Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The study on desertion in Higher Education was carried out at the University of the Autonomous Regions of the Nicaraguan Caribbean Coast -URACCAN - Las Minas Campus, comprising three extensions: Rosita, Bonanza and Waslala, and includes the headquarters in Siuna. It is focused on measuring the magnitude of the desertion problem and the construction of proposals at an institutional, personal and social level. The questions that guided the present investigation were: What are the desertion rates and graduation rate of URACCAN Las Minas? What personal and / or family factors are associated with desertion? And what are the implications for dropouts and the cost to the university? A descriptive panorama is offered in the quantitative paradigm of the desertion to respond to the approach of the problem. The dimension is cross-sectional, retrospective and propositive because it contains a follow-up plan to the desertion problem. For the purposes of the study statistical data were used from the student registration office. A questionnaire was designed to be applied to the deserters to a sample of 25% of the universe corresponding to 662, a randomly chosen technique from a list of dropouts corresponding to the years under study was used. The found data in relation to the dropout rate were 15.95%. The factors that influence were the economic, labor and academic. The implications identified are social and institutional. The data show the dropout rate, the factors that affect, the implications for both the university and the country in general.

Within the framework of the extending of the Regional Autonomous Educational Subsystem (SEAR), its own educational model on the road to regionalization and the equitable and relevant administration to the multilingual and pluricultural character; URACCAN publishes and presents at the service of society the following research articles from the four University Campuses located in both autonomous regions, Nueva Guinea, Bluefields, Las Minas and Bilwi. Regarding the impact evaluation and monitoring, it includes Follow-up to graduate professionals of URACCAN Las Minas Campus, generation 2001-2006 and the “Desertion in Higher Education Las Minas Campus, Period 2001-2007. In Intercultural Bilingual Education is presented Levels of linguistic knowledge of the second language L2, in students of the Teaching in EIB, Bilwi, Puerto Cabezas, and kriol as mother tongue L1, in the teaching process in the Brown Bank and Tasbapauni communities. In reference to identity and self-development, the following is shared: The contribution of the Rama women to the identity development of the Rama Cay and Zompopera communities; likewise, in Nueva Guinea it is shared in the​​agroforestry systems area and livestock production, with the topic of Wood production in the regeneration of agroforestry systems in the Indigenous Reserve of Talamanca, Costa Rica. As an epilogue, it is shared the article entitled Nutritional Supplementation of Veranera (Cratylia argentea) and Sugar Cane (Saccharum offi cinarum) to milk producer cows.

In the study, it was made an analysis of the nutritional benefits of the ration composed of sugar cane (Saccharum officinarum) and Veranera (Cratylia argentea) as energy and protein sources respectively, in the production and quality of milk, analyzing the economic viability of the same. This was done with the purpose of formulating recommendations that improve the management of the dairy and contribute to the productive efficiency of the milk producing cattle herd. The experiment was carried out during the two seasons of the year, analyzing in each of the seasons, a period before, during and after the supplementation, 20 kg / cow / day of the ration were given to ten cows in milk production selected according to parameters defined previously. Regarding the milk production, a difference of 1.43 Kg / cow / day was recorded in the dry season and 0.83 Kg / cow / day for the rainy season with respect to the control cows managed in a traditional manner, similarly with the percentages of fat and protein obtaining increments of 0.49% and 0.14% respectively, this added to that a yield of 350% has been identified, and the legume Cratylia argentea presents throwput of green and dry matter in the two seasons of the year of 60.8 ton / Mv / ha / year and 13.92 ton / ms / ha / year. It is necessary to further promote this technology in order to improve the standard of living of farming families, as well as to reduce the environmental impact generated by extensive livestock farming.

The URACCAN University, in this edition, contributes to the debate and enrichment of development with identity by sharing nine technical articles organized into four themes: 1) Linguistic and cultural revitalization; 2) Education; 3) Indigenous and Afro-descendant culture; 4) Autonomy. One of the characteristics of multiculturality in the Autonomous Regions of the Caribbean Coast is the plurality of languages, which enriches the Nicaraguan culture and the identity of the indigenous and afro-descendant peoples. The process of revitalization of the Garífuna language and culture through education is one of the priorities of the Institute for Promotion, Linguistic Research and Cultural Revitalization (IPILC / URACCAN), which together with the Orinoco Educational Community and other Garífuna communities have achieved important advances in the revitalization of the Garífuna language. Applied methodologies and results achieved are presented in the initial article. Intercultural Bilingual Education, which articulates the mother tongue and the second language (Spanish) in schools of the ethnolinguistic Miskitu area, is analyzed from the perspective of the teaching methodology and its linguistic incidences, which constitutes a reference for the teaching staff of the North Atlantic Autonomous Region. In the subject of Education, four technical articles are presented. The educational processes promoted by URACCAN in the municipality of Waslala are systematized and the results of eight years of continuous work for teacher professional training are shown. In the following articles two central problems for the quality of education are studied: The educational processes in the extension of URACCAN in Waslala, Factors of incidence in the student abandonment; and in Las Minas campus learning styles and teaching approaches, Agroforestry Engineering major. Nueva Guinea University Campus, provides a work on audiovisual media used in teaching in Zootechnic Engineering Major. Culture, understood as the total way of life of a people, is the soul of good living, which manifests itself according to our beliefs, customs and traditions. Two studies carried out in Corn Island´s Kriol population and in the Miskitu indigenous from Kahkabila community, it bring us a closer understanding about the cultural expressions of these peoples. As an epilogue, an analysis of the Perception of Autonomy in the municipality of Nueva Guinea, which is characterized by its recent disclosure process through URACCAN University, it is presented, since this territory dates from the sixties of the past century, and its composition is predominantly mestizo.

The work was developed in the Indigenous Reserve of Talamanca, Costa Rica. Sixty-six plots of cocoa (C) and banana (B) were measured to estimate the storage and increase of wood and carbon from Laurel (Cordia alliodora) and Cedro Amargo (Cedrela odorata L.) of natural regeneration in these Agroforestry Systems (AFS). An inventory of laurel and royal cedar was carried out and trees were measured with d3 4 cm. The commercial volume (Vc) (d3 45 cm) was projected with Usher-type transition matrixes. The increases in wood and carbon were obtained in the period 2001-2005. There were no significant differences (P <0.05) for the density (d) and total wood stock (Vt) in the SAF, the d is 52.4 trees ha-1 in C and 53.8 trees ha-1 in B , contain a total volume of 55.4 m3 ha-1 in C and 52.6 m3 ha-1 in B. The rates of carbon fixation are 1.3 and 1.8 t ha-1 year-1 in C and B respectively. Five years of projection the C will produce 52.0 (m3 ha-1) and B 54.2 (m3 ha-1) of Vc with an IPAVc of 4.08 and 4.74 (m3 ha-1 year-1) in C and B respectively. For all the Agroforestry Systems evaluated, the use of wood will be sustainable, with the current rates of use and recruitment of individuals. It is recommended to apply the proposed model for the design and management of Agroforestry Systems.

Historically, the Rama people are the indigenous group of the Atlantic Coast with the smallest population. The Rama people have a remarkable variety of natural resources, including the forest resource and fishing. This study contributes to an approach on the socio-economic and cultural reality of the Rama population, from the women's voices and particularly to visualize the contribution of them, oriented to the living conditions improvement of the families and therefore of the community through the strengthening of their identity and worldview. The study was conducted in the communities of Rama Cay and Zompopera. In the social sphere, the Rama woman contributes significantly to the community organization activities, and in recent years they have shown greater participation and leadership. Their work in community organization has also allowed them to get better position of themselves in their sociocultural environment. In relation to education, the Rama woman is the one who safeguards the values ​​and traditions, thus, from the intimacy of her home, she transmits in essence the Rama culture. With regards to the economic dynamics, the woman is the one who sows, harvests and also markets all the products of both agriculture and fishing.

Nicaragua, in different periods, faced high illiteracy rates. The 1971 census reported 50.2%; with the National Literacy Crusade, it was reduced to 12.6% according to official records from 1980. In the neoliberal period from 1990 to 2006 it increased to 35%, even knowing that a relevant education has achieved welfare and social equity in developing countries self-sustainable development. The crisis in the Educational System was reflected in the low investment per student, insufficient texts and didactic material, precarious infrastructure; insufficient training and remuneration of teachers. The objective of this baseline was to diagnose and prescribe the approach, methodology and evaluation of the structures of the academic curriculum in the educational processes in Waslala that until 2007 had only statistical data. The methodology was qualitative-descriptive and cross-sectional. Quality factors were investigated: number and percentage of income, abandonment and graduation, coverage, academic performance, methodologies, supervision and evaluation; also the sociocultural and geographical incidence of the environment. Teacher empiricism was 60% until 2002 when URACCAN, Las Minas began teachers professionalization. The challenge is to coordinate with the Ministry of Education and the Parish Ministry; professionalization at the tertiary level is facilitated; draw up relevant policies for the rural area, coordinate inter-institutionally with the Ministry of Health; expand coverage, approve new places; provide teaching materials and systematize experiences.

The purpose was to contribute to the improvement of the educational quality in the classroom of Primary Education, in order to improve the learning of the L2. It was reflected on the methodological attention of the L2 and the result was a proposal on the quality of the methodology used by third grade teachers, in the contribution to Intercultural Bilingual Education (EIB), which leads to an accurate application of the Regional Autonomous Educational System model (SEAR). The proposal consists of 5 parts: General recommendations, qualities of teachers of second languages, importance of a method to teach L2, steps in the teaching of oral Spanish and some methodological strategies. Open and closed interviews guides were applied to the school principal, the coordinator of the Intercultural Bilingual Education Program (IBEP), the classroom teacher and the children of Third grade classroom A at Corazón del Muelle School, first semester 2008. Among the findings, it was pointed out that the motivation towards L2 learning is not adequately addressed, using the Miskitu or L1, so that the students understand what was said in L2, thus giving a dysfunctional bilingual creation process.

This article was based on the research on Bilingual Intercultural Education, entitled: The teaching-learning of the Garífuna language and culture at the Enmanuel Mongalo Primary School from Orinoco Community, Laguna de Perlas municipality, RAAS. For several years the teaching-learning of the Garífuna language began at the Enmanuel Mongalo Elementary School, an activity of great importance not only for the Orinoco Garífuna; but for the revitalization of the Garífuna language and the cultural heritage. The Garífunas are in a constant struggle for the revitalization of their language and culture as an ethnic population, and with this goal the teaching of the Garífuna language has been developed for more than nine years at Enmanuel Mongalo Primary School in Orinoco.

The incidence factors in the university dropout were characterized at URACCAN, Las Minas University Campus, from 2001 to 2007. Among them, the sociodemographic, institutional and economic factors, linked to the suspension in the studies. An analysis of descriptive quantitative approach of cross section with qualitative elements was carried out. The universe was of 622 students from the municipalities of Waslala, Rosita and Siuna - Mining Triangle - a probabilistic sample of 238, with a confidence level of 0.05. Among the sociodemographic factors of the students, it was noted that 78.2% attended secondary schools in public schools, come from integrated family nuclei of 3 to 7 people in Siuna and Rosita, and in Waslala from 8 to 12. Relevant aspects to determine the abandonment were the age, young people between 17 to 30 years old, mostly single, mestizo people and women with employment. Two types of abandonment were identified, the temporary and the permanent, in the I and II semesters, of the first and second year; this abandonment was classified as early and internal, because they change careers at the same university. When applying the Chi Square statistic, significance was found for the economic aspects: if they had other forms of financing and with work at the time of entering or leaving URACCAN; likewise, access to technology. The students worried first about their economic status and then about their professionalization