In 2002, the National Forum of Convergence (FONAC) called on the Government on the need to transform education, based on a more dynamic, participative, constructivist school, which promotes relevant and culturally relevant learning. Thus calls to all social sectors were made to agree on indicators to be met by schools with the described features.
In 2002, the Government prepared the Plan of Action in Education 2002-2006 and defined standards for curricular transformation to improve the learning process and make it relevant. The formulation of a Basic National Curriculum (CNB) was initiated. The Education for All – Fast Track Initiative (EFA-FTI) started in 2004, which allows allocation of funds to comply with the Dakar Commitments of 2002, including the promotion of significant learning foreseen by the Basic National Curriculum, which provides a framework for the preparation of texts for four basic subjects, the educational standards, guides for teachers and the provision of educational materials in schools. Since 2006, the Round Table of International Cooperation Agencies in Education (MERECE), called by the Government, promotes the provision of water and sanitation infrastructure in schools, especially in rural areas. Since then, the Ministry of Education with the cooperation of UNICEF, integrates within the Child-Friendly Schools model the provision of water and sanitation infrastructure and child-friendly and healthy environments.
Within the strategic framework of promoting child friendly and healthy school environments, strategic alliances were established among the Ministry of Education, municipalities and private sector, with the participation of communities. The agreements signed had the purpose of promoting provision of health infrastructure, along with curriculum development. The Basic National Curriculum incorporates health issues closely related to environment, watersheds protection, water and sanitation.
In 2010 the Ministry of Education incorporated quality standards of child-friendly and healthy schools, including in the Master Plan for Schools Construction, access to water, and sanitation as indicators. The major donors of WASH in Schools in Honduras include CIDA, USAID, SIDA, Inter-American development Bank (IDB), World Bank and the Foundation Agua para Todos. UNICEF, CARE, GOAL, Save the Children, World Vision, Plan International, Ayuda en Acción, Water for People, Aguas de San Pedro and the municipalities have been key partners for WASH in Schools.
Since the late eighties, UNICEF has supported access to water and sanitation to poor periurban neighbourhoods and rural communities, including hygiene promotion at school and community levels. The methodological approach is called Healthy School and Home (ESCASAL), which has been widely adopted by the National Autonomous Aqueducts and Sewers Service (SANAA), Ministry of Health, NGOs and other cooperating agencies. An agreement was signed with the Ministry of Education to incorporate the methodology into them. However there is still a long way to go to achieve this goal.
The promotion of adequate hygiene practices focuses on four (4) key messages: hand washing, personal and home cleanliness, right use and maintenance of latrines, water disinfecting and handling; and includes a reflection on personal and communitarian, and the protection of the water sources, using the methodological guides and educational material elaborated in the context of the Project Healthy School and Home (ESCASAL). Those guides allow the promotion of facilitators and community volunteers, known as home visitors, to implement action in a systematic way, including organization of Basic Sanitation Committees and Infant Sanitation Committees at community level, and the implementation of Community Plan of Action (PAC) with domiciliary visits to evaluate behavioral changes regarding hygiene practices.
Since the nineties, UNICEF established an alliance with the Commerce Chamber of Tegucigalpa and the mass media, through the Foundation Agua para Todos, which on a yearly basis has supported a provision of WASH infrastructure in schools. Alliances have also established with municipalities, the NGO Water for People, the Water Supply operator Agua de San Pedro in the country’s second city San Pedro Sula, and the Ministry of Education.
A national survey on the infrastructure conditions in school centres at national level, including WASH facilities was carried out in 2004.