{"id":1596,"date":"2026-06-03T15:57:06","date_gmt":"2026-06-03T15:57:06","guid":{"rendered":"http:\/\/cide.ca\/?page_id=1596"},"modified":"2026-06-03T16:16:19","modified_gmt":"2026-06-03T16:16:19","slug":"el-salvador","status":"publish","type":"page","link":"http:\/\/cide.ca\/en\/el-salvador\/","title":{"rendered":"El Salvador"},"content":{"rendered":"
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Projects<\/a> \u2192 El Salvador<\/div>\n\ud83c\uddf8\ud83c\uddfb<\/span>\n

El Salvador<\/h1>\n
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01<\/div>\n
\n MCA\/Technical Assistance in Education and Vocational Training (FOMILENIO)\n <\/div>\n
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\n The objective of this technical assistance was to design and support the implementation of education and vocational training activities in the northern part of the country. It took place in three successive phases: a first phase of one year devoted to diagnosis and studies on the situation of the education and vocational training provision in the region; a second phase of one and a half years dedicated to the development of teaching and training programs based on the identified needs; and then a third phase, also of one and a half years, focusing on the implementation and monitoring of the programs, including the training of trainers, the equipping of teaching workshops and institutional strengthening.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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02<\/div>\n
\n Study trip focusing on the Canadian vocational and technical training system and the mechanisms for integrating women into training and employment (FOMILENIO)\n <\/div>\n
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\n The main objective of the study trip was to familiarize participants responsible for technical and vocational training in El Salvador with the Canadian vocational training system and with mechanisms that promote women's participation in training and employment. The 21 participants, all holding key positions in the education and training system, were thus exposed to models and practices that could be adapted to the Salvadoran context.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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03<\/div>\n
Supervision and implementation of the program for integration into the labor market and sustainable self-employment (FOMILENIO)<\/div>\n
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\n The main objective of the project was to verify the implementation level of the Program for Integration into the Labour Market and Sustainable Self-Employment (PILAS), implemented by firms contracted by FOMILENIO. More specifically, the CIDE was mandated to provide the information and analysis necessary to assess the progress of these firms in implementing the program and to produce the required documentation enabling FOMILENIO to authorize payments for services rendered.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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04<\/div>\n
Monitoring of beneficiaries of non-formal education courses and the plan for integration into the labor market and sustainable self-employment (FOMILENIO)<\/div>\n
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\n The project pursued two main objectives. Firstly, it aimed to assess, one year after the completion of their training, the type of employment and income level of beneficiaries of the non-formal education courses offered by FOMILENIO between 2009 and 2011, as well as their potential participation in the Program for Integration into the Labor Market and Sustainable Self-Employment (PILAS) and their evaluation of these services. Secondly, the project aimed to support and ensure the quality control of the registration process and the entry of beneficiary information into FOMILENIO's SIREB database.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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05<\/div>\n
Capacity building for 360 basic education teachers on the use of information technologies<\/div>\n
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\n The program's objective was to strengthen the capacities of 360 primary and secondary school teachers working in institutions equipped with computer labs and information technology equipment.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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06<\/div>\n
Technology transfer for skills-based human resource training in the healthcare sector<\/div>\n
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\n This project, funded by the Canadian International Development Agency (CIDA), aimed to improve the quality of life of the Salvadoran population by strengthening the equity, relevance, and responsiveness of the health system through a human resource training program aligned with the country's current and future needs. It was based on the transfer and adaptation of the Canadian competency-based curriculum development methodology. With this support, Salvadoran institutions responsible for nursing training received assistance to offer programs better suited to the actual needs of the health system.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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07<\/div>\n
Design and implementation of an Integrated Education Management Training program for managers and administrators of Educational Centers \u2013 Pro-EDUCA Project<\/div>\n
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\n As part of the implementation of the third component of the Pro-EDUCA program, "Strengthening Technical Secondary Education in El Salvador," the Ministry of Education requested the services of CIDE to develop an update program on integrated education management, incorporating the curriculum development approach for new educational offerings. This program was intended for managers of the 49 technical and technological secondary education centers participating in the Pro-EDUCA program.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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08<\/div>\n
Study trip focusing on the Canadian vocational and technical training system and training\/employment matching mechanisms (FOMILENIO II)<\/div>\n
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\n FOMILENIO II, jointly funded by the United States government through the Millennium Challenge Corporation (MCC) and the government of El Salvador, aimed to strengthen the country's investment climate to stimulate economic growth and reduce poverty. As part of its Human Capital Project, an international analysis of labor-market-linked vocational and technical education (VTE) systems was conducted. The study highlighted the relevance of the Quebec model, characterized by strong participation from the productive sector in skills certification and recognition, thus fostering a better match between training and labor market needs. The CIDE organized a mission to Quebec, enabling Salvadoran public and private stakeholders to learn about the VTE system and understand the strategic role they could play in coordinating El Salvador's technical and vocational education systems.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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09<\/div>\n
Sectoral studies on the immediate and future needs for vocational and technical training of human resources in nine sectors of economic activity (FOMILENIO II)<\/div>\n
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\n The FOMILENIO II program aimed to improve the investment climate in El Salvador in order to stimulate economic growth and reduce poverty. One of its priority objectives was to strengthen the quality of education and align it with the skills demanded by the labor market, particularly by increasing the participation of the productive sector in the identification, design, and implementation of technical and vocational training programs. To this end, nine sectoral committees were established in the areas of plastics, construction, textiles and apparel, tourism, sugar, poultry, coffee, information and communication technologies (ICT), and women-led micro, small, and medium-sized enterprises (MSMEs). The mandate given to CIDE was to conduct sectoral studies to identify immediate and future technical and vocational training needs for specific positions in these priority productive sectors.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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10<\/div>\n
Proposal for a general skills certification model (FOMILENIO II)<\/div>\n
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\n The objective of this consultation was to propose a skills certification model applicable to training processes, based on the results of the sectoral diagnostic regarding priority needs in vocational and technical training, as well as on the programs developed with financial and technical support from FOMILENIO II for strengthening sectoral committees. The mandate was carried out in close collaboration with the nine established sectoral committees and with the institutions responsible for developing technical and vocational education and training systems: the Presidency's Technical Planning Secretariat (SETEPLAN), FOMILENIO II, INSAFORP, and the Ministry of Education, Science and Technology (MINEDUCYT).\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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11<\/div>\n
Conducting monitoring and impact assessment surveys of the Temporary Income Support Program (PATI)<\/div>\n
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\n The mandate given to CIDE was to design and implement all the activities necessary for conducting two follow-up surveys to evaluate the impact of the Temporary Income Support Program (PATI). Two surveys, developed using the baseline questionnaire, were conducted six and twelve months after the start of the program to measure changes in impact indicators. The work was carried out under the direct supervision of the PATI technical evaluation team, composed of representatives from the Technical Secretariat of the Presidency, the Social Investment and Local Development Fund (FISDL), the Salvadoran Institute for Vocational Training (INSAFORP), and the World Bank.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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12<\/div>\n
Development of the in-person and virtual training plan for school management specialists<\/div>\n
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\n The CIDE's services were part of the implementation of the National Continuing Teacher Training Plan, aimed at strengthening school management and improving the quality of training. The intervention focused on developing the skills of principals of upper secondary and lower secondary education from 40 integrated systems across 14 departments in the country. The mandate also included establishing the necessary technical and logistical conditions to deliver eight training modules, each comprising 64 hours of in-person and 32 hours of online learning, incorporating a significant research component and classroom practice.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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13<\/div>\n
Training of trainers and technicians from the Ministry of Education for the development of disciplinary and didactic skills for Full-Time Inclusive Schooling (FTIS) in the departments of Ahuachap\u00e1n, Santa Ana, Sonsonate, San Salvador and Usulut\u00e1n (FTIS-92) \/ Lots 1 and 2<\/div>\n
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\n The CIDE supported the implementation of a training program designed to strengthen the disciplinary, didactic, and classroom teaching skills of upper primary and secondary school teachers in seven municipalities. This project, aligned with the National Teacher Training Policy and the Public Sector Continuing Education Plan, also aimed to train a core group of specialized trainers capable of enhancing skills in their respective disciplines.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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14<\/div>\n
Certification of technical and professional skills (DNECTI-CONV.09-2017)<\/div>\n
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\n The mission aimed to formally recognize the technical skills and general knowledge acquired throughout life, both within and outside the Salvadoran education system, for a target group of 250 young people. It also involved strengthening skills gaps identified during participant assessments and increasing the capacity of educational institutions to implement mechanisms for assessing, certifying, and strengthening technical skills, including through the training of 42 trainers. The project also included establishing mechanisms to continue these processes for individuals outside the education system, as well as adapting learning spaces and providing equipment in six MEGATEC centers and twelve public technical secondary schools located in the 26 targeted municipalities.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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15<\/div>\n
Directed training for directors and teachers of school centers and educational complexes located in the departments of Chalatenango, Moraz\u00e1n and Ahuachap\u00e1n on the management of the School Food and Health Program (PASE 2015)<\/div>\n
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\n The School Food and Health Program (PASE) aimed to improve students' nutritional status to foster better learning conditions, notably through the distribution of a daily snack at the start of the day to encourage attendance and retention. Within this framework, CIDE developed and implemented training for the Ministry of Education (MINED) on the regulations related to the management of PASE and school food stores. This training was intended for technical staff and directors at the central level, departmental directorates, as well as principals and teachers of the schools and educational complexes involved.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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16<\/div>\n
Establishment of a database for the impact assessment of the Salvadoran Foundation for Education and Labor (EDYTRA) project<\/div>\n
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\n As part of the project "Violence Prevention through Cultural and Musical Activities," the Salvadoran Foundation for Education and Labor (EDYTRA) implemented initiatives aimed at preventing children and adolescents from 27 schools in the San Salvador metropolitan area from joining street gangs. The strategy was based on an innovative approach to violence prevention through participatory cultural and musical education activities. CIDE's mandate was to measure the project's performance and impact, including data collection and analysis, monitoring and evaluation of its implementation, creation of a database, and assessment of the results of the activities carried out.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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17<\/div>\n
Analysis of the demand for professional skills by employers in El Salvador<\/div>\n
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\n Given that professional skills are essential for improving employment, productivity, and economic growth, the Ministry of Labor and Social Protection of El Salvador commissioned CIDE to analyze labor market characteristics. A survey was conducted with 300 companies to gather information on the skills sought, workforce composition, employee evaluation, and recruitment, training, compensation, and professional development practices.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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18<\/div>\n
Development of the Introductory Phase to the Pedagogical Model of the Full-Time Inclusive School (EITP) in the departments of Caba\u00f1as, San Vicente and La Paz (EITP-64)<\/div>\n
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\n The Ministry of Education (MINED) of El Salvador is responsible for training education sector stakeholders within the framework of the Full-Time Inclusive Schooling (FTIS) model. CIDE supported the implementation of this educational model by providing training designed to strengthen the capacities and skills of teachers, principals, vice-principals, students, members of school management bodies, community leaders, and MINED technicians. This intervention covered 165 educational centers located in six municipalities across the departments of San Vicente, La Paz, and Caba\u00f1as.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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19<\/div>\n
Design and implementation of a basic scenario for the implementation of the integrated early childhood education and development model<\/div>\n
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\n As part of the 2009-2014 Social and Educational Plan, the Ministry of Education established Integrated Development Education Centers (IDECs). The mandate given to the CIDE (Center for Integrated Development Education) was primarily to identify health, nutrition, protection, and education conditions in twelve IDECs located in areas characterized by high levels of poverty and extreme vulnerability at the time the project was launched. Based on the information gathered, a baseline scenario of existing conditions was also developed to allow the Ministry to conduct comparative analyses and evaluate the model during subsequent phases of its implementation.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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20<\/div>\n
Housing Improvement - Household Qualification<\/div>\n
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\n The Salvadoran government implemented a program to provide basic services to populations living in extreme poverty and high vulnerability. As part of this program, the Inter-American Development Bank financed a roof and floor rehabilitation project in six municipalities. CIDE was mandated to carry out all activities related to selecting beneficiary households. To this end, 3,056 home visits were conducted to verify the eligibility of families, and a detailed file was created for each selected household to facilitate the subsequent implementation of the work.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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21<\/div>\n
Adaptation of the Leadership School curriculum for training young people in integral skills for the equitable civic participation of youth \u2013 UNESCO<\/div>\n
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\n Adapting the curriculum designed and approved within this project to a virtual platform of self-directed modules, intended for training young people in integral skills from a culture of peace perspective. This adaptation includes establishing participation criteria, defining an entry and exit profile for participants, developing a coherent pedagogical approach, and developing the sessions that constitute the training process, which takes place in a semi-virtual format.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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22<\/div>\n
Mapping and recording of disputed land tenure in the TRIFINIO Fraternidad Transboundary Biosphere Reserve (RBTTF)<\/div>\n
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\n The CIDE mandate aimed to identify and map areas with or without tenure conflicts in the Protected Areas and Biological Corridors of the RBTTF (El Salvador, Guatemala and Honduras), to document the situation of ownership and disputes, and to recommend, in each country, conflict-free territories in order to guide current and future investments of the Project.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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23<\/div>\n
Data collection for a baseline within the framework of the Resilient Local Economic Development Project (P169125) \u2013 Lots 1 and 2<\/div>\n
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\n The central objective of this process was to develop a baseline for measuring institutional capacities at the municipal level. Its application yielded relevant information in areas such as financial management, institutional organization, and citizen participation. The assessment was conducted in 60 municipalities across the country.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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24<\/div>\n
Departmental academies for training in research skills in natural sciences and mathematics<\/div>\n
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\n The project aimed to strengthen the scientific and technological research skills of primary and secondary school students through the implementation of a specialized, high-yield educational experience in Natural Sciences and Mathematics. It sought to develop research skills on topics such as water, energy, soil, and biodiversity, in connection with the areas of influence of each academic center, as well as complementary language skills enabling students to thrive fully in diverse social and academic environments.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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25<\/div>\n
MINEDUCYT Agreement \u2013 Strengthening of Technical and Vocational Baccalaureate Degrees (2019\u20132022)<\/div>\n
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\n From 2019 to 2022, the activities strengthened the technical and productive capacities of students\u2014and subsequently teachers\u2014in Vocational Technical Baccalaureate programs and the MEGATEC model in priority municipalities. In 2019, the focus was on equipping the centers, providing career guidance, and fostering an entrepreneurial culture. In 2020, support expanded to three MEGATEC centers and broadened the guidance and entrepreneurship programs. In 2021\u20132022, the project consolidated technical skills and encouraged students to pursue higher education or launch entrepreneurial initiatives.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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26<\/div>\n
Baseline collection for the Marine Coastal Strip Tourism Development Program (MITUR)<\/div>\n
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\n The objective was to define a set of reference indicators to understand the initial situation at the national level and to describe the starting point of the four components of the program \u2014 development of tourist attractions, local entrepreneurship, tourism governance and environmental management \u2014 in order to serve as a reference for the ex post evaluation of the project in the short, medium and long term.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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27<\/div>\n
Design and development of a Results Framework and Baseline for the School Nutrition and Health Program (PASE-2023)<\/div>\n
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\n The technical assistance aimed to strengthen the management and decision-making capacity of the Ministry of Education (MINEDUCYT) in implementing actions carried out through the PASE program and its components, projects, and related programs in schools nationwide. This was achieved through the development of a results framework, a monitoring plan, and the collection of baseline data to improve the effectiveness of the monitoring process.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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28<\/div>\n
Design and development of a citizen participation and multi-stakeholder coordination strategy for the School Food and Health Program (PASE-2024)<\/div>\n
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\n The technical assistance aimed to strengthen the institutional capacities of the Ministry of Education (MINEDUCYT) in consolidating its articulation and coordination with various actors at the national and territorial levels, as well as to promote citizen participation in the implementation of the PASE, its components, projects and programs, in order to guarantee the creation of healthy and sustainable school environments.\n <\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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North America and the Caribbean<\/div>\n
\n\ud83c\udded\ud83c\uddf9<\/span>\nHaiti<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddf2\ud83c\uddfd<\/span>\nMexico<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\udde9\ud83c\uddf4<\/span>\nDominican Republic<\/span>\n\u2192<\/span>\n<\/a><\/div>\n<\/div>\n\n
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Central America<\/div>\n
\n\ud83c\uddf8\ud83c\uddfb<\/span>\nEl Salvador<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\udded\ud83c\uddf3<\/span>\nHonduras<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddf3\ud83c\uddee<\/span>\nNicaragua<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddf5\ud83c\udde6<\/span>\nPanama<\/span>\n\u2192<\/span>\n<\/a><\/div>\n<\/div>\n\n
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South America<\/div>\n
\n\ud83c\udde6\ud83c\uddf7<\/span>\nArgentina<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\udde7\ud83c\uddf7<\/span>\nBrazil<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\udde8\ud83c\uddf1<\/span>\nChile<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\udde8\ud83c\uddf4<\/span>\nColombia<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddf5\ud83c\uddfe<\/span>\nParaguay<\/span>\n\u2192<\/span>\n<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"

Projets \u2192 El Salvador \ud83c\uddf8\ud83c\uddfb El Salvador 01 MCA\/Assistance technique en \u00e9ducation et formation professionnelle (FOMILENIO) L\u2019objectif de cette assistance technique \u00e9tait de concevoir et d\u2019accompagner la mise en place d\u2019activit\u00e9s d\u2019\u00e9ducation et de formation professionnelle dans la zone nord du pays. Elle s\u2019est d\u00e9roul\u00e9e…<\/p>","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1596","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/cide.ca\/en\/wp-json\/wp\/v2\/pages\/1596","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/cide.ca\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/cide.ca\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/cide.ca\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/cide.ca\/en\/wp-json\/wp\/v2\/comments?post=1596"}],"version-history":[{"count":14,"href":"http:\/\/cide.ca\/en\/wp-json\/wp\/v2\/pages\/1596\/revisions"}],"predecessor-version":[{"id":1611,"href":"http:\/\/cide.ca\/en\/wp-json\/wp\/v2\/pages\/1596\/revisions\/1611"}],"wp:attachment":[{"href":"http:\/\/cide.ca\/en\/wp-json\/wp\/v2\/media?parent=1596"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}