What is the initiative and where is it implemented (city or country, for example)?
Established in 2012, the Programa de Alfabetización y Continuidad Educativa en el Valle de los Ríos Apurímac, Ene y Mantaro (Literacy and Continuing Education Programme in the Valle de los Ríos Apurímac, Ene y Mantaro (a geopolitical area in Peru abbreviated as VRAEM)) aims to reinforce and advance the abilities, attitudes and skills of youth and adults. In accordance with the commitment entered by the Multisectoral Commission for Peace and Socio-Economic Development in the VRAEM, the programme has been prioritizing literacy-building for youth and adults since 2013. It works to attain educational path flexibility for youth and adults and to create sustainable change in their personal and professional lives. The VRAEM region's social, cultural, and financial development has been closely linked to the education of its citizens.
How was the initiative established? How was it implemented?
The initiative is being implemented by various agencies, including the Centros de Educación Básica Alternativa (Alternative Basic Education Centres), in which the learning and teaching processes are developed; the Periféricos Distritales (district-level centres) responsible for the learning circle cores, learning circles and event organization within a district or catchment area; and the Management Unit for Local Education, which coordinates certificates given to students upon completion of the programme.
The programme includes two five-month semesters of study per year. Students must attend 12 hours of classes per week. The first phase of studying contains 480 hours, while the second intermediate cycle comprises 720 hours. Once both phases are completed, the initial literacy development phase has been achieved, totalling 1200 hours of study. The learning circles usually follow the calendar year. However, duration can vary: they can be prolonged or shortened in correlation with student progress. One circle accommodates an average of 15 students. Classes are usually held in churches, educational institutions or shared facilities.
The Directorate-General for Alternative Basic Education of the Ministry of Education of Peru implemented the initiative in 17 VRAEM regions. In 2015, 313 learning circles were involved, including the pedagogical counselling with 17 district coordinators and 30 supervisors. Target regions are selected based on demographics pertaining to socioeconomic status and education level.
Which stakeholders are involved in the design and/or implementation of the initiative? Which sectors do they represent?
The initiative was implemented via close partnerships with the Ministry of Development and Social Inclusion of Peru via the programme Programa Nacional Cuna Más, along with local governments, including the municipalities of provinces in each district. The programme also receives funding from organizations such as Kallpa and Electro Perú.
What are the impacts of the initiative in terms of facilitating lifelong learning? Who does it benefit and how?
The Literacy and Continuing Education Programme in the VRAEM has had a strong influence on many youth and adults by increasing self-confidence and helping them attain a much-needed education. The initiative has hosted a total of 4833 students (3824 of them female and 1009 male) since its establishment. Out of these, 3043 students had finished the programme (2408 female students and 635 male) by September 2015. In addition to that, a growing number of students are becoming more and more involved in the advancement of their communities and taking steps towards continuing their education. The students gain vast self-assurance through their participation in the programme. Female students engage more actively in decision-making within their communities and families. Participation in the programme contributes to students' willingness to share their opinions with other community members and establish informal support networks.
References
UIL (UNESCO Institute for Lifelong Learning). 2017. Literacy and Continuing Education in the Valley of the Apurimac, Ene and Mantaro Rivers, Peru. [Online] Hamburg, UIL. Available at: https://uil.unesco.org/case-study/effective-practices-database-litbase-0/literacy-and-continuing-education-valley-apurimac [Accessed 11 December 2021].