Annex 10: Safeguard Policy Issues

Annex 10: Safeguard Policy Issues IPP180 GUATEMALA: EDUCATION QUALITY AND SECONDARY EDUCATION

Social Safeguards

According to the Guatemala Poverty Study (World Bank, 2003) poverty in Guatemala is higher than in other Central American counties, despite its mid-range ranking using per capita GDP. Inequality is high as well. With Gini indices for consumption and income of 48 and 57 respectively, Guatemala ranks among the more unequal countries of the world. In 2000, over half of all Guatemalans –6.4 million or about 56% lived in poverty- and 79% of those were chronically poor (MECOVI). The population is characterized by a large low-income majority and a small high-income minority, with the top quintile accounting for 54% of total consumption and the Indigenous peoples (43% of the total population) claiming less than a quarter of consumption. Poverty is predominantly rural, and significantly higher for the Indigenous than the non-Indigenous, although there are significant inequities among ethnic groups.

As discussed in the World Bank publication Indigenous Peoples, Poverty and Human Development in Latin America 1994-2004 (Hall & Patrinos, 2005) being Indigenous increases an individual’s probability of being poor. In Guatemala as well as in Mexico, Ecuador, Peru and Bolivia, Indigenous peoples continue to have fewer years of education, and while the gap is narrowing, education outcomes are substantially worse for Indigenous peoples, which may be indicative of problems in education quality. The study shows the correlation of educational attainment and poverty in Guatemala, and concludes that improving the educational achievement of non-Indigenous and Indigenous (particularly in Primary school) would be a highly effective means of helping them escape poverty. Non-academic factors are also important. For instance, malnutrition rates among Guatemalan children are abysmally high –among the worst in the world. Some 44% of children under five are stunted (According to the Height-for-Age (HAZ) measure). There is a strong correlation between poverty and malnutrition, as four fifths of malnourished children are poor. Malnutrition is declining, although, at a lower pace than in other countries.

Progress has been made in education in Guatemala in recent years, although performance in education still lags behind. With an illiteracy rate of 31%, only Nicaragua and Haiti rank worse in LAC. Likewise, educational attainment is low (4.3 yrs. on average), particularly for Indigenous (2.4 yrs on average). Although pre-Primary and Primary enrollment rates have expanded recently in Guatemala, coverage is still low and biased towards the non-poor. The net enrollment rate for Secondary education is 28% at the national level, and 12% for Indigenous. The educational system is inefficient. Only 27% of those starting first grade, finish 6th grade in the right age group; and only 2% of those will finish Secondary school. The situation is worst in the North and West of the country.

“Education is the means to overcome discrimination and transform a society that tolerates cultural differences into a society that prides on ‘intercultural’ values”. (from MINEDUC’S Long-term National Education Plan 2004-2023) 2

1. ASSESSMENTS AND INFORMED CONSULTATIONS

The project design is taking into consideration recommendations and lessons learned from the Integrated Social Assessment carried out as part of project preparation in 2006, and other consultations carried out at the central, departmental and municipal levels since 2000.

1.1 Integrated Social Assessment

An Integrated Social Assessment was carried out by a local independent consulting team under the coordination of the Technical and Bilingual Vice- Ministries of MINEDUC, DICADE, DIGEBI and DIGEEX. Results of the consultations were incorporated in the project design. A purposeful sample of 61 schools (28 Primary, 22 Lower Secondary (básicos), and 11 Upper Schools (diversificados) were selected, to include both all- Spanish and Bilingual (Spanish-Indigenous language), public and private schools in 35 communities located in 7 Departments of Guatemala (Huehuetenango, Alta Verapaz, Totonicapán, Quiché, Jalapa, Suchitepéquez and San Marcos). Some 608 students, 212 teachers, 81 parents, 44 graduates of Primary and Lower Secondary schools, and 57 school Principals were consulted through focus groups or interviews.

The assessment explored (a) alternative pedagogical modalities such as Guate-Telesecundaria, Tutorial Learning System (SAT), School-home system (NUFED), the Association of Mayan Lower Secondary Education Centers (ACEM), Lower Secondary Technical school, and (b) alternative financing/ administration modalities: by central government (MINEDUC), by communal boards or COEDUCA (PRONADE), by cooperatives (tripartite financing: national- municipal-community), or by private financing (NGOs, Associations).

The main objectives of the social assessment were: (a) mapping and social analysis of the education conditions of the rural and peri-urban Primary, Lower Secondary and Secondary schools, particularly of low-income over-aged youths of 13 to 18 years of age, at risk of desertion, multiple repetition, social or academic un-adjustment; (b) to analyze (i) the social feasibility of the strategies and modalities suggested by the project components for the non- Indigenous as well as the Indigenous schools taking into account the opinions, perceptions and preferences of stakeholders and beneficiaries, and (ii) the participation and social communication schemes for the project based on the present and potential social organization of the school communities in the different modalities being assessed.

The main findings (conclusions) of the social assessment included:

(i) Primary Education

General conclusions 3

The low level of education of parents impedes critical appreciation of academic deficiencies in Math and Language standards in Primary school. Most parents think quality is acceptable, while reality shows that 40% of students fail these subjects in seventh grade. Additional reinforcement is recommended to avoid failure. On the other hand, teachers claim to be “unaware” of the low quality of education, because they ignore the standards they should aim at.

Ethnicity  Indigenous self-identification and the identification by others may vary greatly, thus, the importance of including the ethnic variables in the information systems, so that information can be adequately disaggregated. For example, in Suchitepéquez, while 96% of students self- identified as Indigenous, the Principal and teachers identified the student body as non- Indigenous because students neither wear the Indigenous costume nor speak an Indigenous language at school.

Overage, repetition, desertion,  Late entrance to preschool and overage is more common in Indigenous than in non- Indigenous areas. 58% of students in San Marcos, 37% in Quiché, 31% in Alta Verapaz, but only 4% in Japala (ladino) were over-aged. Some 6th graders interviewed in Alta Verapaz and Suchitepéquez were 17-18 yrs old. Some of the parents’ reasons to delay entrance to preschools are: (a) parents don’t want young children walking to school alone; and (b) they don’t like language shock at school.  Over-aged students tend to suffer from low self-esteem and social inadequacy.  Some of the reasons expressed by children for dropping-out or repeating a grade were: (a) poverty (they go to school without breakfast), (b) parents take children out of school for farming or migration to the lowlands, (c) some children do not have time for homework during seasonal agricultural work.  First grade teachers have embraced the message to improve the repetition indicator, but they require guidance to keep quality standards.  The highest repetition indicators were not found in the Indigenous communities, but in the East and Southern Coast of the country, where communities are non-Indigenous.  One of the biggest causes of desertion of school girls is teenage pregnancy. However, there is total absence of programs targeted to control the problem or modify behaviors.

(ii) Lower Secondary Education

 Although Primary School teachers believe students are well prepared for LSS, 7th grade teachers think preparation is precarious, particularly in Math and Reading, where 40% of students fail.  Costs incurred, i.e. uniforms, books, and particularly transportation deter access to schools. Given the choice of wearing or not wearing a uniform, ladino students opt for wearing it (as a sign of distinction and status) but Indigenous girls continue to wear their traditional huipil.  The gender gap of access to schools increases as costs in Lower Secondary school increase, making it more difficult for girls to finance LSS costs. Repetition and drop-out rates of those girls who attend LSS are lower for girls than for boys. 4

 Conventional schools (public) seem to be favored by parents over all because costs are lower, they have their own building, and they have more teachers. Telesecundaria is the next favored option because of its affordability and evening hours of operation, although the existing ones are ill-equipped.  Most teachers are insufficiently trained. Only one third of teachers interviewed had a Teaching Diploma (high school) or three years of College approved. Cooperative Institutes are financially ill-prepared to attract specialized teachers. It is not uncommon to find Primary school teachers teaching Lower Secondary, or a Lower Secondary school language teacher teaching sciences, or a secretary teaching a Language class (the latter are graduates from a 100-hours Training Program at the American Guatemalan Institute).  The 2005 standardized tests for ninth graders show big deficiencies in the NUFED and IGER systems and better results for Telesecundaria. Some 75% of students in general fail in Math and Reading (except for PEMEM students).

The main recommendations for project design were:

(i) Ethnic and educational variables  Include the variables “pueblo (ethnicity)” and “mother tongue (L1)” in the information systems, so that data can be disaggregated.  School education statistics should be publicized and discussed with teachers and parents, using comparators at local, municipal or departmental levels. Otherwise, teachers have a myopic inward classroom-centered view.

(ii) Preschools  In Indigenous areas, all the preschools should be bilingual, not Spanish, as children need the opportunity to make the transition from native language to Spanish in a non-traumatic fashion. Overage also occurs when parents delay preschool entrance until the child learns some Spanish before approaching the school.

(iii) Primary Education Accelerated Primary Education Programs  Disseminate clear guidelines for the accelerated program: ages targeted, flexible schedules (to account for students who work), facilities needed (some schools will need to build an extra classroom), duration, and expected participation of teachers and parents commitment.  The demand of accelerated programs is uneven. Not all schools need it. Not all schools are ready for it.  Teacher recruitment and training should be voluntary on the part of the teachers. Consider training other unemployed teachers available in communities.  Teacher training should be paced: initial training plus follow-up in-service training to deal with local problems (bilingualism, students’ lethargy after long absence from school).  Careful selection and elaboration of culturally pertinent materials is crucial.

(iv) Lower Secondary Education  Introductory reinforcement of remedial Math and Language courses at the beginning of seventh grade. 5

 Scholarships and subsidies should be targeted particularly to girls, for costs that would deter them from accessing schools (inc. uniforms, transportation, books).  Telesecundaria is considered by parents as the best alternative to conventional schools with more potential to reach-out to isolated areas. It is recommended that, before opening new Telesecundarias, the existing ones be strengthened and equipped adequately.  Standard test results should not be dealt with secretly, but should be publicized and compared among schools.

1.2 National Consultations on Education Reform (1999-2004)

Since 1999 extensive national consultations have been led by the Consulting Commission for Education Reform (CCRE) conformed by MINEDUC, universities, churches, NGOs and civil society. Consultations were implemented at the central, departmental and municipal levels and consolidated in the Long-term National Education Plan 2004-2023. The first five years (2004- 2009) would focus on the expansion of education coverage and the gap reduction between traditionally-favored groups (urban quintiles 3 to 5) and those traditionally neglected (rural, quintiles 1 and 2). Strategic areas of the Plan include:

(i) Coverage with Equity. Improve coverage expansion of education with focus on quality, ensuring equity of access and socio-cultural pertinence. Resources should be targeted to children in excluded communities, Indigenous peoples, rural and poor peri-urban areas. Four key goals are: expansion of formal and non-formal education; Alternative Modalities of Education; Complementary education programs; and infrastructure refurbishing. (ii) Quality. Improve the quality of education and curricular transformation, adapting curricular content to the regional and local needs. (iii) Human Resources. The focus is on the creation of teaching opportunities in traditionally neglected communities with lesser access to education, particularly in Indigenous rural communities and the handicapped. Teachers will be trained in the recently created Bilingual and Intercultural Teaching Schools. (iv) Multi-cultural and Intercultural education. Promote the concept of an intercultural society that respects different cultural identities without discrimination. Expand Intercultural Bilingual Education to master both the native and Spanish languages, and perhaps a third language (English). Strengthening of women’s participation, ensuring girls’ equal access to education. (v) Decentralization of education, sector modernization. Strengthening of Education Councils. (vi) Sustainability. It entails the financial organization and rational use of resources. (vii) Monitoring and evaluation of the Plan. Internal and external monitoring process. Stakeholder participation in internal monitoring process.

1.3 National Consultations on Teacher Training at Initial and In-service levels (2005)

A study sponsored by MINEDUC and UNESCO was conducted in 2005 by the local firm Aragón & Associates. It included both public and private schools having Initial Teacher Training Programs. The purpose of the qualitative study conducted in 35 municipalities of 22 departments was to survey the perceptions of school Principals, teachers and students with regard to the 6

changes proposed in said programs. Some 148 school Principals and Vice-Principals, 205 teachers and 998 students enrolled in Teacher Training Programs (12th grade) were interviewed.

Survey results included:

(i) Both teachers and trainees believe the two subjects requiring urgent quality improvement in teacher training courses are Mathematics and Language/Literature; (ii) Some 76% of interviewees believe ‘initial’ teacher training should be done in high school (Escuelas Normales), and 48% think professional teacher training should be done at a university. (iii) The duration of teacher training programs should be between 3.5 and 4.0 years; (iv) Some 85% are in favor of government subsidized (i.e. scholarships) teacher training programs; (v) Some 65% believe the most important quality of a new teacher is to be considered a model and a friend, and only 51% think the mastering of subjects is more important; (vi) Favorite Teacher Training times are Saturdays and after school, in person rather than virtual learning.

2. DEMOGRAPHIC PROFILE OF GUATEMALA

As stated in the Long-term National Education Plan 2004-2023, Guatemala is conformed by 25 linguistic groups classified under four ethnic groups: Ladino, Maya (21 groups), Garífuna and Xinca, each with its own cultural and linguistic background and identity.

According to the XI national census (2002), 41% of Guatemalan population or 4,433,218 people are Indigenous. Of those, 81% or 3,573,104 correspond to the four largest linguistic Mayan communities: Mam, K’iche, Q’eqchi’ and Kaqchikel and 19% or 838,860 include the other 19 ethnic groups. The four largest groups are spread in several departments, thus, mapping of poverty and education data show differences within each group and department.

Table 10.1: Ethnic Composition of Population in Guatemala (2002)

Ethnic Group Population % School-age Indig Department (7-18) 1 Ladino 6,750,170 60.0 0 2 K’iche 1,270,953 11.31 499,500 Quiché, Quetzaltenango, Totonicapán, Sololá 3 Q’eqchi 852,012 7.58 330,183 Alta Verapaz, Baja Verapaz, Izabal, Petén 4 Kaqchikel 832,968 7.41 312,514 Chimaltenango, Guatemala, Sololá, Sacatepéquez 5 Mam 617,171 5.49 253,799 Huehuetenango, San Marcos, Quetzaltenango 6 Q’anjob’al 159,030 1.42 67,424 Huehuetenango 7 Pocomchi’ 114,423 1.02 43,735 Alta Verapaz, Baja Verapaz 8 Achi 105,992 0.94 41,195 Baja Verapaz 9 Ixil 95,315 0.85 37,523 Quiché 10 Tz’utujil 78,498 0.70 29,173 Sololá 11 Cluj 64,438 0.57 26,260 Huehuetenango 7

12 Jakalteco 47,024 0.42 18,214 Petén 13 Ch’orti’ 46,833 0.42 17,270 Chiquimula, Zacapa 14 Poqomam 42,009 0.37 15,600 Escuintla 15 Akateco 39,370 0.35 16,469 Jalapa, Huehuetenango 16 Xinka 16,214 0.14 5,933 Santa Rosa, Jutiapa 17 Awacateco 11,068 0.10 4,260 Huehuetenango 18 Sipakapense 10,652 0.09 4,219 Sicapaca 19 Sakapulteko 9,763 0.09 3,650 Quiché 20 Uspanteko 7,494 0.07 2,859 Quiché 21 Garifuna 5,050 0.04 1,580 Izabal 22 Mopan 2,891 0.03 970 El Petén 23 Tektiteko 2,077 0.02 789 Tectitán 24 Itza 1,983 0.02 547 El Petén Otro 53,808 0.48 0 11,237,206 100.0 1,733,666 Source: National Institute of Statistics (INE) XI National Census 2002

The Indigenous Profile: Maya, Garifuna and Xinka of Guatemala (World Bank, 2001) shows the spreading of Indigenous population throughout the country, although it concentrates in the highlands and the West. The departments with the highest number of Indigenous peoples are Totonicapán and Sololá, followed by Alta Verapaz, El Peten and El Quiché (Ixcan) which received a large wave of migration and refugees in search of land and opportunities after the Peace Accords.

The Mayan of Guatemala is the largest group of descendents of the Mayan Empire in any country. Other Mayan groups live in Mexico, Belize and Honduras. The origin of the Xinka is Meso-American. The Garifuna, of African descent, migrated to Guatemala through the Caribbean and also established themselves in Honduras, Nicaragua and Costa Rica.

3. LEGAL FRAMEWORK OF INTERCULTURAL BILINGUAL EDUCATION (IBE)

The legal framework of IBE is extensive, as shown in the 387-page book by MINEDUC, titled “Compilation of Intercultural Bilingual Education Laws (Nov. 2005). Legislation includes:

- The ILO Convention 169 on Indigenous Peoples and Tribal Groups, ratified by Guatemala in 1989. - The 1985 National Constitution of Guatemala (Art 58) recognizes “the right of individuals and communities to preserve their cultural identity, values, languages and traditions” and states that bilingual education should be provided in regions predominantly inhabited by Indigenous peoples (Art 224). - The Education Law (Decree 12-1991) states that “education should respond to the multilingual, multiethnic and pluri-cultural needs of the communities it serves” (Art 1) in order to strengthen the identity and values of linguistic communities (Art. 57). - The International Labor Organization’s Worst Forms of Child Labor Convention, ratified by Guatemala in 2001. It prohibits child soldiery, slavery, prostitution and trafficking. The GOG classifies under child labor all work by children under 14, unless they have a work permit. - The Decentralization Law (Decree 14-2002) highlights respect for the multi-ethnic, pluri- cultural and multi-lingual nature of the Guatemalan society (Art 4). 8

- The Municipal Code (Decree 12-2002) states that the Municipal Board will organize Education, Intercultural Bilingual Education, Culture and Sports Commissions. - The National Languages Law (Decree 19-2003) demands respect for the use of Mayan, Garifuna and Xinka languages (Art 13) and the use of Mayan languages for the delivery of public services (Art 14). It also demands that information dissemination of all public services to Indigenous communities be done in their own languages (Art 15). Finally, it recommends that public servants serving Indigenous communities be trained to speak the local languages (Art. 16).

- The Peace Accords and Intercultural Bilingual Education

The 36-year civil war ended in December 1996 with the signing of the Peace Accords between the Government of Guatemala and URNG. Two accords are relevant to Education: the Agreement on the Identity and Rights of Indigenous Peoples and the Socio-economic and Agrarian Accord. The accords include important aspects of the Process of Education Reform and curricular transformation, teacher professionalization, Bilingual Education, literacy and special education programs, education coverage and expenditure. The accords acknowledge the history of discrimination against Indigenous peoples and emphasize the need for linguistically and culturally appropriate Indigenous education.

The Accord on the Identity and Rights of Indigenous Peoples, signed in March 1995, proposed to formally define Guatemala as a multi-ethnic, multi-cultural and multi-lingual nation and recognized that the identities of the Indigenous peoples are fundamental to the construction of national unity. The accord contained many provisions to overcome the historic exclusion and exploitation suffered by Indigenous peoples. It included: proposals for anti-discrimination legislation; the protection of cultural rights; education reform (including decentralization and the promotion of multilingual and multicultural education); recognition of the traditional forms of organization; and the creation of several joint commissions (comisiones paritarias) to guide these reforms (Jonas 2000). Unfortunately, poor voter turnout at a referendum in 1999 resulted in a rejecting of a package of constitutional reforms necessary for full implementation of this accord.

However, a Framework Law for Implementation of the Peace Accords (Decree 52) was passed by congress in 2005 and the Anti-racial Discrimination Law (Decree 57) in 2002. The former established norms and mechanisms for compliance with the Peace Accords, and nominated a Peace Accords National Board conformed by representatives of the executive, legislative and judicial, the Planning and Finance Ministries, political parties, Indigenous peoples, women, unions, farmers, private sector, human rights, academics and an observer representing the international community.

Based on the Accords the Vice-Ministry has defined a Strategic Framework for the Revitalization of the Intercultural Bilingual Education to be implemented in 2004-2023.

4. THE INTERCULTURAL BILINGUAL EDUCATION (IBE) PROGRAM

IBE struggled through socio-political processes in the 1980s and started its consolidation in light of the Peace Accords after 1995. The first attempt to provide bilingual education was made by 9

MINEDUC with the support of USAID in 1980. After a feasibility study, forty schools were created in the four main Indigenous regions including the four largest linguistic groups (Mam, K’iche, Q’eqchi and Kaqchikel). In 1984, the National Bilingual Education Program (PRONEBI) was created, and in 1995 it was replaced by the National Directorate of Intercultural Bilingual Education (DIGEBI) under Decree 726-95. In 2003, the Vice-Ministry of Intercultural Bilingual Education was created at MINEDUC, under Decree 526-03.

IBE has grown rapidly over the years. There were 800 schools in 1995, compared to 3,800 in 18 departments in 2005. At present, IBE is partially implemented in 14 Mayan languages, Xinca and Garifuna. IBE is implemented mostly in rural areas. It is noteworthy that Bilingual education in metropolitan areas refers to English-Spanish.

4.1 The IBE model and definition of “bilingual school”

The definition of “bilingual school” is still unclear; therefore, bilingual schools are not regulated yet. The conceptual, pedagogical and operational frameworks of the IBE model are under revision. The confusion stems from the Constitution itself, Section 4 on the Right to Education, Art. 78 which states: “Teaching at schools that have a predominant Indigenous population will be administrated bilingually”. The term ‘predominant’ has not been defined. At the moment, a bilingual school is defined as ‘a school that has at least a bilingual teacher’. Consequently, there are many more ‘bilingual schools’ on paper than those actually implementing bilingual education.

4.2 Student population in IBE

The long term goal of IBE (2004-2023) is to provide at least Primary education to all Mayan children. The short term (2004-2007) is to provide bilingual pre-Primary school, and up to third grade to all children. However, at the moment, IBE model is scattered. Some schools offer IBE in pre-Primary, others in first and second grade, others from first to third grade, others pre- Primary up to second or third grade and others up to sixth grade. Others, in the private sector, support the continuation of bilingual education in grades 7-9.

Table 10.2: Comparison of Indigenous Students and the National Student Population for 2004

Level National Total Indigenous Indigenous Students % of Indig Total Indigenous Male Female Receiving students in Students Students Students Students IBE IBE Pre-Primary 399,842 130,365 66,656 63,709 81,473 62% Primary 2,163,760 754,483 404,640 349,843 174,321 23% Grades 7-9 444,345 74,382 43,638 30,744 0 0 Grades 10-11 210,225 26,085 14,886 11,199 3,595* 14% TOTAL 3,218,172 985,315 529,820 455,495 259,389 % 100.00 100.00 53.00 47.00 26.30 Source: Anuario Estadístico MINEDUC. DIGEBI. 2006. *In Teacher Training Programs (Magisterio Bilingüe) 10

The above table shows that about 30% of the student population in the Guatemalan education system is Indigenous. However, only 26% of the Indigenous students receive Intercultural Bilingual Education. Given the emphasis placed on IBE pre-Primary, 62% of Indigenous enrolled in this level receive IBE. However, only 23% of Indigenous enrolled in Primary school, none of those enrolled in grades 7 through 9, and 14% of those in grades 10-11 receive “formal” IBE education.

4.3 Teacher supply and Training

Initial teacher training for the most part is not done in tertiary education, but in upper Secondary education. In-service teacher training is not regulated. A teacher is considered ‘bilingual’ when he/she has passed a bilingual exam at the JEDEBI. However, the exams are not standard, but prepared by each JEDEBI.

Teacher training in IBE received a boost at the end of the 1990’s with the support of GTZ, (PEMBI), European Union (PROASE), USAID (PAEBI). In 2001 the National Dialogue and Consensus for the Education Reform (MINEDUC-CCRE) agreed on the expansion of IBE, and to this effect it launched the creation and construction of Teacher Training Institutes (Institutos Normales Oficiales) for the training of bilingual teachers. At the moment there are 18 Normales training IBE, and 8,423 teachers (including 1,005 trained in 2005) certified to teach IBE: 5 for the K’iche, 3 for Q’eqchi, 2 for mam and Kaqchikel, and one for each of the following: Qánjobál, Tzútujil, Chórti’, Ixil, Achi, and for the Ixcan region.

Some 27% of the total number of teachers are Indigenous, and of those 40% have been trained to teach IBE. A large number of Indigenous teachers have been hired to teach in monolingual Spanish schools. Some 3,600 hundred of Indigenous teachers teach in non-Indigenous schools. A large number of teachers teaching grades 7 to 9 are actually Primary school teachers not qualified to teach Lower Secondary school.

Table 10.3: Number of Indigenous Teachers Certified to teach IBE (2005)

Level Total National Indigenous Certified IBE % teachers IBE Teachers Teachers teachers* Certified Pre-Primary 11,680 3,907 2,459 63 % Primary 58,032 16,089 5,964 37 % Grades 7-9 4,841 461 0 Grades 10-11 2,131 274 0 TOTAL 76,684 20,731 8,423 % 100.00 27.00 40.0 Source: Anuario Estadístico MINEDUC. DIGEBI. 2006.

Out of the total of 76,684, some 11,000 teachers were hired under the PRONADE program, and 2,587 of those are bilingual teachers.

A number of teachers (Indigenous and non-Indigenous) currently teaching bilingual schools are a result of the Castellanización trend of the 1960’s and 1970’s, adding uncertainty to the use of L1 11

in the classroom. That trend enforced the use of Spanish and banned the use of Indigenous languages.

4.4 Language of instruction in Primary and Secondary school

At the national level, 84.5% of first grade students receive classes from teachers who speak the same language than they do, and only 76% of the teachers is totally literate in that language. But, the situation in Indigenous schools is much worse. Teachers’ proficiency in L1 is low. Most bilingual teachers in the system may speak L1 (different proficiency levels) but are not proficient in reading or writing it. Only 30% of teachers are pedagogically trained to teach intercultural bilingual education. Out of 29,731 Indigenous teachers in the system, only 8,423 are trained in IBE (in Normales). The assessment during project preparation analyzed MINEDUC first grade statistics and found that in 65% of first grades in the four major language groups (Mam, K’iche, Qeqchi, and Kaqchikel which account for 81% of the Indigenous population in Guatemala), classes are taught in the language of the students. The rates are commonly lower for minor languages, like Achi (9.8%), Garifuna (11.7%), Poqomam (15.8%). The percentage of students that receive classes in their own language is less than 35% for Indigenous communities, about 40% at the national level and considerably lower for minor languages such as Chorti (3.6%) or Poqomam (9.1%). A similar situation is true for second and third grade.

Grades 7 through 9 are taught almost entirely in Spanish in all the Lower Secondary schools in the country. Only the classes called “Language, and Culture” are taught in L1. That is the case of the NUFED Lower Secondary Schools (500 in the country) operating in Indigenous areas. Other Lower Secondary School modalities include the Association of Mayan Lower Secondary Education Centers (ACEM) operating in 27 schools out of 37 ACEM schools (25 subsidized by GOG) in nine linguistic regions (Tzutujil, Q’eqchi, Achi, Awakateko, Mam, Popti, Q’anjob’al, Poqomam, and K’íche); and SAT (Tutorial System) operated by two NGOs Talita Kumi and Ak’Tenamit in two Indigenous regions including the Alta Verapaz and Izabal without GOG support. An Indigenous Language class and a Human Rights class are included in the curriculum.

4.5 Supply of Education Facilities

Table 10.4: Education facilities at national level and for IBE schools

Level Total schools IBE schools Pre-Primary 8,678 2,758 Primary 14,207 1,693 Grades 7-9 681 0 Grades 10-11 187 0 TOTAL 23,753 4,451 % 100.00 18.7 Source: DIGEBI. 2006. 12

Only 18.7% of pre-Primary and Primary schools, and neither Lower Secondary Schools nor Upper Schools, are “officially” recognized as bilingual at the national level.

4.6 Teaching and learning IBE Materials

Complete bilingual teaching and learning materials for IBE classrooms exist only for the preschool level. For first to third grades, there are texts in the 4 major languages for Mayan Culture, Mathematics, Mayan Language, and Reading. There are also reading books in the other 10 languages. Since there are no teaching guides for IBE (but only general teaching guidelines), teachers find it difficult to use the texts. Unfortunately, the number of texts printed is quite insufficient and does not always reach the schools. Teachers are expected to produce their own materials, but in reality this is not happening. Consequently, IBE materials are scarce in official IBE schools. Alternative IBE schools may have a better supply of materials (Fundación Kaqchikel, Academy of Mayan Languages, ACEM, and others).

4.7 Education Quality and Internal Efficiency in IBE schools

Several studies have measured internal efficiency of IBE schools (promotion, drop-out and repetition) using official schools as control group. It has been suggested that IBE can be both effective in raising test scores and cost effective (Patrinos and Velez, 1996). A more recent study by Rubio, Bilingual Education in Guatemala: Situation and Challenges (2003) concludes internal efficiency in IBE schools was higher than the control group in both Primary schools (grades 1 to 6) and first grade as evidenced in two different time periods 1998 and 2002.

Table 10.5: Internal Efficiency of IBE schools compared to control group

Indicator Modality First Grade (%) Grades 1 to 6 (%) 1998 2002 1998 2002 Promotion Control group 59.0 56.7 59.0 45.3 IBE school 72.2 61.6 72.2 61.4 Drop-out Control group 23.8 12.9 23.8 29.1 IBE school 8.8 9.3 8.8 10.8 Repetition Control group 10.2 28.9 10.2 26.1 IBE school 8.3 27.7 8.3 25.1 Source: Rubio (2003). Report MEDIR-IEQ-II. USAID/G

Schools in the private sector have higher scores for internal efficiency than public schools. Completion rates in sixth grade in the private sector are close to 55%, and women perform better than men.

Test results in Math and Language of Mayan and DIGEBI students were different when the tests were presented in Spanish or in an L1.There were no significant differences in Math and Spanish between the two groups, except for the Kaqchikel who performed better in Spanish than in their native language. Also, when tests were applied in the native languages, the Q’eqchi and Mam performed better than when the tests were applied in Spanish. 13

The economic analysis carried out during project preparation concludes that the Tele-secundaria is the most efficient of school modalities, and even more efficient than the schools in the private sector. The rate of completion in ninth grade is 55%, and girls have higher levels of performance than boys.

4.8 Information systems In 2004, DIGEBI and the Information Unit (UDI) began to consolidate databases and work coordinately. The present social assessment recommends the integration of the “ethnic group” and “native language” variables in all the information systems at the local, municipal, district, departmental and national levels.

5. OTHER ISSUES AFFECTING IBE

(a) Illiteracy. In Guatemala 3 of every 10 adults cannot read or write. Illiteracy is more severe in rural areas (44%) than in urban areas (18%). It is more common among women (37%) than men (25%) and among Indigenous peoples (48%) than non-Indigenous (20%). Indigenous women have the highest illiteracy rates in the country (65%).

(b) Average schooling. Average schooling in Guatemala is low. It is approximately of 5th grade at the national level, however, urban adults reach an average of 6th grade, but rural adults only reach an average of 3rd grade. In general, the Mayan population (quintiles 1 and 2) has the lowest average schooling (2nd grade), with important differences among them. The Kaqchikel and K’iche show higher average schooling than the Mam and Q’eqchi. On the other hand, the Xincas’s schooling average (5th grade) compare to the ladinos of quintiles 1 and 2.

(c) Student Over-age. This phenomenon is not exclusive but is more common for Indigenous and isolated rural schools. The overage in first grade for the ladino schools is 22.6% compared to the national average of 26.4%, however, for some minor language groups it is much higher: 53.6% for the Akateko, 41% for the Chortí, 39.1% for the Q’anjob’al, and more moderate for the major languages: 22.9% for Kaqchikel, 29.5% for K’iche, 34.4% for Mam and 36.6% for Q’eqchi. The problem increases with age, and the national overage average for 3rd grade is 38.8%, for ladino schools 32.2%, for the major Indigenous languages between 35% and 60%, and highest for Akateko where 75.5% of students experience overage for their grade.

Table 10.6: First and Third Grade Overage. National Averages compared to Students whose Mother Tongue is an Indigenous Language

Language First grade Third grade % overage % overage National Average 26.4 38.8 Spanish/ladino schools 22.6 32.2 Kaqchikel 22.9 35.1 K’iche 29.5 43.8 Mam 34.4 54.6 Q’eqchi 36.6 60.5 Chorti 41.0 57.4 Akateko 53.6 75.5 Pocomam 16.6 32.8 14

Throughout the social assessment it was noticed that both teachers and parents in rural communities, particularly in Indigenous ones, do not think the overage factor is a problem. Over- age occurs at all levels: Primary, Lower Secondary School and Upper School.

Reasons for running into over-age situations, as explained by a K’iche interviewee

“ … a K’iche-speaking child entering first grade faces a huge language barrier. The teacher makes tremendous efforts to teach him Spanish, but this process takes long, so the child is likely to fail first grade, once, then twice, and then he is already over-aged. This experience is worse when children have not gone through preschool so they use first grade as the adaptation period. To avoid this, parents register them in first grade when they are more mature (8 or 9 yrs old). If the child does not understand the language of the teacher, he will need to repeat the grade. Also, parents with multiple children can only send them to school at the times when they can afford the expenses…”

(d) Drop-out rates for Indigenous students. The highest drop-out rates occur in first grade, particularly for monolingual students (in L1) who have not attended pre-school, as they are confronted with many challenges: (a) students feel intimidated by teachers who speak a new language (Spanish) and scorn students for not speaking Spanish; (b) students feel their native language is being suppressed and their culture undermined; (c) the social adaptation to the ladino-oriented culture may take more than one year; (d) learning to communicate, read comprehensively and write in Spanish may take more than a year. Consequently, repetition or withdrawal is most common after first grade. The worse case scenario is that of Peten (Region 8), where net enrollment rate drops by 50% when passing from first to second grade.

(e) Completion rates. They are very low, due to the significant internal inefficiency of the education system at the national level, where only 27% of students starting Primary school are expected to finish it with appropriate age, and only 2% of those initiating Primary education are expected to finish Secondary school on time.

(f) Gender. Studies show that Indigenous women in general have less access to education than men, however, once in the system, they have higher probability to succeed in school than men. Mayan men show 1.83 more years of schooling on average than Mayan women.

6. STRATEGIC GOALS OF INTERCULTURAL BILINGUAL EDUCATION BY 2007

The strategic framework of the Revitalization of Indigenous Education (2004-2007), as outlined by DIGEBI, contemplates developments in four areas:

(a) Bilingualism for Indigenous communities. That 75% of first grade students in communities predominantly Indigenous receive bilingual education by 2007. To that end, 6,000 new teachers capable of teaching intercultural bilingual education should be hired, and 3,400 bilingual teachers presently teaching in non-bilingual schools should be re-directed to the bilingual schools. As a result 325,000 more children (preschool to third grade) would receive bilingual education. 15

(b) Curricular Development. The National Basic Curriculum (CNB) is being applied now up to fourth grade (2006). The goal by 2007 is the application of the CNB up to sixth grade in schools having an Indigenous student majority in communities speaking the four major languages: K’iche, Q’eqchi, Kaqchikel, and Mam. To achieve this goal, the participation of the school community (teachers, parents, NGOs, Indigenous organizations, international cooperation) with technical assistance organized by MINEDUC, and availability of information technology will be needed for the participatory formulation of the Education Projects. Equally important will be to measure progress in intervened communities with the use of standardized testing. Curricular Development is expected to benefit 500,000 Indigenous students by 2007.

(c) Institutional changes. The goal is to de-concentrate DIGEBI towards the “community school” and to create a Regional Council of Education in each one of the 16 linguistic communities. An important responsibility of the councils will be the adaptation of the CNB to an intercultural regional curriculum (Meso-curriculum).

(d) Intercultural education for all Guatemalans. A promotion of the equitable values of the different cultures living side-by-side, reflecting these intercultural values in school materials to be used in the classrooms.

7. CROSS-CUTTING THEMES CONSIDERED IN PROJECT DESIGN. STAKEHOLDER CONSULTATIONS INSIDE AND OUTSIDE MINEDUC

(a) Social Communication Strategy. The promotion of concepts, strategies, mechanisms and instruments under the components and subcomponents of the project are aligned with the general Social Communication Strategy of MINEDUC, and consistent with the cultural and linguistic cosmovision of the stakeholders and beneficiaries. The protocol for introduction, socialization (informed consultation) and promotion of the programs should include the official authorities (UDE, JEDEBI) and the local traditional authorities recognized by the rural aldeas and caseríos for centuries (Alcalde Auxiliar, Council of Elders, among others). It is recommended that the above promotion and dissemination of information be done publicly through community assemblies, with the participation of the school community, that is: the UDE and JEDEBI, School Principals and Councils, District Officers, teachers, parents, students and civil society organizations. Instructional materials used to show the processes, procedures and participation schemes should be colorful, attractive, simple, easy to follow and remember. The materials should be in Spanish or bilingual (Spanish-Indigenous languages), in the 4 major Mayan languages Kaqchikel, Q’eqchi, Mam, and K’iche).

(b) The participation, social control and support of the school community (Principal, teachers, parents, students, civil society working closely with the school) are key elements of success for the project components, for Participatory Planning of school programs and for the local monitoring of said programs. Social participation includes the open discussion of pedagogical and administrative issues affecting education, as well as systematic reporting back to the community. Equally important is the strengthening/creation of Administrative Boards/ Committees/ School Associations (with legal personality), and the promotion of School Education Projects. 16

(c) To ensure equity, the targeting of resources, institutional strengthening, teacher training, supply of materials (Spanish or bilingual) in terms of quantity and quality should respond to demand. For example, programs and resources targeted to a Spanish-speaking municipality (i.e. Jalapa) should be in Spanish, while those for Indigenous municipalities (i.e. Totonicapán) should be bilingual. Consistent with the 2004-2023 Plan, resources should be targeted to traditionally neglected areas such as Indigenous regions, girls, and the handicapped.

(d) Monitoring and Evaluation. The information, monitoring and evaluation systems should include the “pueblo” (ethnicity), “language” and “gender” variables, to be able to establish a baseline that would allow monitoring of performance as well as process indicators. Having the above indicators, the baseline will allow the implementation of impact evaluations with disaggregated data for different ethnic groups and country regions.

(e) The codification of schools as “Spanish”, or “Bilingual (Total or Partial)” is key for monitoring performance of the different components. It will be necessary to identify the language of instruction, and the level of bilingualism at the time the baseline is constructed. This distinction will be essential for monitoring and evaluation not only for the purposes of this project, but for the sector as a whole. Presently, all schools have codes but it is impossible to distinguish Spanish from bilingual schools on the basis of the codes. It is suggested that the same codes remain, but a marker of total bilingualism (BT) or partial bilingualism (BP) be allotted. DIGEBI jointly with the Information Unit (UDI) would lead the effort of identification of bilingual schools through its Unidades Departamentales de Educación Bilingue Intercultural (JEDEBI) in the departments with Indigenous student population. A standard instrument should be used for the collection of this data.

8. INDIGENOUS PEOPLES PLAN (including Garifuna and Xinca)

Given the presence of Indigenous communities in the Project area, the Operational Policy 4.10 is triggered. The Indigenous Peoples Plan (IPP) includes both activities accounted for under project components and activities that will need separate financing. The Plan was formulated with the participation of the Vice-Ministry of Intercultural Bilingual Education, active participation of the technical staff from the Directorate of IBE/DIGEBI, DICADE and DIGEEX in the discussions carried out for the design of each component of the Project, and with technical assistance of the WB. The following IPP has been approved by MINEDUC and disseminated in Spanish in the MINEDUC’s web-page, and in English through the Info-shop of the World Bank. For project negotiations, MINEDUC will send to the Bank a note signed by the Minister thereby approving the Indigenous Plan, and committing to implement and include it in the project Operational Manual.

The Indigenous Peoples Plan is inclusive. It targets equally-poor Indigenous and non-Indigenous peoples in regions, municipalities, and communities mostly inhabited by Indigenous peoples in need of education. The components of the Indigenous Plan are consistent with and included in the project components. The budget of the IPP components is part of the overall project budget. 17

The following activities cut across the whole Project:

Monitoring and Evaluation

(i) Inclusion of the “ethnic”, “language” and “gender” variables in all the information systems, at the local, district, department and central levels to ensure data dis-aggregation, to account for differences in needed approaches for different population groups. (ii) Identification and classification of all the bilingual schools, by code, so that data can be disaggregated by pueblo, and programs can be tailored to their particular needs. Also, the V-M of IBE/DIGEBI in coordination with Statistics (UDI) should classify schools according to level of bilingualism (total or partial).

Training

(iii) Promotion for all project components and subcomponents should be done in the language of the beneficiaries: either Spanish or bilingual (Spanish-Indigenous Languages). (iv) In-situ training of traditional authorities (inc. Community Development Committees, Auxiliary Mayors,) to gain their support and commitment in the promotion and Participatory Planning, as well as training of the school community (Director, teachers, parents, students) to support the programs under the project; and strengthening of “community organizations” (inc. School Boards) to follow up on the programs.

COMPONENT 1: PRIMARY EDUCATION QUALITY AND COMPLETION

1A. Integrated Primary and Lower Secondary Education Centers. Accelerated programs

(i) Strengthening of the Intercultural Curriculum, particularly in Mathematics, Communication and Mayan Language (as L1 and L2) in indigenous communities. (ii) Coverage of 16,200 indigenous students in Accelerated Primary Education Programs in schools offering Basic Education. (iii) Teacher training for Accelerated Education. Criteria for the selection of bilingual teachers in accelerated programs. Intercultural and Bilingual modules for accelerated programs.

1B. Initial Teacher Training and Development Reform (CEFORMA)

(i) Definition of guidelines for bilingual teacher training programs, bilingual curriculum, the eligibility criteria for training candidates, admission and graduation exams for candidates. (ii) Development of curricula, study programs, pedagogical materials (modules) for initial training of teachers for pre-school and Primary school. (iii) Strengthening of CEFORMA centers to train bilingual teachers. The V-M of IBE/DIGEBI will establish selection criteria of candidates to scholarships for Teacher Training in Bilingual Schools. (iv) 230 Conditional scholarships for initial training of pre-school and primary school teachers. Equitable distribution to respond to demand from 16 Indigenous Languages. Eligibility criteria of candidates based on merit, need and ethnicity.

COMPONENT 2: ACCESS AND QUALITY OF LOWER SECONDARY EDUCATION

2A. Feasibility studies and strategies for upper Secondary education curricula and evaluation systems.

(i) Application of Intercultural, Multicultural and Bilingual criteria to the national curriculum, and development of regional curriculum for Lower Secondary Schools.

2B: Strengthening and expansion of pertinent and flexible modalities for lower Secondary education. (i) Creation and production and of Materials for teaching and learning of Intercultural Bilingual and Multicultural education in Telesecundaria and Alternancia. It includes research, systematization of experiences and creation of materials for cultural pertinence. (ii) Subsidies for 48,600 Indigenous students of Lower Secondary School.

2C. Education demand. Scholarships and subsidies for lower income students 3,000 scholarships (out of 5,500) conditioned on promotion, performance and graduation. Equitable distribution per ethnic group based on demand.

COMPONENT 3: SCHOOL MANAGEMENT CONSOLIDATION IN SUPPORT OF EDUCATION QUALITY

3A. Consolidation and Strengthening of School-based Management for Education Quality

(i) Strengthening of community-based organizations (school boards, parents councils) (ii) Training in schools in Indigenous communities, for preparation of Education Projects. (iii) Training of Schools in Indigenous areas, in management/organization of report cards. (iv) Financial support of Education Projects in Indigenous communities.

3B. Consolidation and Strengthening of Departmental and District Supervision and Technical Assistance to Schools

(i) Strengthening of JEDEBIs in 16 departments with Indigenous population and Training of Supervisors (CTAs and CTPs) on Education Models and technical assistance to schools.

Table 10.7 below summarizes the Indigenous Peoples Plan for the Education Quality and Secondary Education Project 19

Cuadro 10.7: Indigenous Peoples Plan for the Guatemala: Education Quality and Secondary Education Project

Co Activity Development Form Responsible Year Tentative m Budget* p US$ 0 Intercultural principles (i) Inclusion of variables “pueblo”, “lengua materna” and Inclusion of Statistics 1 Sectoral applying to the entire “gender” in all the information systems, to allow for variables in Dept at Budget project disaggregation of data and needs per pueblo. Statistics MINEDUC (ii) Assign codes to bilingual (Spanish-lndigenous Language) Information 1 Sectoral schools with a bilingualism indicator (indicating total or Systems Budget partial) under the direction of the V-M of IBE/DIGEBI, Dept through the JEDEBIs in 10 departments with indigenous peoples nationwide. Coding schools is necessary to build a baseline for the Project. Promotion of project to (iii) The promotion of components and sub-components Workshops, JEDEBIs 1-5 invite participation should be done in the language of the beneficiaries (either Training Materials 1,074,00 Spanish or bilingual (Spanish-Indigenous languages) Radio spots 0 Strengthening of (iv) Strengthening of community organization. In-situ training Workshops JEDEBIs 1-5 community participation of traditional authorities (including community development and committees, Auxiliary Mayors),school community, (parents, Training materials Departmenta COEDUCAS, School Boards, Principal, teachers, students), l leaders, to promote participatory planning of school. Directorates

1 COMPONENT 1: PRIMARY EDUCATION QUALITY AND COMPLETION

1A (a) Accelerated Education (i) Strengthening of the Intercultural Curriculum, particularly Creation, The V-M of 1-5 Programs for over-age in Mathematics, Communication and Mayan Language as L1 production and IBE/DIGEBI students in Primary and and L2, in primary schools in indigenous communities reproduction of 1,450,430 Lower Secondary School. training materials (ii) Coverage of 16,200 indigenous students in Accelerated 1-5 3,430,400 Primary Education Programs in schools offering Basic Education (iii) Criteria for the selection of bilingual teachers to be hired Elaboration of set The V-M of 1 --- to teach accelerated education programs in indigenous of criteria IBE/DIGEBI communities Accelerated Educ Unit 20

(iv) Libraries for Primary Accelerated Education Books with MINEDUC, 1-3 664,000 Intercultural and DIGEBI Bilingual content. (v) Teacher training for Accelerated Education Contract of firm MINEDUC, 1 2,272,000 DIGEBI (vi) Intercultural and bilingual modules for accelerated Creation and The V-M of 1 1,150,000 education program utilization of IBE/DIGEBI modules Accelerated Educ Unit 1B (a) Initial teacher training (i) Definition of guidelines for bilingual teaching programs, The V-M of 1-5 and development for bilingual curriculum, the eligibility criteria for training IBE/DIGEBI --- preschool and Primary candidates, admission and graduation exams for future teachers. In 5 CEFORMA teachers. (2 in indigenous areas) (ii) Development of curricula, bilingual modules, study Curriculum and The V-M of 1-5 600,000 programs, and provision of materials for Initial Intercultural materials IBE/DIGEBI Bilingual Teacher Training development (iii) Strengthening of CEFORMA centers to provide teacher Equipment, MINEDUC 314,000 training to bilingual teachers curriculum (iv) The V-M of IBE/DIGEBI will establish selection criteria The V-M of 1 of candidates for scholarships Teacher Training in Bilingual IBE/DIGEBI - Schools --- (v) 230 conditional scholarships for initial teacher training of Candidate MINEDUC 1-2 255, preschool and primary school. Eligibility criteria of selection Scholarship 300 candidates based on merit, need and ethnicity. Equitable committee (inc Unit distribution among ethnic groups based on demand. (230 Indigenous The V-M of students x 2 yrs @ $555/yr) leaders) IBE/DIGEBI

2 COMPONENT 2: ACCESS AND QUALITY OF LOWER SECONDARY EDUCATION

2A Feasibility studies, and Application of intercultural, multicultural and bilingual DICADE, 1 Sectora strategies for the design of criteria to the national curriculum, and development of IBE/DIGEB l Budget LSS curriculum and regional curriculum for LSS I information systems. Definition and application of guidelines for development of V-M of 1 -- Meso-curriculum or regional curriculum for LSS IBE/DIGEB 21

I, DICADE 2B Strengthening and (i) Creation, production and reproduction of Materials for Create intercultural Dept 1 expansion of flexible teaching and learning of Intercultural Bilingual and Multi- teaching modules Quality, V- 1,900, modalities of lower cultural education in Tele-secundaria and Alternancia. It and materials for M of 000 Secondary schools. includes research, systematization of experiences and creation students IBE/DIGEB of materials. The objective is cultural pertinence. I, DICADE (ii) Subsidies for 48,600 indigenous LS students: 16,200 Subsidies 1-3 (x122x3)in Integrated Basic Education Centers ($5,929,200); 19,500 (x130x3) in Cooperative schools ($7,605,000), 8,640 21,647,160 (x3x118) in INEB ($3,058,560), and 4,320 (390x3) in schools allied to NGOs and Foundations ($5,054,400) 2C Scholarships and 3,000 Scholarships (out of 5,500) conditioned to promotion, Transfers Scholarship 1-5 3,600, subsidies for low-income performance, and completion. Equitable distribution per Unit at 000 and Indigenous students ethnic group based on demand (3,000 x 3 @400/yr) MINEDUC

3 COMPONENT 3: SCHOOL MANAGEMENT CONSOLIDATION IN SUPPORT OF EDUCATION QUALITY

3A Consolidation and (i) Strengthening of 600 community-based organizations Workshops The V-M of 1-5 Strengthening of school- (Boards/Governments, parents councils, other organizations) IBE/DIGEB based management for Create materials I, JEDEBI, 400,0 education quality Dept Direct. 00 (ii) Training of 600 schools (40% of 1,500) for the Workshops JEDEBI, 1-5 preparation of Education Projects in Indigenous communities. Dept Direct (iii) Training of 600 schools, on school report cards, in Workshops JEDEBI, 1 Indigenous communities. Dept Direct (iv)Financial support to 600 Education Projects (600 x 3 yrs Cash transfers JEDEBI, 1-5 2,700, @$1,500) in 5 years Dept Direct 000 3B Consolidation and (i) Institutional strengthening of the JEDEBI in 16 MINEDUC 1,3 1,000, strengthening of departments with indigenous peoples. Training on education 000 supervision, TA to models and provision of technical assistance to 600 schools. schools. Support to 10 Departmental Directorates (ii) Sensitivity training of pedagogical and administrative Workshops V-M of IBE/ 1-5 teams providing technical assistance to 600 IBE schools DIGEBI Approximately $42,457,290 22

*The budget of the Indigenous Peoples Plan is included in the project budget, and the IPP components are part of the project components.