Programa de Innovación en la Infraestructura Educativa 2734/OC-PN
MEDUCA
(
Government
)
#SDGAction53429
Description
Contribuir a aumentar el acceso a la educación mediante infraestructura escolar innovadora y mejoras en la gestión escolar y curricular.
A la hora de desarrollar los términos de este programa, se prestó atención a estos dos componentes del préstamo, los cuales son la clave para hacer la diferencia en un periodo no mayor a 30 años en las zonas en dónde se ejecuta este programa en la República de Panamá.
El Componente 1,. Infraestructura escolar innovadora., brinda la construcción, rehabilitación y ampliación de Centros Educativos que servirán para suplir la demanda estudiantil de el primer cincuentenario de este siglo.
En el Componente 2. Actualización y validación curricular y de gestión escolar. Se brindará docencia a alumnos y docentes para lograr mejorar el nivel competitivo de los alumnos panameños con el resto del mundo.
Construyendo 2 escuelas, rehabilitando 46 , ampliando 21 Centros Educativos y equipando los mismos, se logrará brindar a los docentes y estudiantes de la República de Panamá, nuevas infraestructuras con equipos tecnológicos actualizados para una mejor oportunidad de aprendizaje y enfrentar los retos de este siglo.
El Ministerio de Educación, a través de la Dirección Nacional de Proyectos, administra este programa, que a su vez coloca bajo su dominio 5 coordinaciones que están encargadas del funcionamiento adecuado de esta operación. Por mencionar, la coordinación de infraestructura, finanzas, presupuesto, adquisiciones y académica, son
Para evaluar el desempeño , se toma a medida de productos entregables. Sin embargo, se puede medir a través de avances en las obras y analizando el desempeño estudiantil a través de las calificaciones de los alumnos en las zonas que han sido intervenidas.
MEDUCA y Banco Interamericano de Desarrollo(BID)
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
SDG 14 targets covered
| Name | Description |
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Deliverables & Timeline
Resources mobilized
Partnership Progress
Feedback
Action Network
Type of initiative
Share
Timeline
Entity
SDGs
Geographical coverage
Other beneficiaries
Alumnos de las provincias de Los Santos, Chiriquí, Colón, Coclé , Panamá Oeste , Comarca de Kuna Yala y Comarca Ngäbe Buglé.
More information
Countries
Contact Information
Eduardo Villarreal, Ingeniero Industrial y docente (Director Nacional de Proyectos)