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Nicaragua - Education Project (Inglês)

This project paper concerns Education Project (PASEN) for Nicaragua. The project will support the institutional strengthening of the Ministry of Education (MINED) through the establishment of a decentralized and participative education management model and the improvement of the quality of preschool, primary, and secondary education through provision of textbook and classroom materials, targeted programs to raise the profile and qualifications of teachers in rural areas and disadvantaged schools, and development of strategies and systems to monitor and disseminate learning outcomes. The restructuring will align programmatic interventions with the education policies and priorities recently adopted by the Government of Nicaragua, the Government of National Reconciliation and Unity (GoN). These policies are spelled out more concretely in the Ministry of Education (MINED) Institutional Strengthening Plan 2008-2011 (ISP). The restructuring will make revisions to the following project elements: (a) development objectives; (b) number and content of components, sub-components and corresponding intermediate indicators; and (c) component costs and financing plan and allocation of credit proceeds, while keeping the total project cost and credit amount unchanged.


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    América Latina e Caribe,

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  • Nome do documento

    Nicaragua - Education Project

  • Palavras-chave

    Primary and Secondary Education;Governance and Accountability;efficient allocation of resource;community participation in school;quality and relevance;quality of education;Student Assessment;student learn outcome;local expenditure;foreign expenditure;provision of textbook;institutional management capacity;number of teachers;quality improvement intervention;allocation of credit;rural school community;average time lag;institutional strengthening;official legal framework;continuous audit;school teacher training;support to school;human resource planning;quality assurance mechanism;financial management specialist;allocation of proceeds;teacher development program;age at entry;teacher education program;distribution of textbook;evaluation of student;secondary school teacher;international student assessment;textbooks for grade;remote rural community;school development plan;enrollment of child;Education Policy;national strategy;rural area;classroom material;autonomous region;donor financing;autonomous school;donor assistance;project costing;test result;Financing plans;education service;targeted program;educational service;pedagogical technique;social study;disadvantaged school;classroom technique;learning assessment;targeted intervention;mitigation measure;disadvantaged regions;unqualified teacher;Education Services;grade textbook;education indicator;social studies;budget execution;school infrastructure;qualified technical;pilot program;municipal decentralization;financial audits;educational statistic;outcome information;service contract;logistical support;secondary level;intermediate indicator;coastal region;course development;direct financing;bank's procurement;municipal staff;strengthen school;teaching force;severance payment;indigenous communities;pedagogical supervision;textbook development;minimum level;equipment maintenance;classroom practice;educational material;performance agreement;beneficiary school;textbook design;educational system;alternative education;large-scale investment;primary student;institutional assessment;staff salary;student testing;learning institution;government strategy;intermediate outcome;outcome indicator;Safeguard Policies;capitation grant;joint implementation;educational program;policy regard;multiple sources;decentralization policy;classroom application;Education Planning;investment expenditure;teacher salary;fiduciary responsibility;planning capacity;statistical data;school holiday;children of ages;analytical capacity;school quality;school change;preschool program;organizational system;institutional process;adequate coverage;adequate financing;decentralization model;cellular telephone;educational process;organizational structure;operational capacity;education commission;regional intervention;learning material;financial viability;organizational capacity;school construction;geographic area;infrastructure rehabilitation;indigenous community;safeguard policy;rural student;result indicator;institutional aspect;operational issues;transparent management;participative planning;education data;student evaluation;technical component;pedagogical practice;financial flow;fax machine;fiduciary capacity;procurement process;rural teacher;didactic material;grade teacher;adult illiteracy;classroom facility;procurement function;secondary teacher;Municipalities;



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