1. EDUCATION MODEL FOR MULTIGRADE SCHOOLS IN RURAL AREAS
November 2007
REPÚBLICA DEL PERÚ

2. CONTEXT
In Peru, 78,5% of Primary level schools are located in rural areas.
49,5% of these are multigrade schools, in which children of different ages and grades study together, and are taught by the same teacher.

3. For boys and girls in rural areas to receive quality education with pedagogical, cultural and linguistic pertinence, considering the diversity of each reality.
To improve their communicative and mathematical skills.
To develop their skills and attitudes for a democratic and environmental friendly living, intercultural dialogue and identity building.
OUR CHALLENGE

4. WHO PARTICIPATES? Boys and girls: direct beneficiaries.
Teachers: direct agents for implementation of model in classrooms.
Parents: share their knowledge with boys and girls in schools.
Educational authorities, family and community: manage the model, make it viable and give continuity to the model.
WHO PARTICIPATES?
11 districts
227 schools
489 teachers
boys and girls

5. Education and local authorities, FAMILY, COMMUNITY
participation
accompaniment
pedagogical approach
COMPONENTS OF THE MODEL
BOYS AND GIRLS
TEACHERS
Education and local authorities, FAMILY, COMMUNITY

6. 1.1 Multigrade Curricular Diversification and Planification
Multigrade Curricular Program
Skills arranged by cycle
(Two grades per cycle)
PEDAGOGICAL PROPOSAL
Casi la totalidad de maestros y maestras del ámbito de intervención utiliza el PCM como insumo para sus programaciones. Incluso, este programa se está usando en escuelas de primaria multigrado fuera del ámbito de intervención, por propia iniciativa de sus docentes.
Suggested indicators for evaluation

7. 1.2 Availability and effective use of educational materials
Production of in context materials for multigrade classrooms.
PEDAGOGICAL PROPOSAL

9. 1.2 Acceso y uso adecuado de los materiales educativos
Elaboración contextualizada de materiales multigrado.
Cuadernos de Trabajo Multigrado (CI, LM y PyA)
PROPUESTA PEDAGÓGICA

10. 2 ACCOMPANIMENT PROPOSAL 2.2 Multigrade Pedagogical Accompaniment
The isolation multigrade teachers face makes accompaniment a fundamental issue. Accompaniment means “to accompany someone”, as opposed to the traditional rutine of “supervision”.
It complements the courses and teacher training workshops as well as other events on life-long learning.
A complimentary form of accompaniment is “online accompaniment”.
ACCOMPANIMENT PROPOSAL
entrar

11. 3 LOCAL PARTICIPATION 3.2 School, Family and Community Participation
Boys and girls learn to organize themselves and participate in decision-making regarding curricular planning, activities and school projects, as well as in their relation to the different members and institutions of the community
Families participate in planning and diversification processes, as well as in caring for and developing local knowledge in school through strategies like Comunidad Educa (Community Educates), well accepted in all regions.
LOCAL PARTICIPATION

12. Pedagogical accompaniment
Pedagogical proposal
Pedagogical accompaniment
Participation
THE MODEL AS AN INTEGRATED SYSTEM

13. THANK YOU!