Nota PISA #15 Honduras: ¿Es posible mejorar el sistema educativo del país?

Digital Learning Measures in Honduras During the COVID-19 Pandemic

“…Prior to the pandemic, studies showed that accessibility to education in Honduras was impacted by socioeconomic and geographic status, where rural areas had less access than cities, and where private schools had more access than public schools (Bos, et al, 2018;Duarte, Jaureguiberry & Racimo, 2017). Distribution of resources for education was unequal as the poorest quartile of the population had very poor school infrastructure.…”

“…In 2013, Honduras participated in TERCE carried out by the Regional Office for Latin America of UNESCO evaluating 3 rd and 6 th grade in language, math, and science (Flotts et al, 2015). Moreover, in 2017, over 4,773 Honduran students participated in PISA-D, which evaluates reading, math, and science (Bos, et al, 2018). Honduras's results in TERCE and PISA-D were below the regional median in all areas at all evaluated grade levels, with differences of more than a school year in some tested areas (Flotts et al, 2015;Bos, et al, 2018).…”

“…Moreover, in 2017, over 4,773 Honduran students participated in PISA-D, which evaluates reading, math, and science (Bos, et al, 2018). Honduras's results in TERCE and PISA-D were below the regional median in all areas at all evaluated grade levels, with differences of more than a school year in some tested areas (Flotts et al, 2015;Bos, et al, 2018).…”

“…The 2017 PISA-D evaluation reveals that Honduras displays the widest performance gap in the region between private and public schools. Low performance is heightened on students from underprivileged backgrounds, with 96% obtaining low results in PISA-D compared to 78% from students with a privileged economic status (Bos, et al, 2018).…”

“…A common fear expressed by interviewees are the diminishing levels of education as students were promoted to the next grade level without the necessary skills and knowledge. As indicated by international evaluation studies, TERCE in 2013 and PISA-D in 2017, Honduran students were not achieving the basic levels of competencies, yet grade repetition rates were among the lowest in the region, with 28% of boys and 20% of girls reporting repeating a grade at least once in their education (Bos, et al, 2018;Flotts et al, 2015). All interviewees reported perceiving an accelerated rate in lower educational achievement due to changes in education during the pandemic.…”