26th, 2010, Author: Milagros Merino Yep, Categories: General
The right to education is universally recognized and our country is no exception. Is recognized in the chapter on social and economic rights of our Constitution (as well as international conventions and treaties). In a broad sense, education is aimed at developing the whole person. It is a basic right over our lives will give us access to other rights or benefits that will ensure our development as individuals in society. Unfortunately, despite being recognized and valued as one of the most important human rights, education in our country is far from being a reality for all Peruvians.
As mentioned education is recognized as a social right, this kind of rights permit the enforcement of fundamental rights (give a material dimension) and its purpose is to enable the satisfaction of basic human needs . If the development of education in our country has been limited, imagine then how is education aimed at the indigenous. One of the most representative cases, which can demonstrate the problem by going through education bilingual and intercultural in our country, is to note 14.
During this decade were issued Supreme Decrees 023-2001-ED and ED-006-2007 and Ministerial Resolution 017-2007-ED (for all practical purposes are known as the normative basis of the note 14). This set of standards established footnote 14 as minimum passing grade to enter the teaching colleges. The effects of this action became apparent when applicants from indigenous communities could not nondisabled notes, due to the conditions of their education, access to quality education is difficult in areas rural-effects were immediate and have no candidates from indigenous communities to educational centers, decreased the number of indigenous teachers. The most affected were children of indigenous communities in most cases did not receive bilingual and intercultural education (known as EBI).
These standards by the DS 004-2010-ED, Regulation of Law No. 29,394, Law Institutes and Schools of Higher Education, which was published on January 26, 2010 in the Official Gazette El Peruano. However, footnote 14 was reinstated on 13 February this year, through Ministerial Resolution 024-2010-ED. So far the problem has been solved and the number of indigenous teachers continues to decline.
concern is the decline of bilingual teachers because of the relevance in the development of their communities. His work enables students to transmit their language education and the transmission of cultural values \u200b\u200bthat are necessary for the formation of an identity in indigenous children. As we see the issue of education needs of an organization to take effective enforcement, so not only do not need to be recognized in rules, it is also necessary to have an effective state action through actions in this case promote bilingual education. It is important to remember that the state has a number of duties to indigenous communities identified in the ILO Convention 169 [1], the provisions of this agreement are binding, therefore policies and legal decisions should aim to compliance agreement in this case should be directed to the promotion of bilingual education.
Finally, in the latest report by UNICEF and the INEI on 19 August (Study on indigenous children in Peru) shows a detailed study of the situation being experienced by the indigenous children in our country, focuses on various aspects like education, health, identity and more. Importantly, the value of this report can show large inequalities among Peruvian children by their origin.
On the issue of education are alarming [2]:
-78% of children, indigenous children and adolescents living in poverty compared to 40% speaking Castilian.
-indigenous child population between 3 and 5 years attending a bordering school 32%, while 55% of non-indigenous children does.
"The biggest percentage drop out before finishing the school year is given in schools that have more Indian students than those who are native speakers of Castilian.
-The gap in education gap among children in Quechua and English language is 67% to reach 18.
hope that the authorities take measures to solve skills shortages for which atraviesan los niños de las comunidades indígenas en nuestro país.
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