Nicaragua Case Study

Education is something that plays a huge role in the world we live in today. If you receive a good education, you can get very far in life. Most people have the dream of one day owning their own business and/or having their dream job, but some people don’t have the luxury of having this path laid out right in front of them. In some of the very poor countries, like Haiti, receiving a quality education is hard. Unlike in the United States, education in Haiti is an honor. Education is not a top priority in Haiti because they have so many economic issues. Most of the population of Haiti never had the chance to attend school, and then out of the ones that did most dropped out and never made it to primary school. The poor families in Haiti need their children to work instead of attending class. This is just the beginning on understanding how the economy in Haiti affects the amount of schooling children receive.

Along with much of the Americas, Nicaragua was colonized by the Spanish in 1524 (Weebly, 2013). In 1821 Nicaragua claimed independence from Spain and in 1938 became known as the Republic of Nicaragua. In the 1960s social disorder and a political revolution began to sweep the country. In 1979 a notable shift in leadership from the Somoza dynasty to the Sandinista group came about in the country. In 1990, the Sandinista lost and until now Daniel Ortega has served as president. 1979 was the turning point made Nicaragua, one of the most prosperous countries of central America, to the poorest in its area and second poorest to Haiti in all of the Americas (Parks, 2012).

In the heart of Central America lies the Spanish speaking nation of Nicaragua. Officially titled “the Republic of Nicaragua”, there have been multiple stories of how the country got its name, the most prominent story says that during the time the Spanish invaded, Nicaragua took its name from an indigenous chief named Nicarao who was ruler of the region. Fast forwarding the history: Three hundred years of Spanish colonialism, a hundred years of totalitarian ruling by multiple “presidents”, and thirty years of Somoza family dictatorship, Nicaragua underwent the Sandinista revolution in 1979 to create a socialist society. Despite socialism having a track record of failure, there was great advancements in literacy and overall education, as well as improvement the nations GDP. However, the 1980’s were engrossed in destructive guerilla wars and political blunder sending the nation into a downward spiral.

Nicaragua is the second poorest country in the Western Hemisphere, but is also full of history, tradition and life. It is known for its great folk music, deep heritage and culture. Nicaragua is hidden jewel with warm, gorgeous culture and breathtaking nature. It is surrounded by its incredible history, culture and nature.

n the 1800’s a lot of people from Europe started to come into Nicaragua. Also families from Belgium, Spain, Italy, and Germany moved to Nicaragua to set up their own businesses to do with money. They established coffee businesses, newspapers, hotels and banks. The U.S. government negotiated with President Jose Santos Zelaya to get land so their would be a canal through Nicaragua in the late 1800’s. The minister of Nicaragua, Luis Felipe Corea, went to Washington and wrote a letter to the U.S. Secretary of State John Hay addressing the needed support of a canal by the Zelaya government. The Zanchez-Merry Treaty was signed with Nicaragua regarding the canal through Columbia but fell through because it was rejected by John Hay. The Spooner Act,

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Unfortunately, there is a negative feedback loop in many of these disadvantaged communities. We view education as such an important aspect of a person’s formation. However, in many communities, there is a significant lack of adequate educational institutions. With this lack in many communities, especially in hispanic communities, as noted in the article, there is a much smaller chance that these community members

Viva Nicaragua combines two of my passions in one experiential learning program. I have always loved traveling and exploring new places, to have the chance to push past my comfort zones. Furthermore, I am incredibly passionate about service and the health care industry. As someone who has shadowed doctors in America, as well as had surgery and required hospital stay, I have experienced both sides of the aisle when it comes to medicine. However, this programs offers me a chance to see outside the “American bubble” and gain a new perspective. I have never been to Nicaragua before and I look forward to the challenge and inspiration from being in a new country and the honor of shadowing doctors in another setting.

In the summer of 2014, as a part of the Global Medical Brigades, I visited and stayed at a small village in Nicaragua for 11 days. While visiting Nicaragua, I was really astonished by the lack of health care as well as, the lack of any health system in particular. Families did not have access to any type of medicine, unless they lived in the village and had money to spend. However, this was not the case for many of the families in the village so several of them suffered and fell ill to diseases and infections. Also, the water was not very clean and access to clean water, once again, could only be found in cities. About 50% of the population lives in poverty in which 85% of this population struggle to live on more than one-dollar daily (Balint 1999). Several communities are limited in their access to basic health services because of poor road infrastructure, which makes transportation and trade tremendously difficult. Historically, each step forward that Nicaragua has taken in the realm of development has been counteracted with a step back in the form of a revolution, natural disasters, repealing of funding for governmental projects or foreign aid. The focus of my research is observing and recording the factors that contribute to the high mortality rate of the Nicaragua populations and how these challenges can be combatted and resolved. My paper will discuss the inaccessibility of health care and why it is difficult to reach among populations that live in poverty and rural

Maternal mortality, prostitution, and economic empowerment become global struggles due to lack of education and financial ability of both the country itself and individuals living in these countries. Families are following a pattern by neglecting to dedicate time, attention, and money to their children’s education. These people are living in the moment and do not

“Education leads to a brighter future.” Quite a clichéd phrase, actually. So popular, that people tend to forget the true significance of it. It is known that Latin America faces numerous problems that makes looking into the future a discouraging view; but we fail to realize the lack of education may be the root of these issues, including violence, unemployment and poverty. Even though education is widely available in Latin America, people are not yet engrained with the idea that education can be a facilitator for a superior life. Economic issues that stem from unemployment and poverty have led to the notion that education is wasted time that could be better spent

This paper is an analysis of the country of Nicaragua, using the operational variables of PMESII-PT as it relates to the 2017 US National Security Strategy (NSS). With the fourth election of Daniel Ortega into Nicaraguan office, questions continue to rise that the legitimacy of the state institutions could be compromised as the inner circle of Ortega continues to strengthen its grip on power. After the initial domination of office from Anastasio Somoza in 1979, Ortega began a “dynastic” rule as well as an authoritarian form of government. Although the networks between organized crime and state actors is somewhat invisible, the FSLN (Sandinista National Liberation Front)is being implicated in

Education comes with social benefits as well which can improve the situation of the poor, such as lower fertility and improved health care of children ("Poverty and Education"). "Poor people are often unable to obtain access to an adequate education, and without an adequate education people are often constrained to a life of poverty." - Servaas Van Der Berg. The absolutely poor in developing countries have low education levels. Some may not even have access to primary education or may not have completed their primary education, not realizing that it is important to reduce poverty. Education is often poorly measured, and the impacts do not always show up as statistically significant in cross- country growth regressions (Levine & Renelt, 1992). Africa’s education crisis makes media headlines and analysis by the Brookings Center for Universal Education (CUE) explains why this needs to change. Progress towards universal primary education has come to a halt and learning levels of children who are in school are poor as well. Using a Learning Barometer, CUE estimates that 61 million African children will reach adolescence lacking even the most basic literacy and numeracy skills, this will deprive a whole generation of opportunities to develop and escape poverty ("Poverty, Education, & Opportunity").

As a result of poverty and marginalization, more than 72 million children around the world remain unschooled. Sub-Saharan Africa is the most affected area with over 32 million children of primary school age remaining uneducated. Central and Eastern Asia, as well as the Pacific, are also severely affected by this problem with more than 27 million uneducated children. In addition, these regions must also resolve continuing problems of educational poverty (a child in education for less than 4 years) and extreme educational poverty (a child in education for less than 2 years) (Omwami & Keller, 2010).