Quineche
Daniel Meza,
Huancayo, November 29, 2008.
A common denominator of the views on education and school is particularly unresponsive to the needs, interests and aspirations of the diverse population of the country. Many are excluded from it, those who fail to gain access their achievements and those reaching the end of the educational path do not have basic skills to be inserted successfully into employment or higher education. However, for many analysts of the future of education is the key to making the country more productive and competitive and, above all, help create a better life for their populations. Researchers at Stanford University concluded a major work with the following statement: "Latin America ... base their development has vast natural resources, Japan, on the contrary, their only recourse: man. In view are the results. "What we need education? How should you organize and run the education system in the country? Where to from build the school we want?
historically a busy road is one which requires a new General Law of Education. Since 2003 the country has a new law of nature have already been agreed and defined a good part of the rules for its implementation. A novel element of this legal framework is democratic participation in shaping the education they need. This will promote the creation of participatory spaces and Institutional Education Councils (CONEI), Participatory Local Education Councils (COPAL), Participatory Regional Education Councils (COPAR) and the National Education Council (CNE). The result of the action of these advice is that now exist to the National Education Project (PEN), many regions already have their Regional Education Project (PER), several local governments have also developed their Local Education Project (CEP) and even educational institutions have their Educational Projects Institutional. The law also created the National Fund for Peruvian Education (FONDEP) in order to promote implementation of innovative educational projects. A third element is the promotion of culture of evaluation. Although in full formation of the National Evaluation, Accreditation and Certification Unit Quality Measurement (UMC) has implemented assessments of MINEDU learning achievements of students. This new practice has been extended to teachers, both for selection for admission to its incorporation into the new Carrera Magisterial and even participation in training programs. However, there is much dissatisfaction with the education given in the classroom.
The Organization of Iberoamerican States for Education, Science and Culture (OEI) is a governmental international body created by the 23 countries forming the Latin American region in order to assist Member States in the action leading to education systems meet the triple role: a) humanistic developing ethics training, harmonious new generations, b) social and democratization, ensuring equal educational opportunities, and c) production, preparing for work life. At this stage, the IEO has strengthened its cooperation program implementing three main topics: a) the establishment of Latin American educational advisory groups, b) the establishment of the Institutes for Educational Innovation and Development (IDIE), and c ) by encouraging local initiatives through development cooperation projects. The third line is made with the purpose of: a) address the needs and aspirations of social sectors vulnerable, b) strengthen the public educational institutions, and c) learn ways to participate in the educational development models increasingly participatory and relevant and to be a benchmark to improve the quality of public investment at different levels (national, regional and local).
In Peru, approved the new legal framework for education and the decentralization of government through regionalization, OEI welcomed the initiatives of the Regional Education Directorates of Cusco and Cajamarca, with financial support from the international community, particularly the Community of Madrid and the Madrid City Council, helped design and development of the respective Regional Education Project, which today serve as a guiding framework in educational policy decisions of the respective regional governments. Note that in both cases there was a broad mobilization and participation of institutions and organizations and civil society and major agreements were taken by consensus. The PER is essentially set the stage desirable future of education in the region, indicate the state of the current situation in major areas of regional education and propose a set of objectives, policies and action programs aimed at the construction stage desirable future. In order that these regional initiatives are coordinated with the National Education Project, the National Council of Education has opened spaces for dialogue in this regard.
The next task therefore is to make it really desirable. But it should be noted that in politics you can only go as desirable as possible. At present decisions on education and other sectors of public life have taken them and keep taking the central government and therefore is still our claims are directed to him. But decentralization is underway and will gradually transferring a set of responsibilities to regional and local governments. The immediate consequence is that they have to go assuming their role in decision-making educational and learning how to take those decisions. So far there are many developments around the decision-making but not so as regards the implementation of those decisions. This is a great opportunity to establish in the country a new way of doing politics for the benefit of impoverished and excluded majority.
A quick look at the decisions they are making some regional governments in education shows that are trying to imitate or compete with the central government, particularly those with high economic resources. So are creating literacy programs, teacher training, classroom construction, equipment of schools with computers and other educational materials (blackboards, notebooks, textbooks, pencils, etc.). No doubt they are making to attack the gaps, however, are more of the same, it becomes to influence what is done forever. And we all know the results: more inequality and less quality.
Are there other ways to achieve the education we want? The search for this response is the challenge. The path is different: educational innovation in real conditions. Own experience and reading comprehension of the experiences of others in similar conditions are the mechanisms to activate.
The IEO in Peru has made this commitment. In this regard, in coordination with the Ministry of Education and Regional Education Directorates of Apurimac and Cusco and the financial support of the Community of Madrid has launched the implementation of two educational development projects involving the participation of a number of public educational institutions and communities themselves local.
in the Apurimac region promoted an experience on two networks of educational institutions of Basic Education. Accopampa network comprising 2 educational institutions and 15 district Abancay, Pichirhua district, province of Abancay and under the jurisdiction of the UGEL Abancay. Pacobamba network comprising 17 educational institutions Pacobamba district, Andahuaylas province under the jurisdiction of the UGEL Huancarama. These schools are located in rural settings and ecological levels ranging from 1.900 to 3.500 meters. The project involved the participation of 1,700 students, Primary, Secondary and 90 teachers and principals. Its main objective was the development of productive and entrepreneurial skills. For this purpose promoted the development of beekeeping, by implementing with nuclei of bees, equipment and materials, training and technical and business support to students, teachers, principals and parents and training and educational support to principals and teachers. The project was a period of fifteen months and the per capita cost per teacher was S /. Per student 5,000.00 and the S /. 300.00.
The most immediate impact has been observed in students, teachers, parents and community members who made the decision to implement the practice of beekeeping in the gardens of their homes. The reason for this decision is that local communities, seeing what their children were in school, they realized that beekeeping is also a complementary economic activity can be performed without much effort and adding that it contributes to their health and preserving the natural environment, particularly the native bee fauna. Also, in schools where to learn and understand the path of production processes, work began on the implementation of productive projects using the natural resources of the area such as plant and animal fibers, clay and flowers.
The lessons learned from this experience are:
a) The organization and operation of the Production Management Committee, comprising representatives of students, teachers, parents and community members under the chairmanship of principal. This core of organization may be the seed of a new form of school management to community involvement.
It is worth highlighting the experience of the Community Associations for Education (ACE) in rural El Salvador (EDUCO). These are chosen by the community for a period of 4 years. The ACE is primarily engaged in the management of the school and to receive it directly from the central level, financial transfers to hire teachers and buy goods or services. In this way the director and teachers are dedicated exclusively to educational work. This experience is being replicated in Guatemala (PRONADE Program) and Honduras (Programa PROHECO).
b) The technical and educational support for production management committees and teachers of educational networks. Regularly visited by technicians bee educational institutions has helped to ensure the proper management of productive projects by the Production Management Committees, as well as the regular visits of teachers "monitors" has served to make the principal and teachers to feel accompanied and assisted to improve their teaching practice. More than the actual transfer of pedagogical knowledge that is valued most was the opportunity to discuss and jointly seek improvements to the pedagogical task facing the reality experienced by these teachers. This experience shows the need for tangible mechanisms that give life to educational networks. The presence of these teachers "monitors" is an example. Similar
experience is that which exists in the networks of rural schools in English Catalonia. A network of 5 to 6 schools multigrade neighboring region remain connected each week by the action of three teachers 'itinerant' (arts education, physical education, English language) who are developing their educational work in all these schools. The application of the formula 4 x 1 (box day with children and a day without children) also allows them to spend one day a week for evaluation and planning of educational activities in the following week with the participation of all principals and teachers of the network. The meeting venue rotates.
c) To develop in students certain skills and competencies necessary to mobilize a number of factors as shown in Figure 1.
As you can see the changes are not achieved only through diversification of the curriculum or teacher training or the provision of equipment and materials or the improvement of school management, treated as independent factors. It requires concerted action among various actors and factors within the educational institution for actors and factors in her immediate environment.
Huancayo, November 29, 2008.
A common denominator of the views on education and school is particularly unresponsive to the needs, interests and aspirations of the diverse population of the country. Many are excluded from it, those who fail to gain access their achievements and those reaching the end of the educational path do not have basic skills to be inserted successfully into employment or higher education. However, for many analysts of the future of education is the key to making the country more productive and competitive and, above all, help create a better life for their populations. Researchers at Stanford University concluded a major work with the following statement: "Latin America ... base their development has vast natural resources, Japan, on the contrary, their only recourse: man. In view are the results. "What we need education? How should you organize and run the education system in the country? Where to from build the school we want?
historically a busy road is one which requires a new General Law of Education. Since 2003 the country has a new law of nature have already been agreed and defined a good part of the rules for its implementation. A novel element of this legal framework is democratic participation in shaping the education they need. This will promote the creation of participatory spaces and Institutional Education Councils (CONEI), Participatory Local Education Councils (COPAL), Participatory Regional Education Councils (COPAR) and the National Education Council (CNE). The result of the action of these advice is that now exist to the National Education Project (PEN), many regions already have their Regional Education Project (PER), several local governments have also developed their Local Education Project (CEP) and even educational institutions have their Educational Projects Institutional. The law also created the National Fund for Peruvian Education (FONDEP) in order to promote implementation of innovative educational projects. A third element is the promotion of culture of evaluation. Although in full formation of the National Evaluation, Accreditation and Certification Unit Quality Measurement (UMC) has implemented assessments of MINEDU learning achievements of students. This new practice has been extended to teachers, both for selection for admission to its incorporation into the new Carrera Magisterial and even participation in training programs. However, there is much dissatisfaction with the education given in the classroom.
The Organization of Iberoamerican States for Education, Science and Culture (OEI) is a governmental international body created by the 23 countries forming the Latin American region in order to assist Member States in the action leading to education systems meet the triple role: a) humanistic developing ethics training, harmonious new generations, b) social and democratization, ensuring equal educational opportunities, and c) production, preparing for work life. At this stage, the IEO has strengthened its cooperation program implementing three main topics: a) the establishment of Latin American educational advisory groups, b) the establishment of the Institutes for Educational Innovation and Development (IDIE), and c ) by encouraging local initiatives through development cooperation projects. The third line is made with the purpose of: a) address the needs and aspirations of social sectors vulnerable, b) strengthen the public educational institutions, and c) learn ways to participate in the educational development models increasingly participatory and relevant and to be a benchmark to improve the quality of public investment at different levels (national, regional and local).
In Peru, approved the new legal framework for education and the decentralization of government through regionalization, OEI welcomed the initiatives of the Regional Education Directorates of Cusco and Cajamarca, with financial support from the international community, particularly the Community of Madrid and the Madrid City Council, helped design and development of the respective Regional Education Project, which today serve as a guiding framework in educational policy decisions of the respective regional governments. Note that in both cases there was a broad mobilization and participation of institutions and organizations and civil society and major agreements were taken by consensus. The PER is essentially set the stage desirable future of education in the region, indicate the state of the current situation in major areas of regional education and propose a set of objectives, policies and action programs aimed at the construction stage desirable future. In order that these regional initiatives are coordinated with the National Education Project, the National Council of Education has opened spaces for dialogue in this regard.
The next task therefore is to make it really desirable. But it should be noted that in politics you can only go as desirable as possible. At present decisions on education and other sectors of public life have taken them and keep taking the central government and therefore is still our claims are directed to him. But decentralization is underway and will gradually transferring a set of responsibilities to regional and local governments. The immediate consequence is that they have to go assuming their role in decision-making educational and learning how to take those decisions. So far there are many developments around the decision-making but not so as regards the implementation of those decisions. This is a great opportunity to establish in the country a new way of doing politics for the benefit of impoverished and excluded majority.
A quick look at the decisions they are making some regional governments in education shows that are trying to imitate or compete with the central government, particularly those with high economic resources. So are creating literacy programs, teacher training, classroom construction, equipment of schools with computers and other educational materials (blackboards, notebooks, textbooks, pencils, etc.). No doubt they are making to attack the gaps, however, are more of the same, it becomes to influence what is done forever. And we all know the results: more inequality and less quality.
Are there other ways to achieve the education we want? The search for this response is the challenge. The path is different: educational innovation in real conditions. Own experience and reading comprehension of the experiences of others in similar conditions are the mechanisms to activate.
The IEO in Peru has made this commitment. In this regard, in coordination with the Ministry of Education and Regional Education Directorates of Apurimac and Cusco and the financial support of the Community of Madrid has launched the implementation of two educational development projects involving the participation of a number of public educational institutions and communities themselves local.
in the Apurimac region promoted an experience on two networks of educational institutions of Basic Education. Accopampa network comprising 2 educational institutions and 15 district Abancay, Pichirhua district, province of Abancay and under the jurisdiction of the UGEL Abancay. Pacobamba network comprising 17 educational institutions Pacobamba district, Andahuaylas province under the jurisdiction of the UGEL Huancarama. These schools are located in rural settings and ecological levels ranging from 1.900 to 3.500 meters. The project involved the participation of 1,700 students, Primary, Secondary and 90 teachers and principals. Its main objective was the development of productive and entrepreneurial skills. For this purpose promoted the development of beekeeping, by implementing with nuclei of bees, equipment and materials, training and technical and business support to students, teachers, principals and parents and training and educational support to principals and teachers. The project was a period of fifteen months and the per capita cost per teacher was S /. Per student 5,000.00 and the S /. 300.00.
The most immediate impact has been observed in students, teachers, parents and community members who made the decision to implement the practice of beekeeping in the gardens of their homes. The reason for this decision is that local communities, seeing what their children were in school, they realized that beekeeping is also a complementary economic activity can be performed without much effort and adding that it contributes to their health and preserving the natural environment, particularly the native bee fauna. Also, in schools where to learn and understand the path of production processes, work began on the implementation of productive projects using the natural resources of the area such as plant and animal fibers, clay and flowers.
The lessons learned from this experience are:
a) The organization and operation of the Production Management Committee, comprising representatives of students, teachers, parents and community members under the chairmanship of principal. This core of organization may be the seed of a new form of school management to community involvement.
It is worth highlighting the experience of the Community Associations for Education (ACE) in rural El Salvador (EDUCO). These are chosen by the community for a period of 4 years. The ACE is primarily engaged in the management of the school and to receive it directly from the central level, financial transfers to hire teachers and buy goods or services. In this way the director and teachers are dedicated exclusively to educational work. This experience is being replicated in Guatemala (PRONADE Program) and Honduras (Programa PROHECO).
b) The technical and educational support for production management committees and teachers of educational networks. Regularly visited by technicians bee educational institutions has helped to ensure the proper management of productive projects by the Production Management Committees, as well as the regular visits of teachers "monitors" has served to make the principal and teachers to feel accompanied and assisted to improve their teaching practice. More than the actual transfer of pedagogical knowledge that is valued most was the opportunity to discuss and jointly seek improvements to the pedagogical task facing the reality experienced by these teachers. This experience shows the need for tangible mechanisms that give life to educational networks. The presence of these teachers "monitors" is an example. Similar
experience is that which exists in the networks of rural schools in English Catalonia. A network of 5 to 6 schools multigrade neighboring region remain connected each week by the action of three teachers 'itinerant' (arts education, physical education, English language) who are developing their educational work in all these schools. The application of the formula 4 x 1 (box day with children and a day without children) also allows them to spend one day a week for evaluation and planning of educational activities in the following week with the participation of all principals and teachers of the network. The meeting venue rotates.
c) To develop in students certain skills and competencies necessary to mobilize a number of factors as shown in Figure 1.
As you can see the changes are not achieved only through diversification of the curriculum or teacher training or the provision of equipment and materials or the improvement of school management, treated as independent factors. It requires concerted action among various actors and factors within the educational institution for actors and factors in her immediate environment.
Figure 1 .- Factors of change in educational innovation driven educational institutions in the Apurimac region (2007-2008).
In the Cusco region, he pushed another experience whose focus in this case were young people between 14 and 29 years of age in two districts of the province of Paruro: Paruro and Paccarectambo. This focus on youth is because the vast majority of them migrate to cities like Cusco, Arequipa and Lima as a result of which there are few local opportunities for employment and higher education. However, many others, lack of financial means, fail to migrate and stay only aspire to replace the existing workforce in the agricultural and livestock activities in the area. These districts, by geographical location (path to the Apurimac River where you can practice adventure tourism-boating-), and biogeographic richness (variety of ecological) and historical (relating to the origin of the Inca empire) have great potential for develop other economic activities, which will be favored in a short time due to the asphalting of the road Cusco-Paruro who initiated the Regional Government. For these reasons, the project was conducted in order to develop their skills and entrepreneurial skills of young people.
In this scenario was designed and put into practice three education programs: a) capacity building for local development through productive literacy for illiterate young peasant communities, b) the implementation of four career and technical education production (weaving, carpentry, food and rural tourism guide) in two occupational schools for young people who did not complete their basic education, and c) strengthening the curriculum area of \u200b\u200beducation for work in educational institutions through the implementation of projects of beekeeping, poultry and cuyicultura for young people pursuing Basic Education.
The project engaged the participation and support of rural communities of the province, the Educational Management Unit Paruro, the Provincial Municipality of Paruro, Paccarectambo District Municipality, the Heart of Jesus Parish Paccarectambo, youth associations and NGOs Prorural and Solaris. Processes involved in about 70 teachers, 60 community and 45 young leaders.
The immediate impact of the experience was in the changes that have occurred in local rural communities:
a) The youth and young farmers have improved their organizational capacity and assumed leadership, have increased their knowledge of the rights of communities and understanding about the prospects for community development, have been implemented production projects from the training experience, as the communal farms of guinea pigs, and expanded their knowledge in the preparation of food with higher protein.
b) Young people and youth who are forming tissue in the program, and at the end of the process become the loom owners have learned, continue to productive activity at home.
c) The director and teachers of Education for Work Paccarectambo educational institutions, assessed the resources they possess, have taken the decision to implement productive projects such as dairy cattle for the benefit of the community.
This experience has been highly valued by communities farmers in the province, who have committed their participation to deepen and expand the training activities similar to those that have experienced.
The outlook is positive, since the authorization of the paved road Cusco-Paruro connect local communities with visitors and have the opportunity to provide new services (food, lodging, tourist guide, sale of handicrafts and textiles, etc.). in the two new tourism routes will soon be offered.
The lessons learned from this experience are:
a) In terms of educational management: The flexible organization of the work period in the school occupational Paccarectambo. There has been counting on a full-time faculty, whose work schedule is from 8 am to 10 pm intersemanalmente. This has been a convenient way to meet the demand of the population that wants an education, that is, is an adaptation while young people can spend to attend school. In other words, respect for the work time in the family and school duties and avoid mutual interference in most cases require that people have to choose one or the other. However, this decision is still not understood by local education authorities, who run the logic of urban time and make a literal reading of the standards issued by the Ministry of Education. The rural school is the setting for the flexibility and appropriateness of the school to the dynamics of reality.
b) On the educational front: The training programs with young people and adults have a greater impact when they set specific activities related to the satisfaction of basic needs. It is from there that are generated other needs that are awakened interest in new learning. In this logic, it's time that they recognize that learning to read and write well is necessary because providing them with tools to defend their rights and improve their productive competence.
c) In terms of design and management the proposed project moved several agents and developmental factors that are shown in Figure 2.
In this scenario was designed and put into practice three education programs: a) capacity building for local development through productive literacy for illiterate young peasant communities, b) the implementation of four career and technical education production (weaving, carpentry, food and rural tourism guide) in two occupational schools for young people who did not complete their basic education, and c) strengthening the curriculum area of \u200b\u200beducation for work in educational institutions through the implementation of projects of beekeeping, poultry and cuyicultura for young people pursuing Basic Education.
The project engaged the participation and support of rural communities of the province, the Educational Management Unit Paruro, the Provincial Municipality of Paruro, Paccarectambo District Municipality, the Heart of Jesus Parish Paccarectambo, youth associations and NGOs Prorural and Solaris. Processes involved in about 70 teachers, 60 community and 45 young leaders.
The immediate impact of the experience was in the changes that have occurred in local rural communities:
a) The youth and young farmers have improved their organizational capacity and assumed leadership, have increased their knowledge of the rights of communities and understanding about the prospects for community development, have been implemented production projects from the training experience, as the communal farms of guinea pigs, and expanded their knowledge in the preparation of food with higher protein.
b) Young people and youth who are forming tissue in the program, and at the end of the process become the loom owners have learned, continue to productive activity at home.
c) The director and teachers of Education for Work Paccarectambo educational institutions, assessed the resources they possess, have taken the decision to implement productive projects such as dairy cattle for the benefit of the community.
This experience has been highly valued by communities farmers in the province, who have committed their participation to deepen and expand the training activities similar to those that have experienced.
The outlook is positive, since the authorization of the paved road Cusco-Paruro connect local communities with visitors and have the opportunity to provide new services (food, lodging, tourist guide, sale of handicrafts and textiles, etc.). in the two new tourism routes will soon be offered.
The lessons learned from this experience are:
a) In terms of educational management: The flexible organization of the work period in the school occupational Paccarectambo. There has been counting on a full-time faculty, whose work schedule is from 8 am to 10 pm intersemanalmente. This has been a convenient way to meet the demand of the population that wants an education, that is, is an adaptation while young people can spend to attend school. In other words, respect for the work time in the family and school duties and avoid mutual interference in most cases require that people have to choose one or the other. However, this decision is still not understood by local education authorities, who run the logic of urban time and make a literal reading of the standards issued by the Ministry of Education. The rural school is the setting for the flexibility and appropriateness of the school to the dynamics of reality.
b) On the educational front: The training programs with young people and adults have a greater impact when they set specific activities related to the satisfaction of basic needs. It is from there that are generated other needs that are awakened interest in new learning. In this logic, it's time that they recognize that learning to read and write well is necessary because providing them with tools to defend their rights and improve their productive competence.
c) In terms of design and management the proposed project moved several agents and developmental factors that are shown in Figure 2.
Figure 2 .- Agents and developmental factors for the development of entrepreneurial skills in young people Paruro (2007-2008).
In conclusion, these experiences of educational development in rural settings who were at the heart of innovation in terms of creating flexible and appropriate mechanisms to respond to the needs and aspirations of local people to lead us to propose educational policy makers, local, regional or national, that the school model desirable for the rural setting is not the model of urban school. The axes of this school, well as equity and quality are the flexibility and cultural relevance. A line of substantive work of the rural school is the production and entrepreneurship tied to the satisfaction of basic needs and local development. I made and learned in the Apurimac and educational networks in the training programs in the districts and Paccarectambo Paruro in Cusco, we show that path.
