Catalogue of Local Inclusive Public Policies

Public policies
catalogue

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Open Schools Ayacucho

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Huamanga - Peru

Region
Latin America and the Caribbean
Range of Demographic Size
500,000 to 999,999 inhabitants (big)

4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education which must be free, equitable and of quality and leading to relevant and effective learning outcomes.

4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.

4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.

4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and professional skills, to access employment, decent jobs and entrepreneurship.

4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.

4.6 By 2030, ensure that all youth and at least a substantial proportion of adults, both men and women, achieve literacy and numeracy.

4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development, among other means.

4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

4.b By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries.

4.c By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.

A - Full integration of population dynamics into sustainable development with equality and respect for human rights.

American Convention on Human Rights

Convention on the Rights of the Child (CRC).

Universal Declaration of Human Rights (UDHR).

International Covenant on Civil and Political Rights (ICCPR).

International Covenant on Economic, Social and Cultural Rights (ICESCR).

Summary

The “Open Schools” Action Plan of the Provincial Municipality of Huamanga came into force in 2019, and it experienced the most difficult conditions during the pandemic in 2020–2021, functioning uninterruptedly, and returning to safe on-site classes following biosecurity protocols established by the Ministry of Health.

 

The plan has had significant results with the implementation of virtual and on-site workshops of soft and socioemotional skills, underscoring the emotional well-being of children, adolescents, and their families through psychological workshops and promoting healthy and harmonic environments that contribute to a significant learning.

 

This municipal plan is oriented to activities with children and adolescents between 5 and 17 years of age, and it has an inclusive perspective, mainly because the target audience is composed of children living under extreme poverty, children living in shelters, and children with special abilities.

Implementation Date:

Start: 06 / 19 / 2019

End: End: Currently in force

Education - Formal education
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In Peru, there are still practices in place that contradict what, according to scientific evidence, favors the educational experience of students, and that even infringe upon the right of students to quality education, such as school repetition and competition among students as a motor for academic progress. Different educational programs also tend to ignore students’ personal, social, and emotional realms; students are evaluated based on the exclusive condition of content memorization, and sometimes even physical punishment is applied. The latter exceeds what is permitted by the country’s legal ordainment. In accordance with the Ministry of Education dispositions, institutions should provide ludic, artistic, psychomotor, and sports activities as a new proposal for the vacation period and as an alternative for students to relax and entertain themselves, as well as to develop their creativity with games and fun at home or in the community. This would, therefore, help strengthen their socioemotional well-being, their learning experience, and their acquired skills as part of an educational process. There is a need to provide for the well-being of all students. Thus, efforts are in place to open these gathering spaces during the vacation period to all students wishing to participate.
The objective is to offer socioemotional support and strengthen soft skills in children and adolescents for them to identify their own potential, achieve an independent development, and exercise a responsible citizenship, with an inclusive perspective and a cultural identity, through which they may reevaluate culture through artistic practice—such as, for instance, altarpieces from Ayacucho, guitar and panpipe, customary dances, and Quechua language, among others.
The body responsible for implementing this plan is the Provincial Municipality of Huamanga, working jointly with targeted educational institutions. UNESCO offers guidance and support.
Articulation with the Ministry of Women and Vulnerable Populations through the National Institute of Family Well-Being (INABIF) with the aim of directing children in vulnerable situations to seek this service.
The vision of the National Education Project until 2036 is that “every person in Peru learns, develops, and thrives throughout our lives, exercising our freedom with responsibility in order to build personal and collective projects, living together and establishing a dialogue across generations and cultures in a democratic society that is equitable, egalitarian, and inclusive, respectful and appreciative of diversity in all its forms and that ensures environmental sustainability.”
Children and teenagers
Seminars/events
Social/citizen participation
Education and training
The strategy of the project is to offer soft skills workshops directed at children and adolescents to foster art and cultural identity. Workshops for emotional support and psychological guidance for children and heads of household are also provided.
The Project resulting from this educational scenario is a different municipal proposal that encourages the vision of the National Education Project until 2036. The Open Schools municipal intervention aims for a humanistic education, centered on the human condition. It is a complex education encompassing different aspects such as ethics, art, scientific knowledge, and citizen commitment. The goal is to achieve a kind of education that is focused on people, promoting autonomy, solidarity, and mutual collaboration, where people have full awareness of their social being and their responsibility. On the other hand, stress is a part of the lives of every human being, and children and adolescents are no exception. Stress is the energy that allows every human being to react to stimuli. When this energy rises to very high levels, it breaks formal limits and turns into anxiety, causing distress. As COVID-19 spread around the world and social isolation measures were implemented as a means of prevention, fear and anxiety became daily partners. It is therefore important to look after mental health, in particular that of children and adolescents, as well as their closest circle (heads of household and teachers).
Directors of the educational institutions Mariscal Cáceres, Nuestra Señora de las Mercedes, San Ramón, Señor de los Milagros, and Los Libertadores de Ayacucho.
Articulation meetings are held whereby information is shared about compliance with programmed activities at the regional and local levels.
Resource availability is allocated by the municipality.
Monthly reports are submitted regarding the activities of each of the participants in the project, who offer a summary of their activities, main difficulties, and strengths. Likewise, monthly meetings are held with the technical team, where information is shared about the advancement of the scheduled activities. Also, activities are communicated through the application of the National Strategic Planning Center (CEPLAN) for public knowledge.
Local goverment
In 2019, the project contributed new learning spaces in the city for 800 children in workshops of transformational leadership and development of soft skills, as well as for 1100 adolescents in free, cultural, and natural spaces. In 2020, because of the COVID-19 pandemic, the project represented the only alternative of an educational-experiential learning space, and 1200 students were offered guidance through different blended learning workshops, with socioemotional workshops being the most sought after by families. These workshops managed to reach 1900 students during 2020 and 2021. The main outcome comprised the following aspects: • Cultural Identity: of the total number of students, 75% completed the soft skills workshops and have implemented activities that promote cultural identity through art (handcrafted guitars, customary dances, handmade altarpieces from Ayacucho). • Communicational Alternatives: of the total number of students, 80% of them developed their communicational skills. • Conflict Management: a significant achievement can be observed as regards group integration skills, where 50% of the population (students from the third group, between the ages of 13 and 17) state that they contribute with ideas when they perform work in groups or make plans with family, which means that they use the skill of group integration after the intervention of Open Schools, compared with a 26% before the intervention. • Emotional Support: there is evidence to suggest that the intervention has contributed to the development of students’ self-esteem, given that 50% of them argue that they accept themselves as they are, both in their physical appearance and emotionally, compared with 33% of students before the intervention. Basic emotions—joy, sadness, anger, disgust, and fear—were identified by 91% of the students through experiential strategies.
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Instrumentos

4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education which must be free, equitable and of quality and leading to relevant and effective learning outcomes.

4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.

4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.

4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and professional skills, to access employment, decent jobs and entrepreneurship.

4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.

4.6 By 2030, ensure that all youth and at least a substantial proportion of adults, both men and women, achieve literacy and numeracy.

4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development, among other means.

4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

4.b By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries.

4.c By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.

A - Full integration of population dynamics into sustainable development with equality and respect for human rights.
American Convention on Human Rights
Convention on the Rights of the Child (CRC).
Universal Declaration of Human Rights (UDHR).
International Covenant on Civil and Political Rights (ICCPR).
International Covenant on Economic, Social and Cultural Rights (ICESCR).

Location

Region
Latin America and the Caribbean
Range of Demographic Size
500,000 to 999,999 inhabitants (big)

Contact details

Other projects from #CiudadesInclusivas

/* Educacion = 2 Empleo = 14 Género y diversidad sexual = 8 Interculturalidad y no discriminación = 21 Medio ambiente = 18 Movilidad Humana = 7 patrimonio e identidad cultural = 88 Salud = 25 Seguridad = 31 Vivienda = 30 */