THE CEVER SCHOOL
are CEVER students, and where do they come from?
students at CEVER come from a variety of backgrounds
and socioeconomic classes but most of them are currently
working to support their families. The department of
Yoro is economically depressed and made up of many subsistence
farming families. These farmers, whose families have
worked this land for generations, are now facing increasing
difficulty in selling the crops they have traditionally
grown. As a result, most of the students at CEVER take
an active role in the care of the household while their
parents work: taking care of siblings, cooking meals,
of the boys work with their fathers on the farms to supplement
their income – either picking coffee on plantations,
or working the family’s land for corn or beans. Some
of the girls sell tortillas, wood, or small sewn crafts
by the side of the road while they are not in class. Students
may live with guardians – either because their parents
are dead or abusive, or because they live far away from
the school in the very rural regions of the valley and
cannot afford to travel each day. There are students who
walk 5 miles to and from school each day. There are also
students whose parents are professionals, store owners,
or trade workers. Almost every student talks passionately
of their responsibility to make life better for their family.
is CEVER unique?
provides the students with an avenue to other jobs,
and dreams they might not have had otherwise. In interviews
with the students, they revealed goals ranging from
working in a maquilla (sweatshop), to the dozens who
wanted to own their own trade shop, to those who profess
to wanting to be doctors, musicians, lawyers, teachers,
engineers, even mayors. For each, their work at CEVER
is a catalyst for those dreams. The words most commonly
used are superar la vida, and seguir adelante (make
life better, and push on forward). There is a strong
recognition that trade work learned at CEVER can act
as a stepping stone: using money saved to pay for university
and further education.
vocational schools in Honduras have expensive tuition.
CEVER operates on a system of symbolic tuition – so
that any student from any background might be able
is an indigenous initiative local to the Yoro valley.
The director, Angel House, is a strong advocate
for student voice and is himself a graduate of CEVER,
who returned to teach, and was subsequently appointed
as the director. About
ten years ago he was promoted to director. He displays
great passion for his students.
are the classes at CEVER like?
at CEVER are structured around the extenuating circumstances
of the students’ lives. Life in the subsistence
farming community includes harvesting, family care,
and the persistent need to work to support their
families. Students are able to work independently
once enrolled so that they can balance family commitments
and schooling. Students have the option of taking
basic education courses along with their technical
courses so that they can finish with a 9th grade
education. The students at CEVER praise their instructors
highly: they speak of the individual attention and
care they receive.
role does religion play at CEVER?
is a Christian institution, founded and run by the
Evangelical and Reformed Church of Honduras. The students
receive Christian instruction, but the school is accepting
of students of all religious affiliations.
happens to the products that students make in class?
Products such as chairs, beds, benches, pillowcases,
shirts, and tools that are made by CEVER students are
sold in Honduras. Unfortunately, these high quality,
hand-made products are sold for a very low price.