The rural school in coffee areas by lau-rd

THE

RURAL SCHOOL

COFFEE AREAS

Departments of Cajamarca, San MartÃn y Amazonas

“For the essential thing in education is not the doctrine taught, but the arousing of the faculties” Ernest Renan

RURAL EDUCATION IN COFFEE AREAS, PARTICULARY IN THE PROVINCES OF JAÉN AND SAN IGNACIO Asociación Semillas para el Desarrollo Sostenible Coordination : Marta Maccaglia, Raúl Arancibia Redaction : Laura Alard, Raúl Arancibia, Marta Anducas, Auriane Bonnault Asociación Volcafe Speciality Perú (VSP) Generaciones Review : José Luis Díaz Arévalo Translation to English : Auriane Bonnault, Laura Alard First edition Jaén, Perú, February 2019

TABLE OF CONTENTS INTRODUCTION

1. THE LANDSCAPE OF THE NORTH AREA OF PERU 1.1 Territorial context

7 8

1.2 Geographical context

1.3 Historical context

1.4 Conflicts and social issues

2. THE RURAL SOCIETY IN COFFEE-PRODUCING AREAS 2.1 Rurality vs urbanity

2.2 Demographic context

2.3 Socio-economic context

2.4 Political context

3. EDUCATIONAL CONTEXT

3.1 Normative framework

3.2 Education in Peru

3.3 Status of the education in the region of Cajamarca

4. POTENTIAL PROJECTS

4.1 Analysis of the issue

4.2 Intervention Strategy

4.3 Identification Strategy

4.4 Final reflections

BIBLIOGRAPHY

INTRODUCCIÓN Coffee is the main export agricultural product in Peru. The majority of coffee growers (85 %) are small producers that manage over 1 to 5 ha. Although coffee marketing is not a problem, the conditions faced by coffee farmers in rural areas affect the social, economic, and environmental development of the coffee-growing areas, and because of this continue living in poverty and high poverty. Coffee production in Peru is concentrated in three areas : in the North, the central jungle and the South of the country. The northern production is located in the departments of Cajamarca (provinces of San Ignacio and Jaén), Amazonas (province of Rodríguez de Mendoza) and San Martín (province of Moyobamba) and represents 55,6 % of the national production, the central jungle node is mostly in Pasco and Junín (27,5 %) and the South node is concentrated in Cusco with 16,8 % of the country’s total production (campaign of 20132014, source from Direcciones Regionales Agrarias 2014).

The three departments gathered in the North have a Human Development Index - HDI (PNUD, 2012) lower than the national average that is of 0.5058. Cajamarca has a HDI of 0.3773 and Amazonas of 0.3846, being the less developped departments of the country. San Martín’s HDI is of 0.4408, and although it occupies a higher position than its neighbours, it is still below the national average and far from the HDI of the most developped departments of Peru (Lima 0.6340). There is also a relation between the Human Development Index of each department and the indexes of total and extreme poverty. If each one of these departments have in commun geographical, social and production characteristics that can be analyzed in a same time, we will focus on the department of Cajamarca as it presents itself as an area of interest for both Semillas and VSP. This commun interest is complemented by the investigations and projects built by Semillas in cooperation with VSP in the central jungle area of Peru, expanding the work already done and consolidating years of commun journey for both associations.

Amazonas

12,5 %

In this way, the present document is organized in 4 chapters : San Martín

22,2 %

Cusco Cajamarca

20,9 %

Junín

27,5 %

Principales nodos de producción de café

(Porcentaje de la producción nacional en TM, campaña 2013-2014)

16,8 %

The first one is dedicated to the territorial, geographical and historical panorama of the departments of Cajamarca, Amazonas and San Martín, giving a global overview to frame the reader through the development of the investigation. It also informs about the actual socio-territorial conflicts in this areas. The second chapter focuses on the population study, particulary the population living in the rural and coffee areas of the departments under our review, with an emphasis on the provinces of San Ignacio, Jaén and Cutervo in the department of Cajamarca. The third chapter analyzes the educational context, focusing on San Ignacio, Jaén and Cutervo. The approach concentrates on the status of infrastrastructure and its relation with the school performance. Finally, the fourth chapter is dedicated to the approach of the potential projects to be developped in the studied area, and gives information on educational institutions to priorize in the next cooperation projects between Semillas and VSP. This study concludes with final reflections focusing about the larger problem that stands behind the numbers, considerating the people that live behind every project.

1. THE LANDSCAPE OF THE NORTH AREA OF PERU

1.1 TERRITORIAL CONTEXT The North node of coffee production in Peru includes the departments of Cajamarca, Amazonas and San Martín. The coffee production is split into the following provinces, in descending order of production, in MT: - In the department of Cajamarca; San Ignacio, Jaén and Cutervo produce 98 % of the departmental total. As well, to a lesser extent can be mentioned the provinces of San Miguel and Chota.

The agriculture represents 5,8 % of the regional Gross Value Added (GVA). In the region three areas with distinct economic characteristics appear : the North is specialized in the agricultural activity with production of rice and cacao as well as coffee (San Ignacio, Jaén and Cutervo); the agricultural production is also developped in the center, as well as livestock activity; on the other hand, the South is essentially an area with cattle-raising and mining activity, with a major development of trade and services sector as a result from mining activity.

- In the department of Amazonas; Rodríguez de Mendoza and Utcubamba contribute to 91 %. The rest of the production is provided by Bagua. - Finally, in the department of San Martín all the provinces appear as coffee producers, with a higher contribution of Moyobamba, Rioja, Lamas and Tocache.

In the following maps the coffee-producing provinces are shown in color. The department of Cajamarca is located in the Northwest region of the country, in the western Andes Cordillera and covers areas of moutains and jungle. It is bounded on the North by the Republic of Ecuador, on the East by the department of Amazonas, on the South by the department of La Libertad and on the West by the departments of Lambayeque and Piura. The department comprises two natural regions, jungle and moutains, between 400 mamsl to 3.550 mamsl. The Cordillera crosses the entire region from South to North, giving the landscape rough geographical caracteristics. The capital of Cajamarca department is the city of Cajamarca. It is located at 2.750 mamsl, and is surrounded by the western Andes moutains, Cajamarca represent the economic, touristic, mining, industrial, commercial and cultural pole of the northern highlands of Peru. It has a surface of 33.317,54 km², divided in 13 provinces (provinces of Cajambamba, Cajamarca, Celendín, Chota, Contumazá, Cutervo, Hualgayoc, Jaén, San Ignacio, San Marcos, San Miguel, San Pablo and Santa Cruz), and 126 counties. The official languages of the department are Castilian, Quechua and Awajún.

Capital : CAJAMARCA

4 1. SAN IGNACIO 12, 6 % 2. JAÉN 7,3 % 3. CUTERVO 0,6 % 4. SAN MIGUEL 0,2 % 5. CHOTA 0,1 %

Maps of the coffee areas in Cajamarca

(Percentage of national production in MT, campaign 2013-2014)

The climate is temperate, dry and sunny during the day and cold at night. Rainfall lasts from december to march and appears with the «El Niño», a cyclical climatic phenomenon of the northern tropical Peru. However, in its distinct regions, some cities have a tropical climate. In addition, the proximity to both the coast and the jungle, but also to the Equatorial line, make the climate of Cajamarca the best of the departments of the Peruvian Sierra. If it does not have snowy peaks, it has humid subtropical forests towards the eastern side, dry

subtropical and tropical forests towards the western side, being the department of the Sierra with the higher index of afforestation.

The agricultural production associated with coffee is concentrated in the adjacent borders with Cajamarca, Utcubamba y Bagua, and with San Martín (Rodríguez de Mendoza).

Cajamarca has a characteristic relief classified as Andean, with inter-Andean valleys as well as a high forest landscape. Thanks to its wide range of natural conditions, it has an abundant biodiversity of flora and fauna. It is the second region with the highest flora endemism rate, and there can also be found the National Park of Cutervo, an important reserve on the national level.

Thanks to the diverse altitudes, Amazonas has a great variety of flora, many species being endemic. There is also a wide variety of timber trees. Its fauna counts a large panel of species such as birds, mammals, reptils, and fishes.

The department of Amazonas is located in the central part of the Peruvian territory, in the eastern part of Cajamarca. It is bounded on the North by the Republic of Ecuador, on the East by the departments of Loreto and San Martín, on the South by the department of La Libertad and on the West by the department of Cajamarca. Its territory includes jungle and moutains, but with a predominance of jungle area that extends up to the North, towards the Ecuador border in the summits of the Condor cordillera, in its eastern slope. The moutains area can be encountered in the meridional provinces of Chachapoyas, Luya and Bongará. It has a surface of 39.249 km2. It is constituted of 7 provinces (Bagua, Bongará, Chachapoyas, Condorcanqui, Luya, Rodríguez de Mendoza and Utcubamba) and 84 counties. The capital of Amazonas is the city of Chachapoyas, located at 2.339 mamsl. The official language is Castilian, but in the province of Condorcanqui and the counties of Imaza and Aramango in the province of Bagua are also spoken the Awajún and the Huampis; also, in the higher parts of the provinces of Chachapoyas and Luya, the Chachapoyan Quechua still exists but extinguishing every day. The Awajún/Aguaruna was reported as mother tongue for 52.573 persons, mainly for inhabitants of Amazonas department (40.976). (INEI, 2017) The climate of the department is varied. Warm, humid and rainy in the northern sector; warm, humid and with long periods of drought in the area of Bagua and Utcubamba, tempered in the intermediate altitudes such as the city of Chachapoyas, where the average temperature is about 15°C, and in the higher parts, in the area of Puna with the Calla Calla cordillera, the climate is cold and with abundant fog.

Capital : CHACHAPOYAS 1. RODRÍGUEZ DE MENDOZA 2. UTCUBAMBA 3. BAGUA

1 8,3 % 3,2 % 1,1 %

Maps of the coffee areas in Amazonas

(Percentage of national production in MT, campaign 2013-2014)

The department of San Martín is located in the north-eastern area, in the region of Alto Mayo and its largest part extends towards the high jungle. It is bounded on the North by the departments of Loreto and Amazonas, on the South by Huánuco, on the East by the department of Ucayali and on the West by the department of La Libertad. Its maximum altitude is 3.080 mamsl, in Agua Blanca, and its minimum altitude is located in the county of El Porvenir with 190 mamsl.

Capital : MOYOBAMBA 2

In the department of San Martín, the climate is warm and humid, due to its north-eastern territory. Its highest temperature is around 29°C, its lowest temperature is 18°C, giving the department subtropical and tropical climates, fitting perfectly for developping agricultural activities associated with coffee and cacao. The most important amount of rain is from december and march. Its territory is composed by 4 morphological areas: the eastern part with the Andes Cordillera, the wide valleys in the middle of the department, in the South the Azul Cordillera with a low elevation, and the North where the lowland forest is the main morphology.

9 5

The capital of San Martín is the city of Moyobamba, with an altitude of 860 mamsl. It is the political and diplomatic center of the region, even though the most populous city is Tarapoto where the airport is. In terms of fauna and flora, the capital is known as the City of Orchids where 10% of these flowers can be encountered. San Martín department has a surface of 51.253,31 km² and is formed by 10 provinces (Bellavista, El Dorado, Huallaga, Lamas, Mariscal Cáceres, Moyobamba, Picota, Rioja, San Martín and Tocache) and 77 counties. The official language is the Castilian, but the Quechua, the Awajún and the Shawi are also spoken.

8 10

4 1. MOYOBAMBA 2. RIOJA 3. LAMAS 4. TOCACHE 5. HUALLAGA 6. SAN MARTÍN 7. BELLAVISTA 8. PICOTA 9. EL DORADO 10. M.CACERES

6,7 % 3,4 % 3,0 % 2,3 % 1,7 % 1,4 % 1,3 % 1,0 % 0,6 % 0,6 %

Maps of the coffee areas in San Martín

(Percentage of national production in MT, campaign 2013-2014)

1.2 GEOGRAPHICAL CONTEXT Accesses, type and state of the roads The road network in the departments of Cajamarca, Amazonas and San Martín is limited (road density around 0.4 km/ km2), with a low number of asphalted roads (an average of 5 % in Cajamarca and Amazonas) with intermittent operating periods during rainy season, due to landslides caused by the rainfall. «The roads are mostly (46 %) found in a regular state of conservation, due to the relief, the climate of the region and the insufficient maintenance, they require a regular and periodic maintenance, and need to be improved or rehabilitated» (Source: Plan Vial Departamental Participativo, Región San Martin 2012-2012) In Cajamarca, the road network counts around 11.989,28 km of roads, including 1.588,46 km of national roads, 951,16 km belong to the departmental network and the others 9.449,66 km to the neighborhood road network. Also, out of the total of roads in Cajamarca, 5,22 % are asphalted, 31,09 % are consolidated surface roads, a small percentage (0,18 %) consists of loose-surfaced roads and the great majority (63,51 %) includes 7.614,26 km dirt roads. It is interesting to note that the road density, according to the number of kilometers of roads and the departmental extension, is equal to 0,36km/km2. The circulation, as well as the access to the urban area, get interrupted because of rainy seasons. Although Cajamarca department is quite populated, the index of rurality is high and the circulation in these areas can become a departmental matter, especially in the provinces of Celendín, Chota, Contumazá and San Miguel. Both the relief and the geography of the department also have an impact on the development of the national road network.

Amazonas counts with 4.462 km, where 295 km belong to the national network. In total, 205 km are asphalted roads, 1.514 are consolidated surface roads, 1.036 km are loose-surfaced roads and 1.712 km consist of dirt roads. The majority of asphalted roads are part of the the national network that only represents 4,6 % of the departmental road network. In the department of San Martin, 816,58 km out of the 5.410,11 km of roads are national roads. 973,98 km belong to the departmental network and 3.619,55 km to the neighborhoods network. Only 13 % of San Martín entire network are asphalted, 46 % are consolidated surface roads, 3 % are loose-surfaced roads and 37 % are dirt roads. Dirt roads 63,51 %

Other 5,22 %

31,27 %

CAJAMARCA 11.965,26 km

Asphalted

Dirt roads 38,3 %

Other 4,6 %

57,1 %

AMAZONAS 4.462 km

Asphalted

Dirt roads 37 %

Other 13 %

50 %

SAN MARTÍN 5.410 km

Asphalted Different kind of roads and percentage for each one, by department (own preparation)

1.3 HISTORICAL CONTEXT Historical beggining related to coffee Coffee was introduced by French immigrants in Central America in the early eighteenth century, but the Dutch were the one to expand its cultivation towards South America. The cultivation of coffee contributed to the expansion of the agricultural frontier in several countries of South America, and was a determining factor for the population growth in areas that only had little value. In the middle of the 18th century, coffee was produced in Chanchamayo, Moyobamba, Jaén, Huánuco and Cusco, for local consumption as well as for exportation to Germany, Chile and Great Britain. The first coffee shop of Lima opened in 1791. During the period from 1950 to 1960, coffee cultivation was consolidated thanks to both producing and exporting companies efforts, that contributed to an acknowledged international prestige. The sector of coffee was mostly developped in the 60’s, as Peru joined the International Coffee Organization (ICO). In addition, the agricultural reform decreed by the military government of 1968 greatly affected the national agricultural development and was a determining factor for the emergence of small coffee growers which represent the major part of coffee producers in the country. 2011 was an extraordinary year for Peruvian coffee. However, one year after the «yellow rust» appeared the weaknesses of the coffee sector generating a social, economical, insitutional and production crisis. As an answer to the rust, the Ministry

of Agriculture and Irrigation developped the «Plan Nacional de Renovación de Cafetales», through which were installed more than 37.200 ha of coffee plantations. There were mostly seeds of Catimo, that resist better to the rust but have a lesser quality one it is served in a cup. Both the increase and development of the agricultural sector and the coffee crisis due to the rust have influenced the population movements in the departments of Amazonas, Cajamarca and San Martín. From a rural point a view, the number of inhabitants increased from the 40’s to the 90’s, up to a stabilization period, and has been decreasing for the last 10 years. On the other hand, the population growth in urban area has been constant, and increased in the recent years. Nowadays, coffee is mainly cultivated by small producers that manage over 1 to 5 ha and represent 85 % of the total of coffee growers. The technological level of the farms is quite precarious, and only 20 % are associated, usually in cooperatives. The institutional structure of the sector is quite weak, and very dispersed. The services brought to the producers are deficient and the access to credit and financement is an significant limit. Although commercialization is not a problem, the final selling price leaves little margin in comparison with the cost of production. This results in a weak social, economical, and environmental development of the coffee areas, that keep on suffering from a situation of poverty and extreme poverty.

1.400.000

1.000.000 800.000 600.000 400.000 200.000

Cajamarca Amazonas San Martín

1.200.000

1940

Urbana Population Rural Population 1961

1972

1981

1993

2007

2017

Evolution of rural and urban population by department, 1940, 1961, 1972, 1981, 1993, 2007, 2017 (INEI, 2017) 13

1.4 CONFLICTS AND SOCIAL ISSUES Border conflicts Peru-Ecuador Since the creation of Peru and Ecuador’s independent republics (at the beginning of the 19th century) until the year of 1998, both countries have been in conflict for disagreements about the borders of the regions comprised between the Amazonas watershed and the Andes Cordillera. This conflict had been intensified on three occasions: the 1941 war, the Paquisha conflict (1981) and the Cenepa conflict (1995). The Cenepa conflict, that took place in the beginning of 1995, has developped in the upper bassins and surroundings of the Cenepa river valley, in the province of Condorcanqui, department of Amazonas. If this short conflict only lasts for five weeks, the economic losses were high for both countries. There were disagreements in terms of numbers for human losses: some non-governmental organizations estimate a total of 500 deaths between both sides, while other documentation centres talk about 120 losses. This definitely closed the borders, and the peace agreement was signed in the Brasilia Presidential Act of 1998. Since then, the commercial relations between both countries have greatly improved, increasing trade by five to six times more than before the conflict was resolved.

Social conflicts «Rondas Campesinas» The «rondas campesinas» in Peru have a strong influence in both rural governance and governability. Its origins go back to the year 1976, founding date of the first patrol in the district of Cuyumalca (Chota, Cajamarca. The patrols are characterized as peasant organizations created in order to protect the estate of private or collective goods, as well as ensuring the physical and moral integrity of rural populations. However, there are two different sights: the patrols for administration of citizens justice and security regarding the scarse presence of the Estate, and the patrols established as «seeds» of the new rule of law power. Therefore, there are some patrols that act under the law, and that permanently look after being in charge of justice administration, in cooperation with the Police, District Attorney and the Judiciary; and others whose leaders maintain that the patrols are autonomous, and promote confrontation with the Estate on diffe14

rent levels, for example denying the free movement of people in the territories they control, submitting the opponents to the patrol justice and practising harassment with the people who promote countryside’s development, such as companies and NGOs. These patrols are in permanent conflict with other patrols, but also with entrepreneurs from mining communities and with local government autorities that do not comply with their agreements.

Socio-Environmental conflicts Mining Mining and other extractive activities are the main source of social and environmental conflicts in Peru. The mining sector is of considerable economic importance for the country, therefore successive governments had given fiscal, regulation and environmental facilities that tend to promote an increase of mining investment. However, the expansion of this activity is associated with a constant social conflict in the territories concerned. The departments of Amazonas and San Martín host less mining concession, while the mining concessions in Cajamarca represent a quarter of the regional territory. The department of Cajamarca appears as one of the main gold-producing regions of Peru. Currently, the mining concessions in Cajamarca reperesent 25,9 % of the regional territory, and out of the thirteen provinces of the region, at least seven recorded conflicts with mining companies, as shown by the reports of the Ombudsman Office. The majority of disputes has to do with processes of the projects expansion as well as the impacts generate. North Peruvian pipeline The North Peruvian pipeline is the largest pipeline of Peru. It was built in 1977 in order to carry oil from Loreto department crossing the Andes to the coast in Bayóvar, department of Piura, with a total of 1.106 km. The Peruvian estate company Petroperú is the operator of this pipeline. In the last years, and due to a lack of appropriate maintenance, there have been various oil spills in the rivers, causing concern and outrage of the affected communities, who then demanded the creation and approval of an environmental monitoring law, as well as a compensation from the state to the people affected because of oil activity and the implementation of a Truth and Reconciliation Commission.

In the years 2014 and 2015 there were 4 oil spills in the region of Cajamarca. In 2017, the explosion of a water reservoir caused the death of two workers in the population center of Playa Azul in Colasay. Dams The Chadin 2 hydroelectric station is a hydroelectric project whose objective is benefitting of the Marañón river’s waters in order to generate electricity. The concession has been assigned to the company Odebrecht Energía del Perú SA. If executed, the project would flood 32 km of the Amazonian surface in the departments of Amazonas and Cajamarca, causing the displacement of more than a thousand people. In the province of Celendín (Cajamarca), following the opposition to the Conga mining project, some political groups demonstrated against the project execution. Their arguments were based upon the afected population’s unwillingness to move and the resulting loss of agricultural land, as well as the fact that the energy generated for hydroelectricity would satisfy the demand of the surrounding mining companies (to which they oppose) and for the sale of energy in Ecuador.

Native communities show, on many occasions, strong resistance to the destruction of Amazonian habitat. In this sense, a latent conflict has been occuring in the district of Cenepa (Condorcanqui, Amazonas), in which the Awajún native communities demand that illegal loggers and miners of Peruvian and Ecuadorian nationality cease their activities and immediately withdraw from their territory. On the other hand, in the district of Pardo Miguel (Rioja, San Martín), the Defence Fronts and the Rondas Campesinas de la Rioja demand State intervention due to the increase in illicit activities such as cattle ranching, illegal logging, forest burning, land, timber, orchids and other species trafficking, and unofficial reports of signs of illicit crops with the consequent deforestation, degradation and loss of biological diversity. Failure to act soon jeopardizes the ecosystem services (such as water resources) that benefit to more than 250.000 inhabitants of the Alto Mayo Valley.

Now the project is suspended. From the other hand, in the district of Encañada (Cajamarca, Cajamarca), the residents from the population center Combayo were opposed to the Chonta dam’s construction, arguing that the project would affect homes, communication roads, and agricultural production. Deforestation In the Peruvian Amazon the deforestation is a growing matter. Only from 2000 to 2015 an average of 120 thousand ha/ year fell and burnt (1/4 of Jaén province surface, by year). The coffee plantations are installed in this humid and tropical forest of steep hillsides, which soils have a high risk of erosion; this puts in danger the long-term production capacity of the land, causes a decline of the production as well as it determines the loss of livelihood potential for future farmers generations. Peru is the fourth country of the world with the higher number of tropical forests, which cover 60 % of the territory. These ecosystems, whose goods and services are produced, for the majority, in indigenous people habitat, constitute biodiversity empires and play a crucial role in climat and environment stabilization. The felling and burning of forests, as well as land use change, causing 51 % of the total greenhouse gas emissions by year in the country. The main cause is the expansion of small and larger scale agriculture, mainly in the lands which are in lack of zonification or of forest management, and of assigned rights about them.

2. THE RURAL SOCIETY IN COFFEE-PRODUCING AREAS

2.1 RURALITY VS URBANITY The settlement of rural areas in the department of Cajamarca has been iniciated, according to the collected reports, between the 40’s and the 50’s, by families who have come from the South of the department; particularly from Cajamarca, Chota and Cutervo; that have been obliged to migrate from their home territories because of the lack of arable lands and the climate that was not appropriated for agricultural development. These families saw in the areas of forest brow and high jungle the opportunity for colonizing and beginning a new life. Adam Guevara, 57 years old, Rinconada Lajeña, Jaén.

“I lived around there in the South, near Lajas in (the province of) Chota. My parents had a little land where it was not possible to sow. A friend of mine came around here as he was told there were good lands... and just like that we came all... We bought some stables (hectares) and we started to sow coffee”

- A place where the majority of people work in agricultural holdings. - The availability of land has a relatively low cost. - A place where the activities are affected by a high cost of transaction, associated with an important distance from the cities and a poor availability of infrastructure. From the other hand, the OECD (The Organisation for Economic Co-operation and Development) define as rural an area with less than a 150 people by squared kilometer (OECD, 1994) which live more than an hour away from the main urban areas. According to this definition, the population that live in the rural areas of Peru would be higher than the INEI estimations as only El Callao and Lima comply with these criterias.

Rural area definition according to the National Institute of Statistics and Informatics (INEI)

In Peru there is no agreement about the form for defining a territory as rural or urban. Each institution —INEI, MINEDU, OCDE— define different characteristics and requirements for each population, meaning that a certain territory could be considerated by various organisms in many distinct ways.

The INEI consider the urban area as the part of the territory formed by blocks and streets with more than 100 housings grouped in line, creating blocks and streets (with exception of distrital capitals, even though they do not fill the conditions to be considerated as urban).

While it is true that we hear about phenomenas such as new rurality, periurban areas and «rururban», increasing of people and goods circulation between rural and urban areas, it results the need for an unified definition of these criters to facilitate the implementation of public politics associated to rural territories. In any ways, the main characteristics that define a rural area, according to Atchoarena y Gasperini (2004), are:

The rural area has less than 100 housings, but if there are more, they are scattered without forming any city center nor blocks. (INEI, 2018)

- A space where the human settlements and their infrastructures only occupy a small part of the landscape. - A natural environment for pastures, woods, mountains and/ or deserts. - A settlement of low density.

Urban area definition according to INEI

Rural area definition according to INEI

Rural area definition according to the Ministry of Education R.M. 069 The Ministry of Education categorized as educational institution of urban area the ones that are located in a perimeter of 100 meters within a population center with more than 2.000 people, according to the last Population and Housing Census from INEI.

+ 2.000 inhab.

By contrast, the educational institutions considered as rural are located in more than a hundred meters away from a urban perimeter of 2.000 people. Also, the rural classification identify three distinct grups according to the following criterias:

Definition of rural area according to MINEDU

Rural 1: Educational Institutions located in population centers with a maximum of 500 inhabitants, to whom it takes more than 2 hours to reach the nearest provincial capital.

PROVINCIAL CAPITAL

+ 2 hours - 500

Rural 2: Educational Institutions located in population centers with more than 500 inhabitants, to whom it takes more than 2 hours to reach the nearest district capital, or Educational Institutions located in population center with a maximum of 500 inhabitants to whom it takes 30 minutes to 2 hours to reach the nearest provincial capital.

PROVINCIAL CAPITAL

+ 2h

30 min - 2h

+ 500

Rural 3: Educational Institutions located in population centers with more than 500 inhabitants who can reach the nearest provincial capital in no longer than 2 hours, and Educational Institutions located in population centers that can reach the nearest provincial capital in no longer than 30 minutes.

PROVINCIAL CAPITAL

- 500

PROVINCIAL CAPITAL

- 2h

- 30 min

PROVINCIAL CAPITAL

+ 500

Rural 1

Rural 2

2 hrs.

Rural 2

Urban Rural 3

Rural 3

500 inhab.

Time to the nearest provincial capital (hours)

In the present study is adopted the INEI vision for Population and Housing Census, unless otherwise indicated in the datas source of origin. The methodology used by MINEDU corresponds to a territorial classification for temporary assignments to teachers working in rural areas of the country.

100 m

Population in the urban conglomerate (CPV 2007 - INEI)

Summary table of rurality classfication according to MINEDU R.M. 069

2.2 DEMOGRAPHIC CONTEXT Population structure Cajamarca In the department of Cajamarca, according to the 2017 census there is a total of 1.341.012, with a little more that a quarter of the population in the province Cajamarca (26 %), followed by Jaén (13,8 %). The province of San Pablo is the less populated (1,6 %). The population pyramids of 2007 and 2017 census show the same tendency than in the previous case : the reudction of the base reduction and the progressive enlargement of the superior part of the pyramid. Amazonas According to the results of the 2017 census, the number of inhabitants in the department of Amazonas is of 379.384. The province with the higher population is Utubamba, with more than a quarter if the total population of the department (23,8 %), then Bagua (19,5 %). From the other side the province with the lowest population is Bongará (6,8 %). The evolution of the population is reflected in the population pyramid. In this case, are overlapped the populations of the years 2007 and 2017, where is highlighted the base reduction and progressive enlargement of the superior part of the pyramid. This is due to a reduction of the number of births and as a consequence, there is a larger working age population, as well as a higher proportion of the older population. San Martín According the 2017 census, the department of San Martín has a population of 813.381 people. The provinces con a higher number of inhabitants are San Martín (23, 7 %), Rioja (15,1 %) and Moyobamba (15 %). On the other hand, the province with the lowest population is Huallaga (3,4 %). The comparison between the pyramids of 2007 and 2017 census show the reduction of the base, although it is less pronounced than it the previous cases.

Age groups 80 and more 75 to 79 70 to 74 65 to 69 60 to 64 55 to 59 50 to 54 45 to 49 40 to 44 35 to 39 30 to 34 25 to 29 20 to 24 15 to 19 10 to 14 5 to 9 0 to 4 8%

Census 2017 Census 2007

Age groups 80 and more 75 to 79 70 to 74 65 to 69 60 to 64 55 to 59 50 to 54 45 to 49 40 to 44 35 to 39 30 to 34 25 to 29 20 to 24 15 to 19 10 to 14 5 to 9 0 to 4 8%

Census 2017 Census 2007

Age groups 80 and more 75 to 79 70 to 74 65 to 69 60 to 64 55 to 59 50 to 54 45 to 49 40 to 44 35 to 39 30 to 34 25 to 29 20 to 24 15 to 19 10 to 14 5 to 9 0 to 4 8%

Census 2017 Census 2007

It should be clear that in the three departments a change is occuring in the drawing of the population pyramids, evolving from a progressive pyramid to a stationary pyramid that over the years may become regressive. These changes of the population structure are due to a greater control of mortality and to a lower birthrate, causing the progressive ageing of the population, as well as a greater life expectancy in the population, product of, apparently, better life standards.

It is worth stressing that between the years 2007 and 2017 the census population of the three departments has reduced by an annual average comprised between 1 and 1,5 %. From the other hand, the population has increased in the urban areas of the three departments by 2 to 2,6 % as an annual average. Cajamarca

Amazonas

San Martín

RURAL

64,6 %

58,4 %

31,9 %

Urban and rural population According to the census of 2017, Cajamarca is the department with the highest rural population (64,6 %), followed by Amazonas (58,5 %) and, finally, San Martín (31,9 %). The provinces with a rural population higher than 80 % are Condorcanqui, Luya and Rodríguez de Mendoza in Amazonas; San Miguel, Santa Cruz, San Pablo, Cutervo and San Ignacio in Cajamarca.

Percentage of rural population by department (INEI, 2017)

2.3 SOCIO-ECONOMIC CONTEXT Indexes for Human Development, Poverty and Extreme Poverty The Human Development Index (HDI) is an indicator that evaluates the average progress of a country from three basic dimensions of development : life expectancy, access to education and level of income. In the year 2012, the HDI of Peru was of 0,5, six points above San Martín (0,44) and more than ten points above Amazonas and Cajamarca (0,38). In the year 2017, Peru’s HDI increased up to 0,75. However, the lack of disaggregated datas by department do not permit to know if the HDI increased in every regions or if, on the contrary, the inequality gap between the national average and the departmental value has increased. The HDI is complemented with the index of poverty and extreme poverty, which represent the proportion of poor and extreme poor people as a percentage of the total population. This means determining the proportion of the population whose consumption is encountered below the value of poverty and extreme poverty line. According to datas of 2012, Cajamarca and Amazonas are the departments with the highest poverty indexes (respectively 52,9 % and 47,9 %), being also the regions with the highest percentages of rural population. Regarding the extreme poverty, nearly one in four people in Cajamarca (22,6 %) live below the extreme poverty line, which is a number as high as preoccupying.

Household income The Household Income per Capita, although it is a variable incorporated within the HDI algorithm, it is worth analysing it in isolation, as it reflects, according to the PNUD, the «decent standard of living for a family in Peru». It was estimated that for the year 2012 the national average income was of nearly 700 soles (which is actually equal to 805 S/), far below the minimum monthly vital income which was of 930 S/ in 2018. Cajamarca and Amazonas reach an income per capita of 50 % (483 S/) regarding the minimum monthly vital income (930 S/). This value is influenced by the high rate of informal work in Peru increased in rural areas, the temporality of agriculture works or stationary livestock owners, the subsidies of the 22

PERÚ 0,5058 CAJAMARCA 0,3773 AMAZONAS 0,3846 SAN MARTÍN 0,4408

IDH

Human Development Index (PNUD, 2012) PERÚ 23,8 % CAJAMARCA 52,9 % AMAZONAS 47,9 % SAN MARTÍN 30,0 %

Poverty index (INEI, 2013)

PERÚ 4,7 % CAJAMARCA 22,6 % AMAZONAS 13,9 % SAN MARTÍN 6,6 %

Extreme poverty index (INEI, 2013)

PERÚ 696,9 S/. CAJAMARCA 421,3 S/. AMAZONAS 435,7 S/. SAN MARTÍN 548,0 S/. Household income per capital (PNUD, 2012)

Estate or individuals or the traditional commercial relations, mingas or trading, not registrated as commercial transactions on the market. Despite all that, the PNUD pointed out that «the income per capita increased by more than 50 % in only ten years, which never happened in more than three decades of stagnation».

Cajamarca: HDI, Poverty and Incomes

CAJAMARCA 0,3773 SAN IGNACIO 0,2802

Obviously, within a single department there can be differences between each province and district indexes. In the actual case we will focus on the coffee provinces of Cajamarca, as it is of greater interest for the the present study.

JAÉN 0,4241 CUTERVO 0,2827

IDH

As indicated in the previous section, the department of Cajamarca has a DHI of 0,37. Jaén shows a greater development (0,42), while the DHI of San Ignacio and Cutervo are nearly ten points below (0,28). Concerning the poverty index, in 2012 in Cajamarca one in two people lived below the poverty line (52,9 %), rising the numbers in the provinces of San Ignacio (64,5 %) and Cutervo (69,9 %). In the province of Jaén, the percentage of poverty is nearly ten points below (42,1 %) the regional average. The extreme poverty index does not show greater numbers. Just like the regional level for extreme poverty affects 22,6 % of the population, the provinces of San Ignacio (30,8 %) and Cutervo (37,3 %) still have higher extreme poverty percentages, while the province of Jaén (16,1 %) shows an index under the departmental average. It should be noted that, although the province of Jaén would be the most developped and with lower poverty indexes, the numbers still are far from the national average. From the other hand, the population of both Cutervo and San Ignacio is mainly rural (80,2 %), in contrast to Jaén in which 48 % of the inhabitants live in rural area. This data is fundamental in order to understand the differences between the indexes for human development and poverty in the three districts.

Human Development Index (PNUD, 2012)

CAJAMARCA 52,9 % SAN IGNACIO 64,5 % JAÉN 42,1 % CUTERVO 69,9 %

Poverty index (INEI, 2013)

CAJAMARCA 22,6 % SAN IGNACIO 30,8 % JAÉN 16,1 % CUTERVO 37,3 % CAJAMARCA 421,3 S/. SAN IGNACIO 300,4 S/. JAÉN 580,2 S/. CUTERVO 278,2 S/. Household income per capital (PNUD, 2012)

Extreme poverty index (INEI, 2013) 23

2.4 POLITICAL CONTEXT Corruption in public entities Peru has 37/100 points regarding the Corruption Perceptions Index 2017 from Transparency International, meaning that Peruvians perceive an increasing of corruption in the public sector of the country. This drop made Peru obtain the worst mark in twenty years in the governmental corruption rank, being the 96 out of 180 countries. In fact, according to results from the X National Survey about PROETICA Corruption (Peruvian Chapter of Transparency International), while crime is the first preoccupation for the citizens of Lima, the inhabitants from inside the country consider corruption as the main problem of the country. As Sergi Pérez indicates, specialist World Bank’s governance, «corruption has a strong negative impact on development. In addition to considerations regarding public ethic, corruption discourages private iniciatives and reduces the avaibality of public resources, meaning for example less hospitals or poorer education. Corruption also distorts the way in which governments use these resources and weakens citizens trust in their instituions.» Focusing on the territory, the numbers indicate that the entity with higher quantity of complaints received by the Office of the Comptroller are District Municipalities (44 %), where corruption is usually in the selection processes, whether bidding, contracting or auctioning. The number of complaints about corruption in Provincial Municipalities is also high in the departments of Cajamarca (24 %) and San Martín (31 %). These figures increase the mistrust of the population in the nearest state institutions, generating a feeling of state mistrust and neglect. Finally, it should be noted that 11 % of the public corruption cases involve Educational Institutions. As indicated by the Unesco in its electronic portal Ético: «corruption is often

difficult to detect and to measure, but there are various levels within educational systems and this obstructs children’s access to education and learning. This phenomena impedes children to receive a quality education. In the educational sector, corruption is encountered through fictitious schools and fake diplomas, missing school textbooks, school materials that disappear, absent teachers or wrong attribution of scholarships.»

331

District Municipalities

Provincial Municipalities

94 260

170 29 183

Education Institution

(basic education schools)

85 60

Ministry of State

Regional Governments 26

Peru Nacional Police

27 0

100

150

200

Cases in process by involved institutions, May 31st, 2016 (MINJUS, 2016)

250

300

350

Native communities According to the Native Communities and Agrarian Development in the Jungle and High Jungle Regions Act (1978), Native Communities are organizations with origins in the tribal groups from jungle and high jungle, they are consituted by assemblies of families held together by bonds of language or dialect, of social and cultural traits, permanent and shared property as well as beneficial interest of a same territory, with core or dispersed settlement. In the departmnent of Cajamarca can be encountered 26 Awajún native communities, but its higher population is located in Amazonas (420). There are also in the same region Wampis native communities (67). San Martín is the department with the greatest diversity of native people, counting: Kichwa (78), Awajún (39), Shawi (4) y Yaminahua (1).The following map show the repartition of indigenous people by province :

CONDORCANQUI 247 AWAJÚN 67 WAMPIS

RIOJA 9 AWAJÚN

BAGUA 166 AWAJÚN

MOYOBAMBA 30 AWAJÚN 1 YAMINAHUA

SAN IGNACIO 26 AWAJÚN

EL DORADO 8 KICHWA LAMAS 47 KICHWA 1 SHAWI SAN MARTÍN 8 KICHWA 3 SHAWI PICOTA 1 KICHWA BELLAVISTA 1 KICHWA

UTCUBAMBA 3 AWAJÚN

TOCACHE 11 KICHWA

BONGARA 4 AWAJÚN

HUALLAGA 2 KICHWA

In 1991, the International Labour Organization (ILO) aproved the «Convention No. 169 concerning Indigenous and Tribal Peoples in Independent Countries». This Convention is very important for the indigenous people as it is the only international legal norm written in order to protect their rights. The Convention No. 169 defines the indigenous people as people who descent from «the populations which inhabited the country, or a geographical region to which the country belongs, at the time of conquest or colonisation or the establishment of present state boundaries and who, irrespective of their legal status, retain some or all of their own social, economic, cultural and political institutions». It also emphasizes that «Self-identification as indigenous or tribal shall be regarded as a fundamental criterion for determining the groups to which the provisions of this Convention apply» (Art. 1°, b and c). One of the most important aspects of this Convention is the prior consultation thought as a mechanism to build democratic relations between governments and indigenous societies. In this sense, the Convention orders that the governments that would have ratified it should : «consult the peoples concerned, through appropriate procedures and in particular through their representative institutions, whenever consideration is being given to legislative or administrative measures which may affect them directly»; and that «The consultations carried out in application of this Convention shall be undertaken, in good faith and in a form appropriate to the circumstances, with the objective of achieving agreement or consent to the proposed measures» (Art. 6, 1a and 2) Peru ratified this Convention No. 169 from LIO at the end of the year 1993 but its repeated non-compliance has caused great disappointment for the indigenous people of the country. Especially in the working area of Cajamarca department, there are Awajún communities in the North of San Ignacio province that should be consulted, respected and recognized in their integrality in the case where they are located within the limits of a new project.

Location and number of indigenous communities by department (INEI, 2017)

3. EDUCATIONAL CONTEXT

3.1 NORMATIVE FRAMEWORK In order to analyze the educational normative, the regulations and plans relating the education system and some of those related to construction, maintenance and management of the educational structure have been considered.

About the Educational System The National Educational Project – PEN establishes six goals for the educational politics of 2021. Among them, the following can be found : • Universalize the access to formal initial education for boys and girls aged of 4 and 5 years old. • Universalize the Access to quality secondary education. • Ensure good infrastructure, services and adequated health conditions for all the educative establishments serving the poorest. • Ensure fundamental learnings in early primary years. • Overcome disability discrimination in the educational system. • Progressively increase school hours and actual learning time. Two educative major challenges get identified with a impact in the management of the infrastructure : quality with equity and universalization of the basic education. Also, all these goals assume adaptation or replacement of the existing infrastructure and the construction of a new infrastructure.

The goal of PNIE to 2025 is « to contribute to the satisfaction of the educational service, improving the condition, capacity, management ad sustainability of the public educative infrastructure to move towards quality education for all ». To this end, there are four objectives : 1. CONDITION Ensure basic conditions of security and functioning in the existing educative infrastructure.

2. CAPACITY

Expand the capacity of the educative infrastructure to reach the demand not roofed yet and the projected demand.

3. MANAGEMENT

Strengthen the management of the educative infrastructure.

About the Construction of the Educative Infrastructure The National Plan of the Educative Infrastructure- PNIE has been created as the central instrument for the educational planification in Peru to 2025. The PNIE provides, for the first time in Peru, a proposal of planification for the educative infrastructure for long term improvement, rehabilitation, extension, construction, substitution, strengthening and management of the existing infrastructure, as well as planning for new supply.

4. SUSTAINABILITY

Ensure the sustainability of the educational infrastructure.

It’s necessary to bridge the gap and ensure universal access to educational services for the entire population, approximately 400,000 m² of extension to meet the initial level, 2,900,000 m² for multigrade primary schools to meet the minimum standards and 2.200.000 m² to expand the entire JEC model. To accomodate the demand for new student, the need is around 2.000.000 m². The cost to bridge the gap of the public educative infrastructure achieve 100,499 million soles, in real terms by 2015. The largest investment to close the gap within Peru’s departments is needed in Cajamarca, where participation in the national total is 10,6 %, 10,610 million soles.

On the strategies referring to the criteria of priorization for educational premises, PRONIED raises 3 variables : risk, efficiency and equity.

The strategies proposed to address the interventions relate to the more efficient use of the public works mechanism based on the objectives of PRONIED. These are implemented as follows:

Equity, prioritizing for educational establishments that contribute to the inclusion of the population in neglect and in risk in areas of poverty and extreme poverty, with an emphasis on urban-marginal areas, rural and borders with the aim to compensate for social and economic inequalities.

Efficiency, giving priority to premises where infrastructure conditions can be improved for as many pupils as possible with the least possible investment, without prejudice to the quality of the educational service.

40-85

+85

por millón

BAN AREAS UR

RAL AREAS RU

RATE + RTY 5 VE

por millón

AND BORD EM

S ER

VR A

20-40

por millón

EQUITY CRITERIA

-20

por millón

EFFICIENCY CRITERIA

ISMIC ZONE SE

FFI RY E CIENT VE

EFFICIENT

T EFFICIENT NO

STR

TLE EFFICIE LIT

RISK CRITERIA

TURAL SYS T UC

K EXECUTO OR

ILDING AGE BU

New investment system, invierte.pe Priorization Capacity of execution and optimization of infrastructure Private investment. Work for tax purposes

• • • •

Risk, prioritizing the attention of educational premises that present high risk of collapse, seeking to maximize the number of students protected by seismic risk.

3.2 EDUCATION IN PERU State actions through history

Project of rural education (1945)

Principal characteristics: • The matrix school provided full primary education to pupils in its community and to those in nearby schools, which attended only the first grades. It had agriculture fields where works vegetable gardens, school farms and special environments for raising animals. • Parents encouraged “communal work” on the basis of established agreements and agendas, they work in gardens and infrastructure maintenance. • The matrix school administered the staff budget, goods and services. • There was a centre of specialization in rural education in the capital of the district where the head of the school was trained. • The communal council was a participatory and management instrument, presided over by the head of the parent school and composed of the presidents of the rural communities.

Communal Educational Cores (NEC) (1972)

In the educational reform of the 1970s, the Communal Educational Cores (NEC) were created, an organizational model that ensured the full participation of the community in educational management. This model proposed that education should return and be a function of society as a community responsibility, through institutional strengthening.

Rural Education Programme Networks (1999)

From 1999 to 2002, the country’s rural area was organized into approximately 800 rural education networks. It was conceived as a strategy to create conditions for the implementation of the Rural Areas Education Programme (PEAR). Under the PEAR pilot project, rural education networks were promoted in one district in each region. On average, each network consisted of 10 to 12 initial, primary and secondary educational institutions, grouped according to territorial criteria. Educational institutions were attended with training, validated a multigrade pedagogical model, strengthened the Institutional Educational Councils (CONEI), diversified scholar programs were built and infrastructure was improved.

National Education Infrastucture Plan to 2025 (PNIE) (2017)

Through 5 intervention groups, the PNIE has different intervention strategies for 2025 : • Reducing the vulnerability of the Educational Institution • Access to basic water and sanitation • Maintenance and/or conditioning of the school • Improvement and expansion of the school and accessibility • Construction of new educational infrastructures It is complemented by a willingness to explore alternative ways of financing investment projects and enhancing the effectiveness and efficiency of Public Investment Project with a territorial approach.

Structure of the Educational System

Basic Education

Regular Basic Education (EBR)

Basic Alternative Education (BAE) EBA programs for children and young adults PEBANA/PEBAJA

Initial Education

Initial cycle

Initial

1st cycle : 0 - 2 years old 2nd cycle: 3 - 5 years old

Four degrees

1st cycle : 0 - 2 years old 2nd cycle: 3 - 5 years old

Primary Education

Intermediate cycle

Primaria

3rd cycle : 1st and 2nd 4th cycle : 3rd and 4th 5th cycle : 5th and 6th

Three degrees (post-literacy)

3rd cycle : 1st and 2nd 4th cycle : 3rd and 4th 5th cycle : 5th

Secondary Education

Advanced cycle

6th cycle : 1st and 2nd 7 cycle : 3rd, 4th and 5th

Four degrees

The Peruvian educational system includes two steps: basic education and superior education. Basic education is compulsory and when itâ&#x20AC;&#x2122;s provided by the State, is free. Its objective is to favour the integral development of the student, the unfolding of his potentialities and the development of capacities, knowledge, attitudes and fundamental values. It is the responsibility of the parents, or the person in charge of the child, to ensure the timely enrolment of students and their permanence in educational centers and programs. In turn, Basic Education is organized in the following modalities; Basic Regular Education, Alternative Education, Special Education, Educational Alternation and Distance Education. Regular Basic Education (EBR) is the modality that covers the levels of Initial, Primary and Secondary Education. It is aimed at children and adolescents who go through the educational process in accordance with their physical, emotional and cognitive development from the moment of birth.

Basic Special Education (BSE)

The Initial Education level serves children under the age of 6 and is developed in a schooled or a non-schooled form. The teaching day for initial education is 25 hours per week. The non-schooled form of initial education is mostly developed through the Non-Schooled Programme of Initial Education (PRONOEI), which operates in urban-marginal and rural areas where there is no pre-school, serves children from 3 to 5 years old and actively involves the family and the community. The Primary Education level lasts six years and aims to educate children integrally. The minimum working day is 6 hours a day, 30 hours a week and 1.100 hours during the school year. Finally, the level of Secondary Education lasts five years. It offers the students a scientific, humanistic and technical formation, deepening the learning acquired in the previous level. The minimum working week is 35 hours.

Basic Alternative Education (BAE) has the same objectives and quality as Regular Basic Education, but emphasizes the development of business abilities and is organized in a flexible way, offering educational services from Monday to Sunday, in daytime, afternoon, and evening shifts. This modality responds to the necessities of youth and adults that did not have access to regular education and could not finish their education, children and adolescents who were unable to participate opportunely in Regular Basic Education, or those that abandoned the Education System, and students that need to coordinate study with work. Literacy programs are also included within this modality. Basic Special Education (BSE) has an inclusive focus and attends students with special education needs – persons with some type of disability that makes regular learning difficult as well as exceptional children and adolescents with specific talents. In addition, there are other educational models which operate in specific areas of the country. Within this category we find the CRFA-Rural Centres for Training in Alternance, SRE-Secondary with Student Residence and the ST- Secondary Tutorial. The Secondary Education Service with Student Residence (SRE) consists of a regular junior high school and a residence where students stay for the entire school period. There are 83 SRE in Peru, located in areas of difficult access in the regions of Loreto and Amazonas. The Rural Centres for Training in Alternance (CRFA) brings access to secondary education for the students between 12 and 16 years old who completed primary school, to whom it takes more than 2 hours to go from their community to a secondary Educational Institution. The students remain two weeks in the CRFA and two weeks in their home communities. This model’s emphasis is rural development, through the development of production projects. The Tutorial System (ST) considers that students alternate two phases: an on-site phase of 28 pedagogical hours in a space conditioned in a «nucleus» and 7 pedagogical hours at a distance in their communities of origin (3 hours of self-learning and 4 hours of visiting tutors). It is aimed at students who have completed primary school and who are 75 minutes or 5 km or more from an educative institution from their home communities.

On the other hand, Higher Education is the second stage of the Educational System that consolidates the integral formation of people, produces knowledge, develops research and innovation and trains professionals at the highest level of specialization and improvement in all fields of knowledge, art, culture, science and technology in order to meet the demand of society and contribute to the development and sustainability of the country.

Higher Education

Technical-Productive Education

Basic Cycle

Educación University / Non universitary

Universities

Auxiliary-technical Medium Cycle

Higher Technical Education

Technical Higher Schools

It is taught in Higher Schools, Higher Institutes, Postgraduate Higher Centers and Universities. Institutes offer teacher training programs and a variety of career technical training options lasting between four and ten academic semesters. Institutes and colleges award professional, technical an expert degree, as well as those of second and further professional specialization. Universities award bachelor’s, master’s and doctoral degrees, as well as professional certificates and diplomas, including those of second and further specialization. In March 2015, the proposal for Complete School Day (JEC) began, whose objective was to improve secondary education quality. JEC proposes adding 10 more pedagogy hours a week, thus dedicating more time to subjects of Math, English, and Education for Work, among others. This model, additionally, included providing extra support through a tutoring and pedagogical reinforcement system. The proposal was implemented in 1,000 public schools, under the plan to progressively extend until achieving full coverage in 2021.

In order to improve class attendance, assistance and permanence of students in regular basic education, the State, through the Qali Warma National School Food Program, provides rich, varied and nutritious food to all pre-school and primary students in public schools, and in the secondary educational institutions of the native communities of the Peruvian Amazon. In addition, it serves all schoolchildren who achieve the JEC (Complete School Day).

Management Modalities According to article 71 of the General Education Law, in Peru two main management modalities are distinguished: private and public. Public institutions are essentially free and receive support from the Ministry of Education and Local Educational Managements Units – UGEL, in addition to other state programs such as Qali Warma. Private institutions are authorized in accordance with the freedom of teaching and the promotion of plurality indicated in the Political Constitution.

The Educational Institutions of Communal Management – IEGECOM require special interest, since they reflect the response proposed by parents of families to the lack of educational coverage on the part of the State in the territory. These are created by the Association of Parents of Families – APAFA in each community. The Parent’s Associations don’t have the economic resources to manage an educational institution, obliging the district, provincial and regional municipalities to assume competencies and functions that are not their scope. Also, as there is no control and planning by MINEDU or UGEL, each community creates new IEGECOM with only the authorization to operate, which often leads to the duplication of the educational offer in a reduced radius of action, decreasing the efficiency in the use of public resources and the decrease in the quality of the education delivered.

Direct Management

In charge of the educational authorities of the Educational Sector or of other sectors and institutions of the State. They are free of charge.

Private Management

By agreement, with non-profit entities that provide free educational services.

Communal

Called IEGECOM, they are of Communal Management in charge of civil associations, constituted by the families and other local actors.

Particular

On account of natural or legal persons of private right.

Public

Private

Educational Networks Rural Educational Networks are conceived as a decentralized management model for areas far from large urban centers, capable of integrating educational institutions at the initial, primary, secondary and in some cases non-university levels, as well as other agents of educational development. Due to their geographical dispersion, these institutions generally function in insolation, but are able to interconnect through a network. The Educational Network is the best alternative for the integration of efforts, optimization of resources, innovation and development of society. In addition to integrating the Educational Institutions, it incorporates other State institutions (mainly Ministries of Health and Agriculture), the Church and other community organizations. 34

Particularly in Cajamarca, according to the Regional Educational Project– PER 2007-2021, the department’s Educational Networks present problems related, mainly, to ignorance of norms, functions and objectives of the Educational Networks; scarce involvement of its actors; communities vaguely identified with the figure of the Educational Network, due to the fact that they don’t see a real implementation of this one; scarce or zero financial support for its functioning and the high rotation of teachers that impedes a consolidation of its actors and roles.

7.000

Rural

6.000

1.114

1.939

2.000

Puno

Lima

1.000

Cajamarca

Maintenance, criteria and allocation amounts The National Program of Educative Infrastructure - PRONIED, from the Ministry of Education, participate to the annual financing of every educative institutions of the country that comply with criteria of allocation, through the Maintenance Program of Infrastructure and Furniture of the Educative Facilities. The allocation amounts are varied and go from S/. 3.500,00 to S/. 28.500,00. The allocation of the final amount is calculated thanks to the Index of Allocation built upon the following criteria :

1.626

3.000

3.250

5.000 4.000

• Type of educational institution: one-teacher (S/. 200), multi-level (S/. 140) and/or bilingual (S/. 50 or S/. 100 with accreditation in the domination of original language).

Urban

3.055 2.412

• Location of the educational institution: rural environment (S/. 500, S/. 100 or S/. 70, according to the classification of rurality) and border area (S/. 100);

8.000

Piura

• Exercise of responsibilities in different areas of performance: directors, specialists, trainers, and hierarchical supervisors (director between S/. 800 and S/. 600; subdirector, S/. 400).

The department of Cajamarca shows the higher gap in the country, which case is similar to Lima, with a gap that is four times higher in rural areas than it is in urban areas.

3.685

Regarding salary, from november 2017, contracted teachers receive a monthly stipend of S/. 2,000.00; while as titles make between S/. 2,100.00 and S/. 5,880.00 (depending of working shift or wage scale. In both cases, a teacher can receive additionally temporal assignations in the following ways:

Educative infrastructure gap According to the Infrastructure Educative Census of 2014, S/ 77.235 millions of soles need to be invested, in order to resolve the estructural matters of the existing infrastructures and to deploy priority programs. The need for infrastructure in rural areas is twice to three times higher than it is in urban areas, for the same department.

1.250

On the other hand, a titled teacher maintains their position year after year. However, some teachers that have an assured position do not perform their functions or responsibilities adequately, thus causing that children do not achieve necessary learning in accordance with their age.

At the country’s level, S/. 722 millions of soles were assigned in 2017 in order to repare 51.753 school facilities. The greater asignation was for the department of Cajamarca with S/. 36 millions of soles assigned; followed by Lima with S./ 29 millions and Piura, S/. 24 millions of soles.

Loreto

A contracted teacher does not have work stability nor forms part of the Public Career Magisterial. The teacher renews their contract each year, able to change locations annually. This impedes the continuity of pedagogical programs (teachers) as well as the administration of educational institutions (directors). Among 33% of teachers that work in Basic Education are contracted, with the highest percentages in regions such as Apurímac, Junín, and Cajamarca.

• Number of sections, total of educative levels and number of students, geographical location area or if they are located in the VRAEM area

6.281

Teaching staff Teachers can be contracted or titled. The labours are the same, but the type of contract changes accordingly.

• Number of schools and pavilions, number and estate of the furniture, number of toilets or latrines (datas copied from the Scolar Census).

6.479

Operation of educational infrastructure

Infrastructure gap, by region, rural and urban area, in millions of soles (Plan Nacional de Infraestructura Educativa al 2025)

3.3 STATUS OF THE EDUCATION IN THE REGION OF CAJAMARCA Characteristics of the educational service Among the main characteristics of the educational service on the Cajamarca región we have: • Enrollment in public institutions reaches 94,1 % of attention • Educational offer in rural areas, 63,5 % of attention • Most primary school students do so in schools with multigrade classrooms. • 77,4 % of the regional population is mostly poor. Enrollment of students Total annual enrolment for the department of Cajamarca, including the three levels of regular education, had been declining steadily by 1 % annually since 2014, losing approximately 3.000 students in the classrooms. In 2016 there is a temporary increase in the enrolment rate, and then return to the downward trend of 1,5 % in 2017.

191.181 189.574

189.642

186.250 132.150 131.416 130.626

131.124

89.630 88.353 86.483

86.590

EBR

According to educational levels, primary and secondary present a tendency similar to the departmental total, losing around 3.000 annual students from classrooms. What is interesting is presented at the initial level, where since 2014 there has been an increase in student enrolment of around 3.000 students per year. This is mainly due to the “regularization” of children born in rural areas, who have a national ID, enrolment in various state support programs and, consequently, no visible and incorporated into national statistics. It doesn’t necessarily indicate an increase in the young population, since, as analysed in the previous chapters, the trend is towards an aging population, with a declining birth rate. Disintegrated into rural and urban areas, the loss of students remains constant for both urban and rural areas. The urban area lost approximately 30.000 students, while the rural area lost approximately 5.000 students. Coverture and inequity The coverage rate (number of children enrolled compared to the total number of children registered) shows a general decrease in care for children aged 3 to 16, a similar phenomena to the one recorded since 2014 for the enrollment rate. In general terms, for the department of Cajamarca, in the last inter-censal period 2007-2017, it fell by 11,8 %. Although the primary and secondary levels registered a decrease of approximately 40.000 students, the initial level managed to incorporate 20.000 students in the classrooms. The reasons are varied, among them the “formalization” of the rural population from birth, incorporating them to the educational system from the initial level; in addition to the increase in the number of educational institutions of initial level, managing to go from 3.758 initial schools in 2014 to more than 4.200 in 2017. For the same period the primary and secondary levels only register an increase of between 25-30 educational institutions.

Primary Secondary Initial

2014

2015

2016

2017

EBR Enrollment of students evolution in Cajamarca (own preparation, based on ESCALE, 2017)

The gap narrows from the first years of schooling, the coverage grows for sector with unequal access, but the reality of rural areas remains the same as analysed in previous chapters: the population living in the city increases, while the countryside and rural areas become less populated: in rural areas more than 30.000 students were lost (absolute

inter-censal variation), with emphasis on primary and secondary levels, those who stopped receiving almost 33.000 and 14.000 students.

- 10.281

Total

CAJAMARCA

- 30.939 Rural area

CAJAMARCA

2007

2017

Rural area TOTAL

Rural area 6 - 11 years old

-11,0 %

-23,3 %

Rural area 12 - 16 years old

-14,8 %

Variation of the census population between 3 and 24 years old, attending an educational institution, from 2007 to 2017 (INEI, 2017)

Illiteracy Illiteracy remains above all among the female population, as clearly expressed in the 2017 INEI census. According to INEI in 2017, in the Cajamarca region the overall illiteracy rate is 14,8 %, with a higher incidence among women (21,3 %) than men (7,8 %). The department of Cajamarca ranks third in the country with the highest illiteracy rates.

On the other hand, the province with the lowest percentage is Contumazá with 8,5 %. Since 2007, the attendance of children between the ages of 6 and 11 has fallen from 23,3 % in rural areas to 15,8 % in urban areas. Generally speaking, attendance at school has a positive rate in urban areas (+16,6 %) while in rural areas the rate is negative (- 11,0 %). Standardized Evaluations The program for International Student Assessment – PISA is applied in Peru to compare the educational level of the students with the rest of the countries of the world. In the last examination in 2015, 281 educational institutions were measured, of which 71 % were public schools and 29 % private schools, out of a total of 6.971 students. The tests try to verify the level of students in 5 competencies: mathematics, science, reading, collaborative problem solving and financial education. In 2015 there was for the first time the PISA test by computers in Peru, although there were tests in 2018 but due to the phenomenon of El Niño and the teacher’s strike, they were not completely taken in consideration as valid results. In 2012, Peru was the last country of the 65 countries participating in PISA, in 2015 Peru is still in the queue of PISA, although it stands out that the Peruvian level of education improved because it was placed within the 6 countries greater growth.

PISA 2015 MAT SCIENCE READING

Illiteracy rate, for the census population of 15 years old and more (INEI, 2017)

The access to educational services also shows a marked disparity between urban and rural areas. The literate population aged 15 and over in rural areas is 80,4 % and in the city it reaches 93,5 %. At the provincial level, the highest illiteracy rate is found in the province of Hualgayoc with 25,5 %, followed by Chota with 19,9 % and San Marcos with 19,2 %.

These results reflect the gap in student performance between urban and rural schools, and the difficulties Peruvian students encounter in achieving the required competencies. In spite of a constant growth in all population groups, Peru maintains problems of inequality, with greater education for students who went to pre-school, clearly linked to the socioeconomic aspects of the students. Those with low socioeconomic levels have low results and, on the contrary students with more advantaged socioeconomic levels obtain a higher percentage. The socioeconomic level is fundamental in Peru to achieve a good level of education; this fact has other proofs, for example, non-state schools have a better performance of their students. Schools located in urban areas also have a better percentage than those located in rural areas.

1 We consider that a school counts with these three basic services when it complies with the following three conditions together : (i) water supply in the school premise coming from the public network; (ii) toilets or latrines included in the premise and connected to the drainage public network or a pit that receives a treatment with lime, ashes or other products to desintegrate residues, or a pit that do not receive any treatment to desintegrate residues and iii) electric lightning included in the school premise, coming from the public network or from a generator - motor of the municipality or a generator - motor of the school premise.

Government investment in Education Cajamarca has the biggest deficit of educational infrastructure in the country, exceeding another región like Lima, Piura and Puno. In accordance with the need for schools, the regional goverment of Cajamarca assigned in 2018 more than half of the annual amount for the region in the education sector, more than in prioritized sectors such as health, transport, or sanitation.

CUTERVO 17,3% CUTERVO 21%

JAÉN 10%

CUTERVO 24,3%

JAÉN 18,5%

SAN IGNACIO 18,0% SAN IGNACIO 28,1%

JAÉN 20,7%

The most critical case is the province of Cutervo, with 38,3 % of its schools in need of total or partial repair. Almost half of the infrastructure is not suitable for developing learning processes.

Partial Reparation

CAJAMARCA 16,7%

In terms of the state of the public school infrastructure there is a deficit of attention in reparation (partial and total) covering about 30 % of schools in the department of Cajamarca. Most of the infrastructure in rural areas does not have adequate conditions for the development of educational activity. In many cases, the infrastructure is temporary, with wooden walls, a calamine or straw roof and rammed earth floor built with the effort of the parents.

Total Reparation

CAJAMARCA 29%

In relation to this, the number of school premises that have the three basic services; drinking water, drainage and electricity1; reaches only 29 % in the department of Cajamarca. The gap between rural and urban areas is more than 40 points. At the national level, only about one third of schools (37.5 %) have all services. At the provincial level, Jaén, Cutervo, Hualgayoc, San Miguel and San Ignacio have the lowest levels of access to electricity, water and drainage with 20,7 %, 24,3 %, 26,5 %, 27,0% and 28,1 % respectively.

CAJAMARCA 11,5%

One of the most important factors in the educational process is the physical infrastructure of the schools.

SAN IGNACIO 11,8%

Situational analysis of the educational infrastructure

Basic Services (electricity, water, drainage)

Estate of the infrastructures by department y provinces (ESCALE, 2018)

PLANNING, MANAGEMENT AND CONTINGENCY RESERVE

2,0 % OTHERS

2,6 %

AGRICULTURE

3,1 % TRANSPORT

EDUCATION

53,0 %

6,6 % SANITATION

1,7 %

HEALTH

24,7 % SOCIAL WELFARE

3,9 % PUBLIC DEBT

2,1 %

Budget assigned for each fonction by the third trimester of 2018 in the department of Cajamarca (Gerencia Regional de Planeamiento, Presupuesto y Acondicionamiento Territorial, 2018) 39

4. POTENTIAL PROJECTS

4.1 ANALISIS OF THE ISSUE Analysis of the issue The situation in the region of Cajamarca presents itself as the most unfavourable within the north node of coffee production, therefore the identification of the project focused in this area. Among the factors reviewed for the identification of projects, we have the following conclusions : The provinces of San Ignacio and JaĂŠn have the largest volumes of coffee production in the region.

Their indexes of rurality triple the national average (20,7 %) and the provinces with over 80 % of rurality are San Ignacio, Santa Cruz, San Pablo, Cutervo y San Ignacio.

1 Capital : CAJAMARCA

Cajamarca

3 5

1. SAN IGNACIO 12, 6 % 2. JAĂ&#x2030;N 7,3 % 3. CUTERVO 0,6 % 4. SAN MIGUEL 0,2 % 5. CHOTA 0,1 %

RURAL

64,6 %

Maps of the coffee areas in Cajamarca

Percentage of rural population in Cajamarca (INEI, 2017)

(Percentage of national production in MT, campaign 2013-2014)

In terms of education, the situation is not better. The rural areas lost more than 30.000 students.

- 10.281

Cajamarca is the third department in the country in terms of illiteracy rate. The higher incidence concerns the female population : 1 in 5 women is illiterate.

Total

CAJAMARCA

- 30.939 Rural area

CAJAMARCA

2007

2017

Rural area TOTAL

Rural area 6 - 11 years old

-11,0 %

-23,3 %

Rural area 12 - 16 years old

-14,8 %

Variation of the census population between 3 and 24 years old, attending an educational institution, from 2007 to 2017 (INEI, 2017) 42

Illiteracy rate, for the census population of 15 years old and more (INEI, 2017)

of the teachers along the school year. • Access conditions and well-being of the students : in the majority of acses, there are no basic services in the schools. Also, there are problems regarding the violence against students, in college and in their family environment. • Management of educational services regarding the territorial dynamics : community’s ignorance of the dynamics. Development of the rural educational networks as a way to organize the school management. Access to quality basic services and inside the infrastructures of the school facilities.

According to a report produced in November 2018 by the Ombudsman Office, about recommendations concerning education policy for the rural area population, attention is drawn to the following : • Relevance and quality of the educational services : The right for children to be educated in their mother-tongue must be respected • Conditions of the teaching staff : Low specialization of the teaching staff and low quality of teachers formation. Another aspect regards the inadequate payment for working in rural areas. Additionally, the fact that the distances between schools do not garanty an opportune presence

In Cajamarca, 1 in 2 people live below the poverty line, with a household income per capita of 420 soles. In San Ignacio the numbers are not better, while in Jaén, despite being below the departmental average, it is still above the national average (23,8 %).

Cajamarca 52,9 % San Ignacio 64,5 % Jaén 42,1 % Cutervo 69,9 %

Cajamarca 0.3773 San Ignacio 0.2802 Jaén 0.4241 Cutervo 0.2827

Cajamarca 421,3 S/. San Ignacio 300,4 S/. Jaén 580,2 S/. Cutervo 278,2 S/.

IDH

Human Development Index, (PNUD, 2012)

Poverty index, (INEI, 2013)

Household income per capital, N.S mes (PNUD, 2012)

Considering the educational infrastructures, only 1 in 3 premises counts with water, electricity and drain and nearly 30 % need total or partial repair.

Basic services

CUTERVO 24,3 %

JAÉN 20,7 %

SAN IGNACIO 28,1 %

CAJAMARCA 29 %

(electricity, water, drain)

CUTERVO 21 %

JAÉN 18,5 %

SAN IGNACIO 18,0 %

CAJAMARCA 16,7 %

Partial Reparation

CUTERVO 17,3 %

JAÉN 10 %

SAN IGNACIO 11,8 %

CAJAMARCA 11,5 %

Total Reparation

Conditions of the infrastructures by department and province (ESCALE, 2018) 43

4.2 INTERVENTION STRATEGY Objectives Semillas work is based upon the communitary participation throughout the life cycle of the entire project, from the diagnosis to the completion. The direct implication of the community provides greater appropriation and identification of the project, creating important foundations for its sustainability. We also support the proceses that promote the exchange of knowledge and competences. We propose an architecture that follows principles of bioclimatic design and that uses of local ressources and materials. We promote infrastructures for the use of all the community, up to the re-valorization of the public one.

Methodology

Identification

Identification of potential project through previous research and guide, by the Ministry of Education.

Participatory Rural Appraisal (PRA)

Allows the understanding of the dynamics and local problems. It includes a community action plan made by and for the community.

Participative Design Workshops

Organizing participatory design workshops, to analyze and prioritize the needs, and explore the collective imagination.

Architecture Layout

Development of the architectural layout in conformity with current norms and adapted to the geographic, morphological, climatic, and local social conditions.

Participative Construction

Coordination with the constructor. Creation of alliances with involved protagonists. Participative construction through comunity tasks. Formation and training of a local work team.

Monitoring

Biannual visits to monitor the use of infrastructure, maintenance, and general administration.

4.3 IDENTIFICATION STRATEGY Objectives • Analyze the issues of education and educational institutions in the intervention area and identify potential projects. • Generate alliances and promote synergies with social, educational and political actors, at district, provincial and departmental levels. • Propose an intervention project of an educational infrastructure that will alleviate the local issue detected.

Methodology Strategy Mapping The intervention area is large, meaning that in this phase we will draw a first map of the zone in order to delimit the area and to have a list of potential educational institutions. For the execution of this map, we have information from the following institutions and web portals : • ESCALE portal from the Ministry of Education, which provides statistical datas on the enrolment of children and school infrastructure of the national educational institutions. • Portal of the National Institute of Statistics and Informatics (INEI), which manage population, socioeconomic, educational and agrocultural production datas, at district, provincial and departmental levels. • Portal of the United Nations Development Programme (PNUD), that provides datas such as Human Development Index (HDI) and indexes of poverty. • Investment Bank from Ministry of Finance and Economy (INVIERTE.PE), where are featured public investment projects at national level. With the datas, listings and statistics from the different national and international entities, a first selection can be made considering the following factors : Production

Priority is given to the districts located in the high jungle, where the inhabitants are dedicated, to a greater or a lesser degree, to coffee activity.

Development

It is important to consider the human development index as well as poverty index in order to benefit the districts where the inhabitants meet more difficulties to cover basic needs.

Location

Being given the great social, educational and economic inequalities between rural and urban areas, priority is given to the educational institutions located in rural area.

Access

The road infrastructure conditions, as well as the time of route to the nearest city are elements to consider, for the transport of material and personnel.

Leadership

Community leaders disposed towards participatory processes, with a high degree of involvement.

Students Enrollment

In order to have a greater impact and beneficiaries, priority is given to educational institutions that count with a high number of students.

Infrastructure Condition

The conditions of infrastructure, floor materials, walls and roof, the year of construction, as well as water, drain and electricity avaibality, should be taken under consideration.

District

Community

Educational Insitution

Legal Situation of the Priority is given to educational institutions with registrated land in favor of the Ministry of Education. Terrain Public Investment

To avoid duplications, it should be reviewed whether or not the institution is already assigned to a public investment project, and the conditions of itself.

Data triangulation After obtaining a first listing of the potential educational institutions, it is necessary to first know the community, the school and its environment. At this stage all the Educational Institutions identified in the Strategy Mapping get to be visited, and the qualitative datas are collected from the interviews with communal and educational authorities, as well as from direct observation. First, a comparison is made between the institutions map and the provincial educational authority (UGEL) that provides the information about infrastructure and maintenance of which the directors from the educational centers are in charge. This encounter allows refining the initial listing and obtaining the directors contacts, needed to coordinate the on-site visits. Thanks to the potential institutions listing, a route of on-site visits of the prioritized educational institutions can be drawn. The objective of each visit is to know both the community and the educational center, inspect the conditions of the infrastructure and interview the communal authorities, the director and the teachers. The information recollected are, generally, the following : • Educational institution : history, number of students and their provenance, number of teachers, type of management, national programs and help from institutions to which the school is beneficiary, main issue, educational institutions in the surroundings. • Educational infrastructure : equipped rooms (classrooms, kitchen, (aulas, cocina, canteen, sanitary facilities, playing fields, residences), provided services (water, drain, electricity, internet), material and conditions of the constructions, maintenance budget, ownership of the land. • Community: history, number of families and/or inhabitants, communal organization, main economic occupation, road infrastructure conditions, potential conflicts and local issue. • Material and local ressources: wood, bambu and aggregates availability near the communities, workforce in the community and cost, means of transport for material and distances. From the obtained datas, on-site and virtual, an information triangulation can be made in order to prioritize and determine the potential project(s).

Generation of alliances The help from local institutions and authorities is basic, for both the execution and the sustainability of the project. The objective of each step is to create synergies with the social, educational and political local actors in order to unify the strengths in the present project. At a local level, alliances are being generated with the District and Provincial Municipalities to determine an accord that garantees the maintenance of the community access roads, such as a convention that the required bureaucracy allows in order to carry out the construction of the project. The counterpart of the Municipality in the project is also negotiated and established, either in the form of material resources, machinery and/or personnel. At the educational level, an agreement is generated with the local educational authority (UGEL) for collaboration and assistance in the process of transferring the educational institution to the Ministry of Education. The continuity of the management of the educational institution is also guaranteed by means of a directorial resolution, which includes the budget for the maintenance of the infrastructure and the payment of teachers. At the community level, the participation implied by the project is communicated, the conformity and collaboration of the community with the project are formalized, and the community contributions to the project are negotiated and agreed upon, in the form of labour, local resources and/or community work. The ownership of the land where the school premises are located is also verified. If not registered with the Ministry of Education, there must be a commitment given by the community to donate the land. Project proposal Finally, after the field visit and the local alliances, the kind of intervention that will be executed is defined: the spaces that will be built, those that will be maintained and those that will be remodeled. From the information collected, the project proposal is generated and includes : • Applicant organization : trajectory, team, relevant experience, similar projects that have been implemented. • Community : location, history, population, levels of poverty and illiteracy, socio-economic and educational contexts, negotiation time. • Project : objectives, current situation, number of beneficiaries, results and sustainability. • Contributions from local and community partners. • Detailled budget.

4.4 FINAL REFLECTIONS In conclusion, we think it is necessary to take a break from numbers, statistics and indexes, in order to concentrate on what is the most important : people. Because, behind these numbers of poverty, there are women and men that fight, day after day, to support their families. Behind rurality indexes, there are communities that organized themselves in order to repair the road, the school or the communal premise. Behind books, there a people that do not know even how to read them. Behin tables and percentages, there are children that attend school in precarious conditions. Education is the basic pillar for community development. It is known by those who educate, those who cultivate, those who investigate and those who direct. Consequently, even though rurality make the educational process a little difficult because of the low population density, we encounter educational centers in practically every communities, villages, annexes and hamlets of the area. However, having access to education is not synonym of educational quality. The infrastructure of rural educational centers is often built for the first time by the community with local materials of low price (wood, adobe, calamine). Thanks to the maitenance budget from the Minsitry of Education, the premises are being improved but are also being deteriorated at the same time. Meanwhile, both the authorities and the families are seeking for governmental support that comes in droplets and usually to the places with an important population. As long as there is no construction project/improvement of educational infrastructure, children keep studying in precarious conditions, with a little luz, a little ventilation as well as in unsafe structures.

From the other side, the teachers who are sent to teach in the most-distanced communities often have a little experience in the sector, and unless they find a good infrastructure, they will do the maximum to be transferred to another place, to develop their work in better conditions. Clearly, teachers motivation is also related to the conditions of the physical space, and greatly influence the educational quality. It is from this point of view that Semillas and VSP raise the issue of investing in construction projects for educational infrastructure. Our propositions, in addition to pointing forward the improvement of educational quality in rural area, have also an integral approch for community development. Without losing our objective, the projects are proposed in order to put the community as the center of the action, being both the protagonist and the beneficiary of the project

For this reason, a participatory process is raised in order to help the community empowerment, to make them adopt the project, and acquire capabilities in the various phases of its development, for its future maintenance and sustainability. From the beginning to the end, the process of the construction of the educational infrastructure is a collective process. Empowering means giving power and capacity of transformation to the beneficiaries of the projects : the development comes from inside and is built between the actors. This is the path that Semillas and VSP want to keep on traveling together.

BIBLIOGRAPHY

Reports and Statistics - Base de datos de Pueblos Indígenas u Originarios (BDPI) - Capitulo peruano de Transparency International (PROETICA), Setiembre 2017, Décima Encuesta nacional sobre percepciones de corrupción - Centro Nacional de Planeamiento Estratégico (CEPLAN), Agosto 2017, Perú: Información Departamental, Provincial y Distrital de Población que Requiere Atención Adicional y Devengado per Cápita - Comisión de la Verdad y Reconciliación Perú (CVR) - Consejo Nacional de Educación, 2006, Proyecto Educativo Nacional al 2021 - Defensoría del Pueblo Adjuntía para la Prevención de Conflictos Sociales y la Gobernabilidad, Diciembre 2018, Reporte de Conflictos Sociales N°178 - Defensoría del Pueblo, Setiembre 2018, Informe de Adjuntía N°010-2018-DP/AAE, Aportes a la política de atención educativa a la población del ámbito rural - Dirección General de Educación Intercultural Bilingüe y Rural – DIGEBR – DIGESUPT - Ministerio de Educación, Enero 2012, Documento de Consulta N°3 - Propuesta Base para la Organización y Constitución de Redes Educativas Rurales - Estadística de la Calidad Educativa (ESCALE), Censo Educativo y Censo de DRE/UGEL 2017 - Gobierno de Perú - Ministerio de Transportes y Comunicaciones (MTC) - Oficina General de Planeamiento y Presupuesto Oficina de Estadística, Agosto 2009, Mapas viales - Gobierno Regional de Cajamarca, 2011-2020, Plan Vial Departamental Participativo Cajamarca - Gobierno Regional de Cajamarca, 2010, Plan de Desarrollo Regional Concertado - Instituto Geológico, Minero y Metalúrgico (INGEMMET), Mayo 2016, Mapa de Concesiones Mineras – Perú - Instituto Nacional de Estadística e Informática (INEI) - Encuesta Nacional de Hogares (ENAHO). Mapa de Pobreza Provincial y Distrital 2013 - Instituto Nacional de Estadística e Informática (INEI), Censos Nacionales 2017 - Instituto Nacional de Estadística e Informática (INEI), Censos Nacionales 2017: XII de Población, VII de Vivienda y III de Comunidades Indígenas - Instituto Nacional de Estadística e Informática (INEI), Censos Nacionales de Población y Vivienda 2007 y 2017 - Instituto Nacional de Estadística e Informática (INEI), IV Censo Nacional Agropecuario 2012 - Instituto Nacional de Estadística e Informática (INEI), IIII Censo de Comunidades Indígenas 2017: IIII Censo de Comunidades Nativas y I Censo de Comunidades Campesinas - Instituto Nacional de Estadística e Informática (INEI), Indicadores de Transporte 2017 - Instituto Nacional de Estadística e Informática (INEI), Perú: Perfil Sociodemográfico Informe Nacional, Censos Nacionales 2017: XII de Población, VII de Vivienda y III de Comunidades Indígenas

- Instituto Nacional de Estadística e Informática (INEI), Abril 2018, Informe Técnico: Evolución de la Pobreza Monetaria 20072017 - Ministerio de Educación, 2014, Inversión en Infraestructura Educativa 2011-2016 - Ministerio de Educación, 2017, Lineamientos que Orientan la organización y Funcionamiento de Redes Educativas Rurales - Ministerio de Educación, Abril 2017, El Perú en PISA 2015, Informe nacional de resultado - Ministerio de Educación, 2017, Plan Nacional de Infraestructura Educativa al 202 - Ministerio de Justicia y Derechos Humanos, Mayo 2016, Procuradurías Públicas Anticorrupción Descentralizadas - Presidencia del Consejo de Ministros (PCM) - Oficina Nacional de Diálogo y Sostenibilidad (ONDS), Mayo 2014, “Willaqniki, Informe de diferencias, controversias y conflictos sociales”N°18 - Programa de las Naciones Unidas para el Desarrollo (PNUD), Índice de Desarrollo Humano departamental, provincial, distrital 2012, Re-calculado según la nueva metodología - Programa de las Naciones Unidas para el Desarrollo (PNUD), Mayo 2017, Línea de Base del Sector Café en el Perú - Observatorio de Conflictos Mineros en el Perú (OCM), Segunda Edición Diciembre 2018, 23° Observatorio de Conflictos Mineros en el Perú, Reporte Segundo Semestre 2018 - Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura ( OEI), 2007, Proyecto Educativo Regional Cajamarca 2007 – 2021

Regulatory Framework - Ministerio de Educación del Perú (MINEDU), 2003, Ley Nº 28044. Ley General de Educación. Lima - Ministerio de Educación del Perú (MINEDU), 2003, Ley Nº 28123. Congreso de la República. Lima - Ministerio de Educación del Perú (MINEDU), 2011, Ley que crea dentro del sistema educativo nacional la modalidad de educación básica en alternancia. Lima - Ministerio de Educación del Perú (MINEDU), 2014, Resolución Ministerial Nº 451-2014-MINEDU. Modelo de Servicio Educativo: Jornada Escolar Completa para las Instituciones Educativas del nivel de Educación Secundaria. Lima - Ministerio de Educación del Perú (MINEDU), 2005, Reglamento de la Gestión del Sistema Educativo. Decreto Supremo nº 009-2005-ED. Lima

Other Publications - Semillas-VSP, Diciembre 2015, Investigación La Escuela Rural en la Amazonía Peruana: Análisis de la problemática y estrategias de intervención en las regiones Cajamarca, San Martín y Junín - Revista CIVILIZATE Nº 8, 2016, Articulo “Contaminación Acuífera: Una realidad latente en la Selva Peruana” - Semillas, Febrero, 2018, Informe de Perfil de Proyecto de Secundaria con Residencia Educativa «Moisés Moreno Romero» en la CN Huampami - Cenepa