Running head: MASS GROWTH HOND AND US 1

Massification: Looking at Growth in Honduras and the United States

Liana Bracale Carroll
Comparative Higher Education / 66674
December 10, 2013
Dr. Merrill
MASS GROWTH HOND AND US 2
Massification: Looking at Growth in Honduras and the United States
Massification, an idea attributed to Martin Trow, has become a widely used term to
describe a common trend within higher education systems around the world. The change or
growth in higher education from elite to mass to universal systems share particular
characteristics and can lead to tension within a society and system. This paper describes
massification from two different national contexts looking specifically at growth in the three
ways Trow (2005) considers: the gross enrollment ratio, the rate of growth, and the absolute size
of the system. The United States of America (US) is one of the most economically developed
countries and also represents a country that authors agree was the first system to become
massified. La Repblica de Honduras [Republic of Honduras] (Honduras), as a developing
nation, represents a country in Latin America that lacks significant research regarding
massification in English or Spanish. As seemingly opposite sides of the spectrum, it is
interesting to note the similarities in that both countries displayed spikes in their rates of growth
and number of institutions. The differences between the two cases reveal, however, that the
United States massified earlier and responded to internal pressures whereas Honduras growth
occurred later as a response to external pressures.
Massification
Definition
Although Martin Trow did not use the word massification, the term refers to Trows
idea that higher education in modern societies have developed from elite, to mass, to universal
systems (Trow, 1973). Trow introduced the idea in the 1970s indicating that higher education in
each phase reflects particular characteristics (Brennan, 2004). Brennan (2004) fashioned Trows
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original work into a chart divided into the characteristics of change found within each area (elite,
mass, universal), which Trow later used as a way to organize his 2005 reflections (Trow, 2005).
Trow (2005) defines the three phases of transformation in the following manner:
(1) elite--shaping the mind and character of a ruling class; preparation for elite roles; (2)
mass--transmission of skills and preparation for a broader range of technical and
economic elite roles; and (3) universal--adaptation of the whole population to rapid
social and technological change. (p. 1)
Trow (2005) emphasized that his model should not be taken wholesale to exemplify all the parts
of a system, but rather used to highlight the common tensions that arise from transitions.
[The three phrases] are abstracted from empirical reality, and emphasize the functional
relationships among the several components of an institutional system common to all
advanced industrial societies rather than the unique characteristics of any one. Therefore,
the description of any phase cannot be taken as a full or adequate description of any
single national system (Trow, 2005, p. 35).
He notes how even when a system as a whole may have transformed into a new phase, there may
likely exist institutions that reflect aspects of the previous phase (Trow, 2005, p. 36).
Context
Because this paper focuses on massification, and specifically on the way Trow defined
growth, understanding the context of his work provides some useful understanding on the
perspective that grounds the ideas of growth. Trow (2005) does not define what he considers an
advanced industrial society, but a brief description of his background provides a possible
explanation why his conception of massification heavily focuses on both Western and
economically more developed areas. Martin Trow was born in the United States, in New York in
MASS GROWTH HOND AND US 4
1926, and attended both undergraduate and graduate school in the Northeastern part of the
country (Center for Studies in Higher Education [CSHE], 2006). He published works in the
1970s as a Professor Emeritus from the University of California, Berkeley, in which he
discussed the idea of a movement from elite, to mass, to universal higher education. He worked
as a Distinguished Visiting Scholar in London and Japan and consulted in Sweden (CSHE, 2006).
Not only did Trow have a personal educational experience rooted in the West (the United States),
but his research also took him into modern industrialized parts of the world. His particular frame
of reference encompassed the focal area of his research and therefore adds an important
consideration when extrapolating his ideas into different contexts.
Characteristics of Massification
Brennan (2004) identified ten different characteristics that are manifested within the
phases of massification: attitudes to access, functions, curriculum and forms of instruction,
student career, institutional characteristics, locus of power and decision making, academic
standards, access and selection, forms of academic administration, and internal governance.
When discussing whether a nation has massified, authors tend to refer to growth as a main
indicator. This paper specifically focuses on massification in terms of Trows (2005)
conceptualization of growth.
Growth
Trow (1973, 2005) argues that higher education demonstrates growth in three different
manners: 1) by the rate of growth, looking specifically at how quickly total student enrollment
changes, 2) in the absolute size both of systems and individual institutions, looking at the
amount of institutions in a system as a whole, as well as the absolute size of individual
institutions, and 3) in the proportion of the relevant age group enrolled (1973, p. 2; 2005, p. 2)
MASS GROWTH HOND AND US 5
commonly known as the Gross Enrollment Ratio (GER). These three components of growth are
tied to each other, in that they all are indicators of growth, but each one reveals nuanced
information that provides greater information regarding massification and its possible reasons.
Country Profiles
When possible, this paper cites statistics from sources that originate from the country of
origin. In the cases when statistics from the country were difficult to find, data from external
organizations was used. When citing data from the Central Intelligence Agencys (CIA) World
Factbook, it is important to note that it does not indicate where the original sources are taken
from: The Factbook staff uses many different sources to publish what we judge are the most
reliable and consistent data for any particular category. Space considerations preclude a listing of
these various sources (Central Intelligence Agency [CIA], 2013a, Policies and Procedures
section). The difficulty in finding reliable statistics, points to the potential problems in relying
too heavily on these statistics as full indicators of massification.
Honduras Profile
Honduras is a country located in Central America that touches both the Pacific and
Atlantic Oceans. It borders three other countries including: Nicaragua to the South, Guatemala
to the North, and El Salvador to the Southwest. The total area of the country is 112,090 sq km,
ranking 103 in size compared to other nations. (CIA, 2013b).
The Instituto Nacional de Estadstica Honduras (INE) [Honduran Institute of National
Statistics] records 6.5 million people from the last Honduran census taken in 2001 (Instituto
Nacional de Estadstica [INE], n.d.a). The INE estimates the current 2013 population at 8.5
million given an approximated growth rate of 2% (INE, n.d.c). According to the 2001 census,
MASS GROWTH HOND AND US 6
50% of the population falls below the age of 29, with 20.7% of the population between the ages
of 15-24 (INE, n.d.a).
The Banco Central de Honduras [Honduran Central Bank] indicates a preliminary 2012
estimate of Honduras GDP per capita of 2,212 (measured in US dollars); 18,549 GDP (in USD
millions) (n.d.). The CIA World Factbook ranks Honduras as 106 out of 229 listed countries
according to its GDP PPP (Purchasing Power Parity) of 38.4 billion USD. When calculating the
percentage of the population in poverty, the INE reports 66.2% of the 2010 population as poor,
with 45.3% in extreme poverty (INE, n.d.e).
United States Profile
The United States of America is located in the Northern Hemisphere, bordering Canada
to the North and Mexico to the South. It also touches both the Atlantic and Pacific oceans. In
terms of its physical size, the US ranks as the 3rd largest country with 9,826,675 sq km (CIA,
2013c).
According to the US Census Bureau, a 2012 estimate of the population approximated
313,914,040 people (U.S. Census Bureau, 2013). The largest portion of the population in the US
(40.2%) falls between the ages of 25-54; approximately 13.7% of population are between the
ages of 15-24 in the US (CIA, 2013c).
The US is listed second, behind the European Union, in GDP ppp (purchasing power
parity) at $15.9 trillion US dollars (using a 2012 estimate) (CIA, 2013c). According to the US
Census Bureau Quick Facts, 14.4% of the population between 2007-2011 fell below the poverty
line (2013).
Gross Enrollment Ratio
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The GER is important because it is what authors usually refer to in describing
massification around the world (personal observation through readings). This may be due to
Trow (1973) identifying a particular percentage for each phase, suggesting that Elite systems
were usually maintained from 0-15%, Mass systems were found from 16-50%, and Universal
systems existed beyond 50% (as cited in Trow, 2005, p. 16). The United Nations Educational,
Scientific and Cultural Organization (UNESCO) defines GER as the total enrolment in a
specific level of education, regardless of age, expressed as a percentage of the eligible official
school-age population corresponding to the same level of education in a given school year
(Altbach, Reisberg, & Rumbley, 2009, p. 193). The GER may hint at the accessibility of the
system in providing education to the masses. As a ratio, when greater numbers of students enroll
from the same applicable age cohort, it indicates more students were able to access higher
education. Even though the GER is one of the main ways massification is defined, it is not the
only way Trow (1973) defined it.
Honduras
Using the GER as a measure of massification for Honduras is cumbersome because it
relies on statistics that are based on incomplete data. For example, in order to find the ratio of
students that are enrolled at a particular timeframe, one must have reliable population statistics
distributed by age for each year. In this case, Honduras held its last census in 2001 (INE, n.d.b)
and any data mentioned after 2001 that originate from Honduran sources must therefore be based
on estimates.
Rough calculations indicate that in 2001, the GER for Honduras was at 7.37% using the
age cohort from 15-24 and 13.9% using the age cohort from 15-19. These calculations are based
on the Honduran Census data from 2001 (INE, n.d.a) that show 1,355,418 between the ages of
MASS GROWTH HOND AND US 8
15-24 or 720,128 people between the ages of 15-19, and data provided by la Universidad
Nacional Autnoma de Honduras (UNAH), the institution that governs the higher education
system in Honduras, (Universidad Nacional Autnoma de Honduras [UNAH], 2006b) that shows
99,928 students in 2001.
Other external organizations separate from the country report the Honduran GER, but it is
unclear how these organizations arrived at their statistics. For example, UNESCO estimates the
GER at 14% in 1999, 15% in 2000, and 17% in 2002 (Altbach et. al., 2009; UNESCO Institute
for Statistics [UIS], 2011a). UNESCO specifically notes that the UIS statistics are estimates, and
does not indicate how it found those statistics specifically. The Quandl website
(www.quandl.com) provides numerous statistics from a variety of sources. Regarding the GER,
Quandl cites similar data from two sources, the World Bank and the UNESCO Institute for
Statistics Data Centre, displaying similar statistics from both sources. Quandl approximates
Honduras latest GER for tertiary enrollment at 20% for 2010, determining that Honduras
reached 15% in 2001 and 17% in 2002 (Quandl, 2013a; Quandl, 2013b). Relying only on these
stats, one might come to the conclusion that Honduras higher education system became
massified somewhere between 2000-2002. Despite providing links to the primary sources, the
data could not be tracked back to the original sources.
Another source, Padilla (2011), includes a statistic that the GER for Honduras was 14.3%.
Although Padilla (2011) does not include the specific details on the origin of the statistics, other
statistics in the paper cite back to UNAH. Unfortunately, the statistics remain unclear as to the
exact dates or location so they could not be verified. If the statistics given by Padilla (2011) are
used, it indicates Honduras would still be in the elite phase.
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Although this process reveals the deficiency in relying on GER as a lone or complete
indicator of massification, the commonalities between all the statistics tentatively imply that
Honduras may be within or close to the mass stage (15-50% GER). If one plots all the Quandl
data provided on Honduras GER, the data illustrates only a gradual increase in the GER.
United States
Authors seem to universally agree that the United States reflects massification, notably
evidenced by the changes in its GER (personal observation). Grz (2011) stated that the US
had a 1.1% GER in 1860, 2.3% GER in 1900 and became massified around 1930. Thelin &
Gasman (2011) indicate that the US reached universal stages in 1970 with a GER of 50%.
UNESCO indicates that in 2000 the US had a GER of 69% and increased to 82% in 2007 (UIS,
2011b). Plotting the Quandl stats provided for the US, the GER shows a continual increase,
more prominent than that of Honduras (Quandl, 2013c).
Reasons for GER
One possible explanation for the growth in the GER can be attributed to the general
population increases and changing demographics. In the US, for example, higher education at
one time was only open to White males (Thelin & Gasman, 2011). As education opportunities
were made available to women, African Americans, and Native Americans, both after the Civil
War and during the Civil Rights Era, the ratio increased due to the entrance of students that had
been previously excluded (Thelin & Gasman, 2011; Geiger, 2005). The shift in demographics
required a similar shift in focus on institutions. For example, womens colleges and specific
colleges for African Americans were created.
In the case of Honduras, increases in population may provide a more applicable
explanatory tool than demographic changes. As Bernasconi (2008) explains, many Latin
MASS GROWTH HOND AND US 10
American higher education systems grew to account for the increases in their eligible
populations. In Honduras, the population age distribution is heavily skewed toward the younger
ages (INE, n.d.b).
Although Honduras does not possess the explicitly exclusionary practices that the US had
in its earlier history, it is clear that institutions in Honduras are not as accessible to all its students
based on the physical location of institutions. For example, the majority of institutions in
Honduras are found within the two largest urban areas of Tegucigalpa and San Pedro Sula
(Padilla, 2011). Furthermore, because the enrollment statistics do not include ethnic breakdowns,
there is no way to tell whether the different ethnicities found within the country are represented.
For example, Honduras has a Mayan heritage, visible from the Ruinas de Cpan, and because of
its location in Central America it has a rich variety of indigenous groups: the Toltecs
(descendants of Aztecs), Chibchas (Colombia), and Lencas (unknown origin) (Merrill, 1993).
Furthermore, because of its Colonial past, there exist a mixture of ethnicities that makeup the
country: 90% are Mestizo (mixed Amerindian and European), 7% are Amerindian, 2% the
Garifuna (Black people that live on the island of Roatn descendants from Carib, Arawak, and
West Africa), and 1% white (CIA, 2013b). The only conclusion regarding the demographics of
the higher education system remain incomplete at this point, relying on the comparison between
the location of the institutions to the country demographics, and not on any provided enrollment
demographic data.
Rate of Growth
The rate of growth is calculated by looking at the rate of change in total enrollment
numbers from one year to the next. Although it is connected to the GER, it reveals useful
MASS GROWTH HOND AND US 11
information regarding the specific points of expansion in the higher education system and
indicates the points of possible stress on the higher education system.
[H]igh growth rate placed great strains on the existing structures of governance, of
administration, and above all of socialization. When a very large proportion of all the
members of an institution are new recruits, they threaten to overwhelm the process
whereby recruits to a more slowly growing system are inducted into its value system and
learn its norms and forms. (Trow, 2005, p.3)
This type of growth can lead to particular types of tension within the system and possible
innovations to account for the pressure (Trow, 2005). This type of growth reveals important,
unique, information that directs people to look to particular periods of growth.
Honduras
Although the rate of growth for Honduras provides some additional evidence of
massification, the data remains incomplete because the earliest information for enrollment
figures available from UNAH date back to 1995. Some conclusions based on the available
enrollment figures provided by UNAH, however, reveal a significant spike in growth after 2000.
United States
The US had a spike in the number of students enrolling in higher education in the 1920s
when enrollment doubled after the great depression (Geiger, 2005). But it was the enrollment
after World War II, when enrollment tripled, that remains as Trow (2005) says, the watershed
event for modern democratic societies (p.2).
Reasons for Rate of Growth
In both the Honduran and US case, one of the main reasons for the spikes in growth can
be attributed to external events.
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In the case of Honduras, Hurricane Mitch, which landed October 1998, devastated the
country. A category 5 hurricane, Mitch was one of the worst storms to hit Central America and
Honduras specifically, affecting the entire population and leaving 1.5 million victims (United
Nations [UN], 1999). Because of its slow-movement, it hovered over Honduras dropping 50-75
inches of rainfall in some locations, and causing massive flooding, landslides, and damage to the
infrastructure of the country (The Weather Channel, 2012). After Hurricane Mitch, there was an
influx in funding to the country to rebuild the lost infrastructure, with millions of dollars entering
the economy (UN, 1999). The governments focus on reconstruction efforts, aided by new
external organization projects geared toward the education sector, helped to reduce poverty and
improve education for primary and secondary levels (Pavon, 2008). For example, The World
Bank funded a project called PROHECO beginning in 1999 that developed approximately 2,136
primary/secondary schools from 1999-2005 (Pavon, 2008). In the 1990s for example
government spending on education made up approximately 3.2% of GDP, whereas in 2003/2005
it approximated 7.3% (Pavon, 2008). It is undeniable that this single event, as catastrophic as it
was, led to boom in growth in the educational attainment of secondary students and thus rates of
enrollment in the tertiary institutions.
For the United States, World War II, and the federal government policies that followed,
greatly shaped the higher education system. When the war pulled enormous numbers of people
out of the labor market and into war, others (mainly women) substituted that labor. But once the
war was over, the US federal government grew concerned over the looming possibility of social
unrest due to the lack of available jobs (United States Department of Veterans Affairs, 2012).
The federal government intended that the Servicemens Readjustment Act of 1944,
popularly known as the GI Bill, provide a short-term measure by which the federal
MASS GROWTH HOND AND US 13
government could mitigate the pressure of hundreds of thousands of returning war
veterans becoming job seekers in a saturated national labor market. (Thelin & Gasman,
2011, p. 12)
Although today the GI Bill is a law which entitles military service personnel economic
opportunities that come in a variety of forms, the main feature of the law focused on paying the
educational costs for higher education. In the end, thousands of people took advantage of the
new program, which flooded the higher education system with new enrollments.
Absolute Size of System
Trow (2005) identifies that the absolute size of the higher education system can be used
as a third way to identify growth. Therefore, when looking at the size of the system itself, the
total number of institutions, given a particular year, can be used to reflect the overall size of the
system. Both the US and Honduras experienced growth in the number of institutions, however,
this growth was manifested in different ways and at different times in each context. Trow did
not identify a particular number of institutions as characteristic of the phases, however, the
number of institutions itself may express growth.
Honduras
Honduras first higher education institution was formed in 1845 as a private company
called la Sociedad del Genio Emprendedor y del Buen Gusto, and was later transformed into
the State university in 1847 named la Universidad Nacional Autnoma de Honduras (UNAH) in
Tegucigalpa, the capital. (UNAH, 2007). This institution is the only one that existed until 1960
when a second campus under UNAH was created (Secretara Tcnica de Planificacin y
Cooperacin Externa-SEPLAN [SEPLAN], 2013; UNAH, 2006a). It wasnt until the late 1980s
and early 90s that there was a real significant increase in the number of institutions primarily due
MASS GROWTH HOND AND US 14
to private, main campuses opening (SEPLAN, 2013; UNAH, 2006a). Probably the most
dramatic increase in the number of institutions occurred in the early 2000s when there was a
boom in regional campuses primarily in the public sector (SEPLAN, 2013; UNAH, 2006a).
Figure 1 provides a visual representation of the growth in the number of institutions that
occurred in Honduras during this time.
United States
According to Thelin & Gasman (2011) the US had approximately 25 colleges in 1800,
which grew to 240 institutions by 1860. According to the US Census Bureau, there were 563
institutions between 1869-70 and this number has steadily increased throughout the years to
4,495 institutions in 2009-10 (U.S. Department of Education, National Center for Education
Statistics [NCES], 2011, Table 197). The most prominent growth occurred between the years of
1909-1970 (NCES, 2011, Table 197). Beyond just the number of institutions, the institutional
types also increased as evidenced by the Carnegie Foundation developing a particular
classification system (Gumport, Iannozzi, Shaman, & Zemsky, 1997). For example, from 1960-
1975 the amount of two-year institutions doubled (Gumport et al., 1997). Furthermore, the size
of individual institutions also increased with multi-campus systems developing across the
country (Thelin & Gasman, 2011). For example, Kent State University (KSU) has one main
campus and seven regional campuses. The enrollment across these institutions further illustrates
this point. According to data in 2012, KSU had 42,513 students, of which 14,807 were enrolled
in the regional campuses (Kent State University [KSU], 2012). Figure 2 reflects the grow in the
number of institutions for the United States.
Reasons for Size of System
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In Honduras, the extreme growth in institutions can be directly linked to the structural
changes that occurred in the higher education system itself. In 1957, under the military
government (la Junta Militar) a constitutional decree #170 was passed making UNAH an
autonomous institution that directly governs the higher education system in Honduras (UNAH,
2007). Thus as the Ministry of Education oversaw the primary and secondary education system,
UNAH was responsible for overseeing the tertiary education system.
In 1982 there were additional educational reforms. The first reinforced the autonomy of
UNAH with Artculo 160 in the constitution that gave UNAH exclusive authority over the
management, direction, and development of the higher education and vocational education
system, goza de la exclusividad de organizar, dirigir y desarrollar la educacin superior y
profesional (Padilla, 2011, p. 82). The second, established Artculo 57 that established the
Consejo de Educacin Superior (CES) [Council of Higher Education] as an arm under UNAH
responsible for directing the higher education system (Padilla, 2011).
Honduras did not escape the global pressures of the rise of the knowledge economy
fueled by the United States and other industrialized economies where [m]any countries have
shifted to postindustrial economies that require more highly educated personnel for many jobs
(Altbach et. al., 2009, p. 5). Furthermore, regional pressures have added to the push for reforms.
Bernasconi (2008) mentions how [l]atin America has seen the advent of research activities to
meet the call for research that long preceded them and of the full-time research faculty who
engage in them (p.28) Thus, while other Latin American nations have taken a more prominent
role as producers of knowledge, Honduras has lagged behind. Believing that the country needed
additional educational reform, in 2005 the Congreso Nacional [National Congress] of Honduras
decided to take steps to reform the higher education system implementing a Transition
MASS GROWTH HOND AND US 16
Commission (TC) for a period of 3 years to help UNAH implement reforms that aligned with the
governments overall plans and that focused specifically on developing UNAH as a premier
research institution (Padilla, 2011). With a new organizational structure, the CES (still under
UNAH) could focus on developing the higher education system in Honduras while UNAH
focused on growing as the research hub for the country. This push is exemplified in a project
developed between the Swedish International Development Cooperation Agency (SIDA) and
UNAH, which was specifically aimed at equipping UNAH to become a research university and
leader in the knowledge economy (Thulstrup, 2011). These reforms are fraught with tension as
professors and other administrators at UNAH believe the National Congress acted beyond the
Constitutional mandate of autonomy (UNAH, 2011). It is clear that the reforms have influenced
the growth of the higher education system in the number of institutions that have arisen in the
last decade. Importantly though, Padilla (2011) notes that even as Honduras has seen a dramatic
increase in the number of institutions, UNAH still dominates as the main institution enrolling the
majority of students (72%). As Trow (2005) states even as massification occurs, elements of
elite systems may continue to remain.
Whereas in Honduras the increase in institutions was a result of institutional change in
structure, in the US the increases are usually attributed as a response to increasing demand and
changing demographics. After the huge influx in enrollments after World War II, most states
tended to favor the construction of new commuter institutions such as community colleges and
junior colleges [as well as] The emergence of the multicampus university system (Thelin &
Gasman, 2011, p. 13). Kent State University represents the same growth in multicampus
systems where Trow (2005) discusses growth in individual institutions also occurred.
Conclusion
MASS GROWTH HOND AND US 17
Both the United States and Honduras reflect the trend of massification as evidenced by
their growth reflected in the three ways that Trow (2005) described it. In the case of the growth
enrollment ratio, the most commonly presented representation of massification, the data reflects
that the United States falls somewhere near the universal phase, whereas Honduras falls just
beyond the elite phase. Research revealed that the data remains incomplete for Honduras,
possibly due to a lack of census information, a costly measure for developing nations. The case
of Honduras with the imperfect and conflicting figures exposes the possible deficiency in using
the GER as a reliable measure of massification.
Both the United States and Honduras reflected spikes when their growth rates were
calculated. Calculations for Honduras indicated a spike after the year 2000s, and for the United
States, authors indicate spikes were evident in the 1930s and after 1945. In both cases, economic
responses to external events led to quick growth in enrollments, but the origin of the responses
were distinct. For the United States, the federal government created the GI Bill wanting to avoid
possible tension caused by the servicemen returning from the war whereas in Honduras, funding
external to the state, provided the impetus to restructure the country as a whole. The specific
attention paid to the lower education sectors trickled to the top.
Perhaps the most notable difference between the Honduran and US case was revealed in
the last indicator of growth looking at the number of institutions within the higher education
systems. Data for both countries show there were increases, and identifiable spikes in the
number of institutions. For the United States, these spikes coincided with data regarding the
growth in population and demographic changes that were occurring in the country from 1910 to
1970, concluding that the growth in institutions was a response to internal pressure. In order to
respond to the needs of the new demographics and enrollment numbers, new institutions would
MASS GROWTH HOND AND US 18
have to be developed. The case of Honduras, however, reveals a different story where the
country reacted to external and global pressure of becoming a producer in the knowledge
economy. This pressure led the Honduran congress to temporarily make changes to the higher
education system, intending to turn its main institution into a premier research university. The
changes to the structure of the system resulted in less strict control and the development of new
institutions.
Though massification, as evidenced in growth, was reflected in both cases, research
reveals that conclusions wholly based on data, especially in the cases of developing nations, are
not without question. Both countries showed growth in enrollments and institutions at different
periods due to external events. But the Honduran case, which displayed growth at a later time
period, reveals how developing nations may be particularly susceptible to global pressures that
encourage growth, reflecting the massification trend.




MASS GROWTH HOND AND US 19
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MASS GROWTH HOND AND US 25
Figures

Figure 1. Number of tertiary institutions in Honduras from 1847 to 2012 based on data gathered
from SEPLAN (2013) and UNAH, 2006a, Cuadro No. 1.2.

Figure 2. Number of tertiary institutions in the US from 1869 to 2009 based on data gathered
from NCES, n.d., Table 278 and NCES, n.d., Table 197.

0
20
40
60
80
100
120
1
8
4
7

1
8
5
2

1
8
5
7

1
8
6
2

1
8
6
7

1
8
7
2

1
8
7
7

1
8
8
2

1
8
8
7

1
8
9
2

1
8
9
7

1
9
0
2

1
9
0
7

1
9
1
2

1
9
1
7

1
9
2
2

1
9
2
7

1
9
3
2

1
9
3
7

1
9
4
2

1
9
4
7

1
9
5
2

1
9
5
7

1
9
6
2

1
9
6
7

1
9
7
2

1
9
7
7

1
9
8
2

1
9
8
7

1
9
9
2

1
9
9
7

2
0
0
2

2
0
0
7

2
0
1
2

Cum Private Cum Public Cum Total
0
500
1000
1500
2000
2500
3000
3500
4000
4500
5000
1
8
6
9
-
7
0
*

1
8
8
9
-
9
0
*

1
9
0
9
-
1
0
*

1
9
2
9
-
3
0
*

1
9
4
9
-
5
0
*

1
9
6
9
-
7
0
*

1
9
7
0
-
7
1
*

1
9
7
2
-
7
3
*

1
9
7
4
-
7
5

1
9
7
6
-
7
7

1
9
7
8
-
7
9

1
9
8
0
-
8
1

1
9
8
2
-
8
3

1
9
8
4
-
8
5

1
9
8
6
-
8
7

1
9
8
8
-
8
9

1
9
9
0
-
9
1

1
9
9
2
-
9
3

1
9
9
4
-
9
5

1
9
9
6
-
9
7

1
9
9
8
-
9
9

2
0
0
0
-
0
1

2
0
0
2
-
0
3

2
0
0
4
-
0
5

2
0
0
6
-
0
7

2
0
0
8
-
0
9

All Total Public
Total Private Total Private (Not-for-profit)
Total Private (For-profit)