The educational processes in Waslala, RAAN

Abstract

Nicaragua, in different periods, faced high illiteracy rates. The 1971 census reported 50.2%; with the National Literacy Crusade, it was reduced to 12.6% according to official records from 1980. In the neoliberal period from 1990 to 2006 it increased to 35%, even knowing that a relevant education has achieved welfare and social equity in developing countries self-sustainable development. The crisis in the Educational System was reflected in the low investment per student, insufficient texts and didactic material, precarious infrastructure; insufficient training and remuneration of teachers. The objective of this baseline was to diagnose and prescribe the approach, methodology and evaluation of the structures of the academic curriculum in the educational processes in Waslala that until 2007 had only statistical data. The methodology was qualitative-descriptive and cross-sectional. Quality factors were investigated: number and percentage of income, abandonment and graduation, coverage, academic performance, methodologies, supervision and evaluation; also the sociocultural and geographical incidence of the environment. Teacher empiricism was 60% until 2002 when URACCAN, Las Minas began teachers professionalization. The challenge is to coordinate with the Ministry of Education and the Parish Ministry; professionalization at the tertiary level is facilitated; draw up relevant policies for the rural area, coordinate inter-institutionally with the Ministry of Health; expand coverage, approve new places; provide teaching materials and systematize experiences.