communities and foster longer-term education reforms. This report has four chapters. Chapter one presents the data collected from participating school actors about the risks they faced as a result of the crisis and the assets they used to cope. Chapter two extrapolates some of the implications of these risks and assets for school-based management structures and programs in Mali. Chapter three presents some initial recommendations for aligning relevant education policies and programs in Mali with a resilience-based approach. Chapter four briefly guides the reader to additional relevant research questions and topics that can further support the education reform process in Mali.Publication Improving Learning in Uganda, Volume I : Community-Led School Feeding Practices(World Bank, Washington, DC, 2013-01-08)This study highlights various school feeding options that could be made available for Ugandan parents to adopt through a sustained and school-led dialogue that is enabled by clear policy guidance about the roles and responsibilities of duty bearers at various levels. The introduction presents the background and rationale for the study, with a discussion of the scientific evidence behind school feeding and Learning. The methodology of the study is next describes. Chapter 2 provides the policy framework for school feeding in Uganda while chapter 3 presents the observed community-led school feeding practices. Chapter 4 provides insights on issues for consideration by the government and especially the Ministry of Education and Sports (MoES) to generate a clear way forward for school feeding in Uganda. The report ends with an appendix and a reference list.Publication Remedial Education Programs to Accelerate Learning for All(World Bank, Washington, DC, 2012-05-01)Students from low income background often fall behind early on their education journey. Without adequate and timely support to address their learning needs they continue to perform poorly. Eventually the students lagging behind, will keep failing to learn the basic literacy and numeracy skills, and most likely will end up dropping out of school illiterate. The majority of Global Education Partnership (GPE) countries have acknowledged in their education sector plans and strategies the need to address the problem of low learning levels, and of students not going efficiently through the public education system, which has resulted in wastage of financial and human resources. Ideally interventions that aimed to improve learning of low performing students should be included in the framework of a country's educational policies in alignment with other institutional arrangements such as teacher training, curriculum, assessment, available pedagogic materials, instructional time, language of instruction (when applicable), among others. However, many of these countries are yet to draft policies that will specifically focus on helping low performers. Currently, it can be concluded that academic improvements from remedial support may help students to pass the grade or yield fast improvements, however such interventions by themselves may have not been sufficient to raise achievement at adequate levels. Remedial education programs will likely be most effective when included as part of a country's overall strategic plan to deliver quality education for all of its students. Overall, the renewed focus on low performers, many times victims of teacher neglect and other social exclusion experiences, by the means of directing programs and resources to address learning gaps is already a huge step towards achieving learning for all.Publication Can Cost-Benefit Analysis Guide Education Policy in Developing Countries?(World Bank, Washington, DC, 2008-03)Cost-benefit analysis in education is an important tool in the economists' arsenal. However, it is essential that research, especially on the social benefits of education, make further progress to make cost-benefit more analysis. There is a need for more research on the effects of policy interventions on outcomes beyond access to a year in school and what they earn as a result, such as on what children actually learn. Such research should focus on ensuring that the interventions are attributable to outcomes. Nevertheless, it is worthwhile to go through the discipline of noting the benefits and costs, even if social rates of return cannot be calculated robustly.
Users also downloaded
Showing related downloaded files
Publication The Journey Ahead(Washington, DC: World Bank, 2024-10-31)The Journey Ahead: Supporting Successful Migration in Europe and Central Asia provides an in-depth analysis of international migration in Europe and Central Asia (ECA) and the implications for policy making. By identifying challenges and opportunities associated with migration in the region, it aims to inform a more nuanced, evidencebased debate on the costs and benefits of cross-border mobility. Using data-driven insights and new analysis, the report shows that migration has been an engine of prosperity and has helped address some of ECA’s demographic and socioeconomic disparities. Yet, migration’s full economic potential remains untapped. The report identifies multiple barriers keeping migration from achieving its full potential. Crucially, it argues that policies in both origin and destination countries can help maximize the development impacts of migration and effectively manage the economic, social, and political costs. Drawing from a wide range of literature, country experiences, and novel analysis, The Journey Ahead presents actionable policy options to enhance the benefits of migration for destination and origin countries and migrants themselves. Some measures can be taken unilaterally by countries, whereas others require close bilateral or regional coordination. The recommendations are tailored to different types of migration— forced displacement as well as high-skilled and low-skilled economic migration—and from the perspectives of both sending and receiving countries. This report serves as a comprehensive resource for governments, development partners, and other stakeholders throughout Europe and Central Asia, where the richness and diversity of migration experiences provide valuable insights for policy makers in other regions of the world.Publication Lebanon Economic Monitor, Fall 2022(Washington, DC, 2022-11)The economy continues to contract, albeit at a somewhat slower pace. Public finances improved in 2021, but only because spending collapsed faster than revenue generation. Testament to the continued atrophy of Lebanon’s economy, the Lebanese Pound continues to depreciate sharply. The sharp deterioration in the currency continues to drive surging inflation, in triple digits since July 2020, impacting the poor and vulnerable the most. An unprecedented institutional vacuum will likely further delay any agreement on crisis resolution and much needed reforms; this includes prior actions as part of the April 2022 International Monetary Fund (IMF) staff-level agreement (SLA). Divergent views among key stakeholders on how to distribute the financial losses remains the main bottleneck for reaching an agreement on a comprehensive reform agenda. Lebanon needs to urgently adopt a domestic, equitable, and comprehensive solution that is predicated on: (i) addressing upfront the balance sheet impairments, (ii) restoring liquidity, and (iii) adhering to sound global practices of bail-in solutions based on a hierarchy of creditors (starting with banks’ shareholders) that protects small depositors.Publication Argentina Country Climate and Development Report(World Bank, Washington, DC, 2022-11)The Argentina Country Climate and Development Report (CCDR) explores opportunities and identifies trade-offs for aligning Argentina’s growth and poverty reduction policies with its commitments on, and its ability to withstand, climate change. It assesses how the country can: reduce its vulnerability to climate shocks through targeted public and private investments and adequation of social protection. The report also shows how Argentina can seize the benefits of a global decarbonization path to sustain a more robust economic growth through further development of Argentina’s potential for renewable energy, energy efficiency actions, the lithium value chain, as well as climate-smart agriculture (and land use) options. Given Argentina’s context, this CCDR focuses on win-win policies and investments, which have large co-benefits or can contribute to raising the country’s growth while helping to adapt the economy, also considering how human capital actions can accompany a just transition.Publication World Development Report 2006(Washington, DC, 2005)This year’s Word Development Report (WDR), the twenty-eighth, looks at the role of equity in the development process. It defines equity in terms of two basic principles. The first is equal opportunities: that a person’s chances in life should be determined by his or her talents and efforts, rather than by pre-determined circumstances such as race, gender, social or family background. The second principle is the avoidance of extreme deprivation in outcomes, particularly in health, education and consumption levels. This principle thus includes the objective of poverty reduction. The report’s main message is that, in the long run, the pursuit of equity and the pursuit of economic prosperity are complementary. In addition to detailed chapters exploring these and related issues, the Report contains selected data from the World Development Indicators 2005‹an appendix of economic and social data for over 200 countries. This Report offers practical insights for policymakers, executives, scholars, and all those with an interest in economic development.Publication Classroom Assessment to Support Foundational Literacy(Washington, DC: World Bank, 2025-03-21)This document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.