About Us

 

OUR WORK INSTITUTIONAL PLAN 2013 – 2015

TAREA EDUCATIONAL PUBLICATIONS ASSOCIATION is a civil non-profit organization founded in January 1974, registered in the Public Registry of Lima, currently composed of 17 female and male associates of different academic disciplines, dedicated to research, advocacy and educational materials production.

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TAREA is a community of learning and critical thinking that contributes to the transformation of intercultural education policies and practices with equity. It is part of local, regional, national and Latin American collectives contributing to a society with justice and democracy.

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Mission

Empower socio educational actors to participate in the production of pedagogical proposals and education policies that contribute to intercultural educational transformation with equity under human development perspective.

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OUR WORK

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PROGRAMMATIC TOPICS

Programmatic topics present in our projects are:

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Intercultural Education

In TAREA we assume interculturality not only as recognition of diversity, respect and value of cultural differences, but also as a process that seeks to establish dialogue and exchange of a plural society on equal terms.

We seek for an intercultural education proposal that considers:

  • – Interculturality as a process that is built permanently.

  • – Interculturality as a pedagogic process, of learning how to recognize wisdom and diverse rationalities in the construction of knowledge.

  • – Interculturality as a political process, in relations of power in schools and communities.

  • – Interculturality as a matter of ethics, of recognition of the other as different, diverse, valued, not only in rural bilingual areas but also in urban areas, as a country proposal..

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Citizenship Education

We are confronted with an education that is based on the denial of citizenship; therefore, it is necessary to continue to deepen a perspective of democratic citizenship in pedagogical practice, school life and local action experiences of democracy and critical thinking.

It requires building a democratic and citizenship culture in which:

  • Formation of values is given in schools.

  • Respecting the daily exercise of rights and responsibilities is promoted.

  • Developing basic skills for people to participate responsibly in public affairs and in resolving conflicts assertively is considered.

  • Attitudes of teachers are incorporated in the framework of rights and responsibilities.

  • Its contents are inserted into the curriculum and school management.

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Decentralized management of education

In education, decentralization will strengthen local and regional identities, linking education and development, improving the relevance of learning and quality of education, helping to close the gaps of poverty that characterizes it.

To deepen decentralization it is required:

  • Intergovernmental consensus (at all three levels of government: national, regional and local) to implement decentralized education policies that impact on learning achievement of the most vulnerable children and adolescents.

  • Transferring national programs so the Ministry of Education assumes its role as national ruler and strengthens the management capacities of regional and local governments, making them more relevant to their needs.

  • Medium-term plans in education, concerted with civil society for the whole government period, allowing permanently implementation of political priorities of the Regional and Local Educational Projects.

  • Promote territorial management models, in which regional governments, as responsible for the provision of educational services, call and build consensus with the municipalities on education management issues.

  • Capacity building for the exercise of decentralized functions in education and to develop management models.

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LINES OF WORK

The lines of work are the ways to materialize or develop programmatic topics. TAREA has defined four:

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Building pedagogical and policy proposals on:

  • Intercultural Bilingual Education (IBE)

  • Rural education

  • Student participation

  • Local management of education

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Capacity building

  • Of teachers and principals as a training strategy in IBE.

  • Generating effective forms of pedagogic organization of teachers that can become new standards of teaching and professionalism in local and regional spaces.

  • Of parents and local leaders to develop qualities as educators, through self-awareness of the situation of education in their community and a better knowledge of their rights.

  • For student participation as central element to ensure conditions for good citizenship.

  • Strengthening a democratic current in local youth leaders.

  • Promoting a training policy strategy for the local management of education, involving municipal officials, teachers and leaders of local organizations

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Consensus building in local and regional experiences

  • Strengthening educational organizations, expanding their ability to make connections between them for the construction of pedagogical approaches and common policies. We are interested in fostering concerted participation inthe decentralization process, especially in the implementation of local and regional education projects, taking into account social development indicators of educational efficiency and increase in citizenship learning.

  • Establishing a public stance on education policies that favour or have the opposite effect on equity at national and Latin American levels.

  • Working with local and regional education networks (Networks of Schools and Board of Education in Lima, Cuzco Regional Educational Network and the Network for Educational Quality of Ayacucho), also with national educational networks (Task Group for Education in Rural Areas, Ruta del Sol Alliance Program).

  • Establishing partnerships with State organizations and institutions, with which we converge on common interests. So, in the coming years we will continue the work started withthe Concertation Board for Combating Poverty in following up the Achievements Strategic Learning Program, and with the National Board of Education.

  • Sharing the purpose of promoting advocacy policies for educational equity with Latin American networks, from experiences in each of the countries such as the Council of Adult Education in Latin America (CEAAL) and the Promotion of National Policies for Equity Network (PROPOSED).

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Producing knowledge:

  • Promote research processes from programmatic topics in order to construct alternative educational theories and as an element of support for informed policy intervention.

  • Promote research processes in the agents we work with as a strategy for permanent access to knowledge.

  • Identify learning in our experience for our individual growth and through systematization, starting from the reflection of our own knowledge.

  • Produce educational materials targeted to children, teachers and educational actors as a means of access to information, and in the case of materials from the perspective of IBE as a way to legitimize local knowledge and language.

The teacher is an actor we wanted to single out in our intervention. We have made progress in developing a critical and reflective perspective of teaching, having proposals to strengthen the teaching profession, asserting their autonomy and leading role in educational policy and the development of their own pedagogical thinking. It is worth deepening this perspective, particularly, in the systematic generation of learning processes based on reflection and research on teaching, school life and educational policy analysis.

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INSTITUTIONAL PLAN
2013 – 2015

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Objective

It has improved the quality and relevance in the education of children and adolescents from urban marginal and indigenous populations from the areas of intervention, with a timely and effective democratic management of public policy and developing experiences of citizenship and intercultural education.

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Specific objectives

  1. Teachers, community leaders and education authorities in the provinces of Huamanga and Fajardo build consensus on local educational policies and implement intercultural bilingual education (IBE).

  2. Teachers, principals, school officials and community leaders from the provinces of Canchis and La Convención build consensus on IBE policies and implement them in schools.

  3. Groups of teachers, community leaders and education authorities involved in the designing and monitoring of the implementation of educational policies in the district of Villa El Salvador, and the province of Lima.

  4. TAREA prepares and submits policy proposals in IBE and decentralized management of education to educational stakeholders and policymakers nationwide, in partnership with other institutions.

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WHO WE WORK WITH

2460 Girls, boys and adolescents in schools

250 Student and youth leaders

50 Women Leaders of women’s organizations

80 Leaders of peasant communities

40 Leaders of social and neighbourhood organizations

249 Teachers and principals of pre-school, primary and secondary levels

800 Mothers and fathers

170 Educational and political authorities and officials from the education sector

70 Representatives from public and private institutions and civil society

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WHERE TO INTERVENE?

Our work is developed mainly in three regions:

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Ayacucho Region

Provinces: Huamanga, Fajardo and Sucre.

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1. Project: Promotion of the rights of children from 3-5 years-old for learning that meets their cultural diversity

Objective

Boys and girls participants of the project attend pre-schools where their language and culture are respected, achieve higher levels of learning and are well treated in a school where teachers and community articulate efforts and resources.

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Territory intervention

Ayacucho (Huamanga)

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Duration

November 1, 2012 – October 31, 2015

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Financial institution

LED

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2. Project: Authorities and stakeholders of three Andean provinces of Ayacucho strengthened in their management capacities

Objective

To contribute to the knowledge and effective exercise of the right to inclusive quality education in the region

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Territory intervention Ayacucho (Huamanga, Sucre, Fajardo)

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Duration July 17, 2013 – July 16, 2015

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Financial institution

InteRed

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3. Project: Student democracy and citizenship among young leaders in Ayacucho, Peru

Objective

The Association of Mayors, Aldermen and Student Leaders (AARLE) is recognized as a social actor and actively participates in the development of policies that ensure the inclusion of youth at the local and regional level in Ayacucho.

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Territory intervention

Ayacucho (Fajardo and Huamanga)

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Duration

August 1, 2012 – January 31, 2014

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Financial institution

Axis of Denmark

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Cusco Region

Provinces of Canchis and La Convención

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1. Project: Promotion of the rights of children from 3-5 years-old for learning that meets their cultural diversity

Objective

Boys and girls participants of the project attend pre-schools where their language and culture is respected, achieve higher levels of learning and are well treated in a school where teachers and community articulate efforts and resources.

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Territory intervention

La Convención

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Duration

October 1, 2012 – October 31, 2015

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Financial institution

LED

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2. Project: Learning in diversity

Objective

Teachers, principals, local authorities and community leaders in the provinces of Canchis and La Convención implement IBE experiences in the province and in schools, improving the quality and relevance of education of children from indigenous groups with a democratic, effective and timely management of public policy and the development of intercultural bilingual education experiences.

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Territory intervention

Canchis and La Convención

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Duration

January 1, 2012 – December 31, 2014

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Financial institution

Hei Verden

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3. Project: Strengthening identity and communication skills of teachers, boys and girls of La Convención in Cusco using ICT

Objective

Schools in La Convención district in Cusco region develop a relevant educational proposal with local language and culture and share it with the people and teachers from other locations using ICT.

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Territory intervention

La Convención

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Duration

2013 – June 31, 2015

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Financial Institutions

IICD, Edukans

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4. Project: Intercultural bilingual education policies with quality and equity for rural Andean children

Objective

Strengthen the capacity of local actors to Cusco for IBE management with quality and equity.

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Territory intervention

Canchis

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Duration

January 1, 2014 – December 31, 2014

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Financial institution

UNICEF

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Lima Region

Project: Institutional capacity building in the education of youth and adults.

Objective

There are specific proposals for teacher development in alternative basic education and management reform of alternative basic education schools.

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Territory intervention

Ayacucho (Huamanga) Lima

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Duration February 1 – November 30, 2013

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Financial institution

DVV International