ProFuturo arrives in Ecuador to provide quality digital education to 12,600 from around the country

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ProFuturo arrives in Ecuador to provide quality digital education to 12,600 from around the country

ProFuturo and the Ministry of Education for the Republic of Ecuador signed a partnership agreement to bring ProFuturo’s digital education project to 70 primary schools in the Latin American country.  ProFuturo will provide quality digital education to 12,600 schoolchildren from first to fifth year of primary school and to 2,100 teachers in Ecuador, thanks to […]

ProFuturo and the Ministry of Education for the Republic of Ecuador signed a partnership agreement to bring ProFuturo’s digital education project to 70 primary schools in the Latin American country. 

ProFuturo will provide quality digital education to 12,600 schoolchildren from first to fifth year of primary school and to 2,100 teachers in Ecuador, thanks to the partnership agreement signed by Sofía Fernández de Mesa, global director of Profuturo, and the minister of Education for the Republic of Ecuador, Fander Falconí.

ProFuturo’s educational project touches down in the Latin American country through to the Mobile Digital Classroom, and will be implemented through the Digital Educational Agenda 2018-2021, designed by the Ecuadorian Ministry of Education. A total of 70 schools from seven Ecuadorian provinces (Galápagos, Imbabura, Manabí, Esmeraldas, Morona Santiago, Azuay and Pichincha) will benefit from this initiative.

ProFuturo has a presence in Africa, Asia and Latin America. The initiative provides schools with technological material, digital content, and an educational platform that complements the educational curriculum (WeClass), in addition to training sessions for teaching staff. In essence, it is a teaching support resource that will help the teaching staff to plan their classroom curriculum to include digital content.

It will also offer important benefits for the educational institutions of Ecuador, such as innovation in schools by means of allocating technology and implementing teaching and learning processes, not to mention greater student motivation, the acquisition of quality content and methodologies, or receiving technological pedagogical mentoring, in addition to training students and teachers in the field of new technologies.

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