IPPI 6May 2002

STRATEGY TO INCLUDE INDIGENOUS COMMUNITIES IN THE RURAL EDUCATIONPROJECT

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 legalinstances. Peruvian norms in this respect are included in the political constitution of the nation, theGeneral Education Act, the Primary Education Regulations and the recent regulations creating in theNational Inter-cultural Bilingual Education Directorate and its Consultative Council.

Article 2, ofPeru's Political Constitution mentions that all individuals have the right to preserve theirethnic and cultural identity; that the Peruvian state recognizes and protects ethnic and cultural plurality inthe nation; that bilingual and inter-cultural education must be fostered, recognizing each area'scharacteristics while preserving the various cultural and language manifestations.

Peru has signedILO'S 169 Agreement(ratified in 1993) recognizing the right of indigenous boys andgirls to learn to read and write in their own language, and preserve and develop it. It also recognizes theright 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 establishesthat educatioii will have as its objective to achieve full individual development, and to strengthen respectfor human rights and fundamental freedoms while fostering understanding, tolerance and friendshipamong all nations and ethnic or religious groups. Peru has also signed thConvention on the Rights ofChildren, article 29 of which mentions that children's education must be destined to create in themrespect for their own cultural identity, their language and values while preparing them to lead aresponsible life in a free society, where the spirit of understanding, peace, tolerance, equality among thesexes, and friendship among peoples, ethnic, national and religious groups and peoples of indigenousroots will be preserved.

The General Education Act in article 4 (d), specifies that preferential attention will be given tomarginalized sectors, border areas, rural areas and population groups where native languages and othersimilar situations are predominant. Article 5 (c) mentions that cooperation and exchange with othercultures, in particular the culture of other Latin American nations, will be fostered while preservingnational 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 Andeanand Amazonian communities with inter-cultural bilingual education schools, with education provided inthe indigenous mother tongue and Spanish progressively taught as a second language, thus helping tobuild 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 BilingualEducation Directorate (DINEBI in Spanish)to provide quality solutions to meet the educational needsand demands of a multicultural and multilanguage nation as is Peru at all levels and for all types ofeducation. On May 22 of the same year, Ministerial Resolution 235-2001-ED creatNitibaalConsultative Committee to promote greater involvemenit of civil society and direct users in inter-culturalbilingual education. This committee includes outstanding representatives of the teaching profession from

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tihe Aguaruna, Shipibo, Ashaninka, Aymara and Quechua nations, as well as Peruvian experts inanthiropology, education and linguistics.

Recruitment of bilingual teachers is regulated Djrective 002-2002-CNCP-EDaccording to whichteachers will be appointed to inter-cultural bilingual schools only if they have demonstrated writtenfluency in the respective indigenous language. In all cases, the selection criterion will be the relationshipbetween the students and their language. The Selection Committee that recruits teachers, include arepresentative of the local indigenous federation. In additioiVice Ministerial Resolution 025-96-EDdetermines that to be hired as bilingual educators, teachers must be trained in inter-cultural bilingualeducation, talk the mother language spoken by the local children and be fully identified and committed tothe 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 indigenousnations, mostly Quechua and Aymara living in the Andean region. The Peruvian Amazon forest covers 62percent of the territory and is home to 42 ethnolinguistic groups whose cultural, economic and politicalcharacteristics are obviously different from those of the national population. Such cultural variety spansfactors such as culture, lifestyles, language, demographics, relation to the territory and contact and/orinteraction with society at large and the national juridical order.

The universe of indigenous peoples is not restricted to peasant and native communities. It also includesremote settlements, and groups that have voluntarily decided to isolate themselves or who only establishsporadic contact with the rest of the country. There is an undetermined number of individuals ofindigenous roots living in Amazon cities or rural areas, who are known as the riverine population. Agreater recognition is required of the rights of those peoples who do not explicitly identify themselves asnative, indigenous nations or members of a given language group, other than the 1265 peasant and nativecommunities 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 locationswhere they are predominant. Quechua is spoken by 4 million people while there are some 350,000Aymara speakers. In the Amazon region between 300,000 and 400,000 people speak any of the 40Amazonian 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 anopportunity that must be recognized and taken advantage of when creating a new national developmentproject to overcome the barriers of exclusion. Inter-cultural education promotes recognition, acceptanceand culture of our "creative diversity." In other words, it accepts the plurality of cultures ascomplementary voices and visions that are the consequence of unity in diversity.

Number of Quechua and Aymara speakers

Language N° of speakersQuech ua 3 850 000Aymara 350 320Total 4 200 320

Population census of Amazonian communities by ethnic groups (1993)

Ethnic Groups PERU Total PopulationAchual 4719 2.0Aguaruna 45137 18.8Amahuaca 247 0.1Amaiweri - Kisamberi 37Amarakaeri 1000 0.4Amuesha 6980 2.9Arabela 302 0.1Arasaeri 122 0.0Bora 371 0.2Campa Ashaninka 40518 16.9Campa Caguinte 229 0.0Campa del alto Perene 1180 0.5Campa del Pichis 3918 1.6Campa del Ucayali 2793 1.2Campa Nomatsiguenga 5531 2.3Campa Pajonalino 3823 1.6Candoshi - Murato 1916 0.8Capanahua 267 0.1Candoshi - Cacataibo 1661 0.7Cashinahua 909 0.4Chamicuro 126 0.0Chayahuita 13717 5.7Cocama - Cocamilla 10705 4.5Culina 300 0.1Ese'ejja 600 0.3Huachipaeri 159 0.0Huambisa 5545 2.3Huitoto Meneca 676 0.3Huitoto Munaime 105 _

Huitoto Murui 1136 0.5

Jibaro 52Kichwaruna (santarrosin) 254 0.1

Lamas - Chachapoyas 22513 9.4Machiguenga (Matsigneng) 8679 3.6Mayoruna - Matses 1177 0.5Ocaina 188 0.0Orej6n (Maijuna) 288 0.1Piro (Yine) 2553 1.1Pukiriere 57 0.0Quechua - Napo - Pastaza - Tigre 10553 4.4Secoya 678 0.3Sharanahua - Marinh. - M. 438 0.2Shipibo - Conibo 20178 8.4Ticuna 1787 0.7Toyoeri 248 0.1Urarina 564 0.2Yagua 3487 1.5Yamhinahua 324 0.1Grupo etnico no especificado 10927 4.6Source: National Institute of Statistics (INEI); 239,674 100.0National Census, 1993

Selected Languages for the Rural Education Project

Language Number of speakersl________ Quechua Collao 1,516,0002 Quechua,Ayacucho, 100,000

Chanca3 Quechua Ancash 800,0004 Quechua Incawasi 20,0005 Aimara 350,3206 Aguaruna 45,1377 Shipibo 20,1788 Ashaninka 52,4619 Chayahuita 13,71710 Quechua San Martin 22,51311 Huambisa 5,54512 Achuar 4,71913 Bora 1,50014 Machiguenga 8,679Total 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 secondsemester 1999 to April 2000, was under the responsibility of the Bilingual Inter-cultural EducationTraining Program (PROEIB Andes in Spanish) based in the city of Cochabamba, Bolivia. During thisperiod, visits to bilingual schools in the departments of Puno, Cuzco, Ancash, San Martin, and Amazonasprovided information about teacher and student performance. Another element included in theassessment, was the training of bilingual trainers at the Huampani resort near Lima. The activity broughttogether approximately 120 teachers from various Andean and Amazonian regions around Peru. Theopinions of parents, teachers and training organizations (executing agents) were another source ofinformation.

From March to May 2001, the second stage of the evaluation was focused on the of the Inter-culturalBilingual Education policy guidelines, and of the text books and materials prepared by the formerUNEBI, now renamed as DINEBI. Several components of this assessment are being used in the designand proposed implementation of the Project.

Peru has undergone a education reform that introduced a more active and horizontal teaching approachcalled theNew Educational Approach Some changes can readily been observed in the context of thereform 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. Evenwhen classroom furniture made it difficult to rearrange the students around the classroom, these wereredesigned to give an emphasis to and facilitate teamwork. Very few classrooms were found wherestudents were organized in the traditional row-and-line organization. However, and despite the ongoingchaniges, most teachers failed to move around the classes and rather chose to teach their classes from thefront 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 andgirls. 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 thepermanent stimulus and direction provided by the teacher. Additionally, some teachers did showdiscriminatinig 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 atop-down style with few opportunities for reflection and even less for metacongnition. Routine actionsand schemes evidence he control and domination functions exerted by teachers. We present below somesalient classwork aspects.

Teaching Materials

Diversification of teaching materials is still incipient. In many instances, the only materials used in theclassroom are chalk and a blackboard, except in some cases when the teacher uses flipcharts and markerswhile students do teamwork. Also, in a significant number of classrooms, posters and illustrationsprepared by teachers and students decorate the walls.

Most teachers appreciated the workbooks prepared and distributed by UNEBI, although in some casesthey were not yet using them. Most survey respondents mentioned that workbooks were slow to reachthem. The most widely used by both teachers and students were for logics and mathematics, whilecomprehensive 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, inthe surveyed area, when the students spoke predominantly a vernacular language, classwork was done inthat language, whether Aymara, Quechua or Aguaruna. Class sessions generally were conducted in thevernacular language and in Spanish, alternatively.

In the Andean area, the simultaneous use of two languages in the classroom apparently depends on theteacher's decision and also possibly on the parents' pressure to use Spanish. This simultaneous use of thetwo 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, andlittle methodological training for teachers so that they can clearly establish the difference betweenteaching 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 consciousand reflective use promoted beyond simply learning to write it. Still introducing vernacular languages instudy 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 manifestneed for specific teaching guidelines to introduce a more horizonital communication approach and enforceinter-cultural teaching in everyday classroom work. Nevertheless, we must highlight that some teachersalready 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 teachingorganizations do not include it in the regular teaching process. It has not yet become a continuing andpermanent process, and traditional evaluation practices subsist. No cases of self-evaluation or peerevaluation 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 skillsin the predominant language. In many instances, students were unable to read and write in the vernacularlanguage.

Similar, if not more severe issues, concern the use of Spanish as a second language. Although in manycases students were able to handle simple oral tasks related to basic social interaction, they had troubledescribing a simple illustration using complete and coherent phrases and sentences. Even greaterdifficulties were identified in reading comprehension and writing in the second language. Most studentshad 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 processin quite limited. Their involvement is limited to maintenance or refurbishment school facility and makingadditional financial contributions for specific purchases. More attention should be paid to this element tothe extent social and community involvement can have a major influence in creating acceptance forinter-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' objectivesand enforcemenit:

* Although inter-cultural bilingual education is widely accepted, teachers generally feel it is only atemporary way of using the vernacular language in education during the students' initial schooling andonly until they have achieved sufficient mastery of Spanish.* Teacher training time is insufficient considering all the components and tasks that need to beilcluded.* Training and on-site monitoring as well as the programs' credibility are hurt by the trainers andspecialist working in regional offices who do not speak the vernacular languages and lack experience ininter-cultural bilingual education (IBE).* Parents and teachers must be further sensitized to lBE's goals and objectives, and the advantages ofusing the students' predominant language in education. Lack of information in this regard leads some toreject the IBE program.* More coordination seems necessary among organizations charged with providing IBE training andregional aiid sub-regional specialists. For instance, teachers are relocated without due consideration totheir IBE training.* Not all IBE regional specialists speak the local vernacular language. In many cases, grade schoolexperts 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 onEducation, a number of roundtables and debates examined the various experiences and contributions tothe field of inter-cultural bilingual education in Peru and the region.

This consultationi comprised several stages and involved various government and non-governmentalorganizations, universities, inter-cultural and bilingual experts. Most importantly however, it included asubstantial contribution by representatives from indigenous and native organizations, as well as prominentbilingual 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 involvedparticipants from indigenous organizations from the Andean and Amazon regions, communityfederations, associations, regional organizations, bilingual teachers, non-governmental organizations,universities, inter-cultural and bilingual experts, a representative from the Congressional EducationCommission, one from the Office of the Peoples' Ombudsman and another from the Ministry for Womenand Human Development.

A working document dfEducation and challenges of diversity. Contributions from IndigenousPeoples to the National Agreement on Education Was reviewed by the participants in the event. Themodifications, corrections and suggestions are included in a publication cScd challenges ofdiversity." 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 challengeof 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-culturalbilingual education. The working commissions discussed a number of policy guidelines in the followingareas:

Inter-cultural issuesCurriculumPre- and in- service teacher trainingMaterialsResearchPreschool and primary educationSecondary EducationAdult EducationOrganization and management of IBE

The indigenous groups represented in the commissions made a number of significant contributions. Forinstanice, as a result of debate and contributions, the document on national language and culture policy oneducation was prepared, including general and specific policy guidelines to enhance the quality ofeducation 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 guidingprinciples of Peruvian education is oll the way to becoming new Law of Languages and part of the newGeneral Education Law.

4.3. Organizations and representatives of Amazon and Andean peoples participating in theconsultation

During the two consultation events, the following representatives from indigenous organizations wereactively involved:

Asociaci6n Inter6tnica de Desarrollo de la Selva Peruana (AIDESEP)Confederaci6n de Nacionalidades Amaz6nicas Peruanas CONAPConsejo Aguaruna y Huambisa (CAH)Central Ashl.iinka del Rio TamboFederaci6n de Comunidades Nativas YaneshaFENAMAD (Madre de Dios)Federaci6n de Comunidades Nativas de la provincia de Pur(is UcayaliUni6n de Comunidades Aimaras -UNCAORAU (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 CanasFederaci6n 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 Policyon Cultures in Education, and has proposed it as one of the conceptual underpinnings of Peru'seducational policy.

4.5 Consultations with SETAI

The Inter-cultural Bilingual Educational National Directorate actively participated in the consultationprocess promoted by the Technical Secretariat for Indigenous Affairs (SETAI) with support from theWorld Bank during the period 1998 - 2000. Now, this technical secretariat reports to the NationalCommission for the Andean and Amazon Peoples presided by Peru's First Lady. It reports directly to thePrine Minister.

II. STRATEGY COMPONENTS

5. FUTURE CONSULTATION PROGRAM AND COMMUNITY PARTICIPATIONPROGRAM

The Ministry of Education has set itself the goal of introducing democracy in Peruvian education to createa more active and equitable citizenry. This implies improving the relationships between the state and theindigenious peoples, and also putting a number of resources into operation so that joint management andresponsibility sharing in education will become a reality.

Indigenious organizations, the educational community and civil society at large need to become activelyinvolved in developing IBE proposals, in order to obtain active contribution from these organizations tothe design, execution and evaluation of educational activities. This will be implemented by means of aconsultation 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 goalsof improving and strengthening organizational management of education within schools with activeinvolvemenit of parents, community members and officials (School Council) comprising the educationnetwork and all district, provincial and regional levels of government. Indigenous peoples will likewisebecome active at these levels of community participation.

5.1 Roundtables

From 2003 to 2005, 28 debate and consensus roundtables focusing on educational topics for eachindigenious people will be organized in the departments of Loreto, Ucayali, San Martin, Amazonas,Puerto Maldonado, Junin-Pasco, Ancash, Apurimac, Arequipa, Ayacucho, Puno, Huancavelica, Madre deDios, Lambayeque, Ancash, Tacna, Moquegua and Arequipa.

The roundtables focus on1 the relevance of language and cultural issues in education, with the purpose ofproposing guidelines for the educational development plans for each of the participating indigenouspeoples. They should also contribute to the diversification of the curriculum and matching studentprofiles to their respective cultures, languages, lifestyles and development approaches. Moreover, theroundtables 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 participationof representatives from organized indigenous communities, wherever appropriate. Therefore indigenouspeoples will be part of these councils and will perform functions similar to those of the NationalConsultative Council of Inter-cultural Bilingual Education organized by means of the MinisterialResolution 235-2001-ED.

The Consultative Regional Councils will assess and evaluate the management of education, check the useof 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 relationshipwith the community will be promoted. The purpose of these meetings will be to exchange teachingexperiences, promote the emergence of classwork innovation and assess the progress made in the field ofinter-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, inJunin, Ayacucho, Puno and Cuzco. The fifth national Inter-cultural Bilingual Education Congress willtake place in Lamas (San Martin) and will be organized by the Federation of Kechwa Indigenous Peoplesfrom 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, theso-called Tinkuy jamborees, will be organized to improve inter-cultural skills for every day life. Thesemeetings 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 opportunityto 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 forstudents, 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 materialincluding workbooks for Language and Mathematics in the 14th. Andean and Amazon vernacularlanguages. This material has been designed as a support and reinforcement of boys and girls' learning intwo key areas, which in turn are, comprised in the social skills and science and environmental fields. Withrespect 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 levelmaterials (11 and III cycles).

After consultation with experts and recommendations from an independent evaluation, a validationprocess was launchied for the Andean languages (Quechua and Aymara) workbooks. This process willcontinue with the validation of materials prepared for the Amazonian languages. The testing tools areaimed 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-culturalbilingual education proposal for multigrade and single teacher and single teacher schools can besuccessfully tackled. DINEBI will prepare the educational materials modules for children in preschooland primary inter-cultural bilingual education from a self-paced perspective. Such materials will beprepared using the vernacular languages as main languages and in Spanish as the second language. Thedesign process will adopt a participatory approach involving regional teams and indigenous peoples. Thisdynamic approach will facilitate undertaking internal and external review processes, reprinting thematerials and printing the final prototypes. Before they are delivered, these prototypes will be validated inthe 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, andSpanish 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 leastfour major Amazon area languages, i.e. Aguaruna, Shipibo, Aslihninka and Chayahuita.* Adjusting and reprinting workbooks in the Language and Mathematics areas in nine Amazonlanguages and two Andean languages, including five Quechua dialects. Additionally, this will includeSpanisih language workbooks as a second language for boys and girls in the basic and intermediate levelsin the Andean area.* Preparing complementary and support teacher materials to assist in developing reading and writingskills 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 beprepared including cards, posters, flipcharts, song and conversation audiocassettes, and bilingualflashcards 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'sQuechua, Aymara and Aguaruna, and in three additional languages by 2005, i.e.: Shipibo, Chayahuita andAshlininka.

B) Validation and distribution of self-paced material

This strategy aims at preparing and distributing educational material for a self-paced methodology as thefirst step in a process of innovation in coordination with the National Preschool and Primary SchoolEducation 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 respectivecycle will be prepared until the whole process has been finished and the materials can be deliveredmassively.

Delivery of this type of material will increase gradually to cover all vernacular languages, as they becomepart 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 asfollows:

* In 2003: workbooks for Grades 3 and 4 (second cycle) in the Amazon region; Grades 5 and 6 (thirdcycle) 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 betterunderstand the writing and functioning of the main language used in classroom and instruction. Thesematerials will support the distance teacher training initiative.

Taking into account that classwork requires an ongoing training and methodological updatirI1@Trissues, as well as the use of proper teaching materials, each teacher will be supplied with the followinghandbooks:

* 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 workin their schools, and specifically in their classrooms. To do this, self-teaching handbooks relating tovarious 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 ofIBE, a series of materials for parents and the community at large will be prepared in 14 languages. Thesematerials will support the dissemination strategy and will comprise leaflets, brochures, posters and radiobroadcast spots, among others.

7. INTER-CULTURAL BILINGUAL TEACHING TRAINING

Inter-cultural bilingual topics are included in the in-service training initiative proposed by MOE'sNational Teacher Training Directorate (DINFOCAD). Teacher training schools and teacher trainingspecial projects will be restructured in order to meet future bilingual teachers' needs, and to structureprivate 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 trainingwill become increasingly important. Such training will become part of a Continuous Teacher TrainingSystem that will give rural teachers ongoing opportunities to update and improve their professional skillsand 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 andperformance of teacher classwork and improved in student learning. Likewise, and taking into accountthat 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, timingand continiuity, teacher counselinig and monitoring, and the notion of "learning by doing", whileunderscoring relevance and sustainability. In coordination with DINFOCAD, this initiative willstrengthieni 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 secondlanguage 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 andVocational Education Directorate (DINESST), a curriculum proposal will be prepared and introduced thatis related to the needs and demands identified among bilingual peoples. Likewise, further progress will bemade in introducing an inter-cultural, bilingual and self-paced study program. As a complement, acontribution will be made to introduce further inter-cultural approaches and concepts in study programs atall levels and to promote the additional Spanish-native language bilingual teaching approach so as toapply it through the whole educational system and thus promote dialogue and inter-cultural understandingacross the nation.

The development of Regional and local guidelines will be promoted for the diversification of thecurriculum 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 eachof the curriculum areas, with an emphasis on multigrade classrooms and for specific social and linguisticscenarios. The appropriate methodology handbooks will also be prepared.

In order to adapt various inter-cultural bilingual teaching to national bilingual contexts in Peru, a numberof strategies will be developed for treating and using various languages in classroom situations, based onthe 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 followiigfields:

* 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 mathematicareas.* Cognitive and logic processes in the Andean and Amazon cultures: studies concerning the logicalstructures underlyinig the Andean (Quechua) and Amazonian (Ashaninka) laiiguage to improve classroomwork 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 willbecome 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 adaptingit to primary school teaching.* Research on and systematization of Amazon science for the Loreto, Ucayali, Madre de Dios area andadapting it to primary school teaching.* Research on and systematization of Andean culture, vision of the world and approach to theenvironmenlt 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 theenvironment for Loreto and Ucayali-Madre de Dios regions, and adapting them to primary schoolteachinig.* Systematization and development of Andean regional history in the north, center and south areas, andadapting it to primary school teaching.* Systematization and development of the Amazon regional history for Loreto and Ucayali-Madre deDios 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 EducationProgram 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, leafletsand bilingual information brochures will be prepared, as well as a web site.

11. ADAPTING SCHOOL SCHEDULES TO PEASANT AND INDIGENOUS RURALECONOMICS AND FARM WORK

Rural Peru is a peculiar and complex world from the geographic, social, cultural, economic and politicalviewpoints. All these must be taken into account for the educational system to ensure access to and equalopportunity 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 indigenouseconomies and the farming cycle. Such dynamic relations must be given consideration when structuringa flexible and diversified curriculum, contemplating specific management regulations for schools, anddeveloping 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 benecessary 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 addressestheir specific needs and contexts, that respects and assists in the development of their culture andlanguage, and contributes to enhancing productive activities.As part of this model, gradpromotion - as an indicator of the system's efficiency - will foster greaterindividual attention to monitor student achievement. To achieve this goal, the academic program will beorganized as a chaini of capacity building efforts centered on one area, and will be structured sequentiallyalong 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 calendarconsiderationis and proposing backbone topics such as a multicultural approach, environmental educationand 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 orderto provide quality and fair education. To do so, a periodical system for objective evaluation of teacherperformance 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 hirethe teachers they need.

The teacher screening and hiring strategy is comprised in a proposal to structure and develop the teachingcareer as part of the Rural Education and Teaching Development Program. Basically, it proposes a newhiring system that reflects the government's right to hire the best teachers and simultaneously givesteachers 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 teachinigpositions, 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 establishescompetitive hiring thirough special evaluation committees for specific single-teacher, multigrade andbilingual IBE schools, in conforming to the regulations for competitive deployment of teachers.

This guideline creates a special evaluation committeeone representative of the respective indigenousgroup having signed an agreement with the Ministry of Education, or from peasant or nativecommunities, 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 theschool is located (article 5 of the regulation) and in Spanish. Additional credit will be given for holding aprofessional 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 soundpolitical 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 toimproving performance of boys and girls in Peru.

13. PREPARING A SAMPLE OF IBE SCHOOLS THAT WILL BENEFIT FROM THEPROJECT'S FIRST PHASE

Initial and primary schools will be selected for the first stage of the project to the extent they belong to acommunity with more than 80% of vernacular language speakers (1993Census). For high schools, a pilotsample 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 TeachersPrimary IBE 375,000 15,000

c) Distance secondary IBE schoolsLevel Students TeachersDistance secondary IBE schools* 2,650 107

*Pilot in Quechua and Chayahuita languages

d) Rural educational networks

N° of IBE Networks Students Teachers229 90,000 4,000

14. MONITORING AND PARTICIPATORY EVALUATION

Each central activity will be monitored and evaluated as a function of specific indicators. Teams andindividuals 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 ofthe Rural Education and Teacher Development Program, work is underway to provide exact indicatorsthat will be used in their final version in connection with this Strategy. We present below the indicatorsareas for performance evaluation to be used in the project together with the corresponding resultsindicators.

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 teachersand "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 andsecond languages.* Number of self-paced material delivered by cycle and language for grade schools per cycle andlanguage 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 communityinvolvemenit, 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 developmentwith 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 andSpanish 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* bedirectly responsible for the various activities in this strategy, in close coordination with the Office forRural 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 thefollowing staff:

* A teacher and psychologist, specialized in child education and educational planning. Designs andputs in place specific projects and programs for early bilingual education.* A sociologist with vast experience in educational management and planning. Designs, monitors andregulates the Directorate's administrative component.* Three teachers with a Master's Degree in Andean Linguistics and Inter-cultural Bilingual Educationfrom the Universidad Nacional del Altiplano Graduate School. They are charged with developing plansfor 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 deCochabamba Graduate School. Develops the teacher training plans and teaching materials.* Two linguists with graduate studies in general linguistics who are responsible for preparing proposalsand teaching materials for the treatment of vernacular languages.

* Three experienced rural education teachers for Peru's Andean and Amazon regions who aremembers of the technical team charged with teacher training, teachinig material production andmonitoring DINEBI actions across Peru.

To better perform its tasks nationwide, DINEBI will be restructured in the near future. To do so, thefollowing additional professional experts will be included in the team:

* A project planning specialist with a graduate degree in educational or social anthropology, who willbe 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 projectsand coordinate attention nationwide.* A natural science graduate with a graduate degree, specialization or experience in the field ofeducation 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 vernacularlanguage.

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 guidingprojects.* Eleven agronomists, anthropologists, historians and teachers to carry out pilot projects and teachertraining.* 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) tefiumatters 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 designingand building multiservice modules, and for schiool remodeling and rehabilitation. Lastly, OERcoordinates with all MOE divisions, in particular with the decentralized agencies regional directorates andeducation 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 TOTALPrinting of 5 teaching guides for early IBE 4,508.70 6,011.60 4,508.70 15,029Production of 4 interactive IBE prototype charts 2,531.10 3,374.80 2,531.10 8,437Production of literary texts for IBE 3,796.80 5,062.40 3,796.80 12,656Printing literary texts for IBE 11,390.40 15,187.20 11,390.40 37,9684Production of parents guide for IBE 1,898.40 2,531.20 1,898.40 6,328Printinig parents guide for IBE 711.90 949.20 711.90 2,373Total 24,837.30 33,116.40 24,837.30 82,791

16.2. PRIMARY EDUCATION

Curriculum development and teaching materialsACTIVITIES 2003 2004 2005 TOTALPreparing and testing self-paced IBE materials 76,034 95,211 214,766 386,012Printing, reprinting and delivering workbooks in 865,705 1,154,274 865,705 2,885,684vernacular languageTeacher guides for self-paced materials 715 1,107 2,214 4,037Teachinig material for IBE classrooms 421,866 543,815 965,482Independent learning material for IBE teachers 290,407 290,407IBE libraries 968,025 968,025New workbooks in Amazon languages 116,013 116,013

Design and testing of IBE self-paced system 32,357 32,552 64,909Language treatment 33,749 29,708 19,427 82,885Inter-cultural proposal 32,736 42,483 10,792 86,013Preparing and testing guidelines for inter-cultural 29,003 29,178 - 58,181integration I _ IMethod proposal for multiple grade IBE classes 9,000 4,500 4,500 18,000Total 5,925,648

16.3. DINEBI DISTANCE HIGHSCHOOL EDUCATION

ACTIVITIES 2002 2003 2004 2005 TOTALDiversified curriculum for iiew distance secondary 14,000school education *

Social linguistic survey of distance rural education 9,000*studentsStrengthening Spanish as 2L: design 9,492 9,549 9,713 28,754Strengthening Spanish as 2L: prototype drafting 4,218 4,244 4,317 12,779Strengthening Spanish as 2L: printing and delivery 7,910 7,957 8,094 23,962Strengthening 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 9,584Strengtlhening 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 TOTALTraining for initial school teachers and early IBE 165,690 220,920 165,690 552,300coordinators

Training for primary IBE teachiers 2,694,792.90 3,593,057.20 2,694,792.90 8,982,643Total 2,860,483 3,813,977 1 2,860,483 1 9,534,943

16.5 RESEARCH

Research Item TOTALSocio-linguistic survey of 0-to-3 and 3-to-5 years rural children 15,000Research on and systematization of Andean science for the North, Center and 15,000South areas and adapting it to primary school teaching.Research on and systematization of Amazon science forthe Loreto, Ucayali, Madre 15,000de Dios area and adapting it to primary school teaching.Researchi on and systematization of Andean culture, vision of the world and 15,000environment in the North, Center and South areas, and adapting it to primarschool teachiing.

Research on and systematization of culture, vision and environment of the Amazon 15,000area Loreto, Ucayali, Madre de Dios departments and adapting it to primary schoolteachiing.

Systematization and drafting of a regional Andean history for the north, center and 15,000south areas and adapting it to primary school teaching.Systematization and drafting of a regional Amazon history for Loreto, Ucayali, 15,000Madre de Dios departments and adapting it to primary school teaching.Studies on ethnic and neo numbering 15,000Cognitive processes: the logic of rhetoric 15,000Child ethnography. Work, gaimnes and leisure time among rural children 15,000Institutional research program for bilingual vocational teaching schools 15,000TOTAL 165,000

16.6 DISSEMINATION

ACTIVITIES 2003 2004 2005 TOTALRegional radio spots 38,442 38,674 39,340 116,457National radio spots 7,119 7,161 7,285 21,566Posters, brochures, leaflets 12,656 - - 12,656Television advertisements 10,546 10,610 10,792 31,949Website 12,656 12,732 12,951 38,339

Total 220,968

16.7 COMMUNITY PARTICIPATION

ACTIVITIES 2003 2004 2005 TOTALIBE roundtables with indigenous peoples 158,200 143,238 178,082 479,520IBE Regional Consultative Councils 88,592 89,126 90,660 268,378IBE Childreni Intercultural Jamborees 27,421 - 28,061 55,482National 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 TOTALMonitorinig of primary school IBE teaching 74,397 74,845 76,133 218,456materialDesign and implementation of monitoring system 26,366 - - 26,366for indigenous people distance high schooleducationTotal 244,822

16.9 DINEBI HUMAN RESOURCES AND EQUIPPING

Technical Team 2003 2004 2005 TOTALLanguage Treatment Unit Head 31,640 31,630 32,378 95,849Language Treatnent Specialists 284,760 286,476 291,407 862,644IBE Specialists 75,936 76,393 77,708 230,038Equiiinpment (computers, printers) l 15,000

TOTAL 1,203,531

16.10 CONSOLIDATED DINEBI BUDGET ITEM

ACTIVITIES TOTALIniitial Education 82,791

Primary Education. Curriculum Development and Teaching Materials 5,925,648Higih school Distance Education 244,822Continuous Teacher Training 9534,943Research 165,000Disseminationi 220,968Community ParticipationX 899,231Monitoring and Implementation of DINEBI Strategy 244,822Human Resources and Equipping 1203,531Total 1,8521,756

Livia BenavidesM \Social Sector Projects\Rural Education\Peru Education Indigenous Peoples Strategy docMay 29, 2002 12 14 PM