IPPI 6 May 2002 STRATEGY TO INCLUDE INDIGENOUS COMMUNITIES IN THE RURAL EDUCATION PROJECT PERU: Rural Education and Teacher Development Project I. BACKGROUND 1. LEGAL FRAMEWORK The Peruvian legal framework includes the right of indigenous peoples to education in various legal instances. Peruvian norms in this respect are included in the political constitution of the nation, the General Education Act, the Primary Education Regulations and the recent regulations creating in the National Inter-cultural Bilingual Education Directorate and its Consultative Council. Article 2, ofPeru's Political Constitution mentions that all individuals have the right to preserve their ethnic and cultural identity; that the Peruvian state recognizes and protects ethnic and cultural plurality in the nation; that bilingual and inter-cultural education must be fostered, recognizing each area's characteristics while preserving the various cultural and language manifestations. Peru has signedILO'S 169 Agreement(ratified in 1993) recognizing the right of indigenous boys and girls to learn to read and write in their own language, and preserve and develop it. It also recognizes the right of indigenous peoples to be asked about state measures aimed at accomplishing these goals. Likewise, Peru has signed theUniversal Declaration of Human Right4 article 26 of which establishes that educatioii will have as its objective to achieve full individual development, and to strengthen respect for human rights and fundamental freedoms while fostering understanding, tolerance and friendship among all nations and ethnic or religious groups. Peru has also signed thConvention on the Rights of Children, article 29 of which mentions that children's education must be destined to create in them respect for their own cultural identity, their language and values while preparing them to lead a responsible life in a free society, where the spirit of understanding, peace, tolerance, equality among the sexes, and friendship among peoples, ethnic, national and religious groups and peoples of indigenous roots will be preserved. The General Education Act in article 4 (d), specifies that preferential attention will be given to marginalized sectors, border areas, rural areas and population groups where native languages and other similar situations are predominant. Article 5 (c) mentions that cooperation and exchange with other cultures, in particular the culture of other Latin American nations, will be fostered while preserving national independence and identity, and fostering the study of those nations' living languages. To achieve the above goals, the new Primary Education Regulations create the ways to provide Andean and Amazonian communities with inter-cultural bilingual education schools, with education provided in the indigenous mother tongue and Spanish progressively taught as a second language, thus helping to build among the students a stronger language and cultural identity in the framework of the nation's life . On April 2, 2001, Supreme Decree No. 018-2001-ED createdNheional Inter-cultural Bilingual Education Directorate (DINEBI in Spanish)to provide quality solutions to meet the educational needs and demands of a multicultural and multilanguage nation as is Peru at all levels and for all types of education. On May 22 of the same year, Ministerial Resolution 235-2001-ED creatNitibaal Consultative Committee to promote greater involvemenit of civil society and direct users in inter-cultural bilingual education. This committee includes outstanding representatives of the teaching profession from FILE COPY tihe Aguaruna, Shipibo, Ashaninka, Aymara and Quechua nations, as well as Peruvian experts in anthiropology, education and linguistics. Recruitment of bilingual teachers is regulated Djrective 002-2002-CNCP-EDaccording to which teachers will be appointed to inter-cultural bilingual schools only if they have demonstrated written fluency in the respective indigenous language. In all cases, the selection criterion will be the relationship between the students and their language. The Selection Committee that recruits teachers, include a representative of the local indigenous federation. In additioiVice Ministerial Resolution 025-96-ED determines that to be hired as bilingual educators, teachers must be trained in inter-cultural bilingual education, talk the mother language spoken by the local children and be fully identified and committed to the children and community where they will perform his job. 2. ETHNIC AND CULTURAL CONTEXT 2.1 Our peoples The Peruvian nation is made up of a range of ethnic, cultural and language groups. Peru's population - estimated at about 24 million - is mostly mixed. More than 8 million Peruvians belong to indigenous nations, mostly Quechua and Aymara living in the Andean region. The Peruvian Amazon forest covers 62 percent of the territory and is home to 42 ethnolinguistic groups whose cultural, economic and political characteristics are obviously different from those of the national population. Such cultural variety spans factors such as culture, lifestyles, language, demographics, relation to the territory and contact and/or interaction with society at large and the national juridical order. The universe of indigenous peoples is not restricted to peasant and native communities. It also includes remote settlements, and groups that have voluntarily decided to isolate themselves or who only establish sporadic contact with the rest of the country. There is an undetermined number of individuals of indigenous roots living in Amazon cities or rural areas, who are known as the riverine population. A greater recognition is required of the rights of those peoples who do not explicitly identify themselves as native, indigenous nations or members of a given language group, other than the 1265 peasant and native communities identified and registered by the Peruvian government. 2.2 Our languages Peru's official languages are Spanisil, as well as Quechua, Aymara and Amazon languages in locations where they are predominant. Quechua is spoken by 4 million people while there are some 350,000 Aymara speakers. In the Amazon region between 300,000 and 400,000 people speak any of the 40 Amazonian languages grouped in 16 language families, i.e. Arabela, Arahuaca, Bora, Chaul-pana, Candoshi-Zarpa, Harakmbut, Huitoto, Jibaro, Pano, Peba-yagua, Simaco, Tacana, Ticuana, Tucano, Tupi-Guarani and Zaparo. Some 100,000 people speak a foreign languages. The coexistence of the various cultures that live together in our country represent both a wealth and an opportunity that must be recognized and taken advantage of when creating a new national development project to overcome the barriers of exclusion. Inter-cultural education promotes recognition, acceptance and culture of our "creative diversity." In other words, it accepts the plurality of cultures as complementary voices and visions that are the consequence of unity in diversity. Number of Quechua and Aymara speakers Language N° of speakers Quech ua 3 850 000 Aymara 350 320 Total 4 200 320 Population census of Amazonian communities by ethnic groups (1993) Ethnic Groups PERU Total Population Achual 4719 2.0 Aguaruna 45137 18.8 Amahuaca 247 0.1 Amaiweri - Kisamberi 37 Amarakaeri 1000 0.4 Amuesha 6980 2.9 Arabela 302 0.1 Arasaeri 122 0.0 Bora 371 0.2 Campa Ashaninka 40518 16.9 Campa Caguinte 229 0.0 Campa del alto Perene 1180 0.5 Campa del Pichis 3918 1.6 Campa del Ucayali 2793 1.2 Campa Nomatsiguenga 5531 2.3 Campa Pajonalino 3823 1.6 Candoshi - Murato 1916 0.8 Capanahua 267 0.1 Candoshi - Cacataibo 1661 0.7 Cashinahua 909 0.4 Chamicuro 126 0.0 Chayahuita 13717 5.7 Cocama - Cocamilla 10705 4.5 Culina 300 0.1 Ese'ejja 600 0.3 Huachipaeri 159 0.0 Huambisa 5545 2.3 Huitoto Meneca 676 0.3 Huitoto Munaime 105 _ Huitoto Murui 1136 0.5 Jibaro 52 Kichwaruna (santarrosin) 254 0.1 Lamas - Chachapoyas 22513 9.4 Machiguenga (Matsigneng) 8679 3.6 Mayoruna - Matses 1177 0.5 Ocaina 188 0.0 Orej6n (Maijuna) 288 0.1 Piro (Yine) 2553 1.1 Pukiriere 57 0.0 Quechua - Napo - Pastaza - Tigre 10553 4.4 Secoya 678 0.3 Sharanahua - Marinh. - M. 438 0.2 Shipibo - Conibo 20178 8.4 Ticuna 1787 0.7 Toyoeri 248 0.1 Urarina 564 0.2 Yagua 3487 1.5 Yamhinahua 324 0.1 Grupo etnico no especificado 10927 4.6 Source: National Institute of Statistics (INEI); 239,674 100.0 National Census, 1993 Selected Languages for the Rural Education Project Language Number of speakers l________ Quechua Collao 1,516,000 2 Quechua,Ayacucho, 100,000 Chanca 3 Quechua Ancash 800,000 4 Quechua Incawasi 20,000 5 Aimara 350,320 6 Aguaruna 45,137 7 Shipibo 20,178 8 Ashaninka 52,461 9 Chayahuita 13,717 10 Quechua San Martin 22,513 11 Huambisa 5,545 12 Achuar 4,719 13 Bora 1,500 14 Machiguenga 8,679 Total 2,960,769 Source: INEI, National Census 1993 3. EXECUTIVE SUMMARY OF THE BENEFICIARIES' ASSESSMENT The beneficiaries' assessment comprised two stages. During the first stage-running from the second semester 1999 to April 2000, was under the responsibility of the Bilingual Inter-cultural Education Training Program (PROEIB Andes in Spanish) based in the city of Cochabamba, Bolivia. During this period, visits to bilingual schools in the departments of Puno, Cuzco, Ancash, San Martin, and Amazonas provided information about teacher and student performance. Another element included in the assessment, was the training of bilingual trainers at the Huampani resort near Lima. The activity brought together approximately 120 teachers from various Andean and Amazonian regions around Peru. The opinions of parents, teachers and training organizations (executing agents) were another source of information. From March to May 2001, the second stage of the evaluation was focused on the of the Inter-cultural Bilingual Education policy guidelines, and of the text books and materials prepared by the former UNEBI, now renamed as DINEBI. Several components of this assessment are being used in the design and proposed implementation of the Project. Peru has undergone a education reform that introduced a more active and horizontal teaching approach called theNew Educational Approach Some changes can readily been observed in the context of the reform underway. 3.1 Teaching practice Findings and results from these two assessment stages include the following: Findinigs concerning the students' organization and classroom design Teachers organize classrooms in a less rigid manner than the traditional face-to-face approach. Even when classroom furniture made it difficult to rearrange the students around the classroom, these were redesigned to give an emphasis to and facilitate teamwork. Very few classrooms were found where students were organized in the traditional row-and-line organization. However, and despite the ongoing chaniges, most teachers failed to move around the classes and rather chose to teach their classes from the front of the room and with their backs to the blackboard. Findings concerning the relationship between teachers and students and the participation of boys and girls The classrooms environment is more open and horizontal, and fosters increased involvement of boys and girls. Additionally, the use of the students' mother tongue gives students more security and confidence. However it is also important to acknowledge that greater involvement depended to a large extent on the permanent stimulus and direction provided by the teacher. Additionally, some teachers did show discriminatinig and physically abusive behavior towards children. Findings concerning classroom work styles Teachers still almost totally control education processes in the classroom and give instructions in a top-down style with few opportunities for reflection and even less for metacongnition. Routine actions and schemes evidence he control and domination functions exerted by teachers. We present below some salient classwork aspects. Teaching Materials Diversification of teaching materials is still incipient. In many instances, the only materials used in the classroom are chalk and a blackboard, except in some cases when the teacher uses flipcharts and markers while students do teamwork. Also, in a significant number of classrooms, posters and illustrations prepared by teachers and students decorate the walls. Most teachers appreciated the workbooks prepared and distributed by UNEBI, although in some cases they were not yet using them. Most survey respondents mentioned that workbooks were slow to reach them. The most widely used by both teachers and students were for logics and mathematics, while comprehensive communication workbooks were little used because of, the language barrier. Use of languages Major changes were observed concerning the use of languages in the classrooms. Generally speaking, in the surveyed area, when the students spoke predominantly a vernacular language, classwork was done in that language, whether Aymara, Quechua or Aguaruna. Class sessions generally were conducted in the vernacular language and in Spanish, alternatively. In the Andean area, the simultaneous use of two languages in the classroom apparently depends on the teacher's decision and also possibly on the parents' pressure to use Spanish. This simultaneous use of the two languages is disorganized and, in some cases, requires translating or rewording. Also this situation seems to result from insufficient work materials in Spanish as a second language, and little methodological training for teachers so that they can clearly establish the difference between teaching a language and teaching in a given language. Although the vernacular language is used in teaching, there is no thinking about it, nor is its conscious and reflective use promoted beyond simply learning to write it. Still introducing vernacular languages in study programs seems to have created, albeit in a limited manner, an awareness of their value. Inter-cultural diniension in the classroom Teacher have multiple difficulties when trying to introduce the multicultural dimension in a practical way. Althouglh teachers may have been trained in the theoretical and conceptual aspects, there is a manifest need for specific teaching guidelines to introduce a more horizonital communication approach and enforce inter-cultural teaching in everyday classroom work. Nevertheless, we must highlight that some teachers already use local knowledge and wisdom, although still incipiently. Evaluation Evaluation is one of the areas that has received the least attention as teachers or experts from teaching organizations do not include it in the regular teaching process. It has not yet become a continuing and permanent process, and traditional evaluation practices subsist. No cases of self-evaluation or peer evaluation were observed during the assessment. 3.2. Boys and girls' learning achievements A worrisome finding was that neither boys nor girls achieved the third level of reading and writing skills in the predominant language. In many instances, students were unable to read and write in the vernacular language. Similar, if not more severe issues, concern the use of Spanish as a second language. Although in many cases students were able to handle simple oral tasks related to basic social interaction, they had trouble describing a simple illustration using complete and coherent phrases and sentences. Even greater difficulties were identified in reading comprehension and writing in the second language. Most students had trouble both reading and understanding a short academic piece. 3.3 Social and community participation Participation of parents and other members and leaders of the community at large in the education process in quite limited. Their involvement is limited to maintenance or refurbishment school facility and making additional financial contributions for specific purchases. More attention should be paid to this element to the extent social and community involvement can have a major influence in creating acceptance for inter-cultural bilingual education (IBE) and determining the quality of IBE projects and programs. 3.4 Opinions on the program, its objectives and enforcement The following opinions were epressed by the various stakeholders concerning the programs' objectives and enforcemenit: * Although inter-cultural bilingual education is widely accepted, teachers generally feel it is only a temporary way of using the vernacular language in education during the students' initial schooling and only until they have achieved sufficient mastery of Spanish. * Teacher training time is insufficient considering all the components and tasks that need to be ilcluded. * Training and on-site monitoring as well as the programs' credibility are hurt by the trainers and specialist working in regional offices who do not speak the vernacular languages and lack experience in inter-cultural bilingual education (IBE). * Parents and teachers must be further sensitized to lBE's goals and objectives, and the advantages of using the students' predominant language in education. Lack of information in this regard leads some to reject the IBE program. * More coordination seems necessary among organizations charged with providing IBE training and regional aiid sub-regional specialists. For instance, teachers are relocated without due consideration to their IBE training. * Not all IBE regional specialists speak the local vernacular language. In many cases, grade school experts were hired based on criteria that prioritized teaching in Spanish. * Several respondents underscored the language component. Few referred to the cultural component, reflecting insufficient understanding about the inter-cultural nature of the IBE initiative. 4. SUMMARY OF CONSULTATION PROCESS In order to include Inter-cultural bilingual education in the debate leading to the National Agreement on Education, a number of roundtables and debates examined the various experiences and contributions to the field of inter-cultural bilingual education in Peru and the region. This consultationi comprised several stages and involved various government and non-governmental organizations, universities, inter-cultural and bilingual experts. Most importantly however, it included a substantial contribution by representatives from indigenous and native organizations, as well as prominent bilingual teachers from various countries across the region. 4.1 First Consultation Event The first consultation process revolved around "Education and the Challenge of Diversity." It involved participants from indigenous organizations from the Andean and Amazon regions, community federations, associations, regional organizations, bilingual teachers, non-governmental organizations, universities, inter-cultural and bilingual experts, a representative from the Congressional Education Commission, one from the Office of the Peoples' Ombudsman and another from the Ministry for Women and Human Development. A working document dfEducation and challenges of diversity. Contributions from Indigenous Peoples to the National Agreement on Education Was reviewed by the participants in the event. The modifications, corrections and suggestions are included in a publication cScd challenges of diversity." In its first section, it includes a number of thoughts and proposals concerning diversity, exclusion, and the education needs. In its second chapter, it proposes several action to meet the challenge of such diversity. 4.2 Second consultation event The second consultation centered on the "Policies and Strategies for Inter-cultural Bilingual Education." It took place in May 2001 and had as main topic the debate on the policy guidelines of the Inter-cultural bilingual education. The working commissions discussed a number of policy guidelines in the following areas: Inter-cultural issues Curriculum Pre- and in- service teacher training Materials Research Preschool and primary education Secondary Education Adult Education Organization and management of IBE The indigenous groups represented in the commissions made a number of significant contributions. For instanice, as a result of debate and contributions, the document on national language and culture policy on education was prepared, including general and specific policy guidelines to enhance the quality of education based on the principles of respect and acceptance of Peru's cultural and language diversity. The policy proposing active and additive bilingualism as well as an inter-cultural approach as guiding principles of Peruvian education is oll the way to becoming new Law of Languages and part of the new General Education Law. 4.3. Organizations and representatives of Amazon and Andean peoples participating in the consultation During the two consultation events, the following representatives from indigenous organizations were actively involved: Asociaci6n Inter6tnica de Desarrollo de la Selva Peruana (AIDESEP) Confederaci6n de Nacionalidades Amaz6nicas Peruanas CONAP Consejo Aguaruna y Huambisa (CAH) Central Ashl.iinka del Rio Tambo Federaci6n de Comunidades Nativas Yanesha FENAMAD (Madre de Dios) Federaci6n de Comunidades Nativas de la provincia de Pur(is Ucayali Uni6n de Comunidades Aimaras -UNCA ORAU (Ucayali) Asociaci6n de Educadores Bilingues de la provincia de Canchis, Asociaci6n de Educadores Bilingiies de Loreto. Asociaci6n de Educadores Bilinguies Yine (Bajo Urubamba) Asociaci6n de Educadores Bilingues de la provincia de Canas Federaci6n de Pueblos Indigenas Kechwas de la Regi6n San Martin -FEPIKRESAM. 4.4 IBE's National Consultative Council Since its organization in May 2001, the Council has prepared a final document on Peru's National Policy on Cultures in Education, and has proposed it as one of the conceptual underpinnings of Peru's educational policy. 4.5 Consultations with SETAI The Inter-cultural Bilingual Educational National Directorate actively participated in the consultation process promoted by the Technical Secretariat for Indigenous Affairs (SETAI) with support from the World Bank during the period 1998 - 2000. Now, this technical secretariat reports to the National Commission for the Andean and Amazon Peoples presided by Peru's First Lady. It reports directly to the Prine Minister. II. STRATEGY COMPONENTS 5. FUTURE CONSULTATION PROGRAM AND COMMUNITY PARTICIPATION PROGRAM The Ministry of Education has set itself the goal of introducing democracy in Peruvian education to create a more active and equitable citizenry. This implies improving the relationships between the state and the indigenious peoples, and also putting a number of resources into operation so that joint management and responsibility sharing in education will become a reality. Indigenious organizations, the educational community and civil society at large need to become actively involved in developing IBE proposals, in order to obtain active contribution from these organizations to the design, execution and evaluation of educational activities. This will be implemented by means of a consultation process that will also include all educational regional and provincial directorates. These initiatives will be complementary to the rural community participation strategies to meet the goals of improving and strengthening organizational management of education within schools with active involvemenit of parents, community members and officials (School Council) comprising the education network and all district, provincial and regional levels of government. Indigenous peoples will likewise become active at these levels of community participation. 5.1 Roundtables From 2003 to 2005, 28 debate and consensus roundtables focusing on educational topics for each indigenious people will be organized in the departments of Loreto, Ucayali, San Martin, Amazonas, Puerto Maldonado, Junin-Pasco, Ancash, Apurimac, Arequipa, Ayacucho, Puno, Huancavelica, Madre de Dios, Lambayeque, Ancash, Tacna, Moquegua and Arequipa. The roundtables focus on1 the relevance of language and cultural issues in education, with the purpose of proposing guidelines for the educational development plans for each of the participating indigenous peoples. They should also contribute to the diversification of the curriculum and matching student profiles to their respective cultures, languages, lifestyles and development approaches. Moreover, the roundtables will perform a social oversight function on the appropriate use of contracts and resources. 5.2 Regional Consultative Councils Regional Consultative Councils will be promoted in educational regions and subregions with participation of representatives from organized indigenous communities, wherever appropriate. Therefore indigenous peoples will be part of these councils and will perform functions similar to those of the National Consultative Council of Inter-cultural Bilingual Education organized by means of the Ministerial Resolution 235-2001-ED. The Consultative Regional Councils will assess and evaluate the management of education, check the use of resources, and prepare educational policy guidelines for government regional educational officials, includitig recommendations and corrective actions for the Education Directorate's operations. 5.3 National Congresses for Indigenous Teachers An annual meeting of bilingual teachers from across Peru who excel in teaching and in their relationship with the community will be promoted. The purpose of these meetings will be to exchange teaching experiences, promote the emergence of classwork innovation and assess the progress made in the field of inter-cultural bilingual education in Peru, as well as specific progress in various curricular areas. Four such national congresses for indigenous peoples have already taken place, from 1998 to 2001, in Junin, Ayacucho, Puno and Cuzco. The fifth national Inter-cultural Bilingual Education Congress will take place in Lamas (San Martin) and will be organized by the Federation of Kechwa Indigenous Peoples from the San Martin Region - FEPIKRESAM. 5.4 Inter-cultural events for students, teachers and parents Meetings and gathering of students, teachers and parents from Peru's indigenous populations, the so-called Tinkuy jamborees, will be organized to improve inter-cultural skills for every day life. These meetings have taken place recently in the cities of Andahuaylas, Iquitos, Huanta, Huancayo and Pampas (Tayacaja, Huancavelica). At these meetings, participating students and teachers will have the opportunity to demonstrate their teaching work. 6. MATERIALS DESIGN AND TESTING Teachinlg materials for inter-cultural bilingual education are a substantive component of the strategy. From this viewpoint, initiatives are being considered for preparing and developing teaching materials for students, teachers, parents, and the community at large. 6.1 Student Materials One of DINEBI's most important achievements has been to prepare and distribute educational material including workbooks for Language and Mathematics in the 14th. Andean and Amazon vernacular languages. This material has been designed as a support and reinforcement of boys and girls' learning in two key areas, which in turn are, comprised in the social skills and science and environmental fields. With respect to support material for second language training, efforts are underway to prepare workbooks, posters and charts for the first two levels (I cycle) with a view at completing a series with advanced level materials (11 and III cycles). After consultation with experts and recommendations from an independent evaluation, a validation process was launchied for the Andean languages (Quechua and Aymara) workbooks. This process will continue with the validation of materials prepared for the Amazonian languages. The testing tools are aimed at collecting data about the cultural, language and teaching relevance of the materials under review. The results from the validation will provide input to enhance the quality of the printed materials. Additionally, it is of utmost importance to start designing alternative materials so that the inter-cultural bilingual education proposal for multigrade and single teacher and single teacher schools can be successfully tackled. DINEBI will prepare the educational materials modules for children in preschool and primary inter-cultural bilingual education from a self-paced perspective. Such materials will be prepared using the vernacular languages as main languages and in Spanish as the second language. The design process will adopt a participatory approach involving regional teams and indigenous peoples. This dynamic approach will facilitate undertaking internal and external review processes, reprinting the materials and printing the final prototypes. Before they are delivered, these prototypes will be validated in the rural project intervention areas. DINEBI will prepare the educational material for students in a two-pronged strategy: A) Improving existing educational material This approach will consist in improving existing educational material prepared by DINEBI (workbooks) in 14 vernacular languages and in Spanish as a second language (Cycle I). It will also start preparing complementary teachinlg, reading and writing material in vernacular languages as first language, and Spanish as a second tongue. This strategy will allow to cover 85% of demand by 2005. Improving materials means: * Validating and completing the production process of workbooks through the sixth grade for at least four major Amazon area languages, i.e. Aguaruna, Shipibo, Aslihninka and Chayahuita. * Adjusting and reprinting workbooks in the Language and Mathematics areas in nine Amazon languages and two Andean languages, including five Quechua dialects. Additionally, this will include Spanisih language workbooks as a second language for boys and girls in the basic and intermediate levels in the Andean area. * Preparing complementary and support teacher materials to assist in developing reading and writing skills in vernacular languages. These materials include alphabet games, syllable roots and suffixes boxes, word dominoes, word-fortune wheels, etc. Also materials for teaching the second language will be prepared including cards, posters, flipcharts, song and conversation audiocassettes, and bilingual flashcards in at least nine languages. * Implementinig gradually IBE classroom libraries featuring written materials in vernacular languages, dictionaries, children's literature and reference books. * Preparing reading materials for early bilingual education children in three languages: Cuzco's Quechua, Aymara and Aguaruna, and in three additional languages by 2005, i.e.: Shipibo, Chayahuita and Ashlininka. B) Validation and distribution of self-paced material This strategy aims at preparing and distributing educational material for a self-paced methodology as the first step in a process of innovation in coordination with the National Preschool and Primary School Education Directorate (DINEIP). The initial reference point will be the two-year study cycle. Every year, the modules in vernacular languages and Spanish as a second language corresponding to the respective cycle will be prepared until the whole process has been finished and the materials can be delivered massively. Delivery of this type of material will increase gradually to cover all vernacular languages, as they become part of the Networks created by in the Rural Education and Teacher Development project: * In 2003: Quechua-Collao; Quechua Lamas-San Martin; Aymara and Chayahuita * In 2004: Quechua, Quechua Ayacucho-Chanca and Aguaruna * In 2005: Quechua Incawasi; Quechua Ancash; Ashaninka and Shipibo In what concerns the materials and workbooks in Spanish as a second language, the progression will be as follows: * In 2003: workbooks for Grades 3 and 4 (second cycle) in the Amazon region; Grades 5 and 6 (third cycle) in the Andean region. * In 2004: workbooks for the Grades 5 and 6 (third cycle) in the Amazon region. 6.2 Teachers' materials To make teachinig of writing in indigenous languages sustainable by Inter-cultural Bilingual Education teachers, instructors will be provided with a self-instruction manual that will give them the tools to better understand the writing and functioning of the main language used in classroom and instruction. These materials will support the distance teacher training initiative. Taking into account that classwork requires an ongoing training and methodological updatirI1@Tr issues, as well as the use of proper teaching materials, each teacher will be supplied with the following handbooks: * Handbooks for using educational materials in IBE - Primary School. * Methodology handbook for early IBE and directive charts in three languages. * Methodology handbook for teaching Spanish as a second language - Primary School * Methodological handbook for teaching the mother language - Primary School. Likewise, the project must ensure that teachers enforce inter-cultural principles n their pedagogical work in their schools, and specifically in their classrooms. To do this, self-teaching handbooks relating to various components of this approach will be provided for Pre-school, Primary and High School teachers. Six sets of guidelines to be distributed gradually are proposed: * Inter-cultural concepts and curriculum programming * Identity and self-esteem * Local knowledge, wisdom and practice * Knowing others * Cultural relations: conflicts, racism and prejudice * Unity in diversity 6.3 Materials for parents and the community included in a sensitization and goals dissemination strategy as well as to teach about the advantages of IBE, a series of materials for parents and the community at large will be prepared in 14 languages. These materials will support the dissemination strategy and will comprise leaflets, brochures, posters and radio broadcast spots, among others. 7. INTER-CULTURAL BILINGUAL TEACHING TRAINING Inter-cultural bilingual topics are included in the in-service training initiative proposed by MOE's National Teacher Training Directorate (DINFOCAD). Teacher training schools and teacher training special projects will be restructured in order to meet future bilingual teachers' needs, and to structure private and government initiatives so that both quality and better results are guaranteed. 7.1 IBE Teacher Training and Multiple Classrooms Schools As inter-cultural bilingual education becomes stronger and more widespread, in-service teaching training will become increasingly important. Such training will become part of a Continuous Teacher Training System that will give rural teachers ongoing opportunities to update and improve their professional skills and performance. The system will aim at ensuring the appropriate educational human resources' development as part of a coherent and uninterrupted training scheme to improve the quality and performance of teacher classwork and improved in student learning. Likewise, and taking into account that the teacher profession goes beyond classroom walls, the following aspects will be taken into account: * The teacher as a learning mediator. * Teachers as promoters of interaction between student learning and the rural communities. * Teachers as part and backbone of the local, regional and national education system. * Teachers as researchers. * Teachers as professional experts. IBE teacher training in this initial stage will continue to enforce the principles of decentralization, timing and continiuity, teacher counselinig and monitoring, and the notion of "learning by doing", while underscoring relevance and sustainability. In coordination with DINFOCAD, this initiative will strengthieni bilingual teaching training in areas identified by DINEBI, with the following priorities: * Theoretical foundations of bilingual education and the inter-cultural approach * Using methodologies for curricular area development in vernacular mother tongue and second language teaching. * Reading and writing in vernacular languages for teachers. * Multigrade class methods. * Use of IBE teaching materials. 8. CURRICULUM DEVELOPMENT In coordination with the Preschool and Primary National Directorate (DNEIP) and the High School and Vocational Education Directorate (DINESST), a curriculum proposal will be prepared and introduced that is related to the needs and demands identified among bilingual peoples. Likewise, further progress will be made in introducing an inter-cultural, bilingual and self-paced study program. As a complement, a contribution will be made to introduce further inter-cultural approaches and concepts in study programs at all levels and to promote the additional Spanish-native language bilingual teaching approach so as to apply it through the whole educational system and thus promote dialogue and inter-cultural understanding across the nation. The development of Regional and local guidelines will be promoted for the diversification of the curriculum from an inter-cultural viewpoint involving regional and sub-regional offices. To improve bilingual teacher classwork, a series of methodological strategies will be developed for each of the curriculum areas, with an emphasis on multigrade classrooms and for specific social and linguistic scenarios. The appropriate methodology handbooks will also be prepared. In order to adapt various inter-cultural bilingual teaching to national bilingual contexts in Peru, a number of strategies will be developed for treating and using various languages in classroom situations, based on the cumulative experience gained to date in Peru and abroad. 9. RESEARCH Research on the languages and cultures of indigenous peoples will be promoted to cover the followiig fields: * Ethliic numbering and iieo-numbering systems: a study of the number systems in the Arawak, Pano, Jibaro and Harakmbut language families to enhance workbook materials for the logic and mathematic areas. * Cognitive and logic processes in the Andean and Amazon cultures: studies concerning the logical structures underlyinig the Andean (Quechua) and Amazonian (Ashaninka) laiiguage to improve classroom work and other activities. * Child ethnography: Study of the usual child behavior patterns outside schools, use of leisure time, production activities, etc. to provide a better context for workbooks and other materials. * Child rearing customs and culture in Andean, Amazon and Coastal region cultures. DINEBI will become involved in studies on this topic through its pre-school education office. * Research on and systematization of Andean science in the north, center and south areas, and adapting it to primary school teaching. * Research on and systematization of Amazon science for the Loreto, Ucayali, Madre de Dios area and adapting it to primary school teaching. * Research on and systematization of Andean culture, vision of the world and approach to the environmenlt in the north, center and south areas, and adapting them to primary school teaching. * Research on and systematization of Amazon culture, vision of the world and approach to the environment for Loreto and Ucayali-Madre de Dios regions, and adapting them to primary school teachinig. * Systematization and development of Andean regional history in the north, center and south areas, and adapting it to primary school teaching. * Systematization and development of the Amazon regional history for Loreto and Ucayali-Madre de Dios regions, and adapting it to primary school teaching. * Cognitive processes: the logic of rhetoric * Child ethniographiy: work, games, and leisure time among rural children. * Institutionial Research Program for Bilingual Teacher Training Schools. 10. DISSEMINATION To sensitize both indigenous and other peoples on the scope of the Inter-cultural Bilingual Education Program and its main components, i.e. diversity, multiplicity of cultures, mutual respect, etc, a national, regional and local level dissemination strategy has been planned. Radio and TV spots, posters, leaflets and bilingual information brochures will be prepared, as well as a web site. 11. ADAPTING SCHOOL SCHEDULES TO PEASANT AND INDIGENOUS RURAL ECONOMICS AND FARM WORK Rural Peru is a peculiar and complex world from the geographic, social, cultural, economic and political viewpoints. All these must be taken into account for the educational system to ensure access to and equal opportunity in education for rural boys, girls and teenagers, and provide them with quality education. One such specific characteristic involves the relationship between rural peasant and indigenous economies and the farming cycle. Such dynamic relations must be given consideration when structuring a flexible and diversified curriculum, contemplating specific management regulations for schools, and developing school activities and programs so that they will fit the school's operating surroundings. However, this strategy and adapting it to the local context are still incipient. Additionally, from the viewpoint of curricular structure ad in coordination with DINEIP, it will be necessary to develop and implement a self-paced approach to IBE aimed at developing the students' potential. Rural boys and girls and teenagers will gain access to a type of formal education that addresses their specific needs and contexts, that respects and assists in the development of their culture and language, and contributes to enhancing productive activities. As part of this model, gradpromotion - as an indicator of the system's efficiency - will foster greater individual attention to monitor student achievement. To achieve this goal, the academic program will be organized as a chaini of capacity building efforts centered on one area, and will be structured sequentially along six years of primary schooling and subsequently for high school education. Lastly, it is hereby proposed to diversify the school curriculum to include a number school calendar considerationis and proposing backbone topics such as a multicultural approach, environmental education and production activities. 12. CRITERIA FOR RECRUITMENT AND DEPLOYMENT OF IBE TEACHERS The teacher recruitment system must ensure that the appropriate teachers are hirednd retained in order to provide quality and fair education. To do so, a periodical system for objective evaluation of teacher performance must be put in place so that: * The best teachers work in the public sector. * Hiring is not arbitrary. * Officials in charge of each school or network anywhere in Peru can make effective decisions to hire the teachers they need. The teacher screening and hiring strategy is comprised in a proposal to structure and develop the teaching career as part of the Rural Education and Teaching Development Program. Basically, it proposes a new hiring system that reflects the government's right to hire the best teachers and simultaneously gives teachers the right to job tenure on a merit-basis and subjected to performance evaluations. Additionally, in the long term network councils in rural areas will be directly responsible for assigning teachinig positions, and screening and hiring teachers. While this new system is put in place, a few decisions have been made concerning IBE teachers. Directive No. 002-2002-ED sets the hiring and deployment criteria for teachers and establishes competitive hiring thirough special evaluation committees for specific single-teacher, multigrade and bilingual IBE schools, in conforming to the regulations for competitive deployment of teachers. This guideline creates a special evaluation committeeone representative of the respective indigenous group having signed an agreement with the Ministry of Education, or from peasant or native communities, as applicable... " (Paragraph 4.4). It also considers specific criteria for IBE schools recruiting, such as: "Teachers applying for a position at a given school must befluent in the local native language where the school is located (article 5 of the regulation) and in Spanish. Additional credit will be given for holding a professional degree in bilingual education, andfor mastery of the written vernacular language. " Generally, the teacher screeninig strategy goes beyond technical and legal changes, and requires a sound political consensus to create a new social contract for education in which all stakeholders are brought together and are accountable for their actions and for the quality of their performance with respect to improving performance of boys and girls in Peru. 13. PREPARING A SAMPLE OF IBE SCHOOLS THAT WILL BENEFIT FROM THE PROJECT'S FIRST PHASE Initial and primary schools will be selected for the first stage of the project to the extent they belong to a community with more than 80% of vernacular language speakers (1993Census). For high schools, a pilot sample will be chosen. a) Initial IBE pre-schools Level Students Teachers and "Animadoras IBE pre-schools 28,000 1841 b) General grade school IBE Level Students Teachers Primary IBE 375,000 15,000 c) Distance secondary IBE schools Level Students Teachers Distance secondary IBE schools* 2,650 107 *Pilot in Quechua and Chayahuita languages d) Rural educational networks N° of IBE Networks Students Teachers 229 90,000 4,000 14. MONITORING AND PARTICIPATORY EVALUATION Each central activity will be monitored and evaluated as a function of specific indicators. Teams and individuals in charge of the various levels of monitorinig and evaluation tasks include, in the first place, the DINEBI, executing agencies and IBE specialists from regional and sub-regional offices. As part of the Rural Education and Teacher Development Program, work is underway to provide exact indicators that will be used in their final version in connection with this Strategy. We present below the indicators areas for performance evaluation to be used in the project together with the corresponding results indicators. PROJECT PERFORMANCE INDICATORS Three indicators are considered in coordination ith the Student Performance Assessment Unit and the Statistics Office. They are part of the indicators chosen for measurement at Ministry level. By end-2005* * Pre-school coverage rate. 3-to-5 year old enrollment in IBE schools for 3-to-5 years rural population. * Gross grade school coverage rate. Grade school enrollment for the 6-to-I 1 years rural population. * Promotion of sixth graders at IBE schools over total II year old rural population * To be more defined accurately once the DINEBI database is fully updated. RESULTS INDICATORS INITIAL EDUCATION * Number of children receiving early IBE education. * Quantity of materials prepared and distributed among PRONOEI and IBE Initial School's teachers and "animadoras". * Number of teaching material kits distributed to IBE Initial Schools and PRONOEIs. * Number of vernacular language educational videos and radio programs for IBE initial schools and PRONOETs PRIMARY EDUCATION Educational Material * Number educational material delivered to children and teachers at IBE schools in vernacular and second languages. * Number of self-paced material delivered by cycle and language for grade schools per cycle and language in the primary school level. * Number of self-paced materials guides for teachers. * Number of classroom libraries delivered to IBE schools. * Number of reprinted and delivered student workbooks in Amazon vernacular languages. The quality and relevance of the teaching materials will be evaluated with parents and community involvemenit, and the beneficiary children and teenagers' viewpoint will also be included. Curriculum Development * A document describing explicity the three attention models for language treatment and development with due consideration for socio linguistic and educational diversity. * Number of pilot centers that enforce language treatment and development models. * Number of pilot schiools enforcinig the inter-cultural pedagogical proposal. * By end-2005, reference texts and teaching modules for self-paced instruction in vernacular and Spanish as a second language for primary schools will be fully implemented. CONTINUOUS TEACHER TRAINING * Number of IBE teachers trained during Phase I. Trigger Indicator. * 50 % of 15,000 primary IBE teachers in Phase I IBE intervention area were trained. DINEBI RESEARCH * Number of research reports. DISSEMINA TION * Number of radio regional and nation-wide spots prepared in vernacular languages. * Number of posters brochures and leaflets distributed. * Television advertisement broadcast. * Website in MOE portal operating. COMMUNITY PARTICIPATION * Number of IBE debate roundtables with indigenous peoples. * Number of operating Regional Consultative Councils. * Number of IBE children participating in Inter-Cultural Meeting. * Number of teachers participating in IBE National Conference. 15. MOE institution's responsible for the implementation of the activities under this strategy. The Technical Team under the National Intercultural Bilingual Education Directorate (DINEBI) i* be directly responsible for the various activities in this strategy, in close coordination with the Office for Rural Education (OER), and other MOE offices and divisions. National inter-cultural bilingual education directorate (DINEBI) The National Inter-cultural Bilingual Education Directorate specialized professional team comprises the following staff: * A teacher and psychologist, specialized in child education and educational planning. Designs and puts in place specific projects and programs for early bilingual education. * A sociologist with vast experience in educational management and planning. Designs, monitors and regulates the Directorate's administrative component. * Three teachers with a Master's Degree in Andean Linguistics and Inter-cultural Bilingual Education from the Universidad Nacional del Altiplano Graduate School. They are charged with developing plans for teacher training, teaching material products, research and office management and administration. Two teachers will devote to comprehensive communication and one to mathematics. * One teacher with a Master's Degree on the Intercultural Bilingual Education from the Universidad de Cochabamba Graduate School. Develops the teacher training plans and teaching materials. * Two linguists with graduate studies in general linguistics who are responsible for preparing proposals and teaching materials for the treatment of vernacular languages. * Three experienced rural education teachers for Peru's Andean and Amazon regions who are members of the technical team charged with teacher training, teachinig material production and monitoring DINEBI actions across Peru. To better perform its tasks nationwide, DINEBI will be restructured in the near future. To do so, the following additional professional experts will be included in the team: * A project planning specialist with a graduate degree in educational or social anthropology, who will be responsible for monitoring the relevance of DINEBI initiatives in the Andean and Amazon areas. * A pre-school teacher witlh a graduate degree in childcare programs who will design education projects and coordinate attention nationwide. * A natural science graduate with a graduate degree, specialization or experience in the field of education who will cover the IBE science, environment and scientific development areas. * An expert in inter-cultural issues or inter-cultural education matters. * A social communications expert with ability to use conventional and multimedia tools. * Two pedagogues with specialization in second language teaching. * Two pedagogues with experience in bilingual education and fluent in one Amazon region vernacular language. COORDINATION OFFICE FOR RURAL EDUCATION DEVELOPMENT (OER) The OER team is comprised of: * Five PhDs in linguistic, anthropology, sociology and philosophy in charge of developing and guiding projects. * Eleven agronomists, anthropologists, historians and teachers to carry out pilot projects and teacher training. * Three comnmunicators and program producers for the dissemination team. * A lawyer providing counseling on draft laws and administrative procedures. * Sixteen field monitors and pilot project leaders, communicators and dissemination project designers. * Five economists and accountants charged with administrative tasks. In addition, OER coordinates closely with the MOE Geographical Information System (GIS) tefiu matters concerning network design. Occasionally, it hires temporary personnel for field data collection, as well as other support staff. It coordinates with the School Infrastructure Office (OINFE) for designing and building multiservice modules, and for schiool remodeling and rehabilitation. Lastly, OER coordinates with all MOE divisions, in particular with the decentralized agencies regional directorates and education services units located in the provinces) concerning network design and decentralization efforts. 16. TIMELINE AND BUDGET (in US $) 16.1. INITIAL EDUCATION ACTIVITIES 2003 2004 2005 TOTAL Printing of 5 teaching guides for early IBE 4,508.70 6,011.60 4,508.70 15,029 Production of 4 interactive IBE prototype charts 2,531.10 3,374.80 2,531.10 8,437 Production of literary texts for IBE 3,796.80 5,062.40 3,796.80 12,656 Printing literary texts for IBE 11,390.40 15,187.20 11,390.40 37,968 4Production of parents guide for IBE 1,898.40 2,531.20 1,898.40 6,328 Printinig parents guide for IBE 711.90 949.20 711.90 2,373 Total 24,837.30 33,116.40 24,837.30 82,791 16.2. PRIMARY EDUCATION Curriculum development and teaching materials ACTIVITIES 2003 2004 2005 TOTAL Preparing and testing self-paced IBE materials 76,034 95,211 214,766 386,012 Printing, reprinting and delivering workbooks in 865,705 1,154,274 865,705 2,885,684 vernacular language Teacher guides for self-paced materials 715 1,107 2,214 4,037 Teachinig material for IBE classrooms 421,866 543,815 965,482 Independent learning material for IBE teachers 290,407 290,407 IBE libraries 968,025 968,025 New workbooks in Amazon languages 116,013 116,013 Design and testing of IBE self-paced system 32,357 32,552 64,909 Language treatment 33,749 29,708 19,427 82,885 Inter-cultural proposal 32,736 42,483 10,792 86,013 Preparing and testing guidelines for inter-cultural 29,003 29,178 - 58,181 integration I _ I Method proposal for multiple grade IBE classes 9,000 4,500 4,500 18,000 Total 5,925,648 16.3. DINEBI DISTANCE HIGHSCHOOL EDUCATION ACTIVITIES 2002 2003 2004 2005 TOTAL Diversified curriculum for iiew distance secondary 14,000 school education * Social linguistic survey of distance rural education 9,000* students Strengthening Spanish as 2L: design 9,492 9,549 9,713 28,754 Strengthening Spanish as 2L: prototype drafting 4,218 4,244 4,317 12,779 Strengthening Spanish as 2L: printing and delivery 7,910 7,957 8,094 23,962 Strengthening vernacular IL: Quechua and Chayahuita.. 7,382 7,427 7,555 22,364 design I Strengthening vernacular IL: prototype drafting 3,164 3,183 3,237 9,584 Strengtlhening vernacular I L: printing and delivery 6,328 6,366 6,475 19,169 Total 23,000 116,617 * *Japanese Grant 16.4. CONTINUOUS TEACHER TRAINING ACTIVITIES 2003 2004 2005 TOTAL Training for initial school teachers and early IBE 165,690 220,920 165,690 552,300 coordinators Training for primary IBE teachiers 2,694,792.90 3,593,057.20 2,694,792.90 8,982,643 Total 2,860,483 3,813,977 1 2,860,483 1 9,534,943 16.5 RESEARCH Research Item TOTAL Socio-linguistic survey of 0-to-3 and 3-to-5 years rural children 15,000 Research on and systematization of Andean science for the North, Center and 15,000 South areas and adapting it to primary school teaching. Research on and systematization of Amazon science forthe Loreto, Ucayali, Madre 15,000 de Dios area and adapting it to primary school teaching. Researchi on and systematization of Andean culture, vision of the world and 15,000 environment in the North, Center and South areas, and adapting it to primar school teachiing. Research on and systematization of culture, vision and environment of the Amazon 15,000 area Loreto, Ucayali, Madre de Dios departments and adapting it to primary school teachiing. Systematization and drafting of a regional Andean history for the north, center and 15,000 south areas and adapting it to primary school teaching. Systematization and drafting of a regional Amazon history for Loreto, Ucayali, 15,000 Madre de Dios departments and adapting it to primary school teaching. Studies on ethnic and neo numbering 15,000 Cognitive processes: the logic of rhetoric 15,000 Child ethnography. Work, gaimnes and leisure time among rural children 15,000 Institutional research program for bilingual vocational teaching schools 15,000 TOTAL 165,000 16.6 DISSEMINATION ACTIVITIES 2003 2004 2005 TOTAL Regional radio spots 38,442 38,674 39,340 116,457 National radio spots 7,119 7,161 7,285 21,566 Posters, brochures, leaflets 12,656 - - 12,656 Television advertisements 10,546 10,610 10,792 31,949 Website 12,656 12,732 12,951 38,339 Total 220,968 16.7 COMMUNITY PARTICIPATION ACTIVITIES 2003 2004 2005 TOTAL IBE roundtables with indigenous peoples 158,200 143,238 178,082 479,520 IBE Regional Consultative Councils 88,592 89,126 90,660 268,378 IBE Childreni Intercultural Jamborees 27,421 - 28,061 55,482 National IBE Teachers Conference 31,640 31,838 32,378 95,849 Total 899,231 16.8 MONITORING AND IMPLEMENTATION OF DINEBI STRATEGY ACTIVITIES 2003 2004 2005 TOTAL Monitorinig of primary school IBE teaching 74,397 74,845 76,133 218,456 material Design and implementation of monitoring system 26,366 - - 26,366 for indigenous people distance high school education Total 244,822 16.9 DINEBI HUMAN RESOURCES AND EQUIPPING Technical Team 2003 2004 2005 TOTAL Language Treatment Unit Head 31,640 31,630 32,378 95,849 Language Treatnent Specialists 284,760 286,476 291,407 862,644 IBE Specialists 75,936 76,393 77,708 230,038 Equiiinpment (computers, printers) l 15,000 TOTAL 1,203,531 16.10 CONSOLIDATED DINEBI BUDGET ITEM ACTIVITIES TOTAL Iniitial Education 82,791 Primary Education. Curriculum Development and Teaching Materials 5,925,648 Higih school Distance Education 244,822 Continuous Teacher Training 9534,943 Research 165,000 Disseminationi 220,968 Community ParticipationX 899,231 Monitoring and Implementation of DINEBI Strategy 244,822 Human Resources and Equipping 1203,531 Total 1,8521,756 Livia Benavides M \Social Sector Projects\Rural Education\Peru Education Indigenous Peoples Strategy doc May 29, 2002 12 14 PM