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Tabla 1
N
Indicadores
ESDENIC-85
EMNV-93
Diferencia (%)
1.
2.
3.
4.
Hacinamiento
Servicios Insuficientes
Baja Educacin
Dependencia Econmica
34,4
27,3
18,8
48,1
53,6
33,5
27,3
54,5
19,2
6,2
8,5
6,4

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Tabla 2
N
Niveles de pobreza
Porcentaje
No pobres
Pobres
Pobres Extremos
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27,9
44,7
100
1.
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Total
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Tabla 3
N
Niveles de pobres
EMNV-93
EMNV-98
Diferencia (%)
1.
2.
3.
No Pobres
Pobres
Pobres Extremos
25,2
31,2
43,6
27,4
27,9
44,7
2,2
3,3
1,1
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Tabla 4
Evolucin del desempleo en Nicaragua 1990-1999
Variables*
1990
1991 1992 1993
1994 1995
1996 1997
1998
1999
Pobl. total
3.737.5 3.853.9 3.974.0 4.097.8 4.225.5 4.357.1 4.492.2 4.631.4 4.775.0 4.936.6
PEA general 1.189.9 1.237.5 1.287.0 1.338.5 1.392.1 1.447.8 1.507.2 1.567.5 1.630.2 1.728.9
Desempleados 527.1 645.9 647.3 682.6 746.2 770.2 770.2 785.3 730.3 880.0
Tasas de desemp. 44.3
52.2
50.3
50.1
53.6
53.2
51.1
51.9
52.1
50.9
* Poblacin total, PEA general y desempleados se expresan en miles de personas. Tasas de desempleo estn
expresadas en porcentaje (Vargas, 2001).
Fuentes: Banco Central de Nicaragua, Indicadores Econmicos, julio de 1999, p.32; Banco Central de
Nicaragua, Indicadores Econmicos, diciembre de 1999.
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Grfico 1
Tipos de explicaciones sobre la conviccin de que la educacin es un derecho
humano fundamental, con sus respectivos porcentajes respondientes
La educacin es un
derecho constitucional
23
La educacin permite ser

alguien en la vida
23
La educacin saca de la
pobreza
62
La educacin mejora la
familia
74
La educacin permite
conseguir trabajo
74
0
10
20
30
40
50
60
70
80
C
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FOUFOEJFSPOMBQSFHVOUB WnBTF(SgDP

Grfico 2
Opciones sobre si en el centro de estudios se promueve
y defiende el derecho a la educacin
120
100
80
no contestan
no existe
60
si existe
40
20
Existe gratuidad
absoluta
Existe ampliacin
de la matrcula
Existe creacin de
nuevas plazas a
maestros
Existe entrega de Existe entrega de

libros y tiles
leche y almuerzos
gratuitos
escolares gratuitos
otras ( cutoas
voluntaria)
hechos
D
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VOBFEVDBDJwOQBSBMBWJEB WnBTF(SgDP

Grfico 3
Percepciones sobre que es una educacin de calidad
la educacin es para otras razones como estudiar y lograr disciplina.
la educacin es para hacer su propia empresa y edificar una profesin.
la educacin es para obtener valores y habilidades sociales como el

respeto, la cortesa y la solidaridad.
la educacin es para transformarse a s mismo y transformar la

sociedad.
la educacin es para mejorar el carcter, tener una personalidad, ser

alguien en la vida.
la educacin es para ensear habilidades y conocimientos.
10
20
30
40
50
60
E
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WnBOTF(SgDPTZ

Grfico 4
Instituciones que promueven el derecho a la educacin
67
70
60
48
50
44
40
30
22
20
11
11
7
10
0
gobierno
familias
ONGs
Sindicatos de
maestros
iglesias
organismos
financieros
empresa
privada
Grfico 5
Argumentos que explican la promocin del derecho a la educacion
60
50
40
30
20
49
48
28
10
0
promueven la gratuidad de la dotan de recursos, equipos y

educacin
materiales
argumentos
defienden el derecho a la
educacin a travs de los
medios de comunicacin

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Tabla 5
Nicaragua: evolucin del gasto social 1995-2001
Sector / Ao
1995
1996
1997
Porcentaje del PIB

Gasto social total
11,9
11,4
11,1
Educacin
4,7
4,7
5,2
Salud
4,7
4,4
4,1
Otros
2,5
2,2
1,7
Porcentaje del gasto total del Gobierno Central
Gasto social total
39,6
37,8
36,3
Educacin
15,6
15,7
17,1
Salud
15,6
14,7
13,5
Otros
8,4
7,4
5,7
Millones de US$ corrientes
Gasto social total
220
217
217
Educacin
87
90
103
Salud
87
84
81
Otros
47
42
34
Millones de crdobas
Gasto social total
1652
1842
2066
Educacin
652
763
976
Salud
650
718
769
Otros
350
360
321
1998
1999
2000
2001
10,3
5,0
3,8
1,6
15,7
6,6
5,4
3,6
14,1
6,3
5,1
2,8
16,2
7,7
5,4
3,1
33,6
16,2
12,4
5,0
40,4
17,2
14,1
9,1
39,2
17,5
14
7,7
40,4
19
13
8,4
213
103
78
32
347
147
121
79
341
152
122
67
433
207
144
83
2263
1091
831
340
4090
1734
1422
933
4297
1917
1536
842
5765
2750
1909
1105
Fuente: Ministerio de Hacienda y Crdito Pblico.
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Tabla 6
Nicaragua: evolucin del presupuesto para la educacin y su relacin con el PIB
Ao
Presupuesto
Inversin per-cpita
% educacin / PIB
1990
1994
1996
1997
1998
1999*
597,2
145,65
4,4
577,7
128,37
4,1
624,0
138,66
4,2
434,6
94,47
2,8
493,5
105,00
3,0
550,2
112,28
3,1
* En crdobas de 1995.
Fuente: Ministerio de Hacienda y Crdito Pblico y Banco Central de Nicaragua.
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Grfico 6
Presupuesto del MECD segn fuente de financiamiento
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Grfico 7
Presupuesto del MECD por rubros, aos 2000 y 2005

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Tabla 7
Nicaragua: evolucin del gasto del MECD por programas 1995-2000
Concepto
Millones de crdobas
Educacin primaria
Educacin secundaria
Educacin preescolar
Educacin de adultos
Millones de US$ corrientes
Educacin primaria
Educacin secundaria
Educacin preescolar
Educacin de adultos
Gasto corriente per cpita
Primaria
Preescolar
Secundaria
1995
1996
1997
1998
1999*
2000
231
53,0
13,2
3,4
342
71,7
11,2
4,1
487
79,3
11,5
4,8
498
94,4
13,1
4,5
893
117,1
14,3
5,3
972
127,7
10,7
22,0
30,8
7,1
1,8
0,5
1995
39,5
17,7
31,9
40,2
8,4
1,3
0,5
1996
35,2
11,4
28,4
51,3
8,3
1,2
0,5
1997
34,9
9,1
24,4
47,0
8,9
1,2
0,4
1998
38,1
8,6
25,1
75,7
9,9
1,2
0,4
1999*
57,7
8,1
30,3
77,1
10,1
0,8
1,7
2000
52,8
5,7
21,1
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NJTNPMPDBMPBVMB%FTQVnTEFMUFSSFNPUPEF MPTUJFNQPTEFM
DVSSrDVMPDBNCJBSPOEFSBr[-BEFTUSVDDJwOEFMBDJVEBEEF.BOBHVB
JODMVZwMBEFTUSVDDJwODBTJUPUBMEFMBJOGSBFTUSVDUVSBFTDPMBS MPRVF
PCMJHwRVFMPTOVFWPTDFOUSPTFEVDBUJWPTRVFTFJNQSPWJTBSPOUVWJF
TFORVFEBSBDPHJEBBEPTZIBTUBUSFTFTDVFMBTFOVONJTNPFEJDJP
VOBQPSMBNBvBOB PUSBQPSMBUBSEFZPUSBQPSMBOPDIF PBUFOFS
RVFBCSJSEPTPUSFTUVSOPT BOEFEBSBDPHJEBBFTUVEJBOUFTRVFTF
IBCrBORVFEBEPTJOFTDVFMBT
1FSP /JDBSBHVB OP TwMP IB TJEP UFTUJHP EF IFDIPT USgHJDPT RVF
IBO DBNCJBEP MB HFPHSBGrB EF TV JOGSBFTUSVDUVSB FTDPMBS 5BNCJnO
BMHVOPTEFTVTIJUPTIJTUwSJDPTNgTTPCSFTBMJFOUFT DPNPGVFFMDBTP

EFMB3FWPMVDJwO1PQVMBS4BOEJOJTUBEF TJFUFBvPTEFTQVnTEFM
UFSSFNPUP EF .BOBHVB JODSFNFOUBSPO BVO NgT MBT EFNBOEBT TP
CSFMBSFEVDJEBDBOUJEBEEFFEJDJPTFTDPMBSFTEFMQBrT-BNBUSrDVMB
FTDPMBSFOUSFZ TJOJODMVJSMBFEVDBDJwOTVQFSJPS TFJODSF
NFOUwFOVOQPSDJFOUP "SSJFOZ.gUVT Q

&TUPPCMJHwBTPCSFDBSHBSNgTFMVTPJOUFOTJWPEFMBTQMBOUBTGr
TJDBT DSFBOEPN|MUJQMFTQSPCMFNBTEFUJQPDVSSJDVMBSZEFBENJOJT
USBDJwOFTDPMBSEBEBMBGBMUBEFBEFDVBDJwOFOUSFMPTOVFWPTQFEJEPT
EFTFSWJDJPTFTDPMBSFTFTUJNVMBEPTQPSFMEJTDVSTPSFWPMVDJPOBSJPZ
FMO|NFSPEFFTQBDJPTFTDPMBSFT DVZPDSFDJNJFOUPFSBNgTMFOUPRVF
FMEFMBTEFNBOEBTFTUVEJBOUJMFT
C4JUVBDJwOBDUVBM
%F BDVFSEP DPO FM JOGPSNF PDJBM ZB DJUBEP EFM .JOJTUFSJP EF
&EVDBDJwO $VMUVSBZ%FQPSUFT
FYJTUFOFOFMQBrTFT
DVFMBT EF MBT DVBMFT FM FT QSPQJFEBE EFM &TUBEP Z FM EF
QSPQJFEBEQSJWBEB4VEJTUSJCVDJwOUFSSJUPSJBMFTMBTJHVJFOUFFM
FTUgFOFMgSFBSVSBMZFMFOFMgSFBVSCBOB WnBTF5BCMB

Tabla 8
Nicaragua: nmero de escuelas, por dependencia y rea
Dependencia/rea
Pblico
Privado
Total
Urbana
Rural
Total
1.343
919
2.262
7.776
863
8.459
9.119
1.602
10.721
Fuente: Divisin Estadsticas MECD (2005).
-BFYJTUFODJBEFFTDVFMBTSVSBMFTFODPOUSBTUFDPOMBT
VSCBOBTOPEFCFMMFWBSOPTBTVQPOFSVOBNBZPSBUFODJwOEFQBSUF
EFM&TUBEPZEFMTFDUPSQSJWBEPBMBQPCMBDJwOSVSBMEFMQBrT-PRVF
QBTBFTRVFMBTFTDVFMBTSVSBMFTUJFOFONFOPSO|NFSPEFBVMBTFO
WFSEBE NVDIBTEFFMMBTTPOEFVOBTPMBBVMBZMBNBZPSrBTPOVOJEP
DFOUFT NVMUJHSBEPT
1PSTVQBSUF MBTFTDVFMBTVSCBOBT BMBWF[RVF

UJFOFONBZPSO|NFSPEFBVMBT NrOJNPBVMBT
EBOBDPHJEBBEPTZ
IBTUBUSFTUVSOPTFTDPMBSFT NBvBOB UBSEFZOPDIF
FOUPEPFMQBrT
&M $FOTP EF *OGSBFTUSVDUVSB &TDPMBS EFM BvP SFBMJ[BEP QPS
MB%JWJTJwOEF&TUBErTUJDBTEFM.&$%SFWFMBMBTJUVBDJwOEFQSFDBSJF
EBEEFMBQMBOUBGrTJDBFTDPMBSFO/JDBSBHVBFOMBBDUVBMJEBE

6OEFMBTFTDVFMBTEFMQBrTUJFOFBDDFTPBBHVB JODMVZF
BHVBQPUBCMF BHVBEFQP[PZGVFOUFTOBUVSBMFT
TJOFNCBSHP TwMP
VOEFMBTFTDVFMBTEFMQBrTUJFOFOBHVBQPUBCMFVOEFMBT
FTDVFMBTBOJWFMOBDJPOBMUJFOFOMV[FMnDUSJDBZTwMPVOEFMBTFT
DVFMBTUJFOFOMFUSJOBPTBOJUBSJPQBSBMBIJHJFOFEFMPTOJvPT-BGBMUB
EFBDDFTPBMPTTFSWJDJPTCgTJDPTFTNgTBDFOUVBEBFOMBT3FHJPOFT
"VUwOPNBT EFM $BSJCF BTr DPNP FO MPT EFQBSUBNFOUPT EF #PBDP
+JOPUFHBZ3rP4BO+VBO FOMBSFHJwODFOUSBMEF/JDBSBHVB .&$%
Q

1BSBBNJOPSBSFMQSPDFTPEFEFUFSJPSPEFMBQMBOUBGrTJDBOBDJPOBM
PSFQPOFSFEJDJPTJOIBCJMJUBEPT FMHPCJFSOPEFMBSFQ|CMJDBBUSBWnT
EFMBTJOTUBODJBTDPSSFTQPOEJFOUFT IBSFQBSBEPPDPOTUSVJEP
BVMBTFOFMQFSrPEPBM WnBTF(SgDP

Grfico 8
Nicaragua: aulas construidas, reemplazadas o reparadas 2000-2005

6OEBUPJNQPSUBOUFBDFSDBEFMBSFQBSBDJwOZSFDPOTUSVDDJwOEFMB
QMBOUBGrTJDBFTDPMBSFO/JDBSBHVBFTFMIFDIPEFRVFMBNBZPSQBSUF
EFMOBODJBNJFOUPEFFTUFQSPDFTPQSPWJFOFEFMBDPPQFSBDJwOJOUFS
OBDJPOBMBNBOFSBEFQSnTUBNPT EFVEBFYUFSOB
PEFEPOBDJPOFT
1FSTPOBMEPDFOUF
-BQSPCMFNgUJDBEFMNBHJTUFSJPOJDBSBHFOTF DPOTVTCBKPTOJWFMFT
EFQSFQBSBDJwOBDBEnNJDBZMPSFEVDJEPEFTVTTVFMEPT FTDPOTFDVFO
UFZTFBSUJDVMBDPOMBFTDBTBZEFUFSJPSBEBQMBOUBGrTJDBFTDPMBSZDPOMP
SFEVDJEPEFMQSFTVQVFTUPEFTUJOBEPBMBFEVDBDJwO"Tr MPTFEJDJPT
FTDPMBSFT MPTNBFTUSPTRVFSFBMJ[BSgOMBBDUJWJEBEEFMBFOTFvBO[BFO
FMJOUFSJPSEFTVTNVSPTZFMOBODJBNJFOUPFEVDBUJWPDPOGPSNBOVO
TJTUFNBDJSDVMBS DVZBDPOTFDVFODJBEJSFDUBFTFMCBKPOJWFMEFEJTQPOJ
CJMJEBEEFMBFEVDBDJwOOPTVQFSJPS EFDBSBBTBUJTGBDFSFMEFSFDIPBMB
FEVDBDJwOEFMBOJvF[ZMBKVWFOUVEOJDBSBHFOTFFOMBBDUVBMJEBE
6OFKFNQMPEFMBTDPOTFDVFODJBTRVFQSPWPDBOMPTCBKPTTBMBSJPT
EFMNBHJTUFSJP VOPTEwMBSFTNFOTVBMFTFOMBBDUVBMJEBE
FTFM
IFDIPEFRVFNVDIPTNBFTUSPT BT
PCJFOUJFOFORVFSFBMJ[BSPUSBT
BDUJWJEBEFT EFTFNQFvgOEPTFFOMBNBZPSrBEFMPTDBTPTDPNPEP
DFOUFTFOEPTZIBTUBUSFTUVSOPTEFDJODPIPSBTEJGFSFOUFTPCJFOTF
WFOPCMJHBEPTBFNJHSBSIBDJBPUSPTQBrTFTFOEPOEFQPSMPHFOFSBM
TPODPOUSBUBEBTDPNPFNQMFBEBTEPNnTUJDBT-PTNBFTUSPTRVFMB
CPSBOFOEJGFSFOUFTUVSOPTVOBTWFDFTMPTSFBMJ[BOFOFMNJTNPFEJ
DJPFTDPMBS QFSPMBNZPSrBEFMBTWFDFT EFCFODBNCJBSEFMPDBMFT
MPRVFQSPWPDBBMNFOPTEPTDPOTFDVFODJBTJONFEJBUBTVOBEFUJQP
FTUBErTUJDPBENJOJTUSBUJWPZPUSBSFMBDJPOBEBEJSFDUBNFOUFDPOMBDB
MJEBEEFMBFOTFvBO[BZMPTBQSFOEJ[BKFT RVFFTFMPUSPDPNQPOFOUF
GVOEBNFOUBMEFMBFRVJEBEZFMEFSFDIPBMBFEVDBDJwO
1BSBIBDFSEFTMJOEFDPOSFTQFDUPBFTUBTJUVBDJwO FM.JOJTUFSJP
EF&EVDBDJwONBOFKBEPTEBUPTFMEFMPTEPDFOUFTZFMEFMBTQMB
[BTEPDFOUFT"DFSDBEFFTUP FOFMBvP TFH|OFMSFTQFDUJWP
$FOTP%PDFOUF IBCrBQMB[BTFKFSDJEBTQPSEPDFOUFT
EFMPTDVBMFTFTUBCBOJOTDSJUPTFOMB%JSFDDJwOEF3FDVSTPT
)VNBOPTEFM.JOJTUFSJPEF&EVDBDJwODPNPEPDFOUFTEFMBTFTDVF
MBTQ|CMJDBTCBKPTVBENJOJTUSBDJwO&MUPUBMEFQMB[BTEPDFOUFTTF
H|OQSPHSBNBFOMPTBvPTZGVFSPOMPTTJHVJFOUFT

Tabla. 9
Nicaragua: total de plazas docentes segn programa (aos 2002 y 2004)
Programa
Plazas docentes
2002
2004
7.152
26.226
10.295
299
43.972
8.998
27.797
12.019
296
49.110
Preescolar
Primaria
Secundaria
CEDA
Total
Fuente: Direccin General de Desarrollo Educativo.
$POSFTQFDUPBMBQSFQBSBDJwOBDBEnNJDBEFMQFSTPOBMEPDFOUF FM
.JOJTUFSJPEFMBSBNBFEVDBUJWBFOTVJOGPSNFEFBCSJMEFMEJDF
RVFBQFTBSEFRVFFOMPT|MUJNPTBvPTTFIBOHSBEVBEP
EPDFOUFT EF MBT FTDVFMBT OPSNBMFT TF PCTFSWB VO JODSFNFOUP EFM
FNQJSJTNPFOMPTQSPHSBNBTEFQSJNBSJBZTFDVOEBSJB QBTBOEPEF
FOB FOFM WnBTF(SgDP

Grfico 9
Nicaragua: evolucin del Empirismo Docente perodo 1997-2004

&O/JDBSBHVBTFDMBTJDBDPNPEPDFOUFFNQrSJDPBRVJFOOPQPTFFUrUVMPEFNBFTUSP
OPSNBMJTUBZPVODFSUJDBEPEFDJFODJBTEFMBFEVDBDJwOBTPDJBEPBMOJWFMFEVDBUJWPRVFJNQBS
UFQPSFKFNQMP VOJOHFOJFSPRVFPGSFDFDMBTFTEFNBUFNgUJDBTPGrTJDBTFDPOTJEFSBFNQrSJDP

$POTJEFSBOEP UPEPT MPT QSPHSBNBT FEVDBUJWPT FM BVNFOUP EFM

FNQJSJTNPEPDFOUFFO/JDBSBHVBFTUPEBWrBNgTTJHOJDBUJWP JODSF
NFOUgOEPTF EF FO FM BvP B FO FM %JDIP
JODSFNFOUP TF FYQMJDB QSJODJQBMNFOUF QPS VOB NBZPS DPOUSBUBDJwO
EFEPDFOUFTFNQrSJDPT FRVJWBMFOUFBVOEFMUPUBMEFEPDFOUFT
JODPSQPSBEPTBMTJTUFNBFTDPMBSFOEJDIPQFSrPEP&TUPBGFDUBTPCSF
UPEP B MPT QSPHSBNBT EF FEVDBDJwO QSFFTDPMBS Z TFDVOEBSJB RVF
QSFTFOUBO MPT NBZPSFT QPSDFOUBKFT EF FNQJSJTNP DPO VO Z
SFTQFDUJWBNFOUF .&$% Q
WnBTF(SgDP

Grfico 10
Nicaragua: evolucin del empirismo docente 2002-2004
Fuente: MECD.

&OMBUBCMBTFQSFTFOUBOMPTOJWFMFTEFFTDPMBSJEBEBMDBO[BEPT
QPSMPTEPDFOUFTOJDBSBHFOTFT TFH|OQSPHSBNBFEVDBUJWPPGSFDJEP
QPSFM&TUBEP
Tabla 10
Nicaragua: nivel de escolaridad de los docentes segn programa
Nivel de escolaridad docente
Maestro de Educacin Especial
Maestro de Educacin Fundamental
Maestro de Educacin Preescolar
Maestro de Educacin Primaria
Profesor de Ciclo Bsico
Profesor de Educacin Media
Tcnico Superior en C.C.E.E.
Egresado universitario en C.C.E.E.
Licenciado en C.C.E.E.
Master en C.C.E.E.
Egresado universitario no docente
Otro ttulo docente universitario
Otro ttulo universitario no docente
Tcnico medio no docente
Bachiller
Educacin fundamental (4 grado)
Primaria concluida
Total
Educacin Preescolar
de adultos
1
213
3
3
21
1
3
12
31
8
296
20
11
132
2055
4
35
11
13
184
4
30
28
80
144
2137
222
3888
8998
Primaria Secundaria
13
50
29
18983
16
226
64
64
828
54
108
102
236
143
4825
23
2033
27797
Total
9
42
9
71
7
168
1805 23056
8
28
1029 1293
136
214
339
416
4574 5607
110
169
348
486
123
256
772 1100
247
534
2441 9434
6
251
56 5985
12019 49110
Fuente: Censo Docente 2004, Direccin de Estadsticas Educativas.
%FBDVFSEPDPOFTUP MPTBvPTEFFTDPMBSJEBEQSPNFEJPEFMPTEP
DFOUFT EF FEVDBDJwO EF BEVMUPT QSFFTDPMBS QSJNBSJB Z TFDVOEBSJB
DPSSFTQPOEFOB ZSFTQFDUJWBNFOUF .&$% Q

&OMPRVFSFFSFBMTVFMEPEFMNBHJTUFSJPOJDBSBHFOTF FTUFTF
JOUFHSBTPCSFMBCBTFEFDVBUSPDPNQPOFOUFTFMTVFMEPEFCBTF MB
BOUJHFEBEFOMBGVODJwONBHJTUFSJBM MPTUrUVMPTBDBEnNJDPTSFHJT
USBEPTZFMDPNQPOFOUFSFGFSJEPBMFTUrNVMPQPS[POBKF

$PNQBSBEPDPOMPTTVFMEPTEFMPTTFSWJEPSFTQ|CMJDPTEFMQBrT FM
TVFMEPCgTJDPEFMPTNBFTUSPTFTVOPEFMPTNgTCBKPTEFMFTDBMBGwO
OBDJPOBM TwMPFRVJQBSBCMFBMTVFMEPEFQPMJDrBTZQFSTPOBMTBOJUBSJP
EFCBKBDBMJDBDJwO
&MFDPOPNJTUB0TDBS3FOn7BSHBT FOTVFTUVEJP-BFEVDBDJwOFO
/JDBSBHVB*NQBDUPEFMBTQPMrUJDBTEFM#BODP.VOEJBMFO
MBFEVDBDJwO BMSFGFSJSTFBMTBMBSJPEFMPTNBFTUSPTEFMBFEVDBDJwO
QSFFTDPMBS QSJNBSJBZTFDVOEBSJBFOFMBvP SFDPOPDFRVFVO
NBFTUSPEFFEVDBDJwOQSJNBSJBHBOBCB FOFTFBvP
VOTVFMEPCg
TJDPNFOTVBMEF DwSEPCBTFRVJWBMFOUFTB EwMBSFTNFO
TVBMFTVONBFTUSPUJUVMBEPEFTFDVOEBSJBQFSDJCrBVOTBMBSJPCgTJDP
NFOTVBMEF DwSEPCBT FRVJWBMFOUFB EwMBSFTNFOTVBMFT
4V DPOEJDJwO TBMBSJBM OP NFKPSB NVDIP QPS MPT BvPT USBCBKBEPT ZB
RVF QFSDJCFO DwSEPCBT P TFB DFOUBWPT EF EwMBS NFOTVB
MFT QPS BvP EF TFSWJDJP QPS FM OJWFM EF GPSNBDJwO MJDFODJBUVSB FO
FEVDBDJwOSFDJCFDwSEPCBTNFOTVBMFTNgTMPTNBFTUSPTDPO
UrUVMPTEFOPSNBMJTUBUJFOFOEFSFDIPTBVOJODSFNFOUPEFDwSEP
CBTNFOTVBMFTOPSFDJCFOOJOHVOBSFNVOFSBDJwOQPSMBDBMJEBEEF
TVUSBCBKP QVFTOPFYJTUFODSJUFSJPTFTUBCMFDJEPTQBSBNFEJSMB1PS
[POBKFPEJTUBODJBTFQFSDJCFVOJOHSFTPEJGFSFODJBEPRVFTFQBHB
DVBOEPVOEPDFOUFJNQBSUFDMBTFTFOVOB[POBEJGFSFOUFBTVMVHBS
EFSFTJEFODJB&TUFMMFHBBTFS BMPNgT EFVOQPSDJFOUPTPCSFTV
TVFMEPCgTJDPZOPJODMVZFSFDPOPDJNJFOUPQPSUrUVMP OJQPSBOUJHF
EBE 7BSHBT Q

"OUFFTUBTJUVBDJwO BvPBBvP MBMVDIBEFMNBHJTUFSJPPSHBOJ[B
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DFOUSBEBFOFMUFNBTBMBSJBM.BSDIBTDBMMFKFSBT QMBOUPOFTZIVFMHBT
IBOTJEPNVDIPTEFMPTJOTUSVNFOUPTQBSBBSSBODBSEFMBTNBOPTHV
CFSOBNFOUBMFTZEFM'POEP.POFUBSJP*OUFSOBDJPOBM '.*
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BVNFOUPTTBMBSJBMFTBOVBMFT
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CBKPMBGPSNBEFCPOPZOPTPODPOTJEFSBEPTDPNPQBSUFEFTVTVFM
EPCgTJDPQBSBOFTEFKVCJMBDJwO&O TFDPOTJHVJwVOBVNFOUP

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MPRVFSFQSFTFOUwVOQPSDJFOUPBEJDJPOBM
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UVSBPNBUSrDVMBEFMPTFTUVEJBOUFTFOMPTEJGFSFOUFTQSPHSBNBTEF

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MBTFTDVFMBTQ|CMJDBT ZMPTQSPHSBNBTTVQMFNFOUBSJPTZDPNQFOTB
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FMJOHSFTPZQFSNBOFODJBFOMPTDFOUSPTFTDPMBSFT
.BUSrDVMBEFMBQPCMBDJwOFOFEBEFTDPMBS
%F BDVFSEP DPO EBUPT EFM .JOJTUFSJP EF &EVDBDJwO $VMUVSB Z
%FQPSUFT .&$%
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MIBCJUBOUFT TJFOEPMBQPCMBDJwOFOFEBEFTDPMBS B
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FOMPTOJWFMFTFEVDBUJWPTEFQSFQSJNBSJB QSJNBSJBZTFDVOEBSJBFSB
EF FTUVEJBOUFT Z MB QPCMBDJwO EF FTBT FEBEFT GVFSB EF
FTPTOJWFMFTFEVDBUJWPTFSBEF
&O FM DVBESP TJHVJFOUF TF QSFTFOUB FTUB JOGPSNBDJwO QPSNF
OPSJ[BEB TFH|O MPT HSVQPT FUBSJPT EF MPT OJWFMFT FEVDBUJWPT
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Tabla 11
Nicaragua: poblacin en edad escolar, matrcula y poblacin
escolar no atendida en el 2001
Grupo
etario
3 a 6 aos
Poblacin
en edad
escolar
Matrcula
en edad
escolar
Poblacin
en edad
escolar no
atendida
Porcentaje
de poblacin
escolar
atendida
% de
poblacin
escolar no
atendida
629.029
254.246
374.783
40,42
59,58
7 a 12 aos
830.196
719.107
111.089
86,62
13,38
13 a 18 aos
744.938
354.051
390.887
47,53
52,47
Total (3 a 18
aos)
2.204.163
1.327.404
876.759
60,22
39,78
Fuente: Ministerio de Educacin, Cultura y Deportes (MECD).
$PNPFTQPTJCMFPCTFSWBS EFMHSVQPEFBBvPT FOFEBEQSF

FTDPMBS FOFMBvPFM QPSDJFOUPFTUBCBBUFOEJEPZFM
QPSDJFOUPOPMPFTUBCB&OFMHSVQPFUBSJPEFMOJWFMQSJNBSJP EFB

BvPT
RVFFTFMNgTBMUPEFMPTUSFTOJWFMFTDPOUFNQMBEPTFOFTUF
BOgMJTJT FM QPSDJFOUPFTUBCBNBUSJDVMBEPFOFMTJTUFNBFTDPMBS
ZFM QPSDJFOUPFTUBCBGVFSBEFMTJTUFNB&OMBFEVDBDJwOTF
DVOEBSJB HSVQPEFBBvPT
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FTUBCBFOFMTJTUFNBFTDPMBSZFM QPSDJFOUPOPMPFTUBCB
&OUPUBM FOFMBvP EFVOBQPCMBDJwOEF OJvPTZ
KwWFOFT DPSSFTQPOEJFOUFBMHSVQPEFFEBEEFBBvPT TPMBNFO
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OP
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6OBNJSBEBHMPCBMBUPEPFMTJTUFNBEFFEVDBDJwOGPSNBMEFMQBrT
JODMVZFOEPMBFEVDBDJwOTVQFSJPS FOUSFZQSFTFOUBFMQB
OPSBNBTJHVJFOUF
Tabla 12
Nicaragua: indicadores bsicos en educacin
Nivel acadmico
1990
1991
1994
1997
1998
1999
Poblacin en edad escolar 1.989.160 2.048.621 2.310.928 2.448.780 2.536.207 2.586.931

Poblacin matrcula inicial 895.445
977.130 1.136.182 1.257.457 1.301.027 1.358.216
Preescolar
63.201
68.657
97.163 133.086
143.677 159.294
Primaria
632.882
674.045 765.972
777.917
783.090 805.377
Secundaria
177.125
202.780 226.619 283.381
306.263 320.278
Superior
22.237
31.948
42.829
60.003
64.810
70.231
Tasa de escolaridad general 45,02
47,70
49,16
51,35
51,29
52,50
Poblacin no matriculada 1.093.715 1.071.491 1.174.746 1.191.323 1.235.180 1.228.715
Fuente: Banco Central de Nicaragua, Informe Anual 1991, p. 198; Banco Central de Nicaragua, Informe Anual
1993, p. 290; Banco Central de Nicaragua, Informe Anual 1996, p. 189; Banco Central de Nicaragua, Informe
Anual 1999, p. 173.
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Tabla 13
Matrcula inicial en educacin primaria, segn rea geogrfica. 1990-1998
1990
Total
Urbano
Rural
632.882
364.926
267.956
1991
1992
1993
1994
1995
1996
1997
1998
674.045 703.854 737.476 765.972 764.587 762.712 777.917 783.090

384.074 397.008 408.760 422.950 416.581 411.674 410.920 415.253
289.971 306.846 328.716 343.022 348.006 351.038 366.977 367.837
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Tabla 14
Nicaragua: matrcula del nivel primario 1999-2002
Ao
Matrcula
1999
2000
2001
2002
816.701
838.437
866.516
923.391
Fuente: MECD, 2002.
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DPOUFOJEPTGgDJMFT .&$% Q

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Z BTJHOBUVSBT
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FM QPSDJFOUPEFMPTBMVNOPTPCUVWPVOSFTVMUBEPCgTJDP FM
QPSDJFOUPJOUFSNFEJPZTwMP QPSDJFOUPQSPDJFOUF&OFTQBvPM

MPTSFTVMUBEPTGVFSPOQFPSFTZBRVFTPMBNFOUFFM QPSDJFOUPEF
MPTBMVNOPTPCUVWJFSPOVOSFTVMUBEPQSPDJFOUF FM QPSDJFOUP
JOUFSNFEJPZFM QPSDJFOUPCgTJDP
Tabla 15
Rendimiento nacional en tercer grado
Bsico
Intermedio
Proficiente
61,7
71,2
24,4
21,1
13,9
7,7
Matemticas
Espaol
Fuente: Ministerio de Educacin, Cultura y Deporte (MECD), Informe de Resultados 2002, Managua,
septiembre 2003.
-PTSFTVMUBEPTFOFMTFYUPHSBEPGVFSPOMPTTJHVJFOUFTFONBUF
NgUJDBT FM QPSDJFOUPEFMPTFTUVEJBOUFTPCUVWPMBDBMJDBDJwO
CgTJDP FM QPSDJFOUPVOOJWFMJOUFSNFEJPZTwMP QPSDJFOUPEF
MPTFTUVEJBOUFTPCUVWJFSPOQSPDJFODJB&OFTQBvPM FM QPSDJFO
UPEFMPTBMVNOPTBMDBO[wMBDMBTJDBDJwOEFQSPDJFOUF FM QPS
DJFOUPFMOJWFMJOUFSNFEJPZFM QPSDJFOUPFMOJWFMCgTJDP
Tabla 16
Rendimiento nacional en sexto grado
Matemticas
Espaol
Bsico
Intermedio
Proficiente
88,1
69,7
10,8
25,2
1,1
5,1
septiembre 2003.
&OMPRVFTFSFFSFBMBSFMBDJwOFOUSFFTUPTSFTVMUBEPTZMBQPCSF
[BEFMBTGBNJMJBTEFEPOEFQSPWJFOFOMPTFTUVEJBOUFTOJDBSBHFO
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QVOUPT QPSDFOUVBMFT SFTQFDUJWBNFOUF NgT CBKPT FO MPT DPMFHJPT
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$BCFTFvBMBSRVFMPTFTUVEJBOUFTQSPWFOJFOUFTEFMPTFTUSBUPTQP
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QPSDJFOUPSFTQFDUJWBNFOUFEFMBNBUSrDVMBEFMBTFTDVFMBTQSJWBEBT
EFQSJNBSJB MPRVFEFNVFTUSBRVFFMQSPCMFNBEFFRVJEBEFTUgEF
USgTEFFTUBTEJGFSFODJBTEFSFOEJNJFOUP 7BSHBT Q

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MPTEFPSrHFOFTTPDJPFDPOwNJDPEFTGBWPSFDJEPT FTUVEJBOUFTQSPWF
OJFOUFTEFIPHBSFTQPCSFTZEFFYUSFNBQPCSF[B TPOFTQFDJBMNFOUF
WVMOFSBCMFT SFHJTUSBOEPCBKPTOJWFMFTFOTVTSFTVMUBEPTZBMUPTOJWF
MFTEFEJTQBSJEBEFOFMEFTFNQFvPFTDPMBSFOSFMBDJwODPOMPTOJvPT
QSPWFOJFOUFTEFFTUSBUPTTPDJBMFTNgTBDPNPEBEPT
&O MB $PTUB $BSJCF MPT BMVNOPT EF TFYUP HSBEP BMDBO[BSPO MPT
NgTCBKPTSFOEJNJFOUPTFONBUFNgUJDBTZFTQBvPMFODPNQBSBDJwO
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UBKFFOFMOJWFMEFQSFFDJFODJB DPOFM QPSDJFOUP 7BSHBT
Q

Tabla 17
Costa Caribe: rendimiento en matemticas en sexto grado
Nacional
Costa Caribe
Bsico
Intermedio
Proficiente
88,1
91,8
10,8
7,7
1,1
0,5
septiembre 2003.

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EF UFSDFSP Z TFYUP HSBEP EF QSJNBSJB /P PCTUBOUF MB DPNVOJEBE
FEVDBUJWBOJDBSBHFOTF BOUFTEFFTFBvP ZBDPOUBCBDPOVODPO
KVOUPEFEBUPTRVFMFQFSNJUrBTVQPOFSMBTJUVBDJwOEFMBDBMJEBEFEV
DBUJWB-PTEBUPTMPTQSPQPSDJPOBCBOZQSPQPSDJPOBOBOVBMNFOUFMBT
VOJWFSTJEBEFTQ|CMJDBT ZTPOFMQSPEVDUPEFMPTMMBNBEPTFYgNFOFT
EFBENJTJwORVFTFMFTQSBDUJDBOBMPTFTUVEJBOUFTRVF EFTQVnTEF
CBDIJMMFSBSTF EFTFBOJOHSFTBSBFTUPTDFOUSPTEFFTUVEJPT-PTDVFT
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HSBNBTEFFTUVEJPPDJBMFTEFM.JOJTUFSJPEF&EVDBDJwOQBSBFM/JWFM
EF&EVDBDJwO4FDVOEBSJB&OFMBvP EFFTUVEJBOUFTRVF
SFBMJ[BSPOTVFYBNFOQBSBJOHSFTBSBMBNBZPSEFMBTVOJWFSTJEBEFT
OJDBSBHFOTFT MB6/"/.BOBHVB TwMPFTUVEJBOUFTBQSPCBSPOMB
QSVFCBEF.BUFNgUJDBTZMBEF&TQBvPM
-BTCSFDIBTEFSFQJUFODJBZBCBOEPOPFTDPMBS
+VOUP DPO MB FWBMVBDJwO EFM QSPDFTP EF DPOTUSVDDJwO EF VOPT
BQSFOEJ[BKFT RVF OP MPHSBO BMDBO[BS MB DBMJEBE NrOJNB SFRVFSJEB
FYJTUFOPUSPTJOEJDBEPSFTRVFQFSNJUFODBSBDUFSJ[BSMBDBMJEBEEFMB
FEVDBDJwOZTVBDFQUBCJMJEBETPOMBTUBTBTEFSFQJUFODJBZEFBCBO
EPOPFTDPMBS
6OBEFMBTDBSBDUFSrTUJDBTEFMBFEVDBDJwOFTDPMBSOJDBSBHFOTF
SFTQFDUPEFMBTUBTBTEFSFQFUJDJwO BCBOEPOPZQSPNPDJwO FTRVF
MBTNgTBMUBTUBTBTTFVCJDBOFOMPTQSJNFSPTDVBUSPHSBEPTEFFTUF
OJWFMFEVDBUJWP1PSUBMNPUJWP FM.JOJTUFSJPEFMBSBNBFEVDBUJWBIB
UPNBEPNFEJEBTRVFCVTDBOEJTNJOVJSFTBTDJGSBT MPRVFIBEBEP
DPNPSFTVMUBEPRVFMBUBTBEFSFQFUJDJwOEFMQSJNFSHSBEPQBTBSBEFM
QPSDJFOUPFOBM QPSDJFOUPFO
&MQSPDFTPRVFQFSNJUJwBMDBO[BSFTUFMPHSPDVBOUJUBUJWPFTFMTJ
HVJFOUFB
FOUSFZ MBTUBTBTEFSFQFUJDJwOEFDSFDFOEFM
QPS DJFOUP BM QPS DJFOUP FT EFDJS TF MPHSB VO QPS
DJFOUPEFEFDSFDJNJFOUPFOVOQFSrPEPEFTFJTBvPTC
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QPS%FDSFUP.JOJTUFSJBMTFFTUBCMFDFRVFUPEPTMPTOJvPTZOJvBT

NBUSJDVMBEPTFOQSJNFSHSBEPTFSgOQSPNPWJEPTBVUPNgUJDBNFOUF
BMTFHVOEPHSBEPUFOJnOEPTFDPNPSFTVMUBEPGVFMBSFEVDDJwOEFM
QPSDJFOUPEFMBUBTBEFSFQJUFODJBFOFTFHSBEP QBTBOEPEFM
QPSDJFOUPFOBM QPSDJFOUPFO*HVBMNFEJEBTFUPNw
QBSBFMTFHVOEPZUFSDFSHSBEPEFFTFBvP DPOMPDVBMMBTUBTBTEF
SFUFODJwOQBTBSPOEFM QPSDJFOUPBM FOUSFZIBT
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BM QPSDJFOUPFO WnBTFUBCMB

Tabla 18
Tasas de repitencia por grado
Aos
Primero
Segundo
Tercero
Cuarto
Quinto
Sexto
1990
1991
1992
1993
1994
1995
1996
1997
1998
29,51
28,31
28,70
26,62
26,03
23,39
22,40
11,66
7,50
13,91
14,43
15,00
13,78
14,36
14,27
12,29
8,59
3,55
12,71
12,98
12,60
11,80
11,73
11,00
10,85
7,67
4,04
10,09
9,59
9,70
8,89
8,27
8,35
8,07
6,47
3,54
9,15
8,19
8,10
7,25
7,49
6,88
6,68
5,23
2,70
6,34
5,67
5,70
4,54
4,34
3,73
3,14
2,59
1,67
Fuente: MECD, 1999, p. 36.
-BTUBTBTEFBCBOEPOPZQSPNPDJwOTFH|OHSBEPZBvPTFDPN
QMFNFOUBO WnBOTFDVBESPTEFBCBOEPOPQBSBFMQFSrPEP

Tabla 19
Tasas de abandono por grado
Aos
Primero
Segundo
Tercero
Cuarto
Quinto
Sexto
1990
991
1992
1993
1994
1995
1996
1997
1998
23,47
22,68
17,87
17,37
18,87
21,20
20,92
23,71
21,91
7,53
7,35
6,44
8,80
6,45
9,24
7,04
9,10
12,29
9,76
11,62
10,24
1,42
12,08
13,69
10,80
11,41
11,60
11,91
13,96
11,40
11,98
14,12
16,48
13,99
15,99
15,30
10,85
12,87
10,38
9,69
11,74
13,13
10,70
12,04
11,51
0
0
0
0
0
0
0
0
0
Fuente: MECD, 1999, p. 36.
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MPT FTUVEJBOUFT EF MBT [POBT SVSBMFT &MMP FYQMJDB FO QBSUF RVF MPT
BvPT EF FTUVEJP QSPNFEJP EF MBT QFSTPOBT EFM gSFB VSCBOB EVQMJ
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IPSBT IPSBT

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FOMBFEVDBDJwOOJDBSBHFOTF&MFTUVEJPJODMVZw
BTQFDUPTSFMBDJPOBEPTDPOMBDBMJEBEEFMBFOTFvBO[BZFMTFOUJEPZ
DPOUFOJEPEFMBBEBQUBCJMJEBEQSPQVFTUPQPS5PNBTFWTLJ FOFTQF
DJBMBRVFMMPTRVFQSPDVSBORVFMBFOTFvBO[BZFMDVSSrDVMPTFBOBEF
DVBEPTBMBTOFDFTJEBEFTEFMFOUPSOPFDPOwNJDP TPDJBMZDVMUVSBMFO
RVFUSBOTJUBMBFYJTUFODJBEFMPTFTUVEJBOUFT
4PCSFFM1MBO/BDJPOBMEF&EVDBDJwO
-PTJOEJDBEPSFTZQSFHVOUBTEJSFDUSJDFTRVFTFGPSNVMBSPOQBSB
PCTFSWBSFMDVNQMJNJFOUPEFM1MBO/BDJPOBMEF&EVDBDJwOFOMPSF
MBUJWPBMDSJUFSJPEFBEBQUBCJMJEBETFGVOEBNFOUBSPOFOBMHVOPTEF
MPT PCKFUJWPT Z FTUSBUFHJBT EFM NJTNP WJODVMBEPT DPO MB $BMJEBE Z
3FMFWBODJBEFMPT"QSFOEJ[BKFT
1SJNFSPCKFUJWP
&OFTUFPSEFO FMQSJNFSPCKFUJWPEFM1MBO/BDJPOBMEF&EVDBDJwO
DPO SFTQFDUP B MB DBMJEBE Z SFMFWBODJB EF MPT BQSFOEJ[BKFT EJDF
-PHSBS VOB FEVDBDJwO SFMFWBOUF QBSB MB WJEB UPNBOEP FO DVFOUB
MBTDPOEJDJPOFTEFMQBrTZCVTDBOEPMBTVQFSBDJwOEFMBTNJTNBTQPS
NFEJP EF VO OVFWP 4JTUFNB /BDJPOBM EF &EVDBDJwO %JWFSTJDBEP
RVFQFSNJUBBUPEPTMPTOJWFMFTDFSSBSMBTCSFDIBTFOUSFMBFEVDBDJwO
ZMBTBQMJDBDJPOFTBMUSBCBKP BMBTVQFSBDJwOEFMBQPCSF[BZBMFKFSDJ
DJPEFNPDSgUJDPZDPNVOJUBSJP 1/& Q

B$POGPSNFFMDPOUFOJEPEFFTUFPCKFUJWP FMQSJNFSBTQFDUPTPCSF
FMDVBMTFEFDJEJwDPOTVMUBSGVFFMTJHVJFOUFQSPHSBNBTEFFTUVEJPT
SFGPSNBEPTFOMPTEJTUJOUPTOJWFMFTFEVDBUJWPTEFTEFMBQFSTQFDUJWB
EFFEVDBDJwOQBSBMBWJEBZFMUSBCBKPZRVFDVFOUBODPOTBMJEBTMBUF
SBMFTBPUSBTPQDJPOFTFEVDBUJWBT
$PO SFTQFDUP B FTUF JOEJDBEPS FM 0CTFSWBUPSJP JOEBHB TPCSF MB
JOUSPEVDDJwOEFSFGPSNBTBMDVSSrDVMPRVFBQVOUBOBMBDPOTUSVDDJwO

ZEFTBSSPMMPEFBQSFOEJ[BKFTSFMFWBOUFTRVFQPTJCJMJUFOBMPTFEVDBO
EPT FOGSFOUBSTF DPO nYJUP BOUF MPT EFTBGrPT EF MB WJEB Z RVF DBEB
VOPMMFHVFBTFSTVKFUPBDUPSQPTJUJWPQBSBMBDPNVOJEBEZFMQBrT
$BMJEBEZ3FMFWBODJBEFMPT"QSFOEJ[BKFT 1/& Q

-BT SFTQVFTUBT EF MBT QFSTPOBT DPOTVMUBEBT FO MPT DFOUSPT
FEVDBUJWPTPCTFSWBEPT EFMPTEFQBSUBNFOUPTEFMQBrTQBSUJDJQBO
UFTEFMBDPOTVMUB GVFSPOMBTRVFTFDPOTJHOBOFOMBUBCMB
Tabla 20
Centros de estudios donde se han reformado o no se
han reformado programas de estudio
N
Departamento
Centros observados
S
1
2
3
4
5
6
7
8
9
10
11
Promedio
Rivas
Granada
Masaya
Carazo
Managua
Len
Chontales
Ro San Juan
Estel
Madriz
Nueva Segovia
14
14
15
10
39
15
19
15
10
15
15
181
40%
43%
33%
0%
46%
60%
33%
0%
20%
0%
0%
25%
Respuesta
No
60%
57%
67%
100%
54%
40%
67%
100%
80%
100%
100%
75%
&OMPTEFQBSUBNFOUPTJODMVJEPTFOMBNVFTUSB TFJOGPSNwRVFFO
FMEFMPT$FOUSPT&EVDBUJWPTTFIBOSFGPSNBEPMPTQSPHSBNBT
EFFTUVEJPEFTEFMBQFSTQFDUJWBEF&EVDBDJwOQBSBMBWJEBZFMUSB
CBKPTJOFNCBSHP FONVZQPDPTDFOUSPTTFEFTBSSPMMBODPOUFOJEPT
RVFUPNFOFODVFOUBIBCJMJEBEFTMBCPSBMFTZEPNJOJPEFUnDOJDBTEF
DVMUJWPFOMBT[POBTSVSBMFT RVFBQBSFDFOFOMPTFTUgOEBSEFTFYUP
HSBEPEFQSJNBSJB
&O-FwOTFPCTFSWwRVFIBZJOJDJBUJWBTEFUSBOTGPSNBDJwODVSSJDV
MBSRVFQPOFOFMnOGBTJTFOFYQFSJFODJBTEFTJUVBDJPOFTEFBQSFOEJ[B

KFFODVBOUPBTJFNCSBEFQMBOUBT&O(SBOBEBTFFODPOUSwBBMHVOPT
DFOUSPTDPOUBMMFSFT MBCPSBUPSJPT DBSQJOUFSrBZDPTUVSB&O$BSB[P
3rP4BO+VBO .BESJ[Z/VFWB4FHPWJBOPTFPCTFSWBOQSgDUJDBTEF
DPOUFOJEPTDPOIBCJMJEBEFTQBSBMBWJEBMBCPSBMZUnDOJDB&OVO
EFMPTDFOUSPTEFFTUVEJPMPTFOUSFWJTUBEPTSFTQPOEFORVFOPIBO
TJEPSFGPSNBEPTMPTQSPHSBNBTEFTEFFTUBQFSTQFDUJWB
C &M TFHVOEP JOEJDBEPS PCTFSWBEP DPO SFTQFDUP BM PCKFUJWP EF
BMDBO[BSVOBFEVDBDJwOSFMFWBOUFQBSBMBWJEBGVF1SPZFDUPTZGB
DJMJEBEFTDPONFKPSBTFOFMFEJDJPZTVTFRVJQPT QBSBJNQMFNFOUBS
VOBFOTFvBO[BDPOPSJFOUBDJwOZIBCJMJUBDJwOUnDOJDBMBCPSBM
&MJEFBMQFEBHwHJDPFTRVFDBEBDFOUSPFEVDBUJWPEFTQMJFHVFQSP
ZFDUPTRVFHBSBOUJDFODPOEJDJPOFTQFEBHwHJDBTBDPSEFTDPOMBJOOP
WBDJwO MBFYQFSJNFOUBDJwOZMBJOWFTUJHBDJwO QBSBGBDJMJUBSQSPDFTPT
EFBQSFOEJ[BKFRVFEFTBSSPMMFODBQBDJEBEFT IBCJMJEBEFT IgCJUPTZ
EFTUSF[BTFOMPTFEVDBOEPT
4FH|OEFQBSUBNFOUPT FMQPSDFOUBKFEFDFOUSPTRVFUJFOFOPOP
UJFOFOQSPZFDUPTZGBDJMJEBEFTQBSBJNQMFNFOUBSVOBFOTFvBO[BDPO
PSJFOUBDJwOZIBCJMJUBDJwOUnDOJDPMBCPSBM TPOMPTTJHVJFOUFT

Tabla 21
Centros que tienen o no tienen proyectos y facilidades con mejoras
en el edificio y sus equipos
N
1
2
3
4
5
6
7
8
9
10
11
Promedio
Departamento
Centros observados
Respuestas
S
No
Rivas
Granada
Masaya
Carazo
Managua
Len
Chontales
Ro San Juan
Estel
Madriz
Nueva Segovia
14
14
15
10
39
15
19
15
10
15
15
181
8%
93%
33%
20%
34%
13%
35%
0%
20%
33%
13%
27%
92%
7%
67%
80%
66%
87%
65%
100%
80%
67%
87%
73%
&OMPTEFQBSUBNFOUPTQBSUJDJQBOUFTFOMBNVFTUSB TFSFTQPO
EJwRVFVOEFMPTDFOUSPTFEVDBUJWPTOPUJFOFOQSPZFDUPTZGB
DJMJEBEFTDPONFKPSBTFOFMFEJDJPZTVTFRVJQPT QBSBJNQMFNFOUBS
VOB FOTFvBO[B DPO PSJFOUBDJwO Z IBCJMJUBDJwO UnDOJDB MBCPSBM &O
VO EF MPT DFOUSPT PCTFSWBEPT NBOJFTUBO UFOFS QSPZFDUPT Z
GBDJMJEBEFT /P PCTUBOUF DVBOEP TF PCTFSWBSPO MPT 1SPHSBNBT EF
&TUVEJP FO &EVDBDJwO 1SJNBSJB Z TV DPSSFTQPOEJFOUF BQMJDBDJwO FO
FM DFOUSP FEVDBUJWP UFOJFOEP FO DVFOUB FM VTP EF UFDOPMPHrB QBSB
NBOFKBSJOGPSNBDJwO VUJMJ[BSQSPDFTPTCgTJDPTZBWBO[BEPTEFTJFN
CSBZDVMUJWP ZFYQMJDBSFMDPOPDJNJFOUPFNQrSJDPZDJFOUrDPZTVT
QSPDFTPTZSFMBDJPOFTDPOMBDJFODJBZMBUFDOPMPHrB TFQVTJFSPOEF
SFMJFWFFTDBTBTFYQFSJFODJBT QSJODJQBMNFOUFQPSMBGBMUBEFSFDVSTPT
UFDOPMwHJDPTZQPSMBDBSFODJBEF1SPZFDUPT&EVDBUJWPTZ1SPZFDUPT
$VSSJDVMBSFTEF$FOUSPBTrDPNPEFFEJDJPTFTDPMBSFTDPOFTQBDJPT
QBSBQSBDUJDBSJOOPWBDJPOFTQFEBHwHJDBTBMBMDBODFEFUPEPT

D &M UFSDFS BTQFDUP FTUVEJBEP GVF DFOUSPT DPO MBCPSBUPSJPT FO
VTP FRVJQPT NBUFSJBMFT EJEgDUJDPT Z UFYUPT FTDPMBSFT TVDJFOUFT
QBSBBQPZBSMBFOTFvBO[B
-BCBTFNBUFSJBMEFFTUVEJPFOMPT$FOUSPT&EVDBUJWPTFTJNQPS
UBOUFQBSBMBFOTFvBO[BZMPTBQSFOEJ[BKFT ZBRVFQFSNJUFJOUFSBD
UVBSBMFTUVEJBOUFDPOIFSSBNJFOUBT|UJMFTQBSBBQSFOEFSBIBDFSZ
QBSBMPHSBSVOFTUVEJPFDB[
3FTQFDUPEFMBFYJTUFODJBPOPEFMBCPSBUPSJPT NBUFSJBMFTEJEgD
UJDPT FRVJQPT Z UFYUPT FTDPMBSFT MB TJUVBDJwO PCTFSWBEB FT DPNP
TJHVF
Tabla 22
Porcentaje de centros que tienen o no tienen laboratorios, material didctico,
equipos y textos escolares suficientes
Centros
N Departamento observados
14
Laboratorios
S
Mat. didctico
No
No
0% 100%
58%
42%
Equipos
S
No
Textos
S No
1.
Rivas
2.
Granada
14
14%
86%
100%
0%
36%
3.
Masaya
15
13%
67%
93%
7%
7%
4.
Carazo
10
20%
80%
100%
0%
5.
Managua
39
9%
91%
88%
12%
32%
68%
93% 7%
6.
Len
15
7%
93%
60%
40%
13%
87%
67% 33%
7.
Chontales
19
0% 100%
65%
35%
20%
80%
85% 15%
8.
Ro San Juan
15
0% 100%
100%
0%
13%
87% 100% 0%
9.
Estel
93% 7%
40% 60% 100% 0%
80%
60%
40%
15
0% 100%
100%
0%
7%
11. Nueva Segovia
15
0% 100%
100%
0%
0% 100% 100% 0%
84%
16%
181
20%
64% 100% 0%
93%
10. Madriz
Promedio
10
0% 100% 100% 0%
8%
92%
10% 90%
16%
60% 40%
93% 100% 0%
84%
91% 9%
&O MPT $FOUSPT EF &TUVEJP PCTFSWBEPT TF DPOTUBUw RVF MB
CBTFNBUFSJBMEFFTUVEJPOPSFTQPOEFBMBTOFDFTJEBEFTEFQSPHSFTP
UFDOPMwHJDP MPRVFOPGBWPSFDFMBDBMJEBEEFMBFEVDBDJwOPGSFDJEB
QPSMPTNJTNPT"Tr FOFMEFMPT$FOUSPT&EVDBUJWPTTFDBSFDF
EFMBCPSBUPSJPTZFOFMFTUgOBVTFOUFTMPTFRVJQPT&MNBUFSJBM
EJEgDUJDPDPORVFEJTQPOFOMPTEPDFOUFTTPOCPSSBEPSZUJ[BZFOFM

NFKPSEFMPTDBTPTNBSDBEPSQBSBQJ[BSSBBDSrMJDB"QFTBSRVFFOFM
EFMPT$FOUSPT&EVDBUJWPTQPTFFOMJCSPTEFUFYUP FTUPTOPTF
BDPNQBvBOEFMBT(VrBT%JEgDUJDBTRVFQFSNJUBOBMNBFTUSPPSJFO
UBSTFFOTVUSBCBKP&M0CTFSWBUPSJPUBNCJnOJOEBHwTPCSFFMFTUBEP
EFMPTMBCPSBUPSJPT FRVJQPT NBUFSJBMEJEgDUJDPZUFYUPTFYJTUFOUFTZ
MPTSFTVMUBEPTGVFSPOMPTTJHVJFOUFT
Tabla 23
Estado de laboratorios, material didctico, equipos y libros de texto
N
Departamento Centros observados
1.
Rivas
2.
Granada
3.
Masaya
4.
Carazo
5.
Managua
6.
Len
7.
Chontales
8.
Ro San Juan
9.
Estel
10.
Madriz
11.
Nueva Segovia
Promedio
14
14
15
10
39
15
19
15
10
15
15
181
Bueno
Regular
Malo
Deficiente
58%
89%
73%
60%
41%
33%
60%
13%
20%
86%
20%
50%
42%
11%
27%
40%
32%
7%
25%
80%
60%
7%
80%
37%
18%
60%
5%
7%
20%
7%
11%
9%
10%
2%
4FHVOEPPCKFUJWP
&MTFHVOEPPCKFUJWPEFM1MBO/BDJPOBMEF&EVDBDJwO

SFGFSJEP B MB $BMJEBE Z 3FMFWBODJB EF MPT "QSFOEJ[BKFT FYQSFTB
3FEFOJSFMQBQFMEFMFTUVEJBOUF EFTEFVOTVKFUPQBTJWPEFMBFEV
DBDJwOIBDJBVOFEVDBOEPRVFQBSUJDJQB PCTFSWB JOWFTUJHB DPOTUSV
ZFZSFDPOTUSVZFFMDPOPDJNJFOUP TPCSFMBCBTFEFTVTFYQFSJFODJBT
DSFBOEPZPGPSUBMFDJFOEPTVTDBQBDJEBEFT IBCJMJEBEFTZEFTUSF[BT
RVFMFQFSNJUBOQBSUJDJQBSFOFMEFTBSSPMMPTPDJBM FDPOwNJDP DVMUV
SBMZQPMrUJDPEFTVQBrT
B$POGPSNFBMDPOUFOJEPEFFTUFPCKFUJWP FOFMFTUVEJPEF*%&6$"
Z '&%)*1/ TF JOEBHw TPCSF MB QSPCMFNgUJDB TJHVJFOUF QSPGFTPSFT

RVF QPOFO FO QSgDUJDB OVFWPT NnUPEPT EF FOTFvBO[B PSJFOUBEPT

IBDJBMBDPNQSFOTJwOZDPOTUSVDDJwOEFMDPOPDJNJFOUPBQBSUJSEFMBT
FYQFSJFODJBTRVFUJFOFOMPTBMVNOPT
%VSBOUFMBPCTFSWBDJwO TFFODPOUSwRVFMBTJUVBDJwOEFMBBQMJ
DBDJwOEFNnUPEPTEFFOTFvBO[BCBTBEPTFOFMFOGPRVFTPDJPDPOT
USVDUJWJTUBRVF TFH|OFMFOGPRVFPDJBMEFMDVSSrDVMP FTSFRVJTJUPEF
DBMJEBEEFMBFEVDBDJwO FTMBTJHVJFOUF
Tabla 24
Centros donde se aplican o no se aplican nuevos mtodos
de enseanza desde una perspectiva socioconstructivista
N
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Promedio
Departamento
Rivas
Granada
Masaya
Carazo
Managua
Len
Chontales
Ro San Juan
Estel
Madriz
Nueva Segovia
Centros observados
14
14
15
10
39
15
19
15
10
15
15
181
Respuesta
No
100%
100%
67%
100%
88%
47%
75%
100%
80%
73%
100%
75%
0%
0%
33%
0%
12%
53%
25%
0%
20%
27%
0%
25%
.VDIPT EPDFOUFT Z EJSFDUPSFT FOUSFWJTUBEPT DPOUFTUBSPO RVF Tr

BQMJDBOOVFWPTNnUPEPTDPOFOGPRVFTPDJPDPOTUSVDUJWJTUB EF
MPTDFOUSPTFEVDBUJWPT
/PPCTUBOUF BMPCTFSWBSMBPSHBOJ[BDJwOEF
MBBDUJWJEBEFTDPMBSZMBTUnDOJDBTQFEBHwHJDBTVTBEBT TFFODPOUSw
RVFFOVOEFMPT$FOUSPT&EVDBUJWPT OPIBZDPIFSFODJBFOUSFMP
SFTQPOEJEPFOMBTFOUSFWJTUBTZPMPBDUVBEPFOFMBVMBEFDMBTF&T
JNQPSUBOUF TJOFNCBSHP TFvBMBSRVFTFPCTFSWBSPOEJOgNJDBTEF
HSVQPTFOFMEFMPTDFOUSPTFEVDBUJWPTRVFDSFBOFMBNCJFOUF
FTDPMBSZQFEBHwHJDP

C&MFOGPRVFDPOTUSVDUJWJTUBOFDFTJUBEFMBFWBMVBDJwODPNPSF
RVJTJUPQBSBTVEFTBSSPMMPEFBIrRVFPUSBDVFTUJwORVFTFJODMVZwFO
FMFTUVEJPGVFMBTJHVJFOUF$FOUSPTEF&TUVEJPTRVFJNQMFNFOUBOVO
4JTUFNBEF&WBMVBDJwONPEFSOPEFMPTBQSFOEJ[BKFTEFMPTFTUVEJBO
UFT-BTJUVBDJwOPCTFSWBEBBMSFTQFDUPGVFMBTJHVJFOUF
Tabla 25
Porcentaje de Centros Educativos donde se aplica o no se aplica
un sistema de evaluacin moderno de los aprendizajes
N
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Promedio
Departamento
Centros observados
Rivas
Granada
Masaya
Carazo
Managua
Len
Chontales
Ro San Juan
Estel
Madriz
Nueva Segovia
14
14
15
10
39
15
19
15
10
15
15
181
Respuesta
S
No
67%
64%
7%
100%
60%
93%
70%
0%
70%
47%
100%
55%
33%
36%
93%
0%
40%
7%
30%
100%
30%
53%
0%
45%
&OFMEFMPT$FOUSPT&EVDBUJWPTPCTFSWBEPT MPTNBFTUSPTZ
EJSFDUPSFTNBOJFTUBORVFTFFTUgJNQMFNFOUBOEPVOTJTUFNBNP
EFSOPEFFWBMVBDJwOEFMPTBQSFOEJ[BKFTZFOVOEJDFORVFOP
/P PCTUBOUF BM BQMJDBS MB HVrB EF PCTFSWBDJwO BM BVMB EF DMBTF
OPTFPCTFSWBFTUFTJTUFNB-PTEPDFOUFTTFDFOUSBOFOFWBMVBSDP
OPDJNJFOUPT BQMJDBOEP TPCSFMPTDPODFQUPTFOTFvBEPT QSFHVOUBT
EF EFOJDJPOFT SFQSPEVDJEBT DPNQMFUBNJFOUP P EF PQDJwO
N|MUJQMF FO DVBOUP B IBCJMJEBEFT OP TF FWBM|BO QSPDFTPT EF JO
WFTUJHBDJwOTJOPQBSUJDJQBDJwOFODMBTF NVDIBTWFDFTDPOEJTDSF
DJPOBMJEBE ZB RVF OP TF NBOJFTUBO QSFWJBNFOUF MPT DSJUFSJPT EF
FWBMVBDJwOZVOBWF[EBEBTMBTOPUBTOPTFBDMBSBTPCSFMPTFSSPSFT
DPNFUJEPT

D&MUFNBSFMBDJPOBEPDPOMBWJODVMBDJwOFOUSFMPTQSPHSBNBTEF
FTUVEJP Z FM FOUPSOP TPDJBM JOEBHB MP TJHVJFOUF 1SPHSBNBT EF MPT
$FOUSPTEF&TUVEJPRVFDPOFDUBOTVRVFIBDFSDPOMPTQSPCMFNBTRVF
BGFDUBOMBDPNVOJEBE
&TUBWF[TFJOEBHBTrFYJTUFQFSUJOFODJBEFMDVSSrDVMPDPOMBSFBMJ
EBEMPDBMEFMBDPNVOJEBEEPOEFFTUgVCJDBEPFM$FOUSP&EVDBUJWP
-BTSFTQVFTUBTQPSEFQBSUBNFOUPTFBHSVQBOBTr
Tabla 26
Centros de Estudios con programas que conectan su quehacer
con los problemas que afectan a la comunidad
N
1.
2.
3.
4.
5.
6.
7.
8
9
10.
11.
Promedio
Departamento
Rivas
Granada
Masaya
Carazo
Managua
Len
Chontales
Ro San Juan
Estel
Madriz
Nueva Segovia
Centros observados
14
14
15
10
39
15
19
15
10
15
15
181
Respuesta
No
58%
93%
33%
80%
61%
33%
65%
100%
30%
27%
0%
53%
42%
7%
67%
20%
39%
67%
35%
0%
70%
73%
100%
47%
&MEFMPTDFOUSPTSFTQPOEFORVFTrUJFOFOQSPHSBNBTRVFDP
OFDUBOTVRVFIBDFSDPOMPTQSPCMFNBTRVFBGFDUBOBMBDPNVOJEBE
4JOFNCBSHP MBTFOUJEBEFTRVFQBSUJDJQBOFOFTUFQSPDFTPBGBWPSEFM
EFTBSSPMMPMPDBMTPOEJTUJOUBTPSHBOJ[BDJPOFTEFMBTPDJFEBEDJWJMZEF
FOUFTHVCFSOBNFOUBMFT Z FOFMNFOPSEFMPTDBTPT PSHBOJTNPTRVF
SFDJCFOOBODJBNJFOUPJOUFSOBDJPOBMZQSPNVFWFOBDUJWJEBEFTDPNP
3FDPMFDDJwOEFCBTVSBZSFDJDMBKFEFQBQFM
%FGFOTB$JWJM

$BNQBvBTEFWBDVOBDJwO
$BQBDJUBDJPOFTTPCSFFEVDBDJwOTFYVBMZSFQSPEVDUJWB
"SCPSJ[BDJwOZGPSFTUBDJwO
$IBSMBTTPCSFWJPMFODJBJOUSBGBNJMJBS
E $PO SFTQFDUP B MBT OFDFTJEBEFT QSPQJBT EF MPT FTUVEJBOUFT

TF QSFHVOUw TPCSF MBT GPSNBT FO RVF SFDJCFO JOGPSNBDJwO QFSUJ
OFOUF 4JTUFNBT EF JOGPSNBDJwO Z PSJFOUBDJwO WPDBDJPOBM QBSB MPT
FTUVEJBOUFT
-BPSJFOUBDJwOWPDBDJPOBMBMPTFTUVEJBOUFTFTGVOEBNFOUBMQBSB
VOB DPSSFDUB TFMFDDJwO EF MB DBSSFSB FO TV WJEB VOJWFSTJUBSJB -B
PSJFOUBDJwO WPDBDJPOBM FT VO QSPDFTP RVF MF QFSNJUF BM FEVDBOEP
UPNBSEFDJTJPOFTSFTQFDUPEFJOUFSFTFTZBQUJUVEFTRVFQPTFFQBSB
BGSPOUBSMBWJEBTPDJBM MBCPSBMZGBNJMJBS
-BFYJTUFODJBPOPEFFTUFTFSWJDJPUJFOFDPOTFDVFODJBTFOMBDBMJEBE
EFMBFEVDBDJwO"MSFTQFDUPMBTJUVBDJwOFODPOUSBEBGVFMBTJHVJFOUF
Tabla 27
Centros que s tienen o no tienen un sistema de informacin
y orientacin vocacional para los estudiantes
N
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Promedio
Departamento
Rivas
Granada
Masaya
Carazo
Managua
Len
Chontales
Ro San Juan
Estel
Madriz
Nueva Segovia
Centros observados
14
14
15
10
39
15
19
15
10
15
15
181
Respuesta
No
0%
57%
27%
30%
45%
67%
5%
50%
0%
13%
0%
27%
100%
43%
73%
70%
55%
33%
95%
50%
100%
87%
100%
73%

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Tabla 28
Objetivo de Dakar n 6. Agosto-octubre de 2004
Situacin encontrada
N Municipio
Centros
obs.
Indic. observado(1)
Indic. observado(2)
Indic. observado(3)
No
No
No
1. Managua
39
18
21
14
25
33
2. Masaya
15
10
10
3. Carazo
10
10
4. Granada
14
42,9
57,1
71,4
28,6
100
5. Rivas
14
50
50
67
33
100
6. Len
15
26,7
73,3
80
20
80
20
7. Estel
100
40
60
100
8. Madriz
15
100
10
90
90
10
9. Nueva Segovia
15
100
20
80
100
10. Chontales
19
58
42
30
70
81
19
100
11. Ro San Juan

Total
13
184
66,1
100
33,9
47,6
52,4
90,4
100
9,6
(1) Programas de estudio adecuados a la realidad sociocultural y econmica en que se encuentran situados
los Centros de Estudios.
(2) Centros de Estudios con su Plan de Desarrollo Educativo (PDE), elaborado de acuerdo al manual
respectivo orientado por el MECD.
(3) Inclusin en el currculo de ejes transversales (gnero, medio ambiente, derechos humanos, vida
democrtica) incorporados a los programas de estudio.
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La educacin permite ser

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la educacin es para obtener valores y habilidades sociales como el

la educacin es para transformarse a s mismo y transformar la

la educacin es para mejorar el carcter, tener una personalidad, ser

la educacin es para ensear habilidades y conocimientos.

promueven la gratuidad de la dotan de recursos, equipos y

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Fuente: Censo Docente 2004, Direccin de Estadsticas Educativas.

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