Final Evaluation of SAT Project, Honduras, 1997-2002
FINAL EVALUATION OF DFID TUTORIAL LEARNING SYSTEM (SAT) RURAL EDUCATION PROJECT ON THE NORTH COAST OF HONDURAS 1997-2002 (JFS 1353)
Erin Murphy-Graham Ada Leticia Vega de Rovelo Filippo Del Gatto Ineke Gijsbers Sarah Richards Commissioned by BASED-UK on behalf of DFID June 2002
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Final Evaluation of SAT Project, Honduras, 1997-2002
Contents
page
Acknowledgements Executive summary Project achievements Findings of the evaluation team Lessons, recommendations and conclusions from the DFID project 1. Introduction 2. Background 3. Achievement of objectives and indicators in the log framework 4. Other achievements 5. Impacts 6. Weaknesses or problems of SAT 7. Analysis of the agricultural component 8. Institutional strengthening 9. Lessons, recommendations and conclusions
iv v v vi vii 1 1 2 11 12 15 15 19 20
Tables Table 1. Achievement of objectives and indicators in project framework Table 2. Selection of educational, environmental and service activities carried out by SAT groups 1997-2002 (by community) Table 3. The SAT expansion strategy in Municipalities and Departments 2002-2005 Table 4. The SAT expansion strategy: new groups and communities 2002-2005 Table 5. Number of ‘old’ and ‘new’ SAT groups and students by Department Table 6. Agricultural activities of the ‘old’ SAT groups Table 7. Agricultural activities of SAT groups in ‘new’ areas Table 8a. Number of SAT groups by location and year started Table 8b. Number of students enrolled in SAT by community and gender (2000-2001)
3 7 10 10 11 16 17 31 32
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Final Evaluation of SAT Project, Honduras, 1997-2002
Appendices
page
Appendix 1. Schedule and interview list for final evaluation Appendix 2. Conclusions and suggestions from report to Ministry of Education by Ada Leticia Vega de Rovelo Appendix 3. Extracts from meeting between Bayan and Ministry of Education, 4 March 2002 Appendix 4. Statistics on SAT groups and enrolment Appendix 5. Student self-administered questionnaire
27 28 29 31 33
Acronyms BASED-UK Bayan CIDA CIDICCO DFID FUNDAEC
IADB NGO SAT APSO CISP CURLA EDUCATODOS MOPAWI PROLANSATE
Bahá’í Agency for Social and Economic Development - UK Bayan Association of Indigenous Socioeconomic Development Canadian International Development Agency International Information Centre for Cover Crops UK Department for International Development Fundación para la Aplicación y Enseñenza de las Ciencias (Foundation for the Application and Teaching of Sciences), Colombia Interamerican Development Bank Non-governmental organization System for Tutorial Learning (Irish) Agency for Personal Service Overseas Comité Internacional para el Desarrollo de los Pueblos (International Committee for Peoples Development) Atlantic Coast Regional University Centre “Education-For-All” Programme Mosquitia Pawisa – Desarrollo de la Mosquitia (Mosquitia Development) Fundación para la Protección de Lancetilla, Punta Sal y Texiguat (Foundation for the Protection of Lancetilla, Punta Sal and Texiguat)
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Final Evaluation of SAT Project, Honduras, 1997-2002
Acknowledgements We would like to thank all the individuals and organizations who have helped us in our effort to summarize the main accomplishments and lessons learned over the past five years of the DFID-sponsored SAT project in Honduras. We especially thank those at Bayan, including Oscar Castillo, Soheil Dooki, Ricardo Eden, Alejandro Martinez, Mario Miranda, Ruh贸ll谩h Sayyah, Leonel Solarte, and Etilvia Pimienta, who tolerated our seemingly endless interviews and follow-up emails when they had much more pressing work to do: monitoring and implementing the SAT programme. We also thank Irma Nelly Dooki for her warm hospitality during our stay in La Ceiba. At BASED-UK we would like to thank Michael Richards for his help in the writing of this report and Susie Howard for logistical support. We also thank Laura Barnes for proof-reading, formatting and editing the report.
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Final Evaluation of SAT Project, Honduras, 1997-2002
Executive summary From 22 March to 5 April 2002, the final evaluation was carried out of the UK Department for International Development (DFID) JFS 1353 project ‘Tutorial Learning System (SAT) with Ethnic Groups of the North Coast of Honduras’ (1997-2002). The ‘SAT programme’ is implemented by the Honduran non-government organization the Bayan Association of Indigenous Socio-economic Development (hereinafter referred to as ‘Bayan’), and the grant has been managed by the UK-registered charity the Bahá’í Agency for Social and Economic Development (BASED-UK). Information was gathered by interviewing SAT students, tutors, parents, community leaders, educational authorities, and Bayan personnel, as well as through group discussions and studentwritten questionnaires. Project achievements The most important achievement of the DFID project is that the SAT programme has been officially recognised as a formal, State-supported secondary education system. Following a long and detailed process of approval involving a number of evaluations and preliminary approvals by the Ministry of Education, the final agreement (Acuerdo 1151-SE-02), signed on 3 April 2002, establishes the nation-wide approval of SAT at the Impulsor and Bachillerato levels, corresponding with ciclo común (years 7, 8 and 9) and bachiller (years 10, 11 and 12), respectively. This establishes the legal base and State financial support for the expansion of SAT into other Departments in Honduras; the yearfor-year equivalency between SAT and the State system (which also permits students to move between SAT and the State system); and sets salary levels for SAT tutors at levels equal to teachers in other State-run educational institutions. This means that a major objective in the logical framework has been achieved together with its indicator of achievement – official recognition by the Ministry of Education of the equivalent formal education status of SAT by 2002. A second important logical framework objective achieved (and indeed surpassed) has been the development of a national plan by Bayan for the permanent and sustainable establishment of SAT (the log frame achievement refers only to the north coast of Honduras). The national plan for expansion and consolidation of SAT was in response to an explicit request by the Minister of Education in a meeting with Bayan in March 2002 (see Appendix 3). The Ministry requested that SAT be expanded first to the areas of greatest poverty. This is a recognition of SAT’s potential to address one of the underlying causes of rural poverty – weak human capital development in poor rural areas. The World Bank’s World Development Report 2000/01 states that education is the “most important factor” in improving rural welfare. These achievements are themselves the result of solid achievements at the field level, which has seen the SAT programme evolve from a small pilot project working with about ten communities and 100 students in the remote Department of Gracias a Dios in The Mosquitia, to a State-sponsored education programme operating in three Departments on the north coast of Honduras (Atlántida, Colón, and Gracias a Dios) with 48 SAT groups and about 950 students. This followed demand-led agreements between Bayan and the three Departmental regional governments for the expansion of SAT, in which the Department governments agreed to pay the direct staffing costs involved (SAT tutor and coordinator salaries). The expansion plan foresees 4,500 students and 200 SAT groups in seven Departments by the end of 2005, equivalent to about a 30 percent secondary education coverage in the rural areas of northern and eastern
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Final Evaluation of SAT Project, Honduras, 1997-2002
Honduras. The achievements of Bayan and SAT have been remarkable in view of the fact that three of the four main DFID logical framework assumptions were broken, and in the face of major logistical and communication problems involved in working in a remote and economically depressed area (see Mid-Term Report to DFID, 2000). Findings of the evaluation team High levels of support for the SAT programme were found at Departmental and District levels, as well as in communities. SAT students are widely considered to be a resource for their communities, attending a relatively advanced (in comparison with state secondary education in rural areas, where present) and good quality education programme with well-trained and motivated tutors and a proven methodology (FUNDAEC, Colombia recently won a prestigious Club of Budapest Terra Award for SAT as an exemplary education system). Interviews with community leaders, parents, tutors and the students themselves revealed a high level of commitment to improving their communities, respect for other community members, pride in their studies, and increased self-esteem and confidence as a result of SAT. SAT group solidarity was found to be especially strong in Atlántida and Colón. It was also felt that SAT has helped students become more communicative and co-operative (for example, willing to share their knowledge with others), more engaged in community life (there are various examples of SAT group or individual activities which have improved community welfare), and more involved in community organizations. Professional development seminars run by Bayan have been attended by 25 Impulsor tutors and 11 Bachiller tutors in Gracias a Dios Department, and by 51 Impulsor tutors in Atlántida and Colón Departments. The tutors have not only been able to master the academic material of the programme, but they have also made effective use of participatory methods (innovative for Honduras) in their classrooms. This has been made possible by the provision of pre- and in-service training and regular visits by the SAT coordinators. There are some signs that women are more empowered in SAT communities, but not necessarily in all dimensions of domestic and community life. The area of greatest achievement is improved self-confidence and participation in civil society and local government. There is some evidence that participation in SAT has altered gender roles within SAT households in The Mosquitia, with men taking on more domestic responsibilities. The analysis of the agricultural component of SAT reflects the continuous development and learning curve of Bayan during the implementation of the DFID project. One of the lessons is the importance of using local knowledge and of more thoroughly vetting grants to ensure that the technologies are appropriate to local conditions. Recognising that the agricultural component of the SAT programme requires external support, Bayan’s expansion plan envisages close collaboration with specialised agricultural institutions. Bayan has proved to be an NGO highly capable of implementing the DFID project. As a result of the SAT programme and internal analysis, Bayan has expanded its main focus from health to education and sustainable development issues (Bayan also manages a three-year USAID-funded project for the participatory management and conservation of a vital coastal aquatic resource). Bayan is now well known at the national level as a transparent and effective NGO committed to local development
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Final Evaluation of SAT Project, Honduras, 1997-2002
and poverty reduction. The SAT programme has also encouraged Bayan to work closely with other NGOs and institutions. Lessons, recommendations and conclusions from the DFID project The main lessons learned from this project include: •
• •
• • • • • • •
the importance of value-based education for equitable and sustainable development, including the role of values in human motivation: Bayan’s commitment is based on a common and long-term vision of the role of education in the development of human beings and society; the need for a dynamic and visionary Director of Bayan with excellent motivational and communication skills; the importance of a wider group of people who have constantly and voluntarily devoted sufficient time to getting people ‘on board’ at different levels (for example, members of the Bayan Governing Board living in the relatively distant capital Tegucigalpa have spent large amounts of time cultivating vital relationships with successive Ministries of Education); the establishment of good communication flows, including the use of the Bahá’í model of consultation to integrate diverse opinions and approaches in the solution of problems; the use of motivated and experienced human resources; the recruitment of tutors from the villages; the importance of pre- and in-service training and continuous mentoring of tutors; the implementation of appropriate materials and practical activities (based on local conditions); basing agricultural techniques on local conditions and knowledge; and the vital role of the Bayan Governing Board in providing guidance to the NGO.
The future sustainability of the SAT programme can only be achieved by the permanent involvement of Bayan (particularly in technical, philosophical and methodological aspects); the establishment of a network of collaborating institutions; legislation to establish SAT as a legally recognised system; the establishment of a SAT unit within the Ministry of Education, and a long-term agreement between this Ministry and Bayan; the initiation of a Rural University for developing the human resources necessary to sustain SAT; and, of course, sufficient funding. Specific recommendations include: • • • • •
•
The SAT texts should be reformatted, updated and adapted. Formal recognition of SAT tutor training should be sought from the national teacher training university (note: in follow-up action after the evaluation, this has been verbally obtained by Bayan). Contacts with teacher unions should be established. More outreach to parents and community members in Atlántida and Colón is required. Resources should be allocated for the implementation of the new concept of the agricultural component (in the wider context of sustainable livelihoods), including basing activities on a better understanding and use of local knowledge and resources. The gender component should be made more explicit and relevant.
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Final Evaluation of SAT Project, Honduras, 1997-2002
• • •
More systematic documentation by Bayan of their learning experience, especially with regard to agricultural activities and the process of obtaining legal recognition. The SAT programme should have more emphasis on ‘life-after-SAT’ for its students. Micro-credit and supporting technical assistance for SAT students and graduates should be introduced.
In sum, the establishment of the SAT programme provides a previously unavailable educational opportunity for rural and peri-urban communities in Honduras. The unique emphasis of the SAT programme on rural development should magnify the social and economic benefits associated with education.
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Final Evaluation of SAT Project, Honduras, 1997-2002
1.
Introduction
The members of the final evaluation team were team leader Erin Murphy-Graham (PhD candidate in international education, Harvard University, USA), Filippo Del Gatto (exDirector of EU forestry project in The Mosquitia, current Overseas Development Institute Research Associate in Honduras), Ineke Gijsbers (agroforestry specialist, currently with CABI Publishing, CAB International, UK), Sarah Richards (SAT-trained, ex-Honduras school teacher, currently Witney Further Education College, Department of Continuing Education, UK), and Ada Leticia Vega de Rovelo (General Direction of Evaluation, Ministry of Education, Honduras). The team visited several SAT groups in the Departments of Atlántida and Colón (in Aguacate Linea, Armenia Bonito, Diamante de Sión, Flores de San Juan and San Antonio). In Gracias a Dios the team (minus Ada Leticia Vega) visited SAT groups in Batalla, Belén, Ciriboya, Cusuna, Iriona Viejo, and Plaplaya. (See Appendix 1 for the itinerary of field and office visits.) The findings presented in this report are based on information gathered with the following methodologies: 1) semi-structured qualitative interviews with SAT students, tutors, parents, community leaders, and educational authorities; 2) focus group discussions with SAT students; 3) self-administered questionnaires completed by SAT students; and 4) in-depth interviews with Bayan’s Director Soheil Dooki, SAT coordinators Ruhólláh Sayyáh, Alejandro Martinez, Ricardo Eden and Leonel Solarte, and technical coordinator Oscar Castillo. (See Appendix 5 for interview schedules and questionnaire.)
2.
Background
The SAT programme was created by the Colombian development organization Fundación para la Aplicación y Enseñanza de las Ciencias (FUNDAEC). SAT is a secondary education programme that aims to meet the needs of rural students and their communities. Along with a trained tutor, SAT students study a set of interdisciplinary textbooks designed by FUNDAEC. These texts do not compartmentalize education into traditional disciplines. The general theme that links the main learning areas of service to the community, agricultural technology, mathematics, science, and language and communication, is how this knowledge can be used to promote rural development and improve the lives of the students and their communities. This model has been successful in Colombia where there are currently more than 40,000 SAT students. The SAT programme is established in 20 of the 35 departments in Colombia, and is fully funded by the Ministry of Education working through FUNDAEC and 35 NGOs. The success of the SAT programme in Colombia inspired Bayan to initiate a SAT programme in The Mosquitia in 1996. In 1994, Bayan sent two young men from the region (one Garifuna and one Misquito) to Colombia to obtain their university degrees from FUNDAEC’s Rural University. In 1996, Bayan, with funding from Kellogg and the Canadian Government (CIDA), started a pilot SAT programme with fourteen communities radiating out from Palacios (Bayan’s field office) in the Honduran Mosquitia. In 1996, Bayan and BASED-UK1 submitted a five-year proposal to the DFID Joint Funding Scheme.
1
Bayan, FUNDAEC and BASED-UK are all non-governmental organisations inspired by the spiritual and humanitarian principles of the Bahá’í Faith, an independent world religion.
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Final Evaluation of SAT Project, Honduras, 1997-2002
Since the DFID project’s inception in 1997, the most significant change has been its geographic area of intervention. In 2001, SAT was expanded from The Mosquitia to the Departments of Atlántida and Colón (also on the North Coast, but nearer to Bayan’s main office in La Ceiba). The remote nature of Gracias a Dios made it a difficult place to launch the project.2 This was exacerbated by Hurricane Mitch, which struck Honduras in 1998. The project suffered high desertion rates and had to close several of its groups. Difficulties also ensued when the Ministry of Education decided to open up Centros Básicos (schools which offer 3 years of secondary education) in several SAT villages, which also caused desertion. Despite these challenges, the Educational Directors from the Departments of Atlántida and Colón (as well as the Gracias a Dios Department) became convinced that SAT could respond to the need for secondary rural education in their Departments. In 2000 and 2001, Bayan signed contracts with these three Departments in which the Departments agreed to pay SAT tutor and coordinator salaries for the new SAT groups. While it continues to manage the remaining SAT groups in Gracias a Dios, Bayan has launched a significant expansion in Atlántida and Colón – with almost 40 groups and 850 students. This report will discuss project impacts and achievements in all three Departments where SAT currently operates.
3.
Achievement of objectives and indicators in the log framework (Table 1)
3.1
Wider objective 1. A human resource base with the skills, knowledge and attitudes to promote self-reliant social and economic development among the ethnic groups of the north coast of Honduras (Garifuna and Miskito)
(Indicator 1.1 in log frame Table 1) The establishment of 48 SAT groups in 35 communities with 950 students provides a previously unavailable educational opportunity and all of the associated benefits that education brings to the process of social and economic development. While the exact figures are not available3, it is clear that many of the SAT students would not have enrolled in secondary school if it were not for SAT. A preliminary analysis of the enrolment data from last year (2000-2001) suggests that roughly 50 percent of students are not in an age-appropriate year level. This may indicate that SAT is providing educational opportunities to individuals not previously reached by the education system.4
3 4
This common basis has greatly facilitated communication and coordination between these organisations. Communication is extremely difficult – there are no telephone lines and it often takes several days to communicate between villages. Furthermore, transport is difficult because there are no roads. Travel is by small boats along intercoastal waterways and the sea (depending on weather conditions). No school enrolment data are available for the Department of Gracias a Dios. This probably also reflects Honduras’ high repetition rates in primary school and a delay in initial school entry; nonetheless, many SAT students are aged 18 and over.
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Final Evaluation of SAT Project, Honduras, 1997-2002
Table 1. Achievement of objectives and indicators in project framework Wider objectives
Indicators
1. A human resource base with the skills, knowledge and attitudes to promote self-reliant social and economic development among the ethnic groups of the north coast of Honduras (Garifuno and Miskito).
1.1 An increase of at least 25% In the number of young people receiving secondary education in the 13-30 age group in SATattended communities.
2. Empowerment of the indigenous population, especially women.
Comments on and achievement of objectives and indicators 1.1 Lack of baseline and population data make this difficult to quantify; the small numbers in the old SAT groups make it unlikely that this was achieved in The Mosquitia.
1.2 Reduced dependence on outside support due to actions in the areas of education, health, agriculture, and community organization.
1.2 Difficult to measure, but activities in these areas have increased, so some reduction in dependence is likely.
1.3 A significant difference in attitudes of SAT students in comparison with non-Sat peer groups in the community, including attitudes of service, respect for the environment, parental responsibility, a social conscience, etc.
1.3 Questionnaires and interviews of students, tutors, coordinators and community leaders suggest that significant changes in attitudes of SAT students have taken place, especially towards community service. The activities actually carried out are also a measure of such changes. 2.1 Female students (mainly in The Mosquitia) and others agree that their confidence to make and carry out decisions has increased. Some of these have impacted on community welfare.
2.1 Increased ability of individuals to make and execute decisions with an impact on personal and community welfare.
2.2 Improved indigenous community welfare stemming from stronger grassroots organizations. 2.3 Improved participation of female SAT students in community organizations, at meetings, etc.
2.2 and 2.3 It is difficult to say whether grassroots organizations are stronger, but the participation of female SAT students and tutors has clearly increased.
2.4 An increase in the self-esteem of female SAT students.
2.4 According to personal testimonies and the views of tutors and community leaders, the female students have become progressively more confident about speaking in public meetings and in other settings.
2.5 Projects are designed and implemented by female SAT students in most SAT communities.
2.5 Female SAT students have been active participants in the projects in all The Mosquitia communities.
2.6 Increased diversity of income for female students in most SAT communities.
2.6 Students have participated in a range of production projects, although not all have resulted in a more diversified income basis.
Specific objectives
Indicators
1. SAT programme firmly
1.1 There are 200 SAT Impulsor
Comments on and achievement of objectives and indicators 1. There are 48 SAT groups
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Final Evaluation of SAT Project, Honduras, 1997-2002
established in 15 communities and impacting on community development processes in 20 communities.
graduates, of whom 100 are actively involved in community development processes in 2002.
established in 35 communities of 10 Municipalities and 3 Departments. 1.1 By April 2002, 67 SAT students had completed the Impulsor level (see Table 4 for student numbers); the majority of SAT students are engaged in community development activities.
1.2 By April 2002, 10 SAT communities with at least 1 microenterprise project executed; 10 communities with an educational activity executed; and 10 communities with adoption of more sustainable agricultural technology by non-SAT students.
1.2 By April 2002, 25 SAT groups had completed an agricultural or livestock project; however, technologies have not generally been appropriate, and so have not led to wider adoption. All SAT communities have been active in the education process; for example, helping in the primary school.
1.3 Application of new skills and knowledge to improve community welfare in all the communities.
1.3 According to interviews and tutor observations, various skills have been applied, especially oral and written communication skills.
1.4 Positive attitudes by the community to the SAT groups in all the communities.
1.4 Interviews revealed very positive attitudes to the SAT groups in all communities.
2.1 Ministry of Education officially recognizes equivalent formal educational status of SAT qualification by 2002.
2.1 In March 2002, the Ministry of Education issued the fourth and final acuerdo formally recognizing SAT as fully equivalent to the complete state secondary education qualification.
2.2 Government institutions take political decision to extend SAT to other rural areas by 2002.
2.2 In March 2002 the Ministry of Education requested Bayan to prepare a national expansion plan for SAT.
3. Development of a plan for the permanent and sustainable establishment of SAT on the north coast of Honduras.
3.1 Plan developed by April 2002.
3.1 A plan for the permanent and sustainable establishment of SAT as a national rural education programme was developed in March-April 2002 in response to a request by the Ministry.
Outputs
Indicators
1. 200 SAT graduates at Impulsor level.
1. 90 Impulsors by the end of 1998 and 110 graduates by the end of 1999 (200 in total).
Comments on and achievement of objectives and indicators 1. By April 2002, 67 students had passed the Impulsor level; 55 are studying Impulsor level in The Mosquitia, and 850 in the newer areas.
2. 150 SAT graduates at Practitioner level.
2. 60 Practitioner graduates by the end of 2000, and 90 Practitioner graduates by the end
2. There are 47 students in The Mosquitia studying at the Bachiller level, which merges
2. Recognition of SAT as an authorized non-formal secondary education qualification.
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Final Evaluation of SAT Project, Honduras, 1997-2002
of 2001 (150 in total).
the old Practitioner and Baccalaureate levels. 12 students are expected to complete the Bachiller level later in the year 2002).
3. 50 SAT graduates at Baccalaureate level, and another 50 studying at the Baccalaureate level.
3. 50 Baccalaureate graduates by the end of 2002, and 50 Baccalaureate graduates in the process of study (100 in total).
3. See 2.
4. 27 SAT Impulsor texts adapted and printed.
4. 27 Impulsor texts adapted and printed by the end of 2000.
4. 34 Impulsor texts have been adapted and printed.
5. 26 SAT Practitioner texts adapted and printed.
5. 26 Practitioner texts adapted and printed by the end of 2001.
5. 3 Bachiller texts have been adapted and printed, 18 texts are awaiting feedback from tutors, and adaptation of the remaining 12 has commenced.
6. 26 SAT Baccalaureate texts in process of adaptation.
6. 26 Baccalaureate texts in the process of adaptation in 2002.
6. See 2.
7. 20 tutors trained at the Impulsor level.
7. 20 Impulsor tutors trained by the end of 1999.
7. 76 tutors have received Impulsor level training.
8. 15 tutors trained at the Practitioner level.
8. 15 Practitioner tutors trained by the end of 2001.
8. 11 tutors have received Bachiller level training.
9. 10 tutors trained at the Baccalaureate level.
9. 10 Baccalaureate tutors in the process of being trained at the end of the project.
9. See 2.
10. SAT groups established and functioning in 15 communities.
10. 15 SAT groups established by mid-1998, with progressive consolidation of group and community development activities to (and beyond) April 2002.
10. 48 SAT groups are established and functioning in 35 communities of 10 Municipalities and 3 Departments.
The quantitative goals for students in the old SAT groups (in The Mosquitia) have not been achieved, partly due to the breaking of three of the main risks or assumptions in the log frame. Hurricane Mitch, a major natural disaster, occurred in November 1998; this severely worsened poverty, causing mass desertion. There was also a major change in Ministry of Education policies when it decided to introduce secondary education on an experimental basis in some of the SAT communities (also causing some initial desertion). Another unexpected policy decision was to sharply increase teacher salaries in the state education system, making it difficult to retain the SAT tutors. Other reasons for the failure to achieve the numerical goals are discussed in the Outputs section.
(1.2) The unique emphasis of the SAT programme on rural development should increase the social and economic benefits associated with education. Students, parents,
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Final Evaluation of SAT Project, Honduras, 1997-2002
community members and educational authorities all reported that SAT imbued practical knowledge that could be used immediately to benefit the community. (1.3) The interviews and written questionnaires indicate that SAT students have a high level of commitment to improving their communities. The vast majority of students interviewed reported that before the SAT programme started they did not think about their role in the community, or how they could contribute to community development. All students have taken part in service projects and many are active in local organizations. Table 2 lists some of these activities. In addition to those listed in the table, all SAT groups have carried out community health activities; most have carried out literacy projects (in one case with 33 beneficiaries); helped primary school children with learning difficulties; organised civic functions like fairs to develop community solidarity; and carried out village clean-up, hygiene and beautification projects. While the SAT tutors and coordinators encouraged many of these projects, and some were part of the SAT course, others were more spontaneous. Several of the interviewees suggested that SAT is an effective means for reducing juvenile delinquency and preventing youth from joining gangs (maras), which are becoming a major social problem in remote areas of the country more or less abandoned by the government and aid programmes. 3.2
Wider objective 2. Empowerment of the indigenous population, especially women.
(2.1) While empowerment is difficult to measure, a useful indicator is increased participation of SAT students and tutors (also mainly women) in village activities and institutions. While no baseline data are available on their participation before SAT, the evidence suggests that there has been a considerable increase (see Table 2 and 3.3 [1.1]). (2.2) This indicator is difficult to measure, especially in the short-term. (2.3) Interviews revealed that the majority of female SAT students in The Mosquitia are now involved in community organizations, and they often take on leadership roles within them. For example, one of the younger SAT students in Ciriboya was appointed as the accountant of the community cassava processing enterprise, and two students in Cusuna were elected to the village council (Patronato). (2.4) Numerous testimonies were heard from women in all three Departments regarding their improved self-confidence. Related to empowerment is delayed age of marriage and childbirth: tutors in Orica thought that many of the girls would have married or had children if they had not joined SAT. (2.6) There are some initial signs that women are more involved in income-generating activities. For example, several SAT students sell products such as cassava, sweets and staple foods (which they did not do before starting SAT).
Table 2. Selection of educational, environmental and service activities carried out by SAT groups 1997-2002 (by community)
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Final Evaluation of SAT Project, Honduras, 1997-2002
Community Belén
Ciriboya
Sangrelaya
Cusuna
Plaplaya
Palacios Iriona Viejo
‘New’ SAT group activities include
3.3
Activities carried out by SAT groups § collaboration with MOPAWI in mangrove reforestation project § collaboration with MOPAWI in coconut reforestation project, resulting in planting 1,200 coconut trees § presentation to MOPAWI of a proposal for water pumps (approved but pumps not delivered due to lack of MOPAWI funding) § formation of a community support committee for SAT, including non-SAT families § development of environmental education signs § fencing off and cleaning of a plot by community members § community health activities § tutor is coordinator of community Centre of Teacher Learning (CAD) and promoter of agroforestry project for women § donation of fruits and salad crops to community from fruit tree and salad crops projects § participation in local coconut reforestation project § participation in community cassava processing business (two SAT students are officers) § support to primary school pupils § tutor on Local Development Committee (CODEL) § community PRA diagnostic study § organization of a cultural event for 150 people to raise funds to pay for SAT texts; included dramas with social messages, e. g. on drug addiction and alcoholism § participated in health courses involving midwife training and oral rehydration § community rubbish cleaning campaigns and sanitary survey § helped renovate the state secondary school § helped primary school children with learning difficulties § volunteers in community health centre and active in community health diagnosis § participation in health courses involving training of midwives and oral rehydration § election of 2 students to the village council (Patronato) § securing donation of 15 calculators from ‘Doctors Without Borders’ programme § report on cassava growing experience to interested community members § established a small grocery shop (pulperia) and plant sales to pay for SAT materials § help in a community literacy outreach project § visits to families to talk about health issues such as diarrhoea and tropical skin diseases § community PRA diagnostic study § support to primary school children with learning difficulties, supply teaching when teacher absent § carried out a health consciousness campaign and organised an event for international AIDS day § organized student meetings (encuentros) with students of state system § organized an annual fair; keeping 60% of profits for building and equipping a SAT meeting centre § design of environmental and health education signs § started an environmental club § distribution of plants and seeds after Hurricane Mitch § organized workshops on environmental cleanliness § community PRA diagnostic study § helped construct a community centre § a female SAT student took the lead in organizing a community first-aid kit § active involvement in local health organization, a coconut reforestation programme (a SAT student is President), and in parent’s kindergarten group § household visits to discuss childhood diarrhoea and parasites § organization of fund-raising activities to help poorer SAT students pay for books § hosting and supporting community and cultural events (e.g., ‘maize festival’ in Diamante de Sión) to boost community solidarity
Specific objective 1. SAT programme firmly established in 15 communities and impacting on community development processes in 20 communities.
(1.1) Many Impulsor graduates are active in community development processes. The coordinators estimate that 50 percent of graduates are actively involved. For example, in Ciriboya the president and the vice-president of the local youth organization are SAT
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Final Evaluation of SAT Project, Honduras, 1997-2002
students. Another student in Cusuna is a member of four community organizations that she did not belong to before starting SAT. In Iriona Viejo, SAT students fill the positions of president and vice-president of the Committee for Preventative Health, another is president of a coconut rehabilitation project, and two are involved in the kindergarten. (1.2) Several micro-enterprise activities are being initiated, but funding remains a problem. For example, the SAT group in Sangrelaya would like to set up a pig farm, but this requires approximately $4,000. Bayan has sent a $65,000 micro credit proposal to the Canadian International Development Research Centre (IDRC). (1.3) As an example of the application of new knowledge, all of the new SAT groups have recently carried out community household interviews about the frequency of diarrhoea in children. This activity will be followed up by another visit to these households to share information about the use of oral rehydration solution and methods for preventing diarrhoea. Cultivation of vegetables and staple crops on ridges and the use of different seed treatments for tree species are among the newly learned agricultural skills. There have also been a number of health education and agricultural projects carried out by SAT students over the past five years. (See Table 2.) There was a high level of acceptance and support among community members (including community leaders), parents and the students in all the communities visited. Specifically: •
In several communities5, the Ministry of Education intended to open a Centro Básico, but community leaders had asked for SAT instead; In the past year, several students have entered teacher training and nursing colleges. This has helped legitimise SAT in the eyes of community members, because they now feel confident that higher education opportunities are open to SAT graduates; Community members also expressed support for the practical SAT activities, in particular the agricultural projects and the home visits carried out by SAT students; An important demonstration of support has been the rent-free loaning of land for agricultural activities; SAT students are used as supply teachers in one primary school and are constantly sought out for help with homework.
•
• • • 3.4
Specific objective 2. Recognition of SAT as an authorized non-formal secondary education qualification.
(2.1) The process or policy level objectives involved in the long-term goal of establishing SAT as a national, sustainable and state-owned rural secondary education system have been surpassed. The SAT programme received its fourth and final approval (Acuerdo 1151-SE-02) on 3 April 2002. Given that this is a pilot project to establish whether the SAT methodology functions well and is appropriate for rural Honduras, this must be considered as the most important achievement of the DFID project. The agreement establishes: •
5
The nation-wide approval of SAT at the Impulsor and Bachillerato levels, corresponding with ciclo común (years 7, 8 and 9) and bachiller (years 10, 11 and 12), respectively; year-for-year equivalency means that students are able to move between SAT and the state system; Armenia Bonito, Orica, Paguales, and Villa Franca.
16
Final Evaluation of SAT Project, Honduras, 1997-2002
•
A legal basis and state financial support for the expansion of SAT into other Departments of Honduras: the Ministry of Education will pay tutor salaries equivalent to those in ‘other state-run educational institutions’.
In addition to official recognition, the three Departmental Educational Directors are highly supportive of SAT. High levels of support were also found at the District level; for example, the District Educational Director in Saba said: “SAT is the best thing happening in education here in this District. From the moment Bayan came to present on SAT, I was one of its biggest fans.” In the District of Juan Francisco Bulnes, the District Educational Director, Mr. Green, wants to convert the local Centro Básico into a Centro Básico SAT. Mr. Green’s vision is to have SAT as the only state-offered education system for years 7, 8, and 9 in his District. All the educational authorities interviewed revealed strong support for SAT and a desire for national expansion. (2.2) As mentioned above, SAT currently operates in three Departments, and the Ministry of Education has decided to expand SAT nationally. The Ministry’s priority areas for expansion are those with the highest levels of rural poverty, which indicates that the Ministry recognizes the potential of SAT as an education system that can help alleviate rural poverty. Given that education is consistently identified as an important strategy for rural poverty alleviation6, SAT should become an important input in the long-term social and economic development of Honduras. Bayan’s national expansion strategy, contingent on Ministry approval, is discussed in 3.5. 3.5
Specific objective 3. Development of a plan for the permanent and sustainable establishment of SAT on the north coast of Honduras.
(3.1) Bayan is in the process of developing a national expansion plan for SAT, together with a Ministry of Education commission, and at the request of the Ministry of Education. This followed a meeting on 4 March 2002 between the Ministry and Bayan, called for by the Minister of Education (see Appendix 3). The expansion strategy aims to increase the number of students over four-fold, bringing total enrolment to approximately 4,500 students in approximately 500 communities, belonging to 30 Municipalities and seven Departments, by the end of 2005. Following the Ministry of Education’s priorities, the expansion of SAT will be initially to the high poverty areas of western Honduras, specifically to the Departments of Copan, Intibuca, Lempira, Ocotepeque, and Santa Bárbara. In 2003-2005 the programme will also expand eastwards to Yoro and northern Olancho. In 2006, SAT will expand southwards to the Departments of Comayagua and La Paz. To ensure a consolidated and organic growth of SAT, expansion will be first to the more accessible communities. An important lesson from the DFID project is not to commence a new education programme like SAT in the most remote areas, but to build up credibility first in areas which allow close support and monitoring before expanding to more difficult areas. Tables 3 and 4 present the SAT expansion strategy over the next three years. Table 3. The SAT expansion strategy in Municipalities and Departments 2002-2005
Year
No. of Departments Initial
6
New
No. of Municipalities in Departments Initial
New
See, for example, the World Bank World Development Report 2000/01.
17
Final Evaluation of SAT Project, Honduras, 1997-2002
2002 2003 2004 2005 Total
3 3 6 7 7
0 3 1 0 4
10 10 19 23
0 9 5 7 30
Table 4. The SAT expansion strategy: new groups and communities 2002-2005
Year
Number of Groups Northern Honduras Western Honduras Initial New groups New groups Total Initial New groups in New groups in Total groups in ‘initial’ in new new groups ‘initial’ new new communities communities groups communities communities groups 26 8 11 45 0 0 0 0
2002 45
12
10
67
0
0
27
27
67
16
12
95
27
6
14
47
95
22 58
2003 2004 2005 TOTAL
14 131 47 11 10 47 131 27 51 Total new groups for Northern and Western Honduras:
68 68 199
Bayan’s expansion strategy explains that expansion into other areas of the country should be relatively slow and organic, in order to guarantee that all personnel are properly trained and that the necessary inputs (including policies and support systems) are in place for the programme to operate efficiently. The expansion strategy also states that the participation of educational authorities at the Department and District levels is essential for effective programme implementation. 3.6
Outputs
As can be seen in Table 1, while some of the quantitative indicators referring to the original project area (The Mosquitia) were not achieved by the end of the DFID project, target numbers have been surpassed due to the new SAT groups established in the last year in response to the demand from, and agreements made with, the three regional Departments. In the Departments of Atlántida, Colón, and Gracias a Dios, there are now 48 SAT groups with about 950 students (see Table 5).
Table 5: Number of ‘old’ and ‘new’ SAT groups and students by Department
Impulsor 1st year
Gracias a Dios (7 communities) Number of Number of Female Groups Students 1 14 4
Male 10
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Final Evaluation of SAT Project, Honduras, 1997-2002
2nd year 3rd year Subtotal Bachiller 1st year 2nd year 3rd year Subtotal SAT total Impulsor 1st year 2nd year SAT total
2 1 4
33 8 55
12 8 24
2 22 20 2 13 9 2 12 10 6 47 39 10 102 63 Atl谩ntida and Col贸n (28 communities) Number of Number of Female Groups Students 24 530 55-60% 14 320 53% 38 850 55%
21 0 31
2 4 2 8 39 Male 40-45% 47% 45%
The slower than planned academic progress in the SAT groups means graduation or transition dates from one academic level to the next are later than in the log frame plan. Whereas in Colombia the full SAT secondary educational cycle took about 6 years, in The Mosquitia, at least, it will take longer, mainly because academic levels are much lower than in Colombia. Other factors that contributed to the slower pace of progression are that most of the students were learning in a second language; there was a high proportion of mature students who had family commitments and poor study skills; the tutors and coordinators were less experienced; and the text books were only slowly adapted7 to the Honduran context. The latter has been because work on the texts has mainly been carried out by one staff member only (at any time), and there have been gaps in the employment of text officers.
4.
Other achievements
4.1
Adaptation of textbooks
The textbooks used originate from FUNDAEC, and their adaptation to the Honduran situation was an important part of the DFID project. The process of text adaptation has been difficult because of limited human and financial resources and the lack of electronic versions of the original texts. All 34 Impulsor texts have been adapted and printed, as well as three Bachiller texts. The remaining 30 Bachiller texts are in different stages of adaptation. The lack of electronic versions of texts means that only pages requiring changes are rewritten. This has resulted in different page layouts in the same textbook. The printing and binding quality of many of the textbooks is poor, resulting in poor quality illustrations and text that is sometimes difficult to read.
7
This involves three stages: office adaptation, feedback from tutors during their training, and final revision and printing.
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Final Evaluation of SAT Project, Honduras, 1997-2002
Although time constraints limited a careful study of the contents of all the textbooks, several observations could be made. Examples and case studies used show many stereotypic gender roles, such as male farmers (agricultural texts), male doctors and female nurses (community services texts), and mothers solely caring for sick children (community service texts). Some of the agricultural texts also show a tendency to promote the frequent use of external inputs (including pesticides). The English textbook (used in the first year of the Impulsor course in ‘new’ areas) shows a fair number of grammatical errors.8 The revision of some texts used in the first year of the Bachiller course is just beginning, which means that most groups in the ‘new’ areas continue to use the old, unadapted texts. The SAT texts are essential for the continuing success of the programme and Bayan should continue to improve them. Textbooks should present a more balanced gender situation and agricultural texts should reflect current thinking on agricultural development and environmental issues. 4.2
Pre- and in-service tutor professional development
An impressive accomplishment of the tutor training process is that the tutors not only master the academic material of the programme, but also use participatory methods in their classrooms. Additionally, the tutors are visited every two weeks by their coordinator to offer on-site support and are encouraged to call the coordinator if they have any questions or doubts. Interviewed tutors were pleased with their training and coordinator support arrangements. Most of the new tutors in SAT also work as teachers in the primary school. Several new tutors mentioned that they have incorporated what they have learned in the SAT training in their primary school teaching. The impact of SAT tutor training therefore extends well beyond SAT.
5. 5.1
Impacts Higher school enrolment rates and academic achievement in SAT communities
Enrolment data from last year (2000-2001) confirmed that many of the enrolling students have been considerably older than 13, the normal age for beginning year 7. SAT student interviews revealed that they would not have enrolled in a state secondary school, and that neither their parents nor older siblings had attended secondary school. An evaluation study of SAT groups in The Mosquitia, carried out in May 2001 by the Ministry of Education, confirmed that SAT is a relatively advanced secondary education system in Honduras. Specifically, SAT students scored higher than average in mathematics and Spanish. This is particularly impressive considering that Spanish is not the first language of most of the students. In addition, they were unaccustomed to taking tests of this nature given SAT’s focus on the practical application of skills, rather than memorization of facts. The high academic level of SAT was also confirmed when all seven SAT students from Belén who applied passed the entrance exam into a teacher training college in Trujillo, while several students from the local Centro Básico failed.
8
This textbook was not written by FUNDAEC.
20
Final Evaluation of SAT Project, Honduras, 1997-2002
5.2
Attitudinal and behavioural impacts
SAT students apparently have a high level of commitment to improving their communities. The tutor in Belén reported that when the programme first began, students had negative attitudes towards community service, but now they often think of work that they can carry out in the community in addition to what is suggested in the textbooks. The tutor in Plaplaya told the story of one of her students who initially refused to do any work outside the classroom. Now, this same student is one of the most active in work outside the classroom and often encourages the rest of the group to participate in community activities. Students reported that SAT has strengthened their moral and social values. Interviews revealed that students considered themselves to have become more respectful of others. Almost every student interviewed stated that before the programme started they had difficulty speaking in public and that they were shy. The students reported that they are now more confident in this regard and that they credit this to the participatory nature of SAT. Students also reported that they felt proud to be studying in SAT and felt that it would prepare them well for further study. Many of the students expressed a desire to stay in their communities and work to improve their community when they finish the programme. They also showed a high level of group solidarity (especially in Atlántida and Colón) where several of the groups visited had engaged in fund-raising activities to help poorer students buy textbooks. (Ten of the new communities carried out fund-raising activities to finance the cost of their studies.) Accompanying these attitudinal changes are many behavioural changes among SAT students. Unfortunately, the time limitations of the fieldwork did not allow the observation of SAT students in their homes, the community, or the classroom, which would have been a better way of determining behavioural changes. In order to assess behavioural changes, the team relied on the accounts of tutors, parents, community members and the students themselves. According to these respondents, SAT students are more communicative than before they started the programme. Parents report that students are more co-operative in doing work around the house, and that they are more “hard-working” and dedicated to their studies. Students are also more engaged in community life. Many of the SAT students reported that they are involved in community organizations, including the village council, church and youth organizations. They said they were not involved in community activities prior to starting SAT, because they did not feel competent. The various social or community service activities listed in Table 2 are also evidence of the attitudinal and behavioural impacts of SAT. 5.3
Dissemination of knowledge in the community
While the impact of SAT in the wider community may take many years to become manifest, there are initial signs that the knowledge gained by students has been shared with others, including their parents and siblings, their friends and other community members. Several of the SAT students reported that their parents and siblings sometimes read the SAT texts. Students also reported that they have shared agricultural knowledge with parents, friends and other community members. In addition to this, SAT students have undertaken activities that directly improve community welfare, such as the vaccination of chickens, and establishing the coconut nurseries in Belén
21
Final Evaluation of SAT Project, Honduras, 1997-2002
and Ciriboya (see Table 2). These actions of sharing knowledge have the potential to increase community solidarity, as seen in the communities visited. 5.4
Impacts on tutors
SAT tutors also report several ways that they have benefited from their participation in the programme. First, they report more economic stability because of their SAT salary. Many tutors working in The Mosquitia mentioned that if it were not for the SAT programme, they wouldn’t have been able to find work in their communities, and likely would be living in cities such as La Ceiba. Second, tutors claim that they have undergone attitudinal and behavioural changes with respect to working in the community and in their families. For example, the tutor in Plaplaya reported that since starting to work with SAT, her relationship with her husband has changed, and that their relationship is more egalitarian. The tutor attributed this change to her participation in the SAT programme and sharing the SAT materials with her husband. Third, tutors report that they are more academically advanced because of the tutor trainings. This additional academic knowledge and their experience of facilitating the SAT groups have given them greater self-confidence. Several tutors mentioned that they were no longer afraid to speak in public. 5.5
Environmental impacts
SAT groups are involved in various environmental activities (such as reforestation, waste management and community cleaning initiatives). These activities, some of them listed in Table 2, have generated enthusiasm among the students and interest among community members, thus raising environmental awareness. However, the environmental impact of these activities is difficult to estimate. Currently, Bayan is implementing a participatory natural resource management and conservation project around the Bacalar Lagoon, located at Palacios, Bayan’s field office for The Mosquitia. This is a three-year project funded by the US Agency for International Development. Bayan is planning to use the project to improve the environmental aspects of the SAT curricula (for example, writing an environmental textbook and allowing SAT students to participate in field surveys). This will strengthen the environmental focus of SAT. 5.6
Women’s empowerment and gender roles in SAT communities
In terms of gender relations within SAT households in The Mosquitia9 (between female SAT students and their domestic partners), there are some signs of the programme’s impact. For example, the tutor from Plaplaya felt that participation in SAT has altered gender roles in SAT households, with men taking on more domestic responsibilities. Furthermore, many female students mentioned that their husbands respect them more, because they have higher academic levels and are acquiring practical knowledge. As mentioned above, many of the female SAT students are more involved in community organizations than they were prior to their participation in the programme. Furthermore, several of these women have leadership roles in these organizations (such as in Cusuna and Iriona Viejo). A low impact area is consciousness among men and women about gender issues. Interviews revealed that while some domestic responsibilities are being redistributed, for the most part households remain male-dominated. To date, no SAT group activities 9
Given the short time SAT has been operating in Atlántida and Colón, the following observations refer only to The Mosquitia.
22
Final Evaluation of SAT Project, Honduras, 1997-2002
have focused on gender inequality within the community. It appears that while SAT has increased women’s participation in the community, women still have less decisionmaking power and control over household resources– at least in the short-term.
6.
Weaknesses or problems of SAT
During the interviews several problems in the implementation of SAT were mentioned. These include: •
• •
• • •
At the beginning of the SAT programme in The Mosquitia, some community members initially distrusted the programme because it did not have permanent recognition from the Ministry of Education. In some communities, teachers in newly started Centros Básicos started rumours about SAT (saying it was a waste of time, etc.) in order to take students away from SAT so that they would enrol in the Centro Básico. However, over the last two years, Bayan has succeeded in overcoming these prejudices.10 Several students in one group in The Mosquitia complained that poor teaching in mathematics was slowing their progress. A few students were disappointed that it was taking longer than they had anticipated to complete the SAT programme, and two students mentioned continuing problems with evaluations, because the tests were sometimes given months after a module had ended. Some students mentioned the problem of having to pay for several books at the same time. Disappointment was expressed by parents that new SAT groups for younger children could not be started in their communities. Some tutors reported that during the training there was a lot of information to absorb in a relatively short period of time.
7.
Analysis of the agricultural component
7.1
Bayan’s learning experience
The main objective of the agricultural component was to develop students’ capacities (attitudes, skills and knowledge) by practically applying the SAT principle of ‘actionreflection-learning’. Despite the numerous problems that affected the development of this component (mainly due to Bayan’s initial lack of agricultural experience and the consequent implementation problems), this objective has, at least to a certain degree, been achieved. The evolution of this SAT component is particularly interesting, because it reflects the continuous development and learning curve of Bayan during the implementation of the SAT programme.
10
For example, the Director of the primary school in Plaplaya did not initially support the SAT programme. According to the coordinators, in the last year his attitude has changed completely based on the work the SAT students have done in the community and their high academic levels. He is now a strong voice in support of SAT in the community.
23
Final Evaluation of SAT Project, Honduras, 1997-2002
Initially, the main problem was a delay in the appointment of the project agronomist, followed by personnel changes due to the remoteness of the working area.11 From April 1997 to June 1999, the two different agronomists only worked for six months between them, and few agricultural activities were implemented by the SAT groups. Things changed in mid-1999 when a third agronomist was appointed who was able to initiate agricultural activities with all 11 SAT groups in The Mosquitia.12 Following closely the SAT texts, the agricultural projects carried out were mainly ‘subsystems’ (associated cultivation of at least three crops, mostly yucca (cassava), maize, and beans), livestock rearing (chickens or pigs), vegetable gardens, nurseries, and plantations of different tree species. All the ‘old’ SAT groups carried out several agricultural projects (see Table 6). Table 6. Agricultural activities of the ‘old’ SAT groups Group/Activity
Batalla Belén Ciriboya Cusuna Iriona Viejo Plaplaya Sangrelaya Tocamacho
Chickens
1X 1X 2X 3X 2X
Coconut nursery*
Fruit Trees
1X 1X
2X
Pigs
1X
1X 1X
Mangrove trees**
1X 1X
Agricultural Subsystems X X X X X X X X
Timber trees**
1X
Vegetable Gardens
1X
* in collaboration with the Pastoral Social of the Catholic church ** in collaboration with MOPAWI These agricultural projects represented a significant step forward after the initial years of inactivity. Several projects have been quite as successful, and are still continuing without external technical assistance. The coconut projects, using varieties resistant to Lethal Yellowing disease, aim to counteract the social and environmental effects of this disease in an important local crop. The coconut nursery of the Belén SAT group was reported in a recent independent evaluation to be the best in the country (Mario Ardón, personal communication). However, while some projects were successful, many others incurred severe problems and failed. This was due to such factors as poor soil quality, flooding, damage caused by animals, inappropriate chicken and pig breeds, and logistical problems resulting in delays in obtaining seeds and other inputs. Fortunately, these difficulties and failures have triggered a productive learning process. In the last two years, recognising the weaknesses of the agricultural activities, Bayan went through a process of reflection and analysis of this component. An important aspect in this process is the (possibly still incomplete) recognition that the problems mentioned above are only proximate factors to more underlying causes. These include: (i) inappropriate allocation of agricultural plots and inadequate soil preparation; (ii)
11
12
Budget limitations were at the root of this instability, with insufficient funds for hiring and retaining experienced professionals in a remote area like The Mosquitia. At the beginning of 2000 an Irish volunteer was also employed as a SAT agronomist. However, due to a car accident his support to the programme was greatly reduced.
24
Final Evaluation of SAT Project, Honduras, 1997-2002
projects based on external inputs and relying on outside donations13; (iii) insufficient coordination between the agronomist and SAT coordinators; (iv) SAT texts being seen as recipes for agricultural activities rather than as flexible examples14; (v) limited use of local resources and traditional knowledge; and (vi) poor appreciation of other locally important livelihood strategies (such as fishing). These have stemmed from a poorly developed initial vision of the agricultural component and inadequate technical advice. Although this ‘reflection and learning’ process is ongoing (and could be further emphasised), it has resulted in an important shift in the organization and philosophy of the agricultural component of SAT. For example, it has been recognised that Bayan, with its limited human and financial resources, needs outside support to effectively implement the agricultural component of SAT, especially in the oncoming national expansion phase. Bayan has therefore begun to collaborate with recognised specialized agricultural NGOs like the Pastoral Social of the Catholic Church and the International Information Centre for Cover Crops (CIDICCO – see below). The new focus of the agricultural component is based on two important principles: (i) recognition of the tutors as the main initiators of agricultural activities (with the support of the coordinators, but without fulltime technical assistance from Bayan); and (ii) establishment of a network of agricultural institutions willing to collaborate with SAT groups. Since 2001, these principles have been applied both with the ‘old’ The Mosquitia groups (supporting projects started in previous years) and with the ‘new’ groups in Atlántida and Colón (initiating agricultural activities with Impulsor students). A summary of the agricultural activities of the new groups is presented in Table 7. These agricultural activities or ‘projects’ were so impressive that the team member from the Honduran Ministry of Education, in her report to her Vice-Minister (Appendix 2), commented that the strength of this agricultural component caused SAT to stand out among other education systems. Table 7. Agricultural activities of SAT groups in ‘new’ areas Group/Activity Armenia Bonito Diamante de Sión El Zapote Meroa 8 Orica Paguales San Antonio San Marco Villa Franca
13
14
Cultivation on ridges 1X
Fruit/shade trees
1X 1X 2X
Subsystems Banana/rambutan
1X 1X 1X 1X
1X 1X 2X
Nursery of fruit/timber trees
1X 1X
1X
This problem was exacerbated after Hurricane Mitch, when many aid organisations promoted food security projects based on donations in cash and/or kind. Thus, Bayan found itself in a difficult position: refusing such assistance (with the risk of losing potential collaborators and upsetting local beneficiaries), or accepting donations (with the inherent risk of paternalism and its long-term negative impacts). This was mainly due to the lack of agricultural expertise in Bayan at the start of the DFID project. The rigid implementation of agricultural practices as described in the still unadapted texts was a logical starting point.
25
Final Evaluation of SAT Project, Honduras, 1997-2002
7.2
Collaboration with CIDICCO
CIDICCO (International Information Centre for Cover Crops) is a leading Honduran organization for people-centred agricultural development, specialising in cover crops. In the first quarter of 2002, Bayan contracted CIDICCO to facilitate four workshops with SAT groups in The Mosquitia area. These workshops were relatively successful because they focussed on appropriate technology, sharing of experiences among farmers, and the involvement of non-SAT community members (an important indicator of the log frame). However, these workshops were very short and relatively expensive. The use of short, intensive training courses can only have a limited impact in the long-term process of community-based agricultural development. Therefore, Bayan plans to rely less in the future on short, intensive courses; focusing instead on building partnerships with CIDICCO and other institutions, aimed at the day-to-day co-management of the agricultural component in SAT communities. This makes sense, especially considering that specific training activities can be carried out by the newly appointed technical coordinator, who is highly experienced in family farming and the use of appropriate technology. 7.3
Future of the agricultural component
It is felt that Bayan’s new approach will strengthen the agricultural component because it clarifies the responsibilities of each actor (students, tutors, coordinators, technical coordinator, and other agricultural institutions), and it combines the educational expertise of Bayan with the specialised agricultural skills of other institutions. However, this approach will not be without difficulties. One problem could be the lack of sufficient potential among collaborating institutions in some areas. Another could be that the approach of some collaborating organizations may not coincide with the SAT philosophy of local development based on community resources and knowledge. Over the past two decades Honduras has gained extremely valuable experiences in people-centred agricultural improvements. However, the spread of these experiences from one organization to another has been difficult. While in theory all agree on the importance of local resources/knowledge and appropriate technologies/processes, in reality much agricultural aid is still based on donations of external inputs. Bayan can do little to change the attitude of other institutions, and should be wary of developing partnerships if there is likely to be a clash of principles and approaches to local socio-economic development. Another concern is that the agricultural activities continue to be too inflexibly linked to the SAT texts. Until now, practical activities have been carried out only when a group studies an agricultural text. Plots are then abandoned until a different text suggests (often after several months) another practical activity; however, continuity is lost as the new activity is often started on a different plot. Bayan is currently considering the idea of implementing permanent ‘SAT/community learning plots’. The idea is not to burden students with agricultural labour, but to show the small, continuous changes that are at the base of agricultural improvements. These permanent plots could eventually also become continuous sources of income for SAT students. In sum, it is felt that Bayan has learned from its mistakes and is now moving towards a more appropriate agricultural and sustainable livelihood strategy.
26
Final Evaluation of SAT Project, Honduras, 1997-2002
8.
Institutional and inter-institutional aspects
8.1
Collaboration with other institutions and NGOs
The SAT programme has encouraged Bayan to work closely with other institutions and NGOs in The Mosquitia, including MOPAWI (development and environmental NGO), CIDICCO (agricultural NGO), APSO (Irish aid agency), and Pastoral Social (institutional branch of the Catholic Church). For example, in Belén the SAT group runs a coconut tree nursery with support from Pastoral Social. APSO has provided technical inputs and assistance for SAT agricultural projects. MOPAWI worked with the SAT group in Belén to raise awareness about waste disposal. In Atlántida and Colón, SAT groups have received technical assistance from PROLANSATE (environmental NGO in Tela), CISP (Italian NGO working with Pastoral Social) and CURLA (Atlantic Coast Regional University). These ties will continue after the DFID project ends. 8.2
Institutional strengthening
Bayan has proved to be an NGO quite capable of developing and delivering the DFID project. The aims of the project fit perfectly with Bayan’s vision and mission. The success of this project has been due in large part to the skills and dedication of staff at Bayan. Executive Director Soheil Dooki is a dynamic leader with excellent people skills. Furthermore, a conscious attempt has been made to recruit people to the team who share the underlying philosophy of the project: service to the wider community. An additional strength of Bayan is its use of a type of consultation which actively encourages the participation of all, and in which people consciously try to distance themselves from their own ideas in order to examine issues objectively. The institutional structure, administrative systems, internal control and monitoring, information flows, and consultation systems have improved during the 5 years of the project, allowing the efficient implementation of project activities (for example, administrative procedures have become much more structured and efficient). An important development since 2000 has been the introduction of an annual selfevaluation and strategic visioning and planning exercise involving all of Bayan’s staff and the Bayan Governing Board. Bayan’s institutional development has been impressive. Before the SAT programme Bayan was a small, local NGO mainly concerned with health issues in the Palacios area of The Mosquitia. However, as a result of the SAT programme and internal analysis, Bayan has built on its health basis to include environmental and educational issues, the latter being its current main area of activity. Its future focus is on rural and peri-urban education aimed at improving and expanding SAT. Furthermore, Bayan hopes to complement SAT with new education programmes (for example, Rural University, mainly for developing the human resources necessary for the national expansion of SAT, and SAT primary education). This institutional development was recognised in a recent document produced by the Interamerican Development Bank (IADB), which refers to Bayan as a “transparent and effective” institution committed to local development and poverty alleviation, and “with a good managerial infrastructure in terms of information, financial and accounting systems.”15 15
Cited in Project Report: Honduras, 19 March 2002. Project number TC-01-12-010 (mimeo of project proposal for ‘Programme to Support Local Development among Miskito Coastal Communities.’)
27
Final Evaluation of SAT Project, Honduras, 1997-2002
This expanded set of priorities has come about through the improvement of Bayan’s human resources, the supportive role of the Bayan Board, the establishment of links with local institutions, and national recognition of Bayan as an important educational institution (for example, Bayan has been asked by the Ministry of Education to lead a consultation process for greater institutional participation in education in the Departments of Atlántida, Colón, Gracias a Dios and Yoro). A final institutional aspect concerns BASED-UK. There is a high level of satisfaction within Bayan regarding the role and responsibilities of BASED-UK. The collaboration has been constructive, both for this DFID project and other initiatives of Bayan, especially in the last year.
9.
Lessons, recommendations and conclusions
9.1
Lessons for Bayan
According to Bayan’s Director, Ing. Soheil Dooki, Bayan has learned a number of important lessons from its experience in The Mosquitia and with the DFID project, which have been put into practice particularly in the new SAT areas. These lessons include: • • • • • • • • • • 9.2
How to work with educational authorities and the Ministry of Education; community involvement when starting SAT groups; the community level conditions necessary to initiate SAT groups; the logistics and technicalities of legal recognition by the Ministry of Education; the development of regional and national strategies for SAT expansion; effective organization of Bayan’s human resources; for example, frequency of visits to SAT groups; development of a monitoring check-list for coordinator visits; logistical support and communication in The Mosquitia; how to improve the effectiveness of tutor training, including how to identify a good tutor; the development of a database for new SAT groups, broken down by gender, age, tutor, community, etc., that can be used for future analysis.
Lessons for project management •
The importance of a common philosophy: To unite and inspire staff revolving around a shared understanding of development as a process in which education is a means for individuals to realise their potential, and develop skills and knowledge in service to their communities.
•
The time requirements of getting people ‘on board’ at the national, District and community levels: This project shows the vital role played by the supporters of Bayan (especially members of the Governing Board) who expended great amounts of time, uncompensated, in cultivating the necessary relationships with the national, regional and local educational and political authorities. This may, arguably, have been at Bayan’s expense in terms of the
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Final Evaluation of SAT Project, Honduras, 1997-2002
time spent by senior Bayan staff in the communities, particularly in the problematic earlier years of the project.16 •
The importance of experienced human resources: One of the reasons the project struggled in the first two years was that project management and technical expertise were not strong enough in the first phase of the project (including adequate advice, information and feedback). While the difficulties faced by SAT and Bayan were complex and multi-dimensional, they included limited financing for human resources and lack of experience with SAT in Honduras. The presence of an experienced SAT coordinator from Colombia would have been advantageous. The first SAT Director, and a co-founder of Bayan, had serious health problems and resigned because of this. The current Director is dynamic and visionary, with excellent communication and motivational skills. Bayan’s accomplishments since Ing. Dooki joined the organization are a testament to his leadership.
•
The importance of communication: Communication difficulties (no telephone, email, etc.) between the SAT coordinators in Palacios and Bayan’s La Ceiba office created substantial difficulties for the project, particularly in the early years. More frequent communication between coordinators in Palacios and FUNDAEC would also have helped ease the problem of a lack of grassroots experience among the Palacios coordinators.
•
The importance of a feasible logical framework: The logical framework was ambitious, with indicators that are difficult to measure (for example, increased women’s decision-making). Furthermore, the logical framework was not adapted to reflect changes in the project’s scope following expansion into the new SAT areas, which would have helped in subsequent monitoring and evaluation.
•
The need for more diagnostic and baseline investigation: More investigation was needed with regard to education levels, socio-economic, and cultural issues before starting the programme. For example, if there had been a greater understanding of livelihood strategies, the initial practical activities might have been more appropriate and sustainable. Furthermore, the baseline study, conducted in 1996, did not collect information that could be used to measure project impacts (including baseline enrolment rates, women’s participation in community life, poverty levels, etc.)
9.3
Lessons for rural development •
16
The importance of values in development: The success of, and demand for, SAT shows the importance of value-based education in community-based development. There is a long history of rural development projects with inequitable impacts due to the social effects of egotistical and materialistic value systems. Spiritual values are also fundamental to the high motivation of Bayan staff and to Bayan’s vision of the role of education being to develop people’s potential, especially their potential for service.
At the same time, one of the main objectives of this project was to demonstrate the potential and validity of SAT at the national, District and community levels, the achievement of which has been one of the major accomplishments of this project.
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Final Evaluation of SAT Project, Honduras, 1997-2002
•
Appropriate practical activities: Practical activities (for example, in agriculture) should be aimed at gaining experience, analysing results and adapting new innovations, starting from local knowledge. While this is part of the SAT philosophy, it was not emphasised in the first years of the project.
•
Education alone is not enough: Education is among the most important components in rural development; however, in and of itself it is not enough. Complementary activities that are integrated and oriented towards development, such as access to credit, markets and technical assistance, are also essential, together with sound policies and good governance.
•
Importance of being able to learn from experience: As mentioned above, Bayan has learned many lessons from this project. This demonstrates the need to be able to “experiment, reflect and learn” – an integral part of the SAT philosophy that Bayan has internalised.
•
Commitment and dedication of individuals involved in the project: The results of this DFID project would not have been possible without the voluntary work of many people, especially the members of Bayan’s Board of Directors (who were crucial in forming and maintaining links with the Ministry of Education and other institutions). Additionally, the dedication and commitment of Bayan’s coordinators, Executive Directors and administrative support staff have been extraordinary.
9.4
17
Recommendations •
Building up networks of collaborating institutions: Considering the challenges of the expansion and the limitations (financial, logistical, etc.) of the Ministry, it is recommended that a network of collaborating institutions be built up in each area to support the expansion of SAT, as is currently being done for the agricultural component. Bayan should promote partnerships and clear agreements with third parties interested in supporting SAT expansion.
•
Permanent involvement of Bayan: Although there should be a gradual transfer of ownership of SAT to the Ministry of Education, it is essential that Bayan maintains a central role in technical, philosophical and methodological guidance of SAT, as well as for human resource development, training and text development, as has been the case in Colombia with FUNDAEC.
•
The relationship with FUNDAEC should be maintained: This is necessary to provide a continuous two-way flow of new ideas and information on SAT methodology. For the sustainability of the SAT programme, it is important that the Ministry of Education acknowledges this need and participates in this relationship.
•
Reformatting, updating and adaptation of SAT textbooks: While SAT students and tutors report high levels of satisfaction with the texts17, these need to be updated and formatted so that they are easier to read and more attractive. Transferring the contents to a word processing programme is
One SAT student remarked that “the SAT texts are the arms that we have in the war against ignorance.”
30
Final Evaluation of SAT Project, Honduras, 1997-2002
essential. In addition to reformatting, Bayan should consider writing a supplemental text on the history of indigenous groups in The Mosquitia and other regions of Honduras where SAT is implemented. The English textbook should be rewritten and agricultural texts should reflect current national and regional thinking on sustainable agricultural development. Bayan should also consider incorporating more information on reproductive health. Increased funding is needed so that this work is carried out by a team rather than by one person (as in the past). This team should consist of individuals with expertise in education (Hondurans, preferably FUNDAEC-trained, but at least SAT-trained); the specialist subject-matter; and, ideally, in publishing. •
Protect SAT as much as possible against political changes: Considering the Honduran context, it is important to ensure the stability of SAT in the face of political changes. The recently signed Acuerdo is a positive step towards the permanent establishment of SAT; however, a change in government could terminate this agreement. SAT’s protection against future political changes could be achieved in three ways: a National Congress law to establish SAT as a legally recognised education system; establishment of a SAT unit in the Ministry of Education; and a long-term agreement between this Ministry and Bayan.
•
Funding needs and salary increases: More funds are urgently needed while the Ministry is slowly assuming more financial responsibility for SAT to cover salaries and administrative costs, including coordinator salaries; textbook adaptation; use of technical experts; planning for the Rural University; establishing new regional offices; and paying the overhead costs of Bayan (in Palacios and La Ceiba). The sustainability of the SAT programme will also depend on the retention of skilled and experienced coordinators and tutors. It is recommended that coordinators’ salaries be increased to ensure their retention and level of job satisfaction. Salary levels should be set at corresponding Ministry of Education levels (for example, for coordinators at the level of District assistants).
•
Additional administrative support and training: Administration remains relatively weak in Palacios. Given Bayan’s plan to extend SAT in this region, more administrative support and training is necessary. In both Palacios and La Ceiba, coordinators work long hours and it would be beneficial to relieve them of many routine administrative duties they currently perform (for example, entering students’ test scores into a database). This will require more funding to pay administrative assistants.
•
Micro-credit and micro-enterprise development team: As recognised by Bayan there is a clear and immediate need for a source of credit and microenterprise advice for SAT group and student projects, especially in The Mosquitia.
•
Creation of the Rural University: The sustained expansion of SAT will depend on the establishment of the Rural University, the main objective of which is to develop the human resources for SAT (to assume the role of FUNDAEC in Colombia). The Rural University would also educate other technical experts in development (for example, in micro-enterprise, agriculture, etc.)
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Final Evaluation of SAT Project, Honduras, 1997-2002
•
Recognition of teacher training: Until the Rural University is established, Bayan should continue to work with the Universidad Pedagógica for the recognition of SAT tutor training.
•
Establishment of outreach/co-operation programmes with teacher unions: The expansion of SAT could be seen as a threat to teachers since SAT uses less human resources than the ordinary system (SAT uses only one tutor instead of 3-6 teachers). Bayan needs a strategy to counter future opposition from the powerful and organised teacher unions.
•
Increasing community and parent outreach in new SAT communities: While in general there is a very high level of acceptance and support for SAT groups, there was less awareness of SAT in the new SAT communities. Some community members did not know anything about SAT; some tutors had not visited parents of the students; and several of the parents had not participated in SAT activities. More outreach to parents and community members in Atlántida and Colón is recommended.
•
Support the new agricultural strategy: Bayan should commit sufficient human and financial resources to the implementation of the new agricultural strategy. The establishment of a network of collaborating organizations will need careful planning. The agricultural component should be seen in a wider context of land management, including other livelihood strategies such as fishing, agroforestry, and non-farm activities. All practical activities should be based on a better understanding and use of local knowledge and resources, independent of the livelihood activity considered. In the case of agriculture, it is suggested that SAT groups try to identify people in their own community with more knowledge of farming practices (for example, who owns the best vegetable plot or who has planted the most trees or hedges?) The idea of permanent ‘SAT/community learning plots’ merits careful analysis.
•
Diversifying SAT’s livelihood focus: SAT should respond to the needs and resources of communities in the development of a more diversified livelihood basis where it is clear there is an accessible market for new livelihood products (for example, by development of crafts, carpentry, eco-tourism, processing of agricultural products, etc.) This is particularly important in the peri-urban areas where new SAT groups have started (such as Armenia Bonito) and in The Mosquitia (where the practical component should include fishing).
•
Making the gender component more explicit and relevant: SAT’s potential to alter traditional gender roles and promote gender equality is not being fully realised. In order to do so, several areas of investigation and action are needed, including: 1) More in-depth understanding of the division of labour, community participation, decision-making patterns, and economic earnings of women and men in the community; 2) More explicit reference to gender issues in the texts; 3) Emphasising gender issues in the tutor training so that tutors do not reinforce
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Final Evaluation of SAT Project, Honduras, 1997-2002
traditional gender roles in the classroom and in the practical activities; and 4) Conducting more outreach to encourage a more equal enrolment of males and females in SAT 18.
18
•
Systematising of knowledge: The lessons that have been learned by Bayan and SAT groups should be systematically documented so that this information is not lost (particularly if other countries in Central America intend to implement SAT). While Bayan already does this to some extent (for example, it produces an annual report and now engages in a self-evaluation), there are two areas where this could be improved: agriculture and the process of obtaining legal recognition. The agricultural activities of each SAT group should be recorded so that this information can be available to future SAT groups. The knowledge that Bayan has gained from its dealings with the Ministry of Education should also be recorded so that other countries interested in implementing SAT can learn from Bayan’s experience.
•
Graduation and beyond: The impacts of SAT will clearly depend somewhat on what SAT graduates do when they finish the programme. During the interviews, many students reported that they have ideas for small businesses, but no access to credit. Likewise, many students mentioned that they would like to go on to study at the university level but lack the financial resources. As far as possible given their shortage of resources, Bayan should support SAT graduates by helping to identify scholarships and other sources of funding for SAT students who want to continue their studies. This may require additional human resources at Bayan to assume this role. Furthermore, the SAT programme should have more emphasis on ‘life-after-SAT’. Many of the new students (and some of the more advanced ones) did not have any post-graduation plans. Tutors should help students think about what they would like to do in the future from the start of the programme – making this a more explicit programme goal from the beginning. Bayan could help students expand their horizons in terms of what they can do when they finish, perhaps by instituting a “career day” every year where development professionals talk about their work. Another idea is to introduce a final year project where students need to write a project proposal for a small business or community project, attempting to tie together some of the skills and knowledge they have gained through their participation in SAT. At the same time, Bayan would have to be very careful not to create expectations, since employment and income-generation will continue to be a huge challenge in such a poor country, especially in remote and economically depressed areas.
In The Mosquitia there are very few men enrolled in the programme, which may be a reflection of a gender preference for girls in this region. Interviews revealed that, if parents had to choose between sending a male or a female child to school, most would send the girl because men can always work in fishing or agriculture without an education. Also, the seasonal nature of incomegenerating activities (in fishing and lobster diving) results in men’s absence from the communities for long periods, making SAT inaccessible to them.
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Final Evaluation of SAT Project, Honduras, 1997-2002
9.5
Conclusions
This DFID project has clearly been a success. SAT is now officially recognised by the Honduran government as an important and suitable secondary education alternative for rural and peri-urban areas in Honduras. In a relatively short period of time, this project has influenced the Honduran Ministry of Education to expand its provision of secondary education in the country that is contextually relevant and academically advanced.19 It is particularly significant that the Ministry has requested Bayan to work in the poorest areas of the country. This is a recognition of the contribution of SAT towards poverty reduction; the DFID project can arguably be credited in bringing about a more pro-poor education policy in Honduras, although other factors will have played a part. This is a significant accomplishment for a small, inexpensive pilot project. The current expansion effort is another important result of this project, which could contribute significantly in fulfilling SAT’s potential to transform secondary rural education and promote socio-economic development. However, this expansion of SAT will not be without its difficulties. As pointed out by Bayan in its strategic expansion plan, it is important that the programme grows organically in response to local demand, while avoiding the ‘over-stretching’ of resources, both of Bayan and the Ministry. The proposed establishment of Bayan’s Rural University is a key factor for ensuring the quality and sustainability of the SAT programme. The Rural University will also require substantial financial support from donors. SAT is not the only secondary education system under development in Honduras. Other alternatives (such as EDUCATODOS, Maestro en Casa, and Centros Básicos) are also being implemented. While we believe that SAT is the most appropriate and advanced secondary education programme for rural and peri-urban areas, students should be able to choose between education options. This will allow each student to select a programme based on his or her own goals and aspirations. This should stimulate improvements in the different programmes and improve the overall quality of secondary education in Honduras.
19
Unfortunately, it was beyond the scope of this evaluation to investigate to what extent Bayan and the SAT programme influenced individuals within the Honduran Ministry of Education to expand the Ministry’s provision of secondary education in Honduras. While the Ministry’s commitment to and provision of secondary education in rural areas has increased since the SAT programme began, it is difficult to assign causality. In other words, it is not clear whether SAT was responsible for secondary education expansion or other factors. Further investigation on SAT’s influence at the Ministry level would be beneficial.
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Final Evaluation of SAT Project, Honduras, 1997-2002
Appendix 1: Schedule and interview list for final evaluation
Date
Location
Interviews Conducted
La Ceiba
•
Aguacate Linea
•
Armenia Bonito
•
24 March
Diamante de Sión
•
25 March
La Ceiba
•
Orica
•
SAT students, parents of SAT students, SAT tutor, community members
Paguales
•
San Antonio
•
SAT students, parents of SAT students, SAT tutor, community members SAT students, parents of SAT students, SAT tutor, community members
Flores de San Juan
• •
Palacios
•
Batalla
•
22 March (arrival in Honduras) 23 March
26 March
27 March
• 28 March
Cusuna
•
1 April 2 April
Ciriboya Iriona Viejo Palacios
• • •
3-4 April
La Ceiba
•
5 April
Departure from Honduras
preliminary interviews with Bayan staff including Soheil Dooki, Leonel Solarte, Ruhólláh Sayyah, and Oscar Castillo at Bayan’s office SAT tutor, SAT students, parents of SAT students, community members SAT tutor, SAT students, parents of SAT students, community members SAT students, parents of SAT students, former SAT student and her parents, community members interview with Departamental Director Sr. Regis at the Departmental Education office in La Ceiba
SAT students, SAT tutor, community members interview with Sr. Victor Manuel Estrada, District Director at his office in Sabá interviews with Ricardo Eden and Alejandro Martinez, at Bayan’s office in Palacios SAT students, parents of SAT students, former SAT student interview with Sr. Abel Green, District Director at his office in Batalla SAT students, SAT tutor, community members SAT students, SAT tutor, community members SAT tutor, SAT students additional interviews with Alejandro Martinez and Ricardo Eden additional interviews with Bayan staff in La Ceiba, including Soheil Dooki, Leonel Solarte, Ruhólláh Sayyah, and Oscar Castillo
35
Final Evaluation of SAT Project, Honduras, 1997-2002
Appendix 2: Conclusions and Suggestions from Report to Ministry of Education by Ada Leticia Vega de Rovelo To:
Doctor Claudia Torres, Vice-Minister in charge of teaching methods
By:
Ada Leticia Vega de Rovelo, participant in the evaluation of SAT
Subject: Report of final evaluation of SAT by BASED-UK, carried out 22 to 27 March 2002. Date:
2 April 2002
Conclusions: 1) The education community members (sic) of each SAT group are highly satisfied with the creation and functioning of SAT. 2) The parents are participating with and supporting the SAT group in their community. 3) The educational materials are easy for the students to comprehend and manage. 4) Every three months the tutors receive the necessary training for teaching and management of the course materials. 5) The agricultural production component is of great strength in practice, and forms one of the differences between SAT and other educational initiatives. 6) SAT has had a great impact on the community development processes in the three Departments in which it is implemented. 7) The SAT programme is considered as the alternative for a truly rural secondary education. Suggestions: 1) The SAT group programme is the alternative for developing the rural communities of the country, and so should be given technical, financial and legal support. 2) Its coverage should be extended nationally to areas of limited access. 3) The SAT programme should achieve sustainability by becoming an official state programme. 4) The technological component should be modified to reflect the primary occupation of the area. 5) Bayan should seek access for SAT tutors and coordinators to the Francisco Morazån National Teaching University (UPNFM). 6) The contents of the SAT texts and educational materials should be permanently adapted to the national identity. 7) The tutors should prepare a written plan of meetings with parents and home visits. 8) In the Departments where the SAT programme is being implemented, a support facility should be created to deal with everything to do with the programme. Note: Ada Leticia Vega de Rovelo’s comments are based on her participation in the first half of the evaluation, including visits to the new SAT groups. She did not visit the older SAT groups in The Mosquitia. Translation: Michael Richards, BASED-UK
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Final Evaluation of SAT Project, Honduras, 1997-2002
Appendix 3: Extracts from meeting between Bayan and Ministry of Education, 4 March 2002 1. The Vice Minister of Public Education, Mercedes Sofia Hernandez, received three members of Bayan at 1:00pm in her office, as instructed by the Minister of Education, Carlos Avila, in answer to a letter sent at the end of February informing the new government of the SAT process in the north of Honduras. After a short presentation of SAT and Bayan, she requested a new, more in-depth meeting with the Minister, and the Vice Minister in charge of the Technical Pedagogic Area. 2. The meeting reconvened the same evening with Minister Carlos Avila, the two Vice Ministers Mercedes S. Hernandez and Claudia Torres, Adelina Vasquez (Planning Assistant), and Doris Margot Gutierrez (Municipal Liaison). 3. A power-point presentation about SAT was shown from 7:30 to 8:40pm. 4. At the end of the presentation the Minister’s first comments were: “How can we take SAT to the whole country?”, “What information do you need to draft a National SAT Proposal?”, and “Our goal in the Ministry is to take advantage of all the good experiences in education in this country”. A dynamic dialogue then took place among all the participants, resulting in the following: 5. A work meeting scheduled for Tuesday, 12 March at 9:00am to plan the preparation of a Draft Proposal with an Expansion Calendar directed at the needs in high-priority poor areas of the country, such as the Coffee regions, and the less developed Departments of El Paraiso, Choluteca, Valle, Lempira, Ocotepeque, and Copan. Emphasis is to be placed on the Territorial Cul-de-sacs, the newly recovered land areas from El Salvador, and rural areas with a high index of poverty. The Bayan team mentioned that growth should be organic, from strategic central strong points that reach out to outlying communities, and build on local human resources. 6. The other projects linked to SAT that were mentioned, also requiring planning and support, were the Rural University and a Micro Credit Program. At this point, the Minister mentioned that they plan to expand education within the realm of the “Healthy Municipality” and to provide resources towards decentralization. 7. At closure, the Minister asked again what information was needed by Bayan. He was told that Bayan needed a legal framework and human resources, as well as a larger socialization of SAT inside the official educational system. The Minister finally stated that with only four years to achieve significant changes, it was therefore necessary to begin right away. The team again mentioned that this is a complex process that
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Final Evaluation of SAT Project, Honduras, 1997-2002
needs to guarantee quality; with which he was in agreement. Finally, the Minister suggested that the Ministry, together with Bayan, should agree on the high-priority areas, and that again Bayan should request any information needed for a National High School Education Proposal.
Extract from notes made on Tuesday 4 March by Soheil Dooki (Director, Bayan) and Donald Drysdale (Bayan Governing Board member) and translated from Spanish by the latter.
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Final Evaluation of SAT Project, Honduras, 1997-2002
Appendix 4: Statistics on SAT groups and enrolment Table 8a: Number of SAT groups by location and year started Community
Location
Year started 2001 2001 2002 2001 2002 2001 2001 2001 2001 2001 2002 2001 2002 2002 2001 2001 2002 2002 2002 2002 2002 2002 2001 2001 2002 2002
Armenia Bonito Perú Toncontín Diamante de Sión Aguacate Línea La Cumbre San Marcos San Antonio Flores de San Juan El Zapote El Recreo Los Cerritos El Jazmín Río Chiquito Meroa 8 Villa Franca Agua Chiquita La Fortuna Concepción Buena Vista Las Minas San Juan Lempira Paguales Orica Cayo Sierra Palo de Agua
La Ceiba La Ceiba La Ceiba Jutiapa Jutiapa La Masica La Masica La Masica La Masica La Masica La Masica Esparta Esparta Esparta Tela Tela Tela Tela Tela Tela Tela Tela Colón Colón Colón Colón
Cusuna
Colón
1997
Ciriboya
Colón
1997
Iriona Vieja
Colón
1997
Belén
Gracias a Dios
1997
Plaplaya Batalla Total
Gracias a Dios Gracias a Dios
1997 2001
Initial # of groups 1 1 1 1 1 1 1 1 1
2 2
1 2 1 1 1 1 (1998) 1 1 (1998) 1 1 1 (1998) 1 1 27
Number of Total number new groups of groups 1 2 1 2 2 2 1 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 3 1 3 2 2 1 1 1 1 1 1 1 1 1 1 1 2 1 3 1 1 2 2 1 2 1 22
1 2 49
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Final Evaluation of SAT Project, Honduras, 1997-2002
Statistics on SAT groups and enrolment Table 8b: Number of students enrolled in SAT by community and gender (20002001)* Group
Total students Female
Male
Armenia Bonito
12
15
Batalla
17
19
Belén
11
9
Cerritos
10
14
Ciriboya
13
1
Cusuna
15
1
Diamante de Sión
15
11
El Perú
13
9
El Zapote
11
12
Flores San Juan
11
18
Iriona Vieja
3
1
La Cumbre
12
6
Meroa 8
22
19
Orica
18
21
Paguales
12
11
Plaplaya
4
1
Roma
25
13
San Antonio
15
9
San Luis
10
5
San Marcos
9
16
Villafranca
21
18
Total
279
229
*Most recent enrollment data (2002) are not available
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Final Evaluation of SAT Project, Honduras, 1997-2002
Appendix 5: Student self-administered questionnaire Evaluación del Programa SAT Instruciones: Por favor conteste a las preguntas de este cuestionario. Muchas gracias. Nombre: _______________________________________________________ Edad:________________ Sexo: M F Comunidad: _________________ Tutor:______________________________
1.
¿Por cuánto tiempo ha estado usted en el programa SAT?
2.
¿Hay algunas cosas que le gustan del programa SAT? Cuáles son?
3.
¿Hay algunas cosas que no le gustan del programa SAT? Cuáles son?
4.
¿Qué opina usted de los materials (textos) del SAT?
5.
¿Qué opina usted de su tutor?
6.
¿Le gusta a usted la parte agrícola del SAT? Por qué?
7.
Mencione tres cosas que aprendió de las actividades agrícolas:
Selecione con una cruz con que tipo de personas ha compartido usted su conocimentos agrícolas: Padres Amigos
Vecinos Otras personas: Quién?______________________________
8. ¿Cómo se podría mejorar la parte agrícola del programa? 9. ¿Cree usted que servir a la comunidad es importante? ¿Por qué? 10. ¿Qué le gustaría usted hacer cuando termine el programa SAT? 11. ¿Tiene usted algúna sugerencia o comentario que le gustaría decirnos?
Questions on authority (e.g. Ministry) perceptions of SAT 1. ¿Cuál es su opinion del programa SAT? (Que le gusta que no le gusta?) What do you think of the SAT programme?
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Final Evaluation of SAT Project, Honduras, 1997-2002
2. ¿Seguramente Ud. conoce la filosofia del programa, que opina de ella? Surely you are familiar with the programme philosophy, what do you think of it? 3. ¿Que opina Ud. de los metodos? What do you think of the methods? 4. ¿En que forma le ha ayudado Bayan? How has Bayan helped you? 5. ¿En que forma podría mejorar este apoyo/ayuda? How could this support/help be improved? 6. ¿Cree Ud. que el programa SAT es una opcion viable para la educaccion secundaria en este pais? Por qué? Do you believe that SAT is a feasible option for secondary education in this country? Why? 7. ¿Cómo debe ser diseminado el programa? How should the programme be spread? 8. ¿Cuál debe ser el papel del Ministro de Educacion y de ONG’s como Bayan? What should be the roles of the Ministry of Education and NGOs like Bayan?
Questions on community perceptions of SAT 1. ¿Qué sabe Ud. del programa SAT? What do you know about the SAT programme? 2. ¿Qué le parece el programa? How does the programme seem to you? 3. ¿En su opinion, cuales son algunas de las cosas buenas del programa? In your opinion, what are some of the good things about the programme? 4. ¿Cómo se puede mejorar el programa? How could the programme be improved? 5. ¿Qué opinas de los tutores del SAT? What do you think of the SAT tutors? 6. ¿Qué podemos mejorar de los tutores? How could we improve the tutors? 7. ¿Que opina Ud. sobre la parte agrícola del SAT? What do you think of the agricultural part of SAT? 8. ¿Ha participado Ud. en algunas actividades del SAT, como por ejemplo sembrar cocos? Have you participated in any SAT activities, for example planting coconuts?
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Final Evaluation of SAT Project, Honduras, 1997-2002
9. ¿Qué le pareció? What did you think of this? 10. ¿Qué provecho ha traido el programa aqui a _________? (Qué beneficios ha traido?) What benefits has the programme brought to _______? 11. ¿Cuántos estudiantes del programa SAT conoce Ud bien? How many SAT students do you know well? 12. ¿En que le ha ayudado SAT a _________________? How has SAT helped ____________? 13. ¿Hay algun cambio en la participación del los estudiantes en actividades aqui en ____________? Is there any change in the participation of students in activities here in ________? 14. ¿Como se portan los estudiantes despues de participar en el programa? How do students behave after beginning the programme? 15. ¿Hay algo diferente entre los estudiantes SAT y el resto de los jovenes en ____? Is there anything different between SAT students and the rest of the teenagers in _____? 16. ¿Qué espera del SAT – Qué ayuda cree que el SAT puede dar a ______? What are your hopes about SAT – What can it offer _________? 17. ¿Qué piensa de Bayan? What do you think of Bayan? 18. ¿Tiene alguna otra sugerencia o idea que quiere contarnos? Do you have any other suggestions or comments you would like to tell us?
Questions on tutor perceptions of SAT 1. ¿Cuánto tiempo tiene Ud. de trabajar como tutor, y cuántos estudiantes tiene? How long have you worked as a tutor, and how many students do you have? 2. ¿Qué piensa del SAT? What do you think of SAT? 3. ¿En su opinion, cuales son algunas de cosas positivas y negativas del programa SAT? In your opinion, what are some of the positive and negative things about the programme? 4. ¿Qué opina Ud. sobre los materials del SAT, especialmente los textos? What do you think about SAT materials, especially the texts?
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Final Evaluation of SAT Project, Honduras, 1997-2002
5. ¿Cómo se puede mejorar los textos? How can the texts be improved? 6. ¿Que piensa Ud. de la capacitacion que Bayan provee a los tutores? What do you think of Bayan’s tutor training? 7. ¿Cree que ayuda para lo que necesitan? Do you think it helps you with what you need? 8. ¿Como se puede mejorar la capacitacion de los tutores? How could the teacher training be improved? 9. Cuentáme un poco sobre el apoyo que Ud. recibe de Bayan. Tell me a little about the support you get from Bayan. 10. ¿Cuántas veces por mes Ud. se reune con un coordinador de Bayan? Es suficiente, o le gustaría verle más (o menos)? How many times per month do you meet the SAT coordinator? Is it enough, or would you like to see him more (or less)? 11. ¿Como se puede mejorar Bayan? How could Bayan improve? 12. ¿Que opina Ud sobre la parte agrícola del SAT? What do you think of the agricultural part of SAT? 13. ¿Cómo se puede mejorar? How could it be improved? 14. ¿Hay algunos cambios en los estudiantes SAT? (pide ejemplos) Are there any changes in SAT students? (ask for examples) 15. ¿Quienes son algunos de los estudiantes? (Pide cambios especifícos para cada uno.) Who are these students? (Ask for specific changes in each one.) 16. ¿Como se portan los estudiantes despues de participar en el programa? Son diferentes que los que no participan? How do the students behave after starting the programme? Are they different from those who don’t participate? 17. ¿Cuáles cree Ud. que seran los resultados del programa SAT en ________ (en el futuro)? What do you think the results of the SAT programme will be in ____ (in the future)? 18. Me interesa saber como su participacion en el program ha cambiado su vida. ¿En quele ha ayudado el SAT? I would like to know how your participation in the programme has changed your life. How has SAT helped you?
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Final Evaluation of SAT Project, Honduras, 1997-2002
19. ¿Cree Ud. que el programa SAT es una opción viable para la educacción secundaria en Honduras? Porque sí/no? Do you think that SAT is a feasible option for secondary education in Honduras? Why or why not?
Questions on parent perceptions of SAT 1. ¿Cuántos de sus hijos están en el programa? Como se llaman? y que son sus edades? How many of your children are in the programme? What are their names and ages? 2. ¿Qué le parece el SAT? What do you think of SAT? 3. ¿Qué opina usted del tutor/a? What do you think of the tutor? 4. ¿Qué opina de la parte agrícola del programa? What do you think of the agricultural part of the programme? 5. ¿Usted ha participado en alguna actividad agrícola del SAT? Have you participated in any SAT agricultural activities? 6. ¿Qué le pareció? What did you think of them? 7. ¿Cómo se podría mejorar la parte agrícola del programa? How could the agricultural part be improved? 8. ¿Qué ha traido el SAT aquí a _________________? En otras palabras, que beneficio ha traido? What has SAT brought to __________? In other words, what benefit has it brought? 9. Me gustaria saber más sobre como el programa ha beneficiado a su hija/hijo. ¿Con que le ha ayudado el programa a ____________? I would like to know how the programme has helped your child. How has the programme helped ______? 10. ¿Ha cambiado ________________ desde que enteró en el programa? Has ________ changed since he/she began the programme? 11. ¿Qué cree usted que es diferente entre los estudiantes del SAT y los que no son estudiantes del programa? What do you think is different between SAT students and those who aren’t in the programme? 12. ¿Qué cambios cree que el SAT traiga a la comunidad en el futuro? What changes do you think SAT will bring to the community in the future?
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Final Evaluation of SAT Project, Honduras, 1997-2002
13. ¿Qué le gustaria que su hijo/a haga cuando termine el programa? What would you like your child to do when he/she finishes the programme? 14. ¿Tiene usted algun otro comentario o sugerencia que le gustaria compartir con nosotros? Do you have any other comments or suggestions you would like to share with us?
Questions on student perceptions of SAT 1. Cuentáme un poco sobre como vos. decidiste entrar en el programa SAT. Tell me a bit about why you decided to enter the SAT programme. 2. ¿Porqué decidio integrarse? Why did you decide to join? 3. ¿Qué te parece el programa? What do you think of the programme? 4. ¿En que te ha ayudado el SAT? How has SAT helped you? 5. ¿Crees que es importante servir a la comunidad? Porqué? Do you think community service is important? Why? 6. ¿Piensais que su participación en el programa ha ayudado a su familia? Cómo? Do you think your participation in the programme has helped your family? Why? 7. ¿Piensais que su participacion en el programa SAT ha ayudado a su comunidad? Cómo? Do you think that your participation in the programme has helped your community? Why? 8. ¿Cómo sientes en relación a si mismo después de empezar el programa? How do you feel personally after starting the programme? 9. ¿Tienes más confianza en si mismo? Do you have more self-confidence? 10. ¿Qué ganancias personales te dió el programa SAT? What personal gains has the programme given you? 11. ¿Qué te gustaría hacer cuando termine el programa? What would you like to do when you finish the programme? 12. ¿Qué le gustaría hacer el próximo año? What would you like to do next year? 13. ¿Qué te gustaría hacer en el futuro? What would you like to do in the future?
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Final Evaluation of SAT Project, Honduras, 1997-2002
Questions on gender and empowerment 1. Nombre, edad, donde vive, numero de hijos Name, age, where they live, number of children 2. ¿Cuándo empezo el programa SAT? When did you begin the SAT programme? 3. ¿Por qué decidio integrarse en el programa SAT? Why did you decide to join the SAT programme? 4. Cuentame un poco sobre su experiencia en el programa. Tell me a little about your experience in the programme. 5. ¿En que le ha ayudado el SAT? In what way has SAT helped you? 6. ¿Cómo se siente Ud. despues de participar en el programa? Se siente más segura? How do you feel after participating in the programme? Do you feel more secure? 7. ¿Siente Ud. más confianza en si mismo? Do you feel more self-confident? 8. ¿Le ha ayudado el SAT mejorar la relación que Ud. tiene con sus hijos? Cómo? Con su esposo? Cómo? Has SAT helped you improve the relationship that you have with your children? With your husband? How? 9. ¿En su hogar, seguramente hay muchos gastos. Cuales son algunos de los gastos que Uds tienen? In your home you surely have many expenses. What are some of the expenses that you have? 10. ¿Como se cubran estos gastos? How do you cover these costs? 11. ¿Es major o peor ahora que hace _____ años? Is it better now than ___ years ago? 12. ¿Del dinero que su marido gana, el le da una parte? Como se divide y quien decide? Siempre ha sido asi? Of the money that your husband earns, does he give you some? How is it divided and who decides? Has this always been the case? 13. ¿Quien decide como gastar el dinero? Siempre ha sido asi? Who decides how to spend money? Has this always been the case? 14. ¿En su casa, quien resuelve problemas de salud? Por ejemplo, quién decide llevar la persona enferma al hospital? Quién le lleva? In your home, who resolves health problems? For example, who decides to bring a sick person to the hospital? Who takes them?
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Final Evaluation of SAT Project, Honduras, 1997-2002
15. Cuentame un poco sobre su relacion con su marido. Tell me a little about the relationship you have with your husband. 16. ¿El le apoya en sus estudios? Como? Does he support you in your studies? How? 17. ¿El le apoya en los quehaceres en el hogar? Como? Does he support you in domestic tasks? How? 18. ¿Uds. conversan sobre lo que hicieron durante el dia? De que hablan uds? Siempre era asi? Do you talk about what you did during the day? What do you talk about? Has it always been like this? 19. ¿Si ud quiere viajar a otra comunidad, digamos para asistir una reunion, que tiene que hacer para irse? If you want to travel to another community, let’s say to attend a meeting, what do you have to do in order to go? 20. ¿Tiene que pedir permiso de su esposo? Do you have to ask permission from your husband? 21. ¿Quien cuide a los niños? Who takes care of the children? 22. ¿Si su esposo quiere viajar, que es lo que el hace? Que le dice a Ud? If your husband wants to leave, what does he do? What does he say to you? 23. ¿Cree que la educación es más importante para las niñas o los niños? Porqué? Do you think that education is more important for boys or girls? Why? 24. ¿Supongamos que usted tiene que consejar a sua amiga que tiene dos hijos – una embra e el otro varon. Ella solamente puede mandar uno de sus hijos a la escuela. Cual debe escojer ella, la niña o el niño? Let’s suppose that you have a friend who has two children - a girl and a boy. She can only send one of her children to school. Which should she choose, the boy or the girl? 25. ¿Pertenece Ud. a alguna organizacion comunitaria? Cual? Do you belong to any community organizations? Which? 26. ¿Que hace Ud. en estas organizaciones? What do you do in these organizations? 27. ¿En que actividades participa? What activities do you participate in? 28. ¿Cree Ud. que los estudiantes del SAT van a organizar alguna actividad para la comunidad, o para ganar dinero cuando terminen el programa? Que? Do you think that the SAT students are going to organize an activity for the community, or to earn money when the programme ends? What?
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