Scaling peer tutoring teacher professional development methodologies in Honduras’ public education

This project aims to support the improvement of primary education in Honduras, particularly in rural areas, by promoting the Peer Tutoring of the Americas (TEPA) methodology. This approach fosters cooperative learning among students, guided by teachers proficiently trained in peer-tutoring techniques. Its aim is to scale the adoption of TEPA by strengthening the capacities of both university- and government-based teacher-training programs.

At the university level, the project seeks to enhance leadership and autonomy among faculty members, facilitating the integration of peer-tutoring courses into both initial and continuous teacher-training curricula. This integration ensures that peer tutoring becomes a fundamental component of the pedagogical toolkit provided during pre-service education.

At the government level, the project offers technical guidance and capacity-building support to institutionalize the use of TEPA courses and materials in training programs for trainers of trainers, with a particular emphasis on rural education settings.

The expected outcome of the project is that the TEPA peer-tutoring model is embedded within both pre-service and in-service teacher professional development programs in Honduras, with local capacity to replicate its use. It is funded through the Knowledge and Information Exchange, a joint endeavour of the Global Partnership for Education and IDRC, which supports partner countries to use the evidence and innovation they need to accelerate access, learning outcomes and gender equality through equitable, inclusive and resilient education systems.