Guatemala/U.S. Curriculum Translation

*Should have had consistent schooling with minimal gaps in education

Guatemala Education System

School Year: January to November | Compulsory Education: 1st-6th | Graduation: 1st – 12th

Guatemala/U.S. Grading Scale

Educational Facts

• Public schools are often located sparsely in the rural areas of the country; therefore, there is an abundance of private schools in Guatemala.
• Only 60 percent of Guatemala’s population speaks Spanish; the remaining 40 percent speak indigenous Mayan languages.
• Not all Guatemalans, especially the Maya and those in remote rural areas, have had access to education, and fewer than half make it to middle school.

Guatemala Transition Supports

Guatemala Education Practice:

While primary school is technically free and compulsory in Guatemala, the reality is that the government spends less than 3 percent on education. As a result, the majority of public schools are overcrowded and lack proper resources. What’s more, families are expected to pay for their children’s uniforms and school supplies, a prohibitive expense for many Guatemalans as more than half the population lives below the poverty line. As a result, only four out of 10 children who enter the Guatemalan school system graduate from primary school, one of the lowest completion rates in the Western hemisphere. Additionally, Guatemala’s high school graduation rate is less than 20 percent (Marks 2020g).

U.S. Educator Implications:
Inconsistency in school attendance is common for students from Guatemala; therefore, understanding any gaps in education will be beneficial to most effectively support students. Female students may also need additional social-emotional supports as they are often viewed as inferior to men. In addition, there is a high rate of abuse of women. Promoting opportunities that encourage gender equality can also aid in holistically supporting students from Guatemala.

Strategies for Transition

• Get to know your students by building positive relationships.
• Provide multicultural education where texts, values, beliefs, and perspectives represent people from different cultural backgrounds.
• Allow a reasonable amount of transition time.
• Illiteracy among parents and children is common. Providing multiple modes of communication will be critical to ensure families are aware of school events, activities, and student performance.
• “Teachers are highly respected in Guatemala, and Guatemalan parents may not raise concerns or question educators because of this. They may also be ashamed of their own lack of education or knowledge about the school system (Marks 2020g).” Educators should help families feel welcomed and supported. Engage families in positive dialogue often and consistently.
• Making eye contact is a sign of respect and a critical way of showing interest. Educators should not force students from Guatemala to look them in the eye. With time, students may provide that respectful gesture.
• “Spanish is the official language and spoken by 68.9 percent of the population. Mayan languages (a total of 21 are recognized) is spoken by 30.9 percent, K’iche 8.7 percent, Q’eqchi 7 percent, Mam 4.6 percent, Kaqchikel 4.3 percent, and other 6.3 percent (Marks 2020g).” It is imperative that U.S. educators do not assume that Mayans from Guatemala speak Spanish.