Science Education: An Overview for Central America
DOI:
https://doi.org/10.36366/frontiers.v3i1.44Keywords:
Central America, Science educationAbstract
Central America is a net importer of scientific knowledge and technical know-how. A few good quality research and education programs exist in the region. They focus on agriculture and natural resources management. National research systems are generally weak. Current international economic and political conditions are forcing the region into a global environment that demands, above all, human capital resources of the highest quality possible at all levels. Scientific and technical knowledge is increasingly perceived in the region as a strategic resource essential for development. Education is often touted as the road to progress.
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References
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Contreras, M. R. 1995. La evaluación curricular: El caso de Zamorano. Ceiba, Vol. 37, No. 1, pp. 65-75. Zamorano, Honduras.
Contreras, M. R. 1991. Agricultural Research in Honduras: The Organization of a Small-Country Agricultural research system with broad research demands: Institutional diversity in Honduras. Small-Countries Study Paper #4, ISNAR. The Hague, The Netherlands, 46 pp.
Bentley, J. W. 1989. What Farmers Don’t Know Can’t Help Them: The Strengths and Weaknesses of Indigenous Technical Knowledge in Honduras. Agriculture and Human Values. 6(3): 25-31.
Escuela Agrícola Panamericana. 1994. Informe Anual. Zamorano, Honduras. 79 no.
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Sherwood, S. G. 1995. Mastering Mystery: Learning to Manage Plant Diseases with Farmers of Honduras and Nicaragua. MPS Thesis, Cornell University, Ithaca, N.Y.
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Contreras, M. R. 1995. La evaluación curricular: El caso de Zamorano. Ceiba, Vol. 37, No. 1, pp. 65-75. Zamorano, Honduras.
Contreras, M. R. 1991. Agricultural Research in Honduras: The Organization of a Small-Country Agricultural research system with broad research demands: Institutional diversity in Honduras. Small-Countries Study Paper #4, ISNAR. The Hague, The Netherlands, 46 pp.
Bentley, J. W. 1989. What Farmers Don’t Know Can’t Help Them: The Strengths and Weaknesses of Indigenous Technical Knowledge in Honduras. Agriculture and Human Values. 6(3): 25-31.
Escuela Agrícola Panamericana. 1994. Informe Anual. Zamorano, Honduras. 79 no.
Fundación Hondureña de Investigación Agrícola. 1994. Informe Anual. La Lima, Honduras. 57 pp.
IMBIO. 1994. Personal Communication. San Jose, Costa Rica.
Sherwood, S. G. 1995. Mastering Mystery: Learning to Manage Plant Diseases with Farmers of Honduras and Nicaragua. MPS Thesis, Cornell University, Ithaca, N.Y.
The World Bank. 1994. Higher Education: The Lessons from Experience. Development in Practice Series, 105 pp., Washington, D.C.
Wilson, E. 1992. The Diversity of Life. W. W. Norton Co., New York. 424 no.
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Published
1997-11-15
How to Cite
Mario Contreras, M. (1997). Science Education: An Overview for Central America. Frontiers: The Interdisciplinary Journal of Study Abroad, 3(1), 64–73. https://doi.org/10.36366/frontiers.v3i1.44
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Section
Section 1: Diversity in Science Education in the World
