Fundraising for a state-of-the-art
Community Learning/Cultural Centre
for the disadvantaged in Peru
a Pauline-Coates Trust Ltd project
The Project
About
News
Please select (click) on a Question from the left panel.
Who is managing this Project?
Richard I Coates Pautrat
Richard will the the Project Manager responsible for all phases from Fund Raising to the completion of the construction of the Community Learning/Cultural Centre in Villa MarÃa del Triunfo, Lima.
Richard has worked in the UK computing industry for over 30 years and has extensive management experience having been a Computer Manager for the TSB Bank (1988) and a Project Manager on a number of key, mostly financial, projects.
He has been responsible for budgets in excess of £6 million.
Richard has dual British & Peruvian Nationality and was born in Lima-Peru in 1948.
He speaks Spanish fluently and understands the Peruvian culture.
Personal Blog
Who will be the Centre Director?
It is planned that, subject to being appointed by the Board, the Centre Director will be
Profesor Fernando s. Flores Cuba.
Fernando is a Profesor at the Escuela National Superior de Arte Dramatico (ENSAD) in Lima. Over nine years he has built up a successful local Theatrical Troop of approx thirty actors in his home district of Villa MarÃa del Triunfo.
With the assistance of the NGO arm of Cementos Lima over the last four years, he has provided Theatrical Workshops for students in five (and sometimes 9) local primary & secondary schools.
His local knowledge and professional contacts are indispensible for the successful outcome of this project.
View Personal History
(Employment, Performances, Clients and Education)
Why is a Community Learning/Cultural Centre needed?
"High-quality early childhood care and education (ECCE) is now recognised as a core strategy for poverty reduction.
There is evidence of high returns from ECCE investments, which can contribute to global policy priorities such as tackling child malnutrition, increasing childrens successful participation in school, and strengthening economic development.
In short, by supporting children and families early in life well-delivered ECCE can help to interrupt the cycle of poverty.
But the reality is that this potential only becomes meaningful if
ECCE programmes effectively reach the poorest and most marginalised children in the first place. Young Lives DFID) research finds significant inequalities in access to early education in Ethiopia, India and Peru, as well as clear discrepancies in the quality of services available. These findings underline the importance of ensuring that high-quality care and education in early childhood reach the poorest children if these policies are to fulfil their potential. This requires an increased focus on the most marginalised groups in society, targeted investments to improve the quality of services, and effective governance of both public and private sector provision, to support every child to have a good start in life."
Read more >>
Why build a Community Learning/Cultural Centre when money could be better spent on feeding the poor?
Good question!
The truth is that money is being spent on feeding the poor and in improving food nutrition.
Obviously it is not enough, it never is!
Nevertheless, one has to also develop sustainable solutions that will help lift people out of poverty so that they may better fend for themselves and not continue to be dependent on "hand-outs".
Why build a Community Learning/Cultural Centre when money could be better spent on improving state education?
Significant investments have recently been made on improving state education.
In 1995, together with the World Bank, there was an investment of approx US$300 million in renovating and building urban primary schools, developing and distributing school textbooks, and improving classroom teaching.
In 2002, together with the World Bank, there was an investment of approx US$350 million in improving rural primary teaching, testing incentive systems to improve teacher and student attendance, and developing a secondary school distance education system.
Despite these achievements, Peruvian students score very low on international achievement tests, both at the primary level and in secondary school, even when adjusted for socioeconomic class differences.
World Bank Report (2006)
continued
Why build a Community Learning/Cultural Centre when money could be better spent on improving state education?(contd)
The World Bank's own Independent Evaluation Group (IEG) states:
- Peru spends relatively little on its primary education system;
costs per pupil are among the lowest in Latin America.
- Teachers' pay is among the lowest in South America.
- Systems for teaching supervision, and teacher and school
accountability, are essentially nonexistent.
- There is a lack of capacity for managing a massive and highly
spread out primary education system.
Another reason mentioned by the World Bank is that the quality of teaching is inadequate: -
"But the goal of greater access to education in the country was achieved, in part, by lowering the standards, so that what you ended up with was very high levels of coverage, but very poor quality".
World Bank IEG Report (2006)
Through contractural loan agreements of US$650m, the World Bank has been influential in achieving educational reform.
Nevertheless, despite the improvements, there remain many substantial challenges for the government of the day.
In fact, state is education is so bad that some disadvantaged parents send their children to private schools.
More than 50% of the 180 primary/secondary schools in Villa MarÃa del Triunfo are private. (Costs are low - approx. US $300 to $700 p.a.)
(See also "Government Failure in Peru" below which recounts a similar story in a district neighbouring Villa MarÃa del Triunfo).
This confirms how bad state education is.and that the parents recognise the importance of education.
If we are to wait for government to resolve these challenges before addressing the personal development of the disadvantaged through the Performing Arts, then we will be waiting for a very long time.
Government Failure in Peru
Why build a Community Learning/Cultural Centre when money would be better spent on subsidising student fees and transportation coststo an other Cultural Centre?
The nearest Learning/Cultural centre is approx. 1.5 hours away.
The distance makes it out of the question for the younger/primary school students.
Furthermore, subsidising student travel costs would have no benefits to the local community "at large" and would not sustainable; un-like a local Learning/Cultural Centre which would not only be sustainable, but also affordable. {see costs}
What are the benefits to the students?
xxxx
xxxxx
xxx
What Measurements of Success will you implement?
-To increase the number of students in the District who study the
Performing Arts: From 108 to over 820 per annum.
-To increase the number of Performances in the District:
Childrens Theatre: From 2 to 48 per annum.
Youth Theatre: From 2 to 48 per annum.
Adult Theatre: From 0 to 48 per annum.
-To increase the attendance at cultural activities in the District:
Childrens Theatre: From 500 to 6,000 per annum.
Youth Theatre: From 500 to 6,000 per annum.
Adult Theatre: From 0 to 3,000 per annum.
Ballet: From 0 to 3,000 per annum.
Concerts: From 0 to 2,000 per annum.
Cinema: From 0 to 3,000 per annum.
What Support is there for this Project in Peru?
Resultados de las encuestas en VMT
Sarah Joffre?
Cementos Lima?
Alcalde
a confirmar:
Los cursos están respaldados por las 6 Instituciones mas prestigiosas del Perú en el arte:
- Escuela Nacional Superior de Arte Dramático (www.ensad.edu.pe),
- Conservatorio Nacional de Música (www.cnm.edu.pe) ,
- Escuela Nacional Superior de Ballet (www.ensb.edu.pe )
- Escuela Nacional Superior Autónoma de Bellas Artes (http://www.ensabap.edu.pe)
- Escuela Nacional Superior del Folklore (www.escuelafolklore.edu.pe)
- Teatro de la Universidad Católica (http://www.pucp.edu.pe/tuc)
What Support is there for this Project from outside of Peru?
IDEA - Patrice Baldwin
RENSAD in Spain
German NGO (Francisco)
Samuel Roth (Swizerland)
Introduction
About the Q&A
Q: Why is Social Inclusion needed?
Why? How? - through improved education and social dev't.
and exactly what - see em Eve
multi-faceted - in schools and community at large
link to web sites Centre and mine
Q: Who are you?
Who is managing this project?
Q: What is the Need?
Why build a Community Learning/Cultural Centre when money could be better spent on: -
- feeding the poor?
- improving state education?
- subsidisingstudent fees and
transportation costs to an other
Learning/Cultural Centre?
Q: Benefits
What are the benefits to the schools?
What are the benefits to the Community at large?
What are the benefits to local companies?
What other benefits are there?
Q: Sustainable?
Cultural Centres are always looking for funding to meet their annual outgoings.
How do you plan to meet your annual outgoings?
Q: What Support is there for this Project?
In Peru?
From outside of Peru?
Q: Funding
How do you propose to raise the US $1 million dollars?
How do I know that 100% of any money I may donate will be used for the construction of the Centre?
How will I be able to monitor progress of your fund raising?
How will I be able to monitor your expenditure?
Q: Construction
Why has Villa MarÃa del Triunfo in Lima been selected?
How will I be able to see the progress of the construction of the Centre?
Q: Measuring Success
Q: Management/Control
Who are the Board of Directors for the Fund Raising Phase through to completion of construction of the Centre?
Who are the Board of Directors for the Community Learning/Cultural Centre in Lima?
What other controls will be put in place?
There is a need to encourage the next and subsequent generations of disadvantaged children so that a higher percentage attend Higher Education
