Tumulkin Centre of Learning

Published by Ideas Lab Studios Ltd. for: United Nations Children’s Fund, Belize 4638 Coney Drive, Gordon House, 3rd Floor P.O. Box 2672 Belize City, Belize, Central America Photography by: Christine Norton, Anna Hoare, Francisco Cuellar, Trang Ho, and Tumul K’in Center of Learning Prepared by: Trang Ho, UNICEF TACRO Programme Officer for Adolescent Development and Participation Acknowledgements: The author would like to express sincere gratitude to the review team, including Christine Norton, Sherlene Tablada, and Anna Hoare. Special thanks go to Ms. Esther Sho for her extensive interviews and comments on the text and students of Tumul K’in for their support of this project.

October 2011 © United Nations Children’s Fund (UNICEF), Belize Disclaimers: The statements in this publication are the views of the author and do not necessarily reflect the policies or views of UNICEF. This publication or any part thereof may be freely reproduced. Prior permission is not required but credits would be much appreciated. A sample of any publication in which the content or part thereof is reproduced would also be appreciated.

2

By Sherlene Neal Tablada, UNICEF Adolescent Development and HIV/AIDS Officer

This Knowledge Lab Series is a set of learning tools designed to discuss promising initiatives. The purpose of the Series is to share experiences with practitioners for dialogue and learning and encourage early documentation of innovative programmes. This document is being used to disseminate Tumul K’in’s model as a promising practice in education for use in communities where student learning can benefit from bilingual education based on intercultural concepts and the active participation of young people.

UNICEF takes this opportunity to share Tumul K’in’s experience and lessons learned not because the programme has reached full maturity but because it has reached a point at which basic lessons can inform start-up programmes. Tumul K’in has demonstrated that when students are exposed to a wellrounded curriculum which incorporates their language and culture, they benefit from a richer and more holistic experience. Another feature worthy of highlighting is Tumul K’in’s strong focus on adolescent and youth participation in the governance of the school. This strong focus on youth leadership and participation combined with the above-mentioned integration of culture and language make the learning environment at Tumul K’in one where students feel they can excel.

In sharing the experience of Tumul K’in, we encourage school leaders at the secondary level to reflect and make appropriate changes based on this model, allowing room for improvements and adaptations to suit various settings. The challenges and lessons mentioned in this document can help others gain insights into Tumul K’in’s experience and perhaps consider adapting them to their own contexts.

3

4

1. INTRODUCTION Education is a basic human right that is inalienable and universal. UNICEF believes that “education enhances lives … ends generational cycles of poverty and disease and provides a foundation for sustainable development.”1 The United Nations’ Millennium Development Goals (MDGs) set out the aim that “by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling.”2 For children of Belize, this goal may not be within reach by 2015 since the gross enrolment rate3 as of 2009 is only 95.1% and the net enrolment rate4 is 83.7%.5 Table 1 includes the 2010 MDG Scorecard for net enrolment ratio in primary education in Belize, illustrating that the country is not on track to achieve universal primary education by 2015.

1 UNICEF. “Basic Education and Gender Equality.” Last updated 2 July 2011.

Available at: http://www.unicef.org/education/index.php [accessed 19 July 2011].

2 United Nations. “Goal 2: Achieve Primary Education.” Available at: http://www. un.org/millenniumgoals/education.shtml [accessed 19 July 2011].

3 Number of children enrolled in primary schools institutions as a proportion of the total 5-12 year old population.

4 Proportion of primary school aged children (5-12 years old) who are actually enrolled in the primary school system.

5 2010 UNICEF Situation Analysis.

5

1. INTRODUCTION

Table 1: Belize MDG Scorecard 20106

Belize has made good gains in primary education by developing a policy to create quality child-friendly schools. Unfortunately, though, in Belize, there is also a substantial decline in levels of enrolment and sustained attendance through secondary school when compared to primary school, as shown in Table 2 on the next page. Importantly, this is even more salient for boys as their gross and net enrolment rates in secondary school are lower than girls nationally7. Nationally, the difference points to an important gender issue in transition – currently, girls are more successful than boys in transitioning to secondary and higher education in four districts with Corozal and Orange Walk being the exceptions, as indicated by the 2010 UNICEF Situation Analysis.

6 Belize Scorecard and Outlook Report 2010. Millennium Development Goals. UNDP Belize.

7 net enrolment: males = 37.4%, and females = 44.1%; gross enrolment: males = 49.8% and females = 56.4%. Statistics reported in the 2010 UNICEF Situation Analysis.

6

1. INTRODUCTION

Table 2: Schools, Teachers, and Enrolment, 2008-20098

Belize is a very diverse country comprised of people who represent various ethnicities.

Guaranteeing the right to a quality education for children of different languages poses a challenge because of the need to build varied educational curricula, offer culturally appropriate content, and promote unity in diversity. In this context, intercultural bilingual education (IBE) is a mechanism that ensures a relevant and quality education to all children of Belize; it constitutes a powerful tool to help improve the quality of life of indigenous children, allowing them equal opportunity to succeed. For this reason, IBE is gaining popularity and acceptance in the education sector.

A recent October 2009 UNICEF Belize review of three IBE pilot programmes indicated that IBE increased students’ motivation, pride in language and identity, and basic understanding of school concepts, by, (i) investing in teachers, (ii) developing a common school culture, and (iii) incorporating parents and communities.9 Strengthening IBE contributes to achieving the Millennium Development Goals by improving the quality of education at the elementary level, and thus, by extension helping to achieve other MDG goals. It also promotes relevant and adequate teaching in the mother tongue in excluded communities, hence facilitating student learning. Lastly, it seeks to strengthen teacher training and develop effective and culturally appropriate teaching methodologies, curriculum and materials.

8 Data from the Belize Ministry of Education 2009, as reported in IDB’s 2010 Report “Towards a Sustainable and Efficient State: The Development Agenda of Belize”

by Dougal Martin Osmel Manzano.

9 Penados, F. 2009. UNICEF Belize Report “ Safeguarding the Rights of Indigenous Children in the Process of Development: Intercultural Bilingual Education Component: Project Review.”

7

1. INTRODUCTION

Furthermore, in 2007, the UN General Assembly adopted the Declaration on the Rights of Indigenous Peoples, which aims to promote the individual and collective rights of indigenous peoples, as well as their rights to culture, identity, language, employment, health, education, and other issues.

According to Article 1410 of this declaration, the educational rights of indigenous children should be respected and promoted.

Based on the context of promoting indigenous rights to quality education, the Tumul K’in Center of Learning was established as a registered non-governmental organisation to respond to the challenges of poverty and marginalisation in rural Toledo facing indigenous people. Its aims include the promotion of a sustainable development with Maya identity through intercultural education, training, and research, fusing modern and traditional Maya values, knowledge, and philosophy. For almost a decade, it has provided a residential intercultural programme at the secondary level that targets disadvantaged indigenous youths of the rural areas. It was selected to be a part of this Belize Knowledge Lab Series because of its innovative approach and promising results.

10 For a complete reference to Article 14, please refer to: United Nations Declaration on the Rights of Indigenous Peoples. 13 September 2007. General Assembly Resolution 61/295, available at: http://www.un.org/esa/socdev/unpfii/en/drip.html [accessed 19 July 2011].

8

2. BELIZE IN CONTEXT a. Social-economic Situation in Belize

Belize is situated on the Caribbean coast of Central America, bordered in the north by Mexico’s Yucatan Peninsula, and in the south and west by Guatemala, with a very small direct sea link to Honduras in the south. Off the Caribbean coast of Belize lies the second largest barrier reef in the world, an attraction for diving and watersports tourism. It is a relatively small country, with a diverse landmass of almost 23,000 square kilometres, and a population of 312,698 in 201011. The country is divided into six districts: Corozal and Orange Walk in the north, Cayo in the west, Belize in the east and central, Stann Creek in the southern coastal area, and Toledo in the far south and southernmost coast.

A significant proportion of Belize’s population is young –about 48% of the Belizean population is 19 or under12. The Belizean economy faces a number of inherent barriers: it is a small country with little economic power; and its population density is low, limiting the internal market and resulting in a high per capita ratio of infrastructure costs.

The percentage of Belizean households that are poor (including vulnerable and generally poor) was 31% in 2009. When measured on an individual level, 41.3% of Belizeans were poor in 2009 with poverty for Maya Belizeans substantially higher.13 11 2010 Belize Census.

12 Ibid.

13 Belize Country Poverty Assessment, 2009.

9

2. BELIZE IN CONTEXT

Toledo, the poorest district in Belize, is disadvantaged by insufficient economic opportunity and weak infrastructure. The social make-up of the District is predominantly rural and traditional Maya14 with Q’eqchi’ and Mopan Maya making up around 10% of the country’s total population and spreading out across approximately 50 villages. Toledo communities are generally remote from the country’s main business and tourist areas. With small villages and small agricultural landholdings, it serves as the country’s major producer of rice, corn and beans under the milpa system, and the centre of an expansion of organic cacao production. The charts below (Figure 1) demonstrate the indigence15 and poverty16 rates by districts in Belize, with Toledo notably the district with the highest rates.

Figure 1: District Population Poverty Rates, 2002 and 200917

b. Education System in Belize

The Belizean school system is an aggregate of education sub-systems. The language of instruction is English and largely based on the British-Caribbean educational format, with three levels: primary, secondary, and tertiary. There are eight years of primary education comprised of two years of infant classes, followed by six standards. Secondary education is divided into four forms requiring examinations before continuation to the next form. Sixth form is actually the first two years of post

10

15 Indigence is a state of extreme poverty or destitution where one’s level of expenditure is not high enough to enable them to satisfy one’s basic food requirements.

16 Poverty is essentially related to the notion of absence, lack or deprivation of factors which are necessary for an acceptable quality of life, as according to the Country Poverty Assessment, 2009.

17 Belize Country Poverty Assessment, 2009.

2. BELIZE IN CONTEXT secondary education. Schools are largely run by various religious denominations (e.g., Catholic Anglican, Methodist, etc.), with a relatively small percentage directly managed by the Government of Belize. Figure 2 provides a visual illustration of the education system.

Figure 2: Overview of Belize education system18

As mentioned briefly previously, the education system in Belize faces continued problems, with a downward trend in school enrolment19, increasing level and poor academic performance, indicating policy and quality problems with the educational system as a whole.

The education system is also multicultural, but the nature of teacher training and educational curricula does not appear to adequately reflect this reality. Though English is the language of instruction, there are some 10 different languages spoken in Belize20 -- as a first language, 43% speak Spanish, 37% speak Creole (Kriol), a total of about 7.5% speak either Mopan or Q’eqchi’ Maya, 2% speak Garifuna (Garinagu), and only 6% speak English as a first language21. The figure on the next page shows the disparities in secondary enrolment rates according to district, with Toledo being the district with the lowest rate at 7.3% and Belize district with the highest rate at 34.8%.

18 MOEYSC_ QADS: Hemispheric Project for the Preparation of Policies and Strategies for the Prevention of School Failure, Belize Report, June 2005.

19 Government of Belize-UNICEF 2010, Midterm Review.

20 From Belize Census data 2000.

21 the percentages include Plautdietsch/Mennonite, Chinese, Hindi, and Yucatec Maya.

11

2. BELIZE IN CONTEXT Figure 3: Secondary Enrolment Rates by Districts, 2004-200522

Furthermore, quality education in Belize is often exacerbated for indigenous children and adolescents because they are usually the poorest of the poor, have parents who are less educated, have higher mortality rates, and are also victims of racism and discrimination, as shown in Figure 4. For example, the IDB report indicates that “youth from the Garifuna, Maya, and Mestizo ethnic groups face greater obstacles to attending secondary education than the Creole population” since the net enrolment rate of Creole youth is 1.6 times higher than Garifuna and Maya youth. 23 In the past decade, indigenous people in this region have gone through important changes in terms of their overall lifestyle and their relationship with the rest of society. As such, their relationship with the respective States has evolved in line with the approval of important international instruments regarding their rights.

However, there is still a wide gap between legal frameworks and fulfilment of their rights, according to data gathered on these populations.

22 As cited in Martin, D. & O. Manzano. 2010. “Towards a Sustainable and Efficient State: The Development Agenda of Belize.” Inter-American Development Bank (IDB).

23 Martin, D. & O. Manzano. 2010. “Towards a Sustainable and Efficient State: The Development Agenda of Belize.” Inter-American Development Bank (IDB).

12

2. BELIZE IN CONTEXT

Figure 4: Poverty by Ethnicity, 2002 and 200924

With the aims of improving the realities of indigenous peoples in Belize, UNICEF Belize has three main strategies to support indigenous children and adolescents: 1. Advocate for having indigenous children rights in the agenda of state institutions at national and local levels, while also advocating for having child rights in the agenda of indigenous communities and organisations 2. Promote inter-generational dialogue with indigenous communities and organisations, so that a better articulation can be found between tradition and modern challenges 3. Promote intercultural dialogue, between the different social and ethnic groups to value diversity and, at the same time, support multiple and inclusive societies 24 Belize Country Poverty Assessment, 2009.

13

3. THE TUMUL K’IN CENTER OF LEARNING PROGRAMME 25

a. History

The Belizean context described above is salient for the understanding of the educational situation of indigenous Maya adolescents in Toledo District, especially students at Tumul K’in.

The history of Tumul K’in dates back to 1997 in the Cayo District of Belize when the members of Ukuxtal Masewal (the Maya Institute of Belize) came together to collaborate in an effort to address the poverty crisis affecting the Maya people and considering the role that the cultural and natural resources of Maya people could play in the development of its own people. According to the organisation, the idea for Tumul K’in “began with that of giving hope to the lost child”. Tumul K’in Center of Learning was established in response to the high poverty rate among the Maya people of Toledo; the erosion of the socio-cultural fabric, identity and traditional knowledge; and the lack of educational opportunities, especially those that are culturally relevant, for rural youth.

25 Even though British English is being used for this series, the official name of the organisation is Tumul K’in Center of Learning.

14

3. THE TUMUL K’IN CENTER OF LEARNING PROGRAMME

Various government ministries supported the effort: the Ministry of Education granted a temporary school licence, the Ministry of Natural Resources granted a lease for 400 acres in the Cayo District for the establishment of the concept, and the Ministry of Agriculture invested in the use of lands and seed money in 2001. In support of the project, an alliance was formed between the Maya Institute of Belize, Toledo Maya Cultural Council, Q’eqchi’ Council of Belize, Toledo Maya Women’s Council, and the Toledo Alcalde Association. The school was inaugurated in January 2002, and it opened with twelve students, two full-time staff, and volunteer assistance.

Tumul K’in is governed by a voluntary Board of Directors, which is comprised of representatives of various Maya organisations, parents, Tumul K’in teachers, community teachers, elders, student alcaldes, the broader education community, and the business community. The Board of Directors is complemented by a Parent Teacher Association consisting of parents from seven different communities and two teachers.

b. Objective

The objectives of Tumul K’in Center of Learning are as follows:

1. To enable rural young people to honour and make wise use of their cultural and natural resources in the pursuit of a sustainable development by providing them with technical skills and developing their character through an innovative Maya intercultural education.

2. To research and develop practices in the areas of natural resource management, agriculture, and education based on the integration of Maya and modern knowledge and wisdom.

3. To become an autonomous, self-sustaining institution through the sale of services and products and other income generating activities.

Overall, Tumul K’in aims to provide an education that integrates culture and responds to the needs of the district. Through conversations with the Managing Director, Ms. Esther Sho, it was revealed that the leadership at Tumul K’in believes that the erosion of the Maya culture and language can be attributed to several factors which include the absence of the Maya content, including language, in the curriculum for indigenous children, increasing influence from outside cultures, and lack of confidence in the Maya culture. As the Maya culture deteriorates and children have an increasing lack of interest 15

3. THE TUMUL K’IN CENTER OF LEARNING PROGRAMME of becoming educated in the Maya values and language, a need emerges to preserve such rich culture.

The programmes instituted at Tumul K’in aim to build the character, attitude, and skills in these young people so that they can go back to their communities with the practical knowledge and sense of community responsibility. Ultimately, it is to instil Maya values in students and strengthen their ability to pursue further studies, seek employment, and contribute to their community.

The Maya values promoted at Tumul K’in are: • • • • • • •

Respect for Mother Nature Community interdependence and cooperation Intercultural understanding and tolerance Organised work Truthfulness in our word Dialogue and consensus Self-reliance

c. Strategies

The main strategy at Tumul K’in is to integrate culture into the conventional education system and offer an innovative programme to equip youths with the value, skills, and knowledge that will allow them to survive in the modern world without forgetting who they are and without losing that identity as a Maya person. Tumul K’in has several different programmes to contribute to the success of its students, and each programme is intercultural with Maya values represented.

1. The Residential Academic Programme The number one priority for Tumul K’in is a commitment to delivering a quality, culturally relevant, and responsive secondary intercultural education through its residential academic programme. With the view of students serving as partners in their education, the Center’s pedagogical practice is based on independent and collaborative learning. The programme is based on the notion of a learning community where everybody teaches and everybody learns. This notion is fundamental to both theorising (classroom instruction) and application of concepts learned as part of the curriculum in real 16

3. THE TUMUL K’IN CENTER OF LEARNING PROGRAMME life (field work). The delivery of learning is guided by the following fundamental principles: • • • • • •

integration of Maya and non-Maya content integration of theory and practice dialogue pedagogy community spirit self-reliance and leadership interculturality

The programme is offered to students between thirteen and sixteen years of age when they enter their first year. It is arranged into four years, with the first two years designed for students’ preparation to specialise for the remaining third and fourth years. During the first two years, students are taught academic subjects such as mathematics, English, and science as well as Q’eqchi, Mopan, and cultural studies. Other classes taught in the programme are production of cuxtal (Maya shoulder bag), sewing, pottery, basketry, Maya dancing, Maya cooking, Maya performing arts, and learning how to play traditional Maya instruments, such as the harp and marimba. Students come primarily from villages throughout Toledo District, although about 10% of the student population come from outer districts such as Stann Creek and Cayo. Students are allowed to go home to visit their families every ten days.

Areas of Specialisation: At the completion of their studies, students graduate from Agricultural Science & Production or AgroProcessing as areas of specialisations with a high school diploma. Currently, areas of specialisation in Eco-cultural Tourism and Sustainable Use of Natural Resources are being considered for the near future.

Structure and Length of Programme The Intercultural Education Programme has 3 levels as indicated by Table 3 on the next page.

17

3. THE TUMUL K’IN CENTER OF LEARNING PROGRAMME

Table 3: Levels of the Intercultural Education Programme26

Extracurricular Activities and Leadership Building: Aside from the academic programme, students enrolled at Tumul K’in are also involved in a variety of extracurricular activities and leadership responsibilities to build their knowledge and character and strengthen their identity. For example, each class at the Center has an Alcalde System, a governance body that is modelled after their community governance system and allows for proactive student body participation. The student body elects a representative from the class Alcalde to represent them at the Board of Directors, which is the ultimate management body of the Center. Additionally, the Fahina System, a mechanism for organised Maya community work, ensures that each member of the

18

26 Source: Tumul K’in programme leaders, 2011.

3. THE TUMUL K’IN CENTER OF LEARNING PROGRAMME community participate in activities related to the upkeep and well-being of the Center. A disciplinary council is also formed of class Alcaldes, teachers and the Center’s administration who collectively work to ensure that the maintenance of peace and harmony at the Center is a community responsibility.

The extracurricular activities involve a biweekly cultural night organised by students with the guidance of staff. This event allows students to prepare and present a short programme to faculty and visitors through the freedom of self-expression. It is also an avenue for students to illustrate what they have learned from their various classes and portray the world from their perspectives as young Maya individuals. These cultural events are also designed for them to socialise in a healthy and culturally enriched environment, encompassing activities such as dancing, playing traditional instruments, and understanding the Popol Vuh27 through performing arts. Students at the Center are continuously encouraged to participate in extracurricular activities so as to strengthen their personal growth and development as unique individuals. Below is a diagram which demonstrates the non-academic components of Tumul K’in’s residential academic programme.

Figure 5: Focus Areas of the Residential Academic Programme

27 The Maya creation story.

19

3. THE TUMUL K’IN CENTER OF LEARNING PROGRAMME

2. Sustainable Agriculture and Natural Resource Management Programme The agricultural programme is designed to offer technical experience to students and approximately five to ten students specialise in this programme. Tumul K’in staff believes that it is important to expose students to the traditional Maya planting techniques, such as slash and burn, and planting in accordance with the moon cycle and the Maya Calendar. Through this programme, Tumul K’in runs a farm that produces a diverse selection of food products for student consumption at the school kitchen and aims to generate income through the sales of excess food. The farm also serves as a practical outdoor classroom for the teaching of agriculture to Tumul K’in students. The farm produces poultry (meat and eggs), swine, sheep, vegetables, corn, cacao, honey, ground crops, fruits, and traditional crops. By being enrolled in this programme, students get the opportunity to have hands-on experience by working on the farm. Along with the teachers and the farm attendant, they are responsible for ensuring the continuity of the farm units.

3. Economic Development for Financial Sustainability Programme This programme operates via the food-processing unit, which was recently upgraded from being a laboratory. It has managed to make a name for itself in the productive sector of the food industry. A Tumul K’in graduate serves as the Food Processing Technician and manages the unit to produce a range of products varying from 100% pure honey, honey jelly, jams, pickled peppers, pepper sauce, and purified water. Tumul K’in’s products are marketed locally in Punta Gorda Town and nationally at select stores. All proceeds from the sales of these products go back to the Center for the students’ education.

Students at Tumul K’in assist in the operations of the unit as a part of their practical experience.

Under this programme, Tumul K’in also offers an Eco–Cultural Tourism unit, which aims to enter the service sector of Belizean industry as a direct result of striving for self-sustainability. Tumul K’in plans to offer adventure trips services to meet the demands of adventure seekers, backpackers and tourists who travel to Toledo District.

4. Outreach and Advocacy Programme This programme seeks to build awareness on the need for intercultural education and promote Tumul K’in as a viable option for secondary education. It also enhances Tumul K’in’s status and image as a key player in the field of rural indigenous development in Belize. As part of its outreach programme, 20

3. THE TUMUL K’IN CENTER OF LEARNING PROGRAMME students manage the Ak’ Kutan community radio station28 under the guidance of the full-time radio manager. They also manage the radio through their representative on the Board of Directors. The radio is used to empower community members in the Maya villages of the Toledo District with information on intercultural education, indigenous rights, cultural identity, traditional healing, and other topics that will improve their lives. The use of the Mopan and Q’eqchi’ Maya languages and the promotion of local Maya music, such as the marimba and harp, are vital elements of the radio programme. For the past few years, students have served as volunteers for the station; Tumul K’in will integrate the radio as part of the curriculum and requires 100% participation from students this incoming school year.

d. Costs and Funding

Annually, each student pays 300BZ$ either in cash or in-kind through beans, rice, corn, or labour to attend Tumul K’in. The total costs for accommodation, food, transportation, books, and tuition are subsidised by the institution. The total operating costs of the institution is 3000BZ$ for each student per year and the projected expenses for the 2010-2011 school year was 338,900BZ$, covering all programme costs and salaries/benefits for 15 staff members.

While Tumul K’in receives assistance and funding from various sources, it aspires to fund itself through the sale of excess produce, goods, and services from its agriculture programme, the food-processing unit, and its eco-tourism programme, respectively. More specifically, Tumul K’in currently receives financial support from the Ministry of Education for the operations of its secondary intercultural education programme. Furthermore, Tumul K’in has established partnerships with the following organisations: Ireland Aid, OMEGA Finland, Food and Agriculture Organisation, Global Environment Facility, Protected Areas Conservation Trust, the Taiwanese Mission, Maya Area Cultural Heritage Initiative, Commonwealth of Learning, Peace Corps, UNESCO, and UNICEF. It is also a member of the Maya Leaders Alliance of Southern Belize (MLA), the Belize National Indigenous Council (BENIC), and the Belize Tourism Industry Association (BTIA).

Tumul K’in receives direct technical and financial assistance from UNICEF and presently has its third annual work plan with the organisation. It is working with UNICEF directly to support youth participation and promote a culture of rights among the young people. Its first work plan with UNICEF 28 The completion of the radio station was funded by UNESCO.

21

3. THE TUMUL K’IN CENTER OF LEARNING PROGRAMME included coordinating the three intercultural bilingual education (IBE) initiatives at Aguacate Primary School, San Jose School, and Gusili School. Over the past two years, UNICEF has been supporting the organisation to incorporate arts, music, sports, and culture into the school’s curriculum as well as helping it to document its model of adolescent participation through governance. UNICEF also facilitated the mobilisation of indigenous children and adolescent participation at the Maya Encounter organised by Tumul K’in. Furthermore, Tumul K’in students are active participants of the Maya Youth Coalition, an organisation UNICEF supports to foster strong youth participation and leadership through training on adolescent rights and participation through media, arts, and culture.

e. Successes of the Programme

For more than ten years, Tumul K’in has strived to offer a holistic secondary education to hundreds of students from socio-economically and ethnically disadvantaged backgrounds. Through indepth conversations and interviews with programme staff, students, and parents, some successes of the programme were apparent and are summarised below. (i) Quality and inclusive secondary education that respects indigenous traditions and builds character The most important success of Tumul K’in has been its ability to deliver a high-quality secondary education to students who otherwise would not have a chance to study. Not only do students learn about the basic subjects such as Math, English, Reading, and Science, they also learn about their heritage through courses in Maya Language (reading and writing in both Mopan and Q’eqchi’), and Maya history, for example. Their education is taught at the practical and theoretical levels, which emphasises and validates the importance of respecting traditions and how to live as proud Maya in a modern world. In particular, Maya values and language implemented in the classes and Maya related activities held throughout the year (i.e. Maya Day, Maya Olympics, and Maya Encounter) allow students to nurture their confidence, identity, and cultural appreciation as Maya.

As a residential school, Tumul K’in makes an immediate impression on its students, as they are placed in an established community and are given a sense of belonging. Students are given responsibilities concerning the upkeep of the community and their school by tending to the foodprocessing unit, cleaning duties, keeping peace in the community, planting, and harvesting the crops of the agricultural programme. The entrepreneurship project provides them with useful skills (i.e. report 22

3. THE TUMUL K’IN CENTER OF LEARNING PROGRAMME writing, planning, business development, financial report) so they can be innovative people once they graduate and enter adult life. They also learn how to participate in, and respect, community life and each other. All of these actions foster personal accountability and awareness.

According to programme leaders, many students who graduate from Tumul K’in find a job first before continuing with University studies for financial reasons. Many students go back to work in their communities and live at home with their families. As of late, the fourth year students are sitting the ATLIB29 exams. Due to financial constraints, they are not taking the CSEC30, which would qualify them for a government scholarship for tertiary education if they perform well. Last year, of the 10 students who sat the ATLIB, seven successfully passed the exam.

For Tumul K’in, the most important aspect is that they graduate with a strong sense of selfidentity, self-reliance, and the necessary knowledge and tools to be able to navigate the world in which they reside. It goes beyond the number because it is about how the institution contributes to shaping the character of young people to be proud Maya individuals.

Student Profile: Clarencio Coc Jr.

A particular success story is that of Clarencio Coc Jr. who came to Tumul K’in from

a high school in San Antonio of Cayo District. He had to drop out and joined Tumul K’in because of costs. Upon joining Tumul K’in, he worked for the food-processing unit and studied diligently under a Taiwanese volunteer who worked there. He was part of the second set of graduates and was consequently encouraged to apply for a scholarship to study in Taiwan. He was accepted and is now continuing his university education in Taiwan.

School Awards:

Tumul K’in has been recognised as one of the most innovative educational initiatives nationally and internationally. It was featured as such in the First National Development Symposium and in the Belize Today in 2006. The institution has been requested to share its experience in Suriname and Guyana. In January 2007, Tumul K’in was chosen as the Educational Institution of the Year by the Belize Tourist Board in recognition of excellent and innovative services in education.

29 Association of Tertiary Level Institutions of Belize, an exam that students are required to take to enter University in Belize.

30 Regional Education Certificate Examination from the Caribbean Education Council (formerly known by the acronym CXC in Belize). It costs 126BZ$ to sit for the first CXC subject and 30BZ$ for additional subjects. Consequently, very few students manage to take the tests because they need to sit and pass at least six subjects, including Math and English. This condition results in high obligatory fees of approximately 300BZ$.

23

3. THE TUMUL K’IN CENTER OF LEARNING PROGRAMME

(ii) Successful community outreach and relationship Another aspect of success for students at Tumul K’in is its ability to provide community outreach and to have a healthy relationship with the community. Through the academic programme, the students get the opportunity to participate in activities in the communities such as planting and harvesting. Also, the students organise cultural skits and dances that they perform in the communities. Ak’ Kutan Radio Station provides students with the skills to run the station on their own and to empower indigenous communities with information and cultural knowledge, especially through the use of Maya languages.

According to Ms. Sho, Tumul K’in’s “programme is not just with the students in the classroom but really also with the community because they can learn from what we do as well.” Tumul K’in recognises that having a close relationship with the community is important, whether it be through the participation of the students, parents, or through community leaders.

Student Profile: Fidela Bo

Fidela came to Tumul K’in for her last year in high school as a transfer student from

Toledo Community College. Fidela wanted to focus on agricultural studies to gain practical experience. For her senior project, she experimented with raising 50 hybrid chickens, which she labelled “Fidi’s Quality Chicken.” She fed them chemically and organically to sell at the market. She cleaned the chicken coop and fed them everyday. When it was time to sell the chickens, she made more than 300BZ$ in profits and used the money to bring her parents to her graduation and to buy materials for her graduation ceremony.

Fidela’s favourite memories of Tumul K’in were the Maya Day where students did firewood splitting, corn tortilla making, and the Maya Hac, a spiritual offering where students would ask their creator to bless their Mother Earth and the students at Tumul K’in. She also enjoyed eating together as a family with other students and cultural days on Saturdays where students had the opportunity to dance with each other after class presentations.

Fidela expressed that her experience at Tumul K’in “makes me feel that yes I could do something in my life, like I could run a business, do proposal and do a practical work beside it. Because before I came here at Tumul K’in, I knew nothing about proposal, practical experience.” With the hope of attending University, she plans to study environmental science or natural resource management and to become a botanist, a biologist, a veterinarian, or a doctor.

24

3. THE TUMUL K’IN CENTER OF LEARNING PROGRAMME f. Factors contributing to success

Specific factors have contributed to the success of Tumul K’in’s experience and can be useful for other institutions that may want to replicate its programme model. Below is a list of the most important factors contributing to success according to programme leaders in 2011:

(i) Innovative pedagogical methods Tumul K’in’s success can be predominantly attributed to its innovative teaching methods. Students learn the basics from the secondary education curriculum, but they are also taught language, history, and cultural studies regarding their traditions. These classes are integrated so that math is not isolated from English and agriculture but all part of a well-rounded curriculum. The school combines various extracurricular activities and responsibilities with this holistic curriculum. Cultural nights held every other Saturday engage the students in cultural activities that they have learned in their classes and allow them to practice their skills. The curriculum offers students with entrepreneurial projects in communities located outside of Tumul K’in and a radio station through which students can perform community outreach. The school teaching methods also involve Maya elders who participate in class instruction to channel intergenerational knowledge.

(ii) Community involvement and solidarity Community involvement has also contributed to the success of Tumul K’in. According to school officials, many aspects of the work involved in making Tumul K’in the institution it is today take a long time to complete, and it is imperative to think of it as more than just a project but a long-term commitment from the community. The Managing Director of Tumul K’in recommends that potential interested parties think “outside the box” so that they can brainstorm all that is achievable, allowing one the opportunity to explore possibilities. Tumul K’in has spent years cultivating a relationship with the community, continually invests in having a close community relationship, and is aware of all the changes taking place.

In conversations with Tumul K’in staff and students, it becomes apparent that what makes this school special is its school culture and the fact that all the members involved at this Center are fully committed to the educational mission with Maya values incorporated. The staff spend quality time together to do joint planning and to reflect on the best ways to nurture the programme even more 25

3. THE TUMUL K’IN CENTER OF LEARNING PROGRAMME through open dialogue. They learn from their mistakes and take ownership of the necessary changes.

Students wear their traditional uniforms, eat local food together every day, create Maya arts, and take leadership in school improvement efforts. Furthermore, some students have even gone back to Tumul K’in to volunteer after graduation as a way of giving back to a small institution that has provided them with a unique opportunity through secondary education. All of these actions comprise a school culture that promotes a strong sense of community and unity.

(iii) Student leadership and participation Another factor that has contributed to the success of students at Tumul K’in is its promotion of student leadership and participation. Students are encouraged to be involved in school governance, the disciplinary council, and meetings concerning issues of the community. Each disciplinary council is made up of students, two alcaldes, two teachers, and a facilitator. Students also take over for teachers in their absence, which helps them develop their leadership skills further.

Interviews with students revealed that they appreciated the open dialogue and opportunity to participate. For example, they have a community meeting every Sunday at which every student has the right to speak up and share their opinions about what needs to be done or how things can be changed at Tumul K’in. Students feel that they can be listened to within the close-knit community and are empowered to participate. Active participation from students promotes a sense of equality and allows students to express their opinions on issues affecting their lives and their community.

g. Challenges and Solutions

Similar to many start-up programmes, Tumul K’in has also faced challenges over the years.

Regardless, the organisation’s staff has worked diligently to generate innovative solutions to these challenges. Below are some of their most pressing challenges in the last 12 years of operation, and their responses.

i. Cost: Issue: The foremost challenge to students and the organisation is finance, as indicated by the lack of funds for their schooling. Since Tumul K’in operates as an NGO, it does not receive full financial support

26

3. THE TUMUL K’IN CENTER OF LEARNING PROGRAMME from the Government of Belize as do the other schools. Its residential programme is also very unique and requires a lot more investment than a regular high school.

Solutions: Tumul K’in has made many efforts to keep the cost of the school low for students by supplying food, offering books for loan, and providing free accommodation. It continues to reach out to numerous partners to receive diversified funding support and comes up with innovative ways to generate income, as evidenced by its Economic Development for Financial Sustainability Programme.

ii. Limited initial understanding of Tumul K’in’s approach: Issue: For the first few years after the establishment of the programme, some students and community members did not understand the importance of integrating the Maya culture and values into the school curriculum.

Solutions: Tumul K’in approached it by helping both groups of people understand why students at the institution should learn about their traditions and history. The students do community outreach through cultural presentations in various communities. Tumul K’in students also help local people on their farms, an experience which contributes to their hands-on learning. The Center also reaches out to the community through its community liaison officer and through Ak’ Kutan Radio. By engaging in personal communication and digital outreach, it was over time that students and community members began to appreciate the integration of culture into Tumul K’in’s programme as their confidence and identity of their culture grew. This perception was enhanced by the school culture and curriculum with classes that taught Maya values, Maya language, and cultural studies.

iii. Limited parental involvement: Issue: An additional challenge for the school and students has been limited parent involvement.

According to programme leaders, some students do not always have parental support, as some students do not come to Tumul K’in directly from primary school, but rather from the workforce where they have become more independent from their parents and receive less assistance from them. In other cases, parents disagree with the residential aspect of the school and believe that students should not be living on their own. This view is held especially for girls, but in some cases also for boys because of their young age. Residential programmes are uncommon in Belize.

27

3. THE TUMUL K’IN CENTER OF LEARNING PROGRAMME Solutions: In responding to this challenge, Tumul K’in has a community liaison officer who travels out to the community to reach out and maintain contact with the parents, educate them about the school, and hold meetings with them concerning their child when necessary. Tumul K’in also acknowledges that it takes time and tenacity to build a strong relationship with the parents and the community.

28

4. DISCUSSION FOR FEASIBILITY OF SCALE UP

The importance of considering the successes and challenges of programme models for further scale up or enhancement cannot be overlooked. The same holds true for Tumul K’in. It has been an institution that provides an innovative and enriching experience for disadvantaged young people from rural backgrounds.

To take the programme forward, it would be useful for programme leaders to consider a monitoring and evaluation framework. This framework should include changes in intended outcomes (impact) as well as assessment of quality of programme delivery and adherence to core components with a theory of change (implementation). A clear theory of change for Tumul K’in articulates the programme’s belief of how specific core components lead to specific changes in student outcomes. It also supports programme dissemination and evaluation. These steps would provide necessary data for scaling up and further development of the programme model. Indicators for well-being established by UNICEF in the past few years could be used in establishing measures for student outcomes.

Ongoing monitoring systems and feedback loops should be considered carefully.

29

4. DISCUSSION FOR FEASIBILITY OF SCALE UP

To generate quantitative data, the school may consider tracking the retention rates and standardised tests performance of its students over their four-year education to see if the overall school performance is increased over time.

Another suggestion would be for programme leaders to closely follow the successes of its graduated students in a systematic way, such as maintaining contact with those that continue with tertiary education and/or find jobs. With the increased availability of technology and social media nowadays in Belize, it may be feasible that contact be made systematically. In this regard, Tumul K’in has recently formed an Alumni Association and aims to use this avenue to maintain communication with all the graduates. With increased communication with former students, Tumul K’in could count on them to come back and share their experience post-high school as well as serve as mentors for the younger students.

Lastly, Tumul K’in is considered a Centre of Excellence by many organisations, especially those serving indigenous and disadvantaged populations. It would be useful for Tumul K’in to position itself as a leader in providing IBE to students and continually increase its capacity to provide technical support and training to other organisations to build their capacity. By contracting out its resources and services, it could also achieve sustainability in that way. In this regard, it would be especially important for Tumul K’in to engage in manualisation of the core features of its programme model so that other schools can be trained to replicate its model elsewhere. Tumul K’in staff should exercise their leadership and provide direction for other organisations that may find its programme innovative and worth implementing.

30

5. CONCLUSION

Tumul K’in Center of Learning has built a successful education model adapted to the cultural and educational rights of children in this small southern village. Despite the challenges, the school and the community have found solutions to guarantee the rights of indigenous children to education and provided them a culturally relevant education that is linked to development. It has promoted a sustainable identity through inter-culture education, using the modern values, knowledge and philosophy alongside Maya values and philosophy. Overall, the school has served as an environment that gives everyone the opportunities to explore their talents and interests.

Tumul K’in continues to improve its academic programme component and is seeking additional financial and human resources, especially from people who have special skills and knowledge to impart on the young people. Its efforts in attempting to add new ideas into its school curriculum speak highly of its desire to nurture the IBE approach and to prepare its students for the future.

Equally important for the Maya community is the desire to share their history and teach their children how to appreciate Maya values and traditions.

31

5. CONCLUSION

Over the years, the teaching staff and community members have joined efforts to ensure that the children of their village received a quality and inclusive education. With further investments and support from various stakeholders, Tumul K’in will continue to play an active role in ensuring that the rights of their children and young people are respected, protected and fulfilled. Therefore, resources should be allocated to raise awareness about the importance of IBE and education quality, to train teachers, parents, and other members of the educational community, to produce materials, and to follow up at the school and community levels.

32

6. BIBLIOGRAPHY Belize Country Poverty Assessment, 2009. Available at www.belize.gov.bz/public/ Attachment/131612504571.pdf [accessed 3 August 2011].

UNDP Belize. Belize Scorecard and Outlook Report 2010. Millennium Development Goals.

Government of Belize - UNICEF Plan of Cooperation. “Situation Analysis of Children and Women in Belize, 2010: An Ecological Review.”

Government of Belize - UNICEF Midterm Review. 2010.

Government of Belize. 2010. Belize Census.

Martin, D. & O. Manzano. 2010. “Towards a Sustainable and Efficient State: The Development Agenda of Belize.” Inter-American Development Bank (IDB).

MOEYSC_ QADS: Hemispheric Project for the Preparation of Policies and Strategies for the Prevention of School Failure, Belize Report, June 2005.

Penados, F. 2009. UNICEF Belize Report “ Safeguarding the Rights of Indigenous Children in the Process of Development: Intercultural Bilingual Education Component: Project Review.”

UNICEF. “Basic Education and Gender Equality.” Last updated 2 July 2011. Available at: http://www.unicef. org/education/index.php [accessed 19 July 2011].

United Nations. “Goal 2: Achieve Primary Education.” Available at: http://www.un.org/millenniumgoals/ education.shtml [accessed 19 July 2011].

United Nations Declaration on the Rights of Indigenous Peoples. 13 September 2007. General Assembly Resolution 61/295. Available at: http://www.un.org/esa/socdev/unpfii/en/drip.html [accessed 19 July 2011].

33