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economic, social and political development of the poorest people. However the deficit concerning physical infrastructure, human resources and the curriculum of state education, has given way to the appearance of private education with its respective advantages and disadvantages for the population.\u000AThis is the general context in which the NPCs emerge with educative proposals both at secondary and university levels. Directors, teachers and pastors of the NPCs point out that the fundamental objective of their education projects is to offer an excellent education in order to contribute to the spiritual, cultural and social development of the country. In order to do this some import text books, others write their own, and others are in the process of integrating different perspectives into their content. All of them say that they must follow the curriculum indicated by the Ministry of Education.\u000AThey said that one of the biggest challenges is to combine secular values with Christian values so as to integrally train their students. The IVC Pan-American University and the ESH San Pablo University seek to integrate scientific knowledge into their curriculum, which according to them provides no contradictions with the values of the Christian faith. They are trying to work with a double challenge in order to train their students in the best possible way.\u000AThe researcher was able to observe the ESH schools of zones 14 and 16, IVC schools in Acat\u00E1n and the FCG have modern installations with classrooms, laboratories, football fields and well kept gardens. Order, cleanliness and discipline form part of the reference point of the education that they offer. The other IVC schools and the LDG schools are in middle and lower class zones. These have less facilities and resources. The IVC schools in the provinces have similar deficiencies. The following is a general description of schools that these churches possess in order to understand their educative proposal as part of their contribution towards society (Table 3.1). Five of the studied\u000A129\u000A