Impacts on bilingual, intercultural education

Improves quality of the education proposalIf parents, indigenous organisations and civil society organisations become involved in bilingual, intercultural education, the education proposal will better respond to social needs, which will be reflected in the school curriculum.

Contributes to better defining goals and strategiesEffective social participation contributes to the definition of criteria of equality and inclusion in education to define coverage goals, for example, for prioritising areas or sectors that lag behind in terms of education.

Strengthens identity and intercultural relations Participation also has an impact on enriching identity and its redefinition in the current context, re-evaluating ancestral elements and selecting contributions to modern life.

Social oversight to ensure government compliance with its commitment to implement public policies that protect bilingual, intercultural education

• Indigenous individuals, families, communities and organisations have the right to organise to participate in monitoring the adequate development of bilingual, intercultural education.

• Governments are responsible for complying with and enforcing commitments formed with indigenous peoples with respect to bilingual, intercultural education.

• Indigenous peoples should participate in the development or adaptation of public policies, promoting intercultural social oversight and monitoring public spending allocated for bilingual, intercultural education.

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Social participation in bilingual,intercultural education

CARE PERÚ Av. General Santa Cruz 659. L • Twww.care.org.pe • postmaster@care.org.pe • arobles@care.org.pe

: ima 11, Peru elephone: (511) 417-1100

CARE Telephone: (593) 2 225 3615 • www.care.org.ec

ECUADOR: Carlos Montufar E15-14 y La Cumbre. Sector Bellavista. Quito - Ecuador.

CARE Bolivia • Twww.carebolivia.org

BOLIVIA: Pasaje Jauregui 2248, Sopocachi. La Paz, elephone: (591) 2 215 0700

Social participation of indigenous peoples in bilingual, intercultural education

Social participation in bilingual, intercultural education is a right and a responsibility protected by law for the involvement of members of society, whether individually or collectively, in government decisions and responsibilities.

• Governments have adopted some measures to protect the participation of indigenous peoples in public life and in decisions that directly or indirectly affect indigenous ways of life.

• Governments have the duty to ensure the adequate participation of our indigenous peoples in decisions concerning the development of countries.

Social participation is a right and responsibility of our organisations

• Due to our forms of democratic co-existence, we must ensure the participation of our families, communities and organisations to promote a bilingual, intercultural education that responds to our needs and aspirations.

• Bilingual, intercultural education is of concern to everyone. It is not only an issue for teachers or parents but an issue for our peoples. For this reason, schools and indigenous organisations should exercise their influence to define what and how students should learn in school.

• Indigenous, intercultural or rural education, as it has frequently been called in our countries, is not only an issue of indigenous peoples. It is a national issue. Interculturality should be developed in all education, in both formal and in alternative, permanent systems.

Social participation in bilingual, intercultural education

• In our three Andean countries, Bolivia, Ecuador and Peru, bilingual, intercultural education is guaranteed by law and specific regulations that protect the right of citizens to a relevant, quality education with equity, in line with the expectations of individuals and the needs of cultures.

• Public officials responsible for developing education must protect and promote social participation in the planning, development, monitoring and evaluation of bilingual, intercultural education processes.

• Support of and solidarity with the general population are essential for promoting the recognition of educational and cultural rights. To this end, we should stimulate the participation of indigenous groups and of social participation in general at the local, national and global levels.

• Consultation mechanisms for decision-making in education should strive for ensuring respect for language and culture and for an education that is useful for life, for example, to respond to health problems, to analyse the nature of economic activities and to protect and manage natural resources and the environment.

• To ensure effective participation requires access to accurate information and adequate training for decision-making on strategic issues. For example, making decisions regarding the quality and meaning of learning.

• To influence decision making, one has to know what is to be decided, the reason a decision has to be made and how the decision will help resolve key education needs.

• Participation should reflect social, linguistic and cultural diversity to guarantee the recognition and reaffirmation of multiple identities in the education system.

• Social participation should guarantee financing strategies for sustainability.

Conditions for participation