Education in Guatemala is free and compulsory for six years.Guatemala has a three-tier system of education starting with primary school, followed by secondary school and tertiary education, depending on the level of technical training. 74.5% of the population age 15 and over is literate, the lowest literacy rate in Central America. The official language of instruction is Spanish as mandated by the Education Law in 1965 when Spanish became the official language of Guatemala .
Guatemala, officially the Republic of Guatemala, is a country in Central America bordered by Mexico to the north and west, Belize and the Caribbean to the northeast, Honduras to the east, El Salvador to the southeast and the Pacific Ocean to the south. With an estimated population of around 16.6 million, it is the most populated country in Central America. Guatemala is a representative democracy; its capital and largest city is Nueva Guatemala de la Asunción, also known as Guatemala City.
Dictionaries traditionally define literacy as the ability to read and write. In the modern world, this is one way of interpreting literacy. One more broad interpretation sees literacy as knowledge and competence in a specific area. The concept of literacy has evolved in meaning. The modern term's meaning has been expanded to include the ability to use language, numbers, images, computers, and other basic means to understand, communicate, gain useful knowledge, solve mathematical problems and use the dominant symbol systems of a culture. The concept of literacy is expanding across OECD countries to include skills to access knowledge through technology and ability to assess complex contexts. A person who travels and resides in a foreign country but is unable to read or write in the language of the host country would be regarded by the locals as illiterate.
Education is not free, at least not high school by the government, the main average years of schooling in 2011 was 4.1 years per student.
25.5% of Guatemala's population are illiterate, with illiteracy rates up to more than 60% in the indigenous population.Indigenous people make up about 42% of the population in Guatemala and mostly reside in poor rural areas with little access to post-primary education. Compared to non-indigenous students who average 5.7 years of schooling, Indigenous students are at a disadvantage with an average of 2.5 years of schooling. Indigenous students achieve lower than non-indigenous (ladino) students in schooling possibly due to greater poverty and lack of indigenous language involvement in public schooling.
Indigenous student achievement is lower than non-indigenous student achievement. Indigenous parents have less schooling and lower socioeconomic status contributing to a poor education environment: schools with fewer educational materials, poor school infrastructure, and low quality educators.Indigenous students across Guatemala start schooling about 0.5 years later than ladino students. Already with disadvantaged backgrounds, indigenous students attend schools with fewer resources and perform worse on exams than non-indigenous students across Guatemala.
The recruitment and retaining of quality teachers poses a large problem in rural areas of Guatemala. Apart from the meagre pay, most teachers come from larger towns, where they have been able to receive higher education and, faced with a daily commute of a few hours to reach rural areas, many seek employment in the larger towns first. Indigenous students in rural schools therefore have lower teacher expectations which affects their achievement in school.The lack of curriculum guides or teaching materials in rural schools also hamper efforts to improve education standards in those areas.
The current state of education in Guatemala is significantly under-funded. Many classrooms nationwide, especially in rural Guatemala, do not meet minimum standards for classroom space, teaching materials, classroom equipment and furniture, and water/sanitation.
With more than half the population of Guatemalans living below the poverty line,it is hard for children going to school, especially indigenous children, to afford the rising cost of uniforms, books, supplies and transportation — none of which are supplied by the government. This is exacerbated by the fact that, for poorer students, time spent in school could be time better spent working to sustain the family. It is especially hard for children living in rural areas to attend primary school. Access to primary education in Guatemala has increase but levels of attainment remain the lowest in Latin America. Most drop out due to the lack of access and largely inadequate facilities.
Indigenous students drop out starting at age 12 which is the transition age between primary and secondary level schools mostly due to economic constraints and demand for labor work.For indigenous males, the need to work for financial stability is the most frequent case for dropping out or not enrolling in school. Indigenous students are more likely to work instead of or while attending school. Poverty is thus the main deterrent to schooling for indigenous students -- poverty and rural residence increases the likelihood of school incompletion and non enrollment.
Gender inequality in education is common — male literacy and school enrollment exceeds female rates in all aspects. Out of the 2 million children who do not attend school in Guatemala, the majority are indigenous girls living in rural areas. Most families subscribe to patriarchal traditions that tie women to a domestic role and the majority would rather send a son than a daughter to school if they could afford it.Mayan females are the least likely to enroll, start school late, and drop out the earliest compared to Mayan males and ladino males and females. Only 39% of indigenous females are literate compared to 68% of Mayan males, 87% Ladino males, and 77% Ladino women. Expectation of marriage and domestic duties for females, contributes to low investment in education -- indigenous females marry younger than non-indigenous females and only 3% of married females enroll in school.
Guatemala's spending on education is one of the lowest in the world.In 2007, the country spent less than 2 percent of its GDP on education, of which public primary schools received less than half. By the late 2000s, the majority of Guatemalan schools had grid-supplied electricity, allowing for the use of electrical lighting, heating, and computers and the provision of running water for drinking and sanitation. However compared to other countries in Latin America, Guatemalan schools score mid-pack on measures such as the supply of potable water, and near the bottom on others such as the number of bathrooms. Research has found that lack of infrastructure such as adequate potable water, sewage services, or electricity and lack of educational materials such as textbooks in Guatemalan schools can have significant negative impacts on student performance.
Primary education has been compulsory in Guatemala since 1985, yet the populace has one of the lowest rates of cumulative education in Latin America.Educators in Guatemalan public schools often use teaching methods that do not account for the nearly 40% of students hailing from indigenous backgrounds who are non-native Spanish speakers. Monolingual Spanish instruction is used in linguistically diverse classrooms as there are about 20 Mayan languages in Guatemala. This is reflected in high rates of repetition of grades, for instance up to 30% in first grade. Compared to native Spanish speaking ladino students, Indigenous students often enter school without Spanish fluency and due to the language gap, achieve lower than other students. Research shows that bilingual education for indigenous students reduced grade repetition and dropout rates.
Guatemala’s Democratic Spring (1944-1954), was a period of social integration for Indigenous groups. In 1945 the democratic government of Guatemala established the instituto Indigenista Nacional (IIN) allowing children in schools to learn to read in their native language first before learning Spanish.After a short democratic period, Guatemala suffered 36 years (1960-1996) of civil unrest, referred to as the Conflicto Armado or “armed conflict.” Learning in native indigenous languages was no longer allowed after 1965 when the Education Law declared Spanish as the official language of Guatemala educational instruction. The shift from a democratic to an authoritarian state caused guerrilla movements to emerge and a civil war to break leading to the indiscriminate massacre of many indigenous groups across Guatemala creating systemic inequalities for the indigenous, particularly in politics and education.
The Peace Accords of 1996, an agreement between the Guatemalan government and civilian groups under the United Nations, ended the 36 year armed conflict and “acknowledged the role of the educational sector in perpetuating racism via unequal access to schools, poor treatment of indigenous students, and discriminatory representations of indigenous culture in curricula” (Bellino, 65).The Peace Accords laid out steps to achieving education equality by increasing access to schooling, promoting bilingual instruction, encouraging community involvement, reforming school curriculum, and establishing decentralizing institutions.
A main objective of the Peace Accords was to increase schooling for rural and indigenous people and decentralize the education system, but many demands of the Peace Accords remain unfulfilled.There has not been an official introduction of indigenous languages to the education sector and inequalities between indigenous versus non indigenous groups remain. Demands in the Peace Accords are as follows:
To counteract low levels of school funding,remittances to Guatemala from family members working abroad are often used for educational purposes such as school uniforms, home computers, and internet access. Remittances are also used to provide regular meals, electricity, and sanitation in the home, which enhance children’s ability to access education. Families can also use remittances to hire labor, allowing children to stay in school rather than be pulled out to assist with farm work or domestic activities like caring for siblings. In some cases, successful migration has paradoxically given rise to “brain waste,” in which male children especially view school as a waste of time because they plan on also migrating for work as soon as they are able in their teenage years. This outlook is reflected in findings showing that education is not highly valued in rural areas of Guatemala.
In attempts to reform the country's education system, particularly its rural schools, the Guatemalan government created the PRONADE (National Community-Managed Program for Educational Development), and PROESCOLAR (Education Development Program) initiatives in the 1990s to give communities more say in local school affairs.Together with the parents of students, these programs administered thousands of rural public and quasi-charter schools in the late 1990s and early 2000s, governing teacher hiring, monitoring teacher and student attendance, facilitating school food programs, and maintaining facilities.
PRONADE schools are located primarily in rural indigenous areas to increase access to schooling and improve the quality of education in rural Guatemala.Each community is represented by a Comite Educativo de Autogestion Educativa (COEDUCA) made up of parents and community members. PRONADE is successful in improving parent and community participation in schools and has expanded access to educational opportunities in rural areas.
PRONADE is not institutionalized by the Ministry of Education so it is not considered equivalent to traditional schooling.Teachers have provisional status and experience inconsistent salaries as it is determined by the community so several are unsatisfied. They are also not trained in intercultural and bilingual education which is a demand of the Peace Accords and which affects student achievement. PRONADE has increased access to education but repetition, non-enrollment, and dropout rates remain high.
PRONADE schools are self-managed schools that require voluntary parent and community management which is not always feasible for communities where PRONADE exists that are of the poorest and need to work. Insufficient finances force parents to invest in textbooks, teacher salaries, bills, etc from their own money which puts an additional financial burden on them.PRONADE is a low cost to the government but a high cost to communities which influences the quality of education that students receive. Some critics believe that PRONADE, a top-down approach, fails to address the educational inequalities of poor indigenous people and rather perpetuates extreme poverty in rural Guatemala.
The Demographics of Guatemala are diverse; the population, 17,263,239 strong, primarily comprises Mestizos, Amerindians, and people of European descent. The population is divided almost evenly between rural and urban areas. About 65% of the population speak Spanish, with nearly all the rest speaking Amerindian languages.
The Maya peoples are an ethnolinguistic group of indigenous peoples of Mesoamerica. They inhabit southern Mexico, Guatemala, Belize, El Salvador and Honduras. The overarching term "Maya" is a collective designation that includes the peoples of the region which share some degree of cultural and linguistic heritage; however, the term embraces many distinct populations, societies and ethnic groups that each have their own particular traditions, cultures and historical identity.
Guatemalan people are people identified with Guatemala, a multiethnic country in Central America. Guatemalans are mainly of Mestizos, indigenous people or Amerindians and descendants from European people. Guatemalans are also nicknamed chapines by other mainly Spanish-speaking countries of the Latin America.
Education in Nepal was long based on home-schooling and gurukulas. The first formal school, established by Jung Bahadur Rana in 1853, was intended for the elite. The birth of Nepalese democracy in 1951 opened its classrooms to a more diverse population. Education in Nepal from the primary school to the university level has been modeled from the very inception on the Indian system, which is in turn the legacy of the old British Raj.
The Ladino people are a mix of mestizo or hispanicized peoples in Latin America, principally in Central America, as well as the Philippines. The demonym Ladino is a Spanish word that derives from Latino. Ladino is an exonym invented of the colonial era to refer to those Spanish-speakers who were not colonial elites of Peninsulares, Criollos, or indigenous peoples.
Education in Tanzania- is provided by both the public and private sectors, starting with pre-primary education, followed by primary, secondary ordinary, secondary advanced, and ideally, university level education. The Tanzanian government began to emphasize the importance of education shortly after its independence in 1961. Curriculum is standardized by level, and it is the basis for the national examinations. Achievement levels are important, yet there are various causes of children not receiving the education that they need, including the need to help families with work, poor accessibility, and a variety of learning disabilities. While there is a lack of resources for special needs education, Tanzania has committed to inclusive education and attention on disadvantaged learners, as pointed out in the 2006 Education Sector Review AIDE-MEMORE. The government's National Strategy for Growth and Reduction of Poverty in 2005 heavily emphasized education and directly related its importance to the well being and quality of life of the people.
The second goal in the United Nations Millennium Development Goal is to achieve Universal Primary Education, more specifically, to "ensure that by 2015, children everywhere, boys and girls alike will be able to complete a full course of primary schooling." Education is vital to meeting all other Millennium Development Goals: "Educating children gives the next generation the tools to fight poverty and prevent disease, including malaria and AIDS." Despite the significance of investing in education, the recent report, Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School Children—produced by UNESCO Institute for Statistics and UNICEF found that the world has missed this 2015 target of universal primary education, and there are currently 58 million children, of primary school age, out of school worldwide.
The Consejo Nacional de Fomento Educativo is an institution under Mexico's Federal Government created by presidential decree on 9 September 1971. Its responsibilities are to research, design, implement, operate, and evaluate new educational programs that could increase the education levels among the Mexican population, and could solve the cultural and educational problems of Mexican society.
Education in Ethiopia has been dominated by the [[Ethiopian Orthodox Church|southern nations of for many centuries until secular education was adopted in the early 1900s. Prior to 1974, Ethiopia had an estimated illiteracy rate well above 90% and compared poorly with the rest of Africa in the provision of schools and universities. After the Ethiopian Revolution, emphasis was placed on increasing literacy in rural areas. Practical subjects were stressed, as was the teaching of socialism. By 2015, the literacy rate had increased to 49.1%, though this is still poor compared to most of the rest of Africa. Recently, there has been massive expansion throughout the educational system. Access to primary is limited to urban locations and they are mostly owned by the private sector and Faith Based organizations. Primary school education consists of two cycles from grades 1 to 4 and grades 5 to 8. Secondary schools have two cycles from grades 9 to 10 and grades 11 to 12. Primary schools have over 90% of 7 year olds enrolled although only about half complete the two cycles. This situation varies from one region to the other and it is even worst in agro-pastoral locations, such as Somali and Afar regions, as well as in the growing regions such as Gambella and Benshangul Gumz. A much smaller proportion of children attend secondary school and even fewer attend the second cycle. School attendance is lowest in rural areas due to lack of provision and alternative occupations. The school curriculum in later years covers more subjects at a higher level than curricula in most other countries. Low pay and undervaluation of teachers contributes to poor quality teaching. This is exacerbated by large class sizes and poor resources resulting on poor performance on national assessments. There is evidence of corruption including forgery of certificates. Many primary schools have introduced mother-tongue teaching but there have been difficulties where small minority languages are concerned. English medium instruction remains a problem throughout the later years of education. Girls' access to education has been improved but early marriage decreases their attendance. Girls' educational attainment is adversely affected by gender stereotypes, violence, lack of sanitary facilities and the consequences of sexual activity. Jimma University is addressing some problems women experience in higher education. TVETs have introduced competence based assessments although many lack adequate resources. Teacher training has been up-graded. All higher education has been expanding but this has not been accompanied by sufficient expansion in staffing and resources. There have been difficulties in introducing BPR with poorly paid university staff supplementing their incomes where possible. Universities need to match training to market demands. All colleges and universities suffer from the same disadvantages as schools. Library facilities are poor, classes are large and there is lack of equipment.
Education in Zimbabwe is under the jurisdiction of the Ministry of Primary and Secondary Education for primary and secondary education and the Ministry of Higher and Tertiary Education, Science and Technology Development for higher education. Both are regulated by the Cabinet of Zimbabwe. The education system in Zimbabwe encompasses 13 years of primary and secondary school and runs from January to December. The school year is a total of 40 weeks with three terms and a month break in-between each term.
In 2005, the literacy rate in Laos was estimated to be 73%.
Intercultural Bilingual Education(Educación bilingüe intercultural) is a language-planning model employed throughout Latin America in public education, and it arose as a political movement asserting space for indigenous languages and culture in the education system. IBE is designed to address the educational needs of indigenous communities, and consists of various bilingual curriculum designs.
Indigenous education specifically focuses on teaching indigenous knowledge, models, methods, and content within formal or non-formal educational systems. The growing recognition and use of indigenous education methods can be a response to the erosion and loss of indigenous knowledge through the processes of colonialism, globalization, and modernity. Indigenous communities are able to "reclaim and revalue their languages and [traditions], and in so doing, improve the educational success of indigenous students", thus ensuring their survival as a culture.
Our Children Foundation (OCF) is a non-profit organisation that provides free education for underprivileged children in India’s rural and semi-rural villages. The goal of Our Children Foundation is to provide institutional reforms that improve disadvantaged people’s access to, success in, and opportunities from quality education in a sustainable manner. Our Children School is OCF’s first project, which focuses on establishing and reopening education centres in areas with inadequate access to schooling in West Bengal.
The Guatemala Health Initiative (GHI) is a private, humanitarian organization that works to improve the health of the poor, indigenous population in the remote areas of the western highlands in Guatemala. (Penn) faculty, students, and staff work in partnership to serve the health issues of the underprivileged Santiago Atitlán community in Guatemala. The goal of GHI is to strengthen clinical services and promote community health in resource-poor Guatemalan communities.
Health in Guatemala is focused on many different systems of prevention and care. Guatemala’s Constitution states that every citizen has the universal right to health care. However, this right has been hard to guarantee due to limited government resources and other problems regarding access. The health care system in place today developed out of the Civil War in Guatemala. The Civil War prevented social reforms from occurring, especially in the sector of health care.
Centro Educativo Pavarotti is a junior high school for children aged 12–16 located near Lake Atitlán in San Lucas Tolimán, Sololá Departement, Guatemala. The center is an initiative of the Rigoberta Menchú Foundation, which is an institution accredited for its contributions to the defense of human rights especially of indigenous peoples which impels educational programs, citizen participation, community development and combating impunity. The Utzilal Tijonikel program, which translated from Kaqchikel into English means “teaching to do the good thing”, offers also education complemented by a basic work orientation. The center serves approximately 150 Guatemalan children with 10 professors educating them. The majority of children attending this school live in poor circumstances, so that they receive financial support in order to attend this school. Without these benefits they would probably work on fields, like many of their parents do.
The Pan-Mayan Movement is an ethno-political movement among the Maya peoples of Guatemala and Mexico. The movement emerged in the late 1980s and early 1990s in response to a long tradition of the political marginalization of the large indigenous population of Guatemala, and particularly in response to the violent counter-insurgency policies that disproportionately affected indigenous communities during the Guatemalan Civil War. The movement was organized around an ideology seeking to unite the speakers of Guatemala's many Mayan languages under a single shared cultural/ethnic identity. It was an alternative to either of the parties of the civil war - the communist revolutionaries and the conservative government. Indigenous Mayan linguists trained by North American linguists in the Proyecto linguistico Francisco Marroquin played a major role in organizing the movement. With the 1996 peace accords the movement gained a significant position in Guatemalan politics.
Intercultural bilingual education in Guatemala was begun as part of a 20th-century educational reform effort intended to promote the country's cultural diversity. The programs merge Mayan language and culture with Spanish language and Ladino culture, a shift from the assimilation policy of educational programs promoting Spanish literacy which reduce the use of indigenous languages. During the 20th century, education reform evolved from castilianization and the 1965 Bilingual Castilianization Program to the 1980 National Bilingual Education Project. Each program aimed to increase Spanish fluency. In 1985, the Constitution legalized bilingual education and the Ministry of Education formed the Programa Nacional de Educación Bilingüe (PRONEBI). PRONEBI developed from the 1980–1984 National Bilingual Education Project, and aimed to provide bilingual education for rural indigenous children.
Youth in Guatemala are the largest segment of the nation's population. Youth includes individuals between the ages of 15 and 24 Over half of the population is under 19 years old in 2011, the highest proportion of young people of any country in Latin America. The health, education, and work opportunities for young people differ by ethnicity and social class.