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Plan Ceibal

The social and economic impact of jp.ik technology-based educational projects.

jp-inspiring knowledge (jp.ik) has more than 25 years of experience in the ICT (Information and Communications Technology) field, occupying a place of leadership and reference not only in its national market, but also internationally. Since the beginning JP-IK has been dedicated to the distribution of cutting-edge technological solutions and since 2008 jp.ik has invested in the field of ICT applied to Education.

Introduction

The Presidency of El Salvador is investing in Education as a national priority, in response to the vulnerabilities observed in the national Education system and in society itself.
The Presidential Programme “Una Niña, Un Niño, Una Computadora” (A Girl, A Boy, A Computer) was launched in 2015 under the supervision of the Salvadoran Ministry of Education, with the mission of improving the quality of the country’s Education, guaranteeing that teachers have the necessary knowledge to use technology in an educational context and promoting equality of opportunities for students in the access to ICT.
The basis of this initiative lies in the national production of the technological resources – baptised as Lempitas – to be given to each student and teacher. Another fundamental pillar of this initiative is teacher training, on behalf of a meaningful integration of technology in a teaching and learning context.

 

From Europe to Latin America, from Asia to the Middle East and North Africa and Sub- Saharan Africa JP-IK is present in more than 70 countries, leading a digital revolution in Education as an enabler for the modernization of the education system: empowering teachers and engaging students jp.inspiring knowledge, supports the “CEIBAL PLAN” project, the acronym “Ceibal” stands for “Conectividad Educativa de Informática Básica para el Aprendizaje en Líne” (“Education, Computer, Connectivity to Learn, unprecedented throughout the world for its national reach.”)

Over the past eight years, jp – inspiring knowledge (jp.ik) has been gathering knowledge and expertise regarding effective and efficient integration of high-level pedagogical and technological solutions in the field of education. In Uruguay, the main objective of Plan Ceibal with the help of jp.ik resources has been the improvement of learning and development conditions and also that every child had access to at least one laptop (LpC).
In this regard, jp.ik was part of this project, supplying over 260k laptops, and has worked to ensure that all students and schools have access to the Internet and to various tools and resources that have somehow boosted education in Uruguay.

Therefore, jp.ik’s vision and Plan Ceibal has involved teachers and school leaders more closely when introducing Computer Science (CS) education activities. This means that with this training students will obtain skills such as computational thinking, problemsolving, and collaboration.

Technology can take on two different roles, which must be addressed with different approaches. A role of technology is to facilitate actions that are impossible without it. This role allows to solve problems in the “old way”, which without technology Plan Ceibal could not solve. As an example of this, we can mention, regarding Ceibal, the country library and the teaching of English via videoconference.
Technology is changing the way we perceive our renditions; it is changing the way we relate to each other; it is changing the way we relate to causes and values; it is changing the way we access and collect information; it is changing the way we learn and live.

About Plan Ceibal

The Ceibal Plan was created in 2007 as a national education initiative launched by President Vasquez to incorporate digital devices into education, help bridge a digital gap in the country and provide schools with Internet access by introducing a variety of tools and resources to improve education in Uruguay.
Ceibal is Uruguay’s digital technology center for educational innovation at the service of public education policies. It promotes the integration of technology to improve learning and foster processes of innovation, inclusion, and personal growth.
Plan Ceibal has created school and afterschool activities, in coordination with ANEP1 (National Administration of Public Education), for students to learn computational thinking, robotics and coding skills. These efforts have created a culture where teachers and students are encouraged to use technology to explore innovative and practical applications. The initial top-down organizational structure of the Ceibal Plan allowed the relatively rapid implementation of the One Laptop per Child programme.

During the first years, Ceibal’s focus was on availability with the delivery of devices to students and teachers, as well as the Internet connection of educational centers and logistics to keep the system operating. Once this is cover up, the aim is to complement the delivery of equipment with professional teaching development and the incorporation of technological-educational programs.
The Plan Ceibal is a plan for inclusion and equal opportunities to support Uruguayan education policies with technology. Since its concept, each student entering the Uruguayan public education system has access to a computer for personal use and has a free Internet connection from the educational center.
Fifteen years after the Plan started, there is no access gap to the devices. With jp.ik’s help, more than 720,000 students and teachers have access to their own computer and internet in the classroom, the city educational centers have fiber optic and videoconferencing systems and, by using technology in platforms, mathematics, English, robotics and reading have been enhanced, among others.

Objectives

The Ceibal Center has become an innovation agency in technology and pedagogy at the service of the education system. The Ceibal Plan has made remarkable progress towards bridging the digital devices in Uruguay. It is too early to fully understand its impact, as many of its programmes are still expanding. However, Uruguay has been praised for introducing initiatives that foster a culture of innovation.
The Ceibal Plan believes that technology improves education as it creates innovative pedagogical experiences and educational activities that could not be carried out otherwise, such as distance learning, personalization through platforms, distribution of digital books, or the development of combined educational strategies.

Initiative’s main objectives

Digital Inclusion

Graduate Employability

National Digital Culture

Higher-order Thinking Skills

Gender Equity

Student Motivation

Initiative’s main objectives

2007 – 2009: Delivery of devices and Internet connectivity for schools. In this stage devices were delivered to students, teachers and schools were connected to the internet.

2010 – 2012: Deployment of platforms and teacher support. Emphasis shifted to encouraging the use of computers. A new position was created, the Ceibal Support Teacher (MAC), together with multiple platforms for teacher work management, online assessment, and education.
1. Digital Library
2. Adaptive Mathematics Platform (PAM)
3. CREA Platform
4. Online Evaluation System

2013 – 2019: Technologies as accelerators for new pedagogies. The objective is to transform teaching practices through the integration of computers into the learning process. As of 2014, the technological deployment and software programs were maintained, but the use of technology as an accelerator for customized learning processes was increased. Plan Ceibal implements a series of initiatives that put into practice the latest concepts and proposals of contemporary educational knowledge. These initiatives’ objectives, content and design make them examples of “new pedagogies”.

2020 – 2025: In 2020, Plan Ceibal began to transition a fourth phase adjusting its proposals to the needs of the teaching staff through the design of user experiences, increased communication with the education communities and coordination opportunities with ANEP. The aim is to strengthen inter-agency processes within the education system, for example, the creation of the Inter-Agency Data Board composed of Plan Ceibal, ANEP, MEC and INEED. The aim is to enhance international exchanges on the integration of education technologies.

The access to technological devices must necessarily be accompanied by a democratization in access to knowledge

In Uruguay, the only way for all students to access study and reading books is through digital formats. Therefore, the Digital Library was created, allowing access to teachers and students to all the specific contents of textbooks needed to study, as well as entertaining books. In 2015, it was included the opportunity for retirees to access this library. Finally, Plan Ceibal managed to create access to the Digital Library for any Uruguayan resident, and in December 2018, it was launched with the first 4,000 resources available. In this first year, the Library is constantly growing in the number of books and subscribers.
Another example of the impact of technology on methods of teaching and learning is the Ceibal program in English. This arises to respond to the lack of English teachers in Uruguay, to teach the language in all primary education, especially in cities further away from the capital. Jp.ik together with Plan Ceibal developed a network of videoconferences to provide classes in all public centers so that students can learn remotely with teachers from different parts of the world. Thus, the company managed to go from 30,000 children who received English classes to more than 110,000 throughout the country.
Another important role of technologies is to become accelerators of new pedagogies. Therefore, the Ceibal Center focuses on the approach of new pedagogies for Deep Learning through student-centered methodologies. Together with the National Public Education Administration (ANEP), Ceibal joined a set of countries that make up the Global Learning Network; where work is promoted by projects linked to the environment, the center of learning is in the students and teachers and directors are the key actors of this transformation.
In most cases, these projects are linked to technology.

Pedagogical practices and learning environments

Plan Ceibal’s motto is “learning by doing”. Each student is placed at the center of the learning process, which is supported by technology.
They promote collaborative workspaces where they foster a culture of doing and project-based learning. This approach develops key skills for the world we live in.
The use of virtual platforms and digital resources allows learning to take place outside the classroom, extending teaching time and transforming other spaces outside the school into learning spaces. With this technological deployment it is possible to test innovative models such as teaching through videoconferencing.

This ubiquitous learning also allows for greater family involvement; families are catalysts for learning and are also a key pillar of the blended education and global distance learning models that have broadened their scope in recent years.
Beyond the use of technology, Plan Ceibal aims to understand and create technology, learn new languages, and create innovative solutions. To this end, they have developed projects such as STEM that stimulate curiosity, creativity, and computational thinking to be used in any subject.
Among the countries of the NETWORK, the technological changes that have occurred in recent years have defined a completely different world, which requires students to handle certain basic skills, centered on the so-called 6 Cs:

Collaboration

Citizenship

Communication

Critical Thinking

Character

Creativity

However, these technological changes, linked with social changes, call on teachers, more than ever, to accept the challenge of having young people interested in school. Therefore, it is important to think of different pedagogical proposals, so that they remain in the center as much time as possible and that this place becomes fundamental for the support and training of children and young people.

For this difficult task, it is necessary to increase the teaching role, the value given to them in society, but Plan Ceibal also set our sights on a horizon for all.

Collaborative networking, between centers and teachers, is the best way to make sustainable changes. For this to take place, it is essential to have spaces for teachers to share, innovate the curriculum and the educational proposals.
If we want young innovators, we must have innovative teachers. Innovation comes from the environments where children are formed. In addition to working with students, collaboration must happen between teachers and schools. Exchanging ideas generates a virtuous circle in which, based on partnership, more and better ideas are generated.

Teacher’s professional development

It is essential to promote the professional development of teachers to enable the implementation of models and tools, and the use of technologies to enrich pedagogical proposals. The aim is to support teaching staff in their transition to “versatile professionals who believe in their ability to transform themselves, becoming ‘knowledge teachers’, inducers of knowledge’, rather than knowledge teachers”.
This proposal is also based on a set of standards (ISTE-CEIBAL) that promotes the development of teachers as learning subjects, their leadership skills, exercise their digital citizenship, collaborate, facilitate, analyze, and design their pedagogical practices.

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]]> El Salvador: Fuelling the country’s development through Education https://www.jpik.com/el-salvador-fuelling-the-countrys-development-through-education/ Tue, 21 Jul 2026 08:00:53 +0000 https://www.jpik.com/?p=21611

El Salvador: Fuelling the country’s development through Education

The social and economic impact of jp.ik technology-based educational projects.

Executive Summary

Technology plays a crucial role in providing access to quality Education, when pedagogically driven. When Education reaches wider quality standards, it has a positive impact on the social and economic development of countries. In this scenario, the inclusion of technology from an early age in educational environments is simultaneously a challenge and a mandatory requirement for participation and success in globalized societies.

The Presidency of El Salvador is investing in Education as a national priority, in response to the vulnerabilities observed in the national Education system and in society itself.
The Presidential Programme “Una Niña, Un Niño, Una Computadora” (A Girl, A Boy, A Computer) was launched in 2015 under the supervision of the Salvadoran Ministry of Education, with the mission of improving the quality of the country’s Education, guaranteeing that teachers have the necessary knowledge to use technology in an educational context and promoting equality of opportunities for students in the access to ICT.
The basis of this initiative lies in the national production of the technological resources – baptised as Lempitas – to be given to each student and teacher. Another fundamental pillar of this initiative is teacher training, on behalf of a meaningful integration of technology in a teaching and learning context.

For the execution of a national project of this importance and reach, the Government of El Salvador selected jp.ik as the partner entity for the design, implementation and management of the project. jp.ikz became responsible for the manufacturing of educational devices, the technical and pedagogical training of the local entities and the entire project’s consultancy on medium and long term.
Inaugurated at the beginning of 2016, the industrial unit has a daily production capacity of around 100 technological devices. In its first year of activity, 32 thousand Lempitas are expected to be assembled; those will be delivered to 1.177 public educational establishments of El Salvador. In the first three years of the project, it is expected a production of 90 thousand devices.
With a huge potential for diversification and growth, the programme “Una Niña, Un Niño, Una Computadora” will continue to benefit from the supervision, consultancy and support of jp.ik in El Salvador, confirming itself as a successful implementation of the technology-based educational projects of jp.ik.

Education Transformation in El Salvador

In 2014, out of a population of 6.1 million people, 1.62 million Salvadoran students were enrolled in primary and secondary school. With a very young population, El Salvador was lagging behind the ideal numbers: between 2009 and 2014, students enrolled at all levels of Education in the country decreased by about 2.7 percent.

Faced with this scenario, the Presidency of El Salvador named “Security, Education, and Employment” as the main priorities for the country, also envisioning Education as the basis of social and economic growth, with an impact on all the other axes of society.
The watchword was “improvement” and it should reach security, enrolment rates, school infrastructure, teaching quality and technological resources.

The Presidential Programme “Una Niña, Un Niño, Una Computadora” began to take shape in 2011, but it was only in 2015 that it was officially launched by the former Minister of Education and current President of the Republic of El Salvador, Salvador Sánchez Cerén, under the supervision of the Ministry of Education.

This ambitious programme of transformation of El Salvador society is based on three axes – equipment, connectivity and teacher training – and has two primary objectives:

  1. That each Salvadoran child has access to a computer at their school or educational centre;
  2.  That the Salvadoran teachers use the best technological tools in their day-to-day, as well as in their professional development and career progression.

The target audience of the programme is thus the students and teachers of all the public educational institutions of El Salvador that have not benefitted yet from technological resources, as well as all the members of the educational community.
The master training strategy for the pedagogical integration of the technology in a learning context will reach thirty-five thousand teachers, with the second phase of the operation already underway, with recourse to b-learning platforms.
In addition to the Presidential Programme “Una Niña, Un Niño, Una Computadora” the Salvadoran Government is also focused on the National Literacy Programme, the National Teacher Training Programme and on the training of the National Education Council.

“
“The key issue here is the preparation of the Teacher, so that good use may be made of the resource that is being provided in the classroom, to speed up and reinforce what is being taught and to guarantee better quality learning by the students”

– Erlinda Hándal, Deputy Minister for Science and Technology of El Salvador

jp.ik technology-based educational projects and experience in LATAM

As a long-time visionary for the best contribution of ICT in people’s lives, since 2008, jp.ik has been a prominent stakeholder on the Education market, with a very unique value proposition – the ability to design, execute and deploy turnkey Education projects and solutions worldwide.
The know-how acquired in these projects make jp.ik the referral partner to integrate technology in Education, under a “glocal framework” – using global understanding and expertise to act locally, addressing the specific needs and context of each country and client.
This type of project is covered by three key dimensions – Technology, Engineering and Training – which define Inspiring Knowledge Ecosystem, including a vast range of associated competences and services:

  1. The design and management of the technological-educational project;
  2. The identification of relevant local partners;
  3. The implementation of industrial units in situ, including technical assistance centres;
  4. The definition and implementation of logistics services to support the project;
  5. The specialised technical training of the workforce;
  6. The pedagogical training of the educational agents: from the elements of the Ministry of Education to the learning community;
  7. Permanent consultancy in monitoring the life cycle of the project.

jp.ik has been working closely with Government’s Leaders, Education ministries teams’ and relevant stakeholders to develop integrated end-to-end solutions to address high-level and policy implementation needs, as well as the needs from Students and Teachers.
This value proposition is based on a model of knowledge transfer, professional development and job creation, with an impact that covers not only the educational community, but also the economic, social and political spheres of the region. The ultimate objective of these projects is to promote, in the medium-term, the sustainable development of societies.
jp.ik is present in over 80 countries, with more than 20 large-scale Education Projects implemented, 9 million student devices deployed and more than 500 master trainers (with the capacity to reach thousands of teachers) directly capacitated. The LATAM region represents its main market in the last 8 years.
Specifically in LATAM countries, there is a long-term focus on sustainable economic development underpinned by quality Education accessible to the entire population, which is in line with jp.ik’s business vision. jp.ik has been working in this region since 2009 on national educational initiatives, having begun with the design and delivery of technological solutions, and having
then evolved towards integrated technological projects to transform Education systems. Bolivia, Venezuela, Argentina, Uruguay, Mexico, Panama and Brazil are the main countries with which jp.ik has worked side by side.

“
“Together with the Salvadoran Government, we have transferred technical and technological knowledge, and trained dedicated, passionate and highly talented workers. Our experience played an important role, but Salvadoran intelligence and hard work marked the difference on this very special project”

– Jorge Sá Couto, Chairman of jp.ik

Una Niña, Un Niño, Una Computadora
(A Girl, A Boy, A Computer)

Based on its experience in LATAM, jp.ik has been creating a body of solid and sustainable knowledge on the economic, social and educational reality in this region.
After some isolated contracts to supply educational devices in previous years, and given the ambition of the project “Una Niña, Un Niño, Una Computadora”, the Government of El Salvador selected jp.ik as the partner mentity for the design and implementation of the local production unit of the devices to be delivered within the scope of the programme.
The refurbishment of an old centre of equipment reconditioning services represented an initial public investment of $778.616 USD, giving birth to the first technological assembly plant in El Salvador, with a unique model in Central America.
From the viewpoint of Industrial Engineering (the key component of  this project), jp.ik provided the following services:

• Engineering Services for the Definition and Design of the assembly line, including the definition of the Production and Optimisation Processes, Production and Maintenance Plans as well as Hygiene and Occupational Safety Plans;
• Training Services, in order to sustain the knowledge’ transfer needed to guarantee the greatest possible autonomy of local industrial managers.

Regarding Local Technical Support, jp.ik provided a technical team of specialists to support the local managers in industrial production, providing permanent support to the project and minimising impacts, namely in modules such as Technical Support, Diagnostics and Quality Control.

At the same time, jp.ik provided supplementary support services, guaranteeing the fulfilment of all the contracted requirements, such as the Creation of BIOS and customised software images, the permanent supply of equipment, industrial tools and all the components necessary for the assembly of the devices.
The production unit of the project “Una Niña, Un Niño, Una Computadora” is located in the city of Zacatecoluca, 61 km from the country’s capital, San Salvador. The factory extends over a total area of 3 thousand square meters, including the warehouse spaces, technical and engineering areas, production line and administrative services.
The assembly line is designed to respond to the following 10 production stages:

    1. Internal logistics;
    2. Preparation of raw materials with delivery to assembly posts;
    3. Assembly;
    4. Updating of firmwares and calibrations;
    5. Mechanical and Cosmetic Inspection;
    6. Automatic quality control;
    7. Software installation;
    8. Final (functional and cosmetic) quality control;
    9. Packaging;
    10. Storage.

At the same time, there are also other ongoing processes to support the handling of non-conformities and reverse logistics. With a production capacity of about 100 computers, the implementation of this unit enabled the creation of 20 (direct) jobs, associated to the Assembly and Support, Quality Management, Operations and Logistics areas.

“
“Our aim is to obtain an inclusive social and economic impact from the computer assembly plant. The importance of this project in the economic sector lies in, as a country, having the experience and ability to sustain our own development.”

– Salvador Sánchez Cerén, President of the Republic of El Salvador

Creating impact in Education. Building the future of a nation

“
“This project stands out as one ofthe most important references in terms of sustainability in the last few years.”

– Salvador Sánchez Cerén, President of the Republic of El Salvador

The official inauguration of the factory of Zacatecoluca, which took place at the beginning of 2016, was marked by the words of the President of the Republic of El Salvador, Salvador Sánchez Cerén.
The Ministry of Education of El Salvador baptised the educational devices as Lempitas, since he wished to make reference to the River Lempa, the largest river of the country and one of the largest of Central America. Until the end of the first year of production in the country, the programme “Una Niña, Un Niño, Una Computadora” is expected to deliver 32 thousand Lempitas to students and teachers of 1.177 public educational establishments, while at the same time establishing all the conditions for connectivity in these educational centres. With this first investment, it is estimated that the country will be able to decrease the digital divide over a period of three years.
The implemented industrial unit is strategically oriented towards educational purposes. However, in the medium-term, the Government of El Salvador intends to increase its specialisation capacity, production volumes and quality levels. Only in this way will it be possible for production to gain customisation competences and to diversify the offer, in order to enter other vertical sectors of the local IT and electronics market.

“Una Niña Un Niño, Una Computadora” is a clear representation of the way in which jp.ik believes that technology can contribute to a Quality Education and Sustainable Development of Countries, through its reach, transversality and total integration of technology in the different dimensions of society.
El Salvador is shaping the forefront of its evolution, improving the economic and technological competitiveness index of the country by transforming its Education system. By promoting equality of opportunities in the access to the best technological resources, transferring knowledge and experience in what concerns meaningful ways to use and benefit from them, El Salvador is building a society of qualified professionals, with the competences to guarantee the sustained growth of the country.

“
“El Salvador is an example for many other countries that do not want to remain in the past in terms of Education”

– Jorge Sá Couto, Chairman of jp.ik

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]]> Bolivia: A Sustainable Education Project. The Development of a Nation. https://www.jpik.com/bolivia-a-sustainable-education-project-the-development-of-a-nation/ Mon, 20 Jul 2026 11:11:18 +0000 https://www.jpik.com/?p=21590

Bolivia: A Sustainable Education Project. The Development of a Nation.

Just a few years ago, it was hard to believe that Bolivia would ever be able to build a project that would revolutionize the country’s Education, Productive Development and Technological Readiness. But they made it.

Bolivia is now an excellence model in the implementation of a technological project, which started with educational purposes to
become a provider of wider scope solutions for the country.

jp.ik is honored to be a key stakeholder in this project. Our knowledge transfer fuels a continuous initiative that is delivering the best outcome for people, communities and Bolivia as a whole, promoting long-term competitiveness and sustainability.

In 2010, Bolivia started investing in an Education revolution, with a set of goals that would end up fusing with an ambitious plan of the country’s Industrialization, released in 2012 by the Ministry of Education along with the Ministry of Productive Development and Plural Economy.
One of the main purposes of this plan was the ICT integration in the Education system of a country where only 24% of households had access to a computer.

With the support of jp.ik, in 2013, the Government created Quipus, a public company dedicated to the implementation of a technological education project: in Bolivia and for Bolivia. In less than one year, the very first assembly plant of the country has already produced 150.000 student devices, delivered to each one of high school finalists.
Quipus is now diversifying its product offer, aiming at covering more school years and reaching other key sectors like Health and
Telecommunications.
It all started with an Education Revolution, but now, Bolivia is living the Technological Revolution. A new future is about to come.

A success story

Envisioning Bolivia as a unique scenario,jp.ik faced this challenge, its context, the local culture and history, considering the commitments and hopes at all levels, from the Government to educators, from the students to their families and the community as a whole. The engagement of the Bolivian people and the collaboration between the different stakeholders established

The Industrial Production

Nation-wide Distribution

Flipping the School Experience

All in this together

The Industrial Production

Texturbol: when the old becomes new

The refurbishment of an old textile factory gave birth to the first assembly plant in Bolivia. Texturbol is managed by Quipus with the consultancy of jp.ik and, in only a few months, it has produced 150.000 student devices.
At full capacity, Texturbol runs three shifts of 60 people each, producing up to 2700 devices every 24 hours. These shifts comprehend not only the production, but also the quality control, logistics and administrative services. At the moment, Texturbol is assembling not only laptops, but tablets as well. The technical qualification was a key step for the implementation of Texturbol as a highly productive plant: jp.ik performed an intensive process of knowledge transfer in order to ensure effectiveness and efficiency.

Kalutaca: the final project

The Kalutaca plant is the final assembly plant of the project; it is still under construction, and it will accommodate up to 800 workers in just one shift.
This plant will have more complex and diversified production process, with the ability of producing WI-Fi boards, motherboards and RAM memories.

Quipus: a Bolivian company for the Bolivian people

Quipus may be a brand new company, but within little time, it has gained ground in delivering meaningful technological solutions.
The company name itself is full of meaning: ‘Quipus’ was an ancient technology created and used by the Aymaras for accounting purposes and mnemonics records. The main goal was to bring the invaluable ancient culture to the new technologies field, reinforcing the country’s attachment to its history.
With the support from the Ministry of Productive Development and Plural Economy, the 60 people working in Quipus have built a responsible and committed company that works proudly for the Bolivian People.

The future will bring the diversification of its product offer, not only for covering more school years but also to reach the general public. These new solutions will be made available at a very affordable price, including, for example, servers and digital TV decoders.

“
“Technology produced in Bolivia, with our own hands”

– Camilo Morales, Viceminister of Productive Development and Plural Economy

Nation-wide Distribution

Celebration Education

El Alto, the regional department where both plants are based, was the first to receive a massive handover ceremony of student devices, making the delight of 15.000 high school finalists. Pando was the latest regional department to receive such an event.
The President Evo Morales attended all the ceremonies celebrated in the nine Bolivian departments. These events marked the start of a dream come true: making Education in Bolivia accessible to all.

All deadlines count

It was not an easy task, but in just a few months, Quipus produced and delivered 150.000 student devices all over the country.

Meeting the deadlines required big efforts from all the dynamic groups involved, starting with the Production and ending with the Delivery team. Both Quipus and the Ministries consider that complying with the established production and delivery times was one of the main targets achieved by the project so far.

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“The creation of Quipus proved that Bolivians are resilient people, and made them believe in the possibility to set more distant goals”

– Ana Teresa Morales, Minister of Productive Development and Plural Economy

Flipping the School Experience

An entirely new classroom routine

The introduction of technology in the classrooms of High School senior year is changing the daily life of students and teachers. The impact is even higher in regions where most people – whether youngsters or adults – have never touched a computer.

A question of motivation…

And self-confidence. With a ful set of new technology tools, the school community is living a double phenomenon: teachers are empowered to be more creative and go further in their classes, and students gain a new vision for their future, feeling entirely prepared to continue studies and succeed in their own country.

The importance of educational content

Quipus has been working with the Ministry of Education and software developers in order to focus more on the educational content specifically developed for each school year.

At the moment, there is an eBook platform with more than 2.000 books and over 40 educational apps available that can be accessed from each student device. This investment will take the technology integration in the classroom to a whole new level.

“
“International entities recognize Bolivia as the state that has invested the most in Education”

– Evo Morales, President of Bolivia

All in this together

The collaboration between stakeholders

One of the main reasons for the success of this project was the dynamic collaboration – from its beginning – between the Ministry of Education and the Ministry of Productive Development and Plural Economy, along with the key stakeholders like jp.ik, which has always been supporting the process in loco.

Inspiring knowledge in Bolivia

The knowledge transfer is one of the main assets of jp.ik when helping nations like Bolivia design and implement their own technological project for Education. From Industrial Engineering to Asset Management, and from the Building of Infrastructures to Pedagogic Training, jp.ik is honored to play a role in the implementation of such a project over time, covering all the stages.

At jp.ik, we believe in the importance of collaborative work, sharing what we know best with countries that are full of potential and willing to make a change in their people’s lives.

Education is the one best way.

“
“The Bolivian project constitutes a proof-of-concept of the turnkey solutions developed by jp.ik, in order to help nations invest in Education. Other countries should look at Bolivia as an example.””

– Jorge Sá Couto, Chairman of jp.ik

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