Honduras: The State of Teacher Policy

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Traditionally in Latin America, state policies related to teachers seem to be viewed as “risky”, “difficult” and “not a priority” in various governments’ plans. This has often led to courses of action with short-term effects, from a fragmented perspective and highly dependent on immediate political costs (PREAL, 2012). Honduras is no exception to this general framework of public education policies in the region.

This report was produced by FEREMA (Fundación para la Educación Ricardo Ernesto Maduro Andreu), with technical assistance from the Inter-American Dialogue and financial support from USAID, through the LAC Reads Capacity Program, implemented by the American Institute for Research (AIR), together with Juárez y Asociados and partner organizations at the national level.

The report is the result of an extensive review of national and international studies, reports, and statistical data, as well as interviews with officials and consultants from the Ministry of Education, departmental and municipal directors, and teachers from across the different levels of the education system, and field specialists.

RECOMMENDATIONS

1. There is an urgent need to improve some key elements of teacher human resource management: From their recruitment as students, entry into the profession, and good performance incentives.
2. It’s necessary to strengthen and articulate the initial and ongoing training of teachers, in order to constitute a true system in accordance with the needs of the country.
3. The teacher performance evaluation must continue to be improved, giving it greater technical quality, linking it to student learning, and distancing it from any type of political influence.
4. It’s necessary to strengthen school leadership, establishing the basic elements for a merit-based management career.