Country Sheet Nicaragua
June 2016
June 2016
1
Contents
Contents ............................................................................................................................................................ 2
Foreword ............................................................................................................................................................ 3
Statistics............................................................................................................................................................. 4
Country map ...................................................................................................................................................... 5
1
Country profile ............................................................................................................................................ 6
Geographical presentation ................................................................................................................ 6
Historical background ........................................................................................................................ 7
Socio-economic analysis ................................................................................................................... 8
Political structure ............................................................................................................................... 9
2
Education .................................................................................................................................................. 11
General ............................................................................................................................................ 11
Higher education .............................................................................................................................. 13
Nicaragua University Cooperation and higher education initiatives ................................................ 15
3
Development Aid Analysis ........................................................................................................................ 17
Development strategy with focus on poverty reduction ................................................................... 17
Donor Aid ......................................................................................................................................... 19
VLIR-UOS Activity in/with the Country ............................................................................................ 26
Opportunities for cooperation - input for the discussions during the North Seminar ....................................... 27
List of Resources and interesting Links ........................................................................................................... 29
ANNEXES ........................................................................................................................................................ 31
2
Foreword
The Country Sheet Nicaragua is a compilation of information from related documents with factual country
information, economic, social and development priorities, as also information on higher education and
university cooperation in Nicaragua. The information included is extracted from policy documents, websites
and strategy papers from EU, UNDP, World Bank and other organisations.
This compiled document was realised by the VLIR-UOS secretariat and is by no means to be considered as a
policy document. Its sole purpose is to propose a working document with background and context for Country
Strategy Identification of VLIR-UOS cooperation in and with Nicaragua.
As this concerns a working document, frequent updates will occur. The date of compilation of the current
version is mentioned in the footer of the document.
3
Statistics
INDICATOR
VALUE
YEAR
Source
1
Human Development Index
0.631 (125/188)
2014
UNDP
Government Expenditure on Education (as % of GDP)
4.49
2010
Unesco
Total VLIR-UOS projects
1.001.839
2003-2016
VLIR-UOS
Total Scholarships
800.208
2003-2015
VLIR-UOS
# Institutional University Cooperation
0
2009-2016
VLIR-UOS
# Own Initiatives
3
2003-2016
VLIR-UOS
# South initiatives
2
2003-2016
VLIR-UOS
Crosscutting and other projects
/
2003-2016
VLIR-UOS
# Scholars (ICP/ITP/KOI/ICP-PhD)
33
2003-2015
VLIR-UOS
# Travel Grants + VLADOC
64
2003-2015
VLIR-UOS
58
2016
Wikipedia
2002
Unesco
2
VLIR-UOS INVESTMENTS
3
EDUCATION AND DEVELOPMENT AID
4
# Universities
5
Enrolment in tertiary education per 100.00 inhabitants (both
1940.6
sexes)
6
ODA net per Capita (Current US$ per person)
71.6
2014
UNDP
7
DGD expenditure: bilateral
0
2014
DGD - ODA
DGD expenditure: non-governmental
1.707.990
2014
DGD – ODA
8
HUMAN DEVELOPMENT
9
Life expectancy at birth
74.8
2014
Worldbank
10
Under-five mortality (per 1,000 live births)
22.1
2015
Worldbank
11
Adult literacy rate (both sexes) (% aged 15 and above)
82.82
2015 (est.)
Unesco
6.013.913
2014
Worldbank
DEMOGRAPHIC AND ECONOMIC INDICATORS
12
Population
13
Labour force participation rate, total (% of total population ages
63.6
15+)
2014
Worldbank
GDP per capita (current PPP US$)
4.918,3
2014
Worldbank
15
Improved water source (% of population with access)
87%
2015
Worldbank
16
Internet users (per100 people)
17.6
2014
Worldbank
17
GINI index (World Bank estimation)
40.5 (132/188)
2013
Worldbank
14
4
Country map
5
1 Country profile
Geographical presentation 1
Nicaragua, officially the Republic of Nicaragua, is the largest country in the Central American isthmus,
bordering Honduras to the north and Costa Rica to the south. The country is situated between 11 and 14
degrees north of the Equator in the Northern Hemisphere, which places it entirely within the tropics. The Pacific
Ocean lies to the west, and the Caribbean Sea to the east. The country's physical geography divides it into
three major zones: the Pacific lowlands, the Amerrisque Mountains (North-central highlands), and the Mosquito
Coast (Atlantic lowlands).
Pacific lowlands
In the west of the country, these lowlands consist of a broad, hot, fertile plain. Punctuating this plain are several
large volcanoes of the Cordillera Los Maribios mountain range, including Mombacho just outside Granada,
and Momotombo near León. The lowland area runs from the Gulf of Fonseca to Nicaragua's Pacific border
with Costa Rica south of Lake Nicaragua. Lake Nicaragua is the largest freshwater lake in Central America
(20th largest in the world), and is home to some of the world's rare freshwater sharks. The Pacific lowlands
region is the most populous, with over half of the nation's population.
The eruptions of western Nicaragua's 40 volcanoes, many of which are still active, have sometimes devastated
settlements but also have enriched the land with layers of fertile ash. The geologic activity that produces
volcanism also breeds powerful earthquakes. Tremors occur regularly throughout the Pacific zone, and
earthquakes have nearly destroyed the capital city, Managua, more than once.
Most of the Pacific zone is tierra caliente, the "hot land" of tropical Spanish America at elevations under 610
metres (2,000 ft). Temperatures remain virtually constant throughout the year, with highs ranging between
29.4 and 32.2 °C. After a dry season lasting from November to April, rains begin in May and continue to
October, giving the Pacific lowlands 1,016 to 1,524 millimetres (40 to 60 in) of precipitation. Good soils and a
favourable climate combine to make western Nicaragua the country's economic and demographic centre. The
southwestern shore of Lake Nicaragua lies within 24 kilometres (15 mi) of the Pacific Ocean. Thus the lake
and the San Juan River were often proposed in the 19th century as the longest part of a canal route across
the Central American isthmus. A century after the opening pf the Panama Canal, the construction of the “Grand
Canal of Nicaragua” has started in December 2014. The 172 miles long canal will cost some $50 billion, and
would dwarf the Panama Canal in terms of capacity and bring untold economic benefits to what remains one
of the poorest countries in the Americas.
In addition to its beach and resort communities, the Pacific lowlands contains most of Nicaragua's Spanish
colonial architecture and artefacts. Cities such as León and Granada abound in colonial architecture; founded
in 1524, Granada is the oldest colonial city in the Americas.
North-central highlands
The central highlands are a significantly less populated and economically developed area in the north, between
Lake Nicaragua and the Caribbean. Forming the country's tierra templada, or "temperate land", at elevations
between 610 and 1,524 metres (2,000 and 5,000 ft), the highlands enjoy mild temperatures with daily highs of
23.9 to 26.7 °C. This region has a longer, wetter rainy season than the Pacific lowlands, making erosion a
1
Wikipedia Nicaragua, Worldbank and CIA factsheet, EU country strategy paper and multiannual indicative programme,
6
problem on its steep slopes. Rugged terrain, poor soils, and low population density characterize the area as a
whole, but the north-western valleys are fertile and well settled.
The area has a cooler climate than the Pacific lowlands. About a quarter of the country's agriculture takes
place in this region, with coffee grown on the higher slopes. Oaks, pines, moss, ferns and orchids are abundant
in the cloud forests of the region.
Caribbean lowlands
This large rainforest region is irrigated by several large rivers and is sparsely populated. The area has 57% of
the territory of the nation and most of its mineral resources. It has been heavily exploited, but much natural
diversity remains. The Rio Coco is the largest river in Central America; it forms the border with Honduras. The
Caribbean coastline is much more sinuous than its generally straight Pacific counterpart; lagoons and deltas
make it very irregular.
Nicaragua's Bosawás Biosphere Reserve is in the Atlantic lowlands; it protects 7,300 square kilometres
(1,800,000 acres) of La Mosquitia forest – almost 7% of the country's area – making it the largest rainforest
north of the Amazon in Brazil.
Siuna, Rosita, and Bonanza, known as the "Mining Triangle" are located in the RAAN, in the Caribbean
lowlands. Bonanza still contains an active gold mine owned by HEMCO. Siuna and Rosita do not have active
mines but panning for gold is still very common in the region.
Nicaragua's tropical east coast is very different from the rest of the country. The climate is predominantly
tropical, with high temperature and high humidity. Around the area's principal city of Bluefields, English is
widely spoken along with the official Spanish. The population more closely resembles that found in many
typical Caribbean ports than the rest of Nicaragua.
Historical background
The Spanish Empire conquered the region in the 16th century. Nicaragua achieved its independence from
Spain in 1821. Since its independence, Nicaragua has experienced several military dictatorships, the longest
being the hereditary dictatorship of the Somoza family, who ruled for 43 years (1927–1979). The Somoza
family was among a few families or groups of influential firms which reaped most of the benefits of the country's
growth from the 1950s to the 1970s. When Anastasio Somoza Debayle was deposed by the Sandinistas in
1979, the family's worth was estimated to be between US$500 million and US$1.5 billion. A 1972 earthquake
destroyed nearly 90% of Managua, creating major losses. Instead of helping to rebuild Managua, Somoza
siphoned off relief money. Even the economic elite were reluctant to support Somoza, as he had acquired
monopolies in industries that were key to rebuilding the nation.
In 1961, Carlos Fonseca turned back to the historical figure of Sandino founded the Sandinista National
Liberation Front (FSLN). After the 1972 earthquake and Somoza's apparent corruption, the ranks of the
Sandinistas were flooded with young disaffected Nicaraguans who no longer had anything to lose. The
Sandinistas eventually took power in July 1979. The Carter administration decided to work with the new
government, while attaching a provision for aid forfeiture if it was found to be assisting insurgencies in
neighbouring countries. In 1980, the Carter administration provided $60 million in aid to Nicaragua under the
Sandinistas, but the aid was suspended when it obtained evidence of Nicaraguan shipment of arms to El
Salvadoran rebels. In response to the coming to power of the Sandinistas, various rebel groups collectively
known as the "contras" were formed to oppose the new government. The Reagan administration authorized
the CIA to help the contra rebels with funding, armaments, and training. The contras operated out of camps in
7
the neighbouring countries of Honduras to the north and Costa Rica to the south. They engaged in a systematic
campaign of terror amongst the rural Nicaraguan population to disrupt the social reform projects of the
Sandinistas. Several historians have criticized the contra campaign and the Reagan administration's support
for it, citing the brutality and numerous human rights violations of the contras. The Sandinistas were also
accused of human rights abuses. After the U.S. Congress prohibited federal funding of the contras in 1983,
the Reagan administration continued to back them by covertly selling arms to Iran and channelling the
proceeds to the contras (the Iran–Contra affair).
In the Nicaraguan general election, 1990, a coalition of anti-Sandinista parties (from the left and right of the
political spectrum) led by Violeta Chamorro, defeated the Sandinistas. Violeta Chamorro became the first
female president democratically elected in the Americas. The defeat shocked the Sandinistas, who had
expected to win. In the next election, the Nicaraguan general election, 1996, Daniel Ortega and the Sandinistas
of the FSLN were defeated again, this time by Arnoldo Alemán of the Constitutional Liberal Party (PLC). In the
2001 elections, the PLC again defeated the FSLN, with Alemán's Vice President Enrique Bolaños succeeding
him as President. In the 2005 legislative and presidential elections, Daniel Ortega became president with
37.99% of the vote. Nicaragua's 2011 general election resulted in re-election of Daniel Ortega, with a landslide
victory and 62.46% of the vote. In 2014 the National Assembly approved changes to the constitution allowing
Daniel Ortega to run for a third successive term.
Socio-economic analysis2
The population of Nicaragua, approximately 6 million, is multi-ethnic3. Its capital, Managua, is the third-largest
city in Central America (2.1 million). Segments of the population include indigenous native tribes from the
Mosquito Coast, Europeans, Africans, Asians, and people of Middle Eastern origin. The main language is
Spanish, although native tribes on the eastern coast speak their native languages, such as Miskito, Sumo, and
Rama, as well as English creole. The mixture of cultural traditions has generated substantial diversity in art
and literature, particularly the latter given the various literary contributions of Nicaraguan poets and writers,
including Rubén Darío, Pablo Antonio Cuadra and Ernesto Cardenal. The biological diversity, warm tropical
climate, and active volcanoes make Nicaragua an increasingly popular tourist destination. Despite global
economic turbulence, Nicaragua has stood out for maintaining growth levels above the average for Latin
America and the Caribbean. Disciplined macroeconomic policies since 2001 combined with a steady
expansion of exports and FDI helped Nicaragua to weather the global economic crisis of 2008-09, rising food
and oil prices. By 2011, growth had accelerated to reach a record 6.2 percent, later declining to 5.1 and 4.6
percent for 2012 and 2013, respectively. In 2014, the country recorded an economic growth of 4.2 %, slightly
less than in previous years. While country’s Gross Domestic Product (GDP) shrank to a 3.9 percent in 2015,
the lowest rate in the last five years, GDP forecast for 2016 is 4.2 percent. Foreign direct investment and trade
also show an improved outlook. The contribution of remittances to the country's economic growth is also
significant. Remittances in Nicaragua decreased to 1135.80 USD Million in 2014 from 1202 USD Million in
2013. It accounted for 9.5% of GDP in 2014.
Nicaragua’s HDI value for 2014 is 0.631— which put the country in the medium human development
category—positioning it at 125 out of 188 countries and territories. Between 1980 and 2014, Nicaragua’s HDI
2
Wikipedia Nicaragua on Economy based on various fact sheet, the economist, JCA Nicaragua etc.
Ethnic groups: mestizo (mixed Amerindian and white) 69%, white 17%, black 9%, Amerindian 5%
Religion: Roman Catholic 58.5%, Protestant 23.2% (Evangelical 21.6%, Moravian 1.6%), Jehovah's Witnesses 0.9%, other 1.6%, none
15.7% (2005 est.)
3
8
value increased from 0.478 to 0.631, an increase of 32.1 percent or an average annual increase of about 0.82
percent.
Nicaragua’s macroeconomic stability has allowed the country’s decision makers to shift from crisis control
mode to longer-term, pioneering strategies to fight poverty, particularly in remote rural communities. Massive
debt relief by the World Bank has helped make this shift possible. According to the 2014 Standard of Living
Survey by the National Development Information Institute, between 2009 and 2014 general poverty in
Nicaragua dropped 13 percent, from 42.5 percent to 29.6 percent; while in the same period extreme poverty
dropped 6 percent, from 14.6 to 8.3 percent.
Despite this progress, Nicaragua is still one of Latin America’s least developed countries, where access to
basic services is still a daily challenge. Poverty, although declining steadily in recent years, remains high.
Income distribution is also very unequal, and the poor, agriculturalists and indigenous people continue to have
less access to healthcare services. Nicaragua's total fertility rate has fallen from around 6 children per woman
in 1980 to just above replacement level today, but the high birth rate among adolescents perpetuates a cycle
of poverty and low educational attainment. Uneven income distribution also results in much migration from
rural areas to the cities or even abroad.
Nicaragua has started the construction of the “Grand canal of Nicaragua” in December 2014. The canal will
run from Brito, cross Lake Nicaragua - the largest freshwater reservoir in Central America (!) - and then cross
mountains and rain forest before finishing at the mount of the Punta Gorda River in the Atlantic Ocean. The
canal will be constructed by the Hong Kong Nicaragua Canal Development Group (HKND). On June 15 2013,
Nicaraguan President Daniel Ortega and the chairman of HKND Group, the somewhat dubious Wang Jing,
signed the concession agreement giving HKND Group the rights to construct and manage the canal and
associated projects for 50 years. However, there are some doubts about the technical feasibility of this project
and its economic and environmental soundness. The proposed canal has also been heavily criticized by
environmental experts and campaigners, as well as activists who fear it may simply be a lucrative boondoggle
for President Daniel Ortega and his allies in power. Tens of thousands of Nicaraguans may be displaced by
the canal's construction, including some indigenous communities. Moreover, the project poses serious threats
to the country's wetlands and forests. It may involve the dredging of Lake Nicaragua, which is too shallow at
present to accommodate the super tankers that the canal's backers want to see steaming through Nicaragua.
That would generate a great deal of sediment and potentially damage water quality and harm the surrounding
ecosystem. There are also concerns about the safety of protected mangroves, local fisheries and the potential
invasive species from the Caribbean and the Pacific penetrating Nicaragua's delicate wetlands. The Panama
Canal, which is far shorter and smaller than the proposed Nicaraguan venture, is entirely fresh-water and uses
a series of locks to hoist ships along an elevated waterway. The Nicaraguan canal would be shallower and
pose less of a barrier to marine life. As of March 2016, no significant construction has taken place. No major
works such as dredging will take place until after a Pacific Ocean wharf is finished and the wharf's construction
will not start until sometime after August 2016.
Political structure
Nicaragua is a presidential representative democratic republic, in which the President of Nicaragua is both
head of state and head of government, and there is a multi-party system. Executive power is exercised by the
government. Legislative power is vested in both the government and the National Assembly. The judiciary is
independent of the executive and the legislature. In 1995, the executive and legislative branches negotiated a
reform of the 1987 Sandinista constitution which gave extensive new powers and independence to the National
9
Assembly, including permitting the Assembly to override a presidential veto with a simple majority vote and
eliminating the president's ability to pocket veto a bill. Members of the unicameral National Assembly are
elected to concurrent five-year terms.
Nicaragua's political system is multiparty system, and parties may be national, represented in the National or
Regional Assembly, discussing in general the advices of the governments of northern and southern
autonomous regions and the municipal governments of the 153 municipalities. Generally, parties operate with
little internal democracy and are more subject to personal leaderships that strong institutions.
The main political parties are the Sandinista National Liberation Front (FSLN) of the current president, the
Nicaraguan Liberal Alliance (ALN), the Liberal Constitutionalist Party (PLC), Independent Liberal Party (PLI)
and the Conservative Party (PC). The tension between the FSLN and the PLI is a permanent and pervasive
feature of the political context of Nicaragua both nationally and locally. Since 2006, the FSLN governs the
country and the government. The current national policy is characterized by three realities:
1) The concentration of decisions, resources and "legislative attribution" of the state in the hands of the
President of the Republic, weakening the institutions, compromising the independence of the powers
of the state and excluding civil society organizations from political dialogue ;
2) Strategic and conjunctural alliances based on common political and economic interests between the
group headed by the President and the big business sector (domestic and foreign) and specific
religious groups ;
3) Design and operation of a citizen participation model related to the objectives of the government; with
limited autonomy and little decision-making capacity, which allows to give some legitimacy to the
current power scheme and control social sectors who are affected or disagree with this scheme.
In February 2014, the National Assembly approved changes to the constitution that scrap presidential term
limits, therefore allowing current President Daniel Ortega to run for a third successive term. The increasingly
authoritarian president is near-certain to win an increased majority and a third consecutive term in elections in
November 2016. This concentration of power and the weakening of democratic institutions under the Ortega
administration has already led to concern among civil society and at international level, especially since the
constitutional amendment. The (controversial) municipal elections of November 2008 and the results the
presidential election in 2011 - with a strong advantage for the president – had already provoked allegations of
fraud and post-election violence. On international level, the withdrawal of funds supporting the General Budget
of the Republic is a result of these political tensions.
At the local level, the 153 municipalities are the basic unit of political and administrative decentralization. They
have major responsibilities in the field of socio-economic development and environmental management.
Although these communities received more autonomy since the beginning of the twentieth century on paper,
the grip of the central government on the municipalities is gradually increasing. In 2017 municipal elections will
be held. The country's legal system is characterized by the existence of a significant gap between approval
and implementation of public policies, which is mainly associated with low or no budget assigned for its
effective implementation.
In 2015, the World Economic Forum stated that Nicaragua had made the most progress in narrowing its gender
gap over the past 10 years. The index rose from 66% in 2006 to 78% in 2015. For example the so called 5050-law, stipulating that half of the candidates for municipal elections should be women, resulted in a big gain
in the field of political representation. This generates a positive international vision of the country's efforts in
the field of gender equality, but ultimately women have little power to influence and have a low level of
autonomy. It also doesn’t mean Nicaraguan women are doing great since the index measures women’s
position compared to men in their country, not to women in other places. The country is still one of the few in
the world that doesn’t allow abortion.
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2 Education
General
The Constitution of Nicaragua states that “there should be free and equal access to education for all
Nicaraguans. Elementary education is free and compulsory. Secondary education is free in state
schools, without prejudice to any voluntary contributions that can be made by parents. No person shall
be excluded in any way from a State school for economic reasons. Indigenous peoples and ethnic
communities have the right in their region to intercultural education in their mother tongue, according to
the law.”
The national educational system is organized in
-
Etapas (stages) : progressive periods in which the educational system is divided and which are
structured and developed according to the needs of pupils and student
-
Niveles (levels): gradual periods of the educational process articulated within the educational
stages
-
Modalidades (Modalities) : alternatives with educational attention that are organized in function
-
of the specific characteristics of the persons for whom this service is attended
Ciclos (Cycles) : educational processes developed in function of learning achievement
-
Programas (Programs) : joint educational activities aimed at meeting the demands and meet
the expectations of people
Pre-primary education (the first level of basic education) is for children between 3 and 6 years old. From
3 to 5 years, education can be formal or informal. The third level of pre-primary education, from 5 to 6
years, is in principle compulsory.
Primary education (the second level of basic education) is for children from 6 to 12 years old and
contains two cycles (grade 1 to 4, grade 5 and 6). Four modalities are possible within primary education
(basic with grades, basic with night school for those who dropped out or are excluded, accelerated basic
for youth and adults, special basic for children with disabilities).
Secondary education (the third level of basic education) lasts 5 years in regular modality and is not
compulsory. The first three years (third cycle of basic education) lead to the diploma of “curso básico”,
which leads to secondary studies or professional insertion. The next two years (fourth cycle of basic
education) are in preparation off a general or technical bachelor. Secondary education is also possible
in three modalities (regular, nocturnal and distant).
Basic education is regulated by the Ministerio del Poder Ciudadano para la Educaciòn (MINED).
Another subsystem, next to basic education, is the technical and vocational educational subsystem.
Pupils can enroll after the third (Técnico General or Bachillerato Técnico) or fourth cycle (Técnico
Especialista) of basic education. They are active in the domains of agriculture and livestock, trade and
tourism, industry and construction. The Instituto National Tecnológico (INATEC) is responsible for this
subsystem, next to the provision of trainings for workers in the productive sector.
11
Higher education, the third subsystem, contains public and private universities, technical higher
education institutions and centers for research and investigation. (See 2.2 Higher education).
Structure of the educational system in Nicaragua
The education level of the population of Nicaragua is low. The mean years of schooling of adults in 2014
is 6.0 years. Young people between 19 and 29 years should have at least 12 years of schooling, but in
reality they have only reached 10.5 years in urban areas and 7.4 years in rural areas. The performance
on learning assessments of Nicaragua (see figure) shows that quality of education is not yet good
enough to meet international standards (% above highest performance benchmark is very low).
12
The education system has improved in the domains of coverage of primary education (net enrolment
rate of 97% in 2010) and literacy, but secondary education (net enrolment rate of 49% in 2010) and
preschool education (net enrolment rate of 58% in 2010) are limited in numbers and quality.
The quality of the educational system is affected by the numbers of repetition and outputs (see table).
Investment in education, although it is increasing in recent years, is still insufficient.
Progression and completion in primary education
Total
Male
Female
Year
Percentage of repeaters in primary
7.94%
9.21%
6.59%
2010
Survival to the last grade of primary (%)
48.41%
44.71%
52.49%
2007
Gross intake ratio into the last grade of primary
85.37%
81.63%
89.32%
2010
Higher education
Nicaragua's higher education system consists of 58 universities, and 113 colleges and technical
institutes in the areas of electronics, computer systems and sciences, agroforestry, construction and
trade-related services. The oldest institution of higher education in Nicaragua is the Universidad
Nacional Autonoma de Nicaragua, which was founded in 1812, which also dates back to the Spanish
colonial period.
The public and private universities are not regulated by a ministry or governmental unit, but by the
National Council of Universities (el Consejo Nacional de Universidades, CNU). This coordinating and
consulting entity is responsible for formulating and coordinating the policy for higher education in
Nicaragua. There are ten core public and private non-profit universities that receive state funding, and
these constitute the members of the CNU4. They also regulate accreditation to other universities and
technical higher education institutions. The Consejo Nacional de Evaluación y acreditación del Sistema
4
Bluefields Indian and Caribbean University (BICU), Catholic University of Dry Tropic Farming and Livestock (UCATSE), Central
American University (UCA), International University of Agriculture and Livestock (UNIAG), National Agrarian University (UNA),
National Autonomous University of Nicaragua-León (UNAN – Léon), National Autonomous University of Nicaragua-Managua
(UNAN – Managua), National University of Engineering (UNI), Polytechnic University of Nicaragua (UPOLI), University of the
Autonomous Regions of the Nicaraguan Caribbean Coast (URACCAN)
13
Educativo Nacional is the only competent body to accredit educational institutions of higher education
(public and private). New private universities can count on the Consejo Superior de Universidades
Privadas and the Federación Nicaraguense de Universidades privadas. There are several private
universities that are not affiliated with neither of these two associations. The Asociación Nicaraguense
de Instituciones de Educación Superior coordinates higher education services and planning in both the
areas of academics and administration. It also helps to facilitate communication and academic freedom
between and within member institutions.
Since 1990s, over 40 private universities have been created. Given the rapid growth of Nicaragua in this
period, the public and (old) private institutions of the CNU could not supply for greater demand for higher
education. These new universities tend to be devoted to teaching or training as main activity, although
there is much heterogeneity among them. Although the expansion of private universities expands
access opportunities, the teaching methods, content and programs remain often questionable. The CNU
has announced a new moratorium on opening new institutions of higher education in the country. The
first moratorium lasted three years, the second that is now announced shall last 13 months. The CNU
first wants to update the country’s demand of skilled labour force and on that basis determine which
careers should be provided in the institutions.
The "Webometrics Ranking of World Universities" (an initiative of the research group of the largest public
research body in Spain), contains 5 Nicaraguan universities 5 in the top 10.000 (all member of the CNU).
There are different degrees in Nicaraguan higher education. The first level of academic study culminates
in the awarding of the Licenciatura (Bachelors), normally attained after four or five years of study,
depending on the subject, and indicating a basic professional qualification. The second stage of studies
in the university leads to the Maestría (Masters) degree. This degree follows a two-year course of study
and the presentation and defense of a thesis. There are also institutions of higher education that offer a
one to three year course in technical and vocational education that lead to the degree of Técnico
Superior.
Title
Type
Duration
Pre-requisite
Técnico Superior
Associate degree
1 to 3 years
High school diploma.
Licenciado
Bachelor's degree
4 to 5 years.
High school diploma.
Ingeniero
Engineer's degree
5 years.
High school diploma.
Arquitecto
Bachelor of Architecture 5 years
High school diploma
Doctor en Medicina Doctor of Medicine
6 years.
High school diploma.
Máster
Master's degree
2 years.
BD, ED or DM.
Doctor
Doctorate
3 to 5 years.
Master's degree.
N/A
Specialist degree
6 to 9 months; 3 years
specialized training in the
BD, ED or DM
form of a residency for MDs
To enter a Nicaraguan University, students need to have a secondary school qualification, pass an
entrance examination (Prueba de Ingreso, for state universities) and have the ability to afford fees.
Secondary education however does not provide a good preparation for the entrance examination
5
Universidad Nacional Autónoma de Nicaragua Managua, Universidad Nacional Agraria, Universidad
Centroamericana, Universidad Nacional de Ingeniería, Universidad Nacional Autónoma de Nicaragua León
14
(especially in the areas of Spanish, mathematics and chemistry) and in general for higher education.
There is no proper coordination of program contents of secondary and higher education, working
methods do no stimulate self-regulated learning and assessment is focused on reproduction only.
The function of research does not have the priority it deserves in institutions of higher education in
Nicaragua. Traditionally, there has been a lack of proper appreciation of the importance of research
activities and an absence of national policies to promote it, although this is changing in recent years. In
2004, there were 64 researchers per million inhabitants. Nicaragua's public universities perform 90% of
the research being done in the country, but scientific research is at an early stage of development in
Nicaraguan institutions of higher education. Difficulties encountered are the lack of a strong link between
research and industry (so technologies are imported), prioritizing of teaching tasks by academic staff,
lack of salary incentives and low social recognition, lack of publication and dissemination of research
findings in media,… Masters’ theses are often the only research done in most (private) universities.
There is not enough interaction with the other functions of the institutions (e.g. implementing research
results in teaching activities). There are also strong constraints of financial resources and materials,
including poor organization of library resources, collections of scientific journals, documentation centers,
laboratories, computer centers and others. Most of the research projects are funded by extra budgetary
resources provided by NGOs and other international sources.
Nicaragua University Cooperation and higher education
initiatives
Between 2002 and 2003, a total of 100.363 Nicaraguan students (on a population of 5 million people)
attended universities and other institutions of higher learning. In 2002, there were 4.298 graduates from
tertiary education. In 2005, almost 400.000 (7%) of Nicaraguans held a university degree. In 2006,
75.945 students attended a state-subsidized university, of which 75% enjoyed total or partial exemption
from payment of tuition. In 2011, about 160.000 students attended higher education institutions of which
75% where in state-subsidized universities. The retention rate of students has improved in the recent
years and increased the number of graduates, with 37 graduates for 100 new enrollers.
In 2011, 635.000 scholarships were delivered by the government. In 2013, there were 2.512 Nicaraguan
students studying abroad with Cuba as most popular destination (34%) followed by the United States of
America (17%). Belgium received 5 students.
Community of Latin American and Caribbean States (CELAC)
The Community of Latin American and Caribbean States (CELAC) also has cooperation initiatives on
the level of higher education.
The Association of Councils of University Rectors of Latin America and the Caribbean (ACRULAC) aims
to become "a major player in a Latin American and Caribbean Higher Education Area" of CELAC region.
It was created in 2013 and recognized in the CELAC summit in January 2014 as a key actor in regional
integration, bringing together 15 associations of Latin-America (for Nicaragua: CNU). They want to
promote higher education as a public social good, universal human right and responsibility of the
State; and build bridges with other regions of Higher Education, particularly with the European Higher
Education Area. They work with national governments, regional organizations that gather students,
15
teachers unions and officials, regional networks and intergovernmental institutions in the region. They
have different scholarship programs, for (international) studies and for research.
Nicaraguan Council of Science and Technology (CONICYT)
CONICYT directs, organizes and facilitates the coordination and cooperation of all sectors and
institutions involved in the development and implementation of Science and Technology in Nicaragua.
It was created by law in 1995, in function since 2001 but it lasted until 2007 for the government to boost
its functioning. Between 2007-2011, the first steps were taken to implement a policy to fight the brain
drain of the country, to equip laboratories, to permanent exchange of knowledge with institutions of other
countries and with a policy that encourages patenting new knowledge. They want science, technology
and innovation to become factors of social, economic and cultural development of Nicaragua.
Universities and research centres implement and coordinate research and development performed in
the academic sector. The private sector is involved in the domain of quality control by laboratories that
perform testing and sampling. CONICYT is an important partner of the regional and EU-cooperation in
the field of Science and Technology.
University Higher Council (CSUCA)
The Consejo Superior Universitario CentroAmericano, an organization of public and autonomous
universities, aims to improve the quality of higher education in Central America, to create and transmit
knowledge, to integrate knowledge, disseminate their experiences, and guide their actions to achieve
the common good of the region and participate in solving global problems. It was founded in 1948 and
has 4 Nicaraguan member universities 6. They try to improve harmonization between universities,
organize events to improve exchange, work on regional quality frameworks, are involved in curricula
reforms based on competences, work on capacity building of staff members in innovative topics… It
also aims at defending university autonomy. They work together with international partners (e.g. Swiss
development cooperation). The organisation is funded 50% from membership fees, 40% from grants for
projects and 10% from funds from the Central American university confederation.
International Network for the Availability of Scientific Publications
(INASP)
INASP-International Network
for
the Availability of
Scientific
Publications, established by
the International Council for Science (ICSU) in 1992 and registered as a UK charity in 2004, works with
partners to support global research communication through innovation, networking and capacity
strengthening, focusing on the needs of developing and emerging countries. Nicaragua is one of the
partner countries in Latin America of INASP. They organize different kinds of activities and trainings
(e.g. Bandwidth Management and Optimisation, Dissemination of Electronic Resources, Working
together to support research, Exemplar library visits, End user training programme, Monitoring and
evaluation of electronic resources and usage, Resources Awareness training workshop…). In
6
Universidad Nacional Autónoma de Nicaragua Managua, Universidad Nacional Autónoma de Nicaragua León, Universidad
Nacional de Ingeniería de Nicaragua, Universidad Nacional Agraria de Nicaragua
16
partnership with Open Journal Systems (OJS), they started in 2011 an initiative to host journals from
Nicaragua and Honduras (Latin America Journals Online, LAMJOL).
3 Development Aid Analysis
Development strategy with focus on poverty reduction
The development strategy of Nicaragua to fight poverty and inequality is presented in its second National
Plan of Human Development (Plan Nacional de Desarrollo Humano, PNDH). The following axes are
seen as priorities by the Government for the period of 2012-2016:
-
Economic growth and stability, employment and poverty reduction (in continuation of the first
PNDH)
-
Alignment of workers, producers and the government
-
Open foreign policies and international cooperation to fight poverty
Regional integration with the Community of Latin American and Caribbean States (CELAC)
-
Fight against narcotic traffic and organized crime
Development of the Caribbean Coast (in continuation of the first PNDH)
-
Participative and direct democratic public administration (in continuation of the first PNDH)
-
Social welfare and equity perspectives (in continuation of the first PNDH)
Science, technology, innovation and entrepreneurship
-
Food security and sovereignty (in continuation of the first PNDH)
-
Improved infrastructure in the domains of production, energy, transport and tourism
Natural disaster risk management (in continuation of the first PNDH)
Within the priority of fostering social welfare and equity, quality education for all is a specific goal. In the
first PNDH (2007-2011), the government focused on reducing illiteracy and increasing the average
number of years of schooling. In the period of 2012-2016, the government made engagements in
different areas of education policies:
17
-
Improve education from 6th to 9th grade in all forms, eliminate rural inequalities, strengthen
alphabetisation programs, promote pre-primary schooling, strengthen inclusiveness
-
-
Organize schools of the basic education subsystem in ‘Nucléos’, that are formed by a base
school and satellite or neighbouring schools that relate to the base school. This should improve
synergies, facilitate convergence ad the realisation of activities
Develop a quality model for schools that allows community involvement, to improve the
relevance and significance of learning. ICT development and amelioration of the initial training
of teachers is also important for this.
-
Consolidate the model of shared responsibility, by strengthening and enlarging the role of the
-
community in educational reforms.
Relieve, improve and expand technical and vocational training in order to create more
-
opportunities for youth to become competent and have the necessary qualifications and to
continue higher education.
For higher education:
o
Continue to strengthen the communication with the sector to agree on further strategic
actions to improve higher education and to raise the quality and relevance of the public
o
institutions.
Strengthen the institutions and their educational capacity, with different sectors of
o
society, seeking greater efficiency and effectivity in their work.
Create a culture of social accountability, including the contributions of universities to
resolve national problems, especially those that reproduce the vicious circle of
exclusion and poverty for the majority.
o
Strengthen higher education in the Caribbean Coast, by improving the quality of
education, promoting national and regional interculturality and strengthening the
autonomy of the Caribbean Coast.
o
Enrol 200.000 students in private and state universities in 2016 and grant 766.500
scholarships from 2012 to 2016.
The CNU has also developed a strategy plan 2012-2021 with following priority axes for higher
education:
-
quality,
pertinence and impact,
-
technological science and innovation,
internationalisation,
-
interculturality and gender,
management,
-
coverage and equity.
Another priority states that science, technology, innovation and entrepreneurship will be the driving
force for the socio-economic transformation of Nicaragua in the medium and long term. Technological
innovations are the product of knowledge development, and generate increased competitiveness of
companies and countries, adding value to products and services. The government sees the low
involvement of scientific and technological development in the domain of agriculture and livestock as a
major force in the low returns of the sector as compared to other Latin American countries. Since climate
change is also a big threat for Nicaragua, the government is counting on the sector to help deal with this
18
problem. Still, Nicaragua only spends 0.05% of its GDP on research (Costa Rica is at 0.32%, Brazil at
1%) and is dependent on imported technologies.
The Nicaragua Council of Sciences and Technology (CONICYT, see also 2.3.2) is the responsible body
for the sector of science, technology and innovation. To improve the indigenous capacity of the
generation, adaptation and transfer of knowledge, the government policy in the domain of science,
technology and innovation is to:
-
Strengthen academic education in different levels (e.g. sciences in basic education) and
sponsor programs of universities to reach a large population
-
Create mechanisms to promote formal exchange between technical and vocational training
-
institutes, universities and companies
Open programmes to exchange professionals between universities and companies to promote
-
the incorporation of young investigators in companies and vice versa.
Generate a degree in management of research to promote a culture of innovation and
-
networking in organisations.
Evaluate within universities and research centres of the public and private sector the way to
realise the process of professional promotion in each area and organisation, through
-
progressing in successive degrees, evaluated by national and international pairs.
Carry out a programme of researchers from universities, producers and entrepreneurs favouring
the actualization of knowledge, the development of multidisciplinary research and the access to
sources of support and the promotion of their efforts
Donor Aid
The official development aid (ODA) for Nicaragua is progressively diminishing. In 2010, 662 million USD
was registered as ODA, in 2014 they were at 430 million USD.
2013
2014
ODA net total (USD million)
497
430
ODA gross total (USD million)
561
486
ODA net per capita (USD)
83.5
71.6
19
The Inter-American Development Banc (IDB) is the main donor in Nicaragua (through loans), as they
represent 40% of ODA, followed by the World Bank’s International Development Association (IDA) also
through loans and grants.
The IDB country strategy for 2012-2017 has 4 priority sectors: energy, transportation, comprehensive
early childhood care and health (maternal, neonatal and perinatal health, chronic malnutrition among
children under 3). Crosscutting action areas are climate change, gender and diversity.
IDA has been a partner of Nicaragua since 1991, representing in recent years about one-fifth of the
country’s development aid. IDA projects “leverage local initiatives that stretch limited resources further
and deliver sustainable results. Examples of these include the improvement of casas maternas, health
facilities which are supported by local NGOs and volunteers to provide pre- and post-natal health care
to expecting mothers; and the coordination of community participation associations known as módulos
comunitarios de adoquines to build rural roads using local labour”.
EU Cooperation 2014-2020
3.2.1.1 EU bilateral cooperation
The EU bilateral cooperation with Nicaragua for the period 2014-2020 provides an allocation of €204
million concentrating on productive sector with a focus on rural areas, effective education for
employment and adaptation to climate change as main sectors.
20
-
Support to the productive sector (with a particular focus on rural areas)
The highest poverty rates in Nicaragua are concentrated in rural areas. More than 60% of rural
households are poor and one in four is extremely poor. Livelihoods are limited to subsistence farming
and local labour markets. The objective is to promote rural development by increasing the sustainable
productivity, competitiveness and climate resilience of MSMEs in agricultural and agro-industrial
sectors, to reduce poverty and to promote equality.
- Effective education for employment
Nicaragua is currently undergoing a demographic transition, with declining fertility rates and an
increasingly young population (55% of the population are under 25 years of age). Raising the skill levels
of young people about to join the labour force and rates of equitable access to and completion of quality
secondary education are crucial to improving productivity and inclusive economic growth. The objective
is to improve the employability of the labour force, particularly secondary education graduates, by
improving the relevance and quality of general secondary education and technical/vocational education
and training.
-
Adaptation to climate change
Nicaragua is very vulnerable to climate change and prone to natural disasters. This, together with the
long-term environmental degradation contributes to driving people into poverty. The objective of the
support is to increase the resilience of the population to the impacts of climate change by improving
integrated water resource management and alleviating pressure on natural forests.
3.2.1.2 Nicaragua in the EU continental cooperation programme
The EU cooperation with Latin America contributes to the region's efforts to reduce poverty and enhance
populations' sustainable and inclusive growth in a context of respect for human rights, the rule of law,
democracy and other key elements of good governance. The continental programme for Latin America
(€925 million) focuses on:
-
Security - development nexus: Reinforcing the capacity of states to effectively ensure security
-
conditions conducive for inclusive development. (€70 million)
Good governance, accountability and social equity: Reinforcing the accountability and capacity
-
of institutions and public administrations to provide high quality public services. (€42 Million)
Inclusive and sustainable growth for human development: Poverty reduction through more
inclusive and sustainable economic growth in Latin America. (€215 million)
-
Environmental Sustainability and Climate Change: Reducing poverty of most vulnerable
populations by fostering environmentally sustainable development and improving the capacity
-
to cope with climate change and disasters. (€300 million)
Higher education: Promoting higher education exchanges and cooperation between the EU
-
and Latin America. (€163 million) (under the Erasmus+ programme for 2014-2020)
Support measures (€15million)
Specific for higher education, the EU wants to promote exchanges and cooperation between the EU
and Latin America. The lines of action of the Erasmus+ programme are
-
Support to learning mobility for individuals. Focus activities: staff and student mobility.
Enhance cooperation for innovation and the exchange of EU-LA good practices. Focus
activities: strategic partnerships and knowledge alliances EU and Latin America (€163 million).
21
3.2.1.3 Nicaragua in the EU subregional programme for Central America
Nicaragua also will continue to benefit (€120 million) from the EU subregional programme for Central
America. Nicaragua was the first country to ratify the EU-Central America Association Agreement – a
comprehensive free trade agreement with a strong focus on development cooperation. In the past, this
cooperation was mainly focused on social cohesion and economic growth, while the recent programme
responds to the emerging needs of the region, with focuses on:
-
Regional economic integration: Contributing to sustainable and inclusive growth in Central
America through an improved regional economic integration. (€40 million)
-
Security and rule of law: Contributing to the reduction of violent crime and impunity, whilst
-
respecting human rights and promoting a culture of peace. (€40 million)
Climate change and disaster management: Contribute to building more resilient and sustainable
-
societies through a better preparation of the region to address climate change. (€35 million)
Support measures (€5 million)
United States (USAID)
The United States is the third top donor for Nicaragua. Their Agency for International Development
(USAID) has developed a Country development cooperation strategy that outlines two development
objectives for 2013-2017:
-
-
Citizens’ ability to engage in democratic governance increased: to strengthen democracy in
Nicaragua, USAID is providing training for young, emerging democratic leaders and technical
assistance to bolster civil society engagement and to improve local governance.
Safety and competitiveness of at-risk children and youth on the Southern Caribbean Coast
improved: within education, their program targets out-of-school and in-school-youth in five
municipalities in Nicaragua’s South Atlantic Autonomous Region, by providing scholarships for
children in grades 4-6 (preventing early drop-out), and for high school students (including the
costs of going to school away from home). It also funds scholarships in vocational training and
other courses for youth who have already left school. The second program focuses on early
grade reading outcomes and reducing insecurity. Within health, they focus on HIV/AIDS
prevention.
Russia
Russian-Nicaraguan cooperation began in the 1970s, when Sandinistas gained power in Nicaragua.
From 1979 to 1990, Nicaragua became an important asset to the Soviet Union. President Ortega
improved the relations with Russia since 2008.
Russia wants to participate and assist in fighting drug crime in the region. They are also involved in the
construction of the grand canal, by guarding the construction site against possible acts of provocation.
Russia has negotiated new arms sales and security cooperation agreements including joint police and
military drills with Nicaragua.
22
Switzerland (SDC)
Central America is a priority region for the Swiss development cooperation (SDC) and focuses on
Honduras and Nicaragua. Currently, the program in Nicaragua is thematically broader and much more
in financial terms than that of Honduras. Support is given in the following areas (2013-2017):
-
Economic development (promoting small and medium-sized enterprises)
Inclusive governance (strengthening 20 poor rural communities)
-
Basic infrastructure (supplying drinking water and electricity for 150,000 inhabitants of rural
areas)
- Climate change and disaster risk reduction
Its main partners are government ministries (agriculture, foreign affairs, etc.).
Nicaraguans can also apply for the Swiss Government Excellence Scholarships for Foreign Scholars
and Artists. These scholarships provide graduates from all fields with the opportunity to pursue doctoral
or postdoctoral research in Switzerland at one of the public funded university or recognised institution.
Spain (AECID)
The Spanish Agency for International Development Cooperation (AECID) identifies following strategic
orientations in its country association framework agreement (2015-2017):
-
Democratic governance
-
Basic social services (water, basic education)
Economic growth for poverty
-
Provision of global and regional public goods (cultural and scientific cooperation):
o In cooperation with the Spanish Ministry of Foreign Affairs, they offer scholarships,
assistantships and grants in areas of impact related to development cooperation and in
areas linked to art, education and culture. One programme is the University and
Scientific Cooperation for Development that holds mobility grants for (Nicaraguan)
researchers and master degree grants for (Nicaraguan) civil servants at Spanish
universities.
o
The regional Iberoamericano Specialized Technical Training Programme (PIFTESpain) wants to contribute to development, modernization and strengthening of Latin
American public institutions, through technical training of human resources, from the
conviction that the technical capacity of public employees affects the better public
services to citizens.
Germany (GiZ)
Since the 1980s, the German development cooperation agency (GiZ) is working in Nicaragua, with a
focus on the water sector. GIZ advises its Nicaraguan partners on ways of improving the drinking water
supply and sanitation and sustainably managing water resources in urban areas.
GIZ is also engaged in various regional and global programmes and, within this framework, provides
advice on energy efficiency, rural electrification and the conservation and management of natural
resources. Development workers assigned to non-governmental organisations and integrated experts
at universities and research institutes are working on energy efficiency, renewable energy use and
23
issues of economic relevance, such as business start-ups and corporate social responsibility. In 2014,
the La Salle Foundation – with support from GIZ – set up Nicaragua’s first research and development
institute focusing on energy and environmental technologies.
GiZ is also involved in setting up an Indigenous Intercultural University network in Latin America. The
Universidad de la Regiones Autonomas de la Costa Caribe Nicaraguense is providing a course on
intercultural medicine.
As Nicaragua is a partner country of Germany, the German Academic Exchange Service (DAAD) also
offers scholarship programs for Nicaragua. They currently have an academic partnership cooperation
in the field of hydraulics.
Japan (JICA)
The Japan International Cooperation Agency (JICA) focuses on infrastructure development for
economic activation (e.g. construction of bridges), social development for the low-income people and
regions (e.g. improvement of educational facilities, maternal and child health project), environmental
conservation and disaster risk reduction (e.g. forest management project). In Central America and the
Caribbean, Nicaragua is the second most important country for JICA (after Costa Rica).
Norway (NORAD)
The Norwegian Agency for Development Cooperation (NORAD) has projects in the domain of good
governance and human rights, climate, culture, renewable energy and the rights of minorities and
women.
The Norwegian Partnership Programme for Global Academic Cooperation (NORPART) supports
academic partnerships and student mobility (with an emphasis on Master and PhD level) between higher
education institutions in Norway and 39 development countries (of which Nicaragua). It is a new
programme that was presented in April 2016, so the first call will fund preparatory visits and development
of proposals for long-term projects. The programme is funded by the Norwegian Ministry of Education
and Research and the Norwegian Ministry of Foreign Affairs, and is administered by the Norwegian
Centre for International Cooperation in Education (SIU). NORPART does not support scientific
equipment and infrastructure in its programmes.
Cooperation Belgium – Nicaragua
Nicaragua is not a bilateral partner of the Belgian development cooperation, so Belgian donor aid goes
through non-governmental organizations (NGOs) and institutional actors (e.g. university cooperation)
(see also annex 1 for an overview of Belgian funded interventions 2012-2014, official ODA records). In
2014, according to NGO open boek, 11 NGOs were active in Nicaragua for a total of 2 million euros.
24
In 2015, the Belgian government started to prepare a reform of the sector of non-governmental
development cooperation. All actors active in Nicaragua were asked to elaborate a Joint Context
Analysis (JCA). 8 actors made an in depth analysis of civil society, the decentralised administrations
and public institutions and the conditions which enable their strengthening. The actors presented this
for the sectors of agriculture, health, human rights, education and decent work. This analysis made it
possible to make a Joint Strategic Framework (JSF) for Nicaragua in 2016 with 8 actors who want to be
active in Nicaragua from 2017 to 2021.
The JSF presents 6 common strategic goals on which the actors want to work as of 2017 that are in line
with the development priorities of the Nicaragua government as stated in the NPDH.
-
-
Strengthen the capacities of rural and urban populations and local authorities for sustainable
management of natural resources, conservation of biodiversity and the promotion of public
policies for the preservation and protection of natural resources.
Support the development of the agricultural and food industry in a dynamic, inclusive and
sustainable way to ensure a dignified life for small producers
-
Sustain political advocacy of social organizations and / or strengthen the institutional capacity
of local governments to promote democratic mechanisms and respect for human rights,
-
especially for women and youth.
Ensure and improve access to knowledge, improve the quality of scientific research and
-
stimulate innovation in order to contribute to sustainable development
Support social initiatives and public actors to qualitatively improve health systems, particularly
-
for infectious diseases
Promote decent work for sustainable, equal, solidary and inclusive development by
guaranteeing workers’ rights and enlarging social protection (in JSF decent work)
The JSF also mentions possible synergies and complementarities between Belgian NGO, as it is a
priority for the Belgian government.
25
Other university development cooperation donors
Several Nicaraguan institutions of higher education, especially those of the NCU, have accumulated
experience in the project and financial management of funds from international, bilateral and nongovernmental organizations. In former years, the development agencies of Nordic countries and the
European Union have played a fundamental role in financing research projects and capacity
development by Nicaraguan institutions of higher education that could not be undertaken with funds
provided by the government. For the development of master programs, twinning with Spanish
universities was also important.
For Denmark and Sweden, Nicaragua is no longer a partner country. The program of Sweden (with a
focus on research cooperation) phased out in 2011. The Swedish cooperation made a publication on
the 30 years of research cooperation with public universities (of CNU) in Nicaragua, presenting different
periods in their cooperation:
-
1981 – 1987: Dispersed, stand-alone research projects based on priorities identified jointly by
-
Swedish and Nicaraguan actors,
1987 – 1998: Academic capacity building; strengthening the research capacity of university
-
professors,
1998 – 2004: Strengthening a culture favourable to research in public universities and
development of supportive national policies,
-
2004 – 2011: Institutionalization efforts from 2004.
The last research project (on livestock) of Denmark ended in 2014. Denmark stopped providing funds
to Nicaragua because of its overall strategy to stop giving aid to Latin American countries to better focus
its development budget on Africa.
VLIR-UOS Activity in/with the Country
The first projects of VLIR-UOS in Nicaragua started in 2004 (See annex 2 for an overview of past and
present VLIR-UOS programmes and scholarships). They are in the field of economy, environment,
health and agriculture. Nicaragua is a rather small country in the financial envelope of VLIR-UOS. Some
Flemish universities also have other scientific cooperation with Nicaragua, outside the VLIR-UOS
framework (See also annex 2), but this is rather limited.
26
Opportunities for cooperation - input for the
discussions during the North Seminar
On the basis of the elements described in the previous chapters we can identify a number of
opportunities for cooperation that can be discussed during the North seminar. During this consultation
round, 4 different aspects will be taken into account during the discussions:
 Thematic areas (what?)
Bringing together information on themes reflected in the Nicaragua development priorities, activities
from Belgian and international donors, interest of Flemish HEI within and outside the VLIR-UOS
framework, a discussion can be held on what priority areas should be taken into account in the Country
Strategy (see annex 3 for full matrix).
National development
priorities
Belgian actors
(JSF)
Other international
donors
Previous VLIR-UOS
interventions
Health
x
x
x
x
Economy
x
x
x
x
Government and
Civil Society
Food security
and agriculture
x
x
x
x
x
x
x
Environment
x
x
x
x
x
X
x
x
x
THEMES
CROSSCUTTING/SUPPORT DOMAINS
Education,
x
Research and
University
ICT and
x
technology and
information
culture

Geographic areas of intervention (where?)
Following information can be taken into account during this discussion:
- The Nicaragua development priorities present a geographical priority area, in putting forward
-
the development of the Caribbean coast.
The member universities of the CNU are spread throughout the country.
-
Previous VLIR-UOS cooperation was mainly in the Pacific lowlands and North-central
highlands.
-
…
 Partner institutions (with who?)
Following information can be taken into account during this discussion:
-
Five members of the CNU have been ranked in the top 10.000 universities.
-
Institutions of the CNU have accumulated experience in the project and financial management
of funds from international, bilateral and non-governmental organizations.
-
The “new” private institutions (that are not part of the CNU), are much less active in the field of
research and have big interinstitutional variety.
27
-
There are existing links (within and outside the VLIR-UOS framework) between Flemish higher
education institutions and the institutions of the CNU.
-
…
 Cooperation modalities (how?)
Following information can be taken into account during this discussion:
- Joint strategic framework in Belgian non-governmental development cooperation to promote
more synergies between actors.
-
Previous VLIR-UOS cooperation was based on TEAM/ZI.
Budgetary constraints related to the reform should be taken into account.
-
…
 Crosscutting elements (necessary conditions?)
Following information can be taken into account during this discussion:
-
The Belgian government has put two transversal themes on the agenda (gender and
environment). Digitalisation is also a priority theme for the Minister.
-
…
28
List of Resources and interesting Links
General information:
http://country.eiu.com/nicaragua
http://www.worldbank.org/en/country/nicaragua/overview
http://hdr.undp.org/en/countries/profiles/NIC
http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/NIC.pdf
http://www.pndh.gob.ni/
http://www.ni.undp.org/content/nicaragua/es/home/
https://www.cia.gov/library/publications/the-world-factbook/geos/nu.html
http://www.epdc.org/sites/default/files/documents/EPDC%20NEP_Nicaragua.pdf
Higher education
http://www.oecd.org/dac/stats/data.htm
http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Nicaragua.pdf
https://en.wikipedia.org/wiki/List_of_universities_in_Nicaragua
http://www.uis.unesco.org/DataCentre/Pages/country-profile.aspx?code=NIC
http://data.uis.unesco.org/Index.aspx?queryid=242
http://www.uis.unesco.org/Education/Pages/international-student-flow-viz.aspx
http://www.unesco.org/new/en/communication-and-information/portals-and-platforms/goap/keyorganizations/latin-america-and-the-caribbean/inasp/
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1414-40772008000200006
http://www.webometrics.info/en/Latin_America/nicaragua
Donor aid
http://data.worldbank.org/country/nicaragua?display=graph
http://www.worldbank.org/en/country/nicaragua/overview#1
https://ec.europa.eu/europeaid/countries/nicaragua_en
https://ec.europa.eu/europeaid/regions/latin-america/latin-america-regional-programmes-eufunding_en
http://www.unesco.org/new/en/communication-and-information/portals-and-platforms/goap/access-byregion/latin-america-and-the-caribbean/nicaragua/
http://diplomatie.belgium.be/nl/Beleid/Ontwikkelingssamenwerking/Wie_zijn_we/Onze_organisatie/OD
A/ODA-databank
29
http://www.vliruos.be/7826.aspx
http://www.ngo-openboek.be/nl/geo-home/landenfiche?code=NU
https://www.usaid.gov/documents/1862/nicaragua-country-development-cooperation-strategy
https://libportal.jica.go.jp/fmi/xsl/library/Data/PlanInOperatione/CentralAmericaCaribbean/248_Nicaragua-e.pdf
http://www.sida.se/contentassets/32fc5393645a4ca7a0b5f9568eee6abf/report-evaluation-of-30years-of-research-cooperation-between-sweden-and-nicaragua_3166.pdf
http://drp.dfcentre.com/country/4850
http://www.aecid.org.ni/cooperacion-aecid/cooperacion-bilateral/
http://www.cooperacionespanola.es/sites/default/files/map_nicaragua_espana_2015_2017_cooperaci
on_espanola.pdf
http://www.aecid.es/ES/becas-y-lectorados
30
ANNEXES
1.
Overview Belgian funded interventions in Nicaragua (2012-2014)
2.
Overview activities/projects of Flemish university/institutes of higher education in the country
(VLIR-UOS and other) – working document
3.
Strategy in development – themes matrix combining national development priorities, Belgian
actors, international donors and previous VLIR-UOS interventions – working document
31
Annex 1 – Overview Belgian Funded Interventions in Nicaragua
TITLE
ACTOR
SECTOR
Expenses 2012
Expenses 2013
Expenses 2014
Duurzame familiale landbouw - Nicaragua
Entraide et
Fraternité
Landbouw en veeteelt Landbouwontwikkeling
€
54 137,00
€
83 815,00
€
-
Duurzame rurale ontwikkeling in Nicaragua
Broederlijk
Delen
Landbouw en veeteelt Landbouwontwikkeling
€
309 916,00
€
305 967,00
€
-
Promotie van de Familiale Vormingscentras gebaseerd op de
pedagogie van het alterneren in Nicaragua
DISOP
Capaciteitsopbouw van een netwerk van sociale
veranderingsactoren
SolSoc
Sociale bescherming in Nicaragua
FOS
Landbouw en veeteelt - Opleiding en
vorming
Overheid & Civiele Maatschappij Democratische participatie en
inspraak van de burgers
Overheid & Civiele Maatschappij Democratische participatie en
inspraak van de burgers
Adequate behandeling van het afval om de kwaliteit van
duurzame menselijke ontwikkeling te verbeteren. Dit betekent
het creëren van nieuwe mechanismen die het mogelijk maken
een attitudeverandering onder de bevolking te bewerkstelligen
met betrekking tot de juiste behandeling van vast afval.
VVSG
Watervoorziening en -sanering Afvalverwerking
ENTRAIDE & FRATERNITE Programme 2014-2016: Bevordering
van duurzame landbouwpraktijken, organisatie en praktijk van
actief burgerschap
Entraide et
Fraternité
BIO - Expertise Fund - Kafié-IHC
BIOnv
Gemeentelijke internationale samenwerking - Vereniging van
Vlaamse Steden en Gemeenten
VVSG
Landbouw en veeteelt Landbouwdiensten
Energie - Hydro-elektrische centrales
en stuwdammen
Landbouw en veeteelt Landbouwbeleid en administratief
beheer
€
€
-
217 511,00
€
€
-
226 304,00
€
68 442,00
€
-
€
-
€
-
€
433 309,00
€
-
€
-
€
60 000,00
€
-
€
-
€
73 619,00
-
€
-
€
-
€
33 000,00
€
€
220 706,00
€
190 000,00
32
Leeraspecten van de ontwikkeling van duurzame landbouwketens Vredeseilanden
Landbouw en veeteelt Landbouwbeleid en administratief
beheer
Landbouw en veeteelt Landbouwbeleid en administratief
beheer
Landbouw en veeteelt Landbouwbeleid en administratief
beheer
Landbouw en veeteelt Landbouwbeleid en administratief
beheer
Landbouw en veeteelt Landbouwbeleid en administratief
beheer
Landbouw en veeteelt Landbouwbeleid en administratief
beheer
Tegen 2013 verkrijgen partners van de NGO Socialistische
Solidariteit verbetering op het vlak van arbeidszekerheid, toegang
tot gekwalificeerde arbeid, hogere arbeidsinkomsten, veilige
arbeidsomstandigheden voor leden, mannen/vrouwen,
arbeiders/sters of boeren
FOS
Sociale infrastructuur Werkgelegenheidsbeleid en
administratief beheer
€
Investeren in kleinschalige landbouw: Betere leefomstandigheden
voor kleinschalige boeren (m/v) door de ontwikkeling van
duurzame landbouwketens in Nicaragua
Vredeseilanden
Landbouw en veeteelt Landbouwcoöperatieven
€
-
€
-
€
660 830,00
Gemeentelijke internationale samenwerking:Via het versterken
van de capaciteiten van de begunstigden en hun
organisatiecapaciteit wordt de bescherming van de waterbronnen
en van de bodem nagestreefd.
VVSG
Overheid & Civiele Maatschappij Decentralisatie en steun aan
subnationale overheden
€
-
€
-
€
60 000,00
Duurzame verbetering van het levensniveau van de kleine boeren Oxfam Sol
Sterke boerengroepen produceren ecologisch en doen voorstellen
voor een beter voedselbelheid.
Oxfam Sol
Politieke aspecten van de ontwikkeling van duurzame
landbouwketens
Vredeseilanden
Economische aspecten van de ontwikkeling van duurzame
landbouwketens
Vredeseilanden
Consumenten aspecten van de ontwikkeling van duurzame
landbouwketens
Vredeseilanden
€
€
173 261,00
-
€
€
178 476,00
-
€
€
-
291 540,00
€
168 798,00
€
130 383,00
€
-
€
376 893,00
€
299 807,00
€
-
€
85 129,00
€
60 648,00
€
-
€
53 975,00
€
50 302,00
€
-
300 148,00
€
308 549,00
€
-
33
Gemeentelijke internationale samenwerking:Verbetering van de
ontwikkeling van de lokale economie in de verschillende
buitenwijken op een duurzame manier.
VVSG
Overheid & Civiele Maatschappij Decentralisatie en steun aan
subnationale overheden
€
Eind 2013 verkrijgen partners van de NGO Socialistische
Solidariteit, voor hun leden, mannen/vrouwen, een verbeterde
toegang tot gezondheidsdiensten, bestaande sociale
zekerheidsysteem, tot kwaliteitsvolle basisgeneesmiddelen en
betere preventie van kanker en/of HIV/AIDS
FOS
Gezondheid - Basisgezondheid Basisgezondheidszorg
€
294 417,00
€
302 760,00
€
-
Nicaragua - Aanbod van beroepsopleiding in zones van het
platteland en de stadsrand
DISOP
Onderwijs - Beroepsvorming
€
37 729,00
€
38 018,00
€
-
Onderwijsdienstverlening en integrale vorming in de subsector
van het ontwikkelen van vaardigheden
ViaDonBosco
Onderwijs - Beroepsvorming
€
50 280,00
€
50 449,00
€
-
Capaciteitsopbouw van de operationele partners
ViaDonBosco
€
6 159,00 €
-
Strijd tegen geweld op vrouwen
Oxfam Sol
Onderwijs - Beroepsvorming
Overheid & Civiele Maatschappij Organisaties en instellingen voor
gendergelijkheid
€
140 756,00
€
Project van universitaire ontwikkelingssamenwerking - Eigen
Initiatief 2009 - Expertise en synergieën ontwikkelen voor
plattelandsontwikkeling in Muy Muy, Matiguas, Rio Blanco,
Nicaragua
VLIR-UOS
Multisector - Rurale ontwikkeling
€
61 388,00
€
TOTAL
-
€
5 588,00 €
€ 2 583 632,00
-
146 031,00
-
€ 2 377 668,00
€
60 250,00
€
-
€
-
€ 1 707 990,00
34
Annex 2 – Overview activities/projects of Flemish university/institutes of higher education in the country (VLIR-UOS and other)
Legend
Universidad Centroamericana
Universidad Nacional Autónoma de Nicaragua
List of projects (2003- 2014)
Type
Runtime
Title
Flemish promoter
Local promoter
Local institution
Total
budget (€)
TEAM
2004-2009
Integration of cervical neoplasia in the curriculum of gynaecologists in Nicaragua
M. Temmerman
(UG)
A.A. Gallo
Universidad Nacional Autónoma de
Nicaragua
258.500
TEAM
2008-2013
Enhancing qualitative reproductive health care delivery in primary health services in
M. Temmerman
M.M.G.
Universidad Nacional Autónoma de
transition
(UG)
Moncada
Nicaragua
TEAM
2009-2014
Generating Knowledge and Synergies for Rural Development in Muy Muy, Matiguas, Rio
Blanco, Nicaragua
J. Bastiaensen
(UA)
A. Grigsby
Universidad Centroamericana
317.601
SI
2006-2007
Exclusion from Aid resources and Political Change at the Community Level
A. Grigsby
Universidad Centroamericana
3.438
J. Bastiaensen
(UA)
306.758
35
SI
2012-2014
Introducing provider-patient communication as a new topic for training and research at
health institutes in Cochabamba (Bolivia) and Cuenca (Ecuador)
M. Temmerman
(UG)
M.M.G.
Moncada
Universidad Nacional Autónoma de
Nicaragua
70.559
List of ICP Ph.D. scholarships (2003- 2014)
ICP Ph.D.
2011-2015
Revisiting the agrarian question: family-farming and political arenas around land and natural
resources in the context of climate change and changing global food chains
J. Bastiaensen
(UA)
A. Grigsby
Universidad Centroamericana
93.767
ICP Ph.D.
2014-2018
Population genetics and connectivity of coral reeds in the Caribbean of Nicaragua: A base
line for management planning
M. Kochzius (VUB)
J. Huete-Perez
Universidad Centroamericana
9.290
The role of “Payments for Environmental Services” for a sustainable water management in
Central America
J. Bastiaensen
(UA)
n/a
n/a
152.440
Green microfinance and payments for environmental services: From market-based
J. Bastiaensen
panaceas towards an integrated approach to sustainable and inclusive rural development.
(UA)
n/a
n/a
139.818
List of VLADOC scholarships (2003-2014)
VLADOC
2006-2010
VLADOC
2011-2015
Case-studies from Central America
Projects 2003-2014
Scholarships 2003-2014
Type
Budget (€)
Number
Type
Total
1.001.839
5
Total
TEAM
927.842
3
Ph.D.
73.997
2
SI
Budget (€) Number
649.060
84
Subtotal
395.315
8
ICP Ph.D.
103.057
2
VLADOC
292.258
2
n/a
4*
73.268
60
KOI
8.827
5
REI
54.151
51
Other scholarships
10.291
2
n/a
2*
Subtotal
180.476
16
ICP
180.476
11
n/a
5*
Project scholarships
Short term
Subtotal
Project scholarships
Study
Project scholarships
36
(VLIR-UOS)
project
number
Funding
cooperation
agreement
EC
nvt
Name
Flemish
Promoter
Indicative list of international cooperation with Nicaragua
Flemish
University/
University
college
Partner institution
Project Title
Local
contact
Budget
Begin
End
Non-VLIR-UOS funded projects between Flemish higher education institutions and institutions in the partner country
Universiteit
University of Central America
1/02/2005
Antwerpen
(Managua)
Frauke
Velghe and
Prospection trip in
Odissee - AKUL
UNAN and UPOLI
/
/
/
/
Reninka De
march 2015
Koker
CommunityMarleen
embedded
Jeffrey
Ugent
2,7Meuro
2010
2014
Instituto centro americano
Temmerman
Reproductive Health
Cassel
de la salud
Care for Adolescents
Barbara Van
SSH
Proyecto Myriam Esteli
Wijnendaele
Barbara Van
Wijnendaele
SSH
Abacoenred Esteli
Herman
Vandevelde
Barbara Van
Wijnendaele
SSH
Escuela Cristal Esteli
Cristina Mas
Barbara Van
Wijnendaele
SSH
Casa de Adolescentes Esteli
Khaled
Ismael
Reyes
Barbara Van
Wijnendaele
SSH
Center for Development in
Central America (CDA)
Kathleen
Murdock
Barbara Van
Wijnendaele
SSH
Generando Vida Managua
Barbara Van
Wijnendaele
SSH
Projecto Norwalk Nagarrote
Miguel
Salinas
37
Barbara Van
Wijnendaele
SSH
Cantera Managua
Margarita
Loring
Barbara Van
Wijnendaele
SSH
INPHRU Somoto
Gladys
Caceres
Participation in other networks/financing organisms involving higher education institutions in the partner country (EU, Nuffic, AUA, ...)
nvt
Gijs Dulaing
Ugent
mining contacts
Indicative list of PhD's linked with Nicaragua
Name
Fund
Partner
Flemish
institutions institution
Selmira
Flores De
Mora
Comment
Universiteit
Antwerpen
onbekend
?
KU Leuven
E-mail
Promotor
Johan
[email protected] Bastiaensen
DOPL Business Economics
(Leuv)
Start
year
End
year
status
2007
ongoing
38
Annex 3 – Strategy in development – themes matrix combining national development priorities, Belgian actors, international donors
and previous VLIR-UOS interventions
THEMES
National development priorities
-
Social welfare and equity perspectives
Development of the Caribbean Coast
Belgian actors (JSF)
-
Health
Economy
-
Government
and Civil
Society
-
Economic growth and stability, employment
and poverty reduction
Improved infrastructure in the domains of
production, energy, transport and tourism
Development of the Caribbean Coast
Regional integration with the Community of
Latin American and Caribbean States
(CELAC)
Science, technology, innovation and
entrepreneurship
-
Alignment of workers, producers and the
government
Open foreign policies and international
cooperation to fight poverty
Participative and direct democratic public
administration
Fight against narcotic traffic and organized
crime
Development of the Caribbean Coast
-
Support social initiatives
and public actors to
qualitatively improve
health systems,
particularly for infectious
diseases
Promote decent work for
sustainable, equal,
solidary and inclusive
development by
guaranteeing workers’
rights and enlarging social
protection (in JSF decent
work)
Other international donors
-
-
-
-
-
Sustain political advocacy
of social organizations
and / or strengthen the
institutional capacity of
local governments to
promote democratic
mechanisms and respect
for human rights,
especially for women and
youth.
-
-
Previous VLIR-UOS interventions
US: improve situation of
Southern Caribbean at-risk
children and youth
SDC: basic infrastructure
AECID: basic social services
GiZ: water and sanitation
JICA: social development
-
EU: inclusive and
sustainable economic
growth
SDC: promoting small and
medium-sized enterprises,
strengthening 20 poor rural
communities
AECID: economic
development
JICA: infrastructure
development
-
-
-
-
-
Team: Integration of cervical neoplasia in
the curriculum of gynaecologists in
Nicaragua
Team: Enhancing qualitative
reproductive health care delivery in
primary health services in transition
SI: Introducing provider-patient
communication as a new topic for
training and research at health institutes
Team: Generating Knowledge and
Synergies for Rural Development in Muy
Muy, Matiguas, Rio Blanco, Nicaragua
Team: Exclusion from Aid resources and
Political Change at the Community Level
VLADOC: The role of “Payments for
Environmental Services” for a
sustainable water management in
Central America
VLADOC: Green microfinance and
payments for environmental services:
From market-based panaceas towards
an integrated approach to sustainable
and inclusive rural development.
EU: high quality public
services, ensure security
conditions
US: strengthen democracy
Russia: fight drug crime,
security cooperation
SDC: basic infrastructure
NORAD: good governance
and human rights, rights of
minorities and women,
culture
39
-
Food security and sovereignty
Development of the Caribbean Coast
-
Food security
and
agriculture
-
Natural disaster risk management
Development of the Caribbean Coast
-
Environment
CROSSCUTTING/SUPPORT DOMAINS
Social welfare and equity perspectives  for
higher education:
o improve higher education and raise the
quality and relevance of the public
institutions.
Education,
o Strengthen educational capacity
Research and
o Create a culture of social accountability
University
o Strengthen higher education in the
Caribbean Coast
o Enrol 200.000 students in 2016 and
grant 766.500 scholarships from 2012 to
2016.
Science, technology, innovation and
ICT and
entrepreneurship
technology
and
information
culture
-
Support the development
of the agricultural and
food industry in a
dynamic, inclusive and
sustainable way to ensure
a dignified life for small
producers
Strengthen the capacities
of rural and urban
populations and local
authorities for sustainable
management of natural
resources, conservation of
biodiversity and the
promotion of public
policies for the
preservation and
protection of natural
resources.
-
Ensure and improve
access to knowledge,
improve the quality of
scientific research and
stimulate innovation in
order to contribute to
sustainable development
-
-
-
-
-
-
-
Ensure and improve
access to knowledge,
improve the quality of
scientific research and
stimulate innovation in
order to contribute to
sustainable development
-
EU: support to the
productive sector
AECID: basic social services
-
ICP-PhD.: Revisiting the agrarian
question: family-farming and political
arenas around land and natural
resources in the context of climate
change and changing global food chains
EU: adaptation to climate
change, environmental
sustainability
SDC: climate change and
disaster risk reduction
GiZ: water management,
renewable energy
JICA: environmental
conservation and disaster
risk reduction
NORAD: climate, renewable
energy
-
ICP-PhD.: Population genetics and
connectivity of coral reeds in the
Caribbean of Nicaragua: A base line for
management planning
VLADOC: The role of “Payments for
Environmental Services” for a
sustainable water management in
Central America
VLADOC: Green microfinance and
payments for environmental services:
From market-based panaceas towards
an integrated approach to sustainable
and inclusive rural development.
EU: TVET, Erasmus+
US: improve situation of
Southern Caribbean at-risk
children and youth
SDC: scholarships
AECID: basic education,
TVET, scholarships
DAAD: academic
partnerships, scholarships
JICA: social development
NORPART: academic
cooperation and mobility
NORPART: academic
cooperation and mobility
-
-
-
All previous VLIR-UOS interventions
40