IPPI 6 May 2002 STRATEGY TO INCLUDE INDIGENOUS COMMUNITIES IN THE RURAL EDUCATION PROJECT PERU: Rural Education and Teacher Development Project Public Disclosure Authorized I. BACKGROUND 1. LEGAL FRAMEWORK The Peruvian legal framework includes the right of indigenous peoples to education in various legal instances. Peruvian norms in this respect are included in the political constitution of the nation, the General Education Act, the Primary Education Regulations and the recent regulations creating in the National Inter-cultural Bilingual Education Directorate and its Consultative Council. Article 2, ofPeru's Political Constitution mentions that all individuals have the right to preserve their ethnic and cultural identity; that the Peruvian state recognizes and protects ethnic and cultural plurality in the nation; that bilingual and inter-cultural education must be fostered, recognizing each area's characteristics while preserving the various cultural and language manifestations. Public Disclosure Authorized Peru has signedILO'S 169 Agreement(ratified in 1993) recognizing the right of indigenous boys and girls to learn to read and write in their own language, and preserve and develop it. It also recognizes the right of indigenous peoples to be asked about state measures aimed at accomplishing these goals. Likewise, Peru has signed theUniversal Declaration of Human Right4 article 26 of which establishes that educatioii will have as its objective to achieve full individual development, and to strengthen respect for human rights and fundamental freedoms while fostering understanding, tolerance and friendship among all nations and ethnic or religious groups. Peru has also signed thConvention on the Rights of Children, article 29 of which mentions that children's education must be destined to create in them respect for their own cultural identity, their language and values while preparing them to lead a responsible life in a free society, where the spirit of understanding, peace, tolerance, equality among the sexes, and friendship among peoples, ethnic, national and religious groups and peoples of indigenous roots will be preserved. Public Disclosure Authorized The General Education Act in article 4 (d), specifies that preferential attention will be given to marginalized sectors, border areas, rural areas and population groups where native languages and other similar situations are predominant. Article 5 (c) mentions that cooperation and exchange with other cultures, in particular the culture of other Latin American nations, will be fostered while preserving national independence and identity, and fostering the study of those nations' living languages. To achieve the above goals, the new Primary Education Regulations create the ways to provide Andean and Amazonian communities with inter-cultural bilingual education schools, with education provided in the indigenous mother tongue and Spanish progressively taught as a second language, thus helping to build among the students a stronger language and cultural identity in the framework of the nation's life . On April 2, 2001, Supreme Decree No. 018-2001-ED createdNheional Inter-cultural Bilingual Education Directorate (DINEBI in Spanish)to provide quality solutions to meet the educational needs Public Disclosure Authorized and demands of a multicultural and multilanguage nation as is Peru at all levels and for all types of education. On May 22 of the same year, Ministerial Resolution 235-2001-ED creatNitibaal Consultative Committee to promote greater involvemenit of civil society and direct users in inter-cultural bilingual education. This committee includes outstanding representatives of the teaching profession from FILE COPY tihe Aguaruna, Shipibo, Ashaninka, Aymara and Quechua nations, as well as Peruvian experts in anthiropology, education and linguistics. Recruitment of bilingual teachers is regulated Djrective 002-2002-CNCP-EDaccording to which teachers will be appointed to inter-cultural bilingual schools only if they have demonstrated written fluency in the respective indigenous language. In all cases, the selection criterion will be the relationship between the students and their language. The Selection Committee that recruits teachers, include a representative of the local indigenous federation. In additioiVice Ministerial Resolution 025-96-ED determines that to be hired as bilingual educators, teachers must be trained in inter-cultural bilingual education, talk the mother language spoken by the local children and be fully identified and committed to the children and community where they will perform his job. 2. ETHNIC AND CULTURAL CONTEXT 2.1 Our peoples The Peruvian nation is made up of a range of ethnic, cultural and language groups. Peru's population - estimated at about 24 million - is mostly mixed. More than 8 million Peruvians belong to indigenous nations, mostly Quechua and Aymara living in the Andean region. The Peruvian Amazon forest covers 62 percent of the territory and is home to 42 ethnolinguistic groups whose cultural, economic and political characteristics are obviously different from those of the national population. Such cultural variety spans factors such as culture, lifestyles, language, demographics, relation to the territory and contact and/or interaction with society at large and the national juridical order. The universe of indigenous peoples is not restricted to peasant and native communities. It also includes remote settlements, and groups that have voluntarily decided to isolate themselves or who only establish sporadic contact with the rest of the country. There is an undetermined number of individuals of indigenous roots living in Amazon cities or rural areas, who are known as the riverine population. A greater recognition is required of the rights of those peoples who do not explicitly identify themselves as native, indigenous nations or members of a given language group, other than the 1265 peasant and native communities identified and registered by the Peruvian government. 2.2 Our languages Peru's official languages are Spanisil, as well as Quechua, Aymara and Amazon languages in locations where they are predominant. Quechua is spoken by 4 million people while there are some 350,000 Aymara speakers. In the Amazon region between 300,000 and 400,000 people speak any of the 40 Amazonian languages grouped in 16 language families, i.e. Arabela, Arahuaca, Bora, Chaul-pana, Candoshi-Zarpa, Harakmbut, Huitoto, Jibaro, Pano, Peba-yagua, Simaco, Tacana, Ticuana, Tucano, Tupi-Guarani and Zaparo. Some 100,000 people speak a foreign languages. The coexistence of the various cultures that live together in our country represent both a wealth and an opportunity that must be recognized and taken advantage of when creating a new national development project to overcome the barriers of exclusion. Inter-cultural education promotes recognition, acceptance and culture of our "creative diversity." In other words, it accepts the plurality of cultures as complementary voices and visions that are the consequence of unity in diversity. Number of Quechua and Aymara speakers Language N° of speakers Quech ua 3 850 000 Aymara 350 320 Total 4 200 320 Population census of Amazonian communities by ethnic groups (1993) Ethnic Groups PERU Total Population Achual 4719 2.0 Aguaruna 45137 18.8 Amahuaca 247 0.1 Amaiweri - Kisamberi 37 Amarakaeri 1000 0.4 Amuesha 6980 2.9 Arabela 302 0.1 Arasaeri 122 0.0 Bora 371 0.2 Campa Ashaninka 40518 16.9 Campa Caguinte 229 0.0 Campa del alto Perene 1180 0.5 Campa del Pichis 3918 1.6 Campa del Ucayali 2793 1.2 Campa Nomatsiguenga 5531 2.3 Campa Pajonalino 3823 1.6 Candoshi - Murato 1916 0.8 Capanahua 267 0.1 Candoshi - Cacataibo 1661 0.7 Cashinahua 909 0.4 Chamicuro 126 0.0 Chayahuita 13717 5.7 Cocama - Cocamilla 10705 4.5 Culina 300 0.1 Ese'ejja 600 0.3 Huachipaeri 159 0.0 Huambisa 5545 2.3 Huitoto Meneca 676 0.3 Huitoto Munaime 105 _ Huitoto Murui 1136 0.5 Jibaro 52 Kichwaruna (santarrosin) 254 0.1 Lamas - Chachapoyas 22513 9.4 Machiguenga (Matsigneng) 8679 3.6 Mayoruna - Matses 1177 0.5 Ocaina 188 0.0 Orej6n (Maijuna) 288 0.1 Piro (Yine) 2553 1.1 Pukiriere 57 0.0 Quechua - Napo - Pastaza - Tigre 10553 4.4 Secoya 678 0.3 Sharanahua - Marinh. - M. 438 0.2 Shipibo - Conibo 20178 8.4 Ticuna 1787 0.7 Toyoeri 248 0.1 Urarina 564 0.2 Yagua 3487 1.5 Yamhinahua 324 0.1 Grupo etnico no especificado 10927 4.6 Source: National Institute of Statistics (INEI); 239,674 100.0 National Census, 1993 Selected Languages for the Rural Education Project Language Number of speakers l________ Quechua Collao 1,516,000 2 Quechua,Ayacucho, 100,000 Chanca 3 Quechua Ancash 800,000 4 Quechua Incawasi 20,000 5 Aimara 350,320 6 Aguaruna 45,137 7 Shipibo 20,178 8 Ashaninka 52,461 9 Chayahuita 13,717 10 Quechua San Martin 22,513 11 Huambisa 5,545 12 Achuar 4,719 13 Bora 1,500 14 Machiguenga 8,679 Total 2,960,769 Source: INEI, National Census 1993 3. EXECUTIVE SUMMARY OF THE BENEFICIARIES' ASSESSMENT The beneficiaries' assessment comprised two stages. During the first stage-running from the second semester 1999 to April 2000, was under the responsibility of the Bilingual Inter-cultural Education Training Program (PROEIB Andes in Spanish) based in the city of Cochabamba, Bolivia. During this period, visits to bilingual schools in the departments of Puno, Cuzco, Ancash, San Martin, and Amazonas provided information about teacher and student performance. Another element included in the assessment, was the training of bilingual trainers at the Huampani resort near Lima. The activity brought together approximately 120 teachers from various Andean and Amazonian regions around Peru. The opinions of parents, teachers and training organizations (executing agents) were another source of information. From March to May 2001, the second stage of the evaluation was focused on the of the Inter-cultural Bilingual Education policy guidelines, and of the text books and materials prepared by the former UNEBI, now renamed as DINEBI. Several components of this assessment are being used in the design and proposed implementation of the Project.