{"id":966,"date":"2022-09-07T21:03:09","date_gmt":"2022-09-07T19:03:09","guid":{"rendered":"https:\/\/www.mission-21.org\/projekte\/im-rahmen-des-strategischen-wirkungsbereichs-bildung-geht-es-einerseits-darum-grundfertigkeiten-wie-lesen-und-schreiben-zu-vermitteln-andererseits-um-die-foerderung-von-lebenskompetenzen-wie-proble\/"},"modified":"2026-06-25T18:11:46","modified_gmt":"2026-06-25T16:11:46","slug":"indigenous-women-and-youth-empowerment-for-political-participation-and-environmental-protection-in-peru","status":"publish","type":"projekte","link":"https:\/\/www.mission-21.org\/en\/news\/projekte\/indigene-frauen-und-jugendliche-staerkung-politischer-teilhabe-und-umweltschutz-in-peru\/","title":{"rendered":"Indigenous women and young people: strengthening political participation and environmental protection in Peru"},"content":{"rendered":"<h2 class=\"wp-block-heading\" id=\"hintergrundinformationen\">Background information<\/h2>\n\n\n\n<p>In Peru, Mission 21 supports three partner organizations that are active in educational work with indigenous women and young people in various rural provinces in the department of Puno. The poverty rate in this region is almost 40 percent. A large proportion of the population is of indigenous origin. Aymaras and Quechuas are particularly well represented. Although Peruvian law provides for extensive civic participation and recognizes the rights of indigenous peoples, this is insufficient in practice. Social conflicts (including environmental conflicts) occur time and again and occasionally escalate into violent protests.<\/p>\n\n\n\n<p>Indigenous women are particularly affected by racism, discrimination and machismo. While they are in great demand as \"folklore objects\" and adorn tourism brochures in glossy pictures, they are perceived as particularly disruptive in their role as active citizens who demand their rights. If strikes occur, they are often labeled as ignorant and unwilling to learn \"non-humans\" or \"terrorists\" who stand in the way of the nation's development.<\/p>\n\n\n\n<p>To make matters worse, over 23% of Peruvian women in rural areas are illiterate. At the same time, they often take on the role of head of the family, as many men leave their families for months at a time to look for work in mines or in the city due to the lack of employment opportunities. The challenges in the everyday lives of many women and girls are therefore particularly high.<\/p>\n\n\n\n<p>The living situation is also made more difficult because the habitat of the population in the water catchment area of Lake Titicaca is threatened by severe water pollution and the effects of climate change. Efficient lobbying is needed in order to be able to demand government commitment through legally binding channels. Just as important as this targeted lobbying at a political level is raising awareness among the general population in order to promote commitment to protecting water bodies and the environment from pollution.<\/p>\n\n\n\n<p>Against this backdrop, Mission 21, together with its partner organizations, promotes various educational offers to strengthen self-determination, political participation and environmental protection, which are mainly aimed at indigenous women and young people in rural Puno.  However, the educational programs are also open to interested men and boys.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"zielgruppe\">Target groups and goals<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Women from indigenous village communities in Chupa and Sam\u00e1n, Puno region, are improving their basic skills so that they can better manage their everyday lives and improve their livelihoods (Alfalit).<\/li>\n\n\n\n<li>Schoolchildren from the rural areas of Chupa and Sam\u00e1n, Puno region, improve their environmental education skills, their school performance and pass on to the next grade (Alfalit).<\/li>\n\n\n\n<li>Young women with early pregnancies who have dropped out of school take advantage of a low-threshold educational offer that enables them to reintegrate into the formal education system (Alfalit).<\/li>\n\n\n\n<li>Women from various indigenous women's organizations are expanding their grassroots and leadership skills in order to lobby effectively at local and regional level for the protection of Lake Titicaca (IDECA).<\/li>\n\n\n\n<li>Young people from the city of Puno are committed to protecting Lake Titicaca (Ema\u00fas).<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"aktivitTen\">Activities<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Implementation of bilingual courses (Spanish and Quechua) for the acquisition of basic skills in reading, writing, arithmetic, self-care and life skills (Alfalit).<\/li>\n\n\n\n<li>Low-threshold educational program for young mothers (Alfalit).<\/li>\n\n\n\n<li>Intensive tutoring for children to promote equal opportunities, especially for girls<\/li>\n\n\n\n<li>Environmental education in schools, with parents, teachers, indigenous women's organizations and representatives of the authorities (Alfalit, IDECA, Ema\u00fas).<\/li>\n\n\n\n<li>Implementation of a multi-year training programme on leadership and political participation for women from various indigenous women's organizations (IDECA).<\/li>\n\n\n\n<li>Participation in various working groups and networks for the implementation of action plans with the regional government of Puno (IDECA, Alfalit, Ema\u00fas)<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Project progress <\/h2>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Alfalit<\/strong><\/h4>\n\n\n\n<p>Im Jahr 2025 festigte Alfalit im Projekt Suma Hoy die Bildungsarbeit im Bezirk Chupa. Grundsch\u00fcler*innen sowie junge Frauen verbesserten ihre Kompetenzen in den Bereichen Kommunikation, aktive B\u00fcrger*innenschaft und Umweltbildung. Das Projekt st\u00e4rkte nachhaltig Leseverst\u00e4ndnis, Textproduktion, schulische Beteiligung und die Anwendung guter Umweltpraktiken.<\/p>\n\n\n\n<p>Das Alphabetisierungsprogramm steigerte sp\u00fcrbar Selbstwert, Autonomie und Entscheidkompetenzen der teilnehmenden Frauen. Sie bauten zum Beispiel digitale Kompetenzen auf und \u00fcbernahmen verst\u00e4rkt Verantwortung in Familie und Gemeinschaft.<\/p>\n\n\n\n<p>Die pr\u00e4ventive Arbeit mit Jugendlichen der Sekundarstufe st\u00e4rkte deren F\u00e4higkeiten zu entscheiden und f\u00fcr sich selbst Sorge zu tragen. Im Projekt werden auch Familien enger eingebunden und die Zusammenarbeit mit Lehrkr\u00e4ften und Schulleitungen wird gef\u00f6rdert. So soll die gemeinschaftliche Basis gest\u00e4rkt werden, um positive Entwicklungen zu f\u00f6rdern und zu vergr\u00f6ssern.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>CBC Ema\u00fas<\/strong><\/h4>\n\n\n\n<p>Unsere Partnerorganisation Ema\u00fas erreichte 2025 rund 310 Menschen aus marginalisierten und gef\u00e4hrdeten Gruppen. Kinder, Jugendliche, junge Frauen und weibliche F\u00fchrungskr\u00e4fte st\u00e4rkten in Workshops und Kampagnen ihre Kompetenzen in aktiver Beteiligung in ihren Gemeinschaften, Menschenrechtsarbeit, f\u00fcr Geschlechtergerechtigkeit und \u00f6kologisches Handeln. Sie setzten sich gezielt f\u00fcr den Schutz des Titicacasees ein und trugen dazu bei, gemeinschaftliches Engagement, Verantwortung und friedliches Zusammenleben in ihren Gemeinschaften zu festigen.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>IDECA<\/strong>: <\/h4>\n\n\n\n<p>Gemeinsam mit indigenen Frauenorganisationen rund um den Titicacasee st\u00e4rkte IDECA auch 2025 Frauen in ihrer Rolle als Umweltaktivistinnen (\u00abDefensoras del Medio Ambiene y el Territorio\u00bb, H\u00fcterinnen von Umwelt und Territorium). Leitende Frauen entwickelten mittels Workshops, Bildung und Vernetzung konkrete Strategien gegen Umweltzerst\u00f6rung und die Folgen der Klimaerw\u00e4rmung und bringen auch aktuell ihre Anliegen aktiv auf politischer Ebene ein. IDECA entwickelte Kooperationen mit Universit\u00e4ten, Menschenrechtsorganisationen und in einem binationalen Projekt in Peru und Bolivien. Dabei wird traditionelles Wissen mit juristischer und \u00f6kologischer Expertise verbunden. Mit kreativen Kampagnen mobilisiert unsere Partnerorganisation zudem Jugendliche und f\u00f6rdert dadurch eine nachhaltige Kultur der F\u00fcrsorge f\u00fcr die Qota Mama, den \u00abMuttersee\u00bb.<\/p>\n\n\n\n<p><strong>See here the <a href=\"https:\/\/vimeo.com\/851196095\">Film \"Education for more self-determination\"<\/a><\/strong><\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-vimeo wp-block-embed-vimeo wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe hcb-fetch-image-from=\"https:\/\/vimeo.com\/851196095\" title=\"Chapter 3 - Education for more self-determination\" src=\"https:\/\/player.vimeo.com\/video\/851196095?dnt=1&amp;app_id=122963\" width=\"500\" height=\"281\" frameborder=\"0\" allow=\"autoplay; fullscreen; picture-in-picture; clipboard-write; encrypted-media; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\"><\/iframe>\n<\/div><\/figure>\n\n\n\n<figure class=\"wp-block-image size-full is-resized\"><img decoding=\"async\" width=\"820\" height=\"820\" src=\"https:\/\/www.mission-21.org\/wp-content\/uploads\/2022\/09\/film-selbstbestimmung.png\" alt=\"film self-determination\" class=\"wp-image-16255\" style=\"object-fit:cover;width:50px;height:50px\" srcset=\"https:\/\/www.mission-21.org\/wp-content\/uploads\/2022\/09\/film-selbstbestimmung.png 820w, https:\/\/www.mission-21.org\/wp-content\/uploads\/2022\/09\/film-selbstbestimmung-300x300.png 300w, https:\/\/www.mission-21.org\/wp-content\/uploads\/2022\/09\/film-selbstbestimmung-768x768.png 768w, https:\/\/www.mission-21.org\/wp-content\/uploads\/2022\/09\/film-selbstbestimmung-12x12.png 12w, https:\/\/www.mission-21.org\/wp-content\/uploads\/2022\/09\/film-selbstbestimmung-800x800.png 800w, https:\/\/www.mission-21.org\/wp-content\/uploads\/2022\/09\/film-selbstbestimmung-600x600.png 600w, https:\/\/www.mission-21.org\/wp-content\/uploads\/2022\/09\/film-selbstbestimmung-100x100.png 100w\" sizes=\"(max-width: 820px) 100vw, 820px\" \/><\/figure>\n\n\n\n<p><strong>See here the <a href=\"https:\/\/vimeo.com\/851195319\">Film \"Education for more equal opportunities\"<\/a> (Promotion at schools)<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-vimeo wp-block-embed-vimeo wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe hcb-fetch-image-from=\"https:\/\/vimeo.com\/851195319\" title=\"Chapter 4 - Education for equal opportunities\" src=\"https:\/\/player.vimeo.com\/video\/851195319?dnt=1&amp;app_id=122963\" width=\"500\" height=\"281\" frameborder=\"0\" allow=\"autoplay; fullscreen; picture-in-picture; clipboard-write; encrypted-media; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\"><\/iframe>\n<\/div><\/figure>\n\n\n\n<figure class=\"wp-block-image size-full is-resized\"><img decoding=\"async\" width=\"900\" height=\"900\" src=\"https:\/\/www.mission-21.org\/wp-content\/uploads\/2022\/09\/film-chancengleichheit.png\" alt=\"film equal opportunities\" class=\"wp-image-16260\" style=\"object-fit:cover;width:50px;height:50px\" srcset=\"https:\/\/www.mission-21.org\/wp-content\/uploads\/2022\/09\/film-chancengleichheit.png 900w, https:\/\/www.mission-21.org\/wp-content\/uploads\/2022\/09\/film-chancengleichheit-300x300.png 300w, https:\/\/www.mission-21.org\/wp-content\/uploads\/2022\/09\/film-chancengleichheit-768x768.png 768w, https:\/\/www.mission-21.org\/wp-content\/uploads\/2022\/09\/film-chancengleichheit-12x12.png 12w, https:\/\/www.mission-21.org\/wp-content\/uploads\/2022\/09\/film-chancengleichheit-800x800.png 800w, https:\/\/www.mission-21.org\/wp-content\/uploads\/2022\/09\/film-chancengleichheit-600x600.png 600w, https:\/\/www.mission-21.org\/wp-content\/uploads\/2022\/09\/film-chancengleichheit-100x100.png 100w\" sizes=\"(max-width: 900px) 100vw, 900px\" 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