Quarterly Progress Report: EducAcción Project (April 1, 2013 – June 30, 2013)

The project aims to support the achievement of Education for All (EFA) goals in Honduras. During the April 1, 2013 – June 30, 2013 quarter, the project focused on coordinating education support activities with various stakeholders, including NGOs, donors, and entities of the Ministry of Education at the municipal level. Project personnel participated in meetings of the Donor Roundtable in the departments of La Paz and Intibucá, which facilitated coordination and optimization of resources. The project also developed partnerships with the Ministry of Culture, Arts and Sports (SCAD) and the Department of Intercultural Multilingual Education to support bilingual education in indigenous communities. Cooperation agreements were made with representatives of the directors of the newly created Department of Intercultural Multilingual Education and the organization of indigenous Miskitos called MASTA. Technical activities were implemented to obtain project results, including capacity building in the development, monitoring, and implementation of municipal level teacher training plans. During this quarter, 11 COMDEs from second and third cohort municipalities applied a diagnostic to determine the training needs of teachers. The teacher training plan, which has been included in the Municipal Education Plan (PEDEM), seeks to increase both teacher content and didactic knowledge. Capacity building for principals and teachers was also implemented, focusing on the use of problem-solving and communicative approaches in Math and Spanish instruction, respectively. Teacher training has been focused on teachers from both target and non-target schools, with a total of 54 municipalities implementing various strategies to promote pedagogical accompaniment. Promotion and support of DDE and DDI leadership, decision-making, and steps to achieve EFA goals were also implemented, with the project continuing to train and support discussions in meetings of schools principals and the District Directors about the use of DCNB support materials and their benefits in the classroom. Monitoring availability and use of DCNB-support material was also implemented, with at least two major activities implemented in the project intervention area to determine the availability of DCNB support materials in schools. The project has made significant progress in supporting the achievement of EFA goals in Honduras, with a total of 54 municipalities implementing various strategies to promote pedagogical accompaniment and support DDE and DDI leadership, decision-making, and steps to achieve EFA goals. The project continues to work towards its goal of supporting the achievement of EFA goals in Honduras. The project has also made progress in promoting bilingual education in indigenous communities, with cooperation agreements made with representatives of the directors of the newly created Department of Intercultural Multilingual Education and the organization of indigenous Miskitos called MASTA. The project continues to work towards its goal of supporting bilingual education in indigenous communities. The project has also implemented various strategies to promote pedagogical accompaniment, including advising District Directors and School Principals on the development of the municipal pedagogical accompaniment plan, training School Principals and District Directors in Pedagogical Accompaniment, and carrying out accompaniment visits in schools. The project continues to work towards its goal of promoting pedagogical accompaniment in schools. The project has also made progress in monitoring availability and use of DCNB-support material, with at least two major activities implemented in the project intervention area to determine the availability of DCNB support materials in schools. The project continues to work towards its goal of monitoring availability and use of DCNB-support material. Overall, the project has made significant progress in supporting the achievement of EFA goals in Honduras, promoting bilingual education in indigenous communities, promoting pedagogical accompaniment, and monitoring availability and use of DCNB-support material. The project continues to work towards its goals and objectives.