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The project consists of constructing and equipping eight multilateral co-educational secondary schools, a new upper secondary level technical school and a vocational training center. The schools would be located in various parts of the country and would consolidate existing small and inefficient schools. The curriculum of the multilateral schools would introduce technical and scientific subjects. The project would also include 33 man-years of technical assistance and 23 man-years of fellowships for local staff in support of curriculum development, teaching of technical subjects and project implementation. The project also seeks to bring about greater government financial support for the education sector, in particular secondary and secondary technical education, as well as the assignment of full-time adequately compensated and trained teachers to all secondary schools. An important aspect of the project will be cooperation with industry to insure the provision of adequately trained personnel to meet industrial manpower needs.
This Open Access book is an excellent synthesis of the initial and continuing preparation for Mathematics Teaching in Bolivia, Ecuador, Paraguay and Peru, from which comparative analyses can be made that show similarities and differences, and highlight various perspectives. In February 2016, the 5th Capacity and Networking Project (CANP) workshop of the International Commission on Mathematical Instruction (ICMI) was held in Lima, Peru. The coordination of this two-week workshop was undertaken by an international scientific committee (IPC), with equal participation by mathematicians and mathematics educators from the region and from the international ICMI and IMU community. The goal of CANP5 was to improve the quality of mathematics education in the region, which led to the main theme of the scientific program “Initial and Continued Teacher Education”. Country Reports on the main theme of teacher education systems for each country in this region were presented and discussed to detect common issues that might be improved through a collaborative network. One of the most important results of this event was the creation of a Mathematics Education Network, namely the Comunidad de Educación Matemática de America del Sur – CEMAS. This book brings to the international Educational Community an important collection of experiences and ideas in the Mathematics Education of four Latin-American countries in the developing Andean region and Paraguay. The dissemination of these results can promote the search for international collaborative actions in a wider scale.