Executed under a Global Development Alliances with USAID, the project expects to mobilize US $ 20 million: 50% provided by USAID and 50% by the private sector.

Through a sponsorship strategy, the project provided support to 200 public schools in these areas:

• (a) promotion of public-private partnerships;
• (b) strengthening of administrative and pedagogical management;
• (c) violence prevention;
• (d) provision of educacional infrastructure and technology.

Through the “educational corridors” approach (involving neighboring schools), this project included an additional 580 schools and had geographic coverage throughout the country. Once the project is finished, FEPADE maintains the sponsorship of the private sector through the “Adopt a school” program.

Its goal is to impact 100 schools and 150 communities: 20 thousand students, 100 directors and 1,500 teachers. It is developed through public-private partnerships, and is based on the experience derived from two previous initiatives: The Adopt a School program (2010-2017) and the Solutions project (2012-2017).

It is a program of the SURA Foundation (Colombia)  that seeks to help boys and girls build meaningful learning and experiences, make decisions on caring for their bodies, their social relationships, and their lives, by strengthening inclusive protective educational environments.

The program includes the training of principals and teachers, the use of pedagogical materials, a series of educational videos available online, orientation to families and local actors, systematic accompaniment.

In El Salvador, it is sponsored by ASESUISA and takes place in 29 public schools.

This project had financial contributions of USAID (US $ 20 million) and the private sector (US $ 22 million) – a total of US $ 42 million-, under the US Government initiative: Partnership for Growth (PFG). This project was aimed at strengthening social coexistence at the municipal level, promoting corporate social responsibility (CSR) in preventing violence, as well as producing and disseminating knowledge to inform decision-making.

It served 75 communities in seven municipalities (identified among the 50 most dangerous in the country, within the Government 2014-2019’s Plan El Salvador Seguro, ): San Martín, Ciudad Arce, Puerto de La Libertad, San Salvador (District 5), Sonsonate, Ciudad Delgado and Zacatecoluca. It was implemented by an alliance: FEPADE (leader), FUSADES, FUNDE, Glasswing International, and FUSAL.

Funded by the European Union, this initiative supported the Program for Strengthening Social Cohesion in the Education Sector (PRO-EDUCA), in association with EDUCTRADE (Spain).

Within the Comprehensive Citizen Management Model (MGIC) for the prevention of violence, promoted by the MINEDUCYT, this project included three areas:

1. Design, implementation, monitoring, and evaluation of the MGIC in the areas of citizenship, arts and culture, recreation, and school sports.
2. Capacity development of MINEDUCYT staff at the central and departmental levels.
3. Coordination to strengthen school and local autonomy. It benefited teachers, students, parents, as well as leaders and technical personnel linked to the education sector.

It was a regional initiative funded by the USAID Bureau for Latin America and the Caribbean. It was focused on improving the early grade literacy of students in the first cycle of basic education and included teacher training, production, and distribution of teaching materials, as well as an accompaniment to schools.

For Central America and the Caribbean, the project was coordinated by the Francisco Morazán National Pedagogical University (UPNFM, Honduras), with the participation of educational institutions from Guatemala, Nicaragua, the Dominican Republic, and Mexico. In the case of El Salvador, the project was led by FEPADE and focused on 195 schools in Chalatenango (most of them rural). FEPADE was a member of the project’s Coordinating Committee.

Under contracts with the MINEDUCYT, FEPADE provided technical assistance in the creation and development of CRAs at the secondary education level.

The assistance included these components: specifying standards for purchasing computers, software, and audiovisual equipment; provide assistance to purchase and install these resources; design and implement training programs for principals, coordinators of technological resources, teachers (about 3,000), and members of School Management Boards (more than 1,000); incorporate the use of technologies in school and classroom plans; provide guidelines for the use, care, and maintenance of technological resources.

The initiative progressively involved secondary education public schools until reaching 166, almost all schools of this educational level in the country.

FEPADE participated in a major study of the Salvadoran education sector that was conducted by the Harvard Institute for International Development (HIID) under a contract with USAID. This initiative was coordinated with the MINEDUCYT and also had the participation of the UCA.

The research was conducted by 13 international experts and 12 national specialists. It also included consultations with an advisory group (more than 50 representatives from different sectors of society). FEPADE led the themes on technical/vocational education and management development and facilitated dialogue activities to analyze the research results and formulate policy recommendations.

The findings of the study were published by UCA Editores in a 10-chapter book: “Education in El Salvador facing the 21st century. Challenges and opportunities. ” As a result of these initiatives, FEPADE then supported the activities of a National Forum that contributed to the development of the Ten-Year Plan for Educational Reform (1995-2005) and implemented the Support Educational Reform Project (1997-2002).