UNESCO’S WORK ON

IN~IGENOUS ED U CAT ION

UNESCO’s WORK ON

INDIGENOUS EDUCATION

This brochure looks at several dimensions of UNESCO’s education work with and for indigenous peoples that have been carried out in cooperation with national Ministries of Education and local implementation partners. It highlights some of the projects and programmes that work towards the development of culturally relevant curricula and educational materials, as well as classroom pedagogy in different countries around the world.

03

The EFA Framework for Action, affirmed by over 150 countries in Dakar in 2000, encourages governments to make additional investments towards the correction of regional, gender and cultural imbalances in educational provision, as well as qualitative improvements in delivery and content. UNESCO has emphasized the need for a culturally and linguistically pertinent curricula in which indigenous peoples’ history, values, languages, oral traditions and spirituality are recognized, respected and promoted.

U N E S C O ' S W O R K O h I N D I G t N O U S E D U C A T I O N

WORKING TOGETHER AT THE COUNTRY LEVEL

UNESCO is working with national Ministries of Education to implement and innovate in the field of indigenous education; it seeks to achieve global education goals for all children and adults while supporting the need for locally and culturally acceptable curricula and schooling. A range of activities are being undertaken to promote both access to and the quality of indigenous education in all those countries where indigenous people have an important presence.

In Guatemala, for example, UNESCO provides aid and technical assistance to the Proyecto Movilizador de Apoyo a la Educaci6n Maya (Mobilizing Project for the Support of Mayan Education - PROMEM). This project was launched in 1995 as a support to the democratization process in the country. The objective is to promote the development of indigenous and multicultural education as a contribution to the construction of a multilingual, pluri-cultural and multi-ethni c Guatemalan state through the elaboration of Mayan and bilingual project frameworks. It provides support to the national education reforms and contributes to the consolidation of the institutional and technical capacities of the Ministry of Education in its work concerning Mayan and bilingual education. Support is also provided to the National Council of Mayan Education (CNEM) and its affiliated institutions.

U N E S C O ’ S W O R K O N I N D I G E N O U S E D U C A T I O N

In Brazil, UNESCO has cooperated over a number of years on indigenous issues with the National Foundation for the Native Indian Population (FUNAI) and the Ministry of Education on a number of fronts. The UNESCO/FUNAI Cooperation Agreement covers different aspects such as the right to education, the creation of data centres to preserve documents concerning indigenous peoples and their cultures, alternatives for the generation of resources and the preservation of different manifestations of indigenous culture. Within the education field, curricular parameters for indigenous schools all over the country have been elaborated since the early 1990s within this framework. Learning materials for indigenous teachers have also been produced and FUNAI receives support with capacity-building and technical inputs.

As part of efforts to assist the Ministry of Education in Mexico in implementing the national Plan of Action for Education for All, UNESCO has been working on a study on education and linguistic policies in intercultural contexts. The study entitled “Indigenous School Education in Mexico: From Indigenous to Intercultural Education” represents a compilation of proposals and analyses made during national and international meetings by experts invited by UNESCO. These meetings were organized in cooperation with the General Intercultural and Bilingual Education Coordination unit of the Secretary of State for Education.

As well as national and local levels, UNESCO also works at regional levels to promote frameworks and policies that may be implemented and replicated. In the Asian region, for example, UNESCO is currently cooperating with five countries in their efforts to increase the literacy rate among ethnic minorities, some of w h o m do not have writing systems:

Bangladesh with ASHRAI for the Oraon and Sadri languages, in India with the State Resource Centre Assam for the Rabha language, in China with the Research and Training Centre for Literacy Education, Southwest-China Normal University for the Lahu language, in the Philippines with the Bureau of Non-Formal Education, Department of Education for the Magbikin language and in Thailand with the Office of Non-Formal Education, Ministry of Education for the Karen language. The approach emphasizes the importance of capacity building, empowerment, improving the quality of life and poverty alleviation, and feedback from research. In addition to the countries mentioned, Cambodia, Indonesia, Myanmar, Nepal and VietNam will also participate in the program me.

The organizations responsible at country level, together with the local communities, share 05 responsibility for formulating plans, developing writing systems, and preparing appropriate curriculum and learning materials. The content of the learning materials covers areas that promote improvements in health, nutrition, the environment, preservation of local culture and ways of generating income through farming or marketing. Research on whether learning via the mother tongue can ultimately help minority peoples to learn and to improve their lives is also being carried out and its results will be essential to judge the effects of the project. It is expected that the outcomes of the research will influence government decision- making across the Asian region in regard to the use of the mother tongue and bilingual approaches in education policies for ethnic minorities.

U N E S C O ’ S W O R K O N I N D I G E N O U S E D U C A T I O N

EARLY CHILDHOOD EDUCATION MAnERS

06

3f more than 800 million children under 6 years Df age in the world, fewer than a third benefit From any form of early childhood programmes. Research nevertheless confirms the positive impact of pre-school education on developing key social skills among young children. In fact, the first steps towards a lifetime of respect for oneself and others, and an appreciation of diversity, are taken during early childhood as the child’s cognitive and affective frameworks begin to take form. UNESCO has been working to develop efficient and low-cost options for early childhood education For indigenous children. These are adapted to educational needs, to the living conditions of Families, and to the different cultures, values and resources of Member States.

One such experience is in Namibia where the project For Advocacy and Training for Early Childhood Development of San Communities in the Ohangwena Region not only reaches young children, but also provides a forum for involving, educating and organizing parents and the broader community. A comprehensive support system has been designed to motivate San parents and meet the basic needs of San children at kindergartens. In the long term, it is helping to prepare the way for a greater participation by the San in the formal school system.

The project is executed by UNESCO in close co- operation with the Ohangwena Regional Council. Project implementation has been informed by the findings and recommendations of a participatory action research study conducted in mid 2002 in the project areas - Ekoka, Onamatadiva and Eendobe. Activities to encourage San parents to send their children to kindergarten are varied. In December 2002 the project undertook a motivational awareness raising campaign using drama with San actors. The child support system comprises a feeding scheme for all children, both Oshiwambo and !Kung speaking children, as well as offering clothing and provisions. It contributes to motivating San parents to take their children to kindergarten.

U N E S C O ’ s W O R K O N I N D I G E N O U S E D U C A T I O N

QUALITY SCHOOLS FOR ALL

Universal quality education is a global concern. However, ensuring a quality education for indigenous population groups also entails re- examining what is meant by educational content not only in terms of the inclusion of concepts, procedures, attitudes and values characteristic of the cultures to which indigenous children belong but also in terms of the languages of instruction.

The importance of involving all stakeholders in the definition and development of appropriate education programmes is crucial as illustrated by the success of the Mayan Bilingual and Intercultural Education for Elementary School project which is being implemented in Guatemala with the support of UNESCO. Forty-eight Local Units of Mayan Education (ULEM) situated in different language regions of Guatemala: Mam, K’iche’ Kaqchikel, Tz’utujil, Achi, Q‘eqchi, and Awakateko have been set up. Mayan bilingual and intercultural education has been developed, involving the following components:

Learning and the use of two languages: the mother language and the predominant language.

Learning two matheniatical systems: Mayan Vigesimal Mathematical System and Western Decimal Mathematical Svstem.

Learning and experiencing a tomplementary system of values: the indigenous Mayan values and universal values.

Learning about the different Mayan indigenous art expressions and those of the different cultures of the country and the world.

Learning to identify, analyse and interpret the world based on the Mayan indigenous culture and the knowledge universally accumulated by h U m a n i t y .

Taking into consideration the diverse contexts, backgrounds and experiences of the communities in which the units are situated, applied research was carried out in preparation for the first stage of project implementation to ascertain the ways in which Mayan children learn. Training strategies, methodological and pedagogical support, and monitoring and evaluation strategies were then developed according to specific needs. The units receive basic education materials, which are then used by teachers to further develop their own. These include: bilingual textbooks, reading books in Mayan languages, Mayan educational games, Mayan musical instruments, cotton yarn for weaving Mayan textiles, and examples of the Mayan calendar and glyphs. The materials take into account the students existing knowledge base, interests and context.

Different learning spaces are employed such as farms, rivers, archaeological sites and community institutions. Project materials are combined with books, magazines, newspapers, journals, maps, drawings, music and videotapes, complemented by the students’ works. Together, teachers and students establish the learning strategies. Parents and community members also take active part in the learning process as resource persons.

Students are taught how to play Mayan instruments such as the Marimba or learn dances and theatre, which they prepare in accordance with the Mayan calendar. The project has been successful because it adopted an educational approach taking ancestral culture and values, as well as present indigenous practices in different regions of Guatemala, as the point of departure for knowledge generation and learning.

At a regional level in Latin America UNESCO has been active in promoting understanding of how schools can either promote pluralism or engender discrimination. The study on “Discrimination and Pluralism: Valuing Cultural Diversity in Schools” analyses the school systems of Brazil, Chile, Colombia, Mexico and Peru. The study is being carried out by the UNESCO Regional Bureau for Education in Santiago, Chile (OREALC), with the financial support of the Ford Foundation as part of a strategy to promote social skills, especially respect for self-identity, as well as acceptance and coexistence within culturally diverse environments.

09

During the first project phase, a theoretical framework was elaborated through which discrimination and pluralism in education systems were examined. This framework encompassed: the construction of cultural identity; respect for others and coexistence; and equity. Educational policies in the five countries were analysed from the perspective of how they approach the issues of cultural diversity, discrimination and the growth of pluralism within society.

In order to establish innovative education interventions, UNESCO has reached agreements with the Ministries of Education of Mexico, Colombia and Chile, and with the Union of Teachers in Peru. In accordance with the initial

U N E S C O ’ S W O R K O N I N D I G E N O U S E D U C A T I O N

planning framework, these interventions are being introduced gradually. The best experiences will be integrated into the lnnovemos network/ the UNESCO-based Latin American data base on edu- cational innovation and best practice.

As education systems reorient themselves towards finding solutions to new economic and social demands, the structures for general sec- ondary education are also changing. The expansion of secondary education for indigenous peoples in UNESCO Member States should help contribute to poverty alleviation. One of UNESCO’s key roles is helping governments to plan for reform and diversify their secondary education delivery and support structures. In this regard UNESCO has worked with the Ministry of Education in Brazil, through its Secretariat of Secondary and Vocational Education, on policies of secondary education reform for Indian communities. Expert group meetings and a publication have focused on this issue.

10

In Ecuador, UNESCO is working with the Ministry of Education in its efforts to open up higher education for indigenous students. Recent activities have focused on preparations for the creation of an Indigenous University, which should open its doors in June 2004. A book is being prepared to mark the occasion in three languages: Quechua, Spanish and English.

I N D I G E N O U S E D U C A T I O N U N E S C O ‘ s W O R K O N

TRAINING THE TEACHERS

No process of change can occur without the committed participation of well-trained teachers. UNESCO is helping to develop strategies for teachers to contextualize their lessons through deliberately integrating the students’ cultural background knowledge as part of the teaching/ learning process.

The Mayan Bilingual and Intercultural Education for Elementary School project in Guatemala is one example of training teachers in indigenous education in that it is offering four different types of training programmes: in-service teacher training; training of animators of Mayan bilingual and intercultural education; specialisation in Mayan bilingual intercultural education and curriculum and a degree in bilingual intercultural education. The Specialisation programme in Mayan bilingual intercultural education and curriculum is aimed at providing teachers with the knowledge and competence required in a bilingual and intercultural learning situation. The Bachelor Degree Programme in Bilingual Intercultural Education is addressed to professors of Teacher-Trainin g Schools.

11

UNESCO is also providing support to the “Programme for the Recovery of the Mayan Oral Tradition of the Yucat6n” launched in 2000 by Miatzil Maayaa and Ethnica, two non governmental

organizations, with the collaboration of the Mexican Government through the Cultural Institute of Yucatin. Bilingual teachers have been carrying out research and recording the oral tradition of the Mayan communities of the region. Two bilingual Mayan/Spanish books have so far been produced, illustrated by the children and containing 200 traditional stories of the Mayan community. These were then transcribed and translated into Spanish. There have also been two festivals in Mayan language where they performed plays, narrations, songs and poems in Mayan language. A pedagogical guide for Mayan narrative books is being produced within the Programme framework for use in participating schools.

UNESCO is collaborating with the Universidad Pedag6gica Nacional in Mexico to evaluate its degree and teacher-training courses in indigenous education. This evaluation will contribute towards the design of a new curricular framework corresponding more closely to the current social, economic and political situation in Mexico. UNESCO will assist the university in reflecting on the theoretical and methodological framework for the degree course in indigenous education, as well as providing guidance during the three phases of the evaluation process, namely: analysis and discussion of proposals for curriculum change; revision of curricular structure; and design of a new curricular framework taking the initial analysis as the starting point.

12

BUILDING CAPACITY [raining policy-planners is another way in which JNESCO has been helping national Governments ‘0 build the capacity to promote greater diversity Nithin education systems. Through different coop- ?ration agreements, the UNESCO International nstitute for Educational Planning (IIEP) is running irogrammes of technical assistance in order to ‘ulfil the requirements of governments, organizations and institutions involved in the process of education mprovement. Within the framework of the ‘Programa de Formaci6n en Educaci6n Intercultural 3ilingiie para 10s Paises Andiinos” (PROEIB), :apacity-building activities have focused on building specialized training programmes for educational ?lanners, policy advisers and researchers into indigenous and intercultural education. These activities have been carried out in coordination tvith universities and institutions such as the University of the Andes: “San Sim6n de Cochabamba”, the University of Quebec, and le Centre National de Recherches Scientifiques (CNRS) in Paris. Also together with PROEIB the UNESCO Institute for Education is carrying out policy analyses of adult education for indigenous peoples in Latin America, particularly within the framework of the United Nations Literacy Decade.

13

The UNESCO Chairs network was launched in 1992 with the aim of developing inter-university cooperation, while emphasizing the transfer of knowledge between universities and the promotion of academic solidarity across the world. Some of

these are concerned with issues of intercultura and multicultural education including indigenou: peoples: the UNESCO Chair in lntercultura Studies and Teacher Education, established ir 2000 at the Institute of Education in the Unitec Kingdom; the UNESCO Chair in lntercultura Research, established in 2000 at the Institute foi Educational Research at the University o Jyvaskyla in Finland; the UNESCO Chair or Languages and Education, established in 2002 ai the Institute for Catalan Studies in Barcelona Spain; the UNESCO Chair in Education foi Diversity, established in 2002 at the lnstitutc Diocesan0 Monsenor Miguel Raspanti ir Argentina; the UNESCO Chair on Indigenous peoples in Latin America, established in 1999 ai the University Andina Simdn Bolivar in Ecuador the UNESCO Chair for Minority Studies, establishec in 1997 at Eotvos Lorand University (ELTE) ir Hungary; and the UNESCO Chair in Democracy ir Multi-Ethnic and Multicultural Society, establishec in 2001 at the Academy of Management ir Kyrgyzstan.

l4

DIALOGUE AND INFORMATION

EXCHANGE

One of UNESCO’s central functions is that of an international forum for dialogue and debate which consciously promotes exchange and analysis on pressing social issues and new intellectual developments. In this regard it has fostered discussion on indigenous education through various mecha- nisms: public forums, round tables, expert group meetings and workshops, as well as through the promotion of International Days.

15

A Ministerial Round Table on Quality Education (Paris, 3-4 October 2003) brought together 141 Member States, 97 Ministers of Education, 7 Vice-Ministers and 9 Secretaries of State. The ministers concluded that education needed to develop responses to the diversity of needs. Special provisions, from language training to access to higher education, should be made for marginalized: indigenous, special needs rural, immigrant and refugee populations. Inclusiveness in providing access to languages was underlined with special attention to indigenous students. A strategy of literacy in local languages was considered essential to ensure quality.

A public debate on “Indigenous Peoples’ Perspectives on Education” took place at UNESCO Headquarters in Paris on November 2003. Over 200 participants including many indigenous representatives came together to

U N E S C O ’ S W O R K O N I N D I G E N O U S E D U C A T I O N

look at different issues surrounding indigenous education particularly in terms of quality and access. The United Nations Special Rapporteur on Fundamental Freedoms and Human Rights of Indigenous Peoples, Rodolfo Stavenhagen, spoke on “Indigenous Rights and the Right to Education”, and the President of the United Nations Permanent Forum on Indigenous Issues, Professor Ole Henrik Magga, spoke on “Indigenous Peoples’ Perspectives on Quality Education”.

In 2003, more than 300 participants from over 90 countries took part in the International Adult Education Conference CONFINTEA V Mid-Term Review in Thailand organized by UNESCO with support from the Department of Non-formal Education of the Ministry of Education of Thailand. A workshop looking at adult education for indigenous peoples was held during which a proposal to create an observatoly for indigenous youth and adult education in Latin America was supported with the aim of eventually expanding this observatory to other regions.

16

Recent expert group meetings held in UNESCO Headquarters in Paris have featured issues relating to indigenous education, for instance the Expert Meeting on Textbooks and Learning Materials where the experiences of Brazil and Mexico were presented and analysed in regard to the provision of textbooks and learning materials in indigenous languages and referring to indigenous cultures. The Expert Meeting on “Education in Multilingual Contexts” in September 2002 brought together language experts and indigenous representatives from around the world to discuss the role of languages in education and successful strategies for planning education in multilingual contexts. The main purpose of the meeting was to finalize

the UNESCO Position Paper on “Education in Multilingual Contexts” currently available in English, French, Spanish, Chinese, Russian and Arabic and which presents the Organization’s guidelines on mother tongue and bilingual education as well as on intercultural education.

UNESCO documents and disseminates information on best practice approaches to indigenous educa- tion through its web pages in the different regions and through its publications. A forthcoming publi- cation, The Challenge of Indigenous Education: Practice and Perspectives documents successful indigenous experiences of education in different regions highlighting both the obstacles and the achievements.

In November 1999, the General Conference of UNESCO decided to proclaim the annual observation of International Mother Language Day. Around the world, many languages spoken by minority popu- lation groups are slowly disappearing. By observing this day, Member States are helping to protect cultural and linguistic diversity, while promoting languages as a means of communication and cultural exchange among different peoples. But more than simply raising awareness regarding the existence of minority indigenous languages, International Mother Language Day is also reinforcing their value as part of the tangible and intangible heritage of mankind. The celebration of the Day contributes to our knowledge of cultural and linguistic traditions in their different forms and manifestations, and as an expression of a per- son’s individual or social identity.

SELECTED LEARNING MATERIALS

UNESCO is working to create more inclusive processes of materials development involving indigenous teachers, curriculum planners, materials designers, authors and illustrators. The Organization is also facilitating access to a vast array of educational support materials relating to education for indigenous peoples, and ethnic minority and language groups. These include on-line educational kits, publications, work sheets, classroom guides and audiovisual media (radio, television, video cassettes, CD-ROMs, multimedia, etc.). Most importantly, working with indigenous partners is providing more opportunity for grassroots participation, feedback and voice to local stakeholders.

17

Examples of UNESCO’s training materials include:

A New Partnership: Indigenous Peoples and the United Nations system. Judith P. Zinsser, UNESCO Publishing, 1994. ISBN 92- 3- 103046- 9. (Educational studies and documents, 62)

This Guide, aimed at teachers in both primary and secondary schools, explores indigenous peoples’ close links with their environment, discusses their rights, values, traditions and languages, and analyses the different phases in a growing partnership with the United Nations system.

Manual for Functional Literacy for Indigenous Peoples.

Available from the Asia-Pacific Centre for Education for All (APPEAL). This Manual, designed for trainers of trainers, can be used to develop and adapt literacy programmes for indigenous and minority peoples in Asia and the Pacific. The manual provides topics such as needs assessment in indigenous communities; planning, monitoring and evaluation of literacy programmes; promoting literacy programmes for indigenous peoples and post-literacy and continuing education.

Teaching and Learning for a Sustainable Future

A multimedia teacher education programme published by UNESCO. Available in two multimedia formats - a CD-ROM and an Internet site, it contains 100 hours (divided into 25 modules) of professional development for use in pre-service teacher-trainin g courses as well as the in-service education of teachers, curriculum developers, education policymakers and authors of educational materials. The 25 modules address the difficult challenge of planning foi whole-school change, teaching interdisciplinar) themes and developing outcomes-based assessmeni strategies. Plrdsr WE’ IJNE5C.O website: rittr)~/lvvvvw.cinesco~org/education/tls to! tirrther drtails on this teacher education programme

l8

Writing Unwritten Languages - A Guide

UNESCO has underscored the importance of a multilingual approach to education. Accessed through the Education Sector home page, the Guide explores what it takes to write languages down from an orthographic perspective - offering new opportunities of expression and learning tc

the world’s linguistic minorities and indigenous peoples. The Guide is aimed at the following audiences: native speakers of unwritten lan- guages; policy-makers, planners and others in government; non governmental organizations and international agencies who wish to know what kind of a process is involved; educators, researchers, people in development agencies; UNESCO staff, advisers, consultants and other internationally active professionals; and, the general public. The Guide offers an overview, with exam- ples, of the processes of developing a writing system. It explains the steps in the process and offers enough technical background to show what linguistic issues need to be considered. Page 16: deuxieme colonne. dans la Section Pledse tuntact UNLSCO, Section for Prace and Human Rights Education, for further details on this Guide

I N D I G E N O U S E D U C A T I O N U N E S C O ' S W O R K O N

CONTACT DETAILS Jnited Nations Education, Scientific and Cultural lrganization (UNESCO) 7 Place de Fontenoy 75352 PARIS 07 SP, France Tel: (33 1) 45 68 08 15 'ax: (33 1) 45 68 56 20

4sia and the Pacific JNESCO Office in Bangkok and Regional Bureau 'or Education (PROAP) 920 Sukhumvit Road 3angkok 10110, Thailand Tel: (66 2) 391 0577 Fax: (66 2) 391 0866

19

Latin America and the Caribbean UNESCO Office in Santiago and Regional Bureau For Education (OREALC) Enrique Delpiano 2058 Providencia Santiago, Chile Tel: (56 2) 472 4600 Fax: (56 2) 655 1046/47

UNESCO Office in Quito and Regional Bureau for Communication and Information Juan Ledn Mera 130 y Ave. Patria Edificio CFN 6to piso Quito, Ecuador Tel: (593 2) 2529 085/(593 2) 2562 327 Fax: (593 2) 2504 435

UNESCO Brazil SAS Quadra 5 - BI. H. - Lote 6 Ed.CNPQ/IBICT/UNESCO - 9e andar

Brasilia, Brazil Tel: (55 61) 2106-3500 Fax: (55 61) 321-8577

70.070-914

UNESCO Guatemala 73. Avenida 12-23, Zona 9, Plazuela Espafia Edificio Etisa, 72. Nivel, Oficina 7-A / 01009 Guatemala Tel: (502) 360-8717 1360-8727 1360-8729 / 360-8735 Fax: (502) 360-8

UNESCO Mexico AV. Pte Masaryk n. 526, 3er piso Colonia Polanco, Mexico City, Mexico Tel: (52 55) 5230 7600 Fax: (52 55) 5230 7602

20

4roh States UNESCO Office Beirut and Regional Bureau for Education Cite Sportive Avenue Beirut, Lebanon Tel: (96 11) 85 00 13 Fax: (96 11) 82 48 54

Atricd UNESCO Office in Dakar and Regional Bureau for Education 12 Avenue L.S. Senghor Dakar

Senegal Tel: (221) 849 2323 Fax: (221) 823 8393161

BP 3311

JNESCO Windhoek Cluster Office 3ppenheimer House j Brahms Street dindhoek West Mail Address: P.O. Box 24519 3000 Windhoek Namibia Tel: (264 61) 291 7000 Fax: (264 61) 291 7220

UNESCO Education Institutes

UNESCO International Bureau for Education (IBE) 15 route des Morillons 1218 Le Grand-Saconnex Switzerland Postal address: C.P. 199, 1211 Geneva 20, Switzerland Tel: (41 22) 917.78.00 Fax: (41 22) 917.78.01

UNESCO Institute for Education (UIE) Feldbrunnenstr. 58 20148 Hamburg Germany Tel: (49 40) 448041-0 Fax: (49 40) 4107723

International Institute for Educational Planning (IIEP) 7-9, rue EugGne-Delacroi x 75116 Paris, France Tel: (33 1) 45 03 77 00 Fax: (33 I) 40 72 83 66

Section for Education for Peace and Human Rights (ED/PEQ/PHR) Division for the Promotion of Quality Education

UNESCO 7 Place de Fontenoy

75007 Paris France

email: languages@unesco.org

~ I I I I I I I I V I I I ~ ~ I I I I I ~ ~ V I ~ I