📋 Tender Overview
The session had the participation of the Ministry of Education and allowed contributions to be collected to strengthen the certification process of more than 30 thousand promoters throughout the country.The Advisory Council of the Peruvian Institute for Evaluation, Accreditation and Certification of the Quality of Basic and Technical-Productive Education (Ipeba) held a work session with representatives of the Directorate of Initial Education of the Ministry of Education and the Directorate of Evaluation and Certification of Ipeba (DEC-Ipeba) to analyze the Competence Standards of the Community Educational Promoters of Non-Schooling Initial Education Programs (PRONOEI), prepared within the framework of the competency certification process promoted by Sineace.
The president of Ipeba, Veronica Caffo, opened the session and highlighted that this space made it possible to share progress and validate key contributions to guarantee that the standards reflect the training and community work of the promoters. The joint work between Minedu and Ipeba represents an important step towards the certification of more than 30 thousand educational promoters throughout the country, he stated.
For his part, the director of the DEC-Ipeba, Cesar Mimbela, stated that the certification of competencies formally recognizes the knowledge and performance of the promoters, and provides them with opportunities for professional and work development. These standards will make their contribution to non-school initial education visible and consolidate a quality framework that respects their experience, he noted.
During the meeting, the members of the Advisory Council agreed on the need for the standards to be clear, relevant and understandable for the promoters, and for the process to value the humanization of education and knowledge built from practice.
In this sense, the director of Initial Education at Minedu, Emma Aguirre, highlighted the importance of valuing practical knowledge and intuition as essential elements in early childhood care: The empirical knowledge of community educational promoters represents knowledge built from experience and empathy. Their work demonstrates that initial education is enriched when contextualized practice and the close bond with children and their families are recognized. families, he said.
At the close of the meeting, the president of Ipeba stressed that the standards of competence must be in tune with the essence of the promoters: Their empirical knowledge, their intuition and their community commitment, because they do pedagogy from their experience, she concluded.
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