Public Disclosure Authorized

IPP148
Indigenous Peoples Development Plan (IPDP)

Education for a more Productive and Equitable Argentina Project

(P070963)

Desk Reviews and Informed Consultations

A social assessment was carried out by local teams in two parts: (a) A nation-wide qualitative
assessment titled “Study of Social Demands” was carried out from November 2004 to February
2005 with the purpose of informing the project design on aspects related to rural, technical and
Public Disclosure Authorized

vocational schools in project areas. A purposeful sample selected by the Ministry of Education
included provinces located in the six major regions of the country: Mendoza, Río Negro, Salta,
Misiones, Catamarca and Rosario/Santa Fe. Teachers, parents, students, social communicators,
education specialists, High School authorities, potential employers and representatives of the
industrial sector shared their perceptions, views and expectations of the current educational
system, and the constraints and challenges of the labor market for high school graduates. The
methods used to collect information were focus groups and interviews. To complement the above
assessment, a desk review of secondary sources carried out between April and June 2005
analyzed some institutional and political issues of supply and demand of education in Argentina.

(b) A desk review of existing information on the status of education among indigenous peoples
was carried out in June, 2005. It was based on the 2001 Census, documents and studies by the
Public Disclosure Authorized

Ministry of Education, Science and Technology MECyT (1997-2005), the Center for Legal and
Social Studies (CELS), the International Federation of Human Rights (CAREF), and other
sources. The desk review was completed with consultations with government officials and
stakeholders at the central level (INDEC; National Institute of Indigenous Affairs INAI; MECyT)
and at the provincial level. The assessment concentrated on the Northeastern (NEA), and
Northwestern (NOA) regions, which include some of the poorest provinces in the country, with
the highest student dropout, repetition and over-age rates, and therefore, the highest demand of
support. Coincidently, these provinces are home to the largest majority of indigenous students.

Indigenous Peoples in Argentina

The exact number of indigenous peoples in Argentina is not known. The 2001 Census included a
question on ‘self-identification’ which created resistance from the indigenous organizations. A
general estimate between 1.5 and 2.7 percent of the total population may vary. There are 20
Public Disclosure Authorized

different groups, the most numerous of whom are the Colla, Diaguita, Mapuche, Wichí and Toba.
According to the Census, there are 281,959 homes with at least one member self-identified as
indigenous. One third of those homes are located in the province of Buenos Aires. A
complementary Household Survey module tracing the 2001 households inhabited by one or more
indigenous person will be ready in late 2005.

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 Table No. 1 Indigenous Population in Argentina, by ethnic group and estimate source

Ethnic group Provinces Nat Indigenous Guillermo ENDEPA INCUPO

Indigenous Affairs Magrassi 1987 2003*
Census Serv 1986
1968 1974
Colla Jujuy, Salta, 1,012 35,340 180,000 138,000 170,000
Catamarca; Slums
of Bs.As and
Cordoba
Mapuche Neuquen, Rio 27,214 21,637 60,000 60,000 90,000
Negro, Chubut, La
Pampa, Bs.As.
Wichí Salta, Formosa, 10,022 21,884 20,000 60,000 80,000
Chaco
Toba Chaco, Salta, 17,062 32,639 36,000 50,000 60,000
Formosa, Sta Fe,
Slums Bs.As.
Rosario
Chiringuano- Salta, Jujuy 14,506 24,680 25,000 21,000 22,400
Chane
Mocoví Santa Fe, Chaco 2,876 8,945 5,000 3,000 7,300
Diaguita Tucumán, n/d n/d n/d 6,000 6,000
Calchaquí Catamarca
Pilagá Formosa 1,137 2,516 5,000 5,000 5,000
Mbyá Misiones 560 683 2,500 3,500 3,000
Tehuelche Sta Cruz, Chubut 167 287 190 60 2,200
Chulupí Salta, Formosa 562 171 1,000 n/d 1,200
Chorote Salta, Formosa 719 1,013 1,000 n/d 900
TOTAL 75,837 149,795 335,690 346,560 448,000
Source: MECyT. Social Education Plan. “Compensatory Policy and Intercultural Bilingual Education. 1998
*Compliance Report of the Argentine Government with ILO Agreement 169, 2003.

According to the 2001 Census, 58.4 percent of indigenous peoples live in urbanized areas such as
the Pampeana Region (Buenos Aires, Santa Fe, Cordoba, Entre Rios and La Pampa) and Gran
Buenos Aires. The other 41.6 percent live mostly in rural areas, distributed among the NOA
region (15.1), Patagonia (13.5), NEA (7.3) and Cuyo (5.7).
Nevertheless, as can be seen in Table 2 the largest amount of indigenous communities is found in
NOA (451) and NEA (275) regions respectively.

Mapping of Indigenous Peoples and Unsatisfied Basic Needs

The largest number of households suffering from unsatisfied basic needs (UBN) correspond to
NEA and NOA. i.e. Formosa (28 percent); Salta (27.5 percent); Chaco (27.5 percent); Santiago
del Estero (26.2 percent); Jujuy (26/1 percent); y Corrientes (24 percent) compared to the Buenos
Aires province (13 percent) or Cordoba (11 percent). The provinces with highest indigenous
population also have the highest UBN, such as Formosa, Salta and Chaco, where some of their
departments may reach up to 79.3 percent of UBN.

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According to the National Registration of Indigenous Communities (RENACI), there exist 867
indigenous communities legally constituted at the national and provincial levels, and many others
in the process of acquiring legal personality.

Table No. 2: Indigenous Communities registered in RENACI per province

Province Nr. of Communities Province Nr. of Communities

Buenos Aires 14 Chaco 89
Chubut 24 Formosa 103
Jujuy 162 La Pampa 2
Mendoza 13 Neuquén 51
Río Negro 13 Santiago del 13
Estero
Santa Fe 18 San Juan 2
Salta 281 Tucumán 8
Tierra del Fuego 1 Misiones 83
TOTAL 867
Source: National Program for Intercultural Indigenous Education

Indigenous Languages

There are twelve live languages: Quechua-Aymara, Quichua-Santiagueño, Mapuzungun

(Mapuche), Mbyá-Guaraní, Wichi, Pilagá, Qom (Toba), Guaraní-Yopará, Mocoví, Chané,
Chorote and Chulupí. Neither language has an official grammar and dictionary. Language
coverage may go beyond race, as is the case of Corrientes, where Guaraní is spoken by non-
indigenous. On the other hand, some indigenous groups are bilingual and in process of
recuperation of their indigenous language, such is the case of the Huarpes (Milcayac-Spanish)
and Diaguitas (Kakan-Spanish).

The homogenization of the population through the “castellanización” (Spanish enforced and
indigenous languages shunned) has been the norm in the education system. That, together with
the gradual loss of ancestral territories, has contributed to the loss of identity.

There are ten live languages: Mapuzungun (Mapuche), Mbyá-Guaraní, Wichi, Pilagá, Qom
(Toba), Guaraní-Yopará, Mocoví, Chané, Chorote and Chulupí. Neither language has an official
grammar and dictionary. Language coverage may go beyond race, as is the case of Corrientes y
Santiago del Estero, where Guaraní y el quichua santiagueño is spoken by non-indigenous. On the
other hand, some indigenous groups are bilingual and in process of recuperation of their
indigenous language, such is the case of the Huarpes (Milcayac-Spanish) and Diaguitas (Kakan-
Spanish). Quechua and Aymara language are not spoken by indigenous communities but it is still
spoken in some areas of the Province of Jujuy.

Legal Framework

The National Constitution as well as legislation at the provincial level protects the right of
indigenous peoples to education.

• The National Constitution, Art 75, paragraph 17 states: “To recognize the ethnic and
cultural pre-existence of Argentinean indigenous peoples. Guarantee respect for their
identity and their right to an intercultural bilingual education...”
• Integrated Law of the Aborigines of the Province of Formosa No. 426/84, followed by
National Law 23.302/85 that grants indigenous communities statutory rights to

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 participate in socio-economic and cultural processes. The same law decrees that the first
three years of education should be in mother tongue, and the years thereafter should be
bilingual.
• In 1992, National Law No. 24.071 ratified ILO Agreement 169 on Indigenous “Peoples
and Tribal Groups in Independent Countries”.
• Federal Education Law 24.195/93 recognizes “...the right of indigenous communities to
preserve cultural traits, the right to learning and teaching in their language, with the
participation of the elders of each community in this process. Chapter VII, Art 34
establishes: “... the National Government will promote programs to rescue the cultural
heritage and strengthen indigenous languages and cultures...”
• In 1996, the National Registry for Indigenous Communities (RENACI) is created under
the Ministry of Social Development.
• Resolution 107/99 of the CFCyE created the title of “Intercultural Bilingual Teacher” for
EGB1, EGB2, EGB3 and 'Polimodal’.
• The presentation before the Racial Discrimination Committee (CERD), July 2004, reads:
“Indigenous peoples receive minimal education assistance and the Government has not
been able to implement an educational policy which takes into account the cultural
identity and educational and linguistic characteristics of indigenous peoples at the Federal
level. It has also failed to implement the urgent necessary reforms to the contents of the
Education Plans addressed to all the society at large”.
• Argentina has also ratified the UN Declaration of the Rights of the Indigenous Peoples,
Resolution 1994/45, and the OAS Declaration of the Rights of Indigenous Peoples, Act
1333, Art IX, which states: “(1) Indigenous Peoples will have the right to: (a) define and
apply their own programs, institutions and educational facilities; (b) prepare and apply
their own plans, programs, curricula and learning materials; (c) train and accredit their
teachers and administrators. (2) When indigenous peoples so desire, education programs
should be carried out in the indigenous languages. Training for mastering of the
indigenous language and official languages. (3) The States will warranty the educational
systems for indigenous are the same in quality, efficiency and access to those offered to
the mainstream population. (4) The States shall include in their education systems,
contents that reflect the pluri-cultural nature of their societies. And, (5) The States will
provide the financial assistance to set forth those provisions

The National Intercultural Bilingual Education Program (PNEIB)

PNEIB is in infancy, as it was officially born at the end of 2003. PNEIB is located at the MECyT,
under the National Directorate of Compensatory Programs of the Ministry of Education.

The experimental phase of PNEIB initiated in 1997, when the MECyT launched Project 4 within
the framework of compensatory policy of the Social Education Plan, “to respond to the needs of
schools with aborigine students”. Some of the initial actions included:

• The identification of 800 schools that registered indigenous students;

• Salient initiatives were identified and a network was formed;
• Guidelines and pedagogical strategies were applied in 5 schools in 5 provinces with 5
different language groups;
• Support to the production of teaching materials: bilingual sets with10 titles in Toba and
Wichi languages;
• PNEIB training for education staff, teachers and auxiliaries;
• International Integration agreement of PNEIB to PROEIB-Andes;

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 • Legal framework for the generation of EIB norms. Resolution 107/99 regulates EIB and
teacher training.

In 2000, the above program was called “Project for the Improvement of Educational Quality for
Indigenous Peoples” and expanded to more schools. In 2001, an agreement between MECyT and
PROEIB-Andes made official and expanded the EIB network to sensitize the education
community to the recognition of special needs of PNEIB.

The National Intercultural Bilingual Program (PNEIB) at MECyT began operations in mid-2004,
with prospects to provide an Intercultural Bilingual Program to all the indigenous students who
may demand such program. PNEIB plans include:
(a) The inclusion of EIB Units in the structure of provincial MECyT offices;
(b) The promotion and cooperation for the officialization of EIB norms and its inclusion in
the school year;
(c) The definition of a teacher profile for schools with indigenous population;
(d) The design of basic pedagogical strategies beyond the typical Identity-Language-Culture
scheme present in the current curriculum;
(e) Strengthening statistics and data on the education status of indigenous students, and
reinforcing the links with data sources;
(f) The systematization of national EIB experiences and learning from international
experiences in Latin America;
(g) The promotion of socio-linguistic research;
(h) The creation of monitoring and evaluation mechanisms that isolate the ethnic variable to
trace progress of vulnerable ethnic groups;
(i) The inclusion of indigenous participation in the decision-making processes of educational
policy;
(j) To contribute to the cultural and linguistic enrichment of Indigenous society at large.

Issues in Intercultural and Bilingual Education

Despite its conceptual framework and sound legal basis, the National Intercultural Bilingual
Program (PNEIB) is not pedagogically normed, fully developed and operational yet, but sound
steps are being taken.

Education Census. The ethnic variable was incorporated in the education census by the Ministry
of Education National Directorate of Data and Evaluation of Education Quality (RA-DiNIECE)
in 2005, and the results will be available late in the year. In 2004 PNEIB began to collect data on
enrollment of indigenous students, and languages spoken. Apart from that, the criteria to identify
indigenous people is not uniform in the country. Consequently, data on enrollment, retention,
achievement, or over-age status of indigenous students is scarce or unreliable.

According to the 1998 Survey to Detect the Needs of Aboriginal Population (Project Four of the
Social Development Plan) and the Systematization of EIB Experiences, there were approximately
2,711 schools serving indigenous students in 2001. The current estimate is 3,000 schools.

Pedagogical Framework. Although valuable pedagogical experiences have been systematized in

the past few years, there is not a specific pedagogical EIB model. For example, there is no official
intercultural or bilingual curriculum. Local programs have developed their own Education Plans
based on their local context and needs.

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Indigenous Teachers. The intercultural team formed by “a regular teacher and an Auxiliary
indigenous teacher (MEMA, ADA, non-official)” was a breakthrough in the system, which
recognized the need for intercultural exchange and teacher complementarity in the classroom.
However, unofficial indigenous educators which have been in the system as Auxiliary teachers
for the past 20 years, demand professionalization and regularization. The intercultural teacher
team is found in some schools mostly in grades 1 through 3 but not in all schools. A common
scenario encountered in schools visited in indigenous communities showed a one-teacher multi-
grade school where the teacher has not received intercultural education and is unable to
understand and respond to socio-cultural and socio-linguistic complexities.

Teacher Training to teach Indigenous Schools, and to teach under the PNEIB. Although the
Resolution 107/99 of the Federal Council of Education created the title of “Intercultural Bilingual
Teacher” for EGB1, 2, 3 and Polimodal, such Training Program does not exist. Two efforts are
noteworthy. In Formosa (1997) the first 195 MEMAs were trained to teach pre-school and EGB1
in Aboriginal Schools and incorporated in the system. In Chaco, there exists the Aboriginal
Auxiliary Teachers (ADAs) and the unofficial teachers (‘maestros idóneos’) but the number is
uncertain. In general, there are at least 500 aboriginal/non-aboriginal teachers demanding
professionalization and official recognition.

There is neither an institutionalized modality to prepare teachers to teach rural schools in

indigenous communities, nor a Professionalization program for Auxiliary indigenous teachers
working in schools with indigenous student population. However, there is an Indigenous Teacher
Training Program under the Center for Research and Aboriginal Teacher Training (CIFMA) in
Chaco Province.

A series of three workshops were conducted in 2004-2005 on “Teacher Training, Interculture and
Bilingualism in Education” by the PNEIB in coordination with the Teacher Training Unit of the
National Directorate of Curriculum and Teacher Training, with purpose of formulating a Proposal
for Teacher Training in Intercultural Education and Intercultural Bilingual Education, to be
submitted to the Federal Council of Education for the discussion of a Federal Policy for
Intercultural and Bilingual Education. The workshops took place in Bariloche (for Patagonia
region, Central Argentina, Mendoza and Federal Capital), Formosa (for NEA and Federal
Capital), and San Miguel de Tucumán (for NOA and Federal Capital). The results are reflected in
the recommendations of the present Annex.

Educational and reading materials in indigenous languages. With some exceptions, many
materials used in PNEIB are translations of materials used in regular schools with monolingual
Spanish-speaking students.

Grammars, dictionaries and reading materials in indigenous languages. The only existing
grammar is that of Guarani. Other grammars in planning stage are Wichí, Qom (toba),
Mapuzungún, Mocoví and Quechua.

Scholarships for indigenous students. In coordination with INAI, according to MECyT the
National Scholarship Plan assigned 8,000 scholarships to indigenous students in 2005 in 1,286
schools (6,000 from MECyT, 1,300 from Social Development Plan and 700 from other sources)
for EGB3 and Polimodal. According to INAI two problems remain: (a) lack of data to identify
ethnic background of recipients; and (b) lack of tracing studies to monitor results. There is no
data on scholarships for indigenous students for pre-school, EGB1 and EGB2.

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Recommendations of the Assessments

For Rural Education

1. Regionalization and diversification of the curriculum. The curriculum for rural schools
should be adapted to the learning needs of rural areas, based, however, on the national
curriculum, so that indigenous students can compete at the national level.

2. Accelerated learning for over-age students. Support the accelerated learning programs for
over-age students in rural areas, with the help of itinerant teachers and extra-curricular
activities. Community-based efforts are vital to support students going from 6th to EGB3
level, and through high school.

3. Teacher Training. Specialized training to teach rural areas should be provided to teachers.
A Module on Intercultural Education is recommended for all teachers working in rural
areas.

4. Strengthen Parents’ Associations and other community-based organizations supporting the

schools.

For the National Intercultural Bilingual Education (PNEIB)

1. Diagnosis. Carry out a diagnosis of supply and demand of schools’

infrastructure/conditions, educational resources in indigenous regions (urban and rural).
The diagnosis should determine the demand for strengthening of existing EIB Units at the
Central and Provincial level, and the creation of new ones in provinces lacking an EIB
Unit. Staffing those units with Education Anthropologists, Curriculum designers and EIB
materials design specialists will be a key to the development of a sustainable EIB
Program. EIB Units in Provinces should provide technical assistance to schools in
pedagogical and administrative matters.

2. Data collection. Ensure proper data collection in the Education Census (Relevamiento
annual) including the ethnic variable and language spoken at home.

3. Homogenize criteria for the definition of a “school with indigenous population” in order
to classify them as those needing a full EIB, or classes to strengthen the local indigenous
language.

4. Teacher profiles. Define the profiles of (a) rural teachers capable of teaching intercultural
students, and (b) “rural EIB teachers”.

5. EIB Curriculum. Develop an Intercultural and Bilingual Curriculum (based on the

Regionalized Curriculum for rural schools), but likely to be adapted to respond to the
needs of rural indigenous schools, which enables students to cross-over from 6th to 7th
grade and to complete high school, while preparing them either for the workforce or
tertiary education. That curriculum should include fluent reading and writing skills
primarily in Spanish.

6. Teacher Training Programs. Three programs are needed: (a) A professionalization

program for 500 current ‘auxiliary’ teachers MEMAS who wish to specialize in EIB
(Post Diploma); (b) An on-the-job training program on “Intercultural and bilingual

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 education” for rural teachers currently teaching in rural schools with indigenous students;
and (c) the incorporation of a Module on “Intercultural and bilingual education” for
regular Teacher training programs in general. Also, training on “Intercultural and
bilingual education” to academic staff in rural schools with indigenous students and to
administrative staff of those schools.

7. Institutional Pedagogical Plans. Support the Institutional Pedagogical Plans submitted

annually by schools to MECyT for funding.

8. Intercultural Teaching-learning materials. Carry out an inventory of teaching/learning

materials in schools with indigenous population. Provide support to the development of
grammars, dictionaries and educational materials for the teaching of EIB in rural schools.
Support the production and reproduction of teaching materials for EIB schools.

9. School Networks. Support the formation of ‘school networks’, to share facilities,

materials and experiences and to improve monitoring of those schools.

10. The concept of “intercultural education” in Argentina should permeate all subjects:
technical, social and arts sciences in education. This concept should guide research with
pedagogical purposes to capture valuable traditional knowledge and cultural identity
(Bariloche, Formosa, Tucumán Workshops)

11. Formulate a set of administrative norms to (a) flex the school calendar to accommodate
seasonal needs in rural areas; (b) reform teacher statutes to include considerations for
rural teachers in indigenous schools.

12. Systematize best pedagogical practices in EIB and intercultural education in rural areas of
Argentina. Support best practices and initiatives in different regions of the country.

13. M&E programs should include variables to identify coverage of schools in indigenous
regions.

Goals and Action Plan of the National Intercultural Bilingual Program (PNEIB) at
MECyT.

Seven lines of action are included in the PNEIB 2005 Plan:

1. Teacher Training. It seeks to incorporate EIB in all Teacher Training Programs for pre-
school, EGB1, 2, and 3 and to promote the professionalization of all indigenous auxiliary
teachers (MEMAs, ADAs, informal, etc.). Also, to promote consultations and
participation of formal and informal educators presently working with aboriginal
students.

2. Production of Teaching Materials. The introduction of intercultural concepts into existing

materials being used in multi-cultural and multi-lingual contexts, as well as the
elaboration of new materials.

3. Institutional Pedagogical Projects. Respond to the particular needs of schools and

jurisdictions serving indigenous peoples, by supporting their institutional pedagogical

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 plans. Also, in coordination with the jurisdictional level, provide technical assistance to
schools for the promotion and strengthening of significant EIB experiences.\

4. Scholarships for indigenous students in EGB3 and Polimodal. In coordination with INAI,
provide 10,000 scholarships per year to students in EGB3 and Polimodal. Likewise,
coordinate with Scholarship Program for Tertiary Education (under the Secretariat of
Tertiary Education Policy) scholarship support for students wishing to continue their
studies at the university.

5. Formation of a Federal EIB Network. It seeks to support the creation of a permanent

federal network that facilitates the communication among provincial teams for a
coordinated participatory decision-making process with regard to EIB policy. It also aims
at participating in the PROEIB-Andes program with the purpose of strengthening the
articulation among the provincial Ministries of Education, the Universities and the
Indigenous Peoples in the country.

6. Systematization of data and information on education of indigenous peoples, and proper

Monitoring and Evaluation of EIB experiences. It seeks to generate an accurate diagnosis
and baseline capable of reflecting the education reality of indigenous students, and
adequate instruments to monitor changes in each jurisdiction.

7. Educational research and participation in regional research projects. Also, the

incorporation in the network of Document Centers of PROEIB-Andes through the
National Teachers’ Library, which allows access to EIB materials produced in other
countries.

Indigenous Peoples Development Plan (IPDP)

Given the presence of indigenous peoples in Argentina, and consistent with the Bank Policy 4.10
on Indigenous Peoples, the proposed project will include an Indigenous Peoples Development
Plan (IPDP) which supports the ongoing GOA programs addressed to improve the education
conditions of rural schools attended by indigenous students. The GOA counterparts have
proposed the IPDP below to support the action plan of the National Plan for Intercultural
Bilingual Education (PNEIB) for 2005-2010. The IPDP has been agreed on, incorporated in the
project design and disseminated by the Ministry of Education in the country. It will also be
incorporated in the Project Operational Manual.

Project Activities to be financed from Loan Cost US$

Component Proceeds
A. Efficient Professionalization (a) Workshops with technical teams in four 604,700
Provision of of Auxiliary country regions to discuss elements of
Quality of Aboriginal Plan;
Rural Teachers (b) EIB Teacher Professionalization Plan
Education (MEMAs and (Curriculum);
ADAs) (c) Production and distribution of Teaching
Manuals to support professionalization;

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Support for (a) Promotion of projects in schools 2,507,460
Institutional (b) Training workshops on EIB and
Pedagogical participation of school community in the
Projects in formulation of the institutional
3,000 schools pedagogical project to respond to specific
serving needs
indigenous
students in 4 years
Inventory, revision, (a) Inventory of existing resources/materials 1,083,000
elaboration, (b) Quality review and assessment of
production, utilization of materials
reproduction of (c) Reproduction of approved materials
teaching/learning (d) Elaboration of new teaching/learning
intercultural materials
and bilingual (e) Production of materials
materials
Information/data Diagnosis/mapping/census of state of education among 116,200
Systematization. indigenous and non-indigenous peoples residing in
Monitoring and indigenous regions in Argentina (rural and urban) which
Evaluation of EIB in indicate the following quantitative and qualitative
4 years information, as follows:
(a) Demographics: students: number of school-age
indigenous children and youths, number of those
matriculated and those without access to a school.
(b) Infrastructure: Physical condition of schools in
indigenous regions (as part of the Annual Census
under DINIECE-MECyT).
(c) Studies of rates and perceptions in education:
access, repetition, over-age, drop-out, completion
in pre-school, EGB1, EGB2, EGB3, number of
teachers with different types of specialization
trained to teach intercultural education; number of
teachers speaking indigenous languages and level
of education. Reasons for the above rates. Peoples’
perceptions and preferences.
(d) Language(s) of instruction.
(e) Pedagogical materials and tools used: universal
Spanish, intercultural, bilingual.
(f) School organization, participation: School Council,
decision-making schemes, opportunities for
participation of parents’, business community, civil
society.
(g) Monitoring and Evaluation: (i) Students’
evaluation. Standardized and non-standardized
tests. (ii)Teachers’ evaluations.

Strengthening of Strengthen existing provincial EIB teams 688,640

the Federal Install EIB teams in provinces where they do not exist
Network for yet
Intercultural and Annual workshops to train provincial and regional
Bilingual teams in 4 years
Education
Total 5,000,000

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