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ANALYSIS FOR EDUCATIONAL MUNICIPALIZATION Chiroque Siegfried and other related materials

MUNICIPALIZATION OF EDUCATION TO BE IMPOSED, WITHOUT DEBATE

On November 3, 2010, the Minister of Education, and Chairman of the Council of Ministers, made a "Report to the Committee on Budget and General Account of the Republic of Congress. " Here again addressed the issue of the municipalization of Education, as seventh line "intervention" under "Achievements and expected results" in the Education Sector. Is it possible to expect positive results and achievements up to the municipal education? said and the unsaid 1. The Minister José Antonio Chang Escobedo pointed out in the Congress, concerning the municipalization of Education (1): "Within the framework of Sector Decentralization and State Reform:

were transferred

• 21 functions to the 25 regional governments, according to the Organic Law of Regional Governments No. 27867 - art. 47.

• To date there have (sic) transferred the function to manage local education policies to allow qualified 35 district municipalities.

• They are in the process of transfer 172 Municipalities (Sic), of which 17 have already been certified by the Secretary (sic) of the PCM.

• The Pilot Plan includes: - 7000 Educational Institutions - 1'000, 000 students - teachers

48.000

• 606 municipalities have been incorporated Together Program. "

2. Speaking on "Budget 2011 allocated to the Education Sector," the head of Sector stated that for the "Pilot Plan Municipalization" requesting 5.0 million new soles for a total of 14,416.3 million new soles for the Education Sector, in all funding sources (2). That is, for the Pilot Plan Municipalization has been requested for next year (2011), the 0.035% of total corporate budget of Open Education. The 2011 budget request for the "College President of Peru" is 33 million new soles, or 6.6 times more than the forecast for the educational district level. This finding, not said by the Minister, reveals improvisation explicitly how decisions are made in the Sector: Obviously the additional 606 new districts with educational district level, was not in the calculations (budget) sector! Or failing that, we should recognize that the 5 million-budgeted soles municipalization education in 2011 - should be distributed among the 803 districts where the proposal was (35 +172 +606): An average of 6.150 nuevos soles per municipality for educational expenses other than teacher salaries!

"ADEQUATE SUPPORT?

3. Educational management is a support to achieve educational purposes. The decentralization of education is a form of management and, as such, if it leads to the best achievement of the objectives and educational goals, is welcome! But if she away from us forward in the realization of the right to education of each peruano/a- us back, must be discarded out of hand! UNESCO-UNICEF it tell us about the possibility of educational decentralization, while ensuring the realization of education as a right (3).

4. Not serving a municipal management of education, if she does not allow us to advance: the quantity (coverage and internal efficiency), quality, relevance and equity in education. None of this is demonstrated by the current Education Municipalization Pilot! By contrast, in countries such as Chile, this experience broadened the gaps in each of the topics mentioned above

Districts more impoverished they fell behind in the educational field also!

5. Research practice, a process widely used to confirm whether a variable is truly unique or causal factor with regard to situations or events that are assumed to be "dependent variables" or effects. Applies the following formula: "If X then Y" and being so "If not-X, then not-Y." And broadly popular words: "If the dog bite causes rabies" means "No dog bite, no anger." We have reviewed various physical and virtual bulletin published by the Ministry of Education (MED), regarding the decentralization of education. We found some "effect" that one can say, "Ah, this achievement was, as there are educational municipalization. If it did not exist would not have this achievement! ". All the achievements reported by the same MED occur with or without municipalization education: "Curriculum Diversification," "Training Teachers", "sports games", "bathrooms arrangements", "student governments", "improvement of school infrastructure, etc. None of the supposed achievements stand up to analysis which applies basic principle of investigation that we have previously stated. 6. The "Pilot educational municipalization" We should have shown that it is substantially improved:

• In quantity indicators: enrollment coverage, internal efficiency (retention, promotion) and control of over-age;

• quality indicators: Yield school in all curriculum areas or in areas prioritized in Internal Training of Students (development of thought, feelings, values \u200b\u200bdevelopment and development in decision-making skills) and practical performance before it, the other and nature;

• In relevant indicators of student learning, referring to: your own culture and language, their personal life project, the project of local, regional and national, and

• On indicators equity: gender, race, language spoken, social status, etc. None of this has demonstrated the "Pilot", because, apparently, was not even in their purposes. I really think that gave him that name of "pilot" without the rigor that this category is in research and social processes, which seek to validate and experience some practice before their widespread use. Conversely, all the evidence indicates that the measure was adopted without the necessary political academic rigor. With this approach, costs nothing to expand the pilot figures!

Poorest of the Poor

7. Everyone in contemporary education, we accept the category of "conditions for education." She was forging steadily:

• Skinner's behaviorist theses led to accept that if there was "teaching", however, was generated "learning." The model Stimulus-Response (ER) Skinner was accepted for long.

• Piaget warned that the answer is not a mechanical thing in humans. Although there was a good stimulus for teaching if the student (body) did not meet specific conditions (for example, was hungry) just did not give the answer of learning. Piaget postulated a model Stimulus-Organism-Response (EOR).

• In recent years, Feuerstein complemented the Piagetian thesis, noting that not enough consider the conditions of learners (students), but also must be added the conditions of those who teach (teachers or mediators). Feuerstein postulate model "Stimulus-Organism-Response-Mediator (EMOR).

specific situations that occur in the processes of learning and teaching are the "conditions for education." If there are no such conditions, the stimuli of education translate very relatively in learning responses.

8. Population in impoverished areas, the "conditions for education" abysmally lower. Therefore, in many countries educational policies are drawn "positive affirmation" to these populations. This course is made when a minimum of group thinking in decision educational policy decisions.

9. On 22 October the Government decided municipalize education of the 606 poorest districts in our country (see table), who were attending the Together Programme. The measure is taken to the poorest of the poor of Peru. 10. Build Together Programme "conditions for education, ie the right situations in learning subjects and in subjects they teach and in their environments? Has the educational district level poverty situation of the population that is more acute in districts that have been added? I'm afraid not. And again Desktop decisions and spectacular coastline give the poorest of our country! How long will we bear all this? I think not only should repeal the recent DS N º 022-2010-ED, but previous devices "grounded" legally and district level education in the failed municipalization Peru.