The Minister of Education, Mauricio Pineda, recently reported that 280,000 digital tablets have already been distributed to students from first to third grade in the public education system. In total, they will deliver 300,000, so they are in the next few days to conclude the distribution. The tablets have 15 educational applications and content suitable for children, which have been selected with the support of the office of the First lady, Gabriela de Bukele.

Similarly, more than 700,000 computers have been delivered to date. With this amount, almost 100% of enrollment between fourth grade and high school has been covered. The official explained that the delivery of all technological equipment for students is 99% complete.

«We are closing technological gaps, but, above all, we are giving our children the opportunity to have a different tool and to feel part of an educational system that never took them into account. We are about to complete 100% (delivery of technological equipment) to our students in about a year,” the Minister of Education recently reported in a television interview.

The delivery of equipment is accompanied by connectivity packages so that the educational community can access educational platforms, classes and complete their tasks. The government of President Bukele has earmarked $600 million to reduce the digital divide, and El Salvador currently stands out as one of the countries that has made the least amount of progress in promoting education at the technological forefront.

According to Pineda, no country in Central America has made progress in reducing the digital gap in education in the time that El Salvador has. “Countries like Mexico, Argentina, or Uruguay have made a similar effort, but not in the time that President Bukele’s government has done it,” emphasized the head of education.

If the technological equipment presents any problem, the educational community can contact the Mined service desk by phone at 2990-6000.

In addition to educational transformation, the Mined advances within the framework of a new pedagogical model that includes project-based learning and problem-solving. For this, they will create a transition process in the educational practice and in the initial teacher training of the universities.