About Us

2 – Some of our SCP 2014


The Zamora Terán Foundation works with six components that facilitate the development of a comprehensive and sustainable educational program. Along with this, design, implementation and monitoring of projects are developed to strengthen educational processes put in place and expand coverage to reach more children in the region

With this scaffold, we provide students and teachers with training and workshops as well as with technical maintenance and support to our educational device.

Thanks to the Volunteers in Action program, we have the support of youth committed to education. They go through a training process to prepare them better to enter the work force.

All these components have enabled the exemplary implementation of the “One Laptop Per Child” Educational Program by strengthening teachers’ work, supporting parents but particularly, by joining efforts with donors and volunteers to support quality education for children

1 – Community School Project

What is a Community School Project?

It is a project designed in an interdisciplinary planning strategy developed within a time frame, with the active and enthusiastic participation of the school community, in order to meet their real needs and interests. Likewise, it is about producing in students significant learning by providing them with active spaces for building, cooperation and suitable for their community, to give them quality education.


What is the purpose of the Community School Project?

  • To develop creativity and problem solving abilities.
  • To incorporate the community in an active and accountable way.
  • To be agents of change, who commit themselves and address their daily social problems.
  • To apply Information and Communication Technologies in the development of Community School Projects.
  • To acquire essential knowledge and skills for solving problems.


What are the advantages of learning through the Community School Projects?

  • Families commit, collaborate, participate, and get organized.
  • School-community link.
  • Community involvement.
  • Development of solidarity, equality, respect and tolerance values, to form responsible and participative citizens.
Department School Community School Project
Managua Chiquilistagua Virtual learning platform.
Managua Enmanuel Mongalo Multi-grade educational innovation.
Masaya Laura Vicuña I have fun playing with polygons.
Enmanuel Mongalo.
Elaisa Sandoval.
San Francisco de Asís.
Innovative strategies reading-writing instruction.
Managua Bautista Betania Technical monitor children.
Managua Roberto Clemente XO Brigades
Managua San Judas Tadeo S21 Programmer Children
Chinandega Hogar San José Moving around with responsibility.
León John F. Kennedy The XO in my family.
Juigalpa San Pablo Milk Rivers and Curd Cheese Stones.
Carazo San Francisco de Asís Educating for life.
Bilwi Nueva Jerusalen I Rescuing our Mískitu ethnic group.
Rivas (Ometepe) Los Ángeles – Pedro Joaquín Chamorro Digital Ometepe highlights its beauty.
Bluefields El Verbo Land of custom and traditions


Managua Juan Pablo II Creating my book of myths and legends from my community

Our History

LAFISE Group makes the important decision to contribute to the country’s education, thus creating The Zamora Terán Foundation in 2009, a non-profit organization aimed at implementing in Nicaragua, as pilot country in Central America, the “One Laptop Per Child” Educational Program.

Mindful of the fact that providing all the country’s elementary school children with their own computer as part of a comprehensive educational program is an ambitious endeavor, they recognize that the project needs to join efforts with other private companies, governments, governmental and nongovernmental organizations, friendly countries and individuals for building children’s future.

The Zamora Terán Foundation promotes and implements the “One Laptop Per Child” (OLPC) Educational Program, a program created by MIT University in the United States in 2005, which mission is “to create educational opportunities for the world’s poorest children by providing each child with a rugged, low-cost, low-power, connected laptop with content and software designed for collaborative, joyful, self-empowered learning”.

The “One Laptop Per Child” Educational Program is an effective, low cost solution that allows providing future generations with the education needed to transcend the country’s social and economic barriers.

The Zamora Terán Foundation is committed to promote strong leadership, strategic planning, transparent and experienced management and the infrastructure needed for sustainability and success.

Contact us


Centro Financiero LAFISE
km 5.5 Carretera a Masaya
Phone: (505) 22706435 / (505) 22782777
E-mail: info@fundacionzt.org


Centro Comercial Plaza Criolla, Bulevard Morazán, Primer Nivel, Contiguo a Banco Lafise
Tegucigalpa M.D.C.
Phone: (504) 2221-6758
E-mail: lramos@lafise.com

Who we are

What we do

ZTF Principles

We have succeed in building a relevant educational model which meets the needs of each community, that has been recognized both at national and international level.


As part of the implementation of a comprehensive educational program, the Zamora Terán Foundation helps to prepare school teachers and principals through workshops, training and pedagogical ongoing support. Additionally, it develops the School for Parents, prepares monitor students and has a training session for volunteers.

One to One Model

An educational tool provided to each child. Hence, learning becomes personalized and at the pace required by the student. The student can take the device home, which allows keeping using the resources this tool offers outside the regular class time. Likewise, family and friends have access to technology.

Geographical Concentration

The “One Laptop Per Child” Educational Program benefits students from 1st to 6th grade in schools where it is implemented. Consequently, children have the opportunity to become part of the transformation process. The learning process collaboratively built in school, the community and the digital city that is being created by benefitting more schools in the same geographical area.

Early childhood education

The educational device and its contents are designed for children 6 to 12 years old. It is during this stage that significant changes occur in their mental, psychological and cognitive development that will affect their lives.

Internet Connection

Together with the community, we provide for the connectivity needed in schools for students and teacher to have access to a new window to the outside world through the Internet. In this way, children learn to interact with the digital, virtual and global world.

Free software use and application

Students use a free, open operating system suitable to their local context and relevant to their needs.


The program represents for students the opportunity to access reading and researching materials in the computers that help them to practice and strengthen math subjects (such as geometry and simple operations), language arts and literature (the computer has over 200 contents including writing and concept map applications helping comprehension), design and creation through logical programming development. Similarly, they have 250 stories illustrated by children.

Having an educational tool along the school year helps the student to grow in his/her own responsibility and commitment for learning. Monitor students are organized to support others who need help, maximizing the computer.

Students have the opportunity and space to freely and playfully use the computer at home, thus enhancing the child’s non-formal education.

1 – School for Parents

Parents’ support to the teaching-learning process is crucial. The Zamora Terán Foundation encourages strategies that led to partnership between parents and teachers to take actions in schools that have yield positive outcomes. This indicates that collaboration between them for a common interest favors students’ performance and efficiency.

Our objective is to contribute to parents’ education and empowerment of their roles, as key stakeholders of the school process, maximizing their commitment to their children’s education to provide them with integral environments for growth.DSC_5276

5 – Children training

portada programa niños monitores - copia-01

Once we benefit a school with the Educational Program One Laptop Per Child, we start the monitor students training process.

The training program consists of 19 sessions of 2 hours each that last an average of four months and a half. The contents are:

  • Advanced use of the XO: Scratch, Turtle Art, EToys, Geogebra.
  • Responsible use of technology.
  • Education based on values.
  • Promotion of Reading abilities from home.
  • Video games in education

4 – XO Brigades

Logo oficial de brigadas XODSC03859Marlen López 6 BB

The “XO Brigades” consists of monitor students from each grade (3 or 4 per grade), and their responsibilities are the following:

  • To assist their classmates, teachers and family members with the advanced use of the computer educational programs
  • To raise awareness among their classmates about the responsible use of technology both at school and at home.
  • To promote among their classmates values such as respect, solidarity, tolerance and responsibility.
  • To develop an educational campaign about bullying and violent video games using posters and bulletin boards
  • To create spaces to clean the XO guaranteeing the equipment is kept clean and contributing to its durability.

3 – Technical Monitors

Technical monitor students are children with advanced skills to provide computers with basic technical support within the school. They are under the supervision of the technical monitor teacher in each school.

The Zamora Terán Foundation trains these students enabling them to diagnose the computers, identify damages or defects, to perform basic repairs and help their teachers cleaning the XO once a week.

The training program for this sustainability strategy consists of 24-hour training for technical monitors.



2 – Monitor Children Program

DSC_7986san fco libre

The monitor children program aims to provide leadership and raise the self-esteem of students in schools benefited.

A child that shows advanced skills in computer use can become a monitor to help, strengthen and share with schoolmates, teachers and other community members what he/she has learned. We even include students with learning or social behavior difficulties in this program.

This initiative is based on the fact that children and youth are called the “Collaborative Generation” for their willingness to work together to accomplish set goals, share contents and maximize the potential of mass collaboration.

1 – Competency-based learning




When dealing with competency-based learning, our concern is that students benefited with the Educational Program One Laptop Per Child, become professionals able to respond to the complex demands of society, performing various tasks properly. This process involves a combination of knowledge, skills, abilities, aptitudes, values and emotions regarding to Learning to Know, Learning to Do and Learning to Be, to effectively undertake actions. (Insertar aquí el esquema diapositiva1)

ICT standards for students were developed by the NETS Project, led by ISTE (International Society for Technology in Education).

ICT standards for students are divided into six main categories, very concrete and relevant to education in Latin America.

It suggests that students must “know and be able to do in order to learn effectively and live productively in an increasingly digitalized world” (Insertar aquí el esquema diapositiva4)

ISTE (2007) International Society for Technology Education.  – National Educational Technology Standards for Students (NETS). Available at: http://www.iste.org/




The Zamora Terán Foundation goes beyond teacher training and works with education principle by carrying out workshops and giving ongoing pedagogical support.

This has meant a change of paradigm for teacher regarding teaching methodology as they no longer depend on chalk and chalkboards, notebooks and books. Access to the educational tool gives teacher the capacity to entrust students with more responsibility for their own learning, encouraging active spaces for collaboration and assigning time for practice and research while in the classroom and at home.

The training modules developed by the Foundation education staff provide teachers with creative ideas for innovation in the classroom, allowing them to apply different kinds of programs (strengthening, researching, production, construction and basic tools contained in the computer) to enhance their classes, organize the classroom with suitable pedagogical environments encouraging the development of math and reading comprehension and fluency skills.

6 – Pedagogical support

Pedagogical advisors from the Zamora Terán Foundation visit schools once a month. The purpose of this visit is to accompany the teacher in the classroom by providing them ongoing advice and feedback about opportunities for teaching-learning process improvement.

5 – Replication strategies

The Zamora Terán Foundation educational team trains monitor teachers and later, workshops are held in schools, where a replication of the contents learned is done, adapting the methodology plan to the needs of each school.
esquema estrategias de replicas

3 – Family homework

Design some specific homework requiring the participation of the entire family. This can include a family interview on a topic they are studying at that moment, an art project or a family story. A weekly family homework promotes parental participation.



Mission and Vision


To educate children with the twenty-first century highest standards of educational quality by developing an ongoing teacher training plan, providing each student and teacher with a laptop and sustainable connectivity infrastructure in each school.


To be an Educational Program that strives for excellence which benefits elementary school students from first to sixth grade by incorporating technologies into educational processes with the support of all sectors of the country.


Monitoring and Evaluation

In implementing the “One Laptop Per Child” Educational Program, the Zamora Terán Foundation has defined as one of cross-cutting themes monitoring to each of activity and the evaluation of results or changes produced by the program in the various direct and indirect beneficiaries.

A Monitoring and Evaluation System has been created in this context based on generating timely, accurate, objective, disaggregated and updated information for a two-level institutional strategic decision making: within and outside schools.

Basic functions of this area are defined by two main lines:

  • Monitoring, this is done at three levels:
    °Schools: monitoring of teaching-learning process development in the classroom
    °Indicators: an ongoing feedback system has been set up for key indicators of the Program allowing monitoring to processes carried out.
    °Processes: effective implementation of planned activities is fundamental to this program implementation. Thus, there is a need for a monthly monitoring to the activities performed by members of the organization.
  • Evaluation: once the monitoring means are defined, evaluation of the three levels abovementioned is performed as follows:


Based on the input collected in the monitoring process, we develop a “School classification system” that allows us to direct pedagogical attention according to their initial situation. This evaluation stems from examining positive impact that training processes have in the classroom.


Through disaggregated analysis to be able to prepare reports and disclose the results both inside and outside the organization.


It helps evaluate collaborators in the organization to make improvements during the implementation months.


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The Zamora Terán Foundation designs, implements and monitors projects that enable expanding the “One Laptop Per Child” Educational Program coverage to enhance quality education for children.

The development area prepares quarterly and annual evaluation reports on these projects reflecting qualitative and quantitative progress towards fulfillment of established goals.


The Zamora Terán Foundation has a communication strategy and a social media plan in order to show the progress on the “One Laptop Per Child” Educational Program and the various initiatives the organization undertakes, and to get feedback from direct and indirect beneficiaries.

As part of the communication strategy, news monitoring linked to the Foundation and its fields of work is carried out.


The Zamora Terán Foundation works in joining efforts through donors and fundraising activities to help to the sustainability of the “One Laptop Per Child” Educational Program.

Likewise, it keeps permanent contact with donors who make possible that thousands of children receive the educational devices that help them in their education, informing them about the impact of the program in the benefited schools.

Where we are

Through Lafise Bank


Become a Volunteer

Step 1 of 4 - Información de Contacto


4 – Circles of learning

Circles of learning are spaces for education that take place at school once a month. Pedagogical monitor teachers are responsible for them. Contents to be developed can be pedagogical or computer technology.



School Principals

The Zamora Terán Foundation accompanies school principals from the schools benefited with the One Laptop Per Child Educational Program within a strategic educational management model that comes up from daily school practices.

2 – Training program

Once we benefit a school with the One Laptop Per Child educational program, we start the training process with families.

The process consists of 8-hours attending mode training in four sessions of two hours each. The following contents are covered:

• Basic use of the XO at home.
• Responsible use of technology.
• Education based on values.
• Foment reading abilities at home.
• Video games in education.
• Bullying.

portada cartilla para padres

3 – Monitor teachers program


The monitor teachers program emerges as a strategy for sustainability aimed at transforming teachers into agents for change within the school, helping them with their education and leadership and encouraging spaces for collaboration among teachers. They also become key partners of the Zamora Terán Foundation in implementing the educational program.

Monitor teachers receive intensive training on certain contents that they subsequently develop in the circles of learning using the replication methodology.

Qualities a monitor must have

  • Leader and Friend
  • Positive attitude in face of change and educational innovation
  • Supportive, Cooperative, Approachable, Patient
  • Collaborative and Facilitator
  • Willing to learn and practice self-learning
  • Organized, Responsible, Creative
  • Proactive y Communicative

How many monitor teachers?

  • Pedagogical monitor teacher brings support to learning processes in the circles of learning.
  • Technical monitor teacher brings technical support processes at school assisted by the Zamora Terán Foundation.

2 – The 21st Century teacher

UNESCO developed, validated and published the ICT standards for teachers defined based on 3 productivity factors:

  • Capital deepening (the ability of the workforce to use equipment that is more productive than earlier versions);
  • Higher quality labor (a more knowledgeable workforce that is able to add value to economic output);
  • Technological innovation (the ability of the workforce to create, distribute, share and use new knowledge).

These three productivity factors serve as the basis for three complementary, overlapping approaches that connect education policy with national economic development.

  • ICT Literacy.
  • Knowledge deepening.
  • Knowledge creation.


Following is a condensed ICT competency framework for teachers



The standards are not limited to address ICT competencies but go even furter to examine them in view of pedagogical innovations, curriculum, schools organization and the need of teacher who are willing to improve the quality of their work and their ability to collaborate with their colleagues.

(UNESCO, 2008)


UNESCO (2008). UNESCO ICT Competency Standards for Teachers. London.



1 – Teacher training model

Our training program is rooted on the principle of “Teachers facilitators of quality education” in which the student takes on the role of his/her own learning and the teacher gives supports as facilitator. Thus, our main goal is to raise the standard of teacher training and professional performance for students to develop more and better skills and successfully integrate into society.

The teacher training program:

-General training that include 6 educational modules for a total of 72 hours of attendance-based training.
-Circles of learning once a month under the supervision of the monitor teacher.
-Support and advice in the classroom that is a space in which our pedagogical advisors help teachers on issues related to the integration of the XO in the curriculum.

módulos FZT

Press Room


Thanks to the joint efforts of different sectors, the “One Laptop Per Child” Educational Program is implemented by the Zamora Terán Foundation in four departments in Honduras.



The Zamora Terán Foundation supports Fondo Unido de Guatemala and the ALMO Foundation, organizations that incorporated Ixmukané School into the “One Laptop Per Child” Educational Program.

United Way – Fondo Unido Guatemala

Address: 6ta Avenida 11-43, Centro Histórico, Zona 1 Edificio PAN AM, 6to Nivel, Oficina 603
PBX: 2230-1144
Fax: 2230-1145
Email address: funido@unitedway.org.gt
Website:  www.liveunited.org.gt

Almo Foundation

Tel.: 00-502-24115353 y 00502-24115358
Email address:mmontenegro@grupoalmo.com


Thanks to the joint efforts of different sectors, the “One Laptop Per Child” Educational Program is implemented by the Zamora Terán Foundation in 11 departments and the two Autonomous Regions in Nicaragua.


Costa Rica

Fundación Zamora Terán trabaja en Costa Rica, a través de una alianza estratégica con Fundación Quirós Tanzi.

Fundación Quirós Tanzi

Ofibodegas Flexipark E2, San Rafael de Alajuela.
Correo electrónico: info@fundacionqt.org
Teléfono: (506) 2293-2460


Geographic concentration has allowed to raising awareness in the communities regarding the responsible use of technology, access to cybercafé and generates raising-awareness strategies.

In areas of geographic concentration, closer relations with the police, universities and mayoralties has been strengthened to promote the responsible use of computers, to prevent robberies and to involve the whole educational community towards a quality of education action.

How we do it

The Zamora Terán Foundation works with six components that facilitate the development of a comprehensive and sustainable educational program. Along with this, design, implementation and monitoring of projects are developed to strengthen educational processes put in place and expand coverage to reach more children in the region

With this scaffold, we provide students and teachers with training and workshops as well as with technical maintenance and support to our educational device.

Thanks to the Volunteers in Action program, we have the support of youth committed to education. They go through a training process to prepare them better to enter the work force.

All these components have enabled the exemplary implementation of the “One Laptop Per Child” Educational Program by strengthening teachers’ work, supporting parents but particularly, by joining efforts with donors and volunteers to support quality education for children

Volunteer Program

Volunteers in Action

The Zamora Terán Foundation Volunteer Program “Volunteers in Action” focuses on recruiting and ongoing training of youth from different organizations and universities.

Joined in by the willingness and disposition to collaborate with children’s education, they strengthen the implementation of the “One Laptop Per Child” Educational Program. They are volunteers in training, educational, technical support and community action.

The Zamora Terán Foundation volunteering is characterized by directly involving volunteers in the Foundation’s activities and jointly implementing the programs designed by the organization.


Volunteers in Action directly involve in the implementation of the “One Laptop Per Child” Educational Program through different areas of support: educational, technical, impact and marketing evaluation.

The Training Plan has three basic principles: self-development (development of values and knew knowledge, skills and abilities), commitment (take responsibility and commitment with the mission of the organization) and collaboration (with volunteers, students, teachers, parents and the community).


The Volunteer Program develops from the Strategy “One to One”, consisting of one volunteer per each school grade to strengthen teacher training and the proper implementation of the “One Laptop Per Child” Educational Program.

Currently, forty-two youth collaborate with this strategy, some of them with teacher training and periodic visits to schools and others with extra-curricular activities with students.

Technical support

The “One Laptop Per Child” Educational Program does not conclude with the computer delivery but performs a thorough monitoring to child’s development and the use he/she makes of the device. The technical area gets involved through officers and volunteers from Information Systems and Computer Science Engineering Schools from different universities to ensure their proper functioning.

Each year, more than one hundred volunteers directly involve in the technical area for maintenance and repair of each of the laptops delivered across the country.


The Zamora Terán Foundation develops community campaigns from the Volunteer Program, emphasizing the work performed in the Caribbean Coast with the “Being from the Coast is…” campaign, which was about painting a wall in the city of Bluefields where residents could write in their different languages what does it mean to be from the coast as a way of strengthening their identity and engaging the community in school activities.

Volunteers in Action reinforce communities’ commitment to education and ownership of the “One Laptop Per Child” Educational Program.

OLPC Program

The “One Laptop Per Child” Program was created in 2005 by the Massachusetts Institute of Technology (MIT), in Boston, according to Mr. Nicholas Negroponte’s vision.

The vision of the program is to improve the quality of education for vulnerable children around the world providing them with the opportunity to access a powerful educational tool

OLCP Program has been successfully implemented in more than 20 countries around the world.


The impact on families includes, but is not limited to, ongoing education of families: parents take on their role as primary educators upon receiving the educational tool at home. The fact that their children have access to the computer makes parents to return to school. Some mothers tell us how they and their younger children are learning at home from the ones in school by using the computers. Parents have requested training in the use of the educational tool for helping their children and learning with them.

The educational program changes the family’s lifestyle, that is, across the fundamental axis of nutrition families have taken responsibility for cooking nutritional food and have replaced junk food both at schools and at home.

Maintenance and Support

Support area gives integral monitoring to the “One Laptop per Child” Educational Program technical platform through ongoing and timely care to ensure successful implementation of the program in each of the areas of incidence. This entails monitoring to:

  • Software and security system installation in the XO laptops.
  • Management of Internet service in schools.
  • XO laptops software upgrade, maintenance and repair.
  • Installation of a school network (server and connectivity equipment).
  • Installation of filters for websites not suitable for minors.
  • Development of educational software.
  • Development of local sustainability strategies in each benefited area.

Implementation and Logistics

Planning, control and evaluation of areas of inventory of educational devices, supplies inventory and the Foundation’s transportation requirements is performed through the area of logistics. It also includes supervision of activities linked to the program implementation in the different areas of the institution to anticipate resources and actions needed for fulfillment.

As part of implementation and logistics, activities needed for processes of incorporation of schools into the educational program are planned, organized and coordinated, the main event being the delivery of educational devices.

Likewise, logistics include the organization of collecting and re-delivery process of the educational devices at the beginning and end of the school year to update the equipment.

Ongoing Teacher Training

We empower school teachers and principals as leaders of change in schools in order to break traditional education patterns and student has more opportunities to become the protagonist of his/her own learning through innovative and flexible methodologies incorporating the computer as a learning tool.

The educational area of the Zamora Terán Foundation develops the teachers training processes and pedagogical advice in the participant schools. It is composed by professionals in education called educational officers or advisors.

One of the cornerstones of the success of the “One Laptop per Child” Educational Program is the pedagogical advice in the classroom. This produces a friendship bond between each officer or advisor and the teacher and the school principal. It is an essential space that offers planned, ongoing, contextual, interactive and respectful advice to the knowledge acquired by teachers and schools principals to improve students’ learning, teachers’ performance and school management quality.

It should be noted that, from our view, accompaniment is not a simple external advice focused on technical-pedagogical aspects. It is based on developing people’s skills and attitudes, where personal and professional relationships of trust, empathy, horizontality and exchange of ideas, experiences and knowledge are fostered to improve the skills and abilities of professional development of teachers to enhance the quality of learning in students.

Strategies are the set of actions taken to ensure the fulfillment of our objectives.

Strategies promoted from the educational area:

• Monthly visits for support in the classroom and pedagogical advice to school teachers and principals
• Training workshops based on the ZTF educational modules
• Circles of Learning
• Monitor Teachers Program
• Monitor Students Program
• Educational Strengthening Program
• School for Parents
• Administration Management Program in person and virtual modalities.
• Educational Website containing resources for teachers
• Design and implementation of Community School Projects

3 – Virtual Learning Environment

A Virtual Learning Environment is a distance educational modality for school principals and teachers. It helps us to give advice and timely follow-up thus covering a vast majority of educators benefited.

In the medium term, we will open training updates on various topics that will not only include school teachers and principals but also volunteers, students and parents.

Link to our virtual classroom:http://portaleducativofzt.org/avfzt/

Support Us

ZTF Educational Model

Today’s society is characterized by a widespread use of technology in all human activities. It calls people for new personal, social and professional skills to face the ongoing changes that rapid advance in science and the new “information society” mark upon all spheres.

The Zamora Terán Foundation helps to improve the quality of education in the region by providing each children and teacher with a learning tool. In addition, we foster ongoing training strategies for teachers, school principals, students and parents, thus promoting the development of life competency-based learning that respond to the international standards recommended by UNESCO

When referring to competency-based learning, what interests us is that teachers and students benefitted with the educational program are professionals able to respond to the complex demands of society, who can perform various tasks properly. This process involves a combination of knowledge, skills, abilities, aptitudes, values and emotions regarding to Learning to Know, Learning to Do and Learning to Be, to effectively undertake actions.

From this perspective, we seek to:

  • Promote constructive and creative learning processes in children.
  • Ensure educational progress using learning strategies suitable to children’s specific characteristics and conditions.
  • Establish dynamic interaction with parents and the community, including government and nongovernment organizations to foster mutual benefit that results in changes that favor local development.
  • Create, in terms of social, economic and cultural aspects, an environment of equal opportunities for students.
  • Integrate the XO computers as an innovative tool to produce in students and teachers meaningful learning.
  • Encourage critical thinking in discerning timely and accurate information originated from information and communication technologies.
  • Influence the development of skills and abilities in the face of educational change and innovation in the classroom.

Knowledge, skills and abilities combined result in competences with an immediate impact on the development of people in different areas of life.

2 – School principals training

We contribute to the professional and personal growth of every school principal, supporting his/her management with a 24-hour training process that includes the following aspects:

Principles of Quality Education: equity, relevance, significance, efficiency and effectiveness.

Educational Management: institutional, educational, and pedagogical.

Components: shared leadership, collaborative work, strategic planning, responsible social participation and ongoing improvement assessment.

Tools: professional and personal improvement plan

Processes: ongoing learning and advice, systematic support.

Management Standards for Basic Education


1 – Strategic educational management

Transformation of school management for improving basic education entails a long-term change process with a core set of practices performed by school actors: principals, teachers, students, parents, supervisors, advisors and support staff.


This process leads to create and strengthen different ways of doing to enhance efficiency and effectiveness, to attain equity and relevance of educational activity.


From this perspective, we plan to support principals from benefited schools in a model of strategic educational management arising from practices taking place in schools every day, allowing us to understand them better.