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Honduras: Improving Education Access for Honduran At-Risk Youth through Decentralized Community-Based Approaches

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Abstract:

In urban areas of Honduras, over 40% of youth ages 13-15 do not attend grades 7-9 and 60% of youth ages 16-18 do not attend grades 10-12 . A lack of access to education disproportionally affects youth who live in socially and economically marginalized communities, as these youth often have to drop out of school for economic, family and health reasons (e.g. early pregnancy) or early entrance into the labor market . In the country’s current situation of increased insecurity and crime, youth who lack adequate education and livelihood options are vulnerable for participation in gangs, violence and illicit activities.

As the traditional education system is not equipped to meet the needs of at-risk youth, a variety of alternative education programs respond to the needs of excluded youth by offering programs that (1) are located near youths’ homes (churches, community centers, etc.); (2) have flexible schedules, and; (3) are lower cost than traditional schools. Alternative education programs are accredited by the Ministry of Education and are highly decentralized, often relying on the use of community spaces, primarily volunteer-based facilitators and local financial support and management. Thus, local community support is a critical factor for determining the success and sustainability of these programs.

This session will discuss the various Honduran alternative education programs, outlining the challenges and benefits associated with decentralized approaches. In particular, this session will focus on Proyecto METAS’ approach of strengthening local alternative education committees as a sustainability strategy.
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Association:
Name: Comparative and International Education Society Annual Conference
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p718234_index.html
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MLA Citation:

Alvarado, Fany. "Honduras: Improving Education Access for Honduran At-Risk Youth through Decentralized Community-Based Approaches" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p718234_index.html>

APA Citation:

Alvarado, F. "Honduras: Improving Education Access for Honduran At-Risk Youth through Decentralized Community-Based Approaches" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p718234_index.html

Publication Type: Panel Paper
Abstract: In urban areas of Honduras, over 40% of youth ages 13-15 do not attend grades 7-9 and 60% of youth ages 16-18 do not attend grades 10-12 . A lack of access to education disproportionally affects youth who live in socially and economically marginalized communities, as these youth often have to drop out of school for economic, family and health reasons (e.g. early pregnancy) or early entrance into the labor market . In the country’s current situation of increased insecurity and crime, youth who lack adequate education and livelihood options are vulnerable for participation in gangs, violence and illicit activities.

As the traditional education system is not equipped to meet the needs of at-risk youth, a variety of alternative education programs respond to the needs of excluded youth by offering programs that (1) are located near youths’ homes (churches, community centers, etc.); (2) have flexible schedules, and; (3) are lower cost than traditional schools. Alternative education programs are accredited by the Ministry of Education and are highly decentralized, often relying on the use of community spaces, primarily volunteer-based facilitators and local financial support and management. Thus, local community support is a critical factor for determining the success and sustainability of these programs.

This session will discuss the various Honduran alternative education programs, outlining the challenges and benefits associated with decentralized approaches. In particular, this session will focus on Proyecto METAS’ approach of strengthening local alternative education committees as a sustainability strategy.


Similar Titles:
Power of One: Missoula’s Community-Based Approach to Outdoor Conservation-Based Education

Strengthening Educational Quality through Improvements in Teaching Quality: CRS’ experience working with Community-Based-Education Teachers in Rural Afghanistan

Developing a family-based intervention to reduce HIV risk for adolescents in rural Kenya: A community-based participatory approach

Access to Justice in Refugee Situations: The Tension Between a ‘Community-Based’ and a ‘Rights-Based’ Approach

WORK-BASED LEARNING: PLACE-BASED EDUCATION FOR AT-RISK YOUTH


 
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