Project “Children Reading and Nourished” (CREAN), 
Nicaragua – Final Evaluation Report
Program: McGovern-Dole International Food for Education and Child 
Nutrition 
Agreement Number: FFE-524-2014/045-00
Funding Year: Fiscal Year 2014 
Project Duration: 2015-2018 
Implemented by: World Vision
Evaluation Authored by: González Consultores
Briones, Jorge Ulises González 
Abaunza, Humberto
Brenes, Roberto
Blanco, Ovidio
 
DISCLAIMER: This evaluation was conducted by an independent third party firm. The views 
expressed in this report do not necessarily reflect the views of the United States Department of 
Agriculture or the United States Government. 
Accessibility Note: An accesible version of this report is available upon requestion. Please email: 
FAS.Monitoring.Evaluation@usda.gov
Glossary and terms:
 
BL Baseline
CAE School Feeding Committee
CREAN Children Reading and Nourish Project
DME Directorate of Monitoring and Evaluation (CREAN)
FE Final Evaluation
EGRA Early Grade Reading Assessment
OS Operative Strategy 
SS Substantive Strategy
FAO Food and Agriculture Organization
IDEL Dynamic Indicators of Reading Success
OECD-DAC Quality Standards for Development Evaluation
OE Operational Strategy
MINED Ministry of Education
MINSA Ministry of Health
MTE Mid Term Evaluation
MGD McGovern Dole Indicators Guide
PINE Integral School Nutrition Program
PNDH National Human Development Plan of the Government of Nicaragua
PTA Parent Teacher Association
SIGES Monitoring and Project Management Control System
SMART Specific, measurable, attainable, relevant, and time-bound
TDR Term of Reference
UNICEF United Nations International Children's Emergency Fund
UNEG United Nations Evaluation Group
USDA United States Department of Agriculture
WV World Vision
Contents 
Executive Summary......................................................................................................... 1
1. Introduction ............................................................................................................. 2
a) Background.............................................................................................................................. 3
b) Rationale and Purpose of the Evaluation................................................................................ 4
c) Objectives of the Evaluation ................................................................................................... 4
d) Project Indicators.................................................................................................................... 4
2. Documentary Review ............................................................................................... 4
3. Evaluation Methodology .......................................................................................... 5
a. Evaluation Design.................................................................................................................... 5
b. Study Population ..................................................................................................................... 5
c. Qualitative Research ............................................................................................................... 5
d. Quantitative Research............................................................................................................. 6
e. Sample Size.............................................................................................................................. 9
f. Design and Sampling Plan ..................................................................................................... 10
g. Data and Tools Collection Process ........................................................................................ 10
h. Data Analysis......................................................................................................................... 11
i. Data Management and Quality Assurance ........................................................................... 11
4. Challenges and Limitations of the Study................................................................. 12
5. Evaluation Findings ................................................................................................ 12
a) Relevance .............................................................................................................................. 12
b) Efficiency ............................................................................................................................... 14
c) Effectiveness ......................................................................................................................... 15
d) Impact.................................................................................................................................... 37
6. Challenges and lessons learned. ............................................................................. 39
a. Challenges. ............................................................................................................................ 39
b. Lessons Learned .................................................................................................................... 39
7. Conclusions............................................................................................................ 40
a. Relevance .............................................................................................................................. 40
b. Efficiency ............................................................................................................................... 40
c. Effectiveness ......................................................................................................................... 40
d. Impact.................................................................................................................................... 41
8. Recommendations ................................................................................................. 41
a. Relevance .............................................................................................................................. 41
b. Efficiency ............................................................................................................................... 42
c. Effectiveness. ........................................................................................................................ 42
d. Impact.................................................................................................................................... 43
References .................................................................................................................... 44
Annex............................................................................................................................ 45
LIST OF TABLE AND GRAPHS
Table 1: List of indicators reviewed through semi-annual reports, CREAN Project management reports, and the 
Monitoring and Project Management Control System....................................................................................... 6
Table 2 Results indicators to investigate by primary source. ............................................................................. 8
Table 3 Sampling data for each target population and the quantitative instrument that was applied............. 9
Table 4: Total units applied by municipality ..................................................................................................... 10
Table 5 Average results obtained in the different sections of the EGRA test ................................................... 17
Table 6 Percentage of female students, who at the end of two grades of primary education, demonstrate that 
they can read and understand as stipulated for the grade. ............................................................................. 18
Table 7 Percentage of male students, who, at the end of two grades of primary education, demonstrate that 
they can read and understand as stipulated for the degree. ........................................................................... 18
Table 8 Percentage of students, who at the end of two grades of primary education, demonstrate that they 
can read and understand according to what is stipulated for the degree. ...................................................... 18
Table 9 IDEL standards according to school period for third grade.................................................................. 19
Table 10 IDEL Standard for mid-year school for third grade by sex and department, for reading fluency. ..... 19
Table 11 Access to school supplies, school supplies, and teaching materials .................................................. 20
Table 12 Capacities and knowledge of teachers, according to the MINED curricular competence. ................ 21
Table 13 Percentage of teachers and school administrators trained or certified as a result of USDA assistance
.......................................................................................................................................................................... 21
Table 14 Capacities and knowledge of teachers, according to the MINED curricular competence. ................ 23
Table 15 Percentage of students who have improved their attentiveness in the classroom identified by their 
teachers (data collected during a single day, on a quarterly basis), by department, municipality and sex..... 23
Table 16 Improve student attendance.............................................................................................................. 26
Table 17 Community understanding of the benefits of education. .................................................................. 26
Table 18 Percentage of education benefits named. ......................................................................................... 26
Table 19 Percentage of girls of school age who receive a minimum acceptable diet. By department and 
municipality ...................................................................................................................................................... 28
Table 20 Percentage of school-age boys who receive a minimum acceptable diet. By department and 
municipality. ..................................................................................................................................................... 28
Table 21 Number of students (girls and boys) from target schools that can identify at least one local source of 
information on good health practices, for example, community health clinics. Disaggregated by department 
and municipality............................................................................................................................................... 29
Table 22 Number of parents of target schools that can identify at least one local source of information on good 
health practices, for example; community health clinics. ................................................................................ 30
Table 23 Percentage of students in the target schools that obtain a passing score in a test on good hygiene 
and sanitation practices. .................................................................................................................................. 31
Table 24 Number of parents of target schools that can identify at least three important practices in hygiene 
and sanitation (e.i. latrine use)......................................................................................................................... 31
Table 25 Important hygiene and sanitation practices identified by parents.................................................... 32
Table 26 Number of food preparers / handlers in target communities that can identify at least three key 
practices aimed at safe food preparation. ....................................................................................................... 32
Table 27 Important hygiene and sanitation practices identified by parents................................................... 32
Table 28 Number of food preparers who achieve a passing grade in a food preparation and storage test. 
Disaggregated by department and municipality.............................................................................................. 33
Table 29 Important hygiene and sanitation practices identified by parents.................................................... 33
Table 30 Increased Knowledge of Nutrition ..................................................................................................... 34
Table 31 Access to drinking water and sanitation services.............................................................................. 35
Table 32 Identification of knowledge and practice for food preparation and storage..................................... 36
Graph 1 Annual evolution of children served with school feeding 2015 to 2018. ............................................ 25
Annex 1 Indicator Summary Table.................................................................................................................... 45
Annex 2 Matrix of Final Evaluation of the CREAN Project................................................................................ 49
Annex 3 Terms of reference for the final evaluation consultancy of the CREAN Project, November 2018. TDR 
Final evaluation CREAN Project........................................................................................................................ 54
Annex 4 Instruments for the collection of qualitative information. Final evaluation of the CREAN Project, June 
2019. Qualitative instruments.......................................................................................................................... 54
Annex 5 Percentage of students by sex, who at the end of two grades of primary education, demonstrate 
that they can read and understand as stipulated for the degree. Disaggregated by department and 
municipalities. .................................................................................................................................................. 54
Annex 6 Students and hygiene practices......................................................................................................... 54
Annex 7 Matrix of Substantive and Operational Strategies............................................................................. 55
Annex 8 Qualitative Techniques Applied ......................................................................................................... 57
Annex 9 List of focus groups carried out........................................................................................................... 57
Annex 10 Educational materials developed within the framework of the CREAN Project (2015-2018) Access
in: https://drive.google.com/open?id=1Qw8gKCXXO6zyt6keD96I4cOBJvpCt1bB........................................... 57
1 
Executive Summary
World Vision (WV) signed a financing agreement with the United States Department of Agriculture 
(USDA) McGovern-Dole International Food for Education and Child Nutrition Program to implement 
the Children Reading and Nourished Project (CREAN). 
Between 2015 and 2018 the CREAN Project was proposed to benefit 38,000 students (annual 
average) and 2,000 teachers from 613 schools in 8 municipalities located in the departments of León 
(Achuapa, El Sauce, Santa Rosa del Peñón, El Jicaral) and Estelí (San Nicolás, Limay, La Trinidad and 
Estelí) in Nicaragua, where WV has had an operational presence and credibility. The main partners 
of the project were the Ministry of Education (MINED) and the Ministry of Health (MINSA). CREAN 
Project also coordinated with NGOs and educational community actors such as the School Feeding 
Committees (CAE) and Parent-Teacher Associations (PTA).
This document describes the objectives, goals, and results of the CREAN Project’s final evaluation. 
In this process, the key criteria of relevance, efficiency, effectiveness, and impact were used. The 
questions that guided the evaluation were the following:
• Did the project address the priority issues facing the target areas and communities?
• Was the project in line with government policies?
• Were contributions (personnel, time, financial resources, and equipment) used in the best 
way to achieve project results?
• Were the goals of the activities, products and expected results achieved?
• What changes are observed in the life of the target group product of project 
implementation?
The evaluation used mixed methods, cross referencing, quantitative and qualitative information 
from the field work with the information produced by the CREAN Project Monitoring and 
Management Control System.
Main results. 
The CREAN Project met the urgent needs of the population served. It creatively linked the rules and 
policies of WV with the Education Strategy of the Government of Nicaragua and inserted 
pragmatically into the operational processes of the MINED to achieve the goals set.
Education, school feeding, access to supplies, school supplies, and teaching materials.
The CREAN project strengthened the learning abilities of children. The results of these learnings 
show that 43% of third-grade children read and understand a text according to their age, exceeding 
the results of the baseline that were 29%.
To strengthen the teaching and learning process, textbooks (76,100) and teaching materials have 
been positively valued by the educational community; highlighting reading corners, traveling 
backpacks and small libraries.
The departmental delegates of the MINED in León and Estelí stressed that the training strategy for 
the directors of schools and teachers contributed to improving the quality of the teaching process 
of student reading, including 244 directors and officials, and 2,312 teachers.
The CREAN Project provided an annual average of 38,000 students with school meals during 160 
working days of class per year. During the life of the project, a total 60,5741 school children (31,036 
boys and 29,538 girls) were served meals. 
This activity encouraged school attendance, with an average total of 21,652 girls and 21,526 boys 
regularly attended class. Additionally, teachers stressed that 85% of students attended the 
orientations in classrooms.
The CREAN Project strengthened the organization and social participation of 445 School Councils 
(PTA), of the 540 established as a goal throughout the execution period.
Health, nutrition, and sanitation.
The actual result of the project was 97% of the girls and 94% of the boys surveyed reached the 
minimum acceptable diet, that is, when a child meets the minimum frequency of feeding and the 
diversity of minimum feeding for their age, then, you are considered to receive a minimum 
acceptable diet.
The promotion of the Hygiene Club, the provision of a hygiene kit, and constant training on health, 
nutrition and sanitation, reflect satisfactory results in school children and the recognition of good 
practices in health, nutrition, and hygiene. We found that 93% of the surveyed children successfully 
performed the hand washing test (see educational material in Annex 14).
The CREAN Project set out to establish 135 school gardens and 60 demonstration plots in order to 
benefit 6,060 children and 270 teachers. The final results show that 270 school gardens and 60 
demonstration plots were established, benefiting 4,600 students and 245 teachers.
The participation of community school volunteers guaranteed the required workforce, specifically 
the CAE. The CREAN Project guaranteed technical supervision with the objective of complying with 
MINED construction standards and, in addition, provided schools with a hygiene kit consisting of 
hand soap and hand washing towels, as well as water filters, to guarantee safe water access to 
38,000 children.
1. Introduction 
This document presents the results of the final evaluation of the CREAN Project and is organized in 
5 chapters. The first corresponds to the documentary review. In the second, the methodology used 
is explained. In the third, the findings are presented, structured according to the evaluation criteria: 
relevance, efficiency, effectiveness, and impact. The lessons learned are described in the fourth 
chapter. The conclusions and recommendations in the fifth. In the end, there are bibliographic 
references and annexes.
1 This number of beneficiaries is accounted for as follows: new income year by year, numbers of children who benefited 
and are promoted from the primary to the secondary modality, during the life of the project.
a) Background 
On September 30, 2014, World Vision (WV) signed a financing agreement with the United States 
Department of Agriculture (USDA), through the McGovern-Dole International Food for Education 
and Child Nutrition Program, to implement the Children Reading and Nourished Project (CREAN) for 
a period of 3 years (2015-17). The agreement was modified several times, being the last signature 
in July 2019, extending the implementation of the project until December 31, 2019. The agreement 
between WV and the Ministry of Education (MINED) was signed on January 30, 2015. The project 
initiated the first activities to beneficiaries as of April 2015.
The CREAN Project proposed to benefit 38,000 students and 2,000 teachers from 613 schools in 
vulnerable areas of 8 municipalities of the departments of León (Achuapa, El Sauce, Santa Rosa del 
Peñón, El Jicaral) and Estelí (San Nicolás, Limay, La Trinidad and Estelí), in Nicaragua, where WV has 
had an operational presence and credibility. The main partners of the project were the Ministry of 
Education (MINED) and the Ministry of Health (MINSA); CREAN Project also coordinated with NGOs 
and educational community actors such as the School Feeding Committees (CAE) and Parent￾Teacher Associations (PTA). Within the framework of their programming, the project established 
two strategic objectives: SO1: Improved literacy skills of school-age children and SO2: Increased Use 
of Health and Dietary Practices. 
The project objectives included: 
SO1 Improved Literacy of School-Age Children
MGD 1.1 Improved quality of literacy instruction
MGD 1.1.2 Better Access to School Supplies and Materials
MGD 1.1.3 Improved Literacy of Instructional Materials
MGD 1.1.4 Increased Skills and Knowledge of Teachers
MGD 1.1.5 Increased Skills and Knowledge of School Administrators
MGD 1.2 Improved attentiveness:
MGD 1.3 Improved student attendance:
MGD 1.4 Increased participation of local organizations and community groups:
1.2.1 Reduced Short-Term Hunger
1.3.5 Increased Community Understanding of Benefits of Education
1.2.1.1/1.3.1.1Increased Access to Food (School Feeding)
SO2: Increased use of health and dietary practices
MGD 2.1 Improved knowledge of health and hygiene practices.
MGD 2.2 Increased knowledge of safe food preparation and storage practices:
MGD 2.3 Increased knowledge of nutrition:
MGD 2.4 Increased access to clean water and sanitation services:
MGD 2.5 Increased access to preventive health (interventions):
MGD 2.6 Increased access to requisite food preparation and storage tools and equipment.
These objectives would be achieved through implementation, in coordination with the MINED, of a 
set of activities related to literacy, health, and nutrition, as well as the immediate provision of school 
materials and water and sanitation services (WASH) and capacity building in a favorable 
environment that contributes to improving school attendance and the attention of children during 
class hours, as well as enrollment in preschool and primary childhood in the departments of Estelí 
and León, following specific substantive and operational strategies. (See Annex 8: Matrix of 
substantive and operational strategies).
b) Rationale and Purpose of the Evaluation
The purpose of the evaluation was: to identify and measure the progress and/or limitations which 
occurred during implementation; determine and evaluate the progress towards the objectives 
proposed; identify best practices; and highlight the impact at community level.
This final evaluation is the culmination of an external analysis process, initiated with the baseline 
study (WV: 2015), subsequently reviewed (WV: 2016), continued with a mid-term evaluation (WV: 
2016) and including activities of the performance monitoring and evaluation plan. 
The baseline results (information on the needs, challenges, attitudes, and behaviors of the target 
groups) were used to establish the overall goals of the project and monitor the performance of 
implementation. The results of the mid-term evaluation (information on the effectiveness of the 
project in achieving its objectives, lessons learned, areas to be improved and challenges) led to 
prioritize and optimize resources to avoid duplicating efforts in terms of the number of performance 
indicators. It was also used to simplify and digitize field data to reduce the margin of error and 
improve efficiency.
c) Objectives of the Evaluation
The objective of the final evaluation was to analyze the degree of achievement of the goals, 
objectives, and results of the CREAN Project and how they have been met. Key learning and 
challenges were investigated; the strengths, opportunities, weaknesses and threats that the project 
went through and how they were completed; the potential effects or impacts of the project on the 
beneficiaries; knowledge, attitudes and practices at the community level regarding water, sanitation 
and hygiene (WASH) and nutrition issues; as well as teaching literacy skills and the importance of 
education.
The evaluation was carried out in all of the municipalities in which the project was implemented; 
Achuapa, El Sauce, Santa Rosa del Peñón, El Jicaral, San Nicolás, Limay, La Trinidad and Estelí located 
in the departments of León and Estelí respectively.
d) Project Indicators
In the initial CREAN Project design, 111 indicators were established to monitor and eventually 
evaluate the performance of its implementation. The Mid Term Evaluation (MTE) recommended the 
reduction of indicators, however, the project, in order not to harm the programming, continued 
with 111 indicators and proposed the reduction of targets that were above or below budget. The 
results of the level of compliance of the indicators for the evaluation are presented in the Summary 
Table of Indicators (See Annex 1). 
2. Documentary Review
The purposes of the documentary review were: i) Expand and deepen the team's knowledge about 
the CREAN Project; ii) Focus the planning (evaluation protocol) of the evaluation information 
collection activities; iii) Enrich the design and discussion of the evaluation results taking into account 
the findings of research and other relevant evaluations and meta-evaluations and important issues 
that have been raised in the specialized literature; iv) Refine the tools and instruments to be used; 
and v) Identify, diagnose and analyze the main factors and interrelations involved in the general 
theme of the CREAN Project. 
It was reviewed from the beginning and throughout the entire evaluation period: the base 
documentation provided by WV; relevant evaluations of available projects, paradigms, theories, 
concepts, models and approaches that have been adopted by decision makers and specialists in the 
theme of the intervention of the CREAN Project.
3. Evaluation Methodology 
a. Evaluation Design
The evaluation employs a mixed approach combining qualitative and quantitative methods:
• Quantitative methods (surveys of students, parents, teachers, principals of schools; EGRA
test; and observation test of schools). 
• Qualitative methods (documentary review; focus groups with students, teachers, parents, 
and students; interviews with school directors, municipal and departmental delegates of 
the MINED and CREAN Project staff).
• Quantitative and qualitative information produced by the CREAN Project Monitoring and 
Management Control System.
Based on the purposes and evaluation criteria, the information was cross-referenced to ensure 
consistency, credibility, and reliability. The findings and conclusions are based on meaningful and 
informed interpretations. The lessons learned may be considered in future WV initiatives, taking 
into account specific contexts.
b. Study Population
For this study, the population universe established in the terms of reference was taken as a 
reference, the calculation of the sample was dependent on the target value of each indicator that 
implied the selection of different sample sizes based on the related causes and characteristics of 
each indicator established in the CREAN Project Monitoring and Evaluation plan.
It was taken as a reference for sample selection, 38,000 students and 2,000 teaching staff members 
from 613 schools located in the municipalities of Achuapa, El Sauce, Santa Rosa del Peñón, El Jicaral, 
San Nicolás, Limay, La Trinidad and Estelí in the departments of León and Estelí respectively. 
c. Qualitative Research
The main qualitative techniques used in the evaluation were: in-depth individual interviews and 
focus groups. The participating subjects, the contents, and the number of activities were the 
following: 
• 16 interviews with school principals about the activities implemented by the project, the 
functions of the management of the schools, the participation of local organizations, the 
benefits to children, the assessment and recommendations to the project.
• 10 interviews with municipal and departmental officials of MINED on the general assessment 
of the project, the relationship between CREAN Project and MINED, and recommendations for 
future actions.
• 4 interviews with CREAN Project management (Director and DME) about the four evaluation 
criteria of the project.
• 8 focus groups with 5th and 6th-grade elementary students about their literacy experiences, 
traveling backpacks and reading fairs; new habits of nutrition, hygiene, and sanitary practices.
• 8 focus groups with parents of PTA and CAE family members on the benefits received by the 
project, the activities in which they participated, lessons learned and assessment of the project.
• 8 focus groups with teachers on the benefits of the project to children, the benefits received as 
teachers, and the assessment of the project and recommendations for future actions.
The information was documented by recording and/or notes with prior consent. During the 
interviews and focus groups discussions, “testimonials and citations” were identified to illustrate 
the findings. During the writing of the report, complementary interviews were conducted to address 
each and every one of the issues. In each of the activities, an attempt was made to establish an 
environment of security and trust that would foster in-depth dialogue.
d. Quantitative Research
In the investigative process an exhaustive review of the results of the indicators that were measured 
at the end of the CREAN Project implementation was made (See Annex 1: Summary table of results 
by indicator), carried out in two phases:
Phase 1: Documentary review through semiannual reports, CREAN Project management reports and 
the Monitoring and Project Management Control System, which were validated.
Table 1: List of indicators reviewed through semi-annual reports, CREAN Project management reports, and the 
Monitoring and Project Management Control System.
No. Indicador List of indicators
MGD SO1 Number of individuals benefiting directly from USDA-funded interventions (female)
Number of individuals benefiting directly from USDA-funded interventions (male)
Number of individuals benefiting indirectly from USDA-funded interventions.
Number of individuals benefiting directly from USDA-funded interventions (new)
Number of individuals benefiting directly from USDA-funded interventions 
(continuing)
MGD 1.1 Number of teachers in target schools who demonstrate improved literacy instruction 
as identified by supervisors, mentors, or coaches.
Result 1.1.2 Number of textbooks and other teaching and learning materials provided as a 
result of USDA assistance
Result 1.1.3 Number of target schools with supplemental reading materials available to 
students
Result 1.1.4 Number of teachers/educators/teaching assistants in target schools who 
demonstrate use of new and quality teaching techniques or tools as a result of USDA 
assistance.
Number of teachers/educators/teaching assistants trained or certified as a result 
of USDA assistance.
Result 1.1.5 Number of school administrators and officials in target schools who demonstrate 
use of new techniques or tools as a result of USDA assistance
Number of school administrators and officials trained or certified as a result of 
USDA assistance
Result 1.2.1 Number of daily school meals (breakfast, snack, lunch) provided to school-age 
children as a result of USDA assistance
Number of school-aged children receiving daily school meals (breakfast, snack, 
lunch) as a result of USDA assistance (male)
Number of school-aged children receiving daily school meals (breakfast, snack, 
lunch) as a result of USDA assistance (female)
Number of school-aged children receiving daily school meals (breakfast, snack, 
lunch) as a result of USDA assistance (new)
Number of school-aged children receiving daily school meals (breakfast, snack, 
lunch) as a result of USDA assistance (continuing)
Number of daily schools meals (breakfast, snack, lunch) provided to school staff as 
a result of USDA assistance.
Number of school staff receiving daily school meals (breakfast, snack, lunch) as a 
result of USDA assistance (male).
Number of school staff receiving daily school meals (breakfast, snack, lunch) as a 
result of USDA assistance (female).
Number of school staff receiving daily school meals (breakfast, snack, lunch) as a 
result of USDA assistance (new).
Number of school staff receiving daily school meals (breakfast, snack, lunch) as a 
result of USDA assistance (continuing).
MGD 1.3 Number of students regularly (80%) attending USDA supported classrooms/school 
(female).
Number of students regularly (80%) attending USDA supported classrooms/school 
(male)
Result 1.2.1.1; 1.3.1.1 Number of social assistance beneficiaries participating in productive safety nets as 
a result of USDA assistance (female)
Number of social assistance beneficiaries participating in productive safety nets as 
a result of USDA assistance (male)
Number of social assistance beneficiaries participating in productive safety nets as 
a result of USDA assistance (new)
Number of social assistance beneficiaries participating in productive safety nets as 
a result of USDA assistance (continuing)
Result 1.4.4 Number of Parent-Teacher Associations (PTAs) or similar “school” governance 
structures supported as a result of USDA assistance
Number of public-private partnerships formed as a result of USDA assistance
Value of public and private sector investments leveraged as a result of USDA 
assistance.
MGD SO2
Result 2.3 Number of individuals trained in child health and nutrition as a result of USDA 
assistance (female)
Number of individuals trained in child health and nutrition as a result of USDA 
assistance (male).
Result 2.4 Number of schools using an improved water source
Number of schools with improved sanitation facilities.
Result 2.6 Number of schools with appropriate accessory to storage the food. (purlins and 
plastic)
Phase 2: Field research, in consensus with the CREAN Project, an intentional, non-probabilistic 
sampling was determined for convenience given the characteristics of the study population, with 
the purpose of verifying 13 indicators that are measured with the final evaluation. The indicators 
are as follows:
Table 2 Results indicators to investigate by primary source.
No. Indicator / Result Quantitative Instrument – EGRA Test and Intentional Survey
MGD SO1 Percent of students who, by the end of two grades of primary schooling (3rd
grade), demonstrate that they can read and understand the meaning of grade 
level text (female).
MGD SO1 Percent of students who, by the end of two grades of primary schooling (3rd
grade), demonstrate that they can read and understand the meaning of grade 
level text (male).
MGD 1.3
Result 1.3.5 
Number of parents in target schools that can name at least three primary 
education benefits (collected through a survey).
MGD I.I
Result 1.1.4 
Number of teachers/educators/ teaching assistants in selected schools 
demonstrating the use of new techniques and the quality of teaching or tools, as 
a result of USDA assistance.
MGD I.I
Result 1.1.4 
Number of teachers/educators/ teaching assistants trained or certified as a result 
of USDA assistance.
MGD I.2 Percent of students who have improved attention in classes identified by their 
teachers (data collected during a single day, on a quarterly basis).
MGD SO2 Percent of school-age children receiving a minimum acceptable diet (female).
MGD SO2 Percent of school-age children receiving a minimum acceptable diet (male).
MGD SO2
Result 2.1 
Number of students (and parents) in target schools who can identify at least one 
local source of information on good health practices (e.g. community health clinic).
MGD SO2
Result 2.1 
Number of students (and parents) in selected schools that can identify at least 
one local source of information on good health practices (for example, the 
community health clinic).
MGD SO2
Result 2.1 
Number of parents in target schools that can identify at least three important 
health/hygiene practices (for example, use of latrines).
MGD SO2
Result 2.2 
Number of food preparers in target schools that can identify at least three key 
practices aimed at preparing safe food.
MGD SO2
Result 2.2
Number of food preparers at target schools who achieve a passing score on a 
test of safe food preparation and storage.
To guarantee and facilitate a basic comparative analysis between the results found in the baseline 
and the final evaluation, it was decided to replicate the instruments of the baseline related to the 
15 indicators determined for the final evaluation in the field.
The target populations were as follows:
• Students of 3rd grade primary school, to measure the level of advancement of literacy 
skills, through the standardized test known as EGRA2
. 
• Students of 5th and 6th grade primary school, with the purpose of inquiring about the 
topics of eating habits and hygiene and health habits.
• Parents, to inquire about the family's eating habits, hygiene and health habits at home, as 
well as the assessment they have regarding the importance of primary education for their 
children.
• Teachers, to verify the training processes facilitated by CREAN and how the project 
contributed to improve their professional skills.
2 The EGRA (Early Grade Reading Assessment) test is an easy-to-apply oral test, which was developed by literacy specialists from the 
International Research Triangle Institute (RTI), taking as reference the basic skills Expect students to acquire in the initial grades of primary 
education.
• Directors (administrators of schools), to obtain their opinion regarding the work developed 
by CREAN Project and the benefits of the projects towards the educational community.
e. Sample Size
Intentional non-probabilistic sampling was determined. The target populations to investigate were 
established in consensus with the CREAN Project: (i) Students in 3rd grade of primary school; (ii) 5th 
and 6th grade elementary students; (iii) Parents; (iv) Teachers; (v) School principals.
The criteria for selecting schools were agreed with the CREAN / WV Project: (i) Minimum enrollment 
of 10 students in each of the school grades of interest of the evaluation, based on 2018 data (data 
from the 2019 of the Ministry of Education were not available); (ii) Accessibility of schools, both 
urban and rural. In total, 46 schools were prioritized.
Similarly, the criteria for establishing the sample size for each of the target populations was agreed 
with the CREAN Project: (i) CREAN Project Goals for each type of beneficiary; (ii) Number of 
beneficiaries for each type of beneficiaries, according to the Monitoring and Management Control 
System (SIGES) of the CREAN Project, which had been effectively treated. 
The universe of each type of beneficiaries is larger than that of the target and those actually
benefited, and the size of the intentional sample is smaller than the universe but equally larger than 
the number of beneficiaries (actual) according to the monitoring system.
Below are the sampling data for each target population and the quantitative instrument that was 
applied. The effective sample represents the actual sample size after the data collection process in 
the 8 municipalities. The size of the universe for each population group is what CREAN Project set 
out to benefit.
Table 3 Sampling data for each target population and the quantitative instrument that was applied
Target Population Universe 
(N) 
Sample 
Proposal
(n)
Sample 
Effective
(n)
Instrument
Investigation
B/G 3rd grade elementary students in 
public and subsidized schools
38000
870 902 EGRA Test
B/G 5th and 6th grade elementary 
students in public and subsidized 
schools
2191 2356
Survey 5th and 6th 
grade students
Parents of elementary students (Public 
and subsidized schools) 1291 1293 Parents survey
Primary school teachers (Public and 
subsidized schools) 2000 254 283 Primary Teachers 
Survey
Primary School Directors 46 46 Directors Survey
School Observation Instrument 613 46 44 Observation 
Instrument
f. Design and Sampling Plan
46 schools of the 613 benefited by CREAN Project were prioritized. The criteria for selecting schools 
were the following: (i) Minimum enrollment of 10 students in each of the degrees of interest for the 
evaluation, that is, 3rd, 5th and 6th grade based on the enrollment data of 2018; (ii) Accessibility of 
urban and rural schools. Subsequently, these criteria were made more flexible to accommodate 
more rural (multigrade) schools and generally with fewer students than urban schools. (See table 4) 
Table 4: Total units applied by municipality
Dept Municipality N° 
Schools 
EGRA Student
Survey
Parents 
Suvey
Teachers
Survey
Directors
Survey
Instrument 
Observation
n % n % n % N % n % n % 
Estelí
Estelí 23 522 59% 1550 66% 513 40% 153 54% 23 50% 22 50% 
La Trinidad 3 37 4% 135 6% 143 11% 28 10% 3 7% 3 7% 
San Juan de Limay 2 30 3% 55 2% 57 4% 3 1% 1 2% 1 2% 
San Nicolás 1 8 1% 7 0.3 12 1% 0 0% 2 4% 1 2% 
León
El Sauce 10 172 19% 297 12% 277 22% 51 18% 10 22% 10 23% 
El Jicaral 2 43 5% 164 7 111 9% 26 9% 2 4% 2 5% 
Achuapa 4 48 5% 100 4% 128 9% 13 5% 4 9% 4 9% 
Santa Rosa del Peñón 1 42 4% 48 2 52 4% 9 3% 1 2% 1 2% 
Total Sample 46 902 100% 2356 99% 1293 100% 283 100% 46 100% 44 100%
g. Data and Tools Collection Process
The data collection process involved the following steps:
• Review and adjust the quantitative instruments previously used in the baseline to the 
objectives of the final evaluation.
• Design a digital tool for the application of quantitative instruments, with the exception of 
the EGRA Test whose application was made through a physical ballot.
• Authorization management before the MINED authorities by CREAN Project to be able to 
develop the research process in schools.
• Visit to municipal and departmental delegations of the MINED to facilitate fieldwork.
• Plan the logical route of the field work to optimize resources and ensure the scope of all 
the proposed goals for each of the quantitative instruments.
• Training for the team of applicators of the EGRA Test consisting of 1 coordinator and 7 
applicators.
• Training of team of pollsters, consisting of 1 coordinator and 24 pollsters.
• Implementation of quantitative instruments for the week from June 17 to 21 and June 24 
to 27, 2019.
h. Data Analysis
The analysis of qualitative data involved an inductive process through a dynamic of collective 
reflection on the validity and reliability of the information. Each interview and focus group was
recorded, transcribed, coded, categorized and analyzed according to the key evaluation criteria. The 
information obtained by all instruments was validated, cross-referenced and saturated, and some 
topics were deepened. Systematizations were carried out based on the subjects interviewed and 
their responses, perceptions and interpretations were also cross-referenced.
The quantitative data was collected through a digital application, subsequently, a process of review 
and validation of the data was carried out. Finally, it was processed in Excel and SPSS. The results 
were subject to critical reading by each team member. The output tables were designed using the 
tables presented in the baseline as a model to facilitate the comparison and understanding of data 
and information.
Based on the instruments and data collection, a team consisting of 20 members was trained. The 
training of the field personnel was carried out with the purpose of standardizing the criteria and 
procedures of the different instruments used in the field data collection.
In the case of the data analysis of the EGRA test, the digitalization process began with the training 
of digitors, installation and adaptation of an ad-hoc program developed in Visual Basic to streamline 
the EGRA digitalization process. The databases obtained were in the Microsoft Access format.
Subsequently, a process of cleaning, labeling and debugging of the data was carried out using the 
statistical software for data analysis (STATA Software version 11). Additionally, for the preparation 
of certain graphs and analysis, SPSS 20 was also used, particularly the graphs on the items with the 
highest level of difficulty. To construct the data tables, central tendency statistics were used to show 
differences in the test results by gender, shift, school, among others.
i. Data Management and Quality Assurance
The evaluation adopted the key principles of OECD-DAC “Quality Standards for Development 
Evaluation”. The Standard 3.2 of Ethics of the United Nations Evaluation Group (UNEG) was adopted 
in relation to the interaction with participants of the evaluation and UNICEF regarding the treatment 
of children in the process of evaluation so as not to violate their rights. The information provided by 
the interviewees has been handled with discretion. Risks were avoided during information 
gathering. Digitalized databases were built. All types of data were analyzed by at least 3 team 
members to ensure reliability and credibility through a joint assessment.
4. Challenges and Limitations of the Study 
For qualitative research, focus groups with school children, CAE members, and interviews with 
teachers and principals represented a challenge in the search for questions and techniques that 
minimized information bias. However, it was about being jovial, avoiding adultistic attitudes and 
observing the behavior of children (hand washing, use of latrines or toilets) without them becoming 
aware of it.
Being the closing of the first semester of the school period and approaching holiday dates, we had 
to work in coordination with the municipal delegates of education and even with the directors of 
the schools to have the participation of the educational community in the interview process and 
focus groups.
For the application of the EGRA test, one of the limitations was to complete the samples selected in 
each school. Since the enrollment for the multigrade modality in many cases is lower, it was 
necessary to improvise in selecting other school centers nearby to complete the sample.
5. Evaluation Findings 
This section presents the results of the qualitative and quantitative evaluation, organized by the 
evaluation criteria and questions that respond to the dimension of the CREAN Project 
implementation during the 2015-2018 period.
a) Relevance
Q1. Did the project address the priority issues facing the target areas and communities, and was 
the project in line with the receiving governments or agencies?
i. The CREAN Project benefited with pedagogical attention (literacy), school feeding, nutritional and 
health practices that directly met the needs of the educational community, with coverage in 613 
pre-school and primary schools in eight municipalities to approximately 69,517 direct beneficiaries
between 2015 and 2018, contributing in a coherent way to the implementation, mainly by MINED, 
in the public policy of education, health, food and nutritional security.
ii. In the formulation stage of the CREAN Project, the National Human Development Plan (PNDH for 
its acronym in Spanish.) 2012-2016 was under implementation. This proposed, among other things, 
the delivery of school meals to preschool and primary school children; as well as the delivery of 
educational packages, uniforms and text books to students with scarce economic resources. During 
the implementation period this approach remained in force at the PNDH 2018-2021 and CREAN also 
responded to the Social Development Axis, Education in all its forms (Nicaragua, 2017).
iii. CREAN's implementation was clearly framed in contributing to the PINE-MINED strategy, to 
strengthen coverage with school feeding, food and nutrition education, school gardens, food quality 
and safety in the eight municipalities served between 2015-2018.
iv. WV signed two agreements, with MINED and MINSA (anti-epidemic campaign and nutritional 
census), which show the interest of these public institutions in the project.
Q2. What opinion do the actors have about the nature and quality of the project implementation?
i. All respondents (5th and 6th-grade students, parents, teachers, school principals, and 
departmental and municipal delegates of the MINED), believe that CREAN Project has largely 
responded to their needs and educational and nutritional priorities (school feeding).
ii. Of the 46 school directors, 69% rated the CREAN Project as excellent and 28% as very good3
. 
iii. The teacher training strategies were consistent with the MINED curriculum. In particular, the 
diploma “Strengthening the quality in the educational management of administrators and school 
administrators” was highly valued by teachers, directors, and delegates of the MINED in the eight 
municipalities evaluated.
iv. The people consulted through interviews and focus groups agreed that the delivery of the school 
feeding, in addition to encouraging school attendance and retention, has contributed to lowering 
the high levels of food and nutritional insecurity of the educational intervention communities of 
CREAN Project. 
v. The vast majority of the components of the school feeding offered were appropriate to the eating 
and cultural habits of the educational communities of the dry zone. Two foods: yellow cornmeal 
and "large" beans were rejected. The project implemented different strategies to promote its 
consumption, such as, fairs and promotion of recipes for the use of these foods.
vi. Within the framework of the evaluation process, it has been possible to identify a wide range of 
benefits provided by CREAN that are relevant to the varied needs of the project beneficiaries. 
CREAN should perform this type of exercise and integrate it as part of its theory of change design
Q3. Under what circumstances and / or in what context would the project be replicated or scaled 
up?
The CREAN Project during the three years of execution showed the technical and operational 
capacity to implement educational strategies, promotion of food (nutrition), and health practices.
The key point in this process was the alliance that was made with the MINED, considering that there 
was previously a legal and political framework in education, combined with the PINE strategy in 
terms of national coverage with school feeding and other concrete actions that it developed.
This ability to contextualize and articulate CREAN Project with the institutional framework 
established in Nicaragua will allow in the future to continue with the instituted strategies and even 
expand the technical and financial contribution to other areas, if defined by both Nicaragua World 
Vision and the donor counterparts.
3 A question was added in this regard to the instrument to interview principals and teachers (about the use of innovative 
teaching methods) that was used for the baseline.
Departmental and municipal education delegates, school directors and CREAN Project officials have 
stated in the interviews the coherence in the intervention and the need for new contributions in the 
future.
Q4. Did the officials of the appropriate government departments participate in the project? 
Through interviews with eight municipal delegates and two departmental delegates of the MINED, 
and more than 70 teachers who shared their perceptions through the focus groups, coordination 
levels have been identified from the central level of the MINED (Vice-Ministry, Cooperation external, 
PINE), with the departmental delegations and in turn with the municipal delegates, all of them with 
a work plan agreed with CREAN Project, therefore, it can be concluded that there was an 
identification of appropriate actors for the development of the strategy.
b) Efficiency
The approach to efficiency evaluation will consider measuring both qualitative and quantitative 
results in relation to inputs. The objective was to compare alternative approaches to achieve the 
same results, to see if CREAN Project and MINED adopted the most efficient process. The following 
questions were used:
Q1. Were contributions used (staff, time, financial resources, equipment) in the best way to 
achieve the results of the project? 
i. Achieving efficiency in the implementation of a project depends, to a large extent, on the degree 
of mutual trust between the parties involved: donor (USDA), executing agency (WV), partners 
(mainly MINED), beneficiaries (principals, teachers, parents and students):
a. CREAN Project implicitly assumed that MINED, as a government institution, already had the 
capacity required to serve as a project partner; and their assessment has been that this 
assumption was valid. On the other hand, at the beginning of CREAN's implementation, 
strong challenges were experienced in regards with MINED, affecting the timely operation 
of the Agreements with USDA, which represented seven months of delay in the beginning 
of implementation with the corresponding costs (especially fixed) incurred. Even with this 
limitation, the project carried out an adequate execution of the available resources.
b. This was overcome gradually. A recovery of mutual trust led, in the case of MINED, to a little 
closer relation at both national, departmental and municipal levels. CREAN's substantive 
and operational strategies; the ability to execute and the proactive attitude of its 
professional team; as well as the logistic support, were boosted by the confidence gained.
ii. In urban areas there were greater difficulties for all families to integrate into the preparation of 
food, identifying that from 20 business days, at least 4 days no food was prepared, or another
alternative was used, sometimes not effective for children to consume food.
iii. School administrators stated that during the period evaluated (2016-2018), the different 
components of the project were developed smoothly. Some school principals rated the 
coordination of their work with CREAN Project as excellent.
iv. In relation to the workplan, the operation was extended for almost another year, without 
increasing the budget but making more fixed expenses. The overall efficiency of the project has 
been valued by MINED and CREAN officials as acceptable, despite the 7-month delay in startup 
and the delay in contextualizing operational strategies with the MINED.
Q2. The Project had sufficient resources (human, financial and capital) and appropriate for its 
implementation? 
i. Regarding the budget, the Mid Term Evaluation had already indicated that CREAN Project did 
not have sufficient resources to plan and cover a series of activities that were necessary to 
complement and complete activities explicitly identified ex-ante but that were very
conservatively budgeted, at the same time that the initial goals were very ambitious.
ii. Similarly, the organization for the implementation and distribution of the workload among team 
members presented significant challenges: dysfunctionalities and / or task overload. PINE-MINED 
technicians did not participate in the implementation of CREAN Project as expected. Although 
the work team had many capabilities (some developed during implementation) and showed a 
good understanding and satisfaction for what was achieved in achieving the objectives and 
expected results of CREAN Project. 
Q3. Evaluate the established communication structure and its effectiveness in supporting the 
implementation of the project? 
i. The CREAN Project established an internal communication structure, horizontally and vertically, 
to ensure the effectiveness of the implementation of the actions. Vertical communication 
ensured the definition of roles and competencies of each level of the project. Horizontal 
communication contributed to socialization and learning.
ii. The municipal and departmental officials of the Ministry of Education underlined “the good 
communication” established with CREAN, contributing to the joint planning of actions. The 
directors of the schools agree to affirm “the good coordination” established with the project.
Q4. Were there quality control and accountability measures, and they were consistently applied 
during the review, approval, disbursement, monitoring and reporting phases?
i. CREAN Project has managed a very efficient institutional system for locating and tracking food 
shipments from the moment they leave the US (sent by USDA), through customs, to the end
points of storage in the field. The system facilitates quality control and account delivery. In 
CREAN’s office in Sébaco the orderly management of administrative and substantive 
documentation of the project could be observed.
c) Effectiveness 
The final evaluation analyzes the degree to which the CREAN Project achieved its goals, objectives, 
and a comparison is made with the final baseline report developed in 2015. To achieve this 
assessment, the following questions were considered:
Q1. Establish whether the goal of activities, products, and results were achieved.
For greater ease of understanding the results of the CREAN Project, this section was organized 
according to the Indicators and Definitions Guide of the Food for Progress and McGovern-Dole 
Programs (USDA, 2014) and the document Operationalization of the Project Indicators CREAN 
(CREAN P. , 2015). 
Strategic Objective 1: Improved Literacy of School-Age Children
Within the framework of strategic objective 1, the CREAN Project focused on responding to the 
immediate educational needs of children, strengthening the learning/teaching capacities of children,
teachers, and involving the community as the enabling environment to consolidate knowledge and 
that parents and the community value the teaching of literacy skills to children.
The following results are presented below:
Specific objective 1. Determine the level of literacy of school age children.
The first strategic objective of MGD for the CREAN Project is to improve literacy rates among school￾age children. The CREAN Project contributed to this objective through various activities, within these:
1) Distribution: School Supplies and Materials
2) Distribution: Books and Supplementary Reading Materials
3) Training: Teachers and Administrators
4) Establish Activities to Promote Literacy
5) Develop: PTA Action Plans
6) Training: Parent-Teacher Associations
7) Provide School Meals
8) Health: Establish Student Health and Hygiene Clubs
9) Training: Food Preparation and Storage Practices
10) Establish School Gardens
11) Training: Good Health and Nutrition Practices
12) Building/Rehabilitation: WASH Infrastructure
13) Distribution: Food Prep and Storage Tools Equipment
To know the level of literacy of 3rd grade children, it was evaluated using the EGRA test, quickly 
allowing assessment of the mastery of competencies essential for the literacy learning that students 
of the first grades of primary school have.
The following table presents the average results obtained in the different sections of the EGRA test.
Table 5 Average results obtained in the different sections of the EGRA test
EGRA Section León Estelí Total
Boys Girls Boys Girls Boys Girls
BL FE BL FE BL FE BL FE BL FE BL FE
a. Letters name 42% 61% 46% 61% 48% 69% 50% 71% 45% 66% 48% 67%
b. Initial sound 5% 6% 5% 6% 6% 6% 7% 6% 6% 6% 6% 6%
c. Sound of letters 15% 16% 18% 17% 21% 15% 22% 15% 19% 15% 20% 16%
d. Simple words 39% 46% 47% 48% 48% 51% 51% 57% 44% 50% 49% 54%
e. Invented words 27% 31% 32% 32% 32% 34% 34% 36% 30% 33% 33% 34%
f. Reading fluency (%) 21% 40% 31% 43% 26% 38% 39% 49% 24% 38% 36% 47%
g. Reding 
comprehension (%) 
22% 58% 34% 53% 34% 47% 47% 54% 30% 50% 41% 54%
h. Oral comprehension 
(%) 
57% 50% 61% 52% 59% 48% 59% 52% 61% 48% 60% 52%
i. Dictation (%) 40% 25% 51% 29% 46% 23% 40% 27% 44% 23% 54% 27%
According to the results of the EGRA, the final evaluation (FE) shows that children improved 6 of the 
9 reading skills compared to the baseline (BL) results. The skills that should be reinforced are: sound 
of letters, oral comprehension (included in the measurement in the EGRA) and dictation.
The efforts of the CREAN Project have been positively valued in the discussions of the focus groups 
with teachers, in relation to the contribution of literacy skills, considering the social context4 in 
which it was developed. In this sense, several studies carried out in Nicaragua, particularly by CIASES 
and Nicaragua Lee5
, confirm that EGRA allows to quickly assess the proficiency of students in the 
first grades of primary competencies essential for the learning of reading writing
These studies also showed that, in most public schools, opportunities to learn to read depend almost 
exclusively on the school, since most students come from households in poverty. Because of this, 
the effort of the educational community so that these students master the precursor skills of reading 
early is crucial and it was where the CREAN Project had an impact on the years of implementation.
The following tables (6 and 7) show the proportion of children in the 3rd grade of primary school 
who demonstrate that they can read and understand the material of their respective grades, 
through the EGRA Initial Reading Diagnostic test.
For this, the calculation was made taking into account the two variables; reading comprehension 
and fluency, taking into account the established criteria for fluency: 60 wpm for third grade and for 
4 Fifth Report of the Region in Sustainable Human Development Report (PEN 2016) page 79. Website 
http://repositorio.conare.ac.cr/handle/20.500.12337/959 5 http://ciases.org/ensenanza-de-la-lectoescritura-inicial-en-aulas-multigrado/ 
understanding the amount of three or more questions answered correctly was considered as 
criteria. 
Table 6 Percentage of female students, who at the end of two grades of primary education, demonstrate 
that they can read and understand as stipulated for the grade.
Department Baseline Final evaluation
n Frequency Percentage n Frequency Percentage
LEON 154 48 31% 160 68 43%
ESTELI 215 83 39% 292 143 49%
TOTAL 369 131 36% 452 211 47%
Regarding the results between reading fluency and reading comprehension, we can say that girls 
have better results with 46.7% compared to boys 38.4%.
The general results of the application of the EGRA test are presented below, considering that CREAN
Project planned a 45% goal, generally reaching 42.6%. (See Annex 5 disaggregated by department 
and municipalities). 
Table 8 Percentage of students, who at the end of two grades of primary education, demonstrate that they 
can read and understand according to what is stipulated for the degree.
Department Baseline Final evaluation
N Frequency Percentage n Frequency Percentage
LEON 350 89 25% 305 126 41%
ESTELI 477 151 32% 597 258 43%
TOTAL 827 240 29% 902 384 43%
Below we describe the international standard that more accurately evaluates reading fluency in 
Hispanic children (IDEL6
). This establishes a scale of values with which classifies the reading ability 
(reading fluency) of the child in 3 categories: At risk, learning and well (without risk) depending on 
the number of words he reads in a minute. The period taken was when the EGRA test was applied, 
which corresponds to half a year, see the following table:
6 More information: https://dibels.uoregon.edu/ 
Table 7 Percentage of male students, who, at the end of two grades of primary education, demonstrate 
that they can read and understand as stipulated for the degree.
Department Baseline Final evaluation
n Frequency Percentage n Frequency Percentage
LEON 196 41 21% 145 58 40%
ESTELI 262 68 26% 305 115 38%
TOTAL 458 109 24% 450 173 38%
Table 9 IDEL standards according to school period for third grade
Reading Fluency Category Beginning of the 
year
Middle of the year End of the year
Risk <50 pcpm <60 pcpm <65 pcpm
Learning >=50 y <60 pcpm >=60 y <70 pcpm >=65 y <85 pcpm
Good >=60 pcpm >=70 pcpm >=85 pcpm
For this final evaluation, the IDEL standard was applied in the middle of the school year with third 
grade students.
The results indicate that 58% of the students are in an acceptable situation, given that 45% are in 
the “Good” category and 13% are in “Learning”. However, when examining the results by sex, it is 
observed that girls favor boys, since the category "Good" the percentage difference is 14 points. 
(See Table 10).
Table 10 IDEL Standard for mid-year school for third grade by sex and department, for reading fluency.
Department Sex n Risk (< 60 pcpm) Learning (>= 60 y <70 
pcpm) good (>=70 pcpm)
Frequency Percentage Frequency Percentage Frequency Percentage
ESTELI Male 305 138 45% 43 14% 124 41%
Female 292 96 33% 34 12% 162 56%
Total 597 234 39% 77 13% 286 48%
LEON Male 145 79 55% 19 13% 47 32%
Female 160 65 41% 24 15% 71 44%
Total 305 144 47% 43 14% 118 39%
TOTAL Male 450 217 48% 62 14% 171 38%
Female 452 161 36% 58 13% 233 52%
Total 902 378 42% 120 13% 404 45%
Specific Objective 2. Determine access to school supplies and teaching materials for the 
education and learning of children.
i. Result 1.1.2: Improved Quality of Instructional Materials. 
The teaching and learning process of literacy skills requires access to supplies, school and teaching 
materials7
, to generate motivation through attractive and welcoming environments for students. 
In the interview with the departmental and municipal delegates of the territories served by CREAN
Project, the provision of teaching materials has been positively assessed, because it covered the 
needs that teachers required for the development of the curriculum, as well as the strategy of 
7 During the baseline study, the CREAN Project and the MINED assessed the school supplies and materials needs of each participating 
school; such as markers, bond paper, colored paper, flipcharts, chalk, glue, erasers, scissors educational games, riddles, educational guide 
cards, paintings, etc.
“Traveling backpack”, “Reading corners “and “building wall charts “was considered by the directors 
and teachers with good practice, which gave them positive results.
In table 11, it is described that the goal set was exceeded at the end of the evaluation.
Table 11 Access to school supplies, school supplies, and teaching materials
Indicator Baseline 
(2015)
Target Final evaluation
(2019)
Number of textbooks and other teaching and learning 
materials provided through USDA. 0 70, 000 76, 100
Source: Documentary Review Monitoring and Follow-up Information SIGE / CREAN / WV Project
Photo 1 Traveling backpack, Rubén 
Darío school center, El Sauce, León. 
June 2019
Photo 2 Mini-Library, Rubén Darío school 
center, El Sauce, León. June 2019
Photo 3 Teacher showing the 
library at the Rubén Darío School 
center, El Sauce, León. June 2019
ii. Result 1.1.3: Improved Literacy of Instructional Materials. 
CREAN Project enabled 591 schools with reading materials complementary to a goal of 613. MINED 
municipal delegates and principals said the materials supported the work of teachers and 
contributed to student learning. 
This consideration was focused on the pre-school and primary modalities, so the difference in the 
results of the goal, because a considerable number of community preschoolers were included in 
educational centers formally registered by the MINED.
Specific Objective 3. Identify the skills and knowledge of teachers, according to the MINED 
curricular competence.
MGD 1.1 Improved Quality of Literacy Instruction. 
iii. Result 1.1.4 Increased Skills and Knowledge of Teachers.
In the final evaluation, the team applied a survey to 283 teachres and school administrators in
the eight municipalities, 97% said they had trained or certified for the assistance provided by 
USDA through CREAN Project. (See table 13)
In addition to the results of the survey, they were cross-referenced with the documentary review 
through the Monitoring and Evaluation System (SIGES) of the CREAN Project, and this served to 
measure the learning and new techniques adopted by teachers and school administrators.
The CREAN Project trained 3,170 teachers over the life of the proyect, of which 484 teachers have 
demonstrated the use of new and quality teaching techniques or tools as a result of USDA 
assistance.
Table 12 Capacities and knowledge of teachers, according to the MINED curricular competence.
Indicator Baseline 
(2015)
Target Final evaluation 
(2018)
Number of teachers/educators/teaching assistants in 
target schools who demonstrate use of new and quality 
teaching techniques or tools as a result of USDA 
assistance.
0 300 484
Number of teachers / educators / auxiliary teachers 
trained or certifies as a result of the assistance provided 
by USDA.
0 1941 3170
Source: Documentary Review Monitoring and Follow-up Information CREAN Project/SIGE
Table 13 Percentage of teachers and school administrators trained or certified as a result of USDA 
assistance
Geographic Location Teachres and school administrators trained or certified as a result of USDA 
assistance
Baseline Final evaluation
N Frequency Percent n Frequency Percent
Department
León 126 108 86% 99 95 96%
Estelí 153 129 84% 184 178 97%
Municipality
Achuapa 30 26 87% 13 12 92%
El Jicaral 15 15 100% 26 23 89%
El Sauce 62 50 81% 51 51 100%
Santa Rosa del Peñón 19 17 90% 9 9 100%
Estelí 75 62 83% 153 148 97%
La Trinidad 33 28 85% 28 27 96%
San Juan de Limay 18 16 89% 3 3 100%
San Nicolás 27 23 85%
TOTAL 279 237 85% 283 273 97%
The training process was developed in two phases, the first was to train a smaller team made up 
of pedagogical advisors and administrators, which facilitated the replication of training another 
larger group of teachers. For this reason, the goal established by the CREAN Project of 1,941, that 
was overcome with 3,170 teachers; this information was validated with the inputs of the SIGES 
(CREAN Project).
The strategies implemented by the Education component have been well received by all the 
schools that participated in the mid-term and final evaluation, and by MINED authorities at the 
departamental and municipal levels. The school principals and teachers who contributed to the 
evaluation also noted the benefits of the different activities implemented by the project and the 
progress made as a result.
In the focal groups, teachers identified and described a set of educational strategies (activities or 
dynamics) that they implement to stimulate and encourage children’s reading. They recognize 
that this knowledge has been acquired through the training actions organized by the CREAN 
Project to provide teachers with better knowledge and skills.
The most mentioned educational strategies are the following (among others):
• Reading aloud: a child reads a text aloud.
• Paragraph reading: a child read a full paragraph in front of the class.
• Silent reading: children read a text silently and then comment.
• Reading in the field: outdoor reading in order to stimulate reading and contact with 
nature.
• Reading relay: a child starts reading a text, at one time it stops and another must continue 
reading in order to motivate the attention and follow-up of the reading.
Teachers know and mention materials delivered by the CREAN Project to contribute to the 
learning of literacy in school children. The most mentioned are the following:
• The traveling backpack: It is a backpack with storybooks. Every so often (a week or 
several days), a child takes his/her backpack home where he/she reads the stories with 
the help of his/her mother or father. Upon returning from school, he/she shares the 
content of what he/she has read and their experience with the classroom.
• Reading passport: It consists of a record of the books that each child has read. It is 
implemented in some school libraries. 
• Use of dictionaries: They are mentioned because the CREAN project endowed schools 
with new and illustrated dictionaries.
• An individual word wall (Componedores): It is a tool for the formation of syllables, words 
and sentences. The CREAN Project provided the schools with a large composer for teacher 
use and individual composers for the use of first-grade children.
• Story books: Schools were empowered with a package of story books "of good quality, 
beautiful, eye-catching, with good stories that stimulate the reading of children." This 
provision of books has contributed to: (i) have texts for classes; (ii) use it in the traveling 
backpack; (iii) enable the reading corner for boys and girls.
• Reading corners: In the libraries of the schools, spaces with reading texts for children 
provided by the CREAN Project were created.
The teachers evaluates the progress in the learning process of their students' literacy through: (i) 
practical exercises; (ii) written exams; (iii) reading compression exercises; (iv) multiple choice test 
and; (v) daily observation.
Most teachers and principals report having had the opportunity to participate in training 
processes organized by the CREAN Project. The most mentioned contents were the following: (i) 
method to read 60 words per minute in a row; (ii) pronunciation and diction of words; (iii) 
synthetic analytical phonetic method, essential for first and second grade learning; (iv) use and 
handling of textbooks; (v) use of active methodology to motivate reading in children; (iv) 
organization and maintenance of reading corners.
Principals and teachers know the EGRA test and emphasize that their function is to measure the 
reading compression of children using an instrument of multiple selection. They identify that 
MINED applies it to third grade students once a year, during the month of September. They 
recognize that they have received training on how to apply the EGRA, that they know the results 
of the application made by the MINED, being inputs to improve the learning process and the 
school strengthening of children.
Likewise, the training process for MINED pedagogical advisors, directors of educational centers, 
directors and teachers in new strategies and techniques of literacy was systematic throughout 
the life of the project. A sample was the implementation of the diploma “Strengthening of the 
quality in the educational management of administrators and school administrators.”
iv. MGD 1.1.5 Increased Skills and Knowledge of School Administrators. 
Similarly, school officials and administrators have been trained in new literacy techniques, as 
shown in table 14 below.
Table 14 Capacities and knowledge of teachers, according to the MINED curricular competence.
Indicator Baseline 
(2015)
Target Final evaluation 
(2019)
Number of school officials and administrators and 
destination school officials demonstrating the use of new 
techniques or tools as a result of USDA assistance
0 159 170
Number of school officials and administrators trained or 
certified as a result of USDA assistance 0 218 381
Source: Documentary Review Monitoring and Follow-up Information CREAN Project/SIGE
Specific objective 4. Identify the level of attention of schoolchildren in the classroom.
v. MGD 1.2 Improved Attentiveness
One of the relevant aspects in the teaching process is that school children are paying attention, 
can follow instructions, and participate in assignments specified in the classroom. Therefore, 
according to the focus groups with teachers, the combination of pedagogical techniques applied 
in their classrooms have given good results.
According to the survey addressed to the directors of schools, the perception is that there was an 
improvement between the baseline (78.5%) and the final evaluation (85.1%) in terms of school 
attentiveness, see more details in the table 15. 
Table 15 Percentage of students who have improved their attentiveness in the classroom identified by
their teachers (data collected during a single day, on a quarterly basis), by department, municipality 
and sex.
Geographic 
location 
Percentage of students who have improved their attention in the classroom 
according to their teachers
Baseline Final evaluation
Department Girls Boys Both Girls Boys Both
León 71% 80% 76% 88% 78% 83%
Estelí 77% 86% 81% 90% 82% 86%
Municipios
Achuapa 71% 78% 74% 95% 78% 87%
El Jicaral 76% 89% 82% 89% 80% 85%
El Sauce 77% 74% 76% 87% 78% 83%
Santa Rosa del 
Peñón 67% 81% 74% 83% 71% 77%
Estelí 80% 87% 83% 91% 82% 87%
La Trinidad 74% 89% 81% 87% 81% 84%
San Juan de 
Limay 73% 86% 79% 80% 72% 76%
San Nicolás 70% 81% 75%
TOTAL 74% 83% 79% 90% 81% 85%
vi. Outcome 1.2.1 Reduced Short-Term Hunger (MGD 1.2.1.1 Increased Access to Food
/1.3.1.1 School feeding).
Within the CREAN Project results framework, there was provision of food for preschool and 
primary school children to improve school attendance indicators (number of students regularly 
attending school, at least 80% of the time), reduce hunger for school children in the early hours 
of the morning, and in this way, I can achieve better concentration in educational activities.
The PINE-MINED in its annual planning with school feeding, plans to give a contribution of 30% of 
the needs of kilocalories (FAO, 2013) to school children, in the same way CREAN Project follows 
this same standard, giving a contribution with a food basket8 containing rice, oil, corn, cereal (corn 
and soy mixture), beans, flour (tortilla mixes or other recipes).
Throughout the life of the CREAN project, approximately 60,572 schoolchildren (31,035 boys and 
29,537 girls) received school meals for an average of 160 business days per year. This number of 
beneficiaries includes: newcomers year by year, numbers of children who were benefited and 
promoted from the primary to the secondary modality, during the life of the project.
In addition, 2, 819 teachers from the beneficiary schools were served with food packages.
The provision of sustained and systematic school feeding9 has been an element that has brought 
sustainability to the actions, as expressed by the municipal and departmental delegates of the 
MINED, in addition to this food contribution to school children, it becomes a kind of subsidy for 
families, as expressed by the focus groups of the eight municipalities. (FAO, 2012)
8 The daily serving size will consist of 35 grams of white rice, 25 grams of red beans, 15 grams of vegetable oil, 35 grams of corn or 
soybeans and 40 grams of cornmeal.
9 (...) ECPs are a factor of protection and prevention to: (...) the decrease of the family budget since the ECP can be understood as a 
transfer of resources to the most vulnerable families (...) more information at: https://www.slideshare.net/FAOoftheUN/declaracion￾foro-paesep2012final
Another finding to highlight is the provision of food availability and access, in the eight 
intervention municipalities (dry zone of Nicaragua), CREAN Project directly benefited 69,517 
people (teachers, mothers and fathers, and children who received food school), throughout the 
life of the project.
In graph 1, it is possible to identify the evolution of school feeding coverage annually, reflecting a 
decrease in 2017 and then an increase in 2018. The evaluation team identified, that one of the 
main causes of this variation, is by enrollment of the community modality of preschool, which has 
the particularity of having an irregular behavior in their enrollment.
Graph 1 Annual evolution of children served with school feeding 2015 to 2018.
Source: Own elaboration based on documentary verification and Monitoring and Follow-up Information 
CREAN Project. July 2019
Specific objective 5. Determine School Attendance
vii. MGD 1.3 Improved Student Attendance
The school attendance rates throughout CREAN Project have been satisfactory, exceeding the 
established goal, these results can be observed in table 16. In the case of this indicator, the 
information registered in the SIGE (CREAN Project) was retaken.
Photo 4 CREAN Project
guaranteed adequate Means for 
storage. Felicita Ponce School, 
San Juan de Limay, Estelí. June 
2019
Photo 5 Informative mural on 
school feeding, Felicita Ponce 
School, San Juan de Limay, Estelí. 
June 2019
Photo 6 Information in the 
winery of Felicita Ponce School, 
San Juan de Limay, Esteli. June 
2019
20000 19,164 18,026
22,607
19,884 18,172 17,082 21,406
2015 2016 2017 2018
Niños Niñas
Among the factors that favored the fulfillment of this indicator, according to the teachers and 
directors interviewed in the qualitative research we have: i) Campaigns to promote the 
importance of education ii) The incentives that are delivered in the participating schools (literacy, 
school feeding, materials, among others) iii) Constant communication with CREAN participating 
families, to monitor the performance of their children.
 Table 16 Improve student attendance.
Indicator Baseline 
(2015)
Target Final 
evaluation 
(2018)
Number of students regularly (80%) attending USDA 
supported classrooms/schools (female)
13, 918 
(91%) 16, 700 21, 652
(98%)
Number of students regularly (80%) attending USDA 
supported classrooms/schools (male)
14, 970 
(92%) 15, 800 21, 526
(92%)
Source: Documentary Review Monitoring and Follow-up Information CREAN Project/SIGE
viii. Outcome 1.3.5 Increased Community Understanding of Benefits of Education. 
In the survey of 1,293 parents, 62% listed at least three benefits of primary education (see table 
17), among which are: better education for children, option to study Secondary, better 
opportunity for the future and prevent child labor. (See table 17) 
Table 17 Community understanding of the benefits of education.
Geographic 
location
Number of parents of target schools that can list at least three primary education 
benefits
Baseline Final evaluation
Department n Frequency Percentage n Frequency Percentage
León 384 147 38% 568 341 60%
Estelí 505 105 21% 725 463 64%
Municipios
Achuapa 88 34 39% 128 63 49%
El Jicaral 50 23 46% 111 62 56%
El Sauce 42 7 17% 277 179 65%
Santa Rosa del 
Peñón
204 83
41%
52 37
71%
Estelí 221 52 24% 513 333 65%
La Trinidad 121 24 20% 143 88 62%
San Juan de Limay 73 17 23% 57 32 56%
San Nicolás 90 12 13% 12 10 83%
TOTAL 889 252 28% 1293 804 62%
Table 18 Percentage of education benefits named.
Benefits Baseline Final evaluation
Better education for children 67% 80%
Option to study high school 54% 76%
Best opportunities for the future 61% 71%
Prevent child labor 4% 18%
Specific Objective 6. Identify the participation of local organizations and community groups that 
support school education.
In the previous sections, it has been pointed out that the PINE-MINED is within the educational 
strategies that encourage the attendance and retention of school children and therefore 
improves their educational conditions.
That is why one of the lines of action is to organize and strengthen the School Feeding Committee 
(CAE), a community expression composed of members of the educational community initiated 
since 2002, whose core are the School Councils, which are an institutional expression of the 
MINED10, and that by normative provision of the PINE11, guides the annual formation of a CAE for 
each school.
ix. Result 1.4.4 Increased Engagement of Local Organizations and Community Groups. 
Within this institutional framework, CREAN Project set the goal of strengthening 540 School 
Councils (PTA), reaching 445 throughout the execution period.
Regarding the number of Associations of Parents and Teachers (PTA) or similar 'school' 
government structures supported as a result of the assistance provided by USDA, the CREAN 
Project set the goal of organizing 540 Parent Associations, and it was possible to identify in the 
final evaluation, that they reached 445.
According to the interview with the CREAN12 Project Manager, during the execution two 
agreements were given with the Ministry of Education and the Ministry of Health, which allowed 
a better understanding of the scope and have an institutional framework, to establish important 
coordination with the main allies in this process.
In the process of searching for public and private sector investments, an agreement was reached 
with MINSA and another with funds from the national office of World Vision Nicaragua with Gift￾in-Kind (GIK) funds, for the sum of USD 3,215,743.
Strategic objective 2: Increased Use of Health and Dietary Practices. 
In this section, the results of the strategic objective 2 are presented. Reference and comparison 
is made to the results of the baseline, where CREAN identified positive and negative practices, 
which served as input to work together with the communities the correct channels to effectively 
promote food and health practices, creating the conditions for children and parents to improve
their nutritional and health behaviors. The next section presents the results of this work.
Specific objective 7. Identify the use of feeding, health and hygiene practices in children and 
parents of families
10 The Ministry of Education, has organized the educational community by mandate of Law No. 582 "General Education Law", established 
in Title V of the Educational Community, and Participation in Education, Chapter III Parents o Tutors, which in article 109 states:
"To the Parents or guardians, as first responsible for the education of the children, until the age of majority or until when any modality 
of emancipation occurs, it corresponds to them: 11 MINED 2009: Flipchart: Operation Guide for the School Feeding Committee (CAE). Available at: 
https://drive.google.com/open?id=1nS91CTA6v8QU7of_auCzrYUBpYopVDzJ 12 E. Morales, interview, May 19, 2019
i. MGD 2.1 Improved Knowledge of Health and Hygiene Practices.
This indicator was measured through the Survey of students from 5th and 6th grade of the eight 
municipalities participating in the CREAN Project. In total 2,356 records were collected (1, 228 
girls and 1, 128 boys).
For them the reminder of the food consumption of the previous day was applied, based on food 
groups (breakfast, lunch, dinner and school feeding in the morning and in the afternoon), as 
described in the Guide to measure food diversity at the level of Individual and home. (FAO, 2013)
With this, the minimum frequency of food consumption was obtained, and the minimum food 
diversity, which combined these two indicators, obtained the minimum acceptable diet, 
disaggregated by sex.
Table 19 shows the results of the minimum frequency of food consumption, the minimum food 
diversity and the minimum acceptable diet for the girls surveyed, these results exceed the goal 
established by the CREAN Project, so we have the 82% identified in LB and 97% as a result of the 
final evaluation.
Table 19 Percentage of girls of school age who receive a minimum acceptable diet. By department and 
municipality
Geographic 
Location
Girls of school age who receive a minimum acceptable food
Baseline (n 1127) Final evaluation (n 1228) 
Department Minimum 
frequency of 
food 
consumption
Minimum 
Food 
Diversity
Minimum 
Acceptable 
Diet
Minimum 
frequency of 
food 
consumption
Minimu
m Food 
Diversity
Minimum 
acceptabl
e Diet
León 98% 83% 82% 97% 99% 96%
Estelí 98% 82% 81% 99% 99% 98%
Municipalities
Achuapa 95% 72% 70% 100% 100% 100%
El Jicaral 100% 96% 96% 99% 99% 97%
El Sauce 98% 85% 84% 96% 99% 95%
Santa Rosa del 
Peñón 98% 76% 76% 91% 96% 91%
Estelí 98% 87% 87% 98% 99% 98%
La Trinidad 98% 76% 75% 100% 100% 100%
San Juan de Limay 96% 86% 86% 100% 100% 100%
San Nicolás 98% 74% 73% 100% 100% 100%
TOTAL 98% 82% 82% 98% 99% 97%
Table 20 shows the results of the minimum frequency of food consumption, the minimum food 
diversity and the minimum acceptable diet for the boys surveyed. These results exceed the goal 
established by the CREAN Project, 77% identified in the BL and 94% as a result of the final 
evaluation. 
Table 20 Percentage of school-age boys who receive a minimum acceptable diet. By department and 
municipality.
Geographic Location School-age boys receiving a minimum acceptable diet
Baseline (n 1127) Final evaluation (n 1228) 
Department Minimum 
frequency of 
food 
consumptio
n
Minimu
m Food 
Diversity
Minimum 
Acceptabl
e Diet
Minimum 
frequency of 
food 
consumptio
n
Minimu
m Food 
Diversity
Minimum 
acceptabl
e Diet
León 98% 82% 81% 94% 98% 92%
Estelí 96% 74% 73% 96% 98% 94%
Municipalities
Achuapa 97% 76% 76% 95% 95% 91%
El Jicaral 100% 96% 96% 97% 99% 96%
El Sauce 99% 85% 85% 92% 97% 90%
Santa Rosa del 
Peñón
100% 61% 61% 96% 100% 96%
Estelí 96% 80% 78% 96% 98% 95%
La Trinidad 98% 71% 71% 91% 99% 91%
San Juan de Limay 89% 73% 72% 100% 96% 96%
San Nicolás 98% 65% 65% 100% 67% 67%
TOTAL 97% 77% 77% 95% 98% 94%
Finally, in the indicator of minimum food diversity, there is an important improvement in the final 
evaluation in relation to the baseline for both sexes, this reflects an improvement in the access 
of children to a variety of foods.
In the focus groups with children and parents, they expressed that the training processes on food 
and nutrition education of the CREAN Project have instructed them on the importance of having 
a varied diet and including the consumption of fruits, vegetables and other foods nutritious
In table 21, the number of students who identify at least one source of information on good health 
practices is described by sex, for all the municipalities of intervention of the CREAN Project, 
although the results of the final evaluation show 97%, slightly below of the results of the BL (99%),
the results are considered positive, in which the focus groups of students and parents value the 
efforts in health promotion. 
Table 21 Number of students (girls and boys) from target schools that can identify at least one local 
source of information on good health practices, for example, community health clinics. Disaggregated 
by department and municipality.
Geographic 
Location
Number of students (girls and boys) from target schools that can identify at least one 
local source of information on good health practices
Baseline Final evaluation
Department Girls (1064) Boys
(1127)
Both (n 2191) Girls
(1228)
Boys
(1128)
Both (2356)
León 100% 100% 100% 98% 94% 96%
Estelí 99% 97% 98% 99% 96% 97%
Municipalities
Achuapa 100% 100% 100% 98% 100% 99%
El Jicaral 100% 100% 100% 97% 94% 96%
El Sauce 100% 100% 100% 98% 91% 95%
Santa Rosa del 
Peñón 100% 100% 100% 100% 96% 98%
Estelí 99% 97% 98% 98% 96% 97%
La Trinidad 100% 96% 98% 99% 92% 96%
San Juan de 
Limay 100% 100% 100% 100% 100% 100%
San Nicolás 100% 99% 100% 100% 100% 100%
TOTAL 99% 100% 99% 98% 95% 97%
Table 22 shows the results of the Survey of Parents that was applied to 1,293 of which 1,020 
mothers and 180 fathers, who have children in the schools, where it was possible to appreciate 
the identification of the source of information related to good health practices that can be found 
in their environment. 
Table 22 Number of parents of target schools that can identify at least one local source of information 
on good health practices, for example; community health clinics.
Geographic Location Number of parents of target schools that can identify at least one local source 
of information on good health practices
Baseline Final evaluation
Department Mothers
(n 788)
Fathers
(n 101)
Total (n 
889)
Mothers 
(n 1020)
Fathers 
(n 273)
Total 
(n 
1293)
León 86% 72% 84% 89% 52% 81%
Estelí 84% 76% 83% 83% 51% 76%
Municipalities
Achuapa 90% 71% 86% 96% 24% 77%
El Jicaral 89% 100% 90% 91% 70% 87%
El Sauce 84% 69% 82% 86% 63% 82%
Santa Rosa del Peñón 83% 67% 81% 83% 50% 75%
Estelí 80% 71% 79% 84% 54% 81%
La Trinidad 85% 88% 85% 78% 46% 72%
San Juan de Limay 92% 73% 89% 100% 83% 92%
San Nicolás 100% 80% 84% 85% 42% 75%
TOTAL 85% 74% 83% 86% 51% 78%
In the case of parents where the identification of sources of information on good health practices 
was 51%, below the baseline results, it should be considered that in the context of Nicaragua, the 
roles of the monitoring of education is given to mothers; additionally, parents are dedicated to 
agricultural work in rural areas and other service activities in the urban area and the migration 
factor also weighs.
These conclusions were explained in the focus groups of mothers in the eight municipalities 
where the CREAN Project was working.
Table 23 shows that 93% of 5th and 6th grade students passed the handwashing exercise. (See 
Annex 6 Students and hygiene practices). These results are a positive effect of the CREAN training 
strategy, among these the Hygiene Clubs that were established in each school.
Table 23 Percentage of students in the target schools that obtain a passing score in a test on good 
hygiene and sanitation practices.
Geographic Location Children who get an approval rating in handwashing
Baseline Final Evaluation
Department n Frequency Percentage n Frequency Percentage
León 936 71% 71.0 609 558 92%
Estelí 1255 46% 46.2 1747 1634 94%
Municipalities
Achuapa 234 85% 84.6 100 88 88%
El Jicaral 125 58% 58.4 164 151 92%
El Sauce 475 74% 74.3 297 282 95%
Santa Rosa del Peñón 102 40% 40.2 48 37 77%
Estelí 567 49% 49.4 1550 1451 94%
La Trinidad 299 44% 43.5 135 123 91%
San Juan de Limay 154 29% 28.6 55 54 98%
San Nicolás 235 54% 53.6 7 6 86%
TOTAL 2191 57% 56.8 2356 2192 93%
In Table 24, at least three good health and hygiene practices were identified through the Survey 
of Parents of the Family, described below:
Table 24 Number of parents of target schools that can identify at least three important practices in 
hygiene and sanitation (e.i. latrine use).
Geographic 
Location
Number of parents of the target schools that can identify at least three 
important hygiene and sanitation practices
Baseline Final evaluation
Department n Frequency Percentage n Frequency Percentage
León 384 170 44% 568 386 68%
Estelí 505 178 35% 725 460 63%
Municipalities
Achuapa 88 35 40% 128 73 57%
El Jicaral 50 20 40% 111 76 69%
El Sauce 204 101 50% 277 199 72%
Santa Rosa del 
Peñón
42 14 33% 52 38 73%
Estelí 221 75 34% 513 326 64%
La Trinidad 121 42 35% 143 84 59%
San Juan de Limay 73 33 45% 57 41 72%
San Nicolás 90 28 31% 12 9 75%
TOTAL 889 348 39% 1293 846 65%
The performance of this indicator increased in relation to the baseline and in terms of the goal 
set by CREAN Project. Table 25 describes hygiene and sanitation practices identified by parents.
Table 25 Important hygiene and sanitation practices identified by parents.
PRACTICES Baseline (n 889) Final evaluation (1293)
Handwashing 80% 89%
Do not wear rings, bracelets on hands 8% 22%
Use of hair cap 12% 19%
Wash the kitchen utensils 70% 79%
Food washing 76% 79%
Food storage 43% 63%
Use of safe water 76% 58%
Specific objective 8. Identify knowledge and practice for food preparation and storage
ii. Result 2.2 Increased Knowledge of Safe Food Prep and Storage Practices. 
In Table 26, at least three good practices in food preparation were identified through the Survey 
of Parents and Mothers, describe below:
Table 26 Number of food preparers / handlers in target communities that can identify at least three 
key practices aimed at safe food preparation.
Geographic Location
Identify at least three practices
Baseline Final evaluation
Department n Frequency Percentage n Frequency Percentage
León 384 294 77% 568 481 85%
Estelí 505 327 65% 725 631 87%
Municipalities
Achuapa 88 61 69% 128 98 77%
El Jicaral 50 36 72% 111 93 84%
El Sauce 204 169 83% 277 247 89%
Santa Rosa del Peñón 42 28 67% 52 43 83%
Estelí 221 152 69% 513 442 86%
La Trinidad 121 74 61% 143 129 90%
San Juan de Limay 73 50 69% 57 50 88%
San Nicolás 90 51 57% 12 10 83%
TOTAL 889 621 70% 1293 1112 86%
For the construction of the results of this indicator, the three practices identified by parents were:
Table 27 Important hygiene and sanitation practices identified by parents.
PRACTICES Baseline (n 889) Final evaluation (1293)
Frequency Percentage Frequency Percentage
Handwashing 609 69% 1081 84%
Keep kitchen clean 394 44%. 751 58%
Put trash in its place 415 47% 852 66%
In Table 28, through the Survey of Parents where they gather five good practices in food 
preparation, it is described below:
Table 28 Number of food preparers who achieve a passing grade in a food preparation and storage 
test. Disaggregated by department and municipality.
Geographic Location Food preparers that met five approval criteria
Baseline Final evaluation
Department n Frequency Percentage n Frequency Percentage
León 384 229 60% 568 433 76%
Estelí 505 316 63% 725 564 78%
Municipalities
Achuapa 88 45 51% 128 83 65%
El Jicaral 50 36 72% 111 91 82%
El Sauce 42 32 76% 277 216 78%
Santa Rosa del Peñón 204 116 57% 52 43 83%
Estelí 221 138 62% 513 397 77%
La Trinidad 121 79 65% 143 116 81%
San Juan de Limay 73 54 74% 57 42 74%
San Nicolás 90 45 51% 12 9 75%
TOTAL 889 545 61% 1293 997 77%
The food preparation parents were asked to demonstrate how they prepared the food that the 
children consume. Eight practices were described as: storage of food in a suitable place (clean 
and dry), wear appropriate clothing (hat, apron), have short nails and no jewelries on the hands, 
the table where they prepare food is clean, wash hands before and during preparation, wash 
utensils before using them, wash food, and cover ready-made food.
In comparison to the results of the BL, 67% passed the test, and in the final evaluation 77% of 
parents met the criteria of classifying food storage and preparation practices. The preparers who 
passed the test were those who met at least 5 of the 8 practices mentioned. (See the results in 
tables 28 and 29).
Table 29 Important hygiene and sanitation practices identified by parents.
PRACTICES Baseline (n 889) Final evaluation (1293)
Handwashing 80% 89%
Do not wear rings, bracelets on hands 8% 22%
Use of hair cap 12% 19%
Wash the kitchen utensils 70% 79%
Food washing 76% 79%
Food storage 43% 63%
Use of safe water 76% 58%
Source: Documentary Review Monitoring and Follow-up Information CREAN Project/SIGE
iii. Result 2.3 Increased Knowledge of Nutrition.
According to the documentary review, CREAN carried out mobilization actions with health 
volunteers, including students and their families with the aim of ending inappropriate health and 
nutrition practices such as outdoor defecation, environmental pollution, storage and food 
handling and promotion of the use of safe water through educational and informational 
materials. (See table 30). 
The CREAN project and health volunteers identified health and nutrition practices that brought
positive results to school-age children in the community with the aim of promoting and including 
them in mobilization activities. Parents participated in this process and were given instruments 
to implement good health and nutrition practices in their own homes.
Table 30 Increased Knowledge of Nutrition
Indicator Baseline 
(2015)
Target Final evaluation 
(2019)
Number of people (women) trained in nutrition and child 
health as a result of the assistance provided by USDA. 0 2575 4470
Number of people (men) trained in nutrition and child 
health as a result of the assistance provided by USDA. 0 1203 2750
Establishment of school gardens: A diagnosis was made, including the identification of soil 
conditions and access to water in order to select schools that meet the appropriate conditions to 
implement the gardens and plant fruit trees during the first year.
The selected schools were provided with Creole seeds, fruit trees, organic fertilizers and 
insecticides. In addition, promoters, teachers, parents, students and other community members 
were trained in the establishment of school gardens.
The Methodological Guide was used to establish and school gardens13. The products obtained 
from these gardens were used for school feeding.
The CREAN project set out to establish 135 school gardens and 60 demonstration plots in order 
to benefit 6,060 school-age children and 270 teachers. The final results show that 270 school 
gardens and 60 demonstration plots were established, and 4,600 students and 245 teachers 
benefited. 
Although the goal of school gardens established in schools of 270 was exceeded, the current 
enrollment identified where the gardens were implemented was lower in relation to the 
enrollment planned or programmed by the project.
The focus groups of teachers and parents recognize that school gardens contributed significantly 
to the school feeding with vegetables, fruits and other products. It is stressed that they declined 
due to insufficient tools, lack of inputs (seeds and fertilizers) and weak community organization, 
for this activity.
13 See : https://issuu.com/nicaragua.nutrinet.org/docs/gu_a_metodol_gica_para_huertos_escolares
Photo 7 School garden in the 
Flor de Sacuanjoche School, San 
Nicolás, Estelí. June 2019
Photo 8 School garden in Flor de 
Sacuanjoche School, San Nicolás, 
Estelí. June 2019
Photo 9 School garden, Adelita 
Sorto School, Achuapa, León. 
June 2019
 
iv. Outcome 2.4 Increased Access to Clean Water and Sanitation Services. 
Construction and / or Rehabilitation: Water, Sanitation and Hygiene Infrastructures (WASH):
CREAN, in collaboration with the Ministry of Education (MINED) evaluated the conditions of the 
water and sanitary infrastructure of schools to identify, if they have to build or restore latrines, 
sinks and also provide the necessary materials.
The participation of community school volunteers guaranteed the workforce to comply with 
MINED construction standards and provided schools with hand soap and hand washing towels, 
as well as water filters, to allow safe water access for 38,000 children (See table 31). 
Simultaneously, CAE members of the community were trained in the use and maintenance of 
water filters, sinks and latrines. In addition, trained CAE members prepared student members of 
student hygiene and sanitation clubs so that they, in turn, trained their peers on newly acquired 
knowledge.
Regarding with the number of schools equipped with improved sanitary facilities, the target is 
low, for the high cost of the investment in place.
 
Table 31 Access to drinking water and sanitation services
Indicator Baseline
(2015)
Target Final evaluation 
(2019)
Number of schools that use an improved water source 178 500 502
Number of schools equipped with improved sanitary 
facilities 200 190 126
Source: Documentary Review Monitoring and Follow-up Information CREAN Project/SIGE
The CREAN Project, in coordination with the MINED, planned to establish 190 sanitary facilities; 
however, in the execution they identified that meeting this target represented a high financial 
cost. Because the schools identified and selected by MINED were scattered and difficult to access, 
which substantially increased the cost of investment, thus the goal was not reached.
Regarding the results of the number of schools equipped with improved sanitary facilities, 126 
schools were verified in the final evaluation, below the project goal. 
Photo 10 F Improved water 
fountain at the Flor de 
Sacuanjoche School, San Nicolás, 
Estelí. June 2019 
Photo 11 Improved water 
fountain. Escuela Rubén Darío El 
Sauce, León. June 2019 
Photo 12 Improved latrine 
modules, San Juan School. 
Achuapa, León. June 2019
v. Outcome 2.5 Increased access to (interventions) preventive health
Deworming medications and medications to eliminate lice, vitamins and minerals supply:
CREAN coordinated this activity with MINSA, to improve its resource capacity by providing 
deworming medications, iron and vitamin A distributed in preventive health campaigns, for
38,000 children and girls from schools benefiting from the CREAN Project.
vi. Result 2.6 Increased Access to Requisite Food Prep and Storage Tools and Equipment.
In the interviews with the education authorities at the departmental and municipal level, and in 
the focus groups of parents, we verified the provision of plastic barrels with a capacity of 55 
gallons to properly store the necessary food to prepare school meals.
It was also included the distribution of a kits consisting of glasses, plates, and spoons for children, 
in order to serve the school feeding. This action benefited the amount of 39, 88414 children from 
schools accompanied by the CREAN Project. (See table 32) 
Table 32 Identification of knowledge and practice for food preparation and storage
Indicator Baseline 
(2015)
Target Final evaluation 
(2019)
Number of schools with appropriate accessories to store 
food. (straps and plastic) 206 613 613
Source: Documentary Review Monitoring and Follow-up Information CREAN Project/SIGE
Q2 Did the Monitoring and Evaluation system provide appropriate and reliable quality 
information when measuring the expected indicators?
i. The Monitoring and Follow-up Strategy was prepared by December 2015. The baseline 
was belatedly15 worked between May and September 2015, the collection of field 
information had already been carried out by the beginning of June 2015, although the 
final (revised) version of the document was ready in April 2016. 
14 This information is the enrollment of beneficiaries of 2015. 15 The delay was due to the fact that the MINED belatedly authorized the entry of the municipalities to collect the information given that 
the WV-MINED agreement had not been signed.
ii. During the baseline survey, the first planned activities of beneficiary care (training to CAE 
and hygiene clubs) were not carried out, which minimized the risk of data and information 
contamination generated in the baseline. 
iii. The Monitoring and Follow-up Strategy mentioned above is actually a monitoring and 
evaluation strategy, and is well designed. SIGES handles the information in detail and 
ensures the estimation of the values of the indicators according to the MGD definitions. 
Q3 The ways in which monitoring indicators were measured were practical, and provided 
quality information?
The EMT reported that initially a very large number of indicators was established and 
recommended its reduction due to its dysfunctionality and workload that represented, which was 
not done to avoid damaging the programming. These indicators, for the most part, were taken 
from the MGD and were well defined, complying with the criteria of being specific, measurable, 
attainable, relevant, and time-bound (“SMART”).
d) Impact
Q1. What changes are observed in the life of the target group, product of the project 
implementation?
Among the changes observed by all the actors is mentioned:
i. Enrollment improvement and school retention. Children show enthusiasm for attending 
and participating in classes; interest in reading books in the library and in their homes;
Pride because their schools are neat, clean, cheerful and colorful, stimulating school 
teaching and learning and interest in adopting and putting into practice new habits of 
food consumption and hygiene learned in school.
ii. Mothers and parents have increased their participation in the educational activities of 
their sons and daughters; they collaborate in the preparation of school feeding and, put 
into practice the nutritional and hygiene recommendations.
iii. Teachers show enthusiasm for learning and applying new strategies, instruments and 
teaching materials that contribute to the teaching of literacy with their students. The 
diploma has had a high impact on their motivations. However, it should be noted that 
there is a work overload (for the principal and teachers), due to the many functions they 
have to assume, including the organization of the work of the CAE and the delivery of 
food, the promotion of health and hygiene habits to students, the supervision of the 
cleanliness of schools and the washing of children's hands, among others.
iv. Directors have exercised proactive leadership for the organization and coordination of all 
activities. They identified as changes: the reduction of diseases in students, greater 
knowledge about hygiene and health habits, better academic performance and greater 
motivation in the educational community.
v. In some schools, especially in rural municipalities, the school feeding had a direct and 
fundamental impact on reducing hunger in the short term. Cases were presented, in 
which the school feeding was the only quality food that children consumed on the day.
vi. Departmental and municipal delegates of the MINED express commitment to the 
objectives of improving literacy, school nutrition and the promotion of hygiene and 
nutrition habits.
Q2. How satisfied are the communities with the response provided?
i. All the people interviewed (students, parents, teachers, school principals and MINED 
officials) expressed satisfaction with the response provided by the CREAN Project to the 
educational community.
ii. Children appreciated the books, the reading corners, the traveling backpack, the school 
feeding and the hygiene kit. In the focus groups, they identified the title of the last book 
read and summarized its content.
iii. Teachers affirmed that "they have improved their experience as teachers" and that "they 
now have better methods to innovate in the classes". They valued being able to have the 
school supplies (fungible) delivered by CREAN Project allowing the creation of creative, 
colorful and attractive environments for children. They recognized that for them it is a 
financial relief because they do not have to use their own resources to acquire them.
iv. School administrators said that with the support of CREAN Project, they improved literacy 
education, teacher training, book provision, fungible materials, school feeding, student 
hygiene and school infrastructure.
v. MINED officials recognized the good coordination and communication established with 
the CREAN project for the implementation of the activities.
vi. Although it is recognized that school gardens contributed significantly to the school 
feeding with vegetables, fruits and other types of products, it is emphasized that they 
declined due to insufficient tools, lack of inputs (seeds and fertilizers) and weak 
community organization, for this activity.
vii. The school gardens promoted by the Ministry of Education and that the Project CREATE 
support throughout the life of the project, has a more educational approach, and 
although supplies and technical assistance have been delivered, school directives and 
school councils fail to provide sustainability to them, because every year they start from 
scratch; this because on school vacations, they do not have the possibility of maintaining 
the crops.
Q3. Does the program require more time from women?
i. Women have played a central role in the PINE-MINED. Particularly, in the CREAN Project, 
women have guaranteed, with their unpaid domestic work, that children regularly attend 
classes and present adequate school performance. The participation of men is minimal 
because this part of the activities is not part of the male gender roles.
ii. Women have also participated in school gardens, in the cleaning of schools and in 
different community structures, particularly in CAE.
iii. The participation of women is given for the preparation of food. They describe how the 
preparation of the school feeding, getting water, fuel and complementary foods, 
demands time. They state that they alter their itineraries and resort to getting up much 
earlier than usual. Mothers who work in a paid way, indicate that sometimes they hire 
another woman to prepare food, but there is always an additional recharge in their work 
routine.
iv. This increase in workload weighs especially in rural areas, for example, when there is a 
lot of distance between home and school.
6. Challenges and lessons learned. 
a. Challenges.
i. Working with a public institution is a challenge to underline, considering the centralized 
institutional culture and little open to change in the public sector. However, implementing 
operational strategies embedded in the dynamics of the MINED is an effective way to 
achieve the execution of the activities and achieve the expected results.
ii. The institutional efforts agreed between CREAN Project and MINED are considerable for the 
promotion of literacy. However, there are important gaps with respect to the development 
of teachers' capacities and the provision of resources to the education sector, which limit 
obtaining better results in the short term.
iii. Cultural aspects, including eating habits, should be systematically addressed and considered 
to identify the food basket to be delivered. The food budget has a considerable weight in 
the cost structure of the project.
iv. The rotation of the members of the School Feeding Committees dilutes taking advantage of 
the training efforts provided throughout the school year, as well as strengthening 
community organization. The project faces the Sisyphus syndrome, of the eternal restart.
b. Lessons Learned
i. The "health and hygiene club" made up of children are good examples that it is possible to 
generate changes in substantial behaviors and create positive results that move from the 
school to the family environment without requiring the investment of enormous economic 
resources. Children showed knowledge about the different practices of hand washing and 
brushing teeth. They shared this knowledge with their family environment. And they clearly 
explained the importance of nutrition, hygiene and health practices.
ii. School feeding has been identified as a key factor in improving school attendance and 
retention. There is a wide recognition that has helped children who come from families 
living in poverty. The school feeding has been a solution; partial, but very important to their 
nutritional needs. For family members, it represents financial relief and a clear incentive to 
send children to school. The backbones of all this scaffolding have been the mothers who 
have strengthened their links with school activities. However, a gender reading of the whole 
experience is pertinent beyond mentioning the strengthening of traditional roles and the 
expansion of the workday.
iii. The implementation of the diploma “Strengthening the quality in the educational 
management of administrators and school administrators” was very well valued by the 
education delegates, school administrators and teachers, stating that it allowed them to 
substantially improve their skills for teaching literacy.
7. Conclusions 
a. Relevance
i. CREAN Project contributed to the work of the MINED through PINE-MINED, with the 
incorporation of the school feeding in subsidized public and private schools of the eight 
municipalities, the use of the agricultural vocation of the region with the inclusion of school 
orchards as a tool education for preschool and school children, food and nutrition 
education, hygiene, food safety at various levels (teachers, school administrators, PTA and 
CAE), and one of the most interesting elements such as the inclusion of the literacy 
improvement axis in the target population.
b. Efficiency 
i. The overall efficiency of the project has been valued by MINED and CREAN officials as 
acceptable, despite the 7-month delay in startup and the delay in contextualizing 
operational strategies with the MINED.
c. Effectiveness
i. The CREAN Project contributed to the development of children's literacy in the intervention 
municipalities by improving the competencies of teachers through their training in new and 
dynamic methodological strategies and their subsequent implementation in the classroom; 
the delivery of supplies (fungibles, books, traveling backpacks, reading corners, etc.) for the 
creation of pleasant and stimulating environments for both teachers and students; and the 
provision of supplies for the school feeding, an important stimulus for the attendance and 
retention of the students according to the evaluation findings of teachers, principals, and 
mothers.
ii. Data from the EGRA test show significant improvement in the percentage of children with 
the ability to read fluently and understand what they have read. Although the results reveal 
the fulfillment of the goal in women, the percentage of improvement was greater in men. 
However, even with this demonstrated improvement, less than fifty percent of children 
have adequate reading and comprehension skills.
d. Impact
i. Enrollment improvement and school retention. Girls and boys show enthusiasm for 
attending and participating in classes.
ii. Parents have increased their participation in the educational activities of their children.
iii. Teachers show enthusiasm for learning and applying new strategies, instruments and 
teaching materials that contribute to the teaching of literaracy with their students.
iv. In some schools, especially in rural municipalities, the school feeding had a direct and 
fundamental impact on reducing hunger in the short term.
8. Recommendations 
a. Relevance
i. Continue and scale up the food intervention model for education in Nicaragua, considering 
the recommendations presented in this section.
ii. The CREAN Project met the urgent needs of the population served. It creatively linked the 
rules and policies of WV-MGD with the Education Strategy of the Government of Nicaragua 
and was pragmatically inserted into the operational processes of the MINED to achieve the 
targets set.
iii. In the planning and nutritional adequacy of the USDA food basket standards it is 
recommended to consider the dietary habits of the target groups, especially when there are 
changes in the types of food. Care should be taken not to vary much or replace them with 
culturally acceptable foods in the area.
iv. In the conclusions of the focus groups with teachers, mothers and children, the foods they 
did not accept were yellow cornmeal and the variety of beans consumed in that area. This 
is due to the culture pattern; the tortillas are made of white corn and the beans they 
consume are red.
v. Nutritional adequacy should be assessed in the menu offered to children and adolescents, 
although the 600 Kcal (carbohydrates, protein of vegetable origin and fat and their 
respective fortification) provided by CREAN Project, contribute to eradicating hunger in the 
short term, it is recommended to contextualize to the tendency of the double burden of 
malnutrition: on the one hand chronic malnutrition in schoolchildren with 22% in the height 
delay for age (Size Census 2009 MINSA-MINED), the global trend of obesity in school 
children (5-9 years) with 20.6%, according to the report of (The State of Food Security in the 
World. FAO 2019) http://www.fao.org/3/ca5162es/ca5162es.pdf. In a new proposal, the 
issue of fruit and vegetable intake, physical activity, food and nutrition education and 
healthy spaces for children and adolescents should be reinforced. 
vi. According to the tendency of Central America countries (Costa Rica, Honduras, Guatemala) 
to establish specific legal frameworks for school feeding (FAO 2013) 
http://www.fao.org/right-to-food/resources/resources-detail / en / c / 427567 /, in 
Nicaragua they are still pending; regulations are fragmented and incomplete since legal gaps 
were identified in different regulatory areas. The CREAN Project has demonstrated the 
ability to establish a dialogue with the Government (MIEND-MINSA). It is recommended to 
establish a sensitization process so that public policy transcends to State policy.
b. Efficiency 
i. In upcoming interventions with school feeding, it is recommended to consider urban reality 
in a more particular way: working parents, with little chance of preparing food, more 
students in urban centers, habit in the consumption of certain foods in the morning, 
especially for younger children (preschool, first and second grade).
ii. Formulate a communication strategy that helps to make visible the achievements of the 
projects, identifying target populations, messages to anchor and communication channels 
to use. Similarly, define a knowledge management strategy in order to identify good 
practices and socialize the accumulated experiences of the project with other stakeholders. 
iii. Considering the results of the EGRA test, determining what specifically they are doing in the 
schools of La Trinidad (See Annex 5), will be a key line of work to exchange lessons learned 
between teachers in that municipality and other surrounding areas. Along this same path, 
this recommendation could be used to carry out case studies that combine qualitative and 
quantitative methodology and class observations using the Stalling instrument designed 
specifically to evaluate the use of time in the Language and Literature class.
In this particular subject, in the focus groups of the municipality of La Tinidad, teachers
identified a set of educational strategies that they implement to stimulate and encourage 
the reading of children; among the mentioned strategies, were the following: reading of 
paragraphs aloud, silently and reading in turns; dictation of words, phrases and sentences; 
speech analysis to improve diction; change the end of a story to stimulate the imagination.
Teachers recognized that this knowledge was acquired through training activities organized 
by the Ministry of Education and the CREAN Project to provide teachers with better skills 
and the provision of matrices to support literacy (books, traveling backpack, stories , 
dictionaries, reading corners).
c. Effectiveness.
i. Similarly, the IDEL standard indicates that the same percentage of children read 70 or more 
words per minute. Having said the above, it is necessary to reinforce the teacher's skills in 
the method used to improve children's abilities in reading fluency and comprehension and 
at the same time monitor their performance.
ii. It is advisable to systematize the most relevant experiences of the CREAN Project and 
implement knowledge management processes in order to socialize with other actors - 
internal and external to WV - the systematized experiences; for example, the diploma to 
teachers and directors of schools.
iii. The work of women (mothers) in the organization of School Feeding Committee (CAE), the 
preparation, distribution and maintenance of school feeding, as well as in the organization 
of school orchards, should be made visible and recognized. Similarly, it is necessary to make 
visible and quantify the contribution of families to the improvement (supplies and labor) of 
the school feeding.
d. Impact
i. Keep the food allowance and the provision of other incentives to teachers, to cushion their 
work overload, without undermining a realistic review of their varied roles during daily 
school life in their work centers. The risk of reaching a point of tension that affects the 
quality of literacy education must be reduced.
ii. Strengthening the effective performance of the school councils (PTA) requires a little more 
than the strategies implemented and cascading training. Future interventions should 
formulate a more versatile strategy duly supported with participatory organizational and 
networking and resources (horizontal support, exchange of experiences, etc.).
iii. For future interventions it is recommended to design a comprehensive professional 
development program for teachers that includes a set of strategies for personal and 
professional development. This plan should include training for teachers in service, 
preferably “online” or with smart TVs using USBs, a more institutional and systematic 
process.
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Annex 
Annex 1 Indicator Summary Table
RESULTS BY INDICATOR, CREAN PROJECT. Final Evaluation Report November 2019.
No INDICATOR BASELINE 
RESULT Target Actual
MGD SO1 Improved Literacy of School-Aged Children
1 
Percent of students who, by the end of two grades of 
primary schooling, demonstrate that they can read and 
understand the meaning of grade level text (female)
34% 3rd
grade 45% 47% 
 3rd grade
2 
Percent of students who, by the end of two grades of 
primary schooling, demonstrate that they can read and 
understand the meaning of grade level text (male)
24% 3rd
grade 45% 38%
 3rd grade
3 
Number of individuals benefiting directly from USDA￾funded interventions (female) (Information provided by SIGE￾CREAN)
0 22, 508 36, 235
4 
Number of individuals benefiting directly from USDA￾funded interventions (male) (Information provided by SIGE￾CREAN)
0 20, 975 33, 282
5 Number of individuals benefiting indirectly from USDA￾funded interventions. (Information provided by SIGE-CREAN)
0 115,932 73, 866
6 
Number of individuals benefiting directly from USDA￾funded interventions (new) (Information provided by SIGE￾CREAN)
0 47, 609 43, 289
7 
Number of individuals benefiting directly from USDA￾funded interventions (continuing) (Information provided by 
SIGE-CREAN)
0 43, 483 46, 224
MGD 1.1 Improved Quality of Literacy Instruction
8 
Number of teachers in target schools who demonstrate 
improved literacy instruction as identified by supervisors, 
mentors, or coaches. (Information provided by SIGE-CREAN))
0 720 828
Result 1.1.2 Better Access to School Supplies and Materials
9 
Number of textbooks and other teaching and learning 
materials provided as a result of USDA assistance. 
(Information provided by SIGE-CREAN)
0 70, 000 76, 100
Result 1.1.3 Improved Literacy of Instructional Materials
10
Number of target schools with supplemental reading 
materials available to students (Information provided by SIGE￾CREAN)
0 613 591
Result 1.1.4 Increased Skills and Knowledge of Teachers.
11
Number of teachers/educators/teaching assistants in 
target schools who demonstrate use of new and quality 
teaching techniques or tools as a result of USDA 
assistance. (Information provided by SIGE-CREAN)
0 300 484
12
Number of teachers/educators/teaching assistants 
trained or certified as a result of USDA assistance. 
(Information provided by SIGE-CREAN) 0 1,941 3170
Result 1.1.5 Increased Skills & Knowledge of School Administrators
No INDICATOR BASELINE 
RESULT Target Actual
13
Number of school administrators and officials in target 
schools who demonstrate use of new techniques or tools 
as a result of USDA assistance (Information provided by SIGE￾CREAN)
0 159 170
14
Number of school administrators and officials trained or 
certified as a result of USDA assistance (Information provided 
by SIGE-CREAN)
0 218 381
MGD 1.2 Improved Attentiveness
15
Percent of students that have improved attentiveness in 
classrooms identified by their teachers (data collected 
during a single day, on a quarterly basis).
79% (total) 84% 85%
74% (girls) n.a. 90% 
83% (boys) n.a. 81%
Result 1.2.1 Reduced Short-Term Hunger
16
Number of daily school meals (breakfast, snack, lunch) 
provided to school-age children as a result of USDA 
assistance (Information provided by SIGE-CREAN)
0 26,421,793 18, 298, 993
17
Number of school-aged children receiving daily school 
meals (breakfast, snack, lunch) as a result of USDA 
assistance (male) (Information provided by SIGE-CREAN)
0 19, 380 31, 035
18
Number of school-aged children receiving daily school 
meals (breakfast, snack, lunch) as a result of USDA 
assistance (female) (Information provided by SIGE-CREAN)
0 18, 620 29, 537
19
Number of school-aged children receiving daily school 
meals (breakfast, snack, lunch) as a result of USDA 
assistance (new) (Information provided by SIGE-CREAN)
0 41, 271 39, 884
20
Number of school-aged children receiving daily school 
meals (breakfast, snack, lunch) as a result of USDA 
assistance (continuing) (Information provided by SIGE-CREAN)
0 38, 000 35, 108
21
Number of daily schools meals (breakfast, snack, lunch) 
provided to school staff as a result of USDA assistance 
(Information provided by SIGE-CREAN)
0 1,170,769 1, 011, 529
22 
Number of school staff receiving daily school meals 
(breakfast, snack, lunch) as a result of USDA assistance 
(male). (Information provided by SIGE-CREAN)
0 232 380
23
Number of school staff receiving daily school meals 
(breakfast, snack, lunch) as a result of USDA assistance 
(female). (Information provided by SIGE-CREAN)
0 1768 2439
24
Number of school staff receiving daily school meals 
(breakfast, snack, lunch) as a result of USDA assistance 
(new). (Information provided by SIGE-CREAN)
0 1705 2502
25 
Number of school staff receiving daily school meals 
(breakfast, snack, lunch) as a result of USDA assistance 
(continuing). (Information provided by SIGE-CREAN)
0 2000 1987
MGD 1.3 Improved Student Attendance
26 
Number of students regularly (80%) attending USDA 
supported classrooms/school (female). (Information 
provided by SIGE-CREAN)
13,918
(91%) 16,700 21,652
(98%)
27 
Number of students regularly (80%) attending USDA 
supported classrooms/school (male) (Information provided 
by SIGE-CREAN)
14,970
(92%) 15,800 21,526
(92%)
No INDICATOR BASELINE 
RESULT Target Actual
Result 1.3.5 Increased Community Understanding of Benefits of Education
28 
Number of parents in target schools who can name at 
least three benefits of primary education (collected 
through a survey) (n=1293)
252
(28%)
560 804
(62%)
1.2.1.1,1.3.1.1 Increased Access to Food (School Feeding)
29 
Number of social assistance beneficiaries participating in 
productive safety nets as a result of USDA assistance 
(female) (Information provided by SIGE-CREAN)
0 20, 388 31, 962
30
Number of social assistance beneficiaries participating in 
productive safety nets as a result of USDA assistance 
(male) (Information provided by SIGE-CREAN)
0 19, 612 31, 404
31
Number of social assistance beneficiaries participating in 
productive safety nets as a result of USDA assistance 
(new) (Information provided by SIGE-CREAN)
0 42, 976 41, 936
32
Number of social assistance beneficiaries participating in 
productive safety nets as a result of USDA assistance 
(continuing) (Information provided by SIGE-CREAN)
0 40, 000 46, 224
Result 1.4.4 Increased Engagement of Local Organizations and Community Groups
33
Number of Parent-Teacher Associations (PTAs) or similar 
“school” governance structures supported as a result of 
USDA assistance (Information provided by SIGE-CREAN)
0 540 445
34 Number of public-private partnerships formed as a result 
of USDA assistance (Information provided by SIGE-CREAN)
0 2 2 
35 
Value of public and private sector investments leveraged 
as a result of USDA assistance (Information provided by SIGE￾CREAN)
0 5,719, 998
3, 215, 743 
(GIK(WV)_MIN
SA)
MGD SO2 Increased Use of Health and Dietary Practices
36 Percent of school-age children receiving a minimum 
acceptable diet (female) (n= 1228) 812% 85% 97%
37 Percent of school-age children receiving a minimum 
acceptable diet (male) (n= 1128) 77% 80% 94% 
Result 2.1 Improved Knowledge of Health and Hygiene Practices
38 
Number of students (and parents) in target schools who 
can identify at least one local source of information on 
good health practices (e.g. community health clinic)
2911 3817 3295 
39
Students (female) (n= 1228) 1048
(99%) n.a.
1208
(98%)
Students (male)s (n= 1128) 1122
(100%) n.a.
1074
(95%)
Mothers (n= 1020) 666
(85%) n.a.
873
(86%)
Fathers (n= 273) 75
(74%) n.a.
140
(51%)
Percent of students in target schools who achieve a 
passing score on a test of good health and hygiene 
practices. (n= 2356)
1245
57% 3017 2192
(93%)
No INDICATOR BASELINE 
RESULT Target Actual
40
Number of parents in target schools who can identify at 
least three important health/hygiene practices (e.g. use 
of latrines) (n=1293)
348
(39%) 800 846
(65%)
Result 2.2 Increased Knowledge of Safe Food Prep and Storage Practices
41
Number of food preparers in target schools that can 
identify at least three key practices aimed at safe food 
preparation (n=1293)
621
(70%) 1, 291 1112
(86%)
42
Number of food preparers at target schools who achieve 
a passing score on a test of safe food preparation and 
storage. (n=1293)
593
(67%) 861 997
(77%)
Result 2.3 Increased Knowledge of Nutrition
43 
Number of individuals trained in child health and 
nutrition as a result of USDA assistance (female) 
(Information provided by SIGE-CREAN)
0 2, 575 4, 470
44 
Number of individuals trained in child health and 
nutrition as a result of USDA assistance (male). 
(Information provided by SIGE-CREAN)
0 1, 203 2, 750
Result 2.4 Increased Access to Clean Water and Sanitation Services
45 Number of schools using an improved water source
(Information provided by SIGE-CREAN) 178 500 502
46 Number of schools with improved sanitation facilities 
(Information provided by SIGE-CREAN) 200 190 126
Result 2.6 Increased Access to Requisite Food Prep and Storage Tools and 
Equipment
47
Number of school with appropriate accessory to storage 
the food. (purlins and plastic) (Information provided by SIGE￾CREAN)
206 613 613
49
Annex 2 Matrix of Final Evaluation of the CREAN Project
Criterion Questions Measure or indicator Data source Instruments Analysis method
Relevance 
Q1 Did the project address 
the priority issues facing the 
target areas and 
communities, and was the 
project in line with the 
receiving governments or 
agencies?
Perceptions and qualitative and 
quantitative assessment of:
The target population on the 
nature of SO1 and SO2 and the 
products of the CREAN Project; and 
of relevant local actors on the 
relevance with respect to their 
local priorities
Key informants: Parents; 
teachers, school directors, 
5th and 6th grade 
students, MINED and 
MINSA officials, and 
relevant local 
government. 
Technical and S&E Reports 
of the CREAN Project
Interviews: MINED 
and MINSA 
officials.
GF: Parents and 
Teachers
Interviews: School 
Directors
Documentary 
Review and data
Workshop Theory 
of Change
Analysis of 
meetings and 
disagreements of 
actor speeches.
Q2 What opinion do the 
actors have about the nature 
and quality of the project 
implementation?
Qualitative assessment of parents, 
teachers, school administrators, 
local actors and MINED and 
MINSA.
Key informants: Parents; 
teachers, school directors, 
5th and 6th grade 
students, MINED and 
MINSA officials
Interviews: MINED 
and MINSA 
officials.
Narrative trends
Q3 Under what circumstances 
and / or in what context 
would the project be 
replicated or scaled up?
Qualitative assessment (evaluator 
criteria)
Evaluators Analysis
Documentary Review 
Project Document Change 
Theory
Documentary 
review
Analytical 
Discussion 
Evaluation Team
Q4 Did the officials of the 
appropriate government 
departments participate in 
the project?
Number of processes and instances 
in which they participated
Number of signed agreements
Interviews Key Actors
Documentary Review
Interviews: WV, 
MINED and MINSA 
officials. (municipal 
and departmental)
Narrative trends
50
Criterion Questions Measure or indicator Data source Instruments Analysis method
Efficiency
Q1 Were contributions used 
(staff, time, financial 
resources, equipment) in the 
best way to achieve the 
results of the project?
Financial ratio and / or unit costs
Financial and S&E reports, 
procurement plans, 
physical-financial, 
distribution plans and 
budgets, operational, 
financial plans of CREAN, 
former manager CREAN
Project.
Documentary 
review, interviews
Financial and 
discussion
Q2 Did the project have 
sufficient resources (human, 
financial and capital) 
appropriate for its 
implementation?
Professional opinions and % of 
execution of annual plans.
Former CREAN manager 
and current manager, WV 
directors, budget, 
procurement plans, 
financial, operational and 
S&E reports
Documentary 
review, interviews
Financial and 
discusión
Q3 Evaluate the established 
communication structure and 
its effectiveness in supporting 
the implementation of the 
project?
Professional perceptions and 
opinions
Former CREAN manager 
and current manager, WV 
directors and S&E officer, 
communication strategy or 
plan, S&E reports
Documentary 
review, interviews Discussion
Q4 Were there quality control 
and accountability measures 
and they were consistently 
applied during the review, 
approval, disbursement, 
monitoring and reporting 
phases?
Professional perceptions and 
opinions
Former CREAN manager 
and current manager, WV 
directors and S&E officer, 
communication strategy 
or plan, S&E reports
Documentary 
review, interviews
Discussion
51
Criterion Questions Measure or indicator Data source Instruments Analysis method
Effectiveness 
Q1 Establish whether the 
goal of activities, products 
and results were achieved % compliance S & E Reports
Focus group 
parents; interview, 
EGRA, 5th and 6th 
grade survey, 
testimony, 
documentary 
review.
Estimate
Discussion
Q2 Did the Monitoring and 
Evaluation system provide 
appropriate and reliable 
quality information when 
measuring the expected 
indicators?
International Standard Criteria Technical and S&E reports; 
database;
Documentary 
Review
Estimate
Discussion
Q3 Were the ways in which 
monitoring indicators 
measured practicals, and 
provided this quality 
information?
International Standard Criteria
Officials, and technicians 
of S&E, of WV. S&E 
reports.
Documentary 
review, interviews
Discussion
52
Impact
Q1 What changes are 
observed in the life of the 
target group product of 
project implementation?
MGD S 01:
1. % of students (women) who at 
the end of two grades of primary 
education demonstrate that they 
can read and understand the 
meaning of a text appropriate to 
their level.
2.% of students (boys) who at the 
end of two grades of primary 
education demonstrate that they 
can read and understand the 
meaning of a text appropriate to 
their level.
4. Number of people (male) who 
directly benefit from USDA-funded 
interventions
7. Number of people who continue 
to benefit directly from USDA￾funded interventions.
MGD S02:
% of girls of school age who receive 
a minimum acceptable diet.
% of school-age children who 
receive a minimum acceptable 
diet.
Perceptions of parents, teachers, 
principals, 5th and 6th grade 
elementary students (Adolescents 
and Youth).
Key informants: Parents, 
teachers, school directors, 
5th and 6th students, 
MINED and MINSA 
officials.
EGRA test
Interviews: School 
directors; MINED 
and MINSA 
officials.
GF: Parents / 
Family Mothers;
GF: Teachers / 
Teachers; 
Teenagers
Testimonials:
Teens and young 
people
Survey: Parents
Survey: 5th and 6th 
students 
Documentary 
Review and data
Analysis of 
meetings and 
disagreements of 
actor speeches.
Statistical 
Discussion
53
Criterion Questions Measure or indicator Data source Instruments Analysis method
Q2 How satisfied are the 
communities with the 
response provided?
Perceptions of members of the 
educational community
Key informants: Parents; 
teachers; Teenagers and 
young people
Reports: Technical and 
S&M
Focus Groups:
Parents 
Survey: 5th and 6th 
students 
Survey: Parents
Testimonials:
Teens and Youth 
(5th and 6th grade)
Narrative 
Estimation 
Discussion
Q3 Does the program require 
more time from women?
Perceptions of women from 
beneficiary communities
Key informants: Parents,; 
Teachers 
Focus Groups: 
Parents; Teachers
Interview:
Teachers
Survey: Parents
Narrative 
Estimation 
Discussion
54
Annex 3 Terms of reference for the final evaluation consultancy of the CREAN Project, 
November 2018. TDR Final evaluation CREAN Project
Annex 4 Instruments for the collection of qualitative information. Final evaluation of the 
CREAN Project, June 2019. Qualitative instruments
Annex 5 Percentage of students by sex, who at the end of two grades of primary education, 
demonstrate that they can read and understand as stipulated for the degree. Disaggregated 
by department and municipalities.
Reading fluency and comprehension in students in general
Municipalities 
Baseline (n 827) Fianl evaluation (902)
Boys Girl Both Boys Girls Both
Achuapa 9% 29% 18% 44% 32% 38%
El Jicaral 33% 40% 36% 21% 29% 26%
El Sauce 22% 33% 27% 47% 51% 49%
Estelí 38% 48% 43% 37% 48% 43%
La Trinidad 20% 38% 27% 58% 67% 62%
San Juan de Limay 13% 31% 20% 22% 42% 30%
San Nicolás 19% 29% 24% 50% 50% 50%
Sta. Rosa del Peñón 29% 20% 25% 25% 36% 31%
TOTAL 24% 36% 29% 38% 47% 43%
Annex 6 Students and hygiene practices
Geographic Location
Baseline (n 2191) Final evaluation (n 2356)
Children 
washing 
their hands 
before 
eating
Children 
washing 
their hands 
after using 
the 
bathroom
Children 
washing their 
hands before 
eating 
Children 
washing 
their hands 
after using 
the 
bathroom
Daily 
bath 
Brushing 
teeth
León 75% 81% 96% 92% 98% 95%
Estelí 51% 53% 95% 95% 99% 94%
Municipalities
Achuapa 88% 91% 99% 88% 100% 96%
El Jicaral 62% 66% 97% 93% 100% 92%
El Sauce 80% 84% 96% 95% 97% 96%
Santa Rosa del 
Peñón
43% 61% 90% 79% 96% 96%
Estelí 55% 57% 95% 95% 99% 94%
La Trinidad 49% 51% 92% 93% 96% 94%
San Juan de Limay 34% 34% 98% 100% 100% 98%
San Nicolás 57% 58% 86% 86% 100% 86%
TOTAL 62% 65% 95% 94% 99% 95%
55
Annex 7 Matrix of Substantive and Operational Strategies
Each of the 5 components of CREAN Project has its substantive and operational strategies. 
Substantive strategies refer to the concatenation or linkage between the preconditions and 
conditions that are expected to be carried out, as a result of the project activities, to achieve 
the superior objectives of a project; for example, behavioral changes, knowledge 
acquisition, etc. Operational strategies refer to the concatenation or link between activities 
and deliverables (goods and services) and components of a project, for the achievement of 
expected results (preconditions or conditions).
“Activity” or 
Component
Substantive (ES) and Operational (EO) Strategies.
Agreement 
Amendment 111
Agreement 2015 Amendment IV
Reading materials 
distribution
ES: Training of administrators and teachers and the provision of texts and supplies and 
school supplies and supplementary reading materials
EO:
Organization of mini-libraries, school backpacks, book lending system, corners and 
support for reading club at community level and at home level and promotion of book 
production at appropriate level.
Assess and meet the needs of school materials.
Train, according to the MINED curriculum, and in a cascade manner, MINED pedagogical 
advisors and elementary and pre-school teachers and administrators (leaders), 
highlighting the pedagogical circles.
Distribution of 
school materials
Administrator and 
teacher training
Establishment of 
school gardens
ES: Reduction of hunger and increased access to food through the daily provision of 
school snacks and the establishment of school gardens.
EO:
Assessment of conditions, provision of inputs and establish gardens that provide 
vegetables, which supplement school snacks, together with community agricultural 
promoters, teachers, parents, students and other community members, using the 
MINED guide and in partnership with MEFCCA and FAO (seeds).
Training in good agricultural practices, marketing skills and demonstration plots (corn 
and beans) in interested schools to complement school feeding.
Together with PINE-MINED, daily rations will be distributed to students and school staff 
and CAEs will be trained to monitor distribution; CAE will ensure safe storage in the 
school or homes of responsible families and the preparation, service and daily intake of 
food according to a rotating system; and the capacities of the CAEs will be strengthened.
Supply food
Promoting literacy
ES: Implementation of activities that promote reading and writing and increase 
community understanding of the benefits of education
EO:
Training parents with a holistic approach to promote literacy and pre-reading-writing 
integrating health and nutrition using practical strategies, highlighting the importance of 
pre-school education and mobilizing the community to create a local movement for 
reading and improving the Learning of your children.
Develop effective and meaningful teaching methodologies.
Development of PTA 
Action Plans
ES: Training of parent-teacher associations and development of associations' action plans
EO:
Development of a mixed action plan: i) education: tutors for teachers and identification 
of positive attitudes and behaviors of parents; ii) nutrition: identify positive solutions in 
the student environment.
Qualitative evaluation to design a behavior change methodology that addresses gaps 
between needs and capacities of the PTA, in each school PTA training
56
“Activity” or 
Component
Substantive (ES) and Operational (EO) Strategies.
Agreement 
Amendment 111
Agreement 2015 Amendment IV
Train PTA in management, leadership, community outreach, protection and participation 
of children, gender equity, monitoring of school attendance, communication skills and 
collaborating with CAE.
Help parents communicate better with their children and create a respectful and child￾friendly environment at home
Water and 
sanitation 
infrastructure
ES: Increase access to clean water and sanitary services through the construction or 
rehabilitation of latrines and hand washing stations and the provision of ceramic water 
filtration systems.
EO: Identification of needs with MINED, planning of repairs together with parents and 
teachers, the supply of materials, components and water filters (more training to CAE 
and hygiene clubs for their use) by WV and labor Educational community volunteer. 
Other selected volunteers will monitor latrine cleaning together with MINSA
Distribution of food 
equipment and 
containers 
EN: Creation of student health and hygiene clubs and training in good nutrition and 
health practices
EO:
Distribution of plastic containers and food preparation equipment.
Identify current practices and behavior change methodologies, and train PTA, CAE and 
PMIE-MINED staff in the proper storage and handling of food using the MINED training 
guides.
Train food preparers in good hygiene and nutrition practices during food preparation.
Monitor with the community health volunteers the level of food spoilage and waste and 
the implementation of good hygienic food preparation practices.
Develop with the CAE: food preparation plans and menu, checklist of application of 
hygienic practices of preparation, and proper handling and storage of food.
Establish 4th, 5th and 6th grade student clubs, train them in daily hygiene and health 
practices by providing them with an initial hygiene package and promoting their 
participation in peer hygiene education activities and their assistance to community 
health volunteers that monitor latrines and filters.
Mobilize, together with community health volunteers and PTA, students and their 
families in the understanding of community health issues and the identification and 
promotion of positive behaviors related to the management and storage of food, water 
and latrines.
Advise parents, and provide them with materials, about the importance of good 
nutrition practices for their children and provide referrals for health services for parents 
with children in preschool who need medical attention.
Teach CAEs to weigh and measure children anthropometrically using the MINED 
nutrition guide and monitor the growth and nutrition of preschool-age children.
Integrate mothers with malnourished children into the PD / H program.
Training food 
storage and 
preparation 
practices
Establishment of 
hygiene and health 
clubs
Training in good 
nutrition and health 
practices
57
Annex 8 Qualitative Techniques Applied
Techniques Frequency Participants
Female Men Total
Interviews with principals / schools 12 8 4 12
Interviews with municipal delegates of the MINED 6 2 4 6
Interviews with departmental delegates of the MINED 2 1 1 2
Interviews with WV staff 2 1 1 2
Focus groups with 5th and 6th grade students 5 25 25 50
Focus groups with parents 7 40 3 43
Focus groups with teachers 7 29 2 31
Annex 9 List of focus groups carried out
Dpt. Municipality School center Teachers Parents Students
F M T M H T M H T
Estelí
San Nicolás. Flor de Sacuanjoche 5 1 6 3 1 4 5 5 10
San Juan de Limay Felicita Ponce 5 5 4 2 6 5 5 10
La Trinidad Divino Niño 3 3 8 8 s/d
Estelí s/d s/d s/d s/d
León
Achuapa Adelita Sorto 5 5 5 5 5 5 10
Sta. Rosa d/Peñón José de la Cruz Mena 3 3 6 6 s/d
El Sauce Rubén Darío 5 5 9 9 5 5 10
El Jicaral Alejandro Vega Matus 3 1 4 5 5 5 5 10
TOTAL 29 2 31 40 3 43 25 25 50
Annex 10 Educational materials developed within the framework of the CREAN Project 
(2015-2018) Access in: 
https://drive.google.com/open?id=1Qw8gKCXXO6zyt6keD96I4cOBJvpCt1bB