1. Project “Transition policy trends in indigenous, rural and border communities” May 2009. Bolivia, Chile, Colombia, Costa Rica, Guatemala, Mexico, Peru and Venezuela

2. Recommendations It is recommended that: It is recommended that:  Clear guidelines and mechanisms be defined for the implementation of policies addressed to rural, indigenous and border communities facing bureaucratic, corruption and legitimacy problems, in addition to strengthening civil society capacities, especially in the implicated populations, to oversee and follow-up their execution.  Governments and decision-makers commit to pursue early childhood quality education, extend its coverage, and guarantee comprehensive care.  Communication and diffusion polices be promoted on comprehensive early childhood care and education, and institutional and parent’s participation goals. “Transition Policy Trends in indigenous, rural and border communities” Policies

3. Recommendations It is recommended that: It is recommended that:  Statistical, comparable and accurate information systems be created on rural, indigenous and border populations, their social conditions, and on public policies focused on their needs.  Mechanisms be put in place to guarantee the observance of laws and programs aimed at indigenous and marginalized sectors.  Policies aimed at early childhood be a priority, visible and transparent.  Countries’ educational systems include the transitions issue in departmental and municipal education policies. “Transition Policy Trends in indigenous, rural and border communities” Policies

4. Recommendations It is recommended that: It is recommended that:  The problems affecting boys and girls, especially in rural, indigenous and border areas, go beyond the private sphere (the family realm), to become a national problem that involves us all.  Alliances be fostered in favor of Education, particularly for the benefit of the most vulnerable populations, and investment be made in research geared to the forging of educational proposals.  The border issue be included in the research on the potential of education to re- establish the unity of peoples and cultures. “Transition Policy Trends in indigenous, rural and border communities” Policies

5. Recommendations It is recommended that: It is recommended that:  Vigorous comprehensive social development policies (health, nutrition and education) be formulated to fight poverty and provide equal opportunities for the vulnerable and indigenous populations.  Rejection, discrimination, racist, marginalization or exclusion attitudes against the population under study be eliminated. “Transition Policy Trends in indigenous, rural and border communities” Social Conditions

6. Recommendations It is recommended that: It is recommended that:  Civil society participation be promoted in early childhood programs, projects and strategies  Social participation policies be addressed to mothers and fathers to keep them abreast of their children’s educational development.  Teachers and parents share the responsibility of achieving quality education for their children and students.  Education programs must emerge from families’ and communities’ culture and identity to strengthen transition processes. “Transition Policy Trends in indigenous, rural and border communities” Social Participation

7. Recommendations It is recommended that: It is recommended that:  Links between the family, preschool and school be extended to strengthen educational transition processes.  Strategies be established to empower families in the supportive role they play in their children’s transition process and incorporation into the primary education system, especially in the indigenous world.  Organized civil society exercise leadership in: Local governments’ public agenda. Local governments’ public agenda. Incorporating the problems affecting children in rural, indigenous and border areas. Incorporating the problems affecting children in rural, indigenous and border areas. Achieving complementary inter-sector coordination and optimizing the use of available resources. Achieving complementary inter-sector coordination and optimizing the use of available resources.  “Transition Policy Trends in indigenous, rural and border communities” Social Participation

8. Recommendations It is recommended that: It is recommended that:  Education sectors and institutions articulate with other national, local and territorial level institutions in charge of providing the protection, nutrition, health, culture and social assistance components, to guarantee comprehensive early childhood care.  Education sectors and institutions articulate with other national, local and territorial level institutions in charge of providing the protection, nutrition, health, culture and social assistance components, to guarantee comprehensive early childhood care.  Inter-institution and inter-sector coordination policies and strategies be developed to allow children’s successful transition through the different early childhood stages.  Mechanisms linking homes and schools be established.  Specific programs be generated to support transitions between the nursery and the preschool and the preschool and the first years of primary school.  The family, community, school and institutional actors coordinate efforts to support transitions processes in an adequate manner. “Transition Policy Trends in indigenous, rural and border communities” Articulation

9. Recommendations It is recommended that: It is recommended that:  Innovating and integrating curricular development proposals be prepared on: Nutrition, health and physical development. Nutrition, health and physical development. Emotional development and social competence. Emotional development and social competence. Positive learning approaches. Positive learning approaches. Communication skills. Communication skills. Intellectual development and general knowledge. Intellectual development and general knowledge. Bi-lingual-intercultural education. Bi-lingual-intercultural education.  Boys and girls be viewed as actors with the capacity to contribute and participate in their own transition processes and their own comprehensive development.  Educational programs be more attractive, nurturing and respond to the specific needs of boys and girls. “Transition Policy Trends in indigenous, rural and border communities” Curriculum

10. Recommendations It is recommended that: It is recommended that:  Bilingual Intercultural Education be pursued in Early Education, to generate a more articulated curriculum and new pedagogic strategies that embrace the parenting practices of indigenous peoples. “Transition Policy Trends in indigenous, rural and border communities” Curriculum

11. Recommendations It is recommended that: It is recommended that:  States and authorities engage in promoting quality professional training and ongoing development of early education agents, teachers and technicians.  Academic meetings and teacher gatherings be promoted to exchange successful child transition experiences.  Teachers receive further training in contents and methodological strategies, to so they may be qualified to sequence learning and articulate classes, cycles and educational levels.  Strategies aimed at preventing the immediate and constant rotation of teaching staff be strengthened. “Transition Policy Trends in indigenous, rural and border communities” Teacher Education and Training

12. Recommendations It is recommended that: It is recommended that:  Governments allocate more resources to extend early education coverage and guarantee its quality and efficiency.  Private institutions and organizations engage in program financing, to assure the implementation of early childhood policies. “Transition Policy Trends in indigenous, rural and border communities” Financing

13. Recommendations It is recommended that: It is recommended that:  Public relations, lobbying, direct communication, mass media, and public image communication strategies be implemented for early education organizations and specialists. “Transition Policy Trends in indigenous, rural and border communities” Communication Assessment It is recommended that: It is recommended that:  Early childhood comprehensive care and education quality assessment mechanisms be promoted.

14. “Transition Policy Trends in indigenous, rural and border communities” Thank you.