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It outlines demographic and structural conditions affecting schooling access, including poverty, violence, and unequal availability of utilities, healthcare, and education. It summarizes early pandemic response and describes the education system, enrollment patterns, and literacy challenges, then links mobile, internet, and computer access gaps to differences between private and public schooling.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/current-issues-in-comparative-education-cice-volume-24-issue-2-digital-learning-measures-in-honduras-during-the-covid-19-pandemic/600234/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/current-issues-in-comparative-education-cice-volume-24-issue-2-digital-learning-measures-in-honduras-during-the-covid-19-pandemic/600234.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why did digital learning opportunities differ during COVID-19 in Honduras?","Question",{"text":112,"@type":113},"Access was shaped by poverty, violence, and unequal availability of utilities, healthcare, and education, which affected households’ ability to engage with digital schooling during school closures.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What was Honduras’ early COVID-19 response and how did it affect mobility?",{"text":117,"@type":113},"The first COVID-19 case was registered on March 10, 2020, and lockdown measures were enforced in mid-March, limiting people to leaving their homes only on predetermined dates based on their ID cards.",{"name":119,"@type":110,"acceptedAnswer":120},"How do internet and device access patterns relate to digital learning in Honduras?",{"text":121,"@type":113},"The document reports that mobile phone access approached 90% overall, while internet access was much lower and strongly divided between rural and urban areas; computer ownership also showed a substantial urban-rural gap, influencing who could participate in digital learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600234,1792192157,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Current Issues in Comparative Education (CICE), Volume 24, Issue 2, Special Issue 2022  \nDigital Learning Measures in Honduras During the  \nCOVID-19 Pandemic  \nJudith Pineda Munguia  \nTeachers College, Columbia University  \nDemographics and actions at the start of the COVID-19 pandemic  \nHonduras is located in Central America bordering Guatemala, Nicaragua, El Salvador, the Pacific Ocean, and the Caribbean Sea. It has over 9 million inhabitants (Instituto Nacional de Estadística de Honduras, 2019) . The country has two major cities, Tegucigalpa and San Pedro Sula. The population living in urban areas is approximately 54%, while those living in rural areas is 46%(Red Latinoamericana por la Educación [Reduca], 2018) .  \nThe amalgamation of poverty, violence, and education opportunities has often resulted in families and children being displaced or forced to flee the country (Fore, 2019) . Honduras has the second highest poverty rate in Latin America and the Caribbean: in 2019, prior to the COVID-19 pandemic, 14.8% of the population lived on less than US$1.90 per day, and approximately 50% of the population lived on less than US$5.50 per day (World Bank, 2021) . Persistent poverty affects 67% of the population, and about 60% of the rural population lives in extreme poverty (UN Human Rights Council, 2019) . Before the pandemic, there was limited and unequal access to public utilities, healthcare, and education (World Bank, 2015) . Finally, violence and homicide rates are considered extremely high (UN Human Rights Council, 2019) . The abovementioned factors play a role in the digital learning opportunities during school closures due to COVID-19.  \nThe first COVID-19 case was registered on March 10, 2020 (Secretaría de Salud, 2020) . Lockdown was enforced as early as mid-March allowing individuals to leave their homes only on predetermined dates according to the last digit in their ID cards (La Prensa, 2020a). Overall, the number of cases continued to rise along with the death toll of healthcare practitioners (New York Times, 2020; Colegio Médico, 2020) . The Honduran government declared a State of Sanitary Emergency in February 2020 to prevent and surveille COVID-19 cases (Economic Commission for Latin America and the Caribbean, 2020) .  \nThe education system in Honduras  \nThe Secretariat of Education is responsible for authorizing and supervising informal and formal education (Ley Fundamental de Educación, 2011) . Formal education is organized in (a) pre-basic education prior to grade 1 for 3–5-year-old students,(b) basic education from grades 1-9 for 6–14-year-old students, (c) middle education from grades 10-12 for 15-17 year-old students, and (d) higher education at the university level (República de Honduras, 2019). There is one National Basic Curriculum for formal education in the country which is flexible in its implementation (Reduca, 2018), and several education documents that complement it. See Appendix A for a table listing recent and active education documents crafted by the State prior to the COVID-19 pandemic.  \nThe Fundamental Law of Education (2011) makes a distinction between public and private schools, recognizing the validity of private schools, subject to the supervision and norms  \n© 2022, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education, 24(2), 173-188.  \nPineda Munguia  \nestablished by the government but not funded by the State (UNESCO-IBE, 2006) . The Secretariat of Education, through the Unidad de Infotecnología (Infotechnology Unit, 2020) listed 34,951 schools in the country excluding universities, amongst which 2,486 private centers. Within the private schools, 785 are bilingual (English/Spanish) . Most private schools are in urban areas. As explored below, access to schooling during the COVID-19 pandemic differed significantly between private and public schools.  \nThe Fundamental Law of Education (2011) further st","cbCaiuSes6VGjfBZ","https://ap.wps.com/l/cbCaiuSes6VGjfBZ","pdf",330599,16,"English","# Demographics and early pandemic context in Honduras\n## The education system in Honduras\n## Digital learning strategies at the beginning of the COVID-19 pandemic","[{\"question\":\"Why did digital learning opportunities differ during COVID-19 in Honduras?\",\"answer\":\"Access was shaped by poverty, violence, and unequal availability of utilities, healthcare, and education, which affected households’ ability to engage with digital schooling during school closures.\"},{\"question\":\"What was Honduras’ early COVID-19 response and how did it affect mobility?\",\"answer\":\"The first COVID-19 case was registered on March 10, 2020, and lockdown measures were enforced in mid-March, limiting people to leaving their homes only on predetermined dates based on their ID cards.\"},{\"question\":\"How do internet and device access patterns relate to digital learning in Honduras?\",\"answer\":\"The document reports that mobile phone access approached 90% overall, while internet access was much lower and strongly divided between rural and urban areas; computer ownership also showed a substantial urban-rural gap, influencing who could participate in digital learning.\"}]","Current Issues in Comparative Education (CICE) - Volume 24 - Issue 2 - Digital Learning Measures in Honduras During the COVID-19 Pandemic | PDF",1792090295]