La ejecución presupuestal de la Dirección Regional de Educación de Loreto para incrementar el acceso a la educación básica regular y el número de nuevos alumnos periodo 2015 - 2019

• Autor: Apagüeño Pérez, Régulo
• Formato: tesis de maestría
• Fecha de Publicación: 2021
• Institución: Universidad Nacional De La Amazonía Peruana
• Repositorio: UNAPIquitos-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.unapiquitos.edu.pe:20.500.12737/7896
• Enlace del recurso: https://hdl.handle.net/20.500.12737/7896
• Nivel de acceso: acceso abierto
• Materia: Ejecución del presupuesto; Sector de la educación; Acceso a la educación; Alumnos; http://purl.org/pe-repo/ocde/ford#5.06.02

The level of education of the population contributes to having a better, fairer society, with less poverty and greater possibilities for personal development. This master thesis seeks to determine the relationship between the budget execution of the Regional Directorate of Education of Loreto to increase the population's access to regular basic education and the number of new students, in the period 2015 - 2019. With this objective, the present investigation of Quantitative type, Correlational level and Non-Experimental design was carried out. The research concludes that there is no relationship between budget execution and the new number of students, a conclusion based on the result of the statistical test based on the Correlation Coefficient, which was r = -0.547337094; and in the Correlation Coefficient R2 = 0.299577894. With these results, it can be determined that there is no association or statistical significance between the aforementioned variables. The budget execution by type of resource to increase the population's access to regular basic education was concentrated in Ordinary Resources, whose expenditure amounted to the sum of S /. 4,981,630.39 (63.72% of the total). Expenditure on goods and services financed with ordinary resources was used mainly in the Administrative Service Contract (CAS), and reached S/. 1,024,588.93 (22.29%). The access of new students had a negative evolution.