Education in Honduras is free to the public. The system begins in pre-school, continues in elementary school (1st-9th grade), secondary school (10th or 12th grade), then the university years (licentiate, master and doctorate). The public education in Honduras also coexist with private schools and universities.
Honduras, officially the Republic of Honduras, is a country in Central America. In the past, it was sometimes referred to as "Spanish Honduras" to differentiate it from British Honduras, which later became modern-day Belize. The republic of Honduras is bordered to the west by Guatemala, to the southwest by El Salvador, to the southeast by Nicaragua, to the south by the Pacific Ocean at the Gulf of Fonseca, and to the north by the Gulf of Honduras, a large inlet of the Caribbean Sea.
A secondary school is both an organization that provides secondary education and the building where this takes place. Some secondary schools can provide both lower secondary education and upper secondary education, but these can also be provided in separate schools, as in the American middle and high school system.
A university is an institution of higher education and research which awards academic degrees in various academic disciplines. Universities typically provide undergraduate education and postgraduate education.
Education in Honduras is free and compulsory for nine years.In 1999, the gross primary enrollment rate was 97.3 percent and the net primary enrollment rate was 85.7 percent. Among working children, an estimated 34 percent complete primary school. A lack of schools prevents many children in Honduras from receiving an education, as do costs such as enrollment fees, school uniforms, and transportation costs.
Until the late 1960s, Honduras lacked a national education system. Before the reforms of 1957, education was the exclusive privilege of the upper class, who could afford to send their children to private institutions. It was only when the government of Ramón Villeda Morales (1957–63) introduced reforms that led to the establishment of a national public education system and began a school construction program, that education became accessible to the general population.
José Ramón Adolfo Villeda Morales served as President of Honduras from 1957 to 1963.
The secondary school is divided in two versace sections, common cycle, which are the first three years (7th-9th grade), and diversified cycle, commonly a bachelor's degree (10th-12th or 13th grade), accountant or technician careers.
The National Autonomous University of Honduras is the public university in Honduras. It has campuses in the most important cities of Honduras.
In 1998, Hurricane Mitch damaged more than 3,000 schools nationwide.The poor quality of education and the lack of vocational education are other education concerns.
Hurricane Mitch was the second-deadliest Atlantic hurricane on record, causing over 11,000 fatalities in Central America, with over 7,000 occurring in Honduras alone due to the catastrophic flooding it wrought, due to the slow motion of the storm. It was the deadliest hurricane in Central America, surpassing Hurricane Fifi–Orlene, which killed slightly fewer people there in 1974. The thirteenth named storm, ninth hurricane, and third major hurricane of the 1998 Atlantic hurricane season, Mitch formed in the western Caribbean Sea on October 22, and after drifting through extremely favorable conditions, it rapidly strengthened to peak at Category 5 status, the highest possible rating on the Saffir–Simpson Hurricane Scale. After drifting southwestward and weakening, the hurricane hit Honduras as a minimal hurricane. Mitch drifted through Central America, regenerated in the Bay of Campeche, and ultimately struck Florida as a strong tropical storm. It then became extratropical and accelerated northeastward across the North Atlantic, before dissipating on November 9. At the time, Mitch was the strongest Atlantic hurricane observed in the month of October, though it has since been surpassed by Hurricane Wilma of the 2005 season. In addition, Mitch is the eighth-most intense Atlantic hurricane on record.
There was no proper educational system before the 1950s. The education reforms of the 1950s meant that by 1957, schools were no longer available to the wealthy, but costs are a problem to this day.
Education in Bolivia, as in many other areas of Bolivian life, has a divide between Bolivia's rural and urban areas. Rural illiteracy levels remain high, even as the rest of the country becomes increasingly literate. Bolivia devotes 23% of its annual budget to educational expenditures, a higher percentage than in most other South American countries, albeit from a smaller national budget. A comprehensive, education reform has made some significant changes. Initiated in 1994, the reform decentralized educational funding in order to meet diverse local needs, improved teacher training and curricula, formalized and expanded intercultural bilingual education and changed the school grade system. Resistance from teachers’ unions, however, has slowed implementation of some of the intended reforms.
With a growing population, Syria has a good basic education system. Since 2000 the Government of Syria has significantly increased the expenditure on education 1 to 6. In 2002, elementary and primary education were combined into one basic education stage and education was made compulsory and free from grades 1 to 9.
When Saudi Arabia formally became a nation in 1932, education was largely limited to instruction for a select few in Islamic schools. Today, public education—from primary education through college—is open to every Saudi citizen. The second largest governmental spending in Saudi Arabia goes for education.
Education in Ghana was mainly informal, and based on apprenticeship before the arrival of European settlers, who introduced a formal education system addressed to the elites. Pre-Independent Ghana was known as the Gold Coast. The economy of Pre-Colonial Gold Coast was mainly dependent on subsistence farming where farm produces were shared within households and members of each household specialized in providing their household with other necessities such as cooking utilities, shelter, home, clothing and furnitures. Trade with other households was therefore practiced in a very small scale. This has made economic activities in pre-colonial Gold Coast a family institution/customs; family owned and family controlled. As such, there was no need for employment outside the household which would have otherwise called for discipline(s), value(s) and skill(s) through a formal education system. Pre-Colonial Gold Cost therefore practiced an informal education(apprenticeship) until it was colonized and its economy became a hybrid of subsistence and formal economy.
Education in Lebanon is regulated by the Ministry of Education and Higher Education (MEHE). In Lebanon, English or French with Arabic are taught from early years in schools. English or French are the mandatory medium of instruction for mathematics and science for all schools. Education is compulsory from age 6 to age 14.
Jordan prides itself on its advanced education system. Jordanians are well educated since education is considered a core value in Jordanian culture. Jordan has the highest ratio of researchers in Research and Development among all 57 Organisation of Islamic Cooperation (OIC) member states. In Jordan, there are 8060 researchers per million people, higher than the EU average of 6494, and much higher than the world average of 2532 per million.
Education in Cambodia is controlled by the state through the Ministry of Education in a national level and by the Department of Education at the provincial level. The Constitution of Cambodia establishes that the state shall protect and upgrade citizen's rights to quality education at all levels, guaranteeing that all citizens have equal opportunity to earn a living. The state shall adopt an education program "according to the principle of modern pedagogy including technology and foreign languages," as well as the state controls public and private schools and classrooms at all levels. The Cambodian education system includes pre-school, primary, general secondary, higher education and non-formal education. The education system includes the development of sport, information technology education, research development and technical education. School enrollment has increased during the 2000s in Cambodia. USAID data shows that in 2011 primary enrollment reached 96% of the child population, lower secondary school 34% and upper secondary 21%.
The Government of Yemen has made the development of education system its top priority. The share of the budget dedicated to education has remained high during the past decade, averaging between 14 and 20% of the total government expenditure and as of 2000 it is 32.8 percent. The education expenditure is 9.6 percent of GDP for the year 2001 as seen in the chart below. In the strategic vision for the next 25 years since 2000,the government has committed to bring significant changes in the education system, thereby reducing illiteracy to less than 10% by 2025. Although Yemen’s government provides for universal, compulsory, free education for children ages six through 15, the more U.S. Department of State reports that compulsory attendance is not enforced. The country ranked 150 out of 177 in the 2006 Human Development Index and 121 out of 140 countries in the Gender Development Index(2006). In 2005, 81 percent of Yemen’s school-age population was enrolled in primary school; enrollment of the female population was 74 percent. Then in 2005, about 46 percent of the school-age population was enrolled in secondary school, including only 30 percent of eligible females. The country is still struggling to provide the requisite infrastructure. School facilities and educational materials are of poor quality, classrooms are too few in number, and the teaching faculty is inadequate.
The Constitution mandates free and compulsory primary education in the Gambia, but a lack of resources and education infrastructure has made implementation difficult. In 1995, the gross primary enrollment rate was 77.1 percent and the net primary enrollment rate was 64.7 percent. School fees long prevented many children from attending school, but in February 1998 the president of the Gambia ordered the termination of fees for the first six years of schooling. Girls make up about 40 percent of primary school students, though the figure is much lower in rural areas where cultural factors and poverty prevent parents from sending girls to school. Approximately 20 percent of school-age children attend Koranic schools, which usually have a restricted curriculum.
Education in Chad is challenging due to the nation's dispersed population and a certain degree of reluctance on the part of parents to send their children to school. Although attendance is compulsory, only 68% of boys continue their education past primary school, and over half of the population is illiterate. Higher education is provided at the University of N'Djamena.
Practically all children attend Quranic school for two or three years, starting around age five; there they learn the rudiments of the Islamic faith and some classical Arabic. When rural children attend these schools, they sometimes move away from home and help the teacher work his land.
The education system in Morocco comprises pre-school, primary, secondary and tertiary levels. School education is supervised by the Ministry of National Education, with considerable devolution to the regional level. Higher education falls under the Ministry of Higher Education and Executive Training.
In 2005, the literacy rate in Laos was estimated to be 73%.
Education in Angola has four years of compulsory, free primary education which begins at age seven, and secondary education which begins at age eleven, lasting eight years. Basic adult literacy continues to be extremely low, but there are conflicting figures from government and other sources. It is difficult to assess literacy and education needs. Statistics available in 2001 from UNICEF estimated adult literacy to be 56 percent for males and 29 percent for women. On the other hand, the university system has been developing considerably over the last decade.
This article is about education in Seychelles and its evolution from private mission schools to compulsory public education in the modern system.
Education in Panama is compulsory for the first seven years of primary education and the three years of middle school. As of the 2004/2005 school year there were about 430,000 students enrolled in grades one through six. The total enrollment in the six secondary grades for the same period was 253,900. More than 91% of Panamanians are literate.
Education in Uruguay is compulsory for a total of nine years, beginning at the primary level, and is free from the pre-primary through the university level. In 1996, the gross primary enrollment rate was 111.7 percent, and the net primary enrollment rate was 92.9 percent. Primary school attendance rates were unavailable for Uruguay as of 2001.
Benin has abolished school fees and is carrying out the recommendations of its 2007 Educational Forum. In 1996, the gross primary enrollment rate was 72.5 percent, and the net primary enrollment rate was 59.3 percent. A far greater percentage of boys are enrolled in school than girls: In 1996, the gross primary enrollment rate for boys was 88.4 percent as opposed to 55.7 percent for girls. The net primary enrollment rates were 71.6 percent for boys and 46.2 percent for girls. Primary school attendance rates were unavailable for Benin as of 2001.
Education in Namibia is compulsory for 10 years between the ages of 6 and 16. There are approximately 1500 schools in Namibia of which 100 are privately owned. The Constitution directs the government to provide free primary education; however, families must pay fees for uniforms, stationery, books, hostels, and school improvements.