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GOBIERNO DE CHILEMINISTERIO DE EDUCACION

RAPA NUIEducational Village

Master Plan

Joint MINEDUC-UNESCO ProjectChilean Educational Reform: Optimization and Investment in Educational Infrastructure

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TABLE OF CONTENTS

Site plan

Sketch of the Educational and Cultural Development Sectors

Preliminary sketch of functional relationships within the Educational Village grounds

Philosophical of the Rapa Nui Educational Village Master Plan 9

Presentation of the Master Plan of the Rapa Nui Educational Village 11

– Sector description: Scientific and Technological Development 14

– Sector Description: Cultural Development 17

– Sector Description: Creative Development 20

– Sector Description: Physical Development 23

– Sector Description: Spiritual Development 26

Annexes:

I. Reference framework for the elaboration of the Educational Village Master Plan 28

II. Easter Island - background information 32

III. Basic Information 40

IV. Geopolitical significance of Easter Island 44

V. The Chilean education system 45

VI. State of the education system in Rapa Nui 47

VII. Educational budget for Easter Island 50

VIII. Educational supply in Rapa Nui for 2001 51

IX. Scholarships 52

X. Intercultural Bilingual Education 53

XI. Notes on the site, construction and design costs 55

XII. Academic Aptitude Test 57

XIII. Notes to be used in the elaboration of the Rapa Nui Educational Village 58

XIV. Persons and institutions consulted 63

XV. References 66

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THE PHILOSOPHY OF THE RAPA NUI EDUCATIONALVILLAGE MASTER PLAN

The development of Easter Island centered on a human dimension cannot be accomplished withoutan education for all, firmly rooted in justice, identity, equity and democracy. Such an educationmust be efficient and clearly oriented towards achieving a better future for all. It must also drawupon the lessons of history and be the seedbed of a future capable of overcoming trends we arepresently confronting.

This educational policy responds to the societal aspirations of the inhabitants of Rapa Nui,who will see their collective dreams come true through the implementation of sound ideas andcoherent practices. Theory and praxis act in concert, moved by the same objectives, means andstrategies. The Rapa Nui Educational Village is a project inspired by this policy while it illustrates aconcrete expression of a strong commitment to education.

If these goals are to be achieved, one must first make the distinction between education andschool; for, while the mission of schools is to educate, not all education takes place in school. Inkeeping with the tradition of our elders and UNESCO’s views on Lifelong Education, the process of‘Permanent Education’ lasts throughout the whole existence of the human being and permeates allprivate and social realms.

The inhabitants of Easter Island assert that human beings are humanised and perfected througha continuous life-long transformation process. Furthermore, these changes can also be impartedwithin the social group, whether at home or at the workplace or amidst the more complex strata ofthe insular society.

Hence education is seen as permanent personal and social movement, as a positive evolutionof humankind as testified by the history of the Rapa Nui ethnic group. The Rapa Nui EducationalVillage looks upon education as a conscious, dreamed of and longed for transformation processwhose purpose it is to humanise and thus can make utopias become true.

The educational strategy historically adopted by the Rapa Nui people is based on two funda-mental attitudes: solidarity and shared experience. Taking advantage of this participatory learningstrategy, the Rapa Nui Educational Village Project intends to turn every activity carried out in theisland into a learning opportunity. Once all activities have become thus humanised, the promise of abetter future already contained in their dreams may become reality.

The Educational Village will be permanently open to all the inhabitants of the island and tothose who in their quest of peace, happiness and wisdom seek a place where spirituality resides. TheEducational Village will also become a place of dialogue and the promotion of tolerance and under-standing among human beings, making use of modern communication technology and a networkthat links it to centres of knowledge and spirituality throughout the world.

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PRESENTATION OF THE RAPA NUI EDUCATIONALVILLAGE MASTER PLAN

UNESCO, the Ministry of Education and the Municipality of Easter Island have jointly developedthe present Rapa Nui Educational Village Master Plan which goes back to traditional ways of think-ing and acting, linking the visions of their ancestors to aspirations for the future that lend purposeand meaning to life. This project seeks to perpetuate the gift of the love for life bequeathed to us bythe world vision of the Rapa Nui culture in an exchange with the various cultures with which themodern world invites us to co-exist, mindful of the value represented by the Rapa Nui NationalPark, declared a World Heritage site by UNESCO in 1996.

The Educational Village can be said to unfold within the framework of the Joint MINEDUC/UNESCO project ‘Chile’s Educational Reform: Optimization of investment in the educational in-frastructure’, since this project has established community participation as one of the pivotal as-pects to consider when assigning priorities to educational and cultural needs, and to their transfor-mation into educational spaces.

This document reflects plans for the future, the legacy of today’s inhabitants of Rapa Nui, andtheir wishes to build a modern, shared vision of what is to become everybody’s task, driven by asteadfast individual and collective determination to transform this island into a happy city.

Through social participation and corresponding government initiatives, the people and thegovernment together aim to create an equitable and harmonious new society that may become themain protagonist in building a new grandeur as a humanitarian legacy.

The Rapa Nui Educational Village project is already under way as has been the ‘dream’ of theRapa Nui community, a feeling that was clearly conveyed both to UNESCO and to the Ministry ofEducation, the two bodies that had been an integral part of the project since its inception.

The creation of this Educational Village has as its main objective the strengthening and per-petuation of Rapa Nui and its culture, and the improvement of the entire population’s educationalstandards, recognising that an educated person will always be a more humane individual, and notmerely a person possessing wider learning. Thus, the educational dimension of this village –and itsinfluence over the island and over the world– will be essential in bringing about ‘wisdom’,maramarama: wise men and women desirous to share their knowledge and impart dignity to the joyof living.

As a first step in the materialisation of this project, the Municipality of Easter Island donatedan 18-hectare plot of land located in the vicinity of Hanga Roa, where the seeds of the Rapa NuiEducational Village will be sown.

The first stage of the Educational Village Project consisted of a nation-wide competition forthe best preliminary architectural plans to build Easter Island’s new secondary school. The contest,which took place in 1999, was promoted by the Municipality of Easter Island with the support ofUNESCO, the Ministry of Education of Chile and the Chilean Institute of Architects (Colegio deArquitectos).

The secondary school, which represents an investment of approximately 2 million dollars, isfunded by the Ministry of Education. Construction has been scheduled to begin in the comingmonths.

The next step is to examine the stages that will follow. To this end, the UNESCO RegionalOffice for Education for Latin America and the Caribbean, at the request of the Municipality of

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Easter Island, commissioned Rodolfo Almeida, Architect, and Luis G. Benavides, Educator, to travelto the Island from 8 to 23 April 2001, and join the team made up of members of the Municipalityand the Ministry of Education that would be responsible for elaborating the Educational VillageMaster Plan.

The present document, drafted by this team, systematises the proposals and aspirations reiter-ated by the inhabitants of the Island at the various working sessions held with the different socialsectors, such as the Council of Elders, the Mayor’s team, the municipal counsellors, the Governor,teachers, students, parents of the secondary school and other groups that also made significantcontributions.

The Master Plan focuses on a modern view of Permanent Education, that is, on a humanisingprocess that embraces all aspects of life and seeks to change every institution and all structures ofsociety so that people can live together in greater harmony.

The supreme aspiration shared by all the inhabitants of Rapa Nui is to undertake sound, re-sponsible projects that express just demands, which may lead to improved living conditions toachieve together a present based on certitude and a future full of promise.

The implementation of the Rapa Nui Educational Village Project revolves around two mainaxes: building a sense of unity among its people by encouraging their participation in one greatcommon project, and promoting a permanent and collective effort so that the future will belong tous.

The Rapa Nui Educational Village Project calls on all the Island’s inhabitants, organisationsand institutions to work intensively in five main sectors with a focus on education: Spiritual Devel-opment, Scientific and Technological Development, Cultural Development, Creative Developmentand Physical Development.

Thus conceived, the project responds to the social claims of the Rapa Nui people; it commitsitself to transformatory action where all peoples and cultures of the world may find room for sharedgrowth.

The Rapa Nui Educational Village Project visualises education as a safeguard, the spirit as aguide, culture as the pivotal point and sports and health as part of the educational process. Theproject can potentially develop into a plan for action directing active participation and the commit-ment to education without exclusion.

The future is always uncertain, dangerous and yet full of promise. It is up to education togenerate and make the most of the opportunities opened up to Rapa Nui, so that every endeavourbecomes an educational movement laden with a sense of spirituality that contributes to the rein-forcement of identities, turns weaknesses into strength and makes the dream of the future take onthe shape of reality.

The concretion of the Master Plan in educational spaces adapted to the Island’s features andculture shall provide the impetus for a developmental process touching all activities in the Island,and from there reach out to all the peoples of the world.

While the concept behind the Master Plan is holistic, the project has been designed with theabove-mentioned five sectors in mind, which has the two-fold purpose of facilitating external fund-ing and allowing the project to grow gradually as funds become available.

This modular concept permits the implementation of cyclic education schedules which, alongwith meeting actual education and training needs and helping to preserve employment equilibriumover time, respond to the needs felt by Rapa Nui’s society. In this way, systematic training will beoffered for three levels: intermediate vocational, higher vocational and university level. To give an

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example, if the Island needs electricians, only the required number of students will be trained tosatisfy the demand at a given time.

This is why the educational spaces will be designed for polyvalent use, to adapt to differentuses at different times, and in the Educational Village itself common spaces to serve all the fivesectors are foreseen.

The philosophy of the Master Plan requires on the part of the three convening bodies a firmcommitment to implement permanent follow-up strategies so that detailed progress in each of thefive sectors making up the Educational Village may be successfully monitored.

The cost of this Master Plan has been estimated as follows:

• Scientific and Technological Development Sector US$ 25,138,100• Cultural Development Sector US$ 25,192,000• Creative Development Sector US$ 25,049,000• Physical Development Sector US$ 25,161,200• Spiritual Development Sector US$ 21,635,700• Rapa Nui art works US$ 21 200,000

Total estimated cost* US$ 22,376,000

Costs include the following items such as international advisory services; fee contracts withexperts responsible for developing educational/cultural programmes and engineering/architecturalplans; training and seminars; study travel; procurement of materials, educational equipment andinstruments; construction; furniture; external site works and landscaping; design, production andprinting of educational publications; fees for architectural design and construction supervision, etc.All five sectors will share common spaces such as learning areas, research cubicles, storage rooms,outdoor areas, sanitary facilities, urban equipment, administration facilities, infirmary, circulationareas, etc. The total cost of these common spaces has been included as percentages in each Develop-ment Sector.

Hanga Roa, April 2001

* Operational costs have been estimated at 20 per cent of the project’s estimated total cost.

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SECTOR: SCIENTIFIC AND TECHNOLOGICAL DEVELOPMENTNAME: RAPA NUI SPACE OPEN TO KNOWLEDGE

OBJECTIVES

– Offering the Rapa Nui community ongoing educational activities centred on science and tech-nology.

– Creating an inter-university network of educational co-operation through which technical train-ing and higher education may be imparted, and scientific and technological research may beplanned.

– Eliciting creativity so that it may be used in the search for adequate solutions to problemsaffecting development in the economic, cultural, social, ecological and energy-generatingsectors.

– Optimising the favourable conditions that characterise Rapa Nui’s skies in an effort to re-cover, preserve and disseminate the knowledge accumulated by Polynesian astronomers, whilepromoting scientific learning and research, inspired in astronomy.

– Making the use of modern technology compatible with traditional wisdom and values.– Generating attitudes and knowledge that guarantee the preservation of our natural environ-

ment, the rational management of available resources, and the promotion of sustainable andequitable development.

DESCRIPTION

A communal, scientific and technological space designed to preserve, support, enhance and dis-seminate knowledge through learning and research proposals, and the provision of a type of instruc-tion which, along with reflecting local reality and the needs of Rapa Nui and the Region, is impartedtimely and at the appropriate levels of education and training.

Scientific literacy and research programmes have been designed to cover three educationalsegments: the public in general, technical professionals, and university students. To achieve thisgoal, the educational programmes adopted will be interdisciplinary in nature and, in co-operationwith a national and international trans-disciplinary and inter-university network, will be in a posi-tion to grant certificates, diplomas and degrees on a variety of disciplines.

Scientific and technological research will be conducted in multiple-use laboratories whichwill make possible broadening the range of studies undertaken in the Island. Thus, scientists visitingRapa Nui will be capable of conducting in situ analysis, such as chemical or photometric analyses–among others– that until recently could have only been performed in their home countries.

Accommodations will be provided to visiting teachers and researchers.

EXPECTED PRODUCTS

– An operating national and world-wide trans-disciplinary and inter-university network thatfacilitates scientific and technological interaction and co-operation.

– To deliver Rapa Nui’s inhabitants from their geographical isolation through a continuousexchange of knowledge with people from other countries and from scientific centres of knowl-edge.

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– The presence in Rapa Nui of personnel trained in science and technology and capable ofresolving the island’s problems.

– To turn science and technology into the driving force behind the Islander’s harmonic social,economic and cultural development.

– To achieve ecological balance and the preservation of the cultural heritage.– The creation of a paradigm for living together which articulates development and tradition,

individuality and plurality, the local and the global dimensions.– To train technical and professional individuals in Rapa Nui.

TECHNICAL/EDUCATIONAL REQUIREMENTS

– Elaboration of learning programmes at the various educational levels.– Development of new learning-oriented methodologies.– Creation of a programme that links problems to research projects.– The systematic recovery of ancestral knowledge and techniques.– The establishment of links to the various institutions of higher learning.– Planning of scientific, technological and educational co-operation agreements.– Creation of an electronic exchange network (Internet).– Maximisation of the experience international organisations have accumulated in this matter.

SPACE REQUIREMENTS

– Spaces for technological learning: (service and training): car mechanics; home appliance re-pair shops; construction shops; more outdoor working areas, etc.

– Educational Spaces for experimenting: Biological sciences (ethnobotany, replanting extinctflora), hydrology, fauna, pedagogical farm, stables, hen houses, greenhouses, agricultural ex-perimental station; water-bearing zones and marine nurseries; energy, alternative technolo-gies, recycling and outdoor areas.

– Scientific and technological development centre: educational space intended for informationtechnology, astronomy observatory, etc.

Total number of square meters built: 1,700 m2, including pedestrian walk-ways – shaded areas

OPERATIONAL REQUIREMENTS

– A sector co-ordinator.– Technical support staff.– Custodial and maintenance staff.– Equipment maintenance and upgrading.

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COSTS

US$

• International advisors (an educator and an architect) 100,000• Fee contracts (development of education models) 144,000• Fee contracts (architecture) 46,000• Training: Local training courses and seminars 110,000• Study tours 76,000• Publications (texts, working manuals, brochures) and transportation 500,000• Construction, furnishings 3,400,000• Purchases of educational material 95,000• Computers and vehicle 100,000• Miscellaneous 100,000• Agency costs 467.100

TOTAL 5,138,100

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SECTOR: CULTURAL DEVELOPMENTNAME: RAPA NUI SPACE FOR CULTURE

OBJECTIVES

– Setting up a space that, through the promotion, usage, learning, and study of Rapa Nui’slanguage, identity, history and customs, can contribute to the strengthening of the Island’sculture.

– Fostering the research, recovery and preservation of the archaeological and ethnographic heri-tage.

– Using Rapa Nui’s anthropological, archaeological and geographical resources to disseminate,encourage and create specialised studies that will attract foreign experts and students, andthus contribute to the formation of local specialists.

– Promoting international co-operation geared towards the preservation of this World Heritagesite.

– Preserving the artisan quality of traditionally marketable products– Recovering, preserving and re-appraising traditional objects as well as production instruments

and techniques.– Recovering and putting into practice traditional learning systems (korohu’a and motuha).– Promoting activities which, along with reinforcing the quality, diversity and authenticity of

tourist attractions, contribute to the advancement of this industry.– Encouraging tourists to amicably partake of local activities.

DESCRIPTION

The objective of the cultural sector is to incorporate the elderly –guardians of a substantial accumu-lation of cultural information and bearers of Rapa Nui values, as well as experts in a diversity ofcrafts and ancestral practices– into he educational space and its activities. The physical space con-templated in the project, is open to traditional activities where their knowledge and ways of viewingthe world may be shared with others through their incorporation into formal education programmesand activities, that effectively cut across generation lines.

Starting in early childhood and through higher education, this communal learning space willoffer locals and foreigners alike, a closer look at the Rapa Nui world, with a view to reinforcing theiridentity and preparing them to accept a world in a constant state of flux. This very space will wel-come the wisdom of both natives and visitors, so that their findings become the axis around whichthe future society of Rapa Hui will bloom and develop.

Because the history of the Rapa Nui people is rife with incidents involving the plundering ofunique and irreplaceable ethnographic and archaeological artifacts, this space will promote researchon these objects and the reproduction of those scattered throughout the world’s museums. Diplo-macy and understanding between nations will become important instruments in the reintroductionand dissemination of these cultural forms.

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EXPECTED PRODUCTS

– An ethnia with a strengthened identity and fully aware of the cultural elements that should beperpetuated.

– A craftsmanship centre where traditional products are showcased and traded and where theopportunity to learn is simultaneously offered.

– A sound system of cultural transmission which is already operational.– Harmonic co-existence, founded on respect for cultural diversity and the social enrichment to

which it gives rise.– Minimisation of the tensions between the individual and the universal dimensions and be-

tween tradition and development.– Improvement of the quality of the tourist industry through authenticity and diversity.– Early childhood care based on organisational and cultural parameters defined through partici-

pation.– Authentic graphic and audio-visual documentation as a means of perpetuating Easter Island’s

oral tradition as both a native cultural expression and as a World Heritage site.– The Rapa Nui Academy responsible for setting language rules, purifying and promoting its

use.– A language learning and translation centre which produces professional translations from and

into other languages.– Ethnographic objects, types and uses of instruments recovered from museums which hold

artifacts belonging to Rapa Nui.

TECHNICAL/EDUCATIONAL REQUIREMENTS

– Elaboration of learning programmes at the various educational levels.– Development of new learning-oriented methodologies.– Creation of an artifact-recovery programme associated with an international agreement sys-

tem that makes copying and transportation possible.– Systematisation of learning and cultural information methodologies.– The establishment of links to the various institutions of higher learning.– Formulation of a ranking and production system for native gastronomic products.– Creation of an electronic exchange network.– Maximisation of the experience international organisations have accumulated in this matter.

SPACE AND EQUIPMENT REQUIREMENTS

– Educational spaces intended for language learning activities; meeting hall for senior citizens(offices, club-type facilities);

– Anthropology and archaeology of Easter Island and the Pacific; roofed enclosure for cleaningand classifying objects; storeroom.

– Craftsmanship centre (considers a permanent group of artisans in addition to students andtourists); storeroom; Hong’a or Te Reo (0 to 40 years of age), etc.

– Rapa Nui nursery: to house 50 children (kitchenette, straw mats, games, restroom facilities).

Total number of square meters built: 1,700 m2, including pedestrian walk-ways – shaded areas

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OPERATIONAL REQUIREMENTS

– A sector co-ordinator.– Technical support staff.– Custodial and maintenance staff.– Legal and business advisory services.– Equipment maintenance and upgrading programmes.

COSTS

US$

• International advisors (an educator and an architect) 100,000• Fee contracts (development of educational/cultural programmes) 190,000• Fee contracts (architecture) 46,000• Training: Local training courses and seminars 150,000• Study and co-operation tours 76,000• Publications and transportation 500,000• Construction, furnishings 3,400,000• Purchases of educational material 120,000• Computers, etc. 38,000• Miscellaneous 100,000• Agency costs 472,100

TOTAL 5,192,000

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SECTOR: CREATIVE DEVELOPMENTNAME: RAPA NUI SPACE FOR ARTS AND COMMUNICATION

OBJECTIVES

– Recovering, developing and promoting artistic endeavours.– Developing and fostering creativity.– Re-appraising Rapa Nui’s art in the light of the artistic diversity of others– Training individuals capable of handling the management and production functions associ-

ated with radio and television stations and the press, and elaborating educational material.– Setting up mechanisms designed for the systematic gathering of various types of library ma-

terials, so that this facility may be gradually turned into a media library at the service of thecommunity, complete with a video library, a map library, a newspaper and periodicals library,a record library, and stocked with education and information programmes.

– Promoting international co-operation for the purpose of exchanging works of arts and visitingthe museums where they are being exhibited.

– Harnessing the musical and artistic talents of Rapa Nui inhabitants in order to advance thesystematic learning of various musical instruments and other artistic expressions.

– Fostering artistic creation as a means of co-existence and expression of the Islanders’ spiritualpower.

– Intensifying the use of the new media and information technology in an effort to reinforce thefraternal bonds between Rapa Nui and the various nations.

DESCRIPTION

The space devoted to this sector of the Educational Village will promote the learning, exhibition anddevelopment of the following expressions:

– Graphic arts: painting, sculpture, photography, engraving, animation, textile art, facilities.– Audio-visual arts: cinema and video.– Theatre– Dancing– Music– Literary creations– Ritual arts: Kai kai, Pictography, Tattooing, etc.

Likewise, this space will have a learning area and one devoted to film, radio and televisionproduction and postproduction activities, provided with state of the art computer technology. Thisspace will offer anybody interested instruction in the various trades associated with newspaperproduction, thus facilitating the publication of a local newspaper.

This space will also house the communal media library, a growing source of informationwhere all those visiting or residing in Rapa Nui will find modern information tools for entertain-ment, study and research.

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EXPECTED PRODUCTS

– A living museum where communal modern art is exhibited.– The convergence and dialogue of the diverse artistic expressions produced in the different

epochs and by the different people that have inhabited the Earth.– A rise in the number of Rapa Nui’s artists and an improvement in the quality of their work.– Expansion of Rapa Nui’s cultural tourist attractions.– Use of new instruments of artistic creation inspired in Rapa Nui’s cultural heritage.– Minimisation of the tensions between the individual and the universal dimensions and be-

tween tradition and development.– Increased potential for communication between Rapa Nui and other world regions.– Artistic/cultural productions made in Rapa Nui for the Islanders and for the rest of the world.– Diversification of entrepreneurial economic activity while keeping Rapa Nui’s values and

spirituality untouched.– An intensively used media library.

TECHNICAL/EDUCATIONAL REQUIREMENTS

– Elaboration of learning programmes at the various educational levels designed to developmultiple artistic expressions.

– Development of new learning-oriented methodologies.– Secure artistic/cultural exchange agreements.– Mastery of production procedures and utilisation of the various modern communications media

.– The establishment of links to the various institutions of higher learning.– Development of systems designed to gather, classify, use and lend media library material.– Creation of an electronic exchange network.– Maximisation of the experience international organisations have accumulated in this matter.

SPACE AND EQUIPMENT REQUIREMENTS

– Photography laboratory, audio-visual and music spaces, amphitheatre furnished with a roofedsection, locker rooms, storerooms, working/meeting areas, space for activities associated withtelevision, radio and newspaper production, media library, etc.

Total number of square meters built: 1,700 m2, including pedestrian walk-ways – shaded areas

OPERATIONAL REQUIREMENTS

– A sector co-ordinator.– Technical support staff.– Custodial and maintenance staff.– Legal and business advisory services.– Equipment maintenance and upgrading programmes.

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COSTS

US$

• International advisors (an educator and an architect) 100,000• Fee contracts (development of educational models 94,000• Fee contracts (architecture) 26,000• Training: Local training courses and seminars 70,000• Study tours 49,000• Publications and transportation 300,000• Construction, furnishings 3,400,000• Purchase of media library material 285,000• Server, internet links, printer, etc. 166,000• Miscellaneous 100,000• Agency costs 459,000

TOTAL 5,049,000

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SECTOR: PHYSICAL DEVELOPMENTNAME: RAPA NUI SPACE FOR HEALTH CARE

OBJECTIVES

– Drafting of action plans designed to foster sports activities, preventive health care and preser-vation of the environment, through community participation.

– Creating mechanisms that heighten the citizens’ sense of responsibility for their own health,particularly in public places and at the workplace.

– Training promoters to cover health, sports and environment preservation issues.– Promoting the value of traditional medicine vis-à-vis modern health practices.– Reinstating the practice of playing traditional games and sports.– Promoting a recreational culture linked to spiritual peace and committed to devoting one’s

leisure time to peaceful co-existence –emphasising intergenerational communications–, sothat this attitude may be emulated by tourists.

– Creating national teams in the various sports disciplines, so that Rapa Nui may be representedat national, regional and international competitions.

DESCRIPTION

Any population, deprived from physical and health care, is surely to perish. The Educational Villagewill become a promoter of sports and recreational activities and, as such, an advocator of health forthe population of Rapa Nui.

This sector will train promoters to organise activities among the Island’s citizens, youths andchildren, aimed at expanding the practice of sports and increasing personal accountability for theirown health and that of their families.

Improved nutritional habits, exercises done systematically, the fight against addictions, inter-relations at the service of harmonious co-existence, reproductive health education, are all commit-ments that contribute to happiness and to improving the population’s quality of life. However, thesecommitments are not made individually, but demand a collective effort. This is why, within theEducational Village, the space where these activities will be organised and carried out, is regardedas an indispensable educational impeller.

In this space, a special place will be set aside for the care of pregnant women and the promo-tion of training programmes geared towards the attainment of a balanced sexuality.

EXPECTED PRODUCTS

– Development of a sports and recreation programme that focuses on health care.– Preventive medicine practices.– Rational utilisation of traditional health practices.– Intensive use of spaces set aside by the community for the practice of sports.– Equitable diversification of crowd-gathering sports.– A harmonic, intergenerational and recreational co-existence.– International dissemination of Rapa Nui’s ancestral sports forms through the media.

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– Well-informed youth, ready to responsibly assume their sexuality and their future roles asparents.

– Staff trained to perform as health, sports or recreation promoters.

TECHNICAL/EDUCATIONAL REQUIREMENTS

– Elaboration of learning programmes designed for the various educational levels.– Development of new learning-oriented methodologies.– Elaboration of plans regulating the organisation and management of sports events, recreational

and health activities.– Programmes intended to train coaches in the various sports disciplines.– Inter-institutional (state, municipal, etc) co-ordination for optimising the utilisation of the

(available) sports infrastructure.– Co-ordination of the various efforts for health improvement.– The establishment of links to the various institutions of higher learning and sports organisations.– Creation of recovery, reconstruction and dissemination projects on ancestral sports forms.– Creation of an exchange and sports competition network.– Maximisation of the experience international organisations have accumulated in this matter.

SPACE AND EQUIPMENT REQUIREMENTS

– Sports- promoting office, nursing and related services;– Sports infrastructure and facilities such as swimming pool, athletics track and facilities, piers

built for water sports;– Trails, squares, rendezvous points, construction and repair of dry-stone walls, etc.

Total number of square meters built: 900 m2, including pedestrian walk-ways – shaded areasand sports facilities

OPERATIONAL REQUIREMENTS

– Co-ordinators, for the health, sports and recreation sectors– Technical support staff.– Custodial and maintenance staff.– Transportation to the various sports and recreation spaces.– Researchers responsible for recovering traditional medicine practices– Equipment maintenance and upgrading programmes.

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COSTS

US$

• International advisors (an educator and an architect) 100,000• Fee contracts (development of working systems) 54,000• Fee contracts (architecture) 50,000• Training: Local training courses and seminars 76,000• Exchange tours for learning purposes 112,000• Publications and transportation 100,000• Construction, furnishings 3,500,000• Purchase of sports and recreation materials 250,000• Electronic and sports equipment, vehicle. 350,000• Miscellaneous 100,000• Agency costs 469,200

TOTAL 5,161,200

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SECTOR: SPIRITUAL DEVELOPMENTNAME: RAPA NUI SPACE FOR THE SPIRIT

OBJECTIVES

– Harbouring all the sectors and elements that make up the Educational Village under RapaNui’s millenary spiritual force.

– Projecting the power of spirituality to every educational initiative promoted in and originatingfrom the Educational Village.

– Fostering the use of spaces set aside for meditation and spiritual exchange, for reflection anddetachment as a source of peace, enjoyment and tolerance.

– Irradiating from within the Educational Village and throughout our island and, beyond that,throughout the world at large, a spirit of peacefulness, harmony, fraternity and tolerance aspart of a shared future project, that may be accomplished under the form of a dynamic educa-tional commitment.

– Using the purpose and power of Rapa Nui’s culture to retrieve and re-appraise the dynamicconcept of wisdom.

DESCRIPTION

The supernatural force (mana) that characterises Rapa Nui as a thought process (man’u) that arrivespromptly (mana) and may leave spontaneously (manana), is capable of influencing (manavahopohopo) someone just through being present in the person’s mind (manatu), and can become asource of life (manava/womb) just by being prompt (mana), like the water that begets life (manavai)but, should it not be used for good deeds, it can also become a source of confusion (miramira).

The Educational Village will use the ancestral wisdom (maramara) imbedded in such a super-natural force (mana), to promote meditation and reflection as practices that should be present in ourdaily activities, in our use of objects, and in our human relations, infusing everything with an addeddimension.

Tourists as well as visitors, will be invited to partake of this wisdom and spiritual force andjoin in meditation.

The creation of this Educational Village has as its main objectives the strengthening and per-petuation of Rapa Nui and its culture, and the simultaneous upgrading of the population’s educa-tional standards. This, as a result of recognising that an educated person will always be a morehumane individual rather than merely a person with a broader knowledge base. Thus, the educa-tional dimension of this village –and its projection throughout the island and, beyond it, throughoutthe world– will contribute to the generation of “wisdom”, or maramarama: sage men who sharetheir knowledge and thus dignify to the joy of living.

EXPECTED PRODUCTS

– Reinforcement of Rapa Nui’s spirituality.– A staff trained to develop and propagate spiritual practices and meditation.– Intergenerational respect and acknowledgement of the wisdom of the aged.– Generations that may understand more clearly their own identities.

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TECHNICAL/EDUCATIONAL REQUIREMENTS

The special features characteristic of this sector, require the development of means, methods andprocedures to collect, systematise and disseminate the various spiritual expressions prevalent withinand around this island.

Supported by a deeply-felt individual and collective reflection, the idea is to build a “trove ofattitudes” which, once experienced, will bring to the relationships materialised both within andoutside Rapa Nui, a more humanising dimension.

The permanent dialogue advanced from within Rapa Nui Educational Village, and the ex-change of experiences with those who uphold different visions of the world and have adopted otherforms of spirituality, united to the constant search for peace, will guarantee that the spiritual forcewhich Rapa Nui will project to the world, will always be positive.

SPACE AND EQUIPMENT REQUIREMENTS

Refurbishment of buildings comprising the former leprosarium and the construction of a square inhonour of Rapa Nui’s spirituality.

OPERATIONAL REQUIREMENTS

– A co-ordinator– Technical support staff.– Custodial and maintenance staff.– A person responsible for transcultural relations.– A team of researchers.– A chronicler that records the sector’s events.

COSTS

US$

• International advisors (a educator and an architect) 100,000• Fee contracts (development of working methods) 74,000• Fee contracts (architecture) 18,000• Training: Local training and systematisation courses 52,000• Study and spiritual exchange tours 76,000• Publications and transportation 250,000• Construction, renovations, furnishings 500,000• Purchase of bibliographic reference material 67,000• Intercom installations 250,000• Miscellaneous 100,000• Agency costs 148,700

TOTAL 1,635,700

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ANNEX I

REFERENCE FRAMEWORK FOR THE ELABORATIONOF THE EDUCATIONAL VILLAGE MASTER PLAN

1. DEVELOPMENT POLICIES

1.1. Strive to improve the quality of life of Rapa Nui’s inhabitants through the socioeconomicintegration of the various sectors.

1.2. Achieve a greater degree of provincial autonomy within a context of social accountability anddevelopmental integration.

1.3. Promote an equitable and sustainable economic and social development where transforma-tion is shifted from an essentially receptive scheme to an essentially productive one.

1.4. Seek the balanced and harmonic growth of the Province’s productive sectors.

1.5. Promote the sustainable growth of the Province within a context of environmental and eco-logical soundness.

1.6. Strengthen the interactive capacity of Public Services so as to contribute to the social develop-ment of Rapa Nui’s population.

1.7. Modernise all governmental services through effective decentralisation and social participa-tion mechanisms.

1.8. Consolidate national sovereignty within a context of world geopolitics.

1.9. Increase the social and cultural participation of the Rapa Nui ethnia, through the integralmobilisation of its actors and available resources.

2. STRATEGIC DEVELOPMENTAL OBJECTIVES

2.1. DECREASING THE ISLAND’S STATE OF ISOLATIONDiminishing the degree of isolation that affects the Island with respect to the continent, willconstitute a determining factor of Easter Island’s progress, since it has a direct bearing on thequality of life, the cost of consumer goods, freight rates, and numerous other services.

2.2. FOSTERING PRODUCTIVE ACTIVITIESPromoting the domestic production of pelagic, horticultural, fruit products, and other prod-ucts intended for human consumption with a view to exporting them, and attaining self-suffi-ciency in terms of substitute economic goods.

2.3. TOURIST INDUSTRY DEVELOPMENTIncreasing the quality of tourism-related services both in terms of infrastructure and informa-tion, while maintaining the necessary balance between an adequate protection of the Island’scultural heritage and the economic and social objectives being sought through tourism.

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2.4. RATIONAL ENVIRONMENTAL MANAGEMENTDeveloping a rational management and administration strategy for the territory, consistentwith the environmental features and ecological systems that are inherent to the preservation ofthe Island’s archaeological and anthropological heritage.

2.5. IMPROVEMENT OF PUBLIC SERVICESDeveloping a sound administration free from decisional risks, that may allow for a substantialimprovement of the Islander’s living conditions.

2.6. REAFFIRMING NATIONAL SOVEREIGNTYIn geopolitical and oceanic terms, Easter Island’s geographical location can be said to have astrategic nature, while it represents a connecting point with the countries of the East Pacific.

2.7. PROTECTING RAPA NUI’S CULTUREValue and acknowledge the existence of Rapa Nui and its culture by promoting their integra-tion to mainstream national values while preserving their own social and cultural standards,and advancing the positive evolution of Rapa Nui’s society.

3. SPECIFIC FEATURES OF EASTER ISLAND

3.1. Rapa Nui’s features and reality are different from the rest of the country’s and from the VRegion-Valparaiso from which it depends administratively. The Island exhibits the followingunique characteristics:

3.2. It comprises an isolated insular territory, distantly located from Chile’s mainland which makesaccess to goods and services extremely difficult –in some cases, impossible. For this reason, itmust be looked upon as a self-sufficient system.

3.2.1. Its territory, harbours a different culture, language, customs and race. Additionally,Rapa Nui has inherited an archaeological wealth of untold proportions, a fact thatmakes its preservation the duty of the country as a whole.

3.2.2. It is a fragile ecosystem, vulnerable to exogenous factors that have an impact on itsenvironmental, social, cultural and economic balance.

3.2.3. As a rule, social services are in the hands of monopolistic entities. This, effectivelyeliminates competition, a circumstance that adversely affects permanent develop-ment which is, consequently, subordinated to the quality variables adopted by themanaging institution.

3.2.4. It is only as recently as 30 years ago that this territory was incorporated –in equalstanding in terms of rights and benefits– to Continental Chile.

3.2.5. Lastly, it must be borne in mind that Easter Island is the most geographically isolatedisland in the planet, and the territorial expanse within which its future developmentwill take place, is rather limited.

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4. HISTORICAL SYNOPSIS

Based on current archaeological data, Rapa Nui’s settlement dates back to the IV century when asmall group of Polynesian colonists led by the legendary ariki Hotu Matu’a reached the island. Overa period of more than one thousand years, Rapa Nui’s population grew under conditions of extremeisolation and precious few resources. Despite a hostile environment, the inhabitants developed anextraordinarily complex culture –ranked as a “civilisation” by the scientific community– whichrevolved around ancestor worship. Their most significant material expressions such as their archi-tecture, writing and megalithic sculptures, have made it well known throughout the world.

Since the arrival of the first European seafarers (1772), the population of Rapa Nui has under-gone a continuous and progressive acculturation process. Broadly speaking, this process has beencharacterised by:

a) A prolonged period of isolation (240 years) where contact with the outside world hasbeen limited to a reduced number of individuals.

b) A drastic reduction of its population, andc) An sudden and total openness to the rest of the world.

a) During the first 140 years, Rapa Nui represents the port of call of seafarers, whalers, andexploiters from various European nations, who chose to stay in the island for only short peri-ods of time (from a few hours to a couple of days). The first prolonged foreign settlement(1864 - 1872) was that of a group of French missionaries which also included a French mer-chant. Starting in 1888, the island becomes part of the Chilean territory and subjected to thiscountry’s colonising policies. In the Island, the number of permanent residents of foreignorigin remains very limited, and can be traced to the colonising agent and his family (1889). Itis gradually increased by 5 or 6 persons until a larger settlement of women (nuns) come to theisland in 1938, with the mission of running the formal education system. This figure contin-ues to increase with the arrival of Chilean Navy personnel in 1953, however, until 1964, thenumber of people from the continent, or of foreign origin, did not exceed 15.

b) Internal strife –which took place prior to the Island’s discovery by Europeans seafarers– cul-minating in tribal wars, drastically reduced its prehistoric population estimated to fall in the15 to 20 thousand range, circa 1500 A.D. Following the arrival of seafarers and exploiters anddue to various and cruel acts and natural disasters (slave raids, small pox, among others), thenumber of inhabitants fell dramatically, and by 1877 the population of Rapa Nui’s had scarcelyreached 111 individuals.

c) A business concern turns the whole island into one great sheep farm which prevails underdifferent administrations well into the 60’s. The onset of the highly contagious Hansen’s dis-ease prompts the Chilean authorities to ban the Islanders from leaving their territory, and theonly link to the continent is kept alive by the Chilean Navy through its annual visit. This willbe an instrumental component in shaping the lifestyle of the Islander which will remain largelyunchanged until 1965. This year marks the Island’s transition to civil authorities and the be-ginning of swift changes in the lifestyle of its population. Within a very short period of time,the Island becomes closely linked to the outside world and, in a twofold process, begins togradually open its doors to the national and to the global systems. The new model is now

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outfitted with government - run public services. Their installation coincides with the arrival ofa large contingent of public employees and their families, and is followed by the constructionof an international airport which heralds the beginning of international travel and a non-stopinflow of tourists. Subsequent developments were the installation of a television re-transmit-ting substation, and beginning 1997, the Islanders could enjoy 24-hour service through asatellite link.

Within this acculturation process undergone by the community of Rapa Nui, formal educationis one of the transformation factors responsible for having the greatest impact on this group, sincethe lineaments imposed by mainstream society over the Islanders has changed not only traditionallearning systems, but a host of other cultural elements as well. Thus, for example, as the system ofvalues and beliefs begins to change, the system based on family -defined roles and authorities, alsobegins to shift. In spite of this process, and to the extent that the descendants of this culture haveacquired greater autonomy, a new stage devoted to retrieving Rapa Nui’s culture has got under way.On the other hand, government policies have had a gradual and positive influence on the processaimed at re-appraising Rapa Nui’s cultural heritage. The Indigenous People Act

(D. L. Nº 19,253), intended to regulate land allocation, promote development initiatives forRapa Nui and its population, and foster the promotion of a bilingual, intercultural educational sys-tem, is passed in 1993. Furthermore, UNESCO’s solemn declaration granting Rapa Nui’s NationalPark the status of World Cultural Heritage, represents a substantial contribution to strengthening theinitiatives aimed at re-appraising, retrieving and perpetuating Rapa Nui’s culture.

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ANNEX II

EASTER ISLAND- BACKGROUND INFORMATION

“Easter Island, also known as Rapa Nui, the eastern-most Polynesian island and having the remotestlocation in the planet, is found at latitude 27º 09' south and longitude 109º26' west, some 3,800kilometres west of the coast of South America, in line with the Chilean port of Caldera. The closestinhabited island, Pitcairn, is located 2,200 kilometres north east and some 3,000 kilometres southeast of the Juan Fernandez archipelago.

Originally settled by Polynesian seafarers, probably during the first centuries of the ChristianEra, Rapa Nui exemplifies one of the most fascinating cases of cultural blooming under conditionsof extreme isolation.

Due to its geographical location, strongly opposing dominant winds, treacherous marine cur-rents, and its position at the fringes of the Polynesian dispersion zone, the island was apparently leftoutside the systematic navigation routes of the period.

Its reduced land surface (approximately 166 Km2) and a physical environment characterisedby scant resources, only add to its extreme insularity.

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Triangular in shape, Rapa Nui was formed by the activity of three main volcanoes located ateach of its vertices. In fact, the island is nothing but a huge submarine mountain 200 kilometreswide at the base and some 4,000 metres high of which only the summit of its main volcanoes(Terevaka, Katiki and Rano Kau) project above sea level.

The island is 24 kilometres long and 12 kilometres wide at its longest and widest point, re-spectively. The peak of the Maunga Terevaka volcano located at the north vertex constitutes thelargest surface of the island, and rising at 530 metres above sea level marks it highest point. The PuA Katiki crater located in the eastern peninsula of Poike is approximately 412 metres high. The RanoKau volcano which rises over 300 metres above sea level, exhibits a caldera 1,600 metres in diam-eter which supports a fresh water lagoon. This is the most prominent feature of the south west end ofthe island.

There are more than sixty parasitic cones and secondary craters. Important among these arethe Rano Raraku that contributed the tuff used to sculpture the moai, and the Puna Pau, a smallishash cone located north east of Hanga Roa, from which interior the great cylinders of red ash (pukao)were extracted during prehistoric times. These were placed on top of the giant moai statutes asornaments in the likeness of hats.

Rapa Nui is surrounded by a narrow continental shelf that descends rapidly to a depth of 200metres at a median of 1,000 metres offshore. A few miles out to sea, the shelf ends abruptly andplunges to a depth of 4,000 metres in the east and north, and between 3,000 to 3,600 metres in thesouth east.

The characteristics of the ocean floor, and the prevailing temperatures and currents, preventthe formation of coral reefs, a feature common to all the other Polynesian islands.

As a result, the erosion caused by the ocean waters has been the natural element that hasshaped the Island ever since its emergence over three million years ago, giving rise to the great cliffscharacteristic of its rocky and unprotected shoreline, where natural harbours are non existent. Anakena,in the north coast, is the only beach featuring a vast expanse of white sands.

The Island, located immediately south of the Tropic of Capricorn, receives the full impact ofwinds and ocean currents.

The Island’s thin volcanic soil is characteristically porous, a phenomenon that determines atotal lack of runoff.

There are a number of areas which have good agricultural soil notably in Hanga Roa andMataveri to the west, Vaihu in the southern coast and Vaitea right in the centre of the Island. Otherareas are covered with extensive lava flows of recent origin and rocky fields produced by the con-stant effect of weather and erosion on older fields.

Numerous underground caves and lava tunnels were used in prehistoric times as permanentdwellings, ceremonial or funerary sites, or as shelters during periods of internecine tribal wars.

The permanent layer of vegetation that covers the prairies, consists largely of gramineae–mostly introduced–, and is made possible by the abundant precipitation that falls on the Island.Water for human and animal consumption is obtained from a large subterranean lake through deepwells. Animals also obtain their water from lakes occurring in some of the many craters.

There is evidence that, in a distant past, the Island exhibited a much richer vegetation withlarge woods where palm trees and other species –now extinct as a result of human exploitation inprehistoric times– were prevalent. The great majority of today’s tree and animal species were intro-duced by the first seafarers, missionaries and Chileans, only in the last two centuries.

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HISTORICAL BACKGROUND

In order to understand Easter Island’s contemporary historical context, the issue of territorial rightsand its relationship to the various administration models and regimes, must first be addressed.

Particularly interesting is the relationship that has existed between Rapa Nui and the ChileanGovernment during the 109 years that have elapsed since its annexation to the national territory, onSeptember 9, 1888. Landholding rights, the concept of ownership, and exploitation of the Islandand its inhabitants with various purposes and by diverse external agents, are some of the aspects thattogether make up a most complex and, at times, tragic scenario.

Current social, political and cultural conflicts, are a reflection or a direct outcome of thisrecent past.

The Island comprises approximately 16,600 hectares out of which some 3,000 mainly in HangaRoa and its vicinity, are in the possession of the Rapa Nui people. This accounts for close to 18 % ofthe land in the hands of the descendants of the original inhabitants, the rest of the territory beingproperty of the State.

Currently, the property owned by the Chilean State has been given two main uses. One, isrepresented by Rapa Nui’s National Park, managed by the National Forestry Corporation (CONAF)where the main monuments and greatest number of archaeological sites are concentrated. UNESCOhas declared this park a World Heritage site (1996).

The second use is represented by the Vaitea Farm, managed by SASIPA, a subsidiary of Chile’sDevelopment Corporation (CORFO). The farm congregates the best farmlands in the Island.

a) PREHISTORIC PERIOD

The settlement of the Island dates back to the IV century A.D. In the centuries that followed, thehandful of original settlers multiplied and, in complete isolation, developed an extraordinarily com-plex culture centred on ancestor worship. Apparently, a large part of the population devoted theirefforts to the building of altars and the sculpting of monuments, which left only a small number ofindividuals to work on food-production activities. These factors, aggravated by a growing popula-tion and a hostile environment, seemed to have triggered the crisis that caused the system to col-lapse.

Between the 16 and 17 centuries, successive tribal wars that culminate in the destruction ofthe Ahu people, and a gradual relinquishment of the Islander’s costumes, begins to take place.

A new religious cult, the veneration of fertility represented by a Manutara’s egg, heralds thebeginning of a second stage. This is the cult of the bird-man celebrated once a year in Orongo.During the ceremony, the chiefs of the different tribes vied against each other for the first egg of themigratory bird that nested in the Moto Nui islet, located opposite Orongo. The winner became chieffor one year and was granted the title Tangata Manu. During this time and still in total isolation, anextremely complex culture emerges. The ceremonial megalithic architecture and sculpture that havemade Easter Island well know throughout the world, represent the most significant material expres-sion produced by this culture.

The Island was revealed to the eyes of the Western world on April 6, 1772, on Easter Sunday,by Jacob Roggeven, a Dutch admiral.

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b) DISCOVERY AND COLONISATION

During the years of initial contact, the Islanders’ condition was one of extreme vulnerability since,at the time, they were experiencing a serious social disintegration characterised by permanent war-fare and ruthless inter-tribal rivalry.

These circumstances resulted in a dramatic reduction of the native population, which nowunder precarious conditions were easily dominated by the first Western missionaries and merchantsvisiting the island or looking to settle there.

The events that characterise the 19 century are similar to what the rest of the Pacific experi-enced; it is a period rife with looting and pillaging by European and American merchants and pi-rates. However, in Easter Island’s particular case, a major catastrophe takes place between the years1862 and 1863, when a large number of Peruvian vessels carry off some two thousand Islanders towork as slaves in the coastal valleys of northern Peru.

The ensuing international outcry brings this traffic of humans to an end, and leads to thefreeing of the survivors. Out of all of them, 16 individuals return to the Island infested with smallpox and tuberculosis, that given the lack of biological immunity to these diseases, devastate thepopulation.

Based on accounts by missionaries, in 1864 the population had been reduced to a mere 2,000inhabitants and five years later to no more than 600. This and other events, cause the population toreach an all-time low of 111 individuals in 1877. Out of these survivors, only 36 persons havedescendants, and these become the direct ancestors of the Rapa Nui society of today.

c) INCORPORATION

Following protracted consultations intended to ascertain that no other nation had claimed posses-sion of the Island, Chilean navy Captain Policarpo Toro begins the process that would end in theannexation of Easter Island as part of the national territory in 1888.

At the time, it is believed that this offshore possession represents a tremendous agriculturalpotential as well as an important strategic location as a naval base located, as it is, amidst thecommercial routes between Asia and South America.

Policarpo Toro, on behalf of the Chilean Government, sets out to purchase property rightsfrom all foreign residents. For the natives of Rapa Nui, the land represents a family possessionwhich, therefore, cannot belong to a particular individual. A compromise may be made in terms ofwhat use will be given to the soil, but the land itself is not negotiable.

Following annexation procedures, the Chilean Government’s intentions to colonise EasterIsland meet with complete failure given the tremendously complex task of administering the terri-tory at a distance, and the political crisis that accompanied the revolution of 1891.

In 1895, faced with uncertainty and a lacking a clearly defined State policy, the governmentleases the Island to Enrique Merlet, an entrepreneur from the Province of Valparaiso. He, in turn,associates with Williamson, Balfour & Company, a British concern with a Chilean subsidiary, andin 1903 found “Compañía Explotadora de la Isla de Pascua” (CEDIP). Until 1953, a period ofpractically 60 years, the Island would remain leased and serve as an enormous sheep farm.

In the 1916 - 1929 period, conflict arises between CEDIP and the Chilean Government, whenMerlet attempts to register all the land comprising the Island, under his own name. In 1929, and inview of persisting conflicts with CEDIP, the Chilean Government terminates the lease agreement. AConsultative Commission responsible for reviewing the case recommends that, given the absenceof private claims registered in Chile, the State should register the Island as a possession of theChilean Government. Consequently, on November 11, 1933, pursuant Article 590 of the Civil Code,the government proceeds to complete registration procedures.

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d) MODERN INTEGRATION

In 1953, following expiration of the extended lease agreement with CEDIP, the administration andcontrol of the Island are transferred to the Chilean Navy.

In early 1964, severe protest demonstrations in the Island precipitated the first political crisis.Alfonso Rapu, a young Rapa Nui teacher trained in the continent, leads a demonstration beforeChilean authorities to protest against the state of abandonment the Islanders are forced to endure:their physical confinement to Hanga Roa; the lack of basic public services; the ban imposed on theuse of their language; and the legal vacuum that prevents them from choosing their own representa-tives and participating in national elections, were some of the issues raised on the occasion.

It should be noted that until 1966, the inhabitants of Rapa Nui did not have voting rights andwere legally considered under-aged.

In 1966, during President Eduardo Frei Montalva’s administration, the Ley Pascua Nº16.441(Easter Island Act) is passed. This law effectively integrates the Island to the national terri-tory in all matters of administration, facilitating the creation of courts and a Municipality of RapaNui and arranging for the provision of the various public services.

A bureau of the Ministry of Land and Colonisation is opened to the public through which theRapa Nui people are advised of the status of their land as of 1933. Henceforth, the recognition ofproperty rights becomes the main demand of the Islanders.

In 1972, during President Salvador Allende’s administration, the Easter Island Bureau is cre-ated under Chile’s ODEPLAN. The Bureau immediately proposes a Comprehensive DevelopmentPlan for the Island and the creation of a Development Board, where the Rapa Nui community wouldbe amply represented.

During the mid 60’s, the co-operatives operating in Easter Island are dissolved and the terri-tory placed under a military government. During this time economic activity is liberalised a fact thatallows some Rapa Nui citizens to accumulate land and capital (land rights can only be sold orexchanged among Islanders).

This system encounters the opposition of traditional sectors more narrowly identified withRapa Nui customs, for whom family or collective (clan) possessions represents not only an elementof cohesion and cultural identity, but also, an option to acquire power based on tribal traditions. Theclan is the sole owner of a plot of land, and the use it is given is determined by its older familymember.

In 1980, and in order to reinstate “traditional” systems of organisation, a wide segment of theIslanders joins to create the Council of Elders.

Along with other indigenous populations of Chile, the Rapa Nui inhabitants put themselves inthe hands of the new Indigenous People Act passed by Congress in 1993, during Patricio Aylwin’sadministration.

The Indigenous People Act (D. L. Nº 19,253), containing provisions specifically directed atthe Rapa Nui ethnia, was intended to regulate land allocation among the Islanders, and promotedevelopment initiatives for the Island and its population.

The liberalisation process the Island has undergone for the last three decades, has had variousoutcomes:

On the one hand, it has allowed the Island to establish links to continental Chile and to theworld. This is reflected by the large numbers of people who immigrated to the Island from thecontinent to run the new public services, the arrival of television, and the construction of an interna-tional airport which open the routes to and from Tahiti and other Pacific islands.

Regrettably, one of the consequences has been the acculturation process imposed on a weak-ened community which has adopted many Western customs at the expense of their own ancestraltraditions. The Rapa Nui language, is a case in point.

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Linguists who have long researched the subject have shown that the Rapa Nui language isbecoming extinct. Their research findings reveal that: “Rapa Nui’s modern population is experienc-ing a period of intense bilingualism and, if nothing is done to revert this situation, in a few moreyears this period will also come to an end, leaving behind a community which is no longer bilin-gual” (Weber and Thiesen 1989:5).

Along these lines, it is important to note that until 1976 formal instruction in the Island wasimparted exclusively in Spanish. Children could not use Rapa Nui language at school, and parentswere advised of the convenience of using only Spanish to communicate with their children. The useof the Islander’s language was considered counteractive to “progress”.

On the other hand, the process of opening the Island to the outside world elicited the interestof numerous Chilean as well as foreign researchers who have since retrieved and revitalised manyaspects of this culture that had remained buried for centuries.

Recent government policies have encouraged these initiatives and have had a positive impacton the way the Islanders themselves value their roots. This is illustrated by a resolution that as of1976 makes the teaching of Rapa Nui language compulsory, and the creation of literary workshopsfor writers who use this language.

It should also be mentioned that Chile’s General Directorate of Sports (DIGEDER) and sev-eral public institutions, have been instrumental in fostering the development of sports and otheractivities considered typical of the Island, and the annual celebration of Tapati Rapa Nui (culturalweek). Other elements of significance are the use of the name Rapa Nui, rather than Easter Islandand the importance assigned to cultural tourism and archaeology and to the Islanders’ participationin these activities.

Easter Island or Rapa Nui has been ranked a Province which depends administratively on theV Region of Valparaiso. This same territory also represents the Rapa Nui Township, and is sub-jected to special provisions governing borderlands. The entire Island has been declared HistoricalMonument and protected by law. Its perimeter is a National Park with restricted areas. Its shorelineis under the tuition of the Chilean Navy.

Island surface 166 km2

Geographical Location Longitude 109º 26’10" WLatitude 27º09’30" S

Climate Semitropical

Annual average temperature 20.3º Centigrade

Colder month August (14.7º C - 17ºC)

Warmer month February (23.8º C - 27º C)

Population 2,891 inhabitants

Main economic activities Tourism, agriculture, fishing and livestock

Languages Rapa Nui and Spanish

Distance to the American continent 3,700 km

Distance to Tahiti 4,050 km

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MONTH RAIN HUMIDITY Millimetres %

January 72.8 78

February 84.8 81

March 95.6 79

April 120.7 80

May 152.9 85

June 106.3 87

July 105.1 80

August 93.8 82

September 86.8 79

October 68.0 79

November 74.0 78

December 86.4 77

WINDS

MONTH OVERALLL WEAK WIND NORMAL GUSTY SPEED

January N E W NW SE SW NW 9 knots

February N E W NW SE SW 8 knots

March N E W NW SE SW 7 knots

April N E W NW SE SW 10 knots

May N E W SE W NW SE SW 11 knots

June N E W SE W NW SE SW 7 knots

July N E W SE W NW SE SW 9 knots

August N E W SE W NW SE SW 8 knots

September N E W SE W NW SE SW 9 knots

October N E W NW SE SW 8 knots

November N E W NW SE SW 9 knots

December N E W NW SE SW 9 knots

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DEMOGRAPHIC PROJECTION1990 - 2000

1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000AGE

QUINQ. 1237 1272 1306 1337 1372 1405 1443 1483 1521 1557 1594

0-4. 321 327 333 339 345 351 361 371 381 389 399

5-9. 337 338 340 340 342 343 349 356 362 368 374

10-14. 253 266 277 290 303 314 315 316 317 318 319

15-19. 159 169 179 188 197 207 217 227 237 247 256

20-24. 167 172 177 180 185 190 201 213 224 235 246

SIMPLE

0 63 65 66 68 69 71 73 75 78 79 82

1 64 65 66 68 69 71 73 75 77 79 81

2 64 65 67 68 69 70 72 74 76 78 80

3 65 66 67 68 69 70 72 74 75 77 79

4 65 66 67 68 69 70 71 73 75 76 78

5 66 67 67 68 69 69 71 72 74 75 77

6 67 67 68 68 69 69 70 72 73 74 76

7 67 68 68 68 68 69 70 71 72 74 75

8 68 68 68 68 68 68 69 71 72 73 74

9 69 68 69 68 68 68 69 70 71 72 73

10 57 59 60 62 64 65 66 66 67 68 68

11 54 56 58 60 62 64 64 65 65 66 66

12 51 53 55 58 61 63 63 63 63 64 64

13 47 50 53 56 59 62 62 62 62 62 62

14 44 47 50 54 57 60 60 60 60 60 59

15 39 42 44 46 48 50 51 53 54 55 56

16 36 38 40 42 44 46 47 49 51 52 54

17 32 34 36 38 39 41 43 45 47 49 51

18 28 30 32 34 35 37 39 42 44 47 49

19 24 26 28 29 31 33 36 38 41 44 46

20 33 34 36 37 38 39 41 44 46 48 50

21 33 34 35 36 37 39 41 43 45 47 50

22 33 34 35 36 37 38 40 43 45 47 49

23 34 35 35 36 37 37 40 42 44 47 49

24 34 35 35 35 36 37 39 41 44 46 48

Fuente: Instituto Nacional de Estadísticas.

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ANNEX III

BASIC INFORMATION

1. GEOGRAPHICAL LOCATION

1.1. The Province and Township known as Easter Island or Rapa Nui, is located in the middle ofthe South Pacific, almost halfway between the American continent and Polynesia.

1.2. The Province, which administratively depends on the V Region (Valparaiso), includes theSalas and Gómez islands. Geographically, it is located at south latitude 27º 10' and westlongitude 109º 26' 14", in line with the Port of Caldera. Situated 2,6000 km from Mangarevain the Gamblier Archipelago; 3,700 km from the Chilean Port of Caldera; 1,300 miles fromPitcairn Island and some 1,600 miles from the Juan fernández Archipelago, the Island repre-sents the most isolated inhabited region of the world

1.3. Triangular in shape, the Island’s vertices show the protruding craters of its three main volca-noes Rano Kau, Rano Aroi and Poike. The Island’s sides measure 16, 17 and 24 kilometres,respectively, while its widest segment is barely 12 km across. Its total surface is 16,628 hect-ares and its highest point, the summit of the extinguished volcano Rano Aroi, has been estab-lished at 540 metres above sea level. The floor of each of the aforementioned craters is muddy,and characterised by lagoons, canebrakes and other plant species.

2. CLIMATE

2.1. The Island’s climate is characteristically subtropical marine, mostly temperate and warm.Rains are common throughout the year. In general, the Island is subjected to the direct influ-ence of the Pacific anticyclone while the prevailing winds are the trade winds and the northeast wind. As a result of its geographical location and peculiar geological features, a largepercentage of these winds will act like barriers inducing precipitation.

2.2. TEMPERATURE

2.2.1. The Island’s lowest mean temperature is 15.5 ºC and the highest 27.3 ºC. In spite ofits oceanic nature, the Island exhibits distinct annual temperature fluctuations.

2.2.2. Temperatures averaging 20 ºC or more, are common January through April. Maxi-mum temperatures of 25ºC or more occur December through April. In 154 days (42%) out of the year, the daily maximum temperatures exceed this value. Thermalconcentration is greatest during Summer (28 %), followed by Autumn (26 %) andWinter (22%), with a slight increase in Spring (23 %).

2.2.3. These climactic characteristics are highly favourable to the development of socio-economic activities. It is interesting to note that, almost as if to offset this naturaladvantage, the high relative humidity and salinity of the air, contribute to the rapiddeterioration of metallic structures, a fact that must be taken into account when de-signing buildings, working implements and machinery.

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2.3. WINDS

2.3.1 In January, the prevailing winds blow in from the E and SE, originating 28 % of thetime from either direction; episodes of calm weather occur 10 % of the time. Windsfrom the east blow 68 % of the year at a median speed of 5 to 7 knots, and only rarelyover 15 knots. In July wind blows mostly from the NW, W and SW; episodes of calmweather occur 10 % of the time.

2.3.2. Winds are characteristically weak or very calm at night, increasing in intensity fromsunrise to noon, only to decrease in the afternoon.

2.3.3. During Winter, lows crossing the Pacific intensify the wind blowing from the N whichalthough weak in intensity, may give rise to dangerous swells near the N and NWcoast.

2.3.4. Air masses rising over the Island and heated by the sun come in contact with a rela-tively cold ocean, almost always producing a vertically-oriented cloudiness, a phe-nomenon that explains the high frequency of precipitation.

2.4. LUMINOSITY

2.4.1 Despite the large number of rainy days and an average cloud cover that hides 2/3 ofthe sky, luminosity is high and the number of sunny hours is extremely high; 2,442.5hours a year or 6.5 hours of sunlight per day. February has the greatest proportion ofsunlight hours (56 %) relative to the astronomical total. October has the lowest (43%), although a number of other months approach this value as well. The averagenormal value is 50 % of sunlight hours relative to the maximum possible.

2.5. RELATIVE HUMIDITY

2.5.1 Easter Island’s relative humidity is quite stable throughout the year (average monthlyvalues range between 75 % and 81 % with an annual average of 77 %), a fact thatreflects the dominant oceanic nature of the Island. Relative humidity readings takenat 8 A.M.. (80% to 85%) are higher than those taken at 2:00 P.M., which exhibitmonthly averages between 67% and 75%.

2.6. CLOUDINESS

2.6.1. June presents the highest percentage of cloudy days (70 %, with the cloud coverhiding 6/8 of the sky). Minimum values for this condition drop to 47 % during Apriland November.

2.6.2. Annual average conditions forecast that by 8:00 A.M. 5.1 eighths of the sky will becovered with the highest reading occurring between May and December. By 2:00P.M. the average monthly cloudiness will have risen to 5.5 eighths. At 7:00 P.M.,conditions are similar to those observed at 8:00 A.M. Broadly speaking, at 2:00 P.M.and 7:00 P.M. this condition remains fairly stable (as monthly averages go) through-out the year. Relatively marked seasonal differences are observed at 8:00 A.M.

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2.7. PRECIPITATION

2.7.1. Easter Island receives an annual average rainfall of 1,126 mm., showing a 31 %variability relative to the average value. November and June are the months thatexhibit the greatest variation over time. In general, the variability of monthly precipi-tation exceeds 50 % practically every month.

2.7.2. Rainfall activity peaks towards the end of Autumn and the beginning of Summer.This is the outcome of two types of influences; on the one hand, the trade windscoming from the east which are prevalent during Spring and Summer; on the other,the NW winds (Fall - Winter), associated with cyclone lows. On average, the Islandreceives rain 154 days in one year.

2.7.3. Summer rains are short but intense. It is not unusual to experience rain intermingledwith bursts of sunshine and cloudy weather, all in the same day. Winter precipitationis lighter but continuous and prolonged, on occasions raining non-stop for a wholeweek or more.

3. FLORA

3.1. The vegetation which has been thoroughly exploited by modern man can be classified asbelonging to the herbaceous steppe and thus shows very little complexity. Recent studiesreveal that in the prehistoric a past, vegetation was dense and varied. Today, an attempt isbeing made to reintroduce several extinct species of trees (toromiro) and bushes. Several tropicalfruit trees co-existing with eucalyptus, cypress and acacia forests, illustrate how species ofdifferent climatic requirements can acclimate and grow in these latitudes.

3.2. It may be surmised that during the periods of vegetational boom, grasslands, bushlands andextensive jungle areas were not uncommon, an observation that coincides with several de-scriptions chronicled by the first seafarers who visited the Island. Based on the edaphic char-acteristics of the soil, this would also seem a reasonable assumption to make.

3.3. If all the above mentioned facts, the average precipitation received by the Island and the highsalinity of the air are taken into account, the marked difference between the vegetation of thisIsland and that of the rest of the Polynesian islands, should come as no surprise.

4. FAUNA

4.1 The relatively abundant marine fauna contrasts sharply with the modest autochthonous terres-trial fauna.

4.2 MAMMALS

4.2.1 The only mammal that deserves the name autochthonous is the Kioe or Polynesianrat (Rattus concolor), which has been practically displaced by the Norwegian rat.The Kioe was a source of food for the Polynesians who first settled in the Island.

4.2.2 Other mammals such as dogs, cats and pigs were introduced by the early seafarers.Horses, cows and sheep were also brought to the Island, the last two only about 100years ago.

4.2.2.1 Horses are abundant and have long been a feature of the Island’s scenery.

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4.3 BIRDS

4.3.1. The autochthonous hen is now extinct, but has been replaced by the fast reproducingcommon hen.

4.3.2 The dove, formerly extremely abundant, currently co-exists with the partridge(Notoprocta perdicaria) which has successfully proliferated, the Chilean loica (Piritesmilitaris) practically extinct, the Chilean finch, the sparrow and some duck species.

4.3.3 The chimango, also an introduced species, has adopted a different pattern of behaviourthan that which is characteristic of its Chilean countryside counterparts. Chimangoshave been seen to attack and capture prey imitating the diving maneuvers of hawks.

4.3.4 Marine birds have migratory habits and nest in the islets off the Island.

4.3.5 Some traditions have jeopardised the survival of several species. A case in point isillustrated by the “manutara”, the name given by Islanders to two species of smallseagulls: the Easter Island seagull (Sterna lunata) and the grey seagull (Sterna fuscataluctuosa).

4.4 REPTILES

4.4.1 There are scarcely two species of autochthonous reptiles in the Island; a small lizardcalled “moko” (Ablepharus bontonii) which is part of the Rapa Nui legend, and thegecko (Lepidodactylus lugubrius). Other than these land reptiles, the only other pe-riodic visitors member of this species are sea turtles.

4.5 INSECTS

4.5.1 Precious little is known about Easter Island insects. The large number of species seentoday in the Island have been introduced by Westerners, and they include 4 species ofcockroaches and a fairly large number of coleoptera, diptera, hymenoptera, etc. Thepropagation of the guava tree, which can reproduce with the speed of weeds, broughton an epidemic outbreak of the Mediterranean fly that has been difficult to control.

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ANNEX IV

GEOPOLITICAL SIGNIFICANCE OF EASTER ISLAND

1. The significance of Easter Island, lies not in the size of its territory, but in its geographicallocation, since it constitutes an insular projection of Chile into the Pacific Ocean, linking it toall those countries that ply this planet’s largest body of water (1,890,000,000 km2), an exten-sion that represents almost half of the earth’s surface.

1.1 Additionally, Chile occupies a most advantageous and important strategic positionin the Pacific, which makes it the natural candidate to lead the integration of thesouth east quadrant, a difficult area commonly regarded as an “oceanic desert”. Eas-ter Island, as well as other Chilean oceanic possessions, project our shoreline into thePacific, reducing the distance that separates us from our neighbours across the ocean,while they represent an ideal location from where to promote developmental activi-ties, using the sea as a vehicle. This is a relative advantage that must be used now aswe enter the new millennium.

1.2 The geopolitical value of the Island is likely to increase as economic integrationagreements are materialised. These agreements, driven by an intense desire for com-mercial exchange generated by the economic globalisation of the world, are certainto increment maritime activity across the Pacific. Chile’s participation will be ofcrucial importance to successfully meet the challenges posed by the third millen-nium.

2. In order to prepare the Island to play its foreseeable role, policies, objectives and strategiesmust be adopted that will provide it with the necessary contingent of qualified human re-sources. Seen under this perspective, the role of education becomes vital.

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ANNEX V

THE CHILEAN EDUCATION SYSTEM

The Chilean education system includes the following 4 levels:

1.1 PRE-SCHOOL EDUCATION

Covers age groups 0 to 6, and it is offered in three stages: nursery, ages 0 to 2; middle level,ages 2 to 4, and transitional level, ages 4 to four-years and eleven months. The middle level, inturn, is subdivided into a first and a second cycle, as is the transitional level which consists ofpre-kindergarten and kindergarten. Pre-schoolers attend municipal and private institutionswhich support nurseries, kindergarten facilities, pre-schools and courses annexed to basicschools.

1.2 GENERAL BASIC EDUCATION

It covers the first 8 years of instruction, ages 6 to 13, it is compulsory and offered free ofcharge. According to Chilean law, students entering grade 1 grade must be 6 years old byMarch 31st. Children celebrating their sixth birthday between April 1st and June 30th may alsobe admitted if, on the basis of test results, the school director determines that the child issufficiently mature. This level is divided into two cycles: a first basic cycle, grades 1 through4, which favours a global teaching methodology, and a second cycle, grades 5 to 8, wherevertical and horizontal objectives and contents are organised by subject matter and activitiesassociated with training, exploration and vocational guidance. The first of these cycles isdivided into two sub-cycles: the first sub-cycle, designated as NB1 includes grade 1 and 2,while the second one, designated as NB2, includes grades 3 and 4. Students afflicted withphysical limitations or learning disabilities either join differential education groups or attendspecial schools, depending on the particular case. The idea is to effect a swift recovery andfacilitate, when possible, their reinsertion into regular schools.

1.3 SECONDARY EDUCATION

Caters to basic general education graduates between the ages 14 and 17. Students can choosebetween two modalities: secondary humanistic/scientific education offered in secondary schoolswith a 4-year duration; and, secondary technical/vocational education, also offered in second-ary schools in the following areas: agriculture, commercial, industrial, maritime, mining andtechnical, each one divided into various specialities.

1.4 HIGHER EDUCATION

Post-secondary education includes three types of learning institutions both public and private:

– Universities, which are the only institutions authorised to grant academic titles anddegrees in the so called university careers.

– Professional Institutes. These institutions may grant all types of professional andtechnical diplomas, except those pertaining exclusively to universities.

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– Technical Training Centres. They grant technical diplomas in a number of speciali-ties.Students wishing to continue their studies at the university level, must have success-fully completed their secondary education programme and scored over the minimumscore established independently by each university for the different careers, througha proficiency test (Academic Aptitude Test) which is administered by Universidad deChile. Furthermore, some universities and some careers require that students passwhat is know as “specific tests”, and certain careers (architecture, for example) re-quire passing “special tests”.

– Adult educationIt is a sub-system that encompasses all the other levels, starting from basic generaleducation and offers formal, out-of-school, and non-formal modalities of generaleducation and occupational training.

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ANNEX VI

STATE OF THE EDUCATION SYSTEM IN RAPA NUI

ENROLMENT

Municipal School Lorenzo Baeza Vega, by virtue of being the only community school of EasterIsland, must absorb all of its school-aged population. Enrolment figures for the last 11 years areshown in the following table by educational levels:

Table 1

DAY SCHOOL NIGHT SCHOOL

Year Pre- 12 Basic 12 Secondary 12 Basic 12 Secondary 12 Especial Total I1 I2school % % % adult % adult % ed. % %

1990 (Nov.) 57 - 500 - 92 - - - - - - 649 - -

1991 (Aug.) 68 19 532 6 108 17 - - - - - 708 9 9

1992 (Jul.) 60 5 542 8 91 -1 - - - - - 693 -2 7

1993 (Nov.) 73 28 549 10 90 -2 11 - 32 - - 755 9 16

1994 (Nov.) 77 35 571 14 89 -3 16 45 45 41 - 798 6 23

1995 (Nov .) 77 35 576 15 114 24 18 64 40 25 - 825 3 27

1996 (Aug.) 77 35 594 19 119 29 15 36 42 31 - 847 3 31

1997 (Nov.) 91 60 611 22 106 15 05 -55 39 22 - 852 1 31

1998 (Nov.) 68 19 630 26 124 35 - -100 34 6 - 856 0 32

1999 (Nov.) 77 35 638 28 157 71 06 -45 27 -16 15 920 7 42

2000 (Sept.) 84 47 677 35 156 70 06 -45 25 -22 14 962 5 48

Sources: Estadísticas Subvenciones Sub - Dirección Liceo, Of. Daem Il. Municip.I1 : Percentage variation with respect to the immediately preceding school period.I2 : Percentage variation with respect to the base year.

The following conclusions may be drawn from a review of school enrolments since 1990:

1. Based on school enrolments for the 1990 - 2000 period shown in the table, the different dayschool levels reveal no significant percentage changes with respect to1990, in terms of totalday school enrolment (See below).

LEVEL 1990 2000% %

PRE-SCHOOL 8.7 9.1BASIC 77.0 73.8SECONDARY 14.17 17.0

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2. The number of students entering day school has increased steadily and significantly at everylevel. Since 1990, and with respect to itself, each level has increased as follows: Pre-schooleducation increased 47 %; Basic education 35 %; and, Secondary education 70 %. This rise inenrolment rates has meant, among other things, that the school has had to increment the num-ber of courses being offered.

3. Night school, on the other hand, has shown a sustained decrease a circumstance that may beexplained by the fact that a large portion of the age group that would have normally accessedthis modality, has already been absorbed.

4. A Special Education (TEI) programme is launched in October 1998, while the maximumnumber of students that may participate in it has been pre-set at 15.

Table 2Number of students by grade according to school levels

PRE- BASIC SECONDARY NIGHT SPECIALSCHOOL EDUCATION EDUCATION SCHOOL ED.

ED.

YEAR 1 2 3 4 5 6 7 8 1 2 3 4 BASIC SEC. T.E.I.AD. ADULT

1997 91 84 84 73 77 94 65 80 53 39 25 32 13 05 31 38

1998 67 86 85 83 66 88 84 56 74 43 36 31 18

1999 77 80 94 85 89 72 80 87 51 57 36 35 29 06 09 18 12

2000 84 92 85 92 90 89 67 85 76 47 45 36 31 06 11 14 14

The student enrolment rate by educational level reveals that in the last four years

1. Pre-school education has shown sustained growth, a trend that must be kept in mind in orderto plan a fourth kindergarten in a near future.

2. Basic education has shown a gradual but steady increase in grades 1 through 5. However, ingrades 6 through 8, while the general trend seems to indicate a progressive increase, there issignificant reduction in the number of students promoted to these higher levels. This inconsis-tency in numbers is explained by the fact that the emigration of young people to the continentto further their studies begins precisely at these levels.

3. Secondary education has shown a significant increase in numbers particularly at the higherlevels. However, the trend towards reduction as students go from grade 8 of Basic educationto grade 1 of Secondary education remains unchanged to this day, for the reasons given above.

In the last 4 years, an increased school-aged population, has resulted in an increment of thenumber of classes as presented in the following table:

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Table 3Number of courses by year according to educational level

PRE- BASIC SECONDARY NIGHT ESPECIALSCHOOL EDUCATION EDUCATION SCHOOL ED.

ED.

YEAR KINDER 1 2 3 4 5 6 7 8 1 2 3 4 BASIC SEC. T.E.I.AD. ADULT

1997 3 3 3 3 3 3 2 3 2 2 1 1 1 1 1 1

1998 3 3 3 3 3 3 3 2 3 2 1 1 1 1 1 1

1999 3 3 3 3 3 3 3 3 2 2 1 1 1 1 1 1 1

2000 3 3 3 3 3 3 3 3 3 2 2 1 1 1 1 1 1

During the year 2000, the number of classes increased by one (grade 2 of Secondary educa-tion) and, should the current tendency continue, an additional class may have to be added in 2001(grade 3 of Secondary education).

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ANNEX VII

EDUCATIONAL BUDGET FOR EASTER ISLAND

EDUCATIONAL BUDGET FOR THE YEAR 2001(in thousands of pesos)

ALLOCATION ITEM BUDGET BUDGET2000 2001

INCOME

01 OPERATIONAL INCOME 501,938 532,838

10 Subsidised Free Ed. 492,912 521,61812 Other 9,026 11,220

06 TRANSFERS 41,100 47,278

20 Municipal Contributions 25,000 45,00021 Other transfers 13,100 2,278

11 INITIAL CASH BALANCE 3,000 1,000

TOTAL INCOME 543,038 581,116

EXPENSES

21 PERSONNEL EXPENSES 503,823 528,581

30 School personnel 424,597 446,58131 Administrative System Personnel 79,226 82,395

26 OPERATIONAL EXPENSES 26,115 42,862

03 Materials used daily 5,031 6,23204 Educational material – 4,75805 Maintenance and repair – 6,80006 Consumption of basic goods 6,298 7,37209 Training for teaching and non-teaching staff – 7,60011 Computer-related expenses 3,805 4,95713 Other expenses 4,945 5,143

31 ACTUAL INVESTMENT 13,100 9,278

50 Operational invest. requirements – 7,00060 Other investments 13,100 2,278

90 FINAL CASH BALANCE – –

TOTAL EXPENSES 543,038 581,116

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ANNEX VIII

EDUCATIONAL SUPPLY IN RAPA NUI FOR 2001

PRE-SCHOOL BASIC SECONDARY NIGHT SPECIALED. EDUCATION EDUCATION SCHOOL ED.

Kinder 1 2 3 4 5 6 7 8 1 2 3 4 BASIC SEC.AD. ADULT T.E.I.

3 3 3 3 3 3 3 3 3 3 2 2 1 1 1 1 1

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ANNEX IX

SCHOLARSHIPS

A large number of Rapa Nui youths benefit from various types of scholarships that provide eco-nomic support to students wishing to complete secondary and higher education in continental Chile.

Although the Island’s school imparts every level of instruction, a large number of Rapa Nuifamilies choose to send their children to the continent to complete secondary education, with all theeconomic, emotional and family-disrupting consequences this implies. In the Province of Valparaiso,there is a government-funded Rapa Nui home which, operating as a sort of boarding house, offersaccommodations to an average of 40 secondary school students. Furthermore, some parents chooseto finance their own children’s education expenses in the continent. This means that every yearbetween 25 and 30% of the school-aged population leave the Island to complete their studies in thecontinent.

The different types of Secondary education scholarships the government grants, also benefitthe students of Rapa Nui who additionally qualify for a special scholarship for indigenous peopleoffered by CONADI. While each scholarship amounts to a contribution intended to meet the costsof living in the continent, the total amount invested by the government to provide these benefits issubstantial.

Additionally, the sums granted to higher education students –a level not offered in the Island–is considerable.

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ANNEX X

INTERCULTURAL BILINGUAL EDUCATION

DEMAND

Easter Island’s school-aged population has risen importantly in the last ten years owing to an incre-ment of the general population. And, although not officially confirmed, the fact is that large numberof families have been immigrating to the Island from the continent. In order to provide an accuratepicture of Rapa Nui’s student population and its composition in terms of ethnia, data covering thelast 11 years was compiled and tabulated as shown in Table 8.

Table 8Number of students by educational level and according to ethnic origin

YEAR RAPA NUI STUDENTS STUDENTS FROM THE CONTINENT

PRE-SCHOOL BASIC ED. SECONDARY ED. PRE-SCHOOL BASIC ED. SECONDARY ED.

1990 (Aug.) 40 380 70 17 120 22

1991 (Nov.) 54 391 75 14 141 33

1992 (Nov.) 44 400 60 16 142 31

1993 (Nov.) 45 403 58 28 146 32

1994 (Nov.) 49 421 61 28 150 28

1995 (Nov.) 55 426 81 22 150 33

1996 (Nov.) 66 438 86 11 156 33

1997 (Nov.) 71 466 85 20 145 21

1998 (Sep.) 53 486 91 15 144 33

1999 (Nov.) 59 464 99 18 174 58

2000 (Aug.) 67 517 111 17 160 45

As shown in graph 1, better than 70 % the student population of the Island is Rapa Nui inorigin. It is important to note that the highest percentage of Rapa Nui students are found at the Pre-school level (see Table 8). The reality of this community, for whom a relevant curriculum is vitallyimportant, in addition to the provisions established by law (D.L. Nº 19,253), have been fully as-sumed by the Island’s school through the ongoing promotion of activities and programmes intendedto develop the language and culture of the Rapa Nui, and incorporate them into academic activities.

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Table 9Percentage of students by educational level and according to ethnic origin

YEAR PRE- RN CONT. BASIC RN CONT. SECON- RN CONT. TOTALSCHOOL % % % % DARY % %

1990 57 70 30 500 76 24 92 76 24 649

1991 68 79 21 532 73 27 108 69 31 708

1992 60 73 27 542 73 27 91 65 35 693

1993 73 66 34 549 73 27 90 65 35 764

1994 77 63 37 571 73 27 89 68 32 737

1995 77 55 45 576 73 27 114 71 29 767

1996 77 85 15 594 73 27 119 71 29 787

1997 91 78 22 611 76 24 106 80 20 808

1998 68 77 23 630 77 23 124 73 27 822

1999 77 76.6 23.3 638 73 27 157 63 37 872

2000 84 79 21 677 76 24 156 71 29 917

Graph 1Enrolment for the 1990-2000, period by ethnic origin

10,020,030,040,050,060,070,080,090,0

100,0

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

Years

Perc

enta

ge

Rapa Nui Students Continental Students

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ANNEX XI

NOTES ON THE SITE, CONSTRUCTION AND DESIGN COSTS

SITE LOCATION

The site on which the Educational Village will be constructed, is a government tenement describedas a former agricultural housing development and is located some 3 kilometres off Hanga Roa.

This is the same site occupied for many years by the former leprosarium, a fact that lends itenormous historical importance as it still is very much a part of the community’s collective memory.

The site overlooks the ocean and the rocky coast, and in addition to enjoying a breathtakingview, it is located in the vicinity of a number of ruins believed to be archaeologically important.

Furthermore, the site of the Educational Village and former leprosarium, is located in an areadestined to receive the full impact of Hanga Roa’s urban growth, which is another reason why,through the project, its strategic importance as development area will be enhanced.

This land also exhibits abundant autochthonous vegetation and forests which provide a spacesheltered from the coastal winds and the vastness of the landscape.

The allocated grounds cover 18.4 hectares of the former agricultural housing development.The lot has been classified as rural, and was selected because of its relative flatness, slight andcontinuous slopes, its location next door to the historical leprosarium, a fact that facilitates its inte-gration, and its ideal situation in terms of accessing it from the road that links Hanga Roa to the restof the Island.

CONSTRUCTION COSTS

The estimated cost of constructing (US$ 14,200,000) is broken down as follows:

– Construction cost per m2: US$ 1,500 x 6,000 m2 = US$ 9,000,000– Exterior areas and earthwork: 25 % = US$ 2,320,000– Furnishings and equipment: 15 % = US$ 1,350,000– Fees paid to professionals (architects and builders): 7 % = US$ 0,630,000– Unforeseen expenses and inflation: 10% = US$ 0,900,000

SOME DESIGN CRITERIA

The Educational Village must reflect the spirit of the site on which it will be erected, and representan articulating and conciliatory locus of the various intervening elements: archaeological sites, theold leprosarium buildings, the vegetation, urban accessibility, etc.

The architectural design must emphasise the inter-relationship of the inner spaces by coveringexternal spaces and opening internal ones, and by favouring the creation of spaces for socialisingand displaying work projects in the field of archaeology, crafts, agriculture, and so forth. Thesespaces will, in turn, be inter-related with large open spaces: cultural activities, dance, exhibitions,sports, etc. The idea is to create one great compartmentalised extension where interior and exteriorspaces will continuously alternate and merge.

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In light of the diversity of educational and cultural programmes the Educational Village willdevelop at different times, utilising the same spaces with different users and for different purposes,the architectural design must be flexible and easily adapted to the various activities. Likewise, itmust reflect the culture and life style of Rapa Nui by incorporating into it transition, meeting andinteraction spaces that serve the community as well as the visitors to the Island.

In accordance with current regulations, the architectural project will be restricted to a singlefloor.

Roofs must have two, three or more slants while flat roofs should always be avoided: drainagegutters may be built horizontally. The use of wooden structures is recommended. This relativelyinexpensive material is commonly used in the Island - - provided it has been adequately treated.Metallic structures are subject to corrosion and require a constant and costly maintenance service,so consequently should not be used.

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ANNEX XII

ACADEMIC APTITUDE TEST

The following table shows the scores obtained by Rapa Nui’s students in the Academic AptitudeTest in the last ten years:

Table 6 Academic aptitude test results 1990-1999

DAY SCHOOL

Year Max. Min. Average N° of Max. Min. Average % scores Av.Score Score Students Score Score over 450 pts. AAT

1990 451 321 382 12 469 357 397 3891991 479 341 402 11 517 341 415 18 2091992 581 355 441 11 536 380 447 36 4441993 610 358 432 8 695 332 461 25 4471994 649 306 407 15 584 369 426 14 4191995 631 323 442 16 681 355 429 31 3531996 596 341 438 20 667 370 466 45 4501997 655 289 442 11 520 330 419 36 4301998 572 354 467 15 605 362 474 78 4771999 652 258 427 26*1 609 343 433 42 430

NIGHT SCHOOL (1992-1999)

1992 581 355 438 544 365 442 45 4411993 490 310 361 372 340 354 – 3571994 512 301 383 428 332 385 – 3871995 459 294 348 415 326 362 – 3551996 464 340 402 417 342 382 – 3921997 540 264 431 421 360 387 30 4091998 697 348 427 524 289 551 11 3891999 486 307 395 6*2 468 343 392 16 393

*1 Twenty-seven seniors took the AAT. However, at the time of compiling this information, the score for one female student wasnot available.

*2 Seven Secondary education 2nd cycle students (Night School) took the AAT. However, at the time of compiling this information,the score for one female student was not available.

These scores indicate that the results obtained by Secondary students at the local school arevery poor and have not changed significantly in recent years. For the past 3 years, an elective, after-hours programme has been offered to Secondary students grades 3 and 4, and other interested com-munity youths, intended to reinforce the required skills by taking monthly AAT mock-ups. Afterassessing this programme a decision was made to change the modality under which it is delivered.

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ANNEX XIII

NOTES TO BE USED IN THE ELABORATIONOF RAPA NUI EDUCATIONAL VILLAGE

Rapa Nui an Educational Village, the major lineaments of which were presented here, is an aspira-tion driven essentially by a collective desire of its inhabitants to preserve and perpetuate the culture,values and traditions of the Rapa Nui people, along with the determination to prepare the newgenerations to successfully cope with the modern, globalised and interdependent world they haveinherited, by minimising the tensions between the universal and the individual dimensions, betweentradition and modernity.

The Educational Village premises the participation of Rapa Nui’s older adults, the korohu’a(elders) and motuha (specialists), as a crucial component in the transmission of important culturalinformation and traditional values.

The unique physical characteristics of the Island, in terms of its extreme isolation and verysmall size, present us with both threats and opportunities that must be taken into account whenformulating modern study programmes. The Educational Village underscores the need to make thescientific research conducted in the Island available to the students, to create relevant technicalspecialities which are imparted in the Island, to incorporate adequately chosen technology on acontinuous basis, and to develop internationally-oriented university level courses through agree-ments made with national and/or foreign universities. All of this with the purpose of providingpositive feedback to an education system that will prepare our children to confront their future withautonomy and discernment combined with a strong sense of personal accountability in the attain-ment of common goals.

The Educational Village represents an attempt to change the pattern of past educational expe-riences into one that gives the Rapa Nui people and their society, an opportunity to become moresuccessful and to aspire to a better way of life. In other words, an education that forms individualsable to acquire the basic knowledge, skills, and values required to maintain their cultural identityand still be capable of surviving in this modern world.

1. Learning to “Be”

1.1 Ever since its discovery by European seafarers (1772), Easter Island, the eastern-most of thePolynesian islands, has been subjected to a progressive and continuous process of accultura-tion which has sped up considerably since 1965, when the Island was integrated into the restof the country and became administratively dependent on Chile’s civil authorities. Within thishistorical framework, formal education - a major player in this process of unbidden change -has played an instrumental role by interrupting the development of an education system basedon tradition, and belittling cultural values and local institutions, dismissing them in favour ofthe new models modern integration and development demand.

1.2 Social research studies currently conducted in the Island, have identified a social and culturaldisintegration phenomenon that represents one of the consequences of this precipitous pro-cess of acculturation forced upon the Islanders. Within this process, formal education hasbeen an important source of conflict as demonstrated, for example, by low academic achieve-

59

ment as compared to the rest of the country, a high degree of frustration among local students,and an overall negative perception of the performance of teachers.

1.3 The formal education system has assumed the expression “learning” to “be”, to have a universalmeaning. Consequently, during the 63 years that formal education has been systematically im-parted in Easter Island, no attention has been paid to what the Rapa Nui and their society believeto be the purpose of learning, “what kind of knowledge is important” and what makes a person“educated” or “wise”. These reflect the basic cultural values and beliefs of every society.

1.4 The reality of this community, for whom a relevant curriculum is vitally important, has beenfully assumed by the municipality through the Island’s only Municipal School, where empha-sis is given to the ongoing promotion of activities and programmes that develop the languageand culture of the Rapa Nui, and incorporate them into academic activities. These programmesmay vary in terms of cultural relevancy, but they all have the same objective: developing afuture Intercultural Bilingual Education.

1.5 While the process of making formal education a more relevant education has shown someprogress, the problems are many and the road ahead extensive, particularly in terms of thecontents a culturally relevant curriculum should have. In this respect, the Educational Villageformulates the need to go to our own sources to search for our identities and, from this point,develop teaching/learning philosophies and strategies inspired in our cultural values and prac-tices; to create and implement educational programmes designed to foster educational devel-opment and growth, to stimulate, encourage and inspire students and teachers alike to servethe Rapa Nui community, and the community at large, and to preserve and perpetuate thevalues and traditions inherent to the Rapa Nui culture.

1.6 Along these lines, the Educational Village proposes a more flexible approach to the way weperceive learning strategies and the leaning process, one that acknowledges the fact that val-ues do change and that vernacular concepts of education should be given a space in the globaleducational discourse. Just as Western culture teaches about humanism or democratic tradi-tions, the Rapa Nui society must stop and reflect upon its own spiritual traditions, its compas-sion, and what value it places on interpersonal relations, a judicious conduct, on sharing, andon engaging in collective and responsible action.

1.7 In our view, this first component of our Educational Village project is the major principle thatorients the reformulation of Rapa Nui’s education and transversally crosses the rest of thecomponents presented in this document.

2. Korohu’a and Motuha: Reappraisal and Participation of the Elderly

2.1 One of the effects the process of acculturation has had on the Rapa Nui society is the deterio-ration of the social structure, causing the family system - traditionally based on the extendedfamily - to disintegrate, while the core family becomes increasingly important. Hence, mod-ern living has affected the role and purpose of the elderly, both in terms of their participationin local society and their contribution to the cultural transmission system.

2.2 Respect for the elderly, as possessors of experience and wisdom, is at risk, and could quicklyvanish. The high price the Rapa Nui society has had to pay to become a part of modernity,may still be reoriented. Our efforts must de directed at returning the individuals to their natu-

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ral society, and the elders to the bosoms of their families, or to the company of adults, childrenand youth. It is through the diversity of contacts inter-generation relations make possible, thatour present reality may be reinterpreted and enriched, individualities forged, traditions pro-longed, and identities built.

2.3 It is our responsibility to claim a new form of education, to create a school –currently non-existent– tailored to our own needs, different from any previous ones, where each person canfind relevant interests; a school centred on the diversity of ambits that are created throughoutlife; a school that by starting all over again retrieves lost hope allowing our elders to, onceagain, make use of a forgotten skill; a school that places a new value on everyday activitiesand allows us to embark on another vital adventure; and, a school that promotes the preserva-tion and transmission of the Rapa Nui culture.

2.4 The objective of the Educational Village is to incorporate the elderly –guardians of a substan-tial accumulation of cultural information and bearers of Rapa Nui values, as well as experts ina diversity of crafts and ancestral practices– into the educational space and its activities. Con-sequently, our Village foresees a physical space open to traditional activities where their knowl-edge and ways of viewing the world may be shared with others through activities incorporatedinto formal education programmes and through informal inter-generational gatherings

3. Preservation of the Environment, Technology and Sustainable Development

3.1 Easter Island, owing to its peculiar condition as a small oceanic island located in extremeisolation, exhibits unique physical characteristics. In this context, special attention should begiven to the threats and opportunities derived from the prevailing economic system and itsnatural environment, the role science and technology can play in the process of restructuringsmall island economies, and the impact modern economy can have in the Island’s physicalenvironment.

3.2 Rapa Nui’s physical uniqueness has been acknowledged by specialists who have coined theexpression “Rapanuiniana” (originating in Rapa Nui) in recognition of the Island’s peculiarbiodiversity which exhibits a distinct affinity with the flora and fauna of the tropical Indo-Pacific. Its extreme geographical isolation (it has been considered a bio-geographical Prov-ince in its own right) and its exceptional environmental dynamism, could partly explain theexistence of a highly endemic flora and fauna.

3.3 Any Secondary education programmes for the Island, must factor in these considerations inorder to better define the relevance of the technical specialities it should impart. In EasterIsland’s case, the environmental and developmental issues are directly and profoundly inter-woven with the education issue.

3.4 In this respect, scientific research plays a predominant and transcendental role in the formula-tion of development plans and educational planning. Regrettably, the various research studiesconducted in Rapa Nui have not had the proper degree of diffusion and, not infrequently, theirfindings are not even known within the Island, let alone by our students.

3.5 Easter Island has been described by different authors as “an outdoor museum”, since mostresearch initiatives have focused mainly on the description, analysis and reconstruction of

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prehistoric culture through the study of material remains. However, scientific knowledge aboutthe Island’s physical environment is still scant.

3.6 Due to its insular nature, the Island’s ecosystem and biota exhibit unique characteristics andshould be considered extremely fragile. Increasing evidence indicates that the adoption ofdevelopment models that are not suitable for an island, and the breakdown of traditional re-source exploitation systems, will result in higher levels of extinction and jeopardise thebiodiversity of the Island. Hence, a study of Easter Island’s ecosystem, is urgently needed.

3.7 Easter Island offers ideal conditions for interdisciplinary research. It is a relatively small andisolated territory, which allows for a more rigorous control of the different variables. As aresult, the interconnections among the various disciplines become much more distinct. Thisreality, and the increasingly accepted notion that students should get involved in their ownrealities through research and the scientific method, argues for providing our EducationalVillage with a system that will facilitate the participation of our youths in whatever scientificresearch activities are undertaken in the Island.

3.8 Hence, the inclusion of suitable spaces to carry out research in a number of disciplines, theestablishment of links with organisations and institutions associated with these activities, andthe incorporation into the curriculum of scientific activities, will represent important compo-nents of the Educational Village.

3.9 By way of example, a preliminary scenario foresees our students engaged in various types ofresearch activities, such as an agricultural experimental station, programmes aimed at savingthe native flora and fauna from extinction, studies involving the marine environment, archaeo-logical excavations, etc.

3.10 On the other hand, the incorporation of state of the art technologies already adopted by theformal education system opens up a whole new world our students must become a part of.This argues for the need to be prepared to select and adapt these new instruments to ourcircumstances and be aware of their impact, and the need to have a teaching force which ispermanently undergoing specialisation.

4. Higher Education and Co-operation Agreements

4.1 Incorporating a technical level to offer our student population has long been the aspiration ofmany Rapa Nui parents. Our reality underscores the importance of having a curriculum thatallows us to offer those student who do not wish to pursue university - level studies, a sensiblealternative. Neither the form nor the contents of this programme have yet been defined, butgiven the urgency with which it is needed, we must propose it as a vital component of ourEducational Village.

4.2 The supply of technical education programmes is linked to the previous proposal, where stu-dent agreements which enlist the participation of various research and higher education insti-tutions in studies to be undertaken in the island, will allow us to materialise bonds of mutualco-operation and student exchange with the continent and with foreign countries.

4.3 On the other hand, the reality presented by today’s higher education systems, the new educa-tion requirements that accompany scientific and technological progress, and the cultural andnatural resources of the Island, allow us to propose a higher education programme that links

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us to national and international Universities and Learning Institutions. Agreements could bemade to offer in Easter Island university level courses in different fields of knowledge such as,for example, archaeology, anthropology, marine sciences, and so forth. The regional reality ofthe Pacific, for instance, has made possible the establishment and development of faculties ofvarious universities in the different islands –an unthinkable feat a few decades ago– which areattended by students from all over the Pacific.

4.4 The ease with which foreign university students travel to distant lands to take internationalcourses for credit, is a reality that is increasingly becoming commonplace. The Island’s pointsof interest, in terms of its prehistoric culture –which has been given the rank of a civilisation–its unique natural environment, and its current culture represent, in our opinion, opportunitiesthat must be worked into a direct benefit for our students and the generations that will follow.Within the framework of educational activities, student exchange and international co-opera-tion agreements have been envisioned as means to facilitate the sharing of our culture in situ,with our fellow-countrymen from the continent and with foreigners as well.

5. The Role of Tourism

5.1 Lastly, the creation and implementation of our Educational Village as an educational centrewhich combines, shares and interrelates teaching and research, and tradition and modernitybecomes, in and of itself, a cynosure of “cultural tourism” where the visitor is given theopportunity to watch the elderly engaged in traditional occupations, become familiar with theIsland’s architecture, its traditional agricultural methods, have a hand in the manufacture ofobjects he could eventually purchase and, at the same time, learn about the various researchinitiatives under way. This indirect component has been conceived as a long-term source ofincome to fund some of the Island’s initiatives.

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ANNEX XIV

PERSONS AND INSTITUTIONS CONSULTED

� Mayor: Sr. Pedro Pablo Edmunds Paoa

� Municipal Council:Alberto Hotus ChávezMarcelo Pont HillHipólito IkaAmelia OlivaresJulio Araki

� Governor of the Province:Sr. Enrique Pakarati Ika

� Council of Elders:Alberto Hotus ChávezMarcelo Pont HillCarlos Emunds PaoaGori CardinaliJuan HaoaMarcelo Ika

� Commission for Restructuring the Rapa Nui Language:Alberto Hotus ChávezJorge Edmunds PaoaJuan Haoa HereveriRafael HaoaMargarita Tepano

� Community Representatives:Rodrigo PaoaTerai Ma’ea PuhiKio TeaoIovani ManutomatomaVicky HaoaJackeline Rapu TukiAkahanga Rapu TukiHilaria Tuki PakaratiEma Tuki PaoaElvira Huke AtanNito Manutomatoma

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� Board of Directors - Lorenzo Baeza Municipal School:Carlos Henríquez Valencia, DirectorLuis Astete Muñoz, SubdirectorFlavio Godoy Garrido, Inspector GeneralAna María Arredondo, Jefe UTP

� Department of Rapa Nui Culture and Language:Christian Madariaga PaoaVirginia Haoa CardinaliJackeline Rapu TukiLina Hotus PaoaKava Calderón TukiAlicia Teao TukiPatricia Riroroko LaharoaLaura Pont HillCarolina Tuki PakaratiEliana Pont PatéBrigitte PatéDavid Teao HeyAkahanga Rapu TukiCatalina Hey PaoaLucía Tucki MackeVictoria Veri-Veri

� Educational Management Team:Carlos Henríquez ValenciaLuis Astete MuñozFlavio Godoy GarridoAna María ArredondoEmilia Montero PaoaXimena TengroveXimena Ainsa OrtegaRuth CastilloMarcela BerríosChristian Madariaga PaoaGermán Merino VegaLilian González Nualart

� Student Association and 7th and 8th graders - Secondary education: Total de participantes: 85 alumnos

� Parents and Guardians Association:Emilia Montero Paoa, PresidentaXimena Tengrove, SecretariaPadres y apoderados, total 46 personas

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� Teachers - Lorenzo Baeza Municipal School:25 profesores de la jornada de la mañana

� Easter Island Teachers Association:Juan Emilio EstayVicky Haoa CardinaliLizette Escobar BalochiJuanita RojasHerminia AlcaínoAna LagosPatricia Carvajal

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ANNEX XV

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