Peruvian Rural School Construction System. SERP 71: Sierra Type.

Autor/in	Cangiano, Miguel
Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France).
Titel	Peruvian Rural School Construction System. SERP 71: Sierra Type.
Quelle	(1979), (72 Seiten)Verfügbarkeit
Sprache	englisch; französisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Community Involvement; Community Role; Construction Costs; Construction Programs; Cooperative Programs; Educational Change; Educational Facilities Design; Educational Policy; Elementary Secondary Education; Government Role; Human Resources; Rural American Indians; Rural Schools; School Community Relationship; School Construction; School Districts; Technical Assistance; Peru + Suchen Sie Ihr Suchwort? Baumaßnahme; Bildungsreform; Politics of education; Bildungspolitik; Humankapital; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulbau; School district; Schulbezirk; Technische Hilfe
Abstract	Based on cooperative action of the government and local communities, the Peruvian Rural School System (SERP 71) evolved from the necessity to reconstruct Peruvian schools of the Sierra region after the earthquake of 1970, and from Peru's new educational reform law (1970) which called for an active-dynamic pupil attitude, continuous updating of educational contents and technologies, and organized communal participation in the educational structure. The government and local communities agreed that the government was to provide carpentry, technical assistance counsel and earthquake-resistant parts for new school buildings. In turn, communities were to collaborate in transportation beyond existing highways, prepare the site, erect the structures, and complete the buildings with local materials. Between 1971 and 1977, 6 SERP programmes constructed 519 schools with regionally manufactured prefabricated sections. The design used in the manufacture of school furniture also required cooperative efforts; desks and chairs were assembled by students and community members. Most difficulties encountered in the programme were caused by a lack of accurate analysis of each individual situation. Photographs, tables of programmes developed and comparative costs, maps of the project areas and diagrams of the old and reformed school systems, government and community contributions to the school building programme, alternative space organization possibilities, building assembly techniques and furniture designs are appended. (CM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC