Building Vocational Learning Communities: A Guatemala Study

William Cornelius Vocational Training Centre

1
Building Vocational Learning Communities: A Guatemala Study
Acknowledgments
The author wants to thanks Licda. Edna Estrada de Estrada, Licda. Gladys Trtola de
Lpez, and Sr. arold A!uino o" #illiam $ornelius %ocational Training $entre in
Guatemala $ity, Guatemala. & deeply appreciate the warm welcome and hospitality "rom
all the #$%T$ Sta"". Also, the author wants to e'tend her deepest gratitude to
all the students o" the $entre. Since the "irst greetings during the $anada (ay
cele)rations to the last hug, they were the inspiration )ehind this study and my instructors
o" Guatemalan slang.
Gracias, ustedes son puras pilas.
*
E( +,,-, (r. .as /azurek
&ndependent Study Su)mitted )y0 Ana /aria Aceytuno
Summer Session &&, 1uly *-1*,
2ni3ersity o" Leth)ridge
Building Vocational Learning Communities: A Guatemala Study
As an educator, and a $erti"ied Electrical Engineer Technician, & am 3ery
interested in the approaches that education systems around the glo)e employ in the area
o" a 3ocational training. & am also interested in how 3ocational training contri)utes to the
4o) skills needed )y today5s students to succeed in a rapidly changing economy. This
paper is "or a case study o" the #illiam $ornelius %ocational Training $entre 6#$%T$7
in Guatemala $ity, Guatemala.
The ma4or learning o)4ecti3es o" this study are0
To gain an understanding o" the challenges, de)ates, and progress that e'ist in
Guatemala5s educational system.
To in3estigate the e""ect that 3ocational education has in de3eloping lateral
thinking as a tool "or use )y students in pro)lem sol3ing situations in higher
education and8or industry.
To document the teaching strategies used )y Guatemalan colleagues to empower
youth as "uture leaders and mem)ers o" a glo)al community in an e3er9changing
market economy.
:
To )etter understand Guatemala5s education system, this paper )egins with an
o3er3iew o" the country5s social "a)ric including its history, geography and population.
Secondly, it discusses the present state o" Guatemala5s education system and the e""orts
that ha3e )een undertaken "or re"orm. This pro3ides a necessary insight into perceptions
o" go3ernment policies and practices. Thirdly, the paper includes an o3er3iew o" the
#$%T$ and the education o""ered as a contrast )etween the general pu)lic education in
Guatemala. Lastly, the paper presents an analysis and insights regarding this case study.
&n"orming my o)ser3ations and analysis will )e )ackground academic readings and my
"ormer e'perience as a $areer Technology Studies teacher assistant in a $anadian high
school. & will also use my daily documented o)ser3ations to in"orm the undertaking o"
this study.
Guatemalas social fabric
Brief History
An ancient region known as /esoamerica ; /e'ico, Guatemala, <elize,
onduras, and El Sal3ador ; is today the homeland o" = million /ayan people. &ts "irst
inha)itants were hunters and gathers who arri3ed some 11,--- years ago. Guatemala, as
part o" it, "ormed part o" the ighland /ayan. This ancient culture )egan e3ol3ing o3er
+,--- years ago, and reached its potential A.(. *>-9,-- until the mysterious
a)andonment o" its southern cities. The /aya per"ected a writing system that recorded
their historical e3ents and )elie"s system? the @opol %uh is considered their sacred )ook
and e'plains their world3iew and creation story. They also used the /ayan $alendar,
which is a testimony o" their amazing mathematical and astronomical knowledge. /aya9
+
speaking people still li3e in their ancient homeland, which showcases massi3e unearthed
temples, such as Tikal5s Great @laza, which re"lect the rising era o" their ci3ilization.
1
&n 1>*+, a"ter the "irst contact with the Spanish $on!uistadores, the ma4ority o"
/ayan kingdoms and its people were de"eated, either )y the superiority o" the Spanish
weaponry or )y diseases, against which they ha3e no de"enses. The initial contact was
"ollowed )y almost three hundred years o" Spanish rule. E3en though Guatemala
o)tained its independency "rom Spain in 1A*1, the e""ect o" the changes introduced )y the
Spanish to these pre9$olum)ian societies was, and still is "elt throughout the entire
country. Spaniards le"t the legacy o" the Spanish language, culture, religion, and
go3ernment system, which has )een the )ack)one o" Guatemala5s social structures.
Later on, another kind o" occupation occurred in Guatemala. &n 1,-1,
multinational corporations, such as the 2nited Bruits $ompany )egan their operations
employing a huge la)our "orce composed mostly o" the indigenous population. The
presence o" these corporations had a deep and long9lasting impact on the economic and
political de3elopment o" Guatemala.
*
(uring the second hal" o" the *-
th
century, the
intent to introduce land re"orms that would )ring a )etter distri)ution o" income "or the
Guatemalan people pro3oked a := year ci3il war. The con"lict, which resulted in 1>-,---
people dead, >-,--- disappeared and 1 million re"ugees ended in 1,,= the Guatemalan
go3ernment signed a @eace Accord with the guerrilla "orces.
:
1
Cuddell, Dancy 61,,>7. Mystery of the Maya, The Golden Age of the Classic Maya, $anadian /useum o"
$i3ilization.
2
Guatemala, 1954: las ideas de la contrarrevolucin, Author(s): Manolo E. ela !asta"eda. #ource:
$oro %nternacional, ol. 45, &o. 1 (1'9) ((an. ) Mar., 2**5), ++. ,9)114, -u.lished ./: El $olegio de
/e'ico, #ta.le 012: htt+:33444.5stor.or63sta.le32''7,891, Accessed: 153*'32*12
:
$&A, The #orld Bact <ook. Accessed on **8-=8*-1* "rom
https088www.cia.go38li)rary8pu)lications8the9world9"act)ook8geos8gt.html
>
Geographical and Population Data
Guatemala is located on the $entral American &sthmus. &t is )ordered )y /e'ico,
<elize, El Sal3ador and onduras. &t also has coastline on )oth, the @aci"ic Ecean and the
Gul" o" onduras in the $ari))ean Sea. The numerous acti3e 3olcanoes and "re!uent
eruptions make this land 3ery suscepti)le to earth!uakes and natural disasters like "loods
and landslides.
&n *-11, the population o" Guatemala reached 1+.+ million ha)itants.
+
The
population is =-F /estizo, comprised o" Amerindians and Europeans, and +-F
indigenous, A>F o" which are /ayan. The country5s population is seen as composed o"
"i3e ethnic groups. There are the Mayas, who are an indigenous group o" /ayan heritage
who speak one or more /ayan languages, and who o)ser3e )oth traditional dress and
social codes. Ladinos, a non9indigenous group who speak Spanish as a mother language,
li3e in modern9style houses, and wear western clothing. There are also, Xinkas who are a
non9/ayan indigenous group who speak an isolated language, the Ginca language, and
li3e close to the onduras )order. As well, there are Garfunas, who are mostly A"rican
descendents who speak the Arawakan language in addition to Spanish, and li3e on the
$ari))ean $oast. And "inally there are others, a non9indigenous group, made o" mostly
European ancestries who speak Spanish and other languages "rom other parts o" the
glo)e.
This multicultural and multilingual society, with its di3erse ethnic and racial
groups, causes a deep "ragmentation in the country5s social "a)ric. Guatemalan society is,
de "acto, di3ided )y a class system. All the marginalized indigenous people "orm the
+
$&A, The #rld Bact <ook, https088www.cia.go38li)rary8pu)lications8the9world9"act)ook8geos8gt.html
Accessed on 1une **, *-1*.
=
lower class. There is a middle class, which is comprised o" the Ladinos. The European
descendents make up the upper class.
chooling ystem in Guatemala
A 3ery young population characterizes Guatemala. &n *--A, according to national
statistics more than hal" o" its 1:.H million ha)itants were )etween - and 1A years old,
which e!uates to >*F o" the population. This represents a student population o" >.*
million school aged children )etween + and 1A years old.
>

The way Guatemala5s population pyramid is composed could present serious
challenges to any educational system in the world, )ut more intensely, to one seriously
a""ected )y almost +- years o" political insta)ility. The )ranch o" go3ernment that
o3erlooks education is the /inisterio de Educacin de Guatemala 6/&DE(2$7.
The education policies that a young generation such as this one re!uires should
take into account the uni!ue characteristics o" the cohort that the policies are intended
"or. There are si' areas to consider0
Gender. Statistically, Guatemala has kept a healthy population rate, 1-* men per 1--
women. This rate changed )etween 1,,- and *-1-. The distri)ution o" the population
in Guatemala was ,H men per 1-- women. This gender im)alance could )e associated
to migration issues? due to the war, more men than women mo3ed out o" the country.
=
>
/inisterio de Educacin de Guatemala, &nclusin Educati3a0 El $amino del Buturo, 2n desa"Io para
compartir, &n"orme Dacional CepJ)lica de Guatemala, *--A. Accessed on 1uly 1*
th
, *-1* "rom
http088www.i)e.unesco.org8DationalKCeports8&$EK*--A8guatemalaKDC-AKsp.pd"
=
&nstituto Dacional de EstadIstica 6&DE7, XI Censo Nacional de Poblacin, 2002.
H
!thnicity. Guatemala5s population is di3erse, culturally and linguistically. &n
addition to the o""icial language, Spanish, there are *: indigenous languages and
dialects recognized as part o" the cultural heritage. Languages like, L5uiche5,
.akchi!uel, /am, Achi, &'il, L5e!chi, $hu4, Tz5utu4il, Awakateco, and 1+ others are
spoken )y almost = million indigenous people )elonging to e!ual num)er o" ethnic
groups.
H

Geographical Dispersion. Guatemala5s population is une3enly distri)uted
throughout its ** departamentos, which are like pro3inces in $anada. Twenty "i3e
percent o" the population li3es in the departamento o" Guatemala, where the capital
city is located. There is a large internal migration "rom the rural areas to the ur)an
ones due to many "actors0 4o) opportunities, massi3e "orced displacement due to war,
and the country and glo)al economic crisis.
Locality. &t is estimated that "or the year *-1>, "i"ty percent o" Guatemala5s
population will li3e in ur)an areas.
ettlement patterns. Settlement patterns are linked to the concentration8dispersion o"
the population and the rural8ur)an condition. &n Guatemala, se3enty percent o" the
non9indigenous population li3es in cities, and towns. En the contrary, se3enty percent
o" the indigenous population settles in small 3illages and remote, isolated
communities. This di3ision has )rought disparity in the de3elopment o" its di""erent
regions, particularly in remote areas inha)ited )y indigenous people.
A
H
&)id.
A
Sistema de &n"ormacin GeogrM"ica Educati3a, S&GE, (ireccin de @lani"icacin Educati3a, (&@LAD,
/inisterio de Educacin de Guatemala, Ectu)re *--A. Accessed on 1uly 1*
th
*-1* "rom
http088www.mineduc.go).gt8ie
A
"ears of schooling. A *--= sur3ey shows that the a3erage Guatemalan has >.: years
o" schooling
,
. &lliteracy rates ha3e lowered "rom :*F to *>F since *---. There ha3e
)een decreases during the same period according to gender, **F to 1AF "or men, and
+-F to :1F "or women. (espite the "act that there is still a gap )etween men and
women, it has )een su)stantially reduced due to increased girls enrollment in schools
)ecause the signing o" the @eace Accord.
1-
&n the medium term, these population issues will continue e'erting a great deal o"
pressure on the education system. Gi3en changes in the population o3er time, there will
)e a larger sector o" the population entering the work "orce. <ut, more so than the a)o3e
population issues, is the reality o" the ine!uity in educational capital distri)ution and the
low !uality o" education that Guatemalans recei3ed.
#hallenges$ Debates$ and Progress
A"ter the educational re"orm in 1,,A, /&DE(2$ has tried to mo3e away "rom
the centralized position it has had in the past. And it has tried to implement the
/illennium international educational policies that could )etter respond to the pro)lems o"
Guatemalan society. Two e'amples o" these pro)lems are that >1F o" its population is at
or )elow the national po3erty line, su)sisting on less than N* per day? there"ore education
is not a priority "or these "amilies. Additionally, malnutrition among >A.=F o" the
indigenous children aged - to > almost dou)les that o" the non9indigenous population.
11
,
Encuesta Dacional de $ondiciones de %ida, ED$E%&, *--=. @resented )y &nstituto Dacional de EstadIstica,
Guatemala, Guatemala. Accessed on 1uly 1*
th
*-1* "rom http088www.ine.go).gt8np8enco3i8enco3i*--=.htm
1-
/inisterio de Educacin de Guatemala, &nclusin Educati3a0 El $amino del Buturo, 2n desa"Io para
compartir, &n"orme Dacional CepJ)lica de Guatemala, *--A. Accessed on 1uly 1*
th
, *-1* "rom
http088www.i)e.unesco.org8DationalKCeports8&$EK*--A8guatemalaKDC-AKsp.pd"
11
#orld <ank (ata, http088data.world)ank.org8country8guatemala Accessed 1uly +th, *-1*.
,
Although /&DE(2$ has strict and rigid guidelines that could appear to )e an
answer to Guatemala5s pro)lems, its policies ha3e not )een a)le to deli3er a desperately
needed !uality education "or Guatemalan children. Twel3e years a"ter the initiation o" the
re"orms, Guatemala5s educational situation remains unaltered.
1*
This, according to many
educators, is Guatemala5s greatest challenge.
&n *--A, $omisiones &nternacionales so)re Educacin del @rograma de @romocin
de la Ce"orma Educati3a en AmOrica Latina y el $ari)e 6@CEAL7
1:
, presented a study o"
Guatemala5s educational progress )ased mainly on the /&DE(2$ data)ase.
1+
The "ollowing @CEAL chart shows Guatemala5s education system situation "rom
*---9*--= and its tendency regarding 3arious aspects. &t includes0 national co3erage,
success rate, test results, e!ual opportunities, standards and e3aluations, administration,
teacher training, and go3ernment in3estment in education.
#ith the only o)4ecti3e to generate an in"ormed and responsi)le de)ate, the chart
also has a column grading each o" the pre3ious items.
See the "ollowing e'ample o" calculation "or national co3erage0

1*
uman Cights, http088www.periodistas9es.org8derechos9humanos8indigenas9en9guatemala9crece9la9deuda9
con9los9pue)los9originarios Accessed 1uly +th, *-1*.
1:
$omisiones &nternacionales so)re Educacin del @rograma de @romocin de la Ce"orma Educati3a en
AmOrica Latina y el $ari)e 6@CEAL7, l f!t!ro est" en #!ego, y Ma$ana es %!y tarde, 6Eur Buture is on
Stake, Tomorrow would )e too Late7 *--A, #ashington, ($. Accessed on 1uly =, *-1* "rom
http088preal)log.)logspot.com8*--,8-+8in"orme9de9progreso9educati3o9de.html
1+
/&DE(2$. *--Ad. <ase de datos. $onsulta electrnica disponi)le en0
http088www.mineduc.go).gt8digeduca8d)resultados.asp
1-
&ndicator 8 Grade 8 Tendency $alculation

&n the calculations @CEAL used the Det Enrollment Cate "or primary and secondary
education, Taza Deta de Escolarizacin, TDE and the Gross Enrollment Cate "or E$S
and post9secondary education, Taza <ruta de Educacin, T<E.
The scores "or the year *--- were0
indicator 6F7 Grade according to the scale #eighting Bactor
TDE 6primary7 A>.+ : points, a3erage $, A> to A, :>F
TDE 6secondary7 *:., 1 point, 3ery de"icient B, less than =- :>F
T<E 6E$S7 >-., * points, de"icient (, +> to >+ 1>F
T<E 6post9secondary7 1>.* 1 point, 3ery de"icient B, less than *- 1>F
$alculations0 P6: ' -.:>7 Q 61 ' -.:>7 Q 6* ' -.1>7 Q 61 ' -.1>7R ' *- S +H
The scores "or the year *--= were0
indicator 6F7 Grade according to the scale #eighting Bactor
TDE 6primary7 ,+.> + points, good <, ,- to ,+ :>F
TDE 6secondary7 :+.H 1 point, 3ery de"icient B, less than =- :>F
T<E 6E$S7 >A.A : points, a3erage $, >> to =+ 1>F
T<E 6post9secondary7 1*.* 1 point, 3ery de"icient B, less than *- 1>F
$alculations0 P6+ ' -.:>7 Q 61 ' -.:>7 Q 6: ' -.1>7 Q 61 ' -.1>7R ' *- S +H
<etween *--- and *--=, the enrollment le3el reached an annual increment o" > percent?
there"ore, its tendency was categorized as progressi3e.
primaria S primary education 6= years7
secundariaS secondary education 61unior igh and igh School, : years each7
preprimaria S E$S 6* years7
superior S post9secondary 6a3erage o" > years7
11
#hart %
&rea of #oncern Grade #omments
'ational #o(erage. # The num)er o" students enrolled in elementary schools
has increased )ut un"ortunately there are still more than
one million children and youth )etween > and 1A years
old that cannot access education.
uccess )ate * @rimary and secondary studentsT success rates increased.
2n"ortunately, only =81- students "inished their studies
at the primary le3el and *81- at the secondary le3el.
+est )esults D @rimary and secondary national tests5 results in )oth
math and reading are low. Long9term data is not
a3aila)le.
!,ual
-pportunities
D There still e'ist huge gaps in education according to
ethnic origin, gender, and area o" residence.
1*
!ducational
tandards .
!(aluations
# @rimary and secondary standards e'ist. <ut, o)4ecti3es,
approaches, and procedures "ollowed )y the system ha3e
)een neither su""iciently discussed nor understood )y all
o" the players.
&dministration D There are not signi"icant changes regarding
administration, community in3ol3ement, and
accounta)ility. Schools5 "eed)ack on per"ormance is
non9e'istent.
+eacher +raining D @rimary teachers per"ormed poorly on math and reading
standardized tests. Teacher participation and engagement
in the educational re"orms are low.
Go(ernment
/n(estment in
!ducation
* The allocated resources are not su""icient to co3er the
Guatemalan students5 educational demands.
Guatemala has made great ad3ances regarding student enrollment due to
/&DE(2$5s inno3ati3e policies. According to the data, )etween *--- and *--=, there
was an increase o" A+H,-:+ students, aged > to 1A years old, throughout the entire nation.
2n"ortunately as seen in Graph %, the enrollment gap )etween primary and secondary
education is almost si'ty percent.
Graph %
tudent enrollment according to educational le(els0 !#$ Primary and econdary education1
Percents refer to net enrollment
1:
The @CEAL report also points to the disproportionate num)er o" girls compared to )oys
who are out o" school. According to Graph 2, nearly H out o" 1- girls who li3e in rural
isolated area, and )elong to an ethnic group, do not attend school? this "act e3entually
adds to their marginalization.
1>
Graph 2
tudent population aged bet3een 4 and %5 years old that are not registered in school1
Male$ light blue
*emale$ dark blue
According to the Graphs 6 and %2, si'ty percent o" the Guatemalan population )etween
*> and >, years old has > years or less o" education. The 1,A> $onstitution decreed that
education should )e , years, = years o" primary education and : years o" 4unior high
1>
&n"orme de @rogreso Educati3o, Guatemala. @CEAL, @rograma de @romocin de la Ce"orma Educati3a en
AmOrica Latina y el $ari)e, @artnership "or Educational Ce3italization in the Americas. Educacin0 2n
desa"Io de urgencia nacional 6*--A7. Education0 An 2rgent Dational $hallenge. $&ED 6$entro de
&n3estigaciones Econmicas Dacionales7 y @CEAL, Birst Edition, Guatemala, *--,, &S<D0 ,HA9-9,A--HHH9
:9>. Accessed 1uly +
th
, *-1*.
http088preal)log.)logspot.com8*--,8-+8in"orme9de9progreso9educati3o9de.html
1+
school. 2n"ortunately, only *-F o" the total population )etween the ages o" *> to >,
years old has more than , years o" education.
1=
The illiteracy situation is compounded )y
their socio9economical le3el.
Graph 6
'ational percentage of years of schooling1
Graph %2
&(erage years of education according to economics$ gender$ and ethnic factors
Mandatory "ears of chooling according to the %754 #onstitution 8 7 years
%16 years 9 the poorest o" the poor$ 214 years 9 rural$ 21: years 9 indigenous$ ;1; years 9 women$ ;17 years
total$ 41< years 9 men$ <12 years non9indigenous$ :1= years 9 ur)an$ and 714 years elite
These inde'es are 3ery similar to the situation o" the reser3ation schools in
1=
&n"orme de @rogreso Educati3o, Guatemala. @CEAL, @rograma de @romocin de la Ce"orma Educati3a en AmOrica
Latina y el $ari)e, @artnership "or Educational Ce3italization in the Americas. Educacin0 2n desa"Io de urgencia
nacional 6*--A7. Education0 An 2rgent Dational $hallenge. $&ED 6$entro de &n3estigaciones Econmicas Dacionales7
y @CEAL, Birst Edition, Guatemala, *--,, &S<D0 ,HA9-9,A--HHH9:9>. Accessed 1uly +
th
, *-1*.
http088preal)log.)logspot.com8*--,8-+8in"orme9de9progreso9educati3o9de.html
1>
$anada. According to Statistics $anada, only =- percent o" students who li3e on reser3e
attend )and operated schools. The other +- percent go to pro3incially run schools. Eut o"
the on9reser3e students )etween the ages *- to *+
1H
, only +-F complete high school.
1A

According to La)our Borce Sur3ey data, )etween *--H and *-1-, the dropout rates
among Birst Dations, /Otis and &nuit aged *- to *+ li3ing o"" reser3e was **.=F,
compared to A.>F "or non9A)original people.
1,
Similarly, Guatemalan students "ail )ecause many reasons. Graph ;$ shows all o"
them0 *>F due to lack o" interest, *-F are working, inside or outside the home, 1AF
)ecause o" sickness, 1AF "or economic reasons, HF caused )y drug related 3iolence, >F
to a lack o" teachers and "inally, HF due to other reasons.
*-
1H
(ropout rates are commonly calculated using the *- to *+ years old range? )y this time the students typically ha3e
decided to return to complete their high school education or not.
1A
A)original A""airs and Dorthern (e3elopment $anada. &isc!ssion G!ide on 'irst Nation le%entary and
(econdary
d!cation. &S<D0 ,HA9191--9>*,=*9*9LS90*-1>9---9<<9A1. Cetrie3ed on 1uly 1A, *-1* "rom
http088"irstnationeducation.ca8wp9content8themes8cl":8pd"s8AAD($9(iscussion9Guide9Eng.pd"
1,
Trend in (ropout Cates and the La)our /arket Eutcomes o" Uoung (ropouts. Cetrie3ed on 1uly 1A, *-1*
"orm http088www.statcan.gc.ca8pu)8A19--+9'8*-1---+8article811::,9eng.htm
*-
&n"orme de @rogreso Educati3o, Guatemala. @CEAL, @rograma de @romocin de la Ce"orma Educati3a en
AmOrica Latina y el $ari)e, @artnership "or Educational Ce3italization in the Americas. Educacin0 2n
desa"Io de urgencia nacional 6*--A7. Education0 An 2rgent Dational $hallenge. $&ED 6$entro de
&n3estigaciones Econmicas Dacionales7 y @CEAL, Birst Edition, Guatemala, *--,, &S<D0 ,HA9-9,A--HHH9
:9>. Accessed 1uly +
th
, *-1*.
http088preal)log.)logspot.com8*--,8-+8in"orme9de9progreso9educati3o9de.html
1=
Graph ;
Main causes for student desertion$ 2==<
The num)er o" children that repeat an entire year o" schooling is also high. Enly :
out 1- students reach the =
th
grade without repeating a grade.
*1
See Graphs 4 and <.
Graph 4
22
Percentage of students 3ho remain in the school system by grade and those 3ho graduate at the
proper age le(el
*1
&)id.
**
DETE0 @ercentages are calculated on the )asis o" reconstructed cohort group.
1H
Graph <
Percent of students that repeated an entire school year according to grade le(el$ from grade one to
grade si>1
2sing the graph a)o3e, you would notice the high rate o" students who were not
promoted to grade two. Some plausi)le causes could )e0 learning to read and write in the
Spanish language, age o" students, and school e'pectation such as uni"orms,
transportation and supplies.
Burthermore, the student population pressure directly a""ects class size. According
to Guatemalan colleagues, pu)lic schools at a secondary le3el in ur)an areas are
o3ercrowded. $lasses o" >- to =- students are the norm and some reach disconcerting
num)ers o" A- to 1-- students. En the other hand, students in the rural areas lack )asic
"acilities such as light, desks, inade!uate sanitation, etc. and end up recei3ing classes
sitting on the "loor and8or "rom non9!uali"ied personnel.
1A
Sadly, Guatemala in3ests only *.HF o" its Gross (omestic @roduct 6G(@7 on
education.
*:
See Graph %5. &n Al)erta under <udget *-1*, Education was allocated 1=
per cent o" the total pro3incial )udget. This translates to go3ernment5s in3estment o" N=.A
)illion in education or an in3estment o" appro'imately N:+ million each day that =--,---
students are in school.
*+
Ene can imagine how much more money would )e needed i"
Al)erta would ha3e to deal with a student population o" > and a hal" million childrenV
Additionally, where would the "inances come "romV
Graph %5
Public /n(estment in !ducation as a percentage of the GDP$ 2===92==:.
Minimum percentage recommended by P)!&L 8 4.-
&(erage !ducation &llocation in Latin &merican and the #aribbean 8 ;1;
M/'!D?#s trategies
&nno3ati3e strategies )y /&DE(2$ to increase national co3erage 3aried and the
ma4ority o" the cases in3ol3e community9run schools. Ene o" these strategies gi3es
access to E$S and primary education to **F o" the students, who are mostly indigenous
children. &n other cases, educators teach in two di""erent schools, while a trained mem)er
o" the local community co3ers the missing shi"t. A total o" 1,+-> E$S and primary
*:
#orld <ank (ata, Guatemala5s G(@ S N+=., )illion. Accessed on 1uly 1*, *-1* "rom
http088data.world)ank.org8country8guatemala
*+
Al)erta Go3ernment we)site, http://budget2012.alberta.ca/newsroom/charts-graphs.pdf Accessed through
AlbertaConnects@gov.ab.ca on July 12
th
, 2012.
1,
students are educated with this program. Also, the Telesecundaria is a tele3ised distance
education program deli3ered to :,,,1= students who attend grades H, A, and , in >=> rural
schools.
*>

WSal3emos el @rimer GradoX, Let5s Sa3e the Birst Grade, is a program where
)ilingual instructors, /ayan language and Spanish, teach literacy to the students.
$hildren )egin their studies in their mother tongue and gradually are introduced to the
Spanish language. The enrichment and preser3ation o" their cultural roots is the aim o"
this program. An e'tra month o" instructional time is added to the school year )etween
grades one and two in order to reduce the high rate o" students who repeat grade one.
Additionally, the program o""ers a meal program, transportation, scholarships, school
supplies, and uni"orms. &n *--H, the meal program ser3ed a total o" *.: million children.
School supplies were distri)uted to the same num)er o" children and nearly 1,-,---
children were granted a scholarship.
*=
&n *--+, grants were gi3en "or the "irst time )y /&DE(2$ using the results o" the
national e'ams. The same policy has )een employed in su)se!uent years, also taking into
account community input. &n *--=, there were almost 1-,--- school )oards that worked
along with school administrators hiring !uali"ied teachers. /&DE(2$5s process o"
decentralization is now on its way throughout the entire country.
*H
*>
/inisterio de Educacin, *--Ha. &n"orme de @rogreso Educati3o de Guatemala, $&ED Y @CEAL, *--A.
&S<D0 ,HA9-9,A--HHH9:9>
*=
@royecto Edcucati3o &nstitucional 6@E&7 and Educacin <ilingZe &ntercultural 6E<&7, /inisterio de Educacin,
*--Ha.
*H
/inisterio de Educacin, *--A. &n"orme de @rogreso Educati3o de Guatemala, $&ED Y @CEAL, *--A.
pp.1,
&S<D0 ,HA9-9,A--HHH9:9>
*-
Guatemalas actual structure of the education system
*A
Age8Grade8Grade $on"erred (egrees Adult Education
L!G!'D0 !#8 @re9primaria, : Uears Eptional @rogram
Primary S @rimaria Q @unior High S /edia9<Msico Cegular, Dine Uears /andatory Education
Primary A @unior High S Pre9Bocational !ducation$ /edia9<Msico pre93ocacional, Dine Uears /andatory
Education <ranches o"" to Adult <asic Education0 <akery, $arpentry, @lum)ing, <ricklayer, airdresser, etc,
&DTE$A@. Adult Literacy $ourses, $EDALBA. E'tra9$urriculum $ourses, /&DE(2$.
econdary9Di(ersifiedS/edia9/&DE(2$ $iclo (i3ersi"icado.
High chool8<achiller, * U. BaccalaureateS@erito, : U. BusinessSSecretaria, : U.
+eaching #ertificate$ Primary !ducationS/agisterio, + U. Health #are &ideS Au'iliar de En"ermerIa, EDEG, * U.
*orestryC&gricultural +echnicianS@erito Agrnomo Borestal, ED$A, : Uears.
Post9econdary !ducationSState 2ni3ersity,2SA$, and @ri3ate 2ni3ersities,
?ni(ersity +echnologistSTOcnico 2ni3ersitario, * U. +eaching DegreeS@ro"esorados, : U.
B& . B$ + U. !ngineerS&ngenierIas, >U. B'ursingSEn"ermerIa @ro"esional, EDEG, 2ni3ersity,
Master and Doctorate Degrees1
*A
Al3arez y Schie"el)in. (iagnstico Sector Educacin de Guatemala, *--H. &nclusin Educati3a0 El $amino
del Buturo, 2n desa"Io para compartir. &n"orme Dacional CepJ)lica de Guatemala, /inisterio de Educacin ;
/&DE(2$ and <&(, Guatemala, Ecto)er, *--A
DETE0 &nstituto TOcnico de $apacitacin y @roducti3idad, &DTE$A@. $omite Dacional de Al"a)etizacin,
$EDALBA. Escuela Dacional de En"ermerIa, EDEG. Escuela Dacional $entral de Agricultura, ED$A.
*1
Dow that this paper has presented the many educational challenges in Guatemala
and the e""orts made, )oth success"ul and those not, it is time to take a look at a
3ocational school that is an e'emplar o" the educational possi)ilities in the country.
Description of the #entre
Address ,a. $alle 1+9>>, [ona : de /i'co
$olonia Lomas de $oti,
$iudad de Guatemala, Guatemala
@hone 6>-*7 *+:19 >1>A
Sta)le 2CL http088www.wc3tc.com8home.html
Educational Le3el Secondary Education,
$iclo de Educacin (i3ersi"icada
$areer Specialization $omputer Science, Electricity 6new7,
Graphic (esign 6new7, and (ental ygiene
Education Attained igh School (iploma in &n"ormation
Techology
igh School (iploma in Electricity 6new,
*-1*7
igh School (iploma in Graphic (esign
<accalaureate $erti"icate in (ental
ygiene,
<accalaureate $erti"icate in $omputer
Science
/a'imum num)er o" students in each class Thirty
<egan operations 1anuary, *--H
Birst Graduation Ecto)er, *-1-
**
chool Bision
The #illiam $ornelius %ocational $entre 3ision is to in"luence a nation with
well9prepared graduates who will impact their workplace with practical skills, leadership
skills, and hope "or the "uture. <reaking their cycle o" po3erty and raising the !uality o"
li"e "or their "amilies, communities and the country o" Guatemala.
*,
chool Policies
The #$%T$ "ollows /&DE(2$5s new curriculum policies0
Special emphasis on human capital "ormation in order to raise the le3el o"
la)our producti3ity.
Science and technology de3elopment with emphasis on technological
inno3ations.
Special emphasis on high educational standards to deli3er !uality o"
education to Guatemalan students.
The #$%T$ also "ollows these particular policies0
The $entre is a $hristian oriented technical school.
The $entre is especially designed to pro3ide opportunities "or career and
3ocational training to the underpri3ileged youth o" Guatemala.
The #$%T$ is a natural e'tension o" the $hild $are @lus 6$$@7
outreach humanitarian pro4ects in Guatemala. /onthly sponsorships are
*,
#illiam $ornelius %ocational Training $entre. Accessed on 1uly 1=, *-1* "rom http088www.wc3tc.com8home.html
*:
recei3ed "rom the 2.S.A. and $anada.
The $entre potentially ser3es as an educational )ridge to the workplace to
the nearly three thousand students that $hild $are @lus ser3es.
The school will remain a not9"or9pro"it endea3our, "inanced in accordance
with a )usiness plan.
All paid teaching and administrati3e sta"" will )e Guatemalan,
appropriately !uali"ied in accordance with Guatemalan /inistry o"
Education re!uirements.
Bocational !ducation
At #$%T$, the secondary le3el is di3ided into two tracks, which lead to two
di""erent types o" )accalaureates. The "irst one is the high school le3el. &t consists o" two
years o" schooling, grades 1-
th
and 11
th
, in the specialization o" &n"ormation Technology,
Electricity and Graphic (esign. The second techno93ocational track is a <accalaureate
program o" three years, grades 1-
th
, 11
th
and 1*
th
. These two specializations are0 (ental
ygiene and $omputer Science.
There are ele3en periods o" +- minutes each in a day? most o" the su)4ects re!uire
a dou)le period. Technical classes "ollow a modular system and the academic courses are
semester )ased. The school year )egins in 1anuary and ends in the middle o" Ecto)er.
Students enter high school le3el when they are 1= years old and are e'pected to "inish
when they are 1A years old. All the students ha3e to write two diploma e'ams on a yearly
)asis. As part o" their graduation re!uirements, they also ha3e to complete a *>- hours
practicum section in their related industries.
*+
The o)4ecti3e is to educate the students not 4ust in a trade )ut also in a career.
Acti3ities are designed to link academic skills with workplace applications that pro3ide
students with authentic career orientation.
+eaching Methods
All the personnel are uni3ersity graduates. Some o" the instructors ha3e a
pro"essional degree, such as the dentist and the architect. & o)ser3e many classes? some
are core academic su)4ects and others in speci"ic curricular areas. Their teaching methods
are geared to pro3ide students with e'tensi3e 3ocational education and training at the
secondary le3el with a direct in3ol3ement o" industry? such is the case o" (ental ygiene
and (esign Studies. The underlying rationale is that )y concentrating on speci"ic
3ocational skills, it is possi)le to impro3e the entry 4o) o" workers into Guatemala5s
la)our market and to make them producti3e at an earlier point. The education students
recei3e at the $entre is a com)ination o" academic and 3ocational education, which gi3es
the students the ad3antage to adapt to any technological changes in the near "uture. $ore
su)4ects such as $alculus, Spanish Literature, @hysics, @hilosophy and $hemistry are
taught in addition to $omputer (ra"ting 6$A(7, Art istory, Electric $ircuits, and
&n"ormatics. The skills learned are trans"era)le to new technologies in order to a3oid the
danger that speci"ic skills could rapidly )ecome o)solete.
*>
/nsights and &nalysis
tudent Population
The main di""erence & o)ser3e with respect to the students attending #$%T$
o3er the a3erage young person in general education in Guatemala, is their clear "ocus on
their indi3idual career path? this, in addition to their positi3e attitudes, relia)ility, and
willingness to work hard.
chool facilities
#$%T$ "ollows construction and "acility standards similar to any $anadian
school. $lassrooms ha3e the ad3antage o" ha3ing a)undant natural light, a great deal o"
3entilation, and well9)uilt classroom areas. Cegarding class size, the school has a policy
o" a thirty students ma'imum per class. A3erage class size is 1> students or less, which
contri)utes to their learning en3ironment.
+eaching trategies
The thinking process plays crucial roles in e3ery "acet o" li"e. W$ogito ergo sumX,
& think there"ore & am, )y (escartes 61>,=91=>-7, summarizes the importance that we as,
human )eings, ha3e placed upon thinking. Science su)4ects ha3e traditionally de3eloped
a manner o" thinking process that we could call, 3ertical thinking. This way o" thinking
includes0 logical and mathematical patterns, use o" rules, se!uential processes, etc. &t is in
essence, a hierarchical ordered process. owe3er, inno3ators, artists, and in3entors, "or
instance, ha3e not limited themsel3es to think 3ertically. They distinguish themsel3es
)ecause o" their openness to a pro3ocati3e use o" in"ormation and they o"ten challenge
*=
the status !uo. According to de <ono 61,H-7, this capa)ility is what constitutes the )asis
o" lateral thinking.
:-
The era in which we li3e, is an era o" constant in"ormation "lu'. &n"ormation
changes constantly? conse!uently, updating our thinking, skills, and knowledge to these
changes is critical "or sur3i3al. Attitudes regarding change can make or )reak a person.
ere is where lateral thinking pro3ides a mean to restructure thinking patterns, and pa3e
the way "or new ideas. Scienti"ic and technological changes in e3ery day li"e call "or
capa)ilities to understand change, respond to it, and apply prior knowledge to new
situations.
Traditionally, de3eloping lateral thinking has )een a challenge "or educators, who
they themsel3es ha3e )een trained using a 3ertical thinking process. <ut, when working
with today5s students, it is not a matter o" which thinking process should )e used in a
certain curriculum. En the contrary, it is the way o" thinking during the learning process
that really matters. <ecause, #$%T$ is a technological centre, & want to in3estigate the
e""ect that 3ocational education has in de3eloping lateral thinking as a tool "or use )y
students in pro)lem sol3ing situations in higher education and8or industry.
#hat & constantly o)ser3e here is that teachers are inno3ators in the process o"
deli3ering the academic and technical education imparted to the students. Educators are
always encouraging students to handle in"ormation in a new way and try new ideas.
These also gi3e room to )e temporarily \wrong5 in order to learn and make corrections. &n
this way, they are allowing students to restructure thinking patterns. Bor e'ample, a group
o" students in Electrical $ircuits is learning to install an intercom. The students ha3e to
:-
(e <ono, E. 61,H-7. )ateral Thin*ing. #ard Lock Educational, London. $ited in Shlomo #aks, Lateral Thinking
and Technology Education.
*H
draw the circuit, make a supply list, and work on the installation. /eanwhile, another
group is learning how to install a dimmer. The re!uirements are the same as the other
group. A"ter the correspondent task is completed, the groups ha3e to switch pro4ects. &
noticed that one group did the drawing o" the circuit, )ut had di""iculties putting into
practice. The instructor allowed the group to use their )asic electricity knowledge,
assem)le the e!uipment, and e3aluate its per"ormance. A"ter that group "inished checking
the circuit, then )ecause the group didn5t sol3e the pro)lem, the instructor )egan asking
the students to analyze the circuit and made changes accordingly. & )elie3e that the
thinking disposition o" these approaches stimulate the much needed lateral thinking
re!uired in technological learning. The understanding o" knowing +hy and +hen to use
certain concept is e!ually or more important than the pure knowledge o" it.
According to Shlomo #aks 61,,H7, Wtechnology education should not )e merely
percei3ed as )eing rele3ant or important to some human )eings with the e'clusion o"
othersX.
:1
Education in general is concerned with analyzing and communicating e'isting
ideas, concepts, theories, and creating the medium "or generating new ones. Technology
education adds to these concerns with processes like synthesis and trans"erring o"
knowledge to real9li"e situations. This Wtrial9and9errorX, as #aks calls it, allows the
student to peel away the layers o" a pro)lem and come out with creati3e solutions and8or
new technological design6s7 that could work or not according to circumstances. <ut, the
process o" lateral thinking to "ind ,hat +or*ed- ,hat didn.t- ,hat can be done to fi/ it-
is de"initely worth the e""ort.
:*
:1
#aks, Shlomo, Lateral Thinking and Technology Education, 0o!rnal of (cience d!cation and Technology, %ol. =.
Do. + 6(ec., 1,HH7, pp. *+>9*>>. Springer. Accessed on ->8->8*-1*. Sta)le 2CL0
http088www.4stor.org8sta)le8+-1A=+::
:*
&)id.
*A
& en4oyed a truly uni!ue opportunity to undertake a systematic study o" the
3ocational training programs o""ered )y the #illiam $ornelius %ocational Training
$entre. &n spite o" the challenges that GuatemalaTs educational system present, & ha3e
"aith that the in3estments made will )ring "orth the successes the )eauti"ul people o"
Guatemala deser3e. 2ntil that day arri3es let us keep )uilding learning 3ocational
communities together.
*,
)!*!)!'#!
/azurek, .as Y /argret A. #inzer 6*--=7. (chooling Aro!nd the ,orld, (e)ates,
$hallenges and @ractices. Alina Gam)oa and $aroline Linse, Me/ican d!cation,
A /elding o" istory, $ultural Coots, and Ce"orms. <oston0 @earson Education,
$hapter 1+, pp. *AH9:-:.

E5(ea, 1ane Y <rian Titley 6*-1*7. (ocial Conte/t of (chooling. E(:=-:, $oursepack
Ceader. 2ni3ersity o" Leth)ridge. 2nit &%0 Social $lass, Ethnicity, and Education.
@eter /cLaren, Cries fro% the Corridor, e'cerpt 6pp.1>A91A*7 "rom /cLaren,
)ife in (chools, Bourth Edition, <oston0 @earson Education, *--:, &S<D0 -9*->9
:>11A9* 6paper7.
Cuddell, Dancy. 61,,>7 Mystery of the Maya, The Golden Age o" the $lassic /aya.
$anadian /useum o" $i3ilization. $hapters 19+, pp. 191:.
@-?)'&L0
Lateral Thinking and Technology Education
Author 6s70 Shlomo #aks
Ce3iewed work6s70
Source0 0o!rnal of (cience d!cation and Technology, %ol. =, Do. + 6(ec., 1,,H7,
pp. *+>9*>>
@u)lished )y0 Springer
Sta)le 2CL0 http0 www.4stor.org8sta)le8+-1A=+::
Accessed0 ->8->8*-1* 1+01+
Secondary $areer and Technical Education and $omprehensi3e School Ce"orm0
&mplication "or Cesearch and @ractice
Author 6s70 /arisa $astellano, Sam String"ield and 1ames C. Stone &&&
Ce3iewed work6s70
Source0 1e2ie+ of d!cational 1esearch, %ol. H:, Do. * 6Summer, *--:7, pp. *:19
*H*
@u)lished )y0 American Educational Cesearch Association
Sta)le 2CL0 http0 www.4stor.org8sta)le8:>1=-,*
Accessed0 ->8->8*-1* 1+0-+
Brom Elitism to /ass igher Education in Taiwan0 The @ro)lems Baced
Author 6s70 Cu94er #ang
Ce3iewed work6s70
Source0 3igher d!cation, %ol. +=, Do. : 6Ect., *--:7, pp. *=19*AH
@u)lished )y0 Springer
Sta)le 2CL0 http0 www.4stor.org8sta)le8:++H>-+
Accessed0 ->8->8*-1* 1+0-=
:-
Going the (istance with Enline Education
Author 6s70 1orge Larreamendy91oerns and Gaea Leinhardt
Ce3iewed work6s70
Source0 1e2ie+ of d!cational 1esearch, %ol. H=, Do. + 6#inter, *--=7, pp. >=H9=->
@u)lished )y0 American Educational Cesearch Association
Sta)le 2CL0 http0 www.4stor.org8sta)le8+1*++1>
Accessed0 ->8->8*-1* 1+011
(istance Education0 E'panding Learning Epportunities
Author 6s70 #. (aniel Edge and 1ohn @. Loegering
Ce3iewed work6s70
Source0 ,ildlife (ociety 4!lletin, %ol. *A, Do. : 6Autumn, *---7, pp. >**9>::
@u)lished )y0 Allen @ress
Sta)le 2CL0 http0 www.4stor.org8sta)le8:HA:>,A
Accessed0 ->8->8*-1* 1+01*
Guatemala, 1954: las ideas de la contrarrevolucin,
Author(s): Manolo E. ela !asta"eda.
#ource: Foro Internacional, ol. 45, &o. 1 (1'9) ((an. ) Mar., 2**5), ++. ,9)
114, -u.lished ./: El $olegio de /e'ico,
#ta.le 012: htt+:33444.5stor.or63sta.le32''7,891,
Accessed: 153*'32*12
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http088www.wc3tc.com8 .
Daciones 2nidas en Guatemala ; Tra)a4ando para Guatemala
http088www.onu.org.gt8
ED2 9 $ountry in"ormation
http088onu.org.gt8contenido.phpVctgS1:,191:+19in"ormacion9so)re9guatemala
#orld (e3elopment &ndicators
http088data.world)ank.org8country8guatemala
http088data.world)ank.org8indicator8SE.@C/.EDCC8countries8GT9G19GDV
:1
displaySgraph
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http088www.mineduc.go).gt8portal8inde'.asp
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http088www.unesco.org8new8es8unesco8themes8icts8
&n"orme de @rogreso Educati3o, Guatemala. @rograma de @romocin de la
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http088www.ine.go).gt8np8po)lacion8inde'.htm
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http088www.ine.go).gt8np8enco3i8enco3i*--=.htm
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<uilding on your talents82sing Trades /ath
http088www.csc9ca.org8en8products8using9trades9math
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http088www.mcintyre.ca8education
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http088education.al)erta.ca8teachers8program8cts.asp'
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:*
http088www.)udget*-1*.al)erta.ca8newsroom8charts9graphs.pd"
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#hat is e""ecti3e Technology &ntegration "or *1
st
$entury Learners
http088prezi.com8tHkn!ipz!:z>8what9is9e""ecti3e9technology9integration9"or9*1st9century9
learners8
$ountry o" Guatemala @resentation http088prezi.com8mkey*nnmhso48guatemala8
::

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